Science

Kira Krumhansl

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Kira Krumhansl

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Kira

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Krumhansl

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Kira Krumhansl specializes in developing educational tools that use real scientific data to engage students in learning science, critical thinking, and data literacy skills. She brings over ten years of prior experience in marine biology research, which she translates into innovative learning experiences for students.

Krumhansl is a curriculum designer for Ocean Tracks-College Edition. This interactive, Web-based resource promotes students’ data literacy by engaging them in analyzing the movements of large marine animals in relation to changes in their physical ocean environment. She is also a co-PI and curriculum lead on the Zoom In! Teaching Science with Data project, and is contributing to Real World, Real Science, a NASA-funded effort to foster middle schoolers’ data literacy and understanding of how their local weather relates to the larger climate.

In these and other initiatives of EDC’s Oceans of Data Institute, Krumhansl collaborates with scientific institutions such as the Scripps Institution of Oceanography, the Gulf of Maine Research Institute, and Stanford University. She also has ongoing collaborative projects in marine biology research with the Department of Fisheries and Oceans in Canada and Simon Fraser University.

Krumhansl is the author of numerous publications in marine biology on subjects ranging from kelp forest ecology to white shark physiology. (Read Krumhansl's blog post about her research on kelp forests here.)  She has also published articles on her work in science education in The Science Teacher and the Marine Technology Society Journal.

Currently, Krumhansl is an associate editor for the scientific journal Ecology and Evolution, and a reviewer for the National Science Foundation and numerous scientific journals.  She is also a scientific advisor for the KELPEX project.  Previously she was a member of a scientific working group on kelp forests and climate change at the National Center for Ecological Analysis and Synthesis at UC Santa Barbara. 

Krumhansl received a BSc in Biology from St. Lawrence University and a PhD in Biology from Dalhousie University in Halifax, Nova Scotia, Canada. 

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Staff Profile

Job title: 

Research Associate II

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

617-618-2904

Leana Nordstrom

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Leana Nordstrom

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Leana

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Nordstrom

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Leana Nordstrom brings a diverse set of communications and project management skills to an array of STEM education initiatives. Through her efforts, a broad range of projects advance their strategic plans and expand their public information outreach.

Nordstrom manages CADRE (Community for Advancing Discovery Research in Education), the National Science Foundation (NSF) resource network for the Discovery Research PreK-12 Program. In this role, she oversees the project’s social media outreach and other communications, contributes to the project’s website content, and manages the logistical aspects of CADRE’s work.

As the communications lead for EDC’s Oceans of Data Institute (ODI), Nordstrom disseminates the work of ODI’s portfolio of projects through newsletters, a website, blogs, press releases, and social media. In addition, she heads up communications efforts for Science Fairs Under the ‘Scope, an NSF-funded project studying middle-school science fairs.

Since joining EDC in 2010, Nordstrom has contributed to cross-sector NSF-funded STEM forums (STEM Smart and Next Generation STEM Learning for All) and informal education (Exploring Trees and Ponds), research (Elementary Science Specialist Study), and professional development (Electronic Teacher Guide and NPASS2) initiatives.  

Before joining EDC, Nordstrom was a staff member at Public Interest GRFX, the in-house communications department for the Fund for Public Interest, and served as an Environmental Education Extension Agent in Senegal, West Africa for the Peace Corps.

Nordstrom has a B.A. in Environmental Studies from Bates College in Lewiston, Maine.

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Staff Profile

Job title: 

Project Associate

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43 Foundry Avenue
Waltham, Massachusetts 02453-8313

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617-618-2767

Tracy McMahon

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Tracy McMahon

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Tracy

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McMahon

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Tracy McMahon brings extensive expertise in designing and conducting quantitative and qualitative research and evaluation studies. She specializes in survey design and implementation; qualitative data collection techniques such as interviews, focus groups, and observations; the development of logic models and literature reviews; and statistical analysis. Much of her work focuses on the implementation of program evaluations that seek to identify the effectiveness of formal and informal science education programs at K-12 and institute of higher education (IHE) levels.
 
Recently, McMahon co-authored the report Engineering for Every K-12 Student based on her team's work on the Massachusetts Engineering Innovation and Dissemination Community (MEIDC), an NSF-funded landscape study of K-12 engineering education in Mass. For the past four years, she has supported the NSF Broadening Participation in Computing Alliances (BPC-A) Evaluation as liaison to alliances and collected, analyzed, and reported data on efforts to broaden participation in computer science.
 
