Concord Consortium board members comprise a distinguished group of educators and business people, including the following:
Helen R. Quinn, Chair
Professor Emerita of Particle Physics and Astrophysics, SLAC National Accelerator Laboratory
Helen Quinn is Professor Emerita of Particle Physics and Astrophysics at SLAC National Accelerator Laboratory. She received her Ph.D. in physics at Stanford in 1967. She has taught physics at both Harvard and Stanford. Quinn is an internationally recognized theoretical physicist who holds the Dirac Medal (from the International Center for Theoretical Physics, Italy), the Klein Medal (from The Swedish National Academy of Sciences and Stockholm University), the Sakurai Prize (from the American Physical Society), and the Compton Medal (from the American Institute of Physics, awarded once every four years). She is the recipient of the 2018 Benjamin Franklin Medal in Physics. Quinn is a member of the American Academy of Arts and Sciences, the National Academy of Science, and the American Philosophical Society. She is a fellow and former president of the American Physical Society. Originally from Australia, she is an Honorary Officer of the Order of Australia. She served as chair of the U.S. National Academy of Science Board on Science Education from 2009 to 2014. She chaired the committee for “A Framework for K-12 Science Education,” which is the basis of the Next Generation Science Standards. In 2015 she was appointed by the President of Ecuador as a member of the initial “Comision Gestora” to help guide the development of the National University of Education of Ecuador.
High-tech Executive and Advisor
Paulette Altmaier has extensive experience in the high-tech industry. Prior to turning her focus to education and educational tech, she held senior executive positions, responsible for business strategy and product development, in leading high-tech companies. She served as Executive Vice President at Juniper Networks, Vice President and General Manager at Cisco Systems where she was responsible for leading and innovating a $1.5B business, and Vice President in Dell’s Software Group. She currently serves as a board member and advisor to several ed tech companies and nonprofits. Altmaier earned a B.Tech. in Electrical Engineering/Electronics from the Indian Institute of Technology, Madras, and an M.S. in Computer Science from Syracuse.
Maya M. Garcia
Science Content Specialist
Maya M. Garcia serves as the Science Content Specialist for the Colorado Department of Education, where she leads the implementation efforts for the 2020 Colorado Academic Standards for Science and supports CDE’s STEM education portfolio. Garcia began her career in science education as a middle school science teacher and science department chair in the District of Columbia, where she taught for over eight years. In 2010, she traveled to South Africa as a Fulbright Distinguished Teacher, where she studied how to leverage community collaborations to broaden access to engaging STEM learning experiences in under-resourced areas. In 2013, she joined the District of Columbia Office of the State Superintendent of Education and led the District’s adoption and implementation efforts around the Next Generation Science Standards (NGSS) and Common Core Standards for Mathematics.
Garcia has served on various national committees and boards, including the National Academies Board on Science Education. She is a board member for the Council of State Science Supervisors, where she serves as the board’s liaison to the organization’s Equity and Access Committee and as co-chair of the Climate Change Education Committee. Garcia is a Co-Principal Investigator of the National Science Foundation-funded “Advancing Coherent and Equitable Systems of Science Education Project.” Garcia is pursuing her Doctorate of Education in Leadership for Educational Equity at the University of Colorado, Denver.
Kim A. Kastens
Special Research Scientist
Kim Kastens began her career in marine geology before shifting her focus towards improving the public’s understanding of the Earth and the environment, through training of environmental journalists, development of instructional materials, professional development for teachers, innovative use of information technology, and science of learning research. She has developed software to help children learn to read maps as well as data puzzles to foster use of authentic geoscience data in high schools. Kastens designed a series of workshops to enhance the spatial thinking of high school Earth science teachers and students. For her work in geoscience education research and development, she received the Award for Excellence in Geophysical Education from the American Geophysical Union. Kastens holds a bachelor’s degree in Geology & Geophysics from Yale University and a Ph.D. in oceanography from Scripps Institution of Oceanography, University of California at San Diego. Since 1981, she has been a research scientist and research professor at the Lamont-Doherty Earth Observatory of Columbia University; her current position is Special Research Scientist. From 2012 to 2014, she was a Distinguished Scholar at the Education Development Center.
