Paul A. Asunda
Tennessee Technological University
pasun07@siu.edu

Paul A. Asunda was born and raised in Kenya. He obtained a bachelors' of education (design) from Kenyatta University in Nairobi-Kenya, a Masters in International Business Administration from Alliant International University in San Diego, CA and he recently graduated from the University of Georgia with a doctorate in Workforce Education Leadership and Social Foundations. Currently, he is an assistant professor of Curriculum and Instruction at Tennessee Technological University, Cookeville, TN. His program of research focuses on investigating best practices in teacher education and preparation in the areas of Career/ Technical Education as well as design programs that seek to integrate, mathematics, science and technology (STEM education).

Jenny Daugherty, Ph.D.
Purdue University
jldaughe@purdue.edu

Jenny Daugherty is an Assistant Professor in the Organizational Leadership & Supervision Department at Purdue University. Jenny received her Ph.D. from the University of Illinois, Urbana-Champaign in Human Resource Education and was a doctoral fellow with the National Center for Engineering and Technology Education. Her research focuses on reconceptualizing the design of integrated science, technology, engineering, and mathematics (STEM) professional development, particularly spanning high school to workforce education. She has worked on four nationally funded projects, published eleven manuscripts, delivered twenty-two presentations, and conducted five national teacher workshops. Most recently Jenny co-authored a manuscript entitled “Professional Development for Teachers of Engineering: Research and Related Activities” that appeared in the National Academy of Engineering’s The Bridge: Linking Engineering and Society (Fall 2009).

Jeremy V. Ernst
North Carolina State University
Jeremy_ernst@ncsu.edu

Jeremy V. Ernst is an Assistant Professor in the Department of Mathematics, Science, and Technology Education at North Carolina State University. Jeremy currently teaches courses in digital media and emerging technologies. He specializes in research involving instruction, learning, engagement, and visualization for a variety of student populations ranging from university students to students in grades 8-12 categorized as at-risk of dropping out of school. Jeremy also has curriculum research and development experiences in technology and trade and industrial education.

Petros Katsioloudis, Ph.D.
Berea College
pkatsiol@odu.edu

Petros Katsioloudis was born and grew up in Cyprus. He was educated in the United States. Petros received a Bachelors of Science degree in Science and Technology, a Masters of Education in Technology Education and a Doctoral Degree in Technology Education at North Carolina State University. Currently, he is an assistant professor at Berea College, KY teaching various technology education courses. Furthermore, Petros is serving as an ambassador of Cyprus to the International Technology and Engineering Educators Association where he works towards developing a best practices international symposium that will benefit the educators of Cyprus and other countries.

Dr. Sylvia Tiala
University of Wisconsin - Stout
tialas@uwstout.edu

Sylvia Tiala earned a BS from St. Cloud State University and a MS and Ph.D. from Iowa State University. Prior to joining the faculty at the University of Wisconsin – Stout, she spent twenty years teaching Technology Education at the middle and high school levels. In addition to teaching courses, Sylvia advises Technology Education Collegiate Association (TECA) and serves as the co-chair of CORE (Creative Original Research Experiences) to promote undergraduate research at the University of Wisconsin-Stout. Her research interests include virtual reality and gaming environments related to effective teaching practices.

Katherine Weber
California University of Pennsylvania
weber@cup.edu

Katherine Weber is currently a faculty member of the Technology Education program at California University of Pennsylvania. She graduated from Illinois State University with a Masters of Science in Technology Education and is currently pursuing a doctorate in Educational Leadership and Change at Fielding Graduate University. Previously she taught Technology and Engineering at the middle and high school levels in Wisconsin. In addition to her teaching responsibilities, Katherine assisted in the coordination and development of a Wisconsin statewide gender equity initiative, the "TACKLE Box" (Technology Action Coalition to Kindle Lifelong Equity) Project. At state and national levels, Katherine continues to consult and mentor teachers in their pursuit to increase female student participation in Stem. Katherine’s research interests are related to gender equity in STEM and teaching.