Drew Lanham spoke at the National Science Teachers Annual Meeting on Saturday, April 2, 2016, in Nashville, Tennessee. In his teaching, research, and outreach roles, Drew seeks to translate conservation science to make it relevant to others in ways that are evocative and understandable. As a Black American he is intrigued with how culture and ethnic prisms can bend perceptions of nature and its care.

Lanham (B.A. Zoology 1988; M.S. Zoology 1990; PhD Forest Resources 1997) is a native of Edgefield and Aiken, South Carolina. In his 20 years as Clemson University faculty he’s worked to understand how forest management impacts wildlife and how human beings think about nature. Dr. Lanham holds an endowed chair as an Alumni Distinguished Professor and was named an Alumni Master Teacher in 2012. In his teaching, research, and outreach roles, Drew seeks to translate conservation science to make it relevant to others in ways that are evocative and understandable. As a Black American he’s intrigued with how culture and ethnic prisms can bend perceptions of nature and its care. His “connecting the conservation dots” and “coloring the conservation conversation” messages have been delivered internationally.

Drew strongly believes that conservation must be a blending of head and heart; rigorous science and evocative art. He is active on a number of conservation boards including the SC Wildlife Federation. South Carolina Audubon, Aldo Leopold Foundation, BirdNote and the American Birding Association. He is a member of the inaugural fellow of the Audubon-Toyota Together Green initiative and is a member of the advisory board for the North American Association of Environmental Education. Dr. Lanham is a widely published author and award-nominated poet, writing about his experiences as a birder, hunter and wild, wandering soul. His first solo work is “The Home Place-Memoirs of a Colored Man’s Love Affair with Nature.”

Read the text of Drew Lanham’s lecture. See photos of 2016 Brandwein Lecture

He is a conservation biologist, historian, and writer based in Sauk Prairie, Wisconsin. Meine serves as Senior Fellow with the Aldo Leopold Foundation in Baraboo, Wisconsin and with the Chicago-based Center for Humans and Nature. He is also a Research Associate with the International Crane Foundation and Adjunct Associate Professor in the Department of Forest and Wildlife Ecology at the University of Wisconsin-Madison. Meine received his B.A. in English and History from DePaul University in Chicago and his M.S. and Ph.D. in Land Resources from the Nelson Institute for Environmental Studies at the University of Wisconsin-Madison.

Meine has worked on conservation projects across Europe, Asia, and North America, with a wide array of organizations, agencies, universities, and businesses. He is also active in his local landscape as a founder and member of the Sauk Prairie Conservation Alliance. Meine is the author and editor of several books, including the biography Aldo Leopold: His Life and Work (reissued in 2010 a new edition) and Correction Lines: Essays on Land, Leopold, and Conservation (2004). He also served as the narrator and on-screen guide of the Emmy Award-winning documentary film Green Fire: Aldo Leopold and a Land Ethic for Our Time (2011). In 2013 the Library of America published his edited collection of Leopold’s writings, Aldo Leopold: A Sand County Almanac and Other Writings on Conservation and Ecology.

View the slides from Curt Meine’s lecture. Read the text of Curt Meine’s lecture.

He was one of the founders of The Harrisville Children’s Center and has served on the boards of public and private schools. He is a member of the editorial board of the journal Encounter: Education for Meaning and Social Justice and has served as a correspondent for Orion Magazine.

His books include Children’s Special Places, Beyond Ecophobia, Mapmaking with Children, Place-based Education: Connecting Classrooms and Communities, Childhood and Nature: Design Principles for Educators and Place- and Community-based Education in Schools with Greg Smith. His articles examine the relationship among child development, authentic curriculum, and environmental education. His newest book is Wild Play: Parenting Adventures in the Great Outdoors, published in 2011.

For ten years, David was director of Project CO-SEED (Community-based School Environmental Education). This project created partnerships among communities, school districts and environmental organizations in an effort to collaboratively improve schools and support community development. He has served as a consultant with school districts, foundations, environmental organizations, and the National Park Service to assist educators with curriculum development, program planning and evaluation from a learner-centered perspective.