Associate Dean of Engineering for Global and Online Education, Stanford Center for Professional Development
Carissa Little is Associate Dean, Global and Online Education, Stanford University School of Engineering, and Executive Director, Stanford Center for Professional Development and Stanford Online. She oversees the development and delivery of online, in-person, and blended Stanford learning experiences to matriculated Stanford students and to learners around the world. Little has more than 20 years of experience working in extended higher education at Stanford University, collaborating with faculty and departments through the evolution of distance learning from broadcast TV telecourses, to streaming media, to massive open online courses, to post-pandemic teaching and learning. Most recently she was Associate Vice Provost and Chief of Staff for the Vice Provost for Teaching and Learning. Prior to Stanford, Little worked as an educator and in high-tech product management, and was an entrepreneur and co-owner of a Silicon Valley-based venture. A graduate of Boston University, she has represented Stanford at numerous committees and conferences, including the Symposium for Higher Education, the USDLA International Forum for Women in E-Learning, the International Association for Continuing Engineering Education, the Association for Engineering Education, Coursera Council, and the IVY+ Online Education Group.
Chris Manos, Treasurer
B.L.R. Professor of the Practice in Finance, Tufts University
Chris Manos currently teaches finance to undergraduates at Tufts University. His career was largely spent in the private sector as the chief financial officer of a series of venture-funded private companies, including Hampshire Chemical (sold in private transaction); Imagitas (sold in a private transaction); NxStage Medical (public NXTM); and MoreMagic Solutions (sold in a private transaction). Manos has extensive experience in raising venture capital, building and managing accounting and administrative functions within growing companies, and negotiating contracts, acquisitions, and divestments. He brings this experience to bear on his teaching of finance and advising student entrepreneurs. He is the primary instructor and student advisor in the Tufts Finance Minor program. He earned his MBA in finance from the University of Chicago and returned to school later in life to earn his JD from Suffolk University Law School. Manos has received several teaching awards, including the Lerman-Neubauer prize for exceptional teaching. Manos is a member of the Massachusetts Bar and is also a director of Tripod Educational Partners, a company that provides validated classroom climate survey tools for teachers and parents.
Dewayne J. McClary
Ed Tech Integrationist and K-12 Change Agent
Dewayne J. McClary is the Executive Director of Strategic Partnerships at engage2Learn. He has over 16 years of broad and deep experience as a teacher, instructional coach, school leader, and district leader. Dewayne previously served as the Director of Educational Technology and Library Programs at D.C. Public Schools, where he supervised DCPS’s 1:1 pilot and roll-out, as well as additional innovative educational initiatives. He has worked in rural South Carolina, the suburbs of Virginia, an urban D.C. school district, and a global nonprofit to connect and rally the most forward-thinking leaders of the nation’s school districts.
President of TCC Connect Campus
Carlos Morales is President of TCC Connect Campus, the largest and fastest growing of the six Tarrant County College District campuses, delivering eLearning and Weekend College programs to non-traditional students. An instructional technology scholar, educator, and author, he has experience at undergraduate and graduate public and private institutions of higher education and has served for more than 25 years as a faculty member for biology, science education, educational technology, and instructional design. He is the author of internationally peer-reviewed academic articles and book chapters. Dr. Morales has developed instructional technology training sessions, and designed and implemented technology-enriched classrooms and fully online college degrees. He is a leader in higher education innovations, including converged learning environments (online, hybrid, and web-assisted), as well as adult and accelerated learning opportunities. He serves on governing boards at the local, regional, and national level in the U.S. and is an active peer reviewer on editorial boards for academic journals in the U.S., Puerto Rico, Latin America, and the European Union. A 2009 Frye Leadership Institute Fellow and a 2012 Millennium Leadership Fellow with the American Association of State Colleges and Universities, he holds bachelor’s and master’s degrees in biology and science education from the Inter American University of Puerto Rico and a doctorate from Capella University in Instructional Design for Online Learning.
