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Milo Koretsky is a Professor of Chemical Engineering at Oregon State University. He received his B.S. and M.S. degrees from UC San Diego and his Ph.D. from UC Berkeley, all in Chemical Engineering. He currently has research activity in areas related engineering education and is interested in integrating technology into effective educational practices and in promoting the use of higher-level cognitive skills in engineering problem solving. His research interests particularly focus on what prevents students from being able to integrate and extend the knowledge developed in specific courses in the core curriculum to the more complex, authentic problems and projects they face as professionals. Dr. Koretsky is one of the founding members of the Center for Lifelong STEM Education Research at OSU.

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Jana L. Bouwma-Gearhart is an associate professor of STEM education at Oregon State University. Her research widely concerns improving education at research universities. Her earlier research explored enhancements to faculty motivation to improve undergraduate education. Her more recent research concerns organizational change towards postsecondary STEM education improvement at research universities, including the interactions of levers (people, organizations, policy, initiatives) of change and documenting the good, hard work required across disciplinary boundaries to achieve meaningful change in STEM education.

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Shane Brown is an associate professor in the School of Civil and Environmental Engineering at Oregon State University. His research interests include conceptual change and situated cognition. He received the NSF CAREER award in 2010 and is working on a study to characterize practicing engineers’ understandings of core engineering concepts.

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Thomas Dick is a professor of mathematics at Oregon State University. He serves as the Coordinator of Collegiate Mathematics Education, as Faculty Director of the OSU Math Learning Center, and as the OSU Math Excel (Treisman Emerging Scholars) program. His main mathematics education research interests are in the use of technology to enhance teaching and learning of mathematics. He was recognized in 2009 with the Pacific Northwest Section of the Mathematical Association of America Distinguished Teaching Award. He most recently served on an Equity Task Force for the Association of Mathematics Teacher Educators.

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Dr. Susie Brubaker-Cole is vice provost for student affairs at Oregon State University. Prior to this appointment, she served for six years as OSU's associate provost for academic success and eight years as Stanford's associate vice provost for undergraduate education. She earned her bachelors' degrees in French and Comparative History of Ideas from University of Washington, and master's and doctoral degrees from Yale in French literature. She is interested in student perceptions of innovative pedagogies and course designs, and the impact of co-curricular engagement on student success.

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Ann earned a PhD in mathematics education from Portland State University in 2014. Her dissertation examined informal ways of reasoning about ratio, rate and proportion that adult returning students bring to an arithmetic review class and how these ways of thinking interacted with the curriculum. Other research interests include teachers’ professional noticing of learners’ mathematical thinking and organizational change. Ann works on both the implementation and research sides of the ESTEME@OSU project.

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Dr. Kathleen Quardokus Fisher is a postdoctoral scholar at Oregon State University. She is currently participating in a project that supports the use of evidence-based instructional practices in undergraduate STEM courses through developing communities of practice. Her research interests focus on understanding how organizational change occurs in higher education with respect to teaching and learning in STEM courses.

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Christina Smith is a graduate student in the School of Chemical, Biological, and Environmental Engineering at Oregon State University. She received her B.S. from the University of Utah in chemical engineering and is pursuing her Ph.D. also in chemical engineering with an emphasis on engineering education. Her research focuses on how the beliefs of graduate students around teaching and learning interact with and influence the environments in which they are asked to teach.

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I am a fourth year doctoral student studying organizational change and STEM education at the collegiate level. My education includes a BA in cell and molecular Biology and a MSc. in integrated biochemistry/microbiology. Prior to entering the Doctoral program at Oregon State University I worked for over a decade as a biomedical researcher, with projects ranging from biochemistry to molecular virology. My current education research interests include transdisciplinary integration of STEM, and teaching-related cultures at the micro-, meso- and macro levels (i.e., discipline, departmental, institutional).

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Julie is the Associate Director of the the Oregon State University Center for Research on Lifelong STEM Learning. In this role she focuses on investigating and enhancing the quality of research impacts, working to redefine undergraduate success, and working across campus to support transformation of undergraduate STEM education practices. Julie brings experience working with research organizations at OSU including Oregon Sea Grant and the Institute for Natural Resources. Prior to her work as research administrator Julie spent many years working for non-profit organizations and as a U.S. Peace Corps Volunteer on marine conservation issues including state and regional research planning and policy initiatives, citizen-science water quality monitoring and enforcement, marine habitat restoration, marine reserves establishment and monitoring, endangered species conservation and management, and community-based conservation programing in the Pacific Islands. Julie has a MSc. in Marine Resource Management from OSU. She serves as an advisor to the office of research development, and serves on the National Alliance for Broader Impacts steering committee.

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Dr. Quick is an Instructor in the Integrative Biology Department at Oregon State University where she teaches life science students anatomy and physiology. Dr. Quick promotes student learning and success through incorporating evidence based instructional approaches into both the large lecture and laboratory courses, including active learning techniques that foster student interaction.

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