Read the article on which his lecture was based. View the PowerPoint slides shown at his lecture.

Clips from David Sobel’s presentation, Global Climate Change Meets Ecophobia:

Polar Bear, Global Warming PSA
This brief animation shows how the warm and fuzzy image of polar bears can be used to deliver a harsh message on global warming.
https://www.youtube.com/watch?v=k8YVsJSO7qE

Follow the Frog, Rainforest Alliance
Provides an example of the environmental activist we might fantasize about (and the inherent, comic, consequences).
https://www.youtube.com/watch?v=3iIkOi3srLo

School’s Out: Lessons from a Forest Kindergarten (a film by Lisa Molomot and Rona Richter)
This documentary trailer emphasizes the rich lessons very young children may draw from experiential education in a forest setting.
http://vimeo.com/73469081

Arthur Morris delivered the Brandwein Lecture at the NSTA Annual Meeting in San Antonio, TX, on April 13, 2013.

Arthur taught elementary school in New York City for 23 years. For eight years he conducted the shorebird survey at the Jamaica Bay Wildlife Refuge for the International Shorebird Surveys. A gallery exhibit of his work hung at the prestigious Roger Tory Peterson Institute in Jamestown, New York, in the summer of 1999. More than 11,000 of his photographs have been published in books and magazines, and more than 100 photo-illustrated feature articles have appeared in a wide variety of publications worldwide. He is a popular lecturer, having presented more than 250 slide programs during the past 15 years. Art now photographs, travels, speaks, and teaches extensively in North America. You can view some of his photographs at www.birdsasart.com.

David Macaulay delivered the Brandwein Lecture at the NSTA Annual Meeting in Indianapolis on March 31, 2012.

Macaulay received a bachelor’s degree in architecture from the Rhode Island School of Design (RISD), but vowed never to practice. After working as an interior designer, a junior high school teacher, and a teacher at RISD, Macaulay began to experiment with creating books. From the pyramids of Egypt to the skyscrapers of New York City, the human race’s great architectural and engineering accomplishments have been demystified through Macaulay’s elaborate illustrations and straight-forward explanations. Macaulay is best known for the award-winning international bestseller The Way Things Work, which was expanded and updated in 1998 and renamed The New Way Things Work. The title of his lecture is “Ingenuity,” also the title of a book he’s currently writing that addresses the needs and opportunities at particular times in history and how people addressed and responded to them.

Art Sussman presented the Brandwein Lecture at the NSTA National Conference on Science Education in San Francisco, March 12, 2011.

Dr. Sussman is a Senior Project Director at WestEd, one of the nation’s ten Regional Educational Laboratories. He came to WestEd in 1992 to launch and direct the WestEd Eisenhower Regional Consortium for Science and Mathematics Education. Trained as a research biochemist, Dr. Sussman has devoted his career to K-12 science education and public understanding of science. Two foci of that work, systems thinking and global environmental issues, coalesced with teaching and learning about planet Earth as a system.

Sussman brought his unique vision of science education to a broader audience with the publication of Dr. Art’s Guide to Planet Earth. This widely distributed book received high critical acclaim, including selection by the Children’s Book Council and NSTA as an “Outstanding Science Trade Book for Children for 2001.” Building upon his work in environmental science education, Sussman is currently the co-Principal Investigator of an NSF-funded climate change education partnership focused on the Pacific Island region. (Read the lecture text.)

Lynne Cherry presented the Brandwein Lecture at the NSTA National Conference on Science Education in Philadelphia, March 20, 2010.

Lynne Cherry, award-winning children’s book author and illustrator, teaches children a respect for the Earth and how they can make a difference and change the world. Her most recent book is How We Know What We Know about Our Changing Climate: Scientists and Kids Explore Global Warming, written with Gary Braasch. Other best sellers include The Great Kapok Tree: A Tale of the Amazon Rain Forest, A River Ran Wild, and The Armadillo from Amarillo. She advocates that using nature to integrate curriculum makes a child’s learning relevant. Lynne is also the producer and director of seven short movies Young Voices on Climate Change thattell the stories of young people who have reduced the carbon footprint of their homes, schools, communities and states. The movies have been screened at museums and conferences including at the American Museum of Natural History during its climate exhibit, at the Environmental Conference of the American Bar Association, and at the Association of Science and Technology Museums. Her movies can also be seen on websites of many non-profits at http://www.YoungVoicesonClimateChange.com.

