Growing up, I wanted to be an inventor, solving problems that would help people have better lives. Every day at KnowAtom is an opportunity to invent solutions that give thousands of students and teachers a better experience doing science, engineering, technology, and math (STEM). Providing educators with professional satisfaction and students with the opportunity to understand the world we live in is my way of helping people have better lives."
As a high school math teacher, Vigeant asked himself a simple question: How can I take the knowledge our students need and make it matter to them? His answer was to create KnowAtom, building its core architecture and platform alignment around the idea of making science, engineering, and math relevant.
Vigeant has taught science, engineering, and mathematics to kindergarten through twelfth-grade students in a variety of learning environments, ranging from college prep and honors classrooms to self-contained, team-taught, and inclusion settings. His focus on scientific and engineering practices and their relationship to process has helped schools become leaders in science education, based on statewide assessments. Vigeant is a strong believer in empowering professional teachers and has created Professional Learning Community models for large urban districts.
Vigeant’s achievements have been recognized by the American Federation of Teachers’ publication, The Advocate, in which he was profiled as an up-and-coming educational innovator. He is a presenter at the National Science Teachers Association National Conference, Massachusetts Association of Science Teachers, and Massachusetts Technology Education/Engineering Collaborative.
Vigeant serves as President of STEM Synergy, an international NGO and U.S registered 501(c)3 coordinating over $25MM in STEM education investments in Africa. He is a regular contributor to the STEM Education Workgroup for the Clinton Global Initiative America and serves on several STEM-related boards focused on creating opportunities for students and teachers of traditionally underserved communities.
Science provides a great venue to try out ideas and not be threatened when things don’t work as first expected. A great part of the learning experience comes from the opportunity to re-visit and re-think anticipated outcomes and results.”
DeLacy began his education career as a high school teacher at Westford Academy in Massachusetts before joining the technology revolution in the area of software development, specializing in student data management for 25 years. DeLacy has worked as an applied social research consultant for Bell Associates, the MBTA, Massport, and Boston Public Schools. He was an instructor and practitioner at the University of Phoenix’s MBA program where he teaches project planning and change management as well as database design. He has also taught management classes at Endicott College in Beverly, Mass., and Eastern Nazarene College, in Quincy, Mass. DeLacy holds a Master’s in Educational Management and Administration from Cambridge College and a B.A. in English from Salem State University.
Science, like myself, is constantly evolving and in the process of becoming. It is through that discovery process that new knowledge and growth are realized.”
DeLacy has worked as a licensed elementary school teacher for Massachusetts Public Schools, specializing in multi-age, multi-grade classrooms for more than 25 years. As a lead teacher, she chaired science and math curriculum review committees and was trained by WestEd to lead data-based decision-making curriculum workshops. DeLacy was responsible for introducing the new writing curriculum to Manchester Memorial School to coordinate district goals. She was a regular presenter for the Northeast Consortium for Staff Development and was president of the Manchester Memorial School Teacher’s Association for five years. DeLacy is an active member of the National Education Association and the Massachusetts Teachers Association. She holds a Master’s and Bachelor’s in Education from Salem State University.
Science is filled with stories that explain the world around us. It is constantly revealing new insights into everyday happenings, and answers to questions I haven’t even thought of yet."
Goodman began her career as a science writer at an online publication focused on energy and the environment in Washington, D.C., where she covered chemicals, nanotechnology, and other science-related topics. Her articles have appeared on numerous websites, including the New York Times, Scientific American, and the Society of Environmental Journalists. After her stint in D.C., she moved to Texas, where she taught journalism at Texas A&M. Goodman holds a Master’s of Science from Northwestern University’s Medill School of Journalism.
My love and curiosity for science were fueled at a young age by experiments with backyard river algae and physics lessons with Bill Nye. For me, science is a lifelong quest for discovery, inspired by the amazing world we live in. I believe that through scientific knowledge, each person has the ability to improve their lives, create innovative technologies, and empower society."
Lanoue has taught kindergarten through fifth grade science and engineering to students in Massachusetts and New Hampshire. She also has a background in strategic planning to improve resources and practices for effective teaching and learning. Lanoue has a passion for transforming education by providing highly engaging STEM learning experiences for every student. She joined KnowAtom in 2007, where she collaborates on the design and implementation of STEM curriculum and labs.
Science is the thrill of discovery, answering a question that has been burning in your mind. As a classroom teacher, I thrived on witnessing my students’ “aha moments,” when they made connections between their questions and possible answers."
Thompson’s passion for teaching began in elementary and middle school classrooms and had led her to build on her experience with curriculum development and teacher professional development. Because of her strong background in design and systems thinking, Thompson has played key roles in district curriculum review and development processes for math, science, and instructional technology. She used her skills in Understanding by Design™ to develop model science and engineering curriculum units for the new 2016 Science, Technology, and Engineering Standards for the Massachusetts Department of Elementary and Secondary Education. Thompson’s enthusiasm for instructional design comes from a passion to help support the development of fellow educators. She is currently pursuing her Educational Doctorate from Drexel University in Educational Leadership and Management. Thompson holds her Master’s of Elementary Education from Worcester State University and her Bachelor’s of Education and Child Studies from Smith College.