She holds an MEd in Educational Research, Measurement, and Evaluation; an MA in Higher Education Administration; and a BA in Communication and Sociology from Boston College.

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Staff Profile

Job title: 

Research Associate

Program: 

Pathways to College and Careers

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

617-618-2830

Amy Busey

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Amy Busey

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Amy

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Busey

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Amy Busey leads and contributes to a diverse array of initiatives that support teachers in ensuring students’ STEM proficiency and school, college, and career success. She brings significant experience in quantitative and qualitative research, strategic dissemination, and promotion of knowledge utilization. Her most recent work is deepening understanding of effective strategies to foster students’ data literacy and bridge STEM education research and practice.

As a member of EDC’s Oceans of Data Institute (ODI) team, Busey was a primary author of ODI’s Visualizing Oceans of Data report—a groundbreaking effort to provide guidelines to support interface and tool designers in bridging cyberinfrastructure to classrooms, enabling students to work with large, high-quality scientific datasets. She plays a key role in ODI’s Ocean Tracks project, which developed and tested powerful Web-based visualization and analysis tools derived from state-of-the-art knowledge about how to support student inquiry with data, and is currently engaged in related collaborative work with the Concord Consortium and the University of Minnesota on the CODAP (Common Online Data Analysis Platform).

Busey is also contributing to EDC’s R+P Collaboratory team’s efforts to identify, document, and disseminate ways that practitioners and researchers can work together effectively to enhance K–12 STEM education across formal and informal settings. Funded by the National Science Foundation (NSF), this collaborative research/strategic dissemination work engages EDC in a partnership with the Auburn, Maine School Department to improve students’ math learning through integration of interactive mobile technologies. (Read her blog post based on this work.)

Her work to bridge STEM education research and practice in the R+P Collaboratory is one of several NSF-related dissemination efforts she has advanced. For CADRE (Community for Advancing Discovery Research in Education), she provided online and print communications and networking facilitation support that helped NSF Discovery Research K–12 grantees make their findings and products accessible and usable. For NSF’s and EDC’s collaborative work to disseminate findings from the National Research Council’s report Successful K–12 STEM Education, she contributed to substantive and logistical planning of a series of STEM Smart events.  

Busey is the lead author of the article “Harvesting a Sea of Data” published in the Summer 2015 issue of The Science Teacher. She has co-authored many other articles, briefs, and reports including Preliminary Guidelines for Using Interactive Mobile Technologies in Early Elementary Mathematics (2015); A Targeted Study of Gaming and Simulation Projects in DRK–12 (2014); and Toward Sustainability: Cases and Cross-Case Analysis of the Strategies of MSP Project Leaders to Sustain their Teacher Leader Programs (2010).

Before joining EDC, Busey was involved in research efforts around Kindergarten readiness and infant cognitive development, implemented afterschool technology programs in middle schools, and worked to raise awareness around a variety of education issues.

Busey holds a BS in Psychology from the University of North Carolina at Chapel Hill and an EdM in Mind, Brain, and Education from the Harvard Graduate School of Education.

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Job title: 

Research Associate II

Program: 

Science and Mathematics Programs

Mailing Address: 

96 Morton Street, 7th Floor
New York, NY 10014

Telephone: 

212-807-4212

Erin Bardar

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Erin Bardar

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Erin

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Bardar

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Erin Bardar specializes in science curriculum development, professional development, and education research, with a focus on the fields of earth and space science. She draws upon her background in physics and astronomy to develop innovative and engaging instructional resources.

Bardar leads the curriculum development efforts for EDC's Oceans of Data Institute Ocean Tracks-College Edition project, which helps undergraduates learn and adopt skills needed to work with Complex, Large-scale, Interactively accessed, Professionally collected (CLIP) data from electronically tagged marine animals, drifting buoys, and Earth-orbiting satellites. She is also project director and curriculum team lead for the Real World, Real Science project, a NASA-funded collaboration with the Gulf of Maine Research Institute (GMRI) designed to bridge informal and formal learning around climate, weather, and data literacy. Erin has also worked as a consultant on several other instructional design projects, including Foundation ScienceFord PAS, and EDC Earth Science.