Executive Director of STEM Next
A national leader and expert in STEM learning, Ron Ottinger is known for his expertise in informal and out-of-school time STEM education and in building collaborations among schools, science centers, communities, and afterschool programs that increase STEM learning opportunities for young people. Ron is Executive Director of STEM Next and serves as co-chair of the national STEM Funders Network. Additionally, Ron is the co-chair for the National STEM Learning Ecosystem Initiative. As the Executive Editor of STEM Ready America, Ron convened the nation’s leading STEM experts presenting bold and persuasive evidence—as well as real-world examples of effective practices, programs, and partnerships on how science, technology, engineering, and mathematics knowledge and skills are preparing young people to be successful in school today and the workforce tomorrow. For the past nine years, he led the Noyce Foundation, which for a quarter century was dedicated to helping young people become curious, thoughtful, and engaged learners. Prior to joining Noyce, Ron served for 14 years as National Associate Director of the nonprofit AVID Center. He was elected to three terms on the San Diego City Schools’ Board of Education from 1992-2004, during a period of major reform of the school system, and was the longest running board president.
Science Education Consultant and former Director of K-12 Science and Technology/Engineering, Boston Public Schools
Pam Pelletier is currently a science education consultant working in a variety of settings, serving school districts, university partnerships, and various research and educational organizations. She is actively engaged in work centered on implementation of and lesson design inspired by the Next Generation Science Standards, developing teacher leadership and high-quality professional development. She recently retired from the Boston Public Schools where she was the K-12 Director of Science and Technology/Engineering. Pelletier serves as a Co-Principal Investigator on a number of National Science Foundation grants and on various advisory boards. She has extensive experience in biology and science education from her many years as a high school classroom teacher and department chair, as a professional development specialist, curriculum developer and implementation advisor, and as a district administrator.
Pelletier has taught graduate level science methods courses at Boston University, Northeastern University, and the Harvard Graduate School of Education, and served as a clinical professor of student teachers at both Boston University and Northeastern University. She was inducted into the Massachusetts Hall of Fame for Science Educators in 2012, received the Russell Stanhope Distinguished Friend of Science Award from the Massachusetts Association of Science Teachers in 2008, and in 1991, was the recipient of both the New Hampshire Christa McAuliffe Sabbatical Trust Award and the Presidential Award for Excellence in Mathematics and Science Teaching.
Professor and Director of Teacher Education, University of California, Berkeley
Philip’s research focuses on how teachers make sense of power and hierarchy in classrooms, schools, and society. He is interested in how teachers act on their sense of agency as they navigate and ultimately transform classrooms and institutions toward more equitable, just, and democratic practices and outcomes. His recent scholarship explores the possibilities and tensions that emerge with the use of artificial intelligence, data analytics, and digital learning technologies in the classroom, particularly discourses about the promises of these tools with respect to the significance or dispensability of teacher pedagogy.
Philip is a Fellow of the American Educational Research Association (AERA) and his research has been recognized by the AERA Division K Midcareer Award; the Spencer Midcareer Grant; the AERA Division G (Social Context of Education) Early Career Award; the AERA Division C (Learning & Instruction) Jan Hawkins Award for Early Career Contributions to Humanistic Research and Scholarship in Learning Technologies; the National Association for Multicultural Education’s Research Award; and the National Academy of Education/Spencer Postdoctoral Fellowship. Philip directs the Berkeley Teacher Education Program, which was awarded the 2023 AERA Division K Award for Innovations in Research on Equity and Social Justice in Teaching and Teacher Education.
Director of the Board, NASEM
Heidi Schweingruber, Ph.D., is the director of the Board on Science Education at the National Academies of Sciences, Engineering, and Medicine (NASEM), where she oversees a portfolio of work that includes K-12 science education, informal science education and higher education. Schweingruber joined the board in 2004 as a senior program officer. In this role, she directed or co-directed several projects including the study that resulted in A Framework for K-12 Science Education (2011), which served as the blueprint for the Next Generation Science Standards. She also directed a review of NASA’s pre-college education programs in 2008 and co-directed the study that produced the 2007 report Taking Science to School: Learning and Teaching Science in Grades K-8. Schweingruber is a nationally recognized leader in leveraging research findings to catalyze improvements in science and STEM education policy and practice. She presents widely on her work. Prior to joining NASEM, Schweingruber worked as a senior research associate at the Institute of Education Sciences in the U.S. Department of Education. She was also the director of research for the Rice University School Mathematics Project, an outreach program in K-12 mathematics education, and taught in the psychology and education departments at Rice University. Schweingruber holds a Ph.D. in developmental psychology and anthropology, and a certificate in culture and cognition from the University of Michigan.
