Many educators are exploring ways of teaching with AI and guiding learners in responsible use of powerful computational tools. In this episode, Dr. Hector discusses how to make AI tools accessible and meaningful, foster student agency and critical thinking, and redefine the educator’s role in a rapidly evolving technological landscape. He also provides practical insights on understanding AI, building trust in the classroom, and empowering learners to use technology creatively and responsibly.

Bio:

Dr. Héctor E. Rodríguez-Simmonds is an Assistant Professor in the College of Engineering at Florida International University. He earned his B.S. in Computer Engineering from the University of Central Florida and his M.S. in Electrical and Computer Engineering and Ph.D. in Engineering Education from Purdue University. His teaching employs a human-centered lens that highlights sociotechnical aspects of engineering practice, prompting students to consider professional responsibility, historical context, and collaborative approaches to addressing complex problems.

Initially trained in computer engineering, Héctor's early research focused on memory architectures in microprocessors. However, his experiences as a gay, Latino, neurodivergent engineer during graduate school sparked a shift toward understanding how our experiences and backgrounds shape learning and professional practice in engineering. His work now examines how students relate to tools like artificial intelligence in educational and professional settings, and how interdisciplinary teams navigate collaboration in human-centered design projects. Héctor's goal is to help future engineers develop technical expertise alongside critical reflection, innovation, and responsible decision-making skills that prepare them to address real-world challenges.

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Hands-on laboratory experience is at the core of science education, giving students the chance to explore theoretical concepts through practical experimentation. But in online settings, creating meaningful, tactile learning opportunities can be challenging. In this episode, Dr. Caitlin Runne-Janczy shares how Science Interactive is expanding access to science education by designing hands-on, virtual, and hybrid lab experiences tailored for online learners. Whether you're an educator, administrator, or simply interested in the future of science learning, this conversation offers valuable insights and actionable ideas.

Bio:

Dr. Runne-Janczy is the Chief Academic Officer and oversees all curriculum development and lab creation. She and her team endeavor to create the same lab experience in people’s homes which they might experience on campus as well as create digital simulations where appropriate.

She and her team of PhD experts have built, from the ground up, over 450 individual labs across 11 disciplines. She is passionate about increasing access to STEM education by delivering new modalities of instruction. Dr. Runne-Janczy is a graduate of Marist College and received her PhD from the University of Iowa.

References:

Science Interactive

Quality Matters

Effective teaching, whether online or in-person, requires instructors to treat students as whole people, value their experiences, and create an inclusive environment where learners feel respected, supported, and capable of learning. In this episode, we explore socially embedded learning, emphasizing that learning is not just an individual cognitive process but a deeply social and emotional experience. Dr. Streveler suggests strategies to build meaningful learning connections in online learning environments.

Bio:
Dr. Ruth A. Streveler is Professor Emerita in the School of Engineering Education at Purdue University. Dr. Streveler has been the Principle Investigator or co-Principle Investigator of ten grants funded by the US National Science Foundation. She was JEE Associate Editor for the Journal of Engineering Education (JEE), has published articles in the JEE and the International Journal of Engineering Education, and contributed two chapters to the Cambridge Handbook of Engineering Education Research. She has presented workshops to over 500 engineering faculty on four continents. Dr. Streveler’s primary research interests are investigating students’ understanding of difficult concepts in engineering science and helping engineering faculty conduct rigorous research in engineering education.

As technology continues to advance, professionals in engineering, science, and other disciplines must develop computational skills to address complex problems, analyze data, and create innovative solutions. In this episode, Dr. Alejandra Magana emphasizes the need for a systematic approach to integrating computational methods into engineering and STEM education with a focus on student-centered, supportive teaching. She also introduces her new book, Learning through Computation, Modeling, and Simulation Practices in STEM. Additionally, Dr. Magana provides actionable strategies for practitioners to incorporate into their educational practices.

Bio:
Dr. Alejandra J. Magana is the W.C. Furnas Professor in Enterprise Excellence in the Department of Computer and Information Technology and Professor in the School of Engineering Education at Purdue University. Dr. Magana holds a B.E. in Information Systems and an M.S. in Technology, both from Tec de Monterrey, and an M.S. in Educational Technology and a Ph.D. in Engineering Education, both from Purdue University. Her research program investigates how model-based cognition in Science, Technology, Engineering, and Mathematics (STEM) can be better supported by means of expert tools and disciplinary practices such as data science computation, modeling, and simulation. In 2015, Dr. Magana received the National Science Foundation’s Faculty Early Career Development (CAREER) Award for investigating modeling and simulation practices in undergraduate engineering education. In 2016, she was conferred the status of Purdue Faculty Scholar for being on an accelerated path toward academic research distinction, and in 2022, she was inducted into the Purdue University Teaching Academy, recognizing her excellence in teaching.

References:
Teaching and Learning in STEM with Computation, Modeling, and Simulation Practices

Active participation in scientific practice through engagement in meaningful learning experiences provides opportunities for students to develop a conceptual understanding of complex topics. To make learning effective, teachers need to have a roadmap for ways to support their students in the learning process. The Full Option Science System (FOSS) curriculum is a research-based and classroom tested methodology that provides guidance and materials for engaging students in scientific and engineering practices. In this episode, Jessica Penchos will talk to us about the core principles of the FOSS curriculum, how it addresses students’ engagement, motivation, and learning, and ways that teachers can effectively integrate this approach into their classrooms.

Bio:
Jessica Penchos is the Associate Director of the Full Option Science System (FOSS) Project at the Lawrence Hall of Science at University of California, Berkeley. She is an experienced curriculum developer and was a lead author for the FOSS Next Generation Edition (2018) for grades 6-8 and a contributing author for FOSS Pathways Edition (2024) modules for grades TK-5. Her contributions focus on implementing research-based pedagogical practices and developing NGSS-aligned science instructional materials and assessment items centered around equitable access for all learners. Before joining FOSS, Jessica taught 8th grade science in Boston Public Schools and served as a teacher leader in the district. Jessica has an undergraduate degree with honors from Dartmouth College in Cognitive Science and a master’s degree in education from Harvard Graduate School of Education where she focused on cognitive frameworks for curriculum, evaluation of educational programs, and technology for students with disabilities.

Helping teams learn how to collaborate effectively is a challenging task in educational and workplace settings. Meaningful collaboration requires sustained support, trust building, and continuous reflection by team members on their problem-solving progress. In this episode, Elizabeth Porter shares with us her extensive knowledge of ways to support collaboration that include time-tested pedagogical approaches and cutting-edge technologies, such as the Riff Analytics platform, to create an inclusive learning environment to support effective collaborative knowledge building.

Bio:
Elizabeth Porter is a highly accomplished technology professional with experience in multiple verticals, as well as an industry leading expert in EdTech. With a career spanning 30 years, she dedicates herself to designing, developing and promoting cutting-edge products and leading innovation initiatives in startups and global Enterprises alike. As a team and organizational leader, she has built and grown high-performing teams, cultivating a culture of intelligence and conviction. Beth is currently the Head of Studio for C10 Labs, a Cambridge-based venture fund focused on AI-first, applied AI, high impact early stage startups. Previously, she led the Tech Diplomacy Academy at Krach Institute for Tech Diplomacy at Purdue University. She teaches at Boston University Questrom School of Business in the IT department, pioneering new courses such as Project-Based Consulting in Data Analytics. She also serves as a Course Leader in AI Venture Studio at the MIT Media Lab. Formerly, she was the CEO at Riff Analytics, an AI-powered collaboration and communications platform out of MIT, and the COO and then CEO at Esme Learning Solutions, where she transformed global workforces using AI and led a revolution in collaborative online learning. Beth served as the CTO for Adit EdTech, an NYSE-listed blank check company dedicated to effecting a business combination with one or more businesses targeting the education, training, and EdTech industries. Beth has run her own EdTech consultancy for the last 9 years, helping universities, corporations and state governments implement technology solutions for online learning and professional development. Beth's skill set includes a wide array of competencies, including E-Learning & Education Technologies, Business Transformation, Technical Leadership, Leadership Development, Project & Program Management, and more.

Use of AI in education is rapidly growing along with concerns about ways it might impact learning. There is a lot of responsibility on educators to help students understand how AI technology works, how it generates information, and the ways users can analyze results for correctness and bias. In this episode, Leslie talks to us about the potential uses for AI in STEM education, approaches educators can take when discussing AI use in their disciplines, and how they can help students learn empowerment and become interested in thinking about creative ways to use this technology.

Bio:
Leslie Bondaryk is the Chief Technology Officer at the Concord Consortium in Concord, MA, and a 2024 EdSafe AI Fellow. Her career has been spent introducing new technologies to educational research and publishing projects across computer science, mathematics, engineering and sciences, including the first Web Calculus text, The Analytical Engine Online (PWS Publishing, 1998), and Schaum’s Interactive Outline Series (McGraw Hill, 1994-2000). She is the author of papers, articles and book chapters on technology adoption in classrooms, citizen science, and more recently on collaborative technologies in STEM software. Her research interests include AI to support learning, data visualization, physical experimentation in classrooms, collaborative learning technologies, and novel interfaces to communicate modeling concepts. She is also the former owner of Wackenhammer's Clockwork Arcade, a STEAM entertainment venue that tried to teach concepts in math and physics while playing games.

References:
Andy Zucker and Penny Noyce on Spotting Scientific Misinformation

Concord Consortium's course on AI and how it works (Gr 8-12 appropriate)

Article about integrating AI into a language arts curriculum

Educational technology can provide opportunities for creative problem solving where users can build projects that are meaningful to them. Using technology as a tool for expressing one’s ideas is a powerful approach for helping learners become digital creators rather than just consumers. In this conversation, Dr. Natalie Rusk shares reflections about her work on the Scratch programming language, the Computer Clubhouse, and most recently the OctoStudio mobile program.

Bio:
Natalie Rusk, PhD, is a Research Scientist at the MIT Media Lab and is one of the lead creators of the Scratch programming language and the Computer Clubhouse after-school program. She currently leads the development of OctoStudio, a new mobile app that makes creating with code more accessible for children, families, and educators around the world. Her research focuses on young people’s interests as motivate learning. She is lead author of the Scratch Coding Cards and editor of the book, Start Making! A Guide to Engaging Young People in Maker Activities. She earned a PhD in child development from Tufts University and a Master's in Technology in Education from Harvard Graduate School of Education.