Prior to moving into an administrative position at Wellesley College, Cathy worked for 15 years in teacher preparation at Winona State University (WSU) in Minnesota. There she developed an integrated STEM education program for pre-service elementary educators, and an earth-and-space-science program for middle- and high-school level teachers. She has worked closely with the Science Museum of Minnesota to offer professional development focused on STEM integration and cultural competency for in-service teachers and College and University STEM faculty. Summa currently serves on the Executive Committee of the SciMathMN Board of Directors, an organization that advocates for P-20 STEM education across Minnesota.
A Wellesley alum, Summa was drawn back to campus in part to help develop a STEM teacher preparation program and hopes to continue to work with in-service teachers.

• astronomy
• environmental science
• geology

• science content-specific pedagogy courses
• social justice education
• education in high need schools
• interdisciplinary approaches
• project-based learning
• gender and education
• recruitment
• retention
• organizational culture
• professional expertise

John Ewing joined Math for America in early 2009 as President. Before joining Math for America, Ewing served as Executive Director of the American Mathematical Society for nearly 14 years. The AMS is the largest mathematics research society in the world with over 33,000 members and is a major publisher of mathematical research.

Ewing previously was professor of mathematics at Indiana University from 1973-1995, where he served as Chair of the department for two terms. He has held visiting positions in the mathematics departments of Dartmouth College, the University of Virginia, Newcastle University (England), and Göttingen University (Germany).

In 1966, Ewing received his B.S. from St. Lawrence University, which also awarded him an honorary degree in 1996. He received his M.S. and Ph.D. from Brown University in 1971.

In addition to his research work, Ewing has been active in mathematical exposition, both as writer and editor, and has written extensively on scholarly publishing as well as education. He has received several national awards for mathematical exposition, is a Fellow of the American Association for the Advancement of Science, and recently received the Gung and Hu Award from the Mathematical Association of America for distinguished service to mathematics.

• math

Currently I teach  Education Theory and Practice courses in the Wellesley/MIT program, mentor the science students in the Wellesley program and teach chemistry at Westwood High School (suburban public high school).  In addition I conduct  AP chemistry teacher training workshops for the College Board.  I have served in a variety of capacities in my three decades of working in the education field.  These capacities include middle school science teacher, coach for middle school science teachers, administrator, member of AP Chemistry Redesign Commission and AP Chemistry Test Development Committee, NOVA film series consultant and author.  My passion is teaching children, getting them excited about science and fanning their curiosity.  Questions I have:  how can we attract people with strong science backgrounds to enter the teaching field?  how can STEM education become a priority for school administrators as they make decisions about class time and resources?  What are some strategies to encourage more students to enter STEM fields?

• biology
• chemistry
• environmental science
• math
• physics

• science content-specific pedagogy courses
• social justice education
• education in high need schools
• urban education
• project-based learning
• global/international education
• recruitment
• retention
• organizational culture

• math

• math content-specific pedagogy courses
• education in high need schools
• urban education
• interdisciplinary approaches
• project-based learning
• recruitment
• retention

Alice Lesnick is Term Professor of Education and Director of the Bryn Mawr/Haverford Education Program, which offers programs for secondary teacher certification and a minor in educational studies. The Education Program also works with allied programs including the Teaching and Learning Initiative; the Minor in Child and Family Studies; the Concentration in Peace, Conflict, and Social Justice Studies; and the 360 program for interdisciplinary studies.  Alice is co-PI for Bryn Mawr's Noyce Teacher Scholarship Program, past leader of a faculty working group on inquiry-based approaches to science education, and a steering committee member of Serendip, a web space for idea-play. She teaches courses in literacies; qualitative/participatory action research; education, technology, and society; first year writing; and the gateway and culminating Program seminars. A faculty associate of the Institute for Writing and Thinking at Bard College since 1993 and a former preschool, elementary, middle, and high school English teacher, Alice studies collaborative and dialogic inquiry, processes of change, and new directions in social justice education, including via partnership with an early learning initiative in Northern Ghana and with a high school in West Philadelphia. Working with Bryn Mawr's Teaching and Learning Initiative, Alice helped build the Empowering Learners program, in which College staff, students, and faculty informally exhange skills and interests, and currently leads a summer syllabus design workshop for entering faculty. Her most recent publications include: (with Paul Grobstein, 2011), “Education Is Life Itself: Biological Evolution as a Model for Human Learning.” Evolution: Education and Outreach, Vol. 4, Issue 4, pp. 688-700; (with Anne Dalke, 2011), “Teaching Intersections: The Surprise of Gift-Giving and -Getting in the Cultural Commons.” Journal of Curriculum and Pedagogy. Alice holds a BA in English from Yale College; an MA in Liberal Education from St. John's College, Santa Fe; and a Ph.D. in Reading/Writing/Literacy from the University of Pennsylvania.