Educational Technologist and User Experience Specialist
Dave VanEsselstyn is an educational technologist currently working as an Executive Director of User Experience Research at Chase/J.P. Morgan. He has worked across a range of industries including stints at the Center for Teaching and Learning at Columbia University, Wireless Generation, Amplify, MakerBot, and Scholastic. He also co-founded Brooklyn Robot Foundry, a makerspace for kids with several locations across New York City. VanEsselstyn holds a B.S. from Tufts University, where he majored in English, Biology, and Environmental Studies, a master’s degree from Teachers College, and a Ph.D. from Columbia in Human Cognition and Learning.
Past Board Members
Richard Abrams was General Manager of Tom Snyder Productions, a Scholastic Company. A veteran of the educational software industry, Rick Abrams guided the growth of Tom Snyder Productions from a start-up company into one of the leading educational software publishers in the K-12 market. He was a member of the Education Section board of the Software & Information Industry Association and a board member of Educators for Social Responsibility. He was also a corporation member of the Woods Hole Oceanographic Institution. Abrams graduated from Colby College. Abrams was a board member of Concord Consortium’s Board of Directors from 1997 to 2014.
Sheldon Berman is a founding member of the Concord Consortium Board. He is currently Superintendent of Schools in Eugene, OR. He previously served as the Superintendent of the Jefferson County Public Schools in Louisville, KY, from 2007 to 2011, and as the Superintendent of the Hudson (MA) Public Schools for 14 years. He collaborated with the Concord Consortium on the Virtual High School project, which continues as VHS Learning.
Kate Byrne Kate Byrne is President of Intentional Media, the purpose-driven platform whose brands SOCAP, Total Impact, and Conscious Company Media leverage storytelling and community to connect, educate, and empower people to act, consume, work, and live intentionally. A leader in digital media and social impact for over 25 years, she has married her interest in technology and its ability to advance publishing and social good. She has held executive positions at such well-known media outlets as Fast Company, BusinessWeek, Inc., The Tides Foundation, and Watermark. Byrne serves as President of the Board for the UN Women USA SF Chapter, and serves on the Boards of C-Change Media, the Concord Consortium, and Bambini Yoga. She is a Commissioner on the Marin Commission for Women and Girls. Byrne graduated from Stanford with a B.A. in psychology.
Goery Delacote is a retired professor of physics from the University of Paris who has spent a large part of his professional life on innovation in science education and promoting scientific culture. After initially doing research in solid-state physics applied to organic crystals, he created the interuniversity laboratory for doing research on science and technology learning and teaching under the auspices of the French Physical Society. He launched the French Science City for science and industry and took a director’s position at CNRS, the French National Centre for Scientific Research, where he developed the French National Library for Research. Delacote also chaired the National Institute for Pedagogical Research. For 15 years, he served as head of the Exploratorium in San Francisco. Under his leadership, the Exploratorium was voted the best science center in the world. He then moved back to Europe and transformed the Millennium Muséum At-Bristol into a sustainable science center now considered by its main founder, the Wellcome Trust, as the best science center in the UK. He recently moved to Paris to develop a chain of small science centers across France. He also chairs the Alliance Française of Paris Ile de France.
Natalie (Tally) Forbes is a founding member of the Concord Consortium Board. She served as the Vice President of Education and Development and the Vice President of Development at the Earthwatch Institute, which engages people in scientific research and education to promote the understanding and action necessary for a sustainable environment. Before her position at the Earthwatch Institute, Forbes was the Director of Alumni Relations at Milton Academy and has volunteered for countless programs.
