Carolyn Landel, Ph.D., Managing Director
Dana Center Role
Carolyn works alongside the Center’s executive director to establish long-term strategic goals and priorities in programmatic and partnership development. She directs the day-to-day mobilization of the Center’s personnel and programs to achieve the strategic goals. Carolyn supervises and supports senior staff who manage the portfolio of projects and activities supported by the Center. She also represents the Center in key state and national networks on math and science education programs and policies. In addition, Carolyn leads the Center’s resource development efforts, including overseeing proposal preparation and serving as the primary contact to prospective funders to sustain the Center’s annual operating budget.
Before Joining the Dana Center
Carolyn has more than 15 years of experience in science education. She most recently served as the chief program officer for Washington STEM, a nonprofit organization dedicated to advancing excellence, equity, and innovation in science, technology, engineering, and math education in Washington state. Carolyn developed successful funding proposals totaling $18 million to support operations and provided strategic direction for the organization. She also served as a key point of contact and created innovative partnerships with school districts, higher education institutions, and state and national STEM education organizations and agencies.
Prior to her work with Washington STEM, Carolyn supervised the implementation of a $12 million National Science Foundation-funded project, which generated annual student learning increases in both undergraduate courses and K–12 classrooms that significantly outpaced demographically matched counterparts. In addition, she provided support for faculty from two- and four-year campuses, district administrators, teacher-leaders, and principals.
An active participant on committees and panels over the years, Carolyn is currently a member of a U.S. Department of Education technical working group providing guidance on the creation of a cadre of highly skilled master teachers in STEM through grantees in the Teacher Incentive Fund program. She has been the primary author of and principal investigator on numerous federal and private foundation grants.
Ph.D., Biochemistry and Molecular Biology, The University of Chicago
B.S., Biology and Chemistry, Whitworth University
Relevant Committees and Panels
U.S. Department of Education, Technical Working Group: Served on a national panel to provide guidance on the creation of a cadre of highly skilled master teachers in STEM through grantees in the Teacher Incentive Fund program that have a focus on STEM. (2013)
Rutgers University Graduate School of Education: Served on a national advisory board for the NSF-funded multistate collaborative, “Content Knowledge for Teaching Physics.” (2012)
State of Washington Office of the Superintendent of Public Instruction: Served on a five-member team to secure Washington as a lead state for Next Generation Science Standards development. (2011)
U.S. Department of Education, Technical Working Group: Served on a national panel to develop online professional development experiences and instructional resources to infuse STEM activities in the after-school activities of the 21st Century Community Learning Centers. (2011)
Landel, C., & Nelson, G. (2010). Deepening teachers’ science content knowledge: Lessons learned from a multi-year K12–university partnership. Chapel Hill, NC: Horizon Research, Inc.
Landel, C., & Miller, B. (2010). Getting results from science teacher leadership: The critical role of principals. In J. Rhoton (Ed.), Science education leadership: Best practices for the new century (pp. 113–128). Arlington, VA: NSTA Press.
Keeley, P., Mundry, S., & Landel, C. (2009). A leader’s guide to science curriculum topic study: Designs, tools, and resources for professional learning. Thousand Oaks, CA: Corwin Press.
Landel, C., & Nelson, G. (2009). Creating and sustaining science-focused professional learning communities through partnerships. In Mundry, S., & Stiles, K. (Eds.), Professional learning communities for science teaching: Lessons from research and practice. Arlington, VA: NSTA Press.
Nelson, G., & Landel, C. (2009). How does teacher collaborative inquiry fit into the larger education reform picture? Proceedings of the National Science Foundation Research Colloquium on Teacher Collaborative Inquiry.
American Association for the Advancement of Science
American Association of University Women, National and Washington Chapter
National Association for Research in Science Teaching
National Science Teachers Association