Christine Cunningham, vice president at the Museum of Science, Boston, and founder and director of the Engineering is Elementary (EiE) project, oversees the development of curricular materials, teacher professional development, and research and evaluation related to learning and teaching K-16 engineering and science. Her focus is on making engineering and science relevant, understandable, and accessible to everyone, especially marginalized populations, such as women, underrepresented minorities, and people with disabilities. The EiE project (EiE, www.mos.org/eie), founded in 2003, is creating a research-based, standards-based, classroom-tested curriculum that integrates engineering and technology concepts and skills with elementary science topics. As EiE director, Dr. Cunningham is responsible for setting the vision and strategy and securing funding (to date more than $22 million in grants) to support her projects and research. She earned a joint B.A. and M.A. in biology from Yale University and a Ph.D. in science education from Cornell University.
Heidi A. Diefes-Dux, an associate professor in the School of Engineering Education at Purdue University, received her B.S. and M.S. in food science from Cornell University and her Ph.D. in agricultural and biological engineering from Purdue University. As director of teacher professional development for the Institute for P-12 Engineering Research and Learning (INSPIRE), she has developed week-long summer academies and shorter programs for elementary school teachers interested in integrating engineering concepts into their instructional materials. Since 2006, more than 350 teachers in 17 states have attended the academies. Dr. Diefes-Dux is also principal investigator of “R&D: Quality Cyber-Enabled, Engineering Education Professional Development to Support Teacher Change and Student Achievement,” a Discovery Research K–12 Project funded by the National Science Foundation. The purpose of the project is to develop a learning progression for elementary school teachers to improve their capability of adopting and refining engineering learning materials in the classroom. Dr. Diefes-Dix also conducts research on developing, implementing, and assessing authentic mathematical modeling problems for K–16 settings. She is a coauthor of Models and Modeling in Engineering Education: Designing Experiences for All Students (Sense Publishers, 2008).
Mario Godoy-Gonzales is the English as a Second Language/bilingual teacher of science, biology/biotechnology, mathematics, reading, writing, and world history at Royal High School in Royal City, Washington. After emigrating from Chile in 1994, he began his career teaching the children of migrant workers. In 1996, he participated in a summer professional development workshop at the Science Education Partnership at the Fred Hutchison Cancer Research Center, where he was introduced to the emerging field of biotechnology, which became the jumping-off point for his science classes. Later, a summer research fellowship from the M.J. Murdock Trust enabled him to conduct his own research at Central Washington University. Mario has received numerous awards, such as the Golden Apple for Excellence in Education in Washington State, Washington State Migrant Education Teacher of the Year, NEA/NFIE Donna Rhodes Award for Innovation in Education through the Use of Technology in the Classroom, National Science Teachers Association (NSTA) Gustav Ohaus Award for Innovation in Science Teaching, MIT Network of Educators in Science and Technology Outstanding Teacher of the Year, and Amgen Award for Science Teaching Excellence. He has given numerous presentations (e.g., to the Society for Advancement of Chicanos and Native Americans in Science [SACNAS] and NSTA) describing his experiences and has received many grants (e.g., the NSTA Toyota TAPESTRY grant and the NEA Innovation grant). Mario is also deeply involved with his community (coaching