• social justice education
• education in high need schools
• urban education
• interdisciplinary approaches
• project-based learning
• gender and education
• global/international education

I am currently an assistant professor in the School of Education at City College in New York City.  My appointment is in the Childhood Education program in the Department of Teaching, Learning and Culture.  I have been at City College since September 2008.  My role in the school of education is Mathematics Education at not only the childhood education level but also at the early childhood and secondary levels.  My current research is in two areas: inclusive practices specific to mathematics content and pedagogy in an urban co-teaching environment and content/pedagogy supports for in-service mathematics teachers. 

I graduated from Bryn Mawr College with a degree in Mathematics.  In the following 10 years, I taught mathematics in private schools in New York City to children in grades 2 – 12 and obtained an M.S. in Mathematics from the Courant Institute of Mathematical Sciences at NYU.    In 2008, I earned my doctorate in Urban Education from The Graduate Center at CUNY. 

• math

• math content-specific pedagogy courses
• social justice education
• education in high need schools
• urban education
• project-based learning
• special education
• retention
• support structures

I received a PhD in Mathematics from the University of California at Santa Cruz (1985-1989). I have bachelor’s degrees in mathematics and physics from the Humboldt State University in Arcata, California (1980-1984).

I am currently a professor of mathematics at Pomona College. I have been at Pomona College since July of 1991. Prior to Pomona College, I had teaching and research post-docs at the University of California at Davis (1990-1991) and University of Utah in Salt Lake City (1989-1990).

Pomona College does not have a teacher education program; however, as a faculty member in the Mathematics Department, I have participated in various outreach programs that involved many of our majors in a role of tutor or mentor for high school students from the southern California area. These programs have been pivotal in motivating our graduates to pursue careers in education.

The first of these outreach programs mentioned in the previous paragraph was called the Pomona Enrichment Program (PEP) started around the summer of 1995. I was involved in it in the summers of 1996 and 1997. The program was run primarily by Pomona College students under advice of faculty. I developed curriculum for my two years of involvement. In the last year, a student mentor was in charge of doing most of the teaching based on that curriculum. The student later received a Rockefeller Fellowship to go into teaching.

Seven years after PEP, Pomona College received a grant from the Irvine Foundation to run an outreach program named the Summer Scholars Enrichment Program (SSEP) starting in the summer of 2003. Funding from the Irvine Foundation lasted for three years. The College continued to fund it until 2008. The program was directed to high school students in the areas surrounding Pomona College starting in summer prior to their sophomore year. Students would continue in the program until the summer prior to their junior year. I was involved in developing curriculum based on problem solving in mathematics. An important component of the program was a group of Pomona College students or alumni who worked as mentors and tutors. Many of them honed their teaching skills in that program and became very enthusiastic about getting involved in education.

In 2009, SSEP became the Pomona College Academy for Youth Success (PAYS) and is run by the Draper Center for Community Partnerships. I have been involved in the program teaching mathematics to rising 12th graders. Again, the participation of Pomona College students and/or alumni as mentors and tutors has very important. I am not aware of any study directed to finding out the impact of the program on the number of participants who go into education after they leave Pomona College. But I would venture to say that the impact has been very significant.

• math

• project-based learning
• recruitment
• retention
• support structures

• social justice education
• gender and education
• recruitment
• retention
• organizational culture

• physics

• science content-specific pedagogy courses
• interdisciplinary approaches
• professional expertise

A faculty member in the Bryn Mawr/Haverford Education Program, Jody Cohen’s interests include urban education, multicultural education, and education for ecological literacy, with a focus on linkages between identity, equity, and schooling. She has been deeply involved with the evolution of Bryn Mawr’s 360°, a program that involves professors and students in an interdisciplinary cluster of courses focused on a shared theme, and recently she contributed to the 360° “Perspectives on Sustainability.” Jody is a longtime teacher of writing, the mentor to two Posses at Bryn Mawr (the national Posse Program supports young people selected on a leadership scholarship to attend college), and a co-founder of the Social Justice Partnership Program, a student-driven initiative that supports dialogue around diversity and justice in the college community. Jody was a founding member of Research for Action, an educational research organization based in Philadelphia and committed to doing research and program evaluation with the goal of increasing equity in education. Jody’s research, presentations, and publications focus on community-based partnerships between colleges and urban schools and on the impact of curricular and co-curricular programming on undergraduates’ experiences and conceptions of intellectual community and diversity.