A widely published author, Bardar’s articles have appeared in such periodicals as Astronomy Education Review, The Earth Scientist, Journal of Geoscience Education, and Bulletin of the American Astronomical Society. She frequently presents her work at national conferences, including Games+Learning+Society and the American Association of Physics Teachers.

Bardar developed the Light and Spectroscopy Concept Inventory, a diagnostic test that supports assessment of college students’ understanding of light and spectroscopy and aids investigation of the effectiveness of instructional interventions in deepening students’ understanding. She holds a U.S. patent for a binocular spectrometer.

Prior to joining EDC, Bardar worked as a freelance education consultant/curriculum developer, contributed to research on how to bridge free-choice games and formal classroom science instruction, and served as a senior curriculum developer for the EarthLabs project.

Bardar received an ScB in Physics from Brown University and was a NASA Graduate Student Research Program (GSRP) fellow at Boston University, where she earned a PhD in Astronomy.

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Non-Staff Profile

Job title: 

Senior Curriculum/Instructional Design Associate

Program: 

Science and Mathematics Programs

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Randy Kochevar

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Randy Kochevar

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Randy

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Kochevar

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Randy Kochevar, Director of EDC’s Oceans of Data Institute, has expertise in marine biology and conservation, promotion of data literacy, Web development, research, and science communications. He brings passion for science and conservation—as well as a proven ability to make complex scientific concepts engaging and comprehensible for diverse audiences—to his R&D of innovative online educational resources for teachers, students, and the public.

In the Oceans of Data Institute, Kochevar leads a team that is working to transform K–16 science education to support students' entry into a world of Big Data through instructional design, research, and strategic partnerships with education and industry leaders. Kochevar plays a key role in the Institute's Ocean Tracks project, a collaborative initiative in which EDC and Stanford University are providing students and teachers with access to authentic data collected by migrating marine animals, drifting buoys, and satellites through an interactive website that features tools that enable users to display and analyze data to examine important scientific questions about animal interactions with the ocean environment. He is the co-Principal Investigator of the Institute's Ocean Tracks College Edition and Common Online Data Analysis Platform (CODAP) initiatives.

Kochevar shares his expertise in helping scientific research programs design and implement effective educational and outreach programs at the national conferences of organizations such as the American Geophysical Union. He is a co-author of the white paper “Toward a U.S. Animal Telemetry Observing Network for Our Oceans, Coasts, and Great Lakes” and publishes his research in journals such as Marine Ecology and Eos.

Prior to joining EDC, Kochevar oversaw science communications for the Block Lab at Stanford University’s Hopkins Marine Station. He has also served as consultant science communications specialist to a variety of corporations, museums, and research institutions. including the Monterey Bay Aquarium, where he worked for 11 years.

Kochevar earned his BS in Biology from Colorado College and obtained his PhD in Deep-Sea Physiology from University of California-Santa Barbara.

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Non-Staff Profile

Job title: 

Senior Research Scientist

Program: 

Science and Mathematics Programs

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Marion Goldstein

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Marion

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Goldstein

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Marion Goldstein leads R&D and evaluations that advance knowledge of strategies to strengthen STEM education for all students. Many of her studies examine how technology can be strategically employed to enhance preK–12 teaching and learning. To all of her research, she brings an extensive knowledge of developmental psychology, program evaluation, quantitative and qualitative research methodologies, and instructional design. Working in partnership with publishers, curriculum designers, game developers, programmers, teachers, students, parents, and administrators, she helps create tools that work in real-world settings and accommodate a variety of instructional needs.

Goldstein is a co-principal investigator on Next Generation Preschool Science, a four-year National Science Foundation-funded project to develop and evaluate a program to promote young children’s learning of key science practices and concepts. She is the project director for PLUM Rx, a mobile-accessible, digital media R&D project that is working to bring environmental science learning to hard-to-reach urban families. 

In partnership with Sesame Workshop and local research partners, Goldstein works internationally to develop assessments and evaluate the promise of Dream, Save, Do, a financial empowerment program for young children funded by MetLife. Additionally, she is a senior researcher on EDC’s Ready to Learn team, which has been funded by the U.S. Department of Education since 2006 to conduct research and evaluation studies to measure children’s learning from media-rich literacy, math, and science learning resources developed by the Corporation for Public Broadcasting and PBS with the goal of improving school readiness among preschoolers in high-need communities.

