Jessica Rush Leeker earned her undergraduate degree from Penn State with a focus in Supply Chain and Information Systems and a minor in international business. She attended Purdue University, receiving an MBA with specialization in Sustainability and Operations.
Before business school, Jessica spent a summer in Haiti, delivering shoes to those in need and creating a more efficient supply chain for urban water projects. Jessica has worked for many successful consumer product companies including Unilever, and Georgia Pacific.
Currently, Jessica is completing her Ph.D. in Engineering Education at Purdue University to focus on practical methods of corporate outreach in STEM for minority communities. In her free time, writes children’s books, teaches yoga to children, and enjoys her family.
Kayla is a doctoral student in the School of Engineering Education at Purdue University. Her research interest includes the influence of informal engineering learning experiences on diverse students’ attitudes, beliefs, and perceptions of engineering, and the relationship between students’ interests and the practices and cultures of engineering. Her current work at the FACE lab is on teaching strategies for K-12 STEM educators integrating engineering design and the development of engineering skills of K-12 learners.
Monica E. Cardella is the Director of the School of Universal Computing, Construction, and Engineering Education (SUCCEED) at Florida International University. She is also a Professor of Engineering and Computing Education in SUCCEED and the STEM Transformation Institute at FIU.
Dr. Morgan Hynes is an Assistant Professor in the School of Engineering Education at Purdue University and Director of the FACE Lab research group at Purdue. In his research, Hynes explores the use of engineering to integrate academic subjects in K-12 classrooms. Specific research interests include design metacognition among learners of all ages; the knowledge base for teaching K-12 STEM through engineering; the relationships among the attitudes, beliefs, motivation, cognitive skills, and engineering skills of K-16 engineering learners; and teaching engineering.
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