Greg Pearson is a Senior Program Officer with the National Academy of Engineering (NAE) in Washington, D.C. In that role, he develops and manages new areas of activity within the NAE Program Office related to K-12 engineering education, technological literacy, and the public understanding of engineering. Greg currently serves as the responsible staff officer for two NSF-funded projects: “Exploring Content Standards for Engineering Education in K-12” and “Changing the Conversation: From Research to Action.” He was the study director (and co-editor) for the project that resulted in the 2009 publication of Engineering in K-12 Education: Understanding the Status and Improving the Prospects, an analysis of efforts to teach engineering to U.S. school children. He oversaw the NSF-funded project that resulted in the 2008 publication of Changing the Conversation: Messages for Improving Public Understanding of Engineering and was co-editor of the reports Tech Tally: Approaches to Assessing Technological Literacy (2006) and Technically Speaking: Why All Americans Need to Know More About Technology (2002). In the late 1990s, Greg oversaw NAE and National Research Council reviews of technology education content standards developed by the International Technology Education Association. He works collaboratively with colleagues within and outside the National Academies on a variety of projects involving K-12 science, mathematics, technology, and engineering education, and the public understanding of engineering and science. Greg has an undergraduate degree in biology from Swarthmore College and a graduate degree in journalism from The American University.