Goldstein served as research director for Year of the Solar System, funded by NASA, in which she directed the evaluation of digital resources designed to address the curricular needs of Grades 6–12 science teachers and students, and for Possible Worlds, an IES-funded project to develop and test a series of game-based activities to support science and literacy instruction. She presented findings from this work in a series of papers and reports, including "Using Students' Naive Theories to Design Games for Middle-Grades Science" and "Does Gameplay Prepare Students to Learn? Lessons From a Fieldtest." She also served as a lead researcher in an EDC initiative to identify and document lessons learned from New York City’s iSchool and Cisco’s 21st Century Initiative in Jefferson Parish (Louisiana) Public School System

Goldstein has co-authored numerous articles based on her research, including “What Constitutes Skilled Argumentation and How Does it Develop?” (Informal Logic), “Designing for Diversity: How Educators Can Incorporate Cultural Competence in Programs for Urban Youth” (New Directions for Youth Development), and “A Collaborative Approach to Nutrition Education for College Students” (Journal of American College Health). To support the translation of research to practice and policy-making, Goldstein regularly shares her findings at the annual conferences of such organizations as the International Society for Technology in Education, American Educational Research Association, Society for Information Technology & Teacher Education, National Association for Research in Science Teaching, Society for Research in Child Development, and Head Start.

Prior to joining EDC, Goldstein worked as a research consultant and coordinator for initiatives focused on health promotion and the evaluation and redesign of professional development.

Goldstein holds a BA from the University of Pennsylvania, an MA from New York University, and an EdD in Educational Technology from Teachers College, Columbia University.

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Non-Staff Profile

Job title: 

Senior Research Associate

Program: 

Center for Children and Technology

Mailing Address: 

96 Morton Street, 7th Floor
New York, NY 10014

Telephone: 

212-807-4293

Janna Kook

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Janna Kook

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Janna

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Kook

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Janna Kook advances the field’s knowledge of effective early childhood education and early STEM learning and teaching, with a focus on the link between teacher professional development and child outcomes. An experienced researcher and program evaluator, she has expertise in advanced quantitative research methods.

Kook is currently responsible for research design, study coordination, measure development, data analysis, and dissemination work for three major studies.  In Games for Young Mathematicians, a National Science Foundation (NSF)-funded Core Research study aimed at understanding how young children’s mathematics learning can be supported through their development of mastery motivation, Kook is helping to analyze data from a randomized-control trial of a newly developed, game-based intervention. Within this same line of research, she is also part of an exploratory research study funded by the Heising-Simons Foundation, to understand aspects of teacher-child interaction and teacher language that contribute to children’s development of math skills and mastery motivation.

Kook is also contributing to the first study to examine middle school science fairs at a national level. As part of the NSF-funded Advancing Informal STEM Learning (AISL) study, Science Fairs Under the ‘Scope, she is helping to plan, implement, and analyze a large, nationally representative survey of middle school science fair leaders and a subsequent, more focused study of selected science fairs across the country and their effectiveness of supporting students’ science and engineering practices.

Kook played a key role in EDC’s Cultivating Young Scientists, a study funded by the Institute of Education Sciences (IES) that developed a three-course suite of professional development tools to support preschool teachers in engaging children in hands-on scientific inquiry in life, earth, and engineering sciences. She led the evaluation of the study’s professional development based on teacher feedback, assessment of teacher learning and performance, and student outcomes. She also contributed to an NSF-funded DRK-12 study that examined teachers’ professional development choices related to revised Advanced Placement curricula for biology, chemistry, and physics.

Kook is coauthor of "Foundations of Science Literacy:  Efficacy of a Preschool Professional Development Program in Science on Classroom Instruction, Teachers' Pedagogical Content Knowledge, and Children's Observations and Predictions", along with several other peer-reviewed publications related to early childhood education, early science learning, and executive functions. She is also a co-developer of Lens on Science, a computer-based assessment of preschool science.

Before joining EDC, Kook received a PhD in Applied Developmental Psychology at the University of Miami. She was an IES predoctoral fellow and was awarded a Head Start Graduate Student Research Grant for her dissertation on teacher-child interactions that promote higher-level thinking. She received her BA from the University of Pennsylvania.

