Araceli Martinez Ortiz, Ph.D., is executive director of the LBJ Institute for STEM Education and Research and Research Associate Professor of engineering education in the College of Education at Texas State University. She has bachelor’s and master’s degrees in engineering and a master’s and Ph.D. in education. She teaches and conducts research with teachers and students in engineering education as a learning context and instructional strategy. She works with traditionally underserved populations to understand challenges and solutions for improving motivation and academic readiness for students’ college and career success.
Leslie Huling, Ph.D., is senior advisor of the LBJ Institute for STEM Education and Research and serves as Grant Director in the NASA STEM Educator Professional Development Collaborative project. Dr. Huling has directed a number of STEM-related educator professional development grants including the Mathematics for English Language Learners (MELL) project, the College and Career Readiness Initiative Mathematics Faculty Collaborative, and the Success Initiatives in Developmental Education – Mathematics (SIDE-M) grant. Her research interests include teacher induction and mentoring, teacher development, and school improvement.
John Beck, Ph.D., is Distinguished Professor Emeritus. His research and writing interests include teacher education, instructional technology, and educational leadership.
Kristina Henry Collins, Ph.D., serves as program faculty for Talent Development and co-PI for NASA STEM Educator Professional Development Collaborative (EPDC) at Texas State University. She holds STEM degrees, certifications and formal training in quantitative research methods (PhD minor); mathematics (MSEd); AP computer science and technology education (MSEd add-ons); electrical engineering technology (BS); and cryptology and electronic surveillance (military science diploma, US Navy). She earned her PhD in educational psychology and EdS in gifted and creative education (with educational leadership and administration certification) from the University of Georgia. As a published author and recognized expert in the field, she boasts over 30 years of experience and several awards for her research, teaching, and service related to culturally responsive STEM identity and talent development, multicultural program and advanced curriculum design, and mentoring across the lifespan.
Virginia Resta, Ph.D., serves as research and evaluation advisor on various programs. She holds a BS in Elementary Education from Northeastern Oklahoma State University, a MA in Elementary Education and PhD in Curriculum & Instruction from the University of New Mexico. Prior to her retirement, she served as Assistant Dean for Academic Affairs in the College of Education and the Assistant Chair of the Department of Curriculum and Instruction at Texas State University. Her research interest has focused on induction, mentoring, and retention of beginning teachers.