The USEA Executive Board is the governing body of USEA and is responsible for establishing policy and setting direction for the association. It meets three times per year (face-to-face and via web conference). The board consists of the president, vice president, past president, secretary-treasurer, and three members-at-large. At least one member of the board should be a UTeach Master Teacher, and at least one member should be an alumnus of a UTeach program.
USEA Executive Board, 2019–2020
Dr. Steve Case, President
Dr. Case was an award-winning secondary science teacher for 20 years before returning to the University of Kansas in 1997. During his secondary teaching career, his work included the creation of the curriculum model that drove a collaborative research network of 180,000 students from 31 countries to use cutting-edge technology for scientific research. He has worked on a variety of curriculum development projects including Biology in the Community, Global Lab, and Ecology: A Systems Approach. He was Co-founder and Director of the Outdoor Education Laboratory, a not-for-profit environmental education organization. Dr. Case served as resident director of a tallgrass prairie nature center for 12 years, creating the management and restoration plan along with prairie education programming.
Dr. Case is a Research Associate Professor and Director of the Center for STEM Learning (CSTEM) in the College of Liberal Arts and Sciences where he is a Co-Director of the UKanTeach STEM Teacher Preparation Program. During his time at KU, he also had the opportunity to serve as Chairman of the Kansas Science Curriculum Standards writing committee, working extensively on developing high quality state science education standards amid a great deal of political controversy. Under his leadership at CSTEM, he has developed a number of grant-funded programs in support of STEM teacher development including: Extending Scientific Inquiry through Collaborative Geographic Information Systems (ESIC), a teacher development program designed to promote the use of geotechnologies in K-12 student research; United States and China: Seeking Common Environmental Research Strategies, a unique research and education collaboration between the University of Kansas and universities and schools in China; and The Kansas Partnership for Graduate Fellows in K-12 Education, in which graduate students in STEM disciplines work with local secondary schools to develop their science communication skills. For the KU School of Education, he has taught the elementary and secondary science methods classes.
Dr. Pat McGuire, Vice President/President-Elect
Dr. Pat McGuire is an Associate Professor in the College of Education at the University of Colorado Colorado Springs (UCCS). In this role he teaches graduate-level courses in technology education, pre-service teacher preparation courses, and a freshman seminar course about distance running. Since 2012, Dr. McGuire has served as the Co-Director of the UCCSTeach program, a program designed for secondary math and science teacher candidates to obtain a Colorado teacher certification.
His scholarship interests include the areas of STEM education, instructional technology, and teacher preparation. His work has been published in prominent education journals, presented at a variety of peer-reviewed conferences, and shared with hundreds of P-12 teachers through professional development sessions. Dr. McGuire is the PI/Co-PI/external evaluator on several grants, including an NSF Noyce grant studying the impact of Professional Learning Communities on pre-service STEM teacher candidates. Prior to joining the faculty at UCCS in 2010, Dr. McGuire worked as a high school math teacher in Pittsburgh, PA and a research assistant at Carnegie Mellon University. He received three degrees from Duquesne University (BA - Math; BS - Secondary Education; MS - Instructional Technology) and a PhD from the University of Virginia in Instructional Technology.
Paige Evans, Immediate Past President
Paige K. Evans is Clinical Professor in the College of Natural Sciences and Mathematics (NSM) at the University of Houston (UH) and Associate Director of the teachHOUSTON program. Dr. Evans joined UH as master teacher in 2008 and has been instrumental in developing teachHOUSTON, where she works with preservice secondary math/science teachers to teach innovative lessons as well as obtain Texas Teacher Certification. She currently serves as the PI/Co-PI on four NSF grants, is the director of the Noyce Internship and Scholarship Program, and actively publishes and presents on STEM education. She has been honored with the UH Teaching Excellence Award, the UH Group Teaching Excellence Award, and the NSM John. C. Butler Teaching Excellence Award. Prior to working at UH, she spent 18 years as a secondary math/science educator and served in various leadership positions including science department chair.
Sara Harmon, Member-at-Large
Sara Harmon is Program Manager at the Berkeley Science and Math Initiative (BSMI) at the University of California, Berkeley (Cal), which houses CalTeach Berkeley. She specializes in designing imaginative solutions and improvements for academic programs, as well as facilitating engaged communities and partnerships for invested stakeholders through shared core values. Sara’s current focus is on developing a strategic CalTeach roadmap that will meet the educational and professional needs of CalTeach pre-service teachers while simultaneously advancing K-12 students and in-service teachers in the greater Bay Area. Prior to joining Cal in 2012, Sara worked as a research and laboratory administrator at both The Scripps Research Institute in La Jolla, CA and the University of California, San Diego.
