How We Got HereSTEM Studio was created out of a passion for pointing out the science in every day life, and for getting more children involved in STEM fields. During the first year of their doctoral program, Kaitlyn and Mona (former team member) bonded over their history teaching kids, and their mutual passion for women in STEM. As a former dancer and dance teacher, Kaitlyn used physics to help her students self-monitor and correct their dance performance. As a high school physics teacher, Mona challenged her students to see the science in the every day, constantly developing innovative curriculums to increase student interest. Dance seemed to bridge their two worlds, and thus STEM Studio was born.
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Kaitlyn MayFounder, Co-Principal Investigator Kaitlyn fell in love with dance as a five-year-old, devoting extensive time to the craft, training in Houston, London, and New York City for up to 50 hours a week. Her love for learning paralleled her love for dance, and while working as the Assistant Dance Coach of a high school team during college, Kaitlyn challenged her students to use physics to self-monitor their dance performance. She noticed the tactic instantly improved her student's abilities to self-correct, as well as their understanding of physics concepts.
Now, as a doctoral student in Educational Psychology and Neuroscience at The University of Alabama, Kaitlyn is passionate about understanding best practices to engage more women in STEM. STEM Studio was born out of Kaitlyn's passion for the interconnectedness of STEM and art, and for showing kids the science in the every day. |
Dr. Kelly GuyotteAssociate Professor, Co-Principal InvestigatorKelly W. Guyotte is an Associate Professor of Qualitative Research in the Department of Educational Studies at The University of Alabama. She currently serves as Program Coordinator for Educational Research and is also Co-Coordinator of the Qualitative Research Certificate Program.
A graduate of the University of Georgia, Guyotte completed her doctoral degree in May 2014 with a focus in Art/Art Education while also earning an interdisciplinary Qualitative Research Certificate. Prior to this time, she worked in Georgia's Gwinnett County Public Schools as a high school visual arts educator. Her experiences in the arts have uniquely informed and inspired her research and teaching practices, drawing her toward topics such as STEM education, artful pedagogies, and artful inquiry practices. Recent research is also interested in issues of gender and equity in education and academe. Her research has been published in journals such as Journal of Engineering Education, Qualitative Inquiry, International Journal of Qualitative Research, and Critical Studies in Education. Her upcoming book with Routledge is entitled Philosophical Mentoring in Qualitative Research: Collaborating and Inquiring Together (Kelly W. Guyotte and Jennifer R. Wolgemuth, Eds.). |
Z Winters DerevjanikGraduate Student ResearcherZ Winters Derevjanik is a first-year graduate student in the Educational Neuroscience concentration of The University of Alabama's Educational Neuroscience concentration of the Educational Psychology doctoral program. They received their B.A. in Education and Neuroscience from Bennington College in the spring of 2020. Their undergraduate research compared handwritten and typed note-taking practices and efficacy through the lens of embodied cognition. As a pre-school and elementary school teacher, they are excited to work on a project that keeps learning fun and active.
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Meghan AlkireMeghan is from Madison, Alabama and has been dancing since she was three years old. She spent most of her time dancing at her studio, going to dance competitions, and performing at football games with her high school dance team. Meghan has always enjoyed being around and working with children. She helped classes and camps at her dance studio and worked at an elementary school during the summers.
Meghan decided to continue her dance training at the University of Alabama pursuing a double major with dance and psychology in hopes to become a dance movement therapist in the future. She continues to work with children, volunteering with Al’s Pals mentorship program. She has performed in a few UA Dance Concerts and has taken a semester to do the Disney College Program where she worked in Walt Disney World’s Magic Kingdom. Meghan is looking forward to being a part of STEM Studio to combine her passion for dance and love of working with children in the classroom. |
Maria EvolaMaria started her journey as a dancer at two years old and still continues it today being a member of the Alabama Dance Team. Through 10 World Championships and 20 National Championships, dedication to her craft was of second nature. Maria held the title of Miss Michigan’s Outstanding Teen 2018, which allowed her to work with children in classrooms, teaching them about dance and inclusivity through her platform, “Diversity Through Dance”. Maria is passionate about dancing, teaching dance, STEM, and making an impact on the world.
Now, as a student on the Pre-Med track pursuing Interdisciplinary Studies, the thought of combining her two passions: dance and STEM, inspires her to inspire others. She will graduate in the spring of 2024 and plans to go to medical school for Osteopathic Medicine in the future. Maria cannot wait to dive more into research for STEM Studio as she has previously completed research on the neuroscience of how music affects movement. |