Diederich Framhein Diederich Framhein is an international investment consultant based in Europe. A German national, he earned a law doctorate from the University of Cologne and an MBA at INSEAD. In 1969 he joined S.G. Warburg & Co., Ltd., the British investment bank, where he held senior positions in London and Paris related to international finance until 1998. Since then he has been associated with a corporate finance advisory firm in Paris. His special interests include biotechnology-related research.
Greg Gunn is an Entrepreneur in Residence at City Light. In 2000, he co-founded Wireless Generation, a leading educational software company serving more than three million children with groundbreaking assessment and instruction products. Gunn had previously served as Product Manager for InterDimensions; as Product Manager for Clique.com; and as an associate at the Carlyle Group. He holds a bachelor’s degree in physics from the University of Chicago and an MBA and Master’s in Computer Science from the Massachusetts Institute of Technology. Gunn also attended Oxford University as a Rhodes Scholar. He serves on the boards of the Nellie Mae Education Foundation and the Oliver Program.
Sarah Haavind is a founding member of the Concord Consortium Board. Haavind teaches online courses for elementary and middle school teachers seeking their master’s degrees and wishing to improve their science teaching. Her background is in K-12 curriculum design and professional development for NSF-funded science and mathematics curricula at TERC, BBN and the Concord Consortium, as well as for academic units using the SCANS skills for the Ford Foundation. She co-authored Facilitating Online Learning: Effective Strategies for Moderators.
Margaret Honey is President and CEO of the New York Hall of Science (NYSCI). She is committed to using the museum as a platform to nurture a generation of creative and collaborative problem solvers in science, technology, engineering, and math fields. Under her leadership NYSCI has developed its Design-Make-Play approach to STEM learning and engagement. A graduate of Hampshire College, with a doctorate in developmental psychology from Columbia University, Honey has shared what she’s learned before Congress, state legislatures, and federal panels, and through numerous articles, chapters, and books. She currently serves as a member of the National Science Foundation’s Education and Human Resources Advisory Committee, NASA’s Educational Advisory Board, and the National Academies Division of Behavioral and Social Sciences and Education Advisory Committee. She serves on the boards of Bank Street College of Education, the Scratch Foundation, and Post University.
Tom Hsu is a Co-Founder of Ergopedia, Inc., and serves as its President. Hsu was the Founder and President of CPO Science (formerly Cambridge Physics Outlet) until 2002. He is nationally known as an innovator in science equipment, curriculum and teacher training. He is the author of six published middle and high school science programs in physics, chemistry and physical science. He was nominated for the Goodwin medal for excellence in teaching at MIT. Hsu holds a Ph.D. in Applied Plasma Physics from MIT and a B.S. from the State University of New York at Stony Brook.
Kathy Hurley is a 40-plus-year veteran of the education industry. Throughout her career, she has served in top positions in both publishing and technology companies, including holding executive positions with Pearson and IBM. In December of 2014, she retired from Pearson where she spent 10 years and served as Executive Vice President for Education Alliances for the Pearson Foundation. Hurley utilizes her expertise in education policy, sales, marketing, and business development to help further the work of top businesses, executive-level customers, associations, and foundations. In 2013, she was selected as a Fellow of the Advanced Leadership Initiative (ALI) at Harvard University for 2014. Upon completing the ALI at Harvard, Hurley co-founded a global nonprofit organization called Girls Thinking Global, which connects global change-makers to empower adolescent girls around the world. She holds a B.A. in special education from the University of Dayton and a master’s degree in education from Jersey City State College.
Holly Jobe has been involved in all levels of education. Her interests are educational leadership and the role of educational technology in reforming education and engaging students in taking responsibility for learning. From 2006 to June 2011, she served as the project manager for the Classrooms for the Future high school reform program at the Pennsylvania Department of Education. Prior to that appointment, Jobe served as a technology specialist and supervisor before becoming the director of the technology program at the Montgomery County Intermediate Unit (PA). Jobe began her career as a second grade English teacher in Beirut, Lebanon, and is interested in helping educators connect with colleagues around the globe. She has participated in several international projects, conferences and exchanges. Jobe currently serves as president of the International Society for Technology in Education (ISTE) board and is an educational technology consultant.
