George M. Bodner, Ph.D. (Indiana University)
Professor Bodner's research interests are in problem solving, alternative modes of instruction, and the history and philosophy of science. In recent years, his group has worked in biochemistry as well as inorganic, organic and physical chemistry.

Lynn A. Bryan, Ph.D. (Purdue University)
Professor Bryan's areas include sociocultural influences on science teaching and learning, particularly in international contexts (Mexico, China, Japan, Honduras); reflective practice in science teacher education; teacher beliefs and knowledge development.

Brenda M. Capobianco, Ed.D. (University of Massachusetts, Amherst)
Professor Capobianco's research interests focus on examining various approaches to science teacher action research (i.e. individual, collaborative, and school-based) and issues of gender and diversity in science education.

David C. Eichinger, Ph.D. (Michigan State University)
Professor Eichinger's teaching and research focus on pre-service and in-service professional development for biology teachers at all grade levels.

Gerald H. Krockover, Ph.D. (The University of Iowa)
Professor Krockover's research program is focused upon methods and techniques for individualizing science instruction in K-12, university, and informal settings with particular interest in the geosciences.

Mary B. Nakhleh, Ph.D. (University of Maryland)
Professor Nakhleh's research interests focus on students' understanding of chemistry concepts and how that understanding is impacted by technologies, such as the web and scientific instrumentation.

Eric M. Riggs, Ph.D. (University of California, Riverside)
Professor Riggs' research addresses aspects of geoscience education including effects of field-based activities, diversity in the geosciences, and Native Americans' conceptions of earth and environmental sciences.

William R. Robinson, Ph. D. (Massassusetts Institute of Technology)
Professor Robinson's research interests are focused on alternate conceptions held by chemistry students and the use of mechanical and virtual models in chemistry.

Daniel P. Shepardson, Ph.D. (The University of Iowa)
Professor Shepardson's research program investigates the effects of inquiry-based instruction and social interaction on students' ways of thinking and meaning making.  He also teaches courses and has an interest in environmental science and environmental education.

John R. Staver, Ed.D. (Indiana University)
Professor Staver's research focuses on science teacher education, constructivist epistemologies in science education, and intersections of science and religion.

Gabriela C. Weaver, Ph. D. (University of Colorado, Boulder)
Professor Weaver's research involves the development and assessment of instructional technologies of various types to teach chemistry, and also investigations of inquiry based teaching and learning.