Dr. Chelsea Andrews was a postdoctoral researcher at the Tufts University Center for Engineering Education and Outreach (CEEO) and University of Massachusetts-Boston where her primary research involves investigating children's engagement in engineering design through in-depth case study analysis. She is now a research assistant professor at Tufts. She completed her PhD in the Tufts STEM Education program where she looked at how elementary students engage in physically testing their designs, how they handle the inevitable failures that occur during this testing, and how adults can productively support them through these failure experiences. 

It was Erin E. Seaton's studies at Earlham College that first inspired her interest in psychological health and development. At Earlham, Erin explored adolescent coming of age stories. Throughout her scholarship she has held fast to her interest in the nature and meaning of narratives with a particular emphasis on the ways in which stories about race, class, gender, sexuality, and education shape identity formation. Erin earned an Ed.M. and Ed.D. in Human Development and Psychology from Harvard University Graduate School of Education, where she studied adolescents' narratives of identity and development. 

K-12 engineering education in the United States has gained significant momentum in the past 10 years as engineering-based curriculum projects, web sites and professional development have emerged across the country. Engineering education in the U.S is slowly changing from a way to increase enrollment in engineering at the college level to a movement that advocates including engineering content and methods for all students as a means to help students understand the designed world, provide students with a methodology for solving ill-defined problems, and as a context for integrating science and mathematics learning.