Leon Lederman is an American physicist who, along with Melvin Schwartz and Jack Steinberger, received the Nobel Prize for Physics in 1988 for their joint research on neutrinos. He is Director Emeritus of Fermi National Accelerator Laboratory (Fermilab) in Batavia, IL. Lederman founded the Illinois Mathematics and Science Academy, in Aurora, IL, in 1986, and has served as Resident Scholar since 1998. He has championed the “Physics First” high school science curriculum sequence as far more logical for modern science than the traditional biology-chemistry-physics sequence.
Pendred (Penny) Noyce is a trustee of the Noyce Foundation, which supports improvements in public education, particularly in science and mathematics. Trained as a physician specializing in internal medicine, Noyce has been active for 20 years in supporting math and science education in Massachusetts. She served as a Co-PI of the NSF-funded Massachusetts State Systemic Initiative, PALMS. Noyce was appointed to the Massachusetts Board of Elementary and Secondary Education in October 2012. She currently serves on a number of nonprofit boards and chairs the Rennie Center for Education Policy and Research. She is the author of children’s fantasy books and has started her own company combining science activities with science mystery books.
Chris Rogers received all three of his degrees at Stanford University, where he worked with John Eaton on his thesis, looking at particle motion in a boundary layer flow. From Stanford, he went to Tufts as a faculty member. His first sabbatical was spent at Harvard and a local kindergarten looking at methods of teaching engineering. He spent half a year in New Zealand on a Fulbright Scholarship looking at 3D reconstruction of flame fronts to estimate heat fluxes. In 2002-3 he was at Princeton as the Kenan Professor of Distinguished Teaching where he played with underwater robots, wind tunnels and LEGO bricks. In 2006-7, he spent the year at ETH in Zurich playing with very, very small robots and measuring the lift force on a fruit fly. He received the 2003 NSF Director’s Distinguished Teaching Scholar Award for excellence in both teaching and research. His work in particle-laden flows led to the opportunity to fly aboard the NASA 0g experimental aircraft. Chris was awarded the Carnegie Professor of the Year in Massachusetts in 1998 and is currently the director of the Center for Engineering Education Outreach. He talks with over 1000 teachers around the world every year on ways of bringing engineering into the younger grades. He has worked with LEGO to develop ROBOLAB, a robotic approach to learning science and math.
David H. Rose is a developmental neuropsychologist and educator whose primary focus is on the development of new technologies for learning. In 1984, Rose co-founded CAST, a not-for-profit research and development organization dedicated to improving education for all learners through innovative uses of modern multimedia technology and contemporary research in the cognitive neurosciences. That work has grown into a new field called Universal Design for Learning, which now influences educational policy and practice throughout the U.S. and beyond. Rose also teaches at Harvard’s Graduate School of Education where he has been on the faculty for more than 25 years. He is the author of several scholarly books, numerous award-winning educational technologies, and dozens of chapters and research journal articles. He has been the principal investigator on grants and contracts from the National Science Foundation, the U.S. Department of Education, and many private foundations. Rose holds a B.A. in psychology from Harvard College, a master’s in teaching from Reed College, and a doctorate from the Harvard Graduate School of Education.
Larry Rosenstock is the chief executive officer and founding principal of High Tech High, a network of innovative and high-achieving charter schools that emphasize student projects, real-world problem-solving assignments and internships with local businesses and community organizations. Launched as a single school, High Tech High has evolved into an integrated network of nine schools spanning grades K-12 and a Graduate School of Education. An influential voice in the national discussion of school reform, Rosenstock is an advocate of small, innovative schools or small learning communities within large urban schools. He is a winner of the Ford Foundation Innovations in State and Local Government Award, the 2010 Harold W. McGraw, Jr. Prize in Education, and is an Ashoka Fellow. In addition to a law degree, he holds a B. A. from Brandeis University and an M.A. from Cambridge College.
Greg Segal is Director of External and Government Relations for Rethink Education. He has long been active in both education investing and education policy. Most recently, he served as the Director of External and Government Relations for Rethink Education, a NY-based venture capital fund focused on early stage education technologies. He has a B.A. in Psychology from Duke University and holds post-graduate business certificates at Columbia University and NYU. Previously, Segal worked as a reporter for ESPN Magazine and ESPN Books. He is also a member of President Obama’s National Finance Committee. Following his father’s heart transplant, he founded Organize, a non-profit organization focused on holistic solutions to solve the organ shortage problem, where he still serves at Executive Director and remains a passionate advocate for organ donation awareness.
Lev Sviridov is an Associate Professor of Chemistry and the Director of the Macaulay Honors College at Hunter College of the City University of New York. In addition to these responsibilities, Sviridov serves on the boards of Human Rights First and the 21st Century Foundation for The City College of New York and on the selection panel for the Sloan Awards for Excellence in Teaching Science and Mathematics in New York City Public High Schools. Sviridov received his B.S. in chemistry with minors in physics and mathematics from The City College of New York, CUNY and a D.Phil. in inorganic chemistry from the University of Oxford where he was a Rhodes Scholar.
Barbara Tinker is a founding member of the Concord Consortium Board. She is a psychologist with over 12 years of clinical experience and an interest in cognitive science. She holds a B.A. from Swarthmore College and a Ph.D. from the University of Massachusetts, Amherst. Previously she developed curriculum and provided community support to teachers as part of the Global Laboratory Project at TERC.
Robert Tinker, the Concord Consortium’s founder, passed away on June 21, 2017. We invite you to visit rememberingbob.concord.org to learn more about Bob’s life and to share stories and memories of how Bob inspired you.Tinker pioneered constructivist approaches to education, particularly novel uses of educational technology in science. He earned his Ph.D. in experimental low-temperature physics from MIT and learned about education on the job at a historically black college in the 1960s. In the ’80s, he developed the idea of equipping computers with probes for real-time measurements and of using the network for collaborative student data sharing and investigations. In 1994, he started the Concord Consortium so he could concentrate on applications of technology to improve the quality of education. His early work at Concord pioneered applications of portable computers to education and the use of the Web for professional development and teaching. One of these early projects created the Virtual High School, which was spun out as an independent nonprofit that continues to be a trendsetter in online teaching. His later research included educational applications of portable computers, the development and testing of computational models in education, and the development of “smart graphs” that are able to interact with students about important features of a graph. He was also involved in policy formation relating to educational technology and its role in improving STEM education worldwide. Tinker was the founder of Concord Consortium and chair of the Virtual High School.
Lauren Walters, a San Francisco resident, is a lawyer and entrepreneur. He currently serves as a board member of health care and educational technology companies and an advisor to early-stage ventures. He provides management and strategic consulting to the private and public sectors. Walters has been a private investor in early-stage new media, technology, and biotechnology companies. He chaired the board of the Consensus Building Institute for more than 15 years. He was the Co-Founder and CEO of Two Degrees Food and the COO of the Toll Road Corporation of Virginia, an infrastructure company. He is a former Chairman and Member of the Concord (MA) School Committee and the Concord-Carlisle (MA) Regional School Committee. He earned a B.A. from Johns Hopkins University, an M.Sc. from the London School of Economics, and a law degree from Georgetown University. He was a Fulbright Professional Scholar in Law and International Business.
Anne Yeomans is a founding member of the Concord Consortium Board. She has been involved in the Women’s Well since it began in 1994 as part of The Interface Foundation. She is one of its founders and helped design and facilitate its program in Women’s Spirituality. She has been a psychotherapist and group facilitator for over 40 years, and currently has an office in Shelburne Falls, MA. The roots of her psychotherapy practice are in Psychosynthesis and Spiritual Psychology. Yeomans has also trained in authentic movement and is interested in embodied spirituality.
Thomas Yeomans is a founding member of the Concord Consortium Board. He is the founder and director of The Concord Institute. His background includes education at Harvard (B.A.), Oxford (M.A.), and the University of California (Ph.D.) and professional work in the fields of literature, education and psychology. Since 1970 he has worked as a psychotherapist, teacher and trainer of professionals in Psychosynthesis and, more recently, Spiritual Psychology throughout North America and in Europe and Russia. He has developed a theory and practice of group work within a spiritual context, which he uses in training and consulting to organizations.