Christine has worked for three decades to make engineering and science more equitable, especially for populations underrepresented in STEM. She does this through research and the development of curricula and professional learning resources for preK-8 students and their educators. Previously, she was the founding director of Engineering is Elementary for 16 years. Christine currently serves as a member of the National Assessment Governing Board, which sets policy for the National Assessment of Educational Progress. She is a fellow of the American Society for Engineering Education and has received numerous awards. In 2017, her work was recognized with the prestigious Harold W. McGraw Jr. Prize in Education. Christine holds joint bachelor’s and master’s degrees in biology from Yale University and a doctorate in education from Cornell University.

Chantal’s work aims to increase educators’ confidence in teaching engineering with children across the country. Chantal became interested in STEM professional learning as a National Science Foundation GK-12 fellow through her experiences teaching science to rural elementary students and working with their teachers. She spent six years developing resources and facilitating workshops for hundreds of educators as part of Engineering is Elementary. Chantal earned a bachelor’s degree in chemistry from Colby College and a master’s degree and doctorate in chemistry from the University of Oregon.

Katie’s experiences as a middle school science and math teacher prompted her research interests in teachers’ science learning, asset-based approaches to science learning, educational policies, and transdisciplinary approaches to STEM learning and research. Throughout her career, she has worked in diverse settings including K-12 schools, informal educational settings, higher education, and professional settings. Her previous research positions include a postdoctoral fellowship at Temple University studying geologists’ use of engineered drone technology. As a research associate at Create for STEM at Michigan State University, she investigated students’ socio-emotional learning and teachers’ professional learning. Katie holds a bachelor’s degree in Marine Science from Rider University, a master’s degree in Elementary Education from Holy Family University, and a doctorate in curriculum and instruction (science education) from the Pennsylvania State University.

Marisa has spent her career working to foster and support a life-long love of learning. Her passion for STEM began when Marisa served as a pilot teacher for an early childhood robotics curriculum. Since then, Marisa has served as a curriculum developer for many curricula, including as a senior curriculum developer at Engineering is Elementary. Marisa also works as an independent education consultant and is a senior program developer with the National Girls Collaborative Project. Marisa holds a bachelor’s degree in elementary education and humanities from Wheelock College and a master’s degree in elementary education from the Boston Teacher Residency and University of Massachusetts, Boston.

Stacy’s work in prek-12 STEM education focuses on teacher professional development and increasing interest in and participation by females and underrepresented minorities. Stacy is the co-PI and co-director of the Engineering For US All (e4usa) project — funded by the National Science Foundation — which is democratizing the learning and practice of engineering by engaging high school students and their teachers to think and solve problems like engineers. Stacy served as a senior professional development manager at Engineering is Elementary for one and a half years and taught high school for more than 20 years. Stacy received her bachelor’s degree in biomedical engineering and electrical engineering from Duke University, her master’s degree in biomedical engineering from Drexel University, and her doctorate in biomedical engineering from Vanderbilt University. She is an adjunct professor of biomedical engineering at Vanderbilt University, and is a fellow in the American Society for Engineering Education.

Greg’s research investigates classroom discourse, epistemology, and science learning. Recent work examines epistemic practices in science and engineering education. Greg is a member of the National Academy of Education. He has received a number of research awards including the Dr. John J. Gumperz Memorial Award for Distinguished Lifetime Scholarship from the American Educational Research Association and the 2021 Distinguished Contributions to Science Education through Research Award from NARST. Greg holds a bachelor’s degree in physics from the State University of New York at Albany and a doctorate in education from Cornell University.

Cathy specializes in formative and summative evaluation efforts, as well as curriculum development, research, and grant proposal writing for preK-12 STEM curriculum design projects. For 15 years, she was the director of research and evaluation for Engineering is Elementary. Cathy is particularly interested in how students learn science, engineering, and mathematics through collaborative interaction and through scaffolded experiences engaging in disciplinary practices, and how to design effective learning environments and activities for student and teacher STEM learning. She received her bachelor’s degree in cognitive science from Massachusetts Institute of Technology, and her doctorate in psychological studies in education from Stanford University.

Katy is a curriculum developer, educator, and professional development provider with an interest in accessibility and equity. Previously, Katy worked as manager of two Engineering is Elementary curriculum projects designed to foster an engineering mindset in preschool and kindergarten learners. Katy received a master’s degree in elementary STEM education from Tufts University and a bachelor’s degree in puppet arts and human rights from the University of Connecticut.

Shannon is an educator who strives to provide accessible and meaningful learning experiences for children and adults. She taught high school physics and integrated science for eight years. She has designed and facilitated STEM professional development opportunities for youth workers and teachers serving students K-12 for over nine years and served as the director of professional development at Engineering is Elementary. Shannon also works as an independent education consultant and as an adjunct assistant clinical faculty in the Institute for Educational Initiatives at the University of Notre Dame. She received a bachelor’s degree in physics education from University of Delaware and a master’s degree in environmental science and management from University of Rhode Island.

Natacha has dedicated her career to developing STEM curricula that empower youth and educators. She has served as a middle school science educator, learning specialist, and English learner instructor and administrator. Most recently, she worked on Engineering is Elementary as a project manager and senior curriculum developer. Natacha holds a bachelor’s degree in biology from Brown University and master’s degree in education from Stanford University.

Alyson is a passionate STEM educator who brings a wealth of experience to her work. After earning her commission through the Navy ROTC program, Alyson led the gunnery division of a U.S. Navy destroyer stationed in San Diego. She then worked as an environmental engineer in Clean Water Act and Safe Drinking Water Act compliance in both California and Virginia. Her travels and experiences as an engineer, teacher, and mother created a strong desire to work towards shaping the next generation of scientists and engineers. She taught high school math for four years before joining the team at YES. Alyson holds a bachelor’s degree in civil engineering from the University of Virginia and a master’s degree in curriculum and instruction (science education) from the Pennsylvania State University.

Dipa has spent her career grappling with the challenge of how to best design motivating and engaging curriculum materials for students across the K-16 spectrum that can be practically implemented across the rich variety of our nation’s educational contexts. Most recently, Dipa was the senior associate director with MIT’s Teaching and Learning Lab where she facilitated workshops for campus educators on how to design curricular materials, implement evidence-informed pedagogies, and create welcoming classroom environments. Previously, Dipa was a manager for curriculum development for Engineering is Elementary and a lead science instructor with the Discovery Museum. Dipa received a bachelor’s degree in chemical engineering from North Carolina State University and a doctorate in chemical and biological engineering from the University of Colorado at Boulder.

• Hannah Daigle
• Dillian McGahey
• Corey Niemann
• Ross Sullivan Wiley