Staff: 

Staff Profile

Job title: 

Senior Research Associate

Program: 

Early Learning and Development

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

617-618-2797

Catherine McCulloch

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Catherine McCulloch

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Catherine

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McCulloch

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Catherine McCulloch leads national initiatives that focus on bridging STEM research and practice to improve outcomes for students. An expert in formal and informal STEM learning, she brings extensive experience as a professional developer, course designer, and manager of strategic resource development and dissemination efforts.

McCulloch is the Principal Investigator of Community for Advancing Discovery Research in Education, a National Science Foundation-funded resource network in which she leads an EDC team in supporting STEM researchers and developers from NSF's DRK–12 program in making their findings and products accessible and usable for schools, communities, policymakers, and the public. She has also worked closely with the NSF to develop and implement STEM Smart, an initiative to disseminate successful STEM research and evidence-based practices across the nation. (Read McCulloch's blog post about STEM Smart: "Spreading the Word About Successful STEM Education.") Within this effort, she organized a K–12 engineering education, research, and practice conference held in collaboration with the American Society for Engineering Education. 

As co-PI of the Massachusetts Engineering and Innovation Dissemination Community initiative, McCulloch recently concluded a landscape analysis of K–12 engineering education in Massachusetts and co-authored a report, Engineering for Every K–12 Student, that presents key findings from the study that have important implications for K–20 educators, policymakers, and business and industry leaders nationwide.  She is the lead author of the brief, Research and Practice Partnerships: Fostering Equitable Collaboration.

McCulloch has developed and led professional development institutes for science and math mentoring—including in Mexico, New York, Ohio, Massachusetts, Mississippi, and Florida—and designed and led an online graduate science mentoring course for Cambridge College. She presents at national conferences on content-based mentoring and engineering education.  She has also provided professional development for out-of-school-time program educators and is the author of Straw Rockets, a Design It! Engineering for Afterschool Programs curriculum series module.

Prior to joining EDC, McCulloch was Assistant Director of the National Arts and Learning Collaborative, where she oversaw multiple grants, including a Kennedy Center for the Arts award for community involvement in arts education. For 15 years, she taught preK–12 children in a variety of private and public settings.

McCulloch holds a BS in Creativity in Learning and an MEd in Elementary Education from Lesley University.

Staff: 

Non-Staff Profile

Job title: 

Project Director

Program: 

Science and Mathematics Programs

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

617-618-2413

Kerry Ouellet

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Kerry Ouellet

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Kerry

Last name: 

Ouellet

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Kerry Ouellet collaborates with instructional designers, professional developers, and researchers to create innovative online and print products that enhance STEM learning and teaching. She brings extensive editorial and management expertise to her product development work, as well as an in-depth knowledge of EDC’s full range of science and mathematics instructional resources.

Ouellet contributes to the conceptualization, content, design, and usability of EDC online learning experiences and resource hubs. Current and recent projects include the Concepts and Practices biology and chemistry high school curricula, the Mathematical Practice Institute, the Oceans of Data Institute, the HP Life Learning Initiative for Entrepreneurs, and the Exploring Bioethics high school supplement.

As a managing editor, Ouellet advances the goals of teams that develop a wide range of print curricula and professional development guides including the EDC Earth Science Curriculum, the Design It! and Explore It! out-of-school time science curricula, and Making Science Mentors: A 10-Session Guide for Middle Grades.  Serving as the liaison between staff and publishers, Ouellet collaborates with partners such as Carolina Biological Company, LAB-AIDS, the National Institutes of Health, Kendall/Hunt, Redleaf Press, Glencoe/McGraw-Hill, Kelvin, and Heinemann.

Ouellet also plays a key role in development work, establishing and implementing systems to guide the production and submission of proposals to government agencies, such as the National Science Foundation and Institute of Education Sciences, and private foundations.

Ouellet earned a BS in Business Administration from the Whittemore School of Business and Economics at the University of New Hampshire. She is also working toward a certificate in project management through the University of California, Irvine.

Staff: 

Non-Staff Profile

Job title: 

Managing Editor I

Program: 

Science and Mathematics Programs

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

617-618-2570

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