Lynne earned an art degree at Tyler School of Art and an MS in History at Yale University. She has had artist-in-residencies at Princeton University, the Smithsonian Institution and Cornell University. She was a recipient of the Metcalf Fellowship and has received science writing fellowships from the Marine Biological Laboratory and the Woods Hole Oceanographic Institution. (Read the lecture text.)

Cheryl Charles presented the Brandwein Lecture at the NSTA National Conference on Science Education in New Orleans on March 21, 2009.

Cheryl Charles, Ph.D., is an innovator, entrepreneur, educator, author, and organizational executive. Cheryl is President and CEO of the Children and Nature Network.

Rodger Bybee presented lectures at the NSTA National Conventions in 2003 and 2008. The full text of his 2008 lecture is available here.  The text of his 2003 lecture is available here.

Rodger Bybee has been active as a teacher and an administrator in science education for the past 40 years. He recently retired as the Executive Director of the Biological Sciences Curriculum Study (BSCS). Prior to joining BSCS, he was Executive Director of the National Research Council’s Center for Science, Mathematics, and Engineering Education. Dr. Bybee was a leader in the development of the National Science Education Standards and chaired the content working group for that significant endeavor. At BSCS, he was Principal Investigator for five new National Science Foundation programs including programs to develop curriculum frameworks for teaching about the history and nature of science and technology for biology education at high schools and colleges. Dr. Bybee has served as Chair of the Science Forum for the 2006 Program for International Student Assessment and Chair of the Science Expert Group for the Assessment. He has authored numerous publications and received many awards, including NSTA’s Distinguished Service to Science Education and, NSTA’s highest honor, the Robert H. Carleton Award in 2007.

Richard Louv, author of “Last Child in the Woods” presented the 2007 Brandwein Lecture at the 2007 NSTA National Conference on Science Education in St. Louis, Missouri, March 31, 11am. Richard spoke on his new initiative “Leave No Child Inside.”

Richard Louv is a futurist and journalist focused on family, nature, and community. He is the author of seven books, including, most recently, “Last Child in the Woods: Saving Our Children from Nature-Deficit Disorder” (Algonquin). He has written for The New York Times, The Washington Post, The Christian Science Monitor, and other newspapers and magazines. In addition to his writing, Louv is chairman of The Children & Nature Network, a nonprofit organization helping build the movement to reconnect children and nature. He is a member of the Citistates Group, an association of urban observers, and serves on the board of directors of eco-America.

Between 1984 and 2006, Louv was a columnist for The San Diego Union-Tribune. He was also a columnist and member of the editorial advisory board for Parents magazine. He helped found Connect for Kids, the largest child advocacy site on the Web. He served as an advisor to the Ford Foundation’s Leadership for a Changing World award program and the Scientific Council on the Developing Child, and was a Visiting Scholar at the Heller School for Sociat Policy and Management at Bradeis University. Louv spreaks frequently around the country. He has appeared on NPR’s Morning Edition, The Morning Show on CBS, Good Morning America, Today, Bill Moyers’ Listening to America, NPR’s Fresh Air, Talk of the Nation, PBS NewsHour with Jim Lehrer, the CBS Evening News, NBC Nightly News, and many other programs. The United Nations commissiioned his monograph on fatherhood for the U.N. Year of the Child, and he has spoken before the National Policy Council in the White House.

Charles Roth presented his lecture at the NSTA National Conference in Anaheim, California on April 8, 2006.

Charles “Chuck” Roth started as a teacher of General Science and Biology in Ardsley, New York in 1956. He also acted as Coordinator of Elementary Science in that system. After a brief stint as Director of the Rye (NY) Nature Center, Chuck joined the Massachusetts Audubon Society, where he directed the Society’s statewide education programs for 27 years.

