STEAM Centre Staff

Jessica, is the perfect fit for her role at STEAM. As the former Sponsorship Manager at SickKids Foundation and holding a Masters degree in Education Policy, she