Page Keeley is the PI, Project Director, and Developer of the Curriculum Topic Study Project. Page is the Senior Science Program Director at the Maine Mathematics and Science Alliance (MMSA) www.mmsa.org. Page designs and oversees several projects for the MMSA, consults with school districts and organizations throughout the U.S., is a frequent speaker at national and state conferences, and serves on several national advisory boards. She is the PI/PD on two other NSF-funded projects- the Northern New England Co-Mentoring Network www.nnecn.org and PRISMS-Phenomena and Representations for Instruction in Middle School Science, a National Science Digital Library project in partnership with the American Association for the Advancement of Science (AAAS) Project 2061. In addition to the four Curriculum Topic Study books, Page is also the primary author of Uncovering Student Ideas in Science- 25 Formative Assessment Probes (Volumes 1-4), which was informed by using the CTS formative assessment design process. She is a Fellow of the first cohort group of the National Academy for Science Education Leadership. Prior to coming to the MMSA in 1996, Page taught middle and high school science for 15 years. She served on the NSTA Executive Board of Directors from 1996-1997, served as NSTA District II Director from 1995-1998, and is the 2008-09 President of the National Science Teachers Association. She received the Presidential Award for Excellence in Secondary Science Teaching in 1992, the Milken Foundation National Educator Award in 1993, and the AT&T Maine Governor's Fellow for Technology in 1994. Prior to teaching she worked as a research assistant at the Jackson Laboratory of Mammalian Genetics in Bar Harbor, Maine. She received her B.S. in life sciences from the University of New Hampshire and her masters in science education from the University of Maine.

Susan Mundry is a Co-PI for the Curriculum Topic Study project. She is responsible for convening a national CTS design team, co-developing CTS professional development strategies, and is co-author of the CTS Facilitator's Guide.   Susan is also the Associate Director of WestEd's Math, Science & Technology Programs where she leads projects focused on professional development and leadership. She is the Co-Director of the National Academy for Science and Mathematics Education Leadership, a project designed to enhance the knowledge, skills, and strategies of leaders in science and mathematics education reform. Susan co-authored the toolkit, Teachers as Learners , a videotape collection of 18 professional development programs, a guidebook, and Web site activities that illustrate diverse strategies for teacher learning in science and mathematics. She is co-author of the best selling book, Designing Professional Development for Teachers of Science and Mathematics and Leading Every Day:   124 Actions for Effective Leadership, named a National Staff Development Council 2003 Book of the Year. Susan received her B.A. in Communications Studies from the University of Massachusetts at Amherst and her Ed.M in Administration, Training, and Policy Studies at Boston University.

Cheryl Rose is a Co-PI for the mathematics section of the Curriculum Topic Study Project and co-author of Mathematics Curriculum Topic Study- Bridging the Gap BetweenStandards and Practice. Cheryl is a Mathematics Program Director at the Maine Mathematics and Science Alliance www.mmsa.org . Her work at the MMSA is primarily in the areas of leadership, mathematics professional development, and school reform. She is currently the PI/PD of a Title IIa State Mathematics and Science Partnership Project, MATHS- Mathematics: Access and Teaching in High School. She was the Co-PI and Project Director for MMSA's NSF-funded Local Systemic Change Initiative, BEAMM- Broadening Educational Access to Mathematics in Maine . She is a Fellow in the Cohort 4 of the National Academy for Science and Mathematics Education Leadership. Prior to coming to the MMSA in 2001, Cheryl was a high school and middle school mathematics teacher for ten years. Cheryl received her B.S. in Secondary Mathematics Education from the University of Maine at Farmington and her M.Ed. in Curriculum and Instruction from City University in Seattle.

Dr. Francis Eberle is a Co-PI for the Curriculum Topic Study project. He observes teachers' use of the CTS process and tools and provides data to the project for formative evaluation and research purposes. Francis is the Executive Director of the Maine Mathematics and Science Alliance (MMSA). He is a Co-PI on several NSF-funded STEM projects. Francis is a co-author of Uncovering Student Ideas in Science- 25 Formative Assessment Probes (Volume 1) and currently serves as President of the National Association of State Science and Mathematics Coalitions (NASSMC). Prior to coming to the MMSA as a Science Specialist in 1993, Francis taught middle and high school science and served as an adjunct instructor at the University of Southern Maine. Francis holds a B.S. in Science Education from Boston University, an M.S. in Educational Psychology from University of Connecticut, and a Ph.D. from Lesley University in Educational Studies.

Joyce Tugel provides project support for the design of CTS professional development tools and conducts professional development for the CTS project. She is currently a Science Project Director for the Maine Mathematics and Science Alliance (MMSA) and works primarily in the areas of leadership and science professional development. Joyce manages the NSF-funded NSDL Project, PRISMS- Phenomena and Representations for the Instruction of Science in Middle Schools and is the New Hampshire and Vermont mentor coordinator for the NSF-funded Northern New England Co-Mentoring Network (NNECN) . She is a Fellow of the third cohort group of the National Academy for Science and Mathematics Education Leadership. Prior to coming to the MMSA in 2005, Joyce was a science professional development specialist at the TERC Regional Alliance for five years. Joyce served as the National Science Teachers Association's District II Director from 2002-2004 and Professional Development Division Director from 2004-2006. During her ten years as a high school chemistry and physical science teacher, Joyce was the recipient of the Milken Foundation National Educator Award, the Presidential Award for Excellence in Science Teaching, and the New England Institute of Chemists Secondary Teaching Award. Joyce received her B.S. and M.S. degrees in Microbiology from the University of New Hampshire, Durham. Prior to teaching Joyce was a researcher in the field of environmental biogeochemistry.

Dr. Bill Nave is the external evaluator for the CTS Project. Dr. Nave works as an independent consultant and researcher in Winthrop, Maine. He has evaluated several national projects and is the lead evaluator for three NSF projects and a state MSP project, SC4- Science Content, Collaboration, and Conceptual Change (SC4). Prior to moving back to Maine, Dr. Nave was a Senior Researcher at TERC. Bill was a teacher for 25 years and during that time received the Maine Teacher of the Year and Milken National Educator Award. Bill is a founding board member of the Maine Coalition for Excellence in Education and served on the editorial board of The Harvard Educational Review. Bill received his Pre-Med B.A. with a concentration in chemistry from Columbia University; an M.A in Chemistry Education from City University in New York Graduate School of Education; and his doctorate in Administration, Planning, and Social Policy from Harvard University.

Brianne Van Den Bossche is the project assistant for the Curriculum Topic Study project. Brianne assists in the preparation of CTS manuscripts and materials; maintains communication for the project; plans CTS conferences and workshops; and oversees site logistics, participant needs, and materials for CTS professional development. She is the project assistant for the MMSA Science Team and has provided support for several NSF funded projects. Prior to coming to the MMSA in 2002, she worked at the Maine State Planning Office and was an intern at the law firm of Verrill & Dana in Portland. Brianne graduated from the University of Southern Maine with a BA in Communication and a minor in Health Studies.