Chuck was an early protege of Paul F-Brandwein and a student of his views on conservation. He worked with Brandwein on several projects and then moved to Massachusetts where he spent the next 30 years developing the concept of environmental literacy. During this time he founded the New England Environmental Alliance and served on a wide range of environmental committees. He also taught at several colleges throughout New England.

Through his consulting practice, Earthlore Associates, Chuck has been involved with the development of a Middle East Environmental Education Forum, a biodiversity program with the American Museum of Natural History, educational development at the Thoreau Institute, TERC’s Global Lab Project, and development of Benchmarks on the Way to Environmental Literacy for the Massachusetts Executive Office of Environmental Affairs. He served seven and a half years as Chair or Co-Chair of the Secretary’s Advisory Group on Environmental Education. He has written over 20 natural history books for a wide range of levels. His latest book is Plants Alive.

James Rutherford presented his lecture at the NSTA National Convention in Dallas, Texas on April 2, 2005.

James Rutherford is Education Advisor to the Executive Officer of the American Association for the Advancement of Science. At AAAS, he has been responsible for such national initiatives as Science Resources for Schools, Challenge of the Unknown, the National Forum for School Science, and Science Seminars for Teachers, and for such publications as Science Education News, the annual Science Education Directory, the annual This Year in School Science, and Science Education in Global Perspective.

As initiator and director of Project 2061, he headed the nation’s most prominent long-term, comprehensive effort to foster nationwide reform in science, mathematics, and technology education. Landmark publications that have emerged from the project include Science for All Americans, Benchmarks for Science Literacy, Blueprints for Reform, and Resources for Science Literacy, followed by Designs for Science Literacy and Atlas of Science Literacy.

Prior to joining AAAS, Rutherford served in two federal agencies. In 1977, he was appointed by President Carter to be Assistant Director of the National Science Foundation responsible for all science, mathematics, and engineering education programs, preschool through postdoctoral, and for federal programs fostering the public understanding of science programs. When the new U.S. Department of Education was launched, the president appointed him to be the first Assistant Secretary for Research and Improvement. This position included responsibility for the National Institute of Education, the National Center for Educational Statistics, the Fund for the Improvement of Post-Secondary Education, and the federal programs supporting libraries and the development of educational technologies.

Earlier, Rutherford was professor of science education at Harvard University and at New York University, and earlier still, a high school science teacher in California. During these years, he directed several major projects, including Harvard Project Physics, Project City Science, and the Carnegie Science-Humanities Education Project, and served as president of the National Science Teachers Association (1975).

Dean and Sheila Bennett presented their lecture at the National Science Teachers Association Annual Meeting in Atlanta, Georgia, on April 3, 2004. The full text of their lecture is available here as a PDF file.

Sheila K. Bennett is professor of Natural Science at the University of Maine at Augusta (UMA), one of seven campuses in the University of Maine System, where she teaches biochemistry, cell biology, human biology, and introduction to the natural sciences. In 1994, she pioneered teaching a lab science at a distance utilizing interactive television and computer conferencing. Today, the course is routinely offered to 100 students each fall semester at receive sites around the state of Maine, allowing them to obtain a degree without travel to a distant campus. Besides teaching at the postsecondary level, she has taught junior high life science and was an environmental educator at the K-6 level. She received a doctorate in biological sciences and a masters degree from the University of Maine and a baccalaureate from the University of Vermont in medical technology. In 1995, she was the recipient of the Libra Professorship and Distinguished Scholar’s award from the University of Maine at Augusta, and in 2002, she received a UMA Meritorious Achievement award. She has been recognized by the Maine Chapter of the Sierra Club, the Natural Resources Council of Maine, and RESTORE: The North Woods for leadership in wilderness preservation. She has served as a board member of the Natural Resources Council of Maine, president of the Maine Association of Conservation Commissions, member of the state appointed Advisory Council for the Allagash Wilderness Waterway, and member of the Maine Task Force on Energy and the Maine Coast. Dr. Bennett helped found Citizens to Protect the Allagash and the Maine Appalachian Trail Land Trust. She coauthored a natural history guide to the Allagash Wilderness Waterway.