Sara holds a B.A. in English from San Diego State University, but has intentionally led a a STEM-adjacent life, crediting her beloved 4th grade teacher, Mr. Wollitz, with sparking her love for science and inquiry. She has dedicated her career in higher education to improving the experience and outcomes for students of all ages, backgrounds, and abilities based on a foundational belief that knowledge and learning are for all.
Elizabeth Goldberg, Member-at-Large
Elizabeth Goldberg is a graduate of both the UTeach bachelor's and Science Education master's programs at the University of Texas at Austin. After more than eight years' experience teaching high school biology, chemistry, physics, and AP Physics I in both Austin and McAllen, Texas, she was thrilled to become an Assistant Professor in Practice/Master Science Teacher at UTeach RGV. In this capacity, it is her goal to train the next generation of UTeach graduates to become innovators in inquiry-based STEM education.
Elizabeth is passionate about helping UTeach students, alumni, and teachers in the community change their teaching to be more student centered and inquiry based. To bring about this transformation, she has been involved in curriculum development for both Eanes and McAllen ISDs, presented at regional and national conferences on inquiry-based lessons and pedagogy, and was a member of the Texas State Board of Education Physics TEKS Streamlining Committee. She also organizes the UTeach RGV Terrific Tuesday monthly professional development series for UTeach alumni and pre-service teachers.
Elizabeth fills the role of the Alumni Representative on the USEA Board.
MaLynn Kelso, Secretary Treasurer, Member-at-Large
MaLynn Kelso is Teaching Faculty in the FSU-Teach program at Florida State University. In addition to serving as the advisor for students pursuing earth/space science certification, MaLynn contributes to the program by finding ways to adapt innovative teaching practices and tools to the realities of teaching contexts, and through these efforts she has made substantive contributions to Step 1, Step 2, Classroom Interactions, and Project Based Instruction. Most recently, MaLynn has worked closely with STEM education researchers to use the Cognitive Demanding Task Framework as a tool to assist preservice teachers to plan and successfully enact more rigorous instruction in the classroom in an effort to increase their own students’ math and science learning. She has also played an important role in the development of Advancing Climate Literacy through Investment in In-service and Pre-service Science Educators, designed by the Lawrence Hall of Science at Berkeley, Department of Ecology State of Washington, Padilla Bay National Estuarine Research Reserve, and Rutgers University, and funded by NOAA. While these efforts have enhanced the FSU-Teach program, MaLynn’s involvement with research also contributes to the nationwide conversations on ways to better support the work of teachers and the learning of the students they serve.
MaLynn’s expertise has been refined via her own preparation as a geologist, her service in the Navy, as well as her 15 years of experience teaching middle grades science in high needs classrooms. This blend of experiences gives MaLynn a unique perspective in helping to prepare a new generation of highly qualified secondary mathematics and science teachers. During her tenure as a middle school teacher, MaLynn earned a National Board Certification in Middle Grades Science. MaLynn has been with FSU-Teach since 2008; she was the first Master Teacher hired in this program, and she has overseen the development of the partnership between FSU-Teach and the local school districts. MaLynn puts her knowledge of classrooms and teachers to work in her role in supporting the FSU-Teach alumni during their induction period, delivering in-service opportunities for practicing teachers, serving as the Veteran Liaison for the program, and offering training sessions for state certification for Clinical Educators. MaLynn is invaluable in these roles, as evidenced by her nominations for Excellent Teaching Awards and the Sallie May Beginners Teaching Award.
David Sparks, Member-at-Large
David Sparks joined UTeach Arlington and the Department of Curriculum and Instruction as Visiting Assistant Professor of Science Education in 2013. In 2015, he became a tenure-track Assistant Professor and is currently Affiliate Faculty and a Research Fellow with the Center for African American Studies (CAAS). His research is focused on three distinct areas: (1) collaborative learning structures that strengthen both learning and diversity in STEM education, (2) intersectionality of race, gender, and identity in STEM students, and (3) the effectiveness and sustainability of mathematics and science teacher preparation programs. He has taught the capstone course for UTeach Arlington for the last five years.