Dr. Jerrod A. Henderson (“Dr. J”) is an Instructional Assistant Professor in the Cullen College of Engineering at the University of Houston. He joined the University of Houston after six years as a chemical engineering faculty member at the University of Illinois. He has dedicated his career to increasing the number of students who are in the pipeline to pursue STEM careers. He believes that exposing students to STEM early will have a lasting impact upon their lives and academic pursuits. He is a co-founder of the St. Elmo Brady STEM Academy (SEBA). SEBA is an educational intervention aimed at exposing underrepresented fourth and fifth grade boys to hands-on, inquiry based STEM experiments and activities. SEBA accomplishes its goals through an innovative educational curriculum and by engaging students’ fathers or male mentors who learn STEM alongside them. His work has been recognized by local news, community organizations and most recently by Illinois campus as a recipient of the Campus Award for Excellence in Public Engagement.
Ryan Summers is Assistant Professor of Science Education in the Department of Teaching and Learning. Originally from southern Illinois, Dr. Summers obtained his B.S. in biological sciences, with a minor in chemistry and teacher’s certification, at Eastern Illinois University in Charleston, IL. He taught high school science, including biology, chemistry, physics and other offerings in rural and suburban settings, before leaving to pursue his graduate studies full time at the University of Illinois at Urbana-Champaign. Dr. Summers completed his Ph.D. in May of 2016 at UIUC in Curriculum & Instruction, in the math, science and technology division with a focus in science education.
Jason W. Morphew earned a B.S. in Science Education from the University of Nebraska and spent 11 years teaching math and science at the middle school, high school, and community college level. He earned a M.A. in Educational Psychology from Wichita State where he focused on the interaction of epistemological beliefs, anxiety, persistence, and learning in math, as well as the development of nature of science beliefs among graduate students. He is currently a doctoral student in Educational Psychology focusing on issues from both STEM education and cognitive science. His research interests involve investigating the role of individual differences on student performance in STEM courses. Recently he has investigated expert novice differences in perception and problem categorization in Physics.
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