Dean B. Bennett is professor emeritus at the University of Maine at Farmington where he taught science education, curriculum and instruction, and honors classes on human relationships with nature. He is currently an environmental writer, illustrator, and advocate for wilderness preservation. His published works include many articles and chapters in books, four tradebooks on natural history and wilderness subjects, a teachers guide on environmental evaluation for Unesco, and a children’s book in press. His latest book, The Wilderness from Chamberlain Farm: A Story of Hope for the American Wild, published by Island Press, received ForeWord Magazine’s first place, gold-book-of-the-year award for 2001 books in the environmental category. Dr. Bennett holds a journeyman’s certificate in cabinetmaking from the Maine State Apprenticeship Council, a baccalaureate degree in industrial arts education, a masters degree in science education, and a PhD in resource planning and conservation. His long career in education also includes teaching industrial arts, earth science, and environmental education in the public schools; serving as state science and environmental education curriculum specialist for the Maine Department of Education; and directing statewide curriculum projects for Maine in environmental education, state studies, and science and natural history education. He was an invited author and participant in the first, worldwide environmental education conference in Belgrade, Yugoslavia. His awards and honors include the Ford Foundation’s Leadership Development Fellowship, the National Wildlife Federation’s Fellowship Award in Conservation Education, the Environmental Education Award from the New England Environmental Education Alliance, and awards from the Maine Chapter of the Sierra Club and the Natural Resources Council of Maine for wilderness advocacy. He has served on NSTA’s environmental education task force and on the boards of directors of the American Nature Society and the Conservation Education Association.

Rodger Bybee delivered the Brandwein Lecture at the NSTA National Conference in Philadelphia, PA, on March 29, 2003.  The full text of his 2003 lecture is here.

This lecture introduced original themes from Paul Brandwein–substance, structure, and style and connected them to more contemporary themes of Content, Coherence, and Congruence. The basis for the latter themes was the National Standards, research on how students learn, and teaching science as inquiry.

Barbara Barnes presented her lecture at the NSTA National Convention in San Diego, California on March 30, 2002.

Barbara was President of the former EFG, Educating Future Generations. She directed the work of international teams of educators and business leaders who have designed and implemented the EFG Real World Projects and Performance Portfolio in locations around the world. Barbara has written and published nine books featuring the EFG Projects and Learning System.

Barbara Barnes has over 25 year of experience in public education. Her experience includes 13 years as a school principal and 6 years as Director of Partnerships in Education. Previously, Barbara assisted urban, suburban and rural educators across the U.S., U.K., Canada, and New Zealand in transforming their K-12 schools and districts. Her book, Schools Transformed for the 21st Century and training manual, Transforming Schools into Total Quality Learning Communities have been used by educators nationwide.

Robert Tinker presented March 24, 2001 at the NSTA national convention in St. Louis, Missouri

From its beginning in the 1985 Kids Network, the student-scientist partnership idea has led to a profusion of projects that engage students in real research. The basic concept is that students can undertake studies, observations, and analyses of real value to science. Through participation in these student scientist partnerships, students gain a unique understanding of both the content and the process of science.

The partnerships can enhance education by supporting the most difficult aspects of the science standards: providing increased opportunities for students to be engaged in extended inquiry. Conversely, student scientist partnerships (SSP) can support a wide range of scientific studies by providing the capacity for worldwide observations, monitoring, and analysis by enthusiastic amateur student scientists and their teachers. The availability of computers and networks in education makes student scientist partnerships feasible now that would have been unimaginable a few years ago.

There currently are many ways of engaging students in scientific studies at the secondary and college levels. There are formal projects with rigid protocols that have been carefully designed for scientific accuracy. There are also do-it-yourself projects that empower students to design their own collaborative studies. This talk will review the available resources and the kinds of projects anyone can join.

