Monica E. Cardella is an Associate Professor of Engineering Education at Purdue University and the Director of Informal Learning Environments Research for INSPIRE (the Institute for P-12 Engineering Research and Learning). She has a BSc in Mathematics from the University of Puget Sound and an MS and PhD in Industrial Engineering from the University of Washington. Her research focuses on: parents' roles in engineering education; engineering learning in informal environments; engineering design education; and mathematical thinking.
Marisa Wolsky is an Executive Producer at WGBH Educational Foundation with over 20 years of experience turning STEM content into entertaining and educational media. Ms. Wolsky is the Principal Investigator for the NSF-funded series Design Squad, for which she oversees all aspects of the production, translating its engineering content into entertaining across many platforms. She is also Senior Producer for the NSF-funded preschool science series Peep and the Big Wide World, responsible for managing its production and working closely with the series’ advisors to oversee the implementation of Peep’s educationally rich science curriculum. Prior to this, she worked on the development and production of many children’s series, including Long Ago & Far Away, Where in the World Is Carmen Sandiego?, Where in Time Is Carmen Sandiego?, Arthur, and ZOOM. Ms. Wolsky holds a B.A. in American Studies from Barnard College, Columbia University.
Christine Andrews Paulsen is founder of Concord Evaluation Group (CEG) in Massachusetts. Dr. Paulsen holds a Ph.D. in education research, evaluation, and measurement from the University of Pennsylvania. She has been conducting evaluation research since 1990 and, prior to CEG, worked for the Institute for Social Analysis and the American Institutes for Research. Dr. Paulsen routinely directs evaluations of STEM-related projects in formal and informal educational settings, focusing on learners as well as practitioners. Her main research interest lies in evaluating the use of learning technologies that hold the promise of enhancing the lives of traditionally underserved populations (children, parents, and communities).
Tamecia R. Jones is a doctoral student at Purdue University School of Engineering Education. She is studying assessment in K-12 formal and informal settings.
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