Adam Maltese

Adam Maltese is an associate professor of science education at Indiana University in Bloomington, IN. Adam researches how individuals develop and maintain interest in STEM as well as identifying the gains students make from participating in maker programming. He directs the Make Innovate Learn Lab at IU’s School of Education. Recently he helped to start the Indiana Maker Educator Network and developed a Making for Learning class for university students.

Alice Anderson

Alice Anderson is the Manager of Audience Research and Impact at Mia, where she leads all evaluation and research projects across the museum and with partner organizations. Prior to starting at Mia in July 2017, she previously worked as an evaluator/researcher at the Science Museum of Minnesota and the Center for Children and Technology, as well as working as a museum educator in art museums for 10+ years. She received a B.A. in Art History from Grinnell College and an Ed.M. in Human Development and Psychology from the Harvard Graduate School of Education.


Amber Simpson

Amber Simpson is an Assistant Professor of Mathematics Education in the Department of Teaching, Learning, and Educational Leadership, Binghamton University, Binghamton, NY. Her main topic of concern is the low number of individuals from traditionally underrepresented groups entering and persisting in pathways toward STEM careers. She conducts research on understanding the interplay of voices shaping and embodying individual’s STEM identity, as well understanding the role of making in formal and informal educational settings. Amber is also interested in working alongside families in engaging youth in STEM practices in home environments.



Dr. Jean Ryoo

Dr. Jean Ryoo is the Director of Research of the REAL-CS project based at the University of California, Los Angeles, focused on understanding youth’s CS learning experiences in relation to engagement, agency, and identity, from the perspectives of first-time CS high school students who are underrepresented in the field. Through research-practice partnerships, her work examines equity issues related to STEM and computer science (CS) education, seeking ways to support efforts that value the perspectives and cultural practices that non-dominant youth bring to learning environments. She previously worked at the Exploratorium of San Francisco in collaboration with the Tinkering Studio. Dr. Ryoo received her BA from Harvard University, her MEdT from the University of Hawai’i at Manoa, and her PhD from the University of California, Los Angeles.

Lisa Brahms

Lisa Brahms, Ph.D. is Director of Learning and Research at Children’s Museum of Pittsburgh, as well as a visiting researcher with the University of Pittsburgh Center for Learning in Out of School Environments (UPCLOSE). Lisa earned her PhD in Learning Sciences and Policy at the University of Pittsburgh, and holds a master’s degree in Museum Education and Childhood Education from Bank Street School of Education. Lisa has been an educator and designer of informal and formal learning experiences and environments for two decades, working in schools and at numerous children’s, art and history museums across the country. Since 2011, Lisa has lead the development and study of MAKESHOP, a makerspace designed for young children and family learning at Children’s Museum of Pittsburgh. The MAKESHOP project has become a national model of informal learning research and practice. Lisa’s research considers the design and facilitation of learning experiences for meaningful participation in creative processes.

Talia Stol

Talia Stol is a Senior Research Scientist at Children’s Museum of Pittsburgh, where she facilitates responsive, use-oriented research and evaluation efforts. Talia has experience working in a variety of educational contexts including early childhood education, K-12 schooling,  pre-service and in-service teacher professional development, and youth programming. Her research interests lie at the intersection of informal and formal learning practices, and in the constructs of critical thinking, social justice education, and social-emotional learning. Talia earned her PhD in Social Research Methodology and master’s degree in Social Science & Comparative Education from UCLA’s Graduate School of Education and Information Studies.

Euisuk Sung

Euisuk is a postdoctoral researcher at Indiana University – Bloomington since Fall of 2018. He studied computer science for his Bachelor’s degree at Chungnam National University, South Korea, and worked in a start-up company as a software engineer. He engaged in various software development projects including a real-time remote controller and web-sharing video communication. After the three years of working, he decided to become an educator which was the most exciting and valuable work for him. He taught in public high schools for nine years and wrote five technology education textbooks for South Korea K-12 national curriculum. He received a Master’s degree in career & workforce education from Seoul National University, South Korea, and completed his Ph.D. degree in Engineering and Technology teacher education at Purdue University, IN. His research interest includes the maker movement, computational thinking, design thinking, and issues in the K-12 STEM pipeline.