BIOGRAPHICAL SKETCH

Robert Tinker has, for a quarter-century, pioneered constructivist approaches to education, particularly novel uses of educational technology in science. In the ’80’s, 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. Five years ago he started the Concord Consortium so he could concentrate on applications of technology in education. He now directs several major research and development projects and a staff of 35. Current research includes work on large-scale tests of online courses for teachers and secondary students, developing a set of technology-based activities for elementary math and science curriculums, educational applications of portable computers, sophisticated simulations, the development of technology-rich materials for sustainable development education, and a scientific study of haze that involves students. Bob is also co-PI for the Center for Innovative Learning Technologies co-located at Concord, Berkeley, Vanderbilt and SRI International, an international center designed to stimulate collaborative, cross-sector research and development on educational technology. Bob earned his Ph.D. in experimental low temperature physics from MIT and has taught college physics for ten years.

Lynne Margulis presented April 8, 2000.

Can we teach our students and the public about the exceedingly important parallel world of the microcosm? With our three hands-on science units, beginning with familiar experience we hope to access for you and yours the microcosm. By the use of videos and non-stop class activities we learn “What happens to trash and garbage? An introduction to the carbon cycle.” The carbon cycle, a major biogeochemical set of transformations, is revealed through the examination of the fate of refuse in a typical U S. town. In “Peas and particles: Population growth and natural selection,” we improve large number estimation skills in the content of growth as increase in numbers of living beings in populations. Activities include counting, development of new methods of rapid estimation, analysis of photographs of large populations or numbers of items, and a video of microcosmic reproduction, population growth and sex. The understanding of exponential growth rates is translated to an evolutionary context as we ask, “What does ‘natural selection’ select?” In Living sands: mapping time and space,” we see sands that are composed partially or entirely of the fossil remains of members of the phylum Foraminifera (forams). These protoctists help develop an understanding of “deep” or “geological” time. As has been said before, “nothing in biology makes sense except in the light of evolution” and “science is a way of knowing.”

BIOGRAPHICAL SKETCH

Lynn Margulis received an A.B. (Liberal Arts) from the University of Chicago, an M.S. (Genetics-Zoology) from the University of Wisconsin and a Ph.D. (Genetics) from the University of California, Berkeley. She held a Sherman Fairchild Fellowship at the California Institute of Technology (1977) and a Guggenheim Fellowship (1979). She is an elected member of the National Academy of Sciences, USA (1983), the World Academy of Art and Science (1995), the Russian Academy of Natural Sciences (1997) and the American Academy of Arts and Sciences (1998). She has been awarded eight honorary degrees. Her publications, spanning a wide range of scientific topics, range from professional to children’s literature and include 23 authored or co-authored books. She has made contributions to research on cell biology and on microbial evolution. From 1977 to 1980, she chaired the National Academy of Science’s Space Science Board Committee on Planetary Biology and Chemical Evolution, aiding in the development of research strategies for NASA. She received a NASA Public Service award in 1981. Currently, she serves on the science council of the NASA Institute for Advanced Concepts, and co-directs NASA’s Planetary Biology Internship (PBI) Program, administered through the Marine Biology Laboratory, Woods Hole.

Margulis has participated in the development of science teaching materials at levels from elementary to graduate school. With students and colleagues, she published a hands-on middle school unit: What Happens to Trash and Garbage? An Introduction to the Carbon Cycle, and has developed several others, including “Peas and Particles” and “Living Sands: Mapping Time and Space “. She continues to communicate with James E. Lovelock, F.R.S., on investigations concerning his “Gaia Hypothesis”. Her current projects include studies of the bacterial symbionts of termites and of protists from microbial mat communities. Nearly thirty years after she first proposed it, Margulis continues to work out the consequences of the modern serial endosymbiosis theory (SET). Symbiogenesis is widely accepted as the mechanism of origin of plastids (from cyanobacteria) and of mitochondria (from respiring bacteria) and can be taken as proven. However, the origins of undulipodia and their microtubule structures remains unresolved. A search for candidate co-descendant spirochetes (ones with microtubules, axonemal and other eukaryotic motility proteins), an aspect of current investigation generated by the SET, is underway in her field and laboratory work.

Employed as a Distinguished University Professor at the University of Massachusetts since the autumn of 1988, Lynn Margulis is currently affiliated with the Department of Geosciences. From 1966 to 1988, she was a faculty member in the Department of Biology at Boston University. Dr. Margulis lives in Amherst, Massachusetts.

Joseph Renzulli presented March 24, 1999

The recommendations that are being made for general school reform have raised important questions about the ways in which we can continue to challenge our highest achieving students. The Schoolwide Enrichment Model (SEM) is a plan that applies the know-how of gifted education to the process of total school improvement; and at the same time, includes specific vehicles for challenging the kinds of students that Dr. Brandwein focused on in his many years of teaching and writing.

The first, and most important objective of the SEM is talent development. Procedures for targeting the specific behaviors of high potential students are described in the model, as are specific service delivery mechanisms for curricular modification, grouping practices, alternative scheduling patterns, and guides for developing differentiated curricular activities. Emphasis is placed on two general aspects of the work of teachers. The first aspect deals with defining and delivering truly differentiated services to targeted students based on their individual abilities, interests, and learning styles. The second aspect is concerned with strategies for integrating general enrichment into the total school program.

BIOGRAPHICAL SKETCH

Joseph Renzulli is the Neag Professor of Gifted Education and Talent Development at the University of Connecticut where he also serves as the Director of The National Research Center on the Gifted and Talented. He has served on numerous editorial boards in the fields of gifted education, educational psychology and research, and law and education and he also served as a Senior Research Associate for the White House Task Force on Education for the Gifted and Talented.

Renzulli’s major research interests are in identification and programming models for both gifted education and general school improvement His Enrichment Triad Model has been cited as the most widely used approach for special programs for the gifted and talented, and the Three Ring Conception of Giftedness, which he developed in the early 1970’s, is considered by many to be the foundation of a more flexible approach to identifying and developing high levels of potential in young people.

Dr. Renzulli has contributed numerous books and articles to the professional literature and has been a series author with the Houghton Mifflin Reading Series. His two most recent books are Schools for Talent Development: A Practical Plan for Total School Improvement (Renzulli, 1994) and The Schoolwide Enrichment Model: A How-To Guide for Educational Excellence (Renzulli & Reis, 1997). Although Dr. Renzulli has generated millions of dollars in research and training grants, he lists as his proudest professional accomplishment the Annual Summer Confratute Program at the University of Connecticut, which originated in 1978 and has served more than 8,000 persons from around the world.

Cheryl Charles, Ph.D. presented the Brandwein Lecture at the NSTA National Conference on Science Education in Las Vegas in 1998. Here is a brief description:

Children, youth, and adults live their lives so immersed in technology that they forget to directly experience the living world itself—we forget nature, the first classroom. It is important to remember how the living world works from direct experience, from intimacy, from the loving respect and substantive knowledge that cannot be obtained vicariously or virtually.

For over three decades before coming to his current posts, William F. Hammond, EdD (Ph.D. in curriculum theory and environmental education expected in 1998) was the director of curriculum development services and environmental education for the Lee County School District in Fort Myers, Florida. His career began with a decadeof junior and senior high school science teaching; in the late 1960s, he became the Lee County science supervisor and coordinator of environmental education, positions in which he continued until 1983. At that point, he became the district’s director of the Department of Curriculum Services, retiring in 1993. From 1978 to the present, he has been consulting through his firm Natural Context in corporate training for several Fortune 100 companies and teaching college courses. In 1997, he joined the faculty of Florida Gulf Coast University. During the course of his school, university, and consulting career, Hammond lectured, made presentations, and led workshops on curriculum and program development. He has presented in 50 states, Canada, England, the former Soviet Union, and 19 Caribbean nations. He advises a wide range of private and public organizations, as well as over 250 nonprofit organizations.

Dr. Stapp coordinated the United Nations Belgrade Charter, was a past president of the North American Association of Environmental Education, and an environmental advisor to the Government of Australia. He founded the Global Rivers Environmental Education Network and authored several textbooks on environmental education.

His was the first Paul F-Brandwein lecture. Its full text is available here.

“Watershed Education for Sustainable Development”
Journal of Science Education and Technology, Vol. 9, No. 3, 2000
© 2000 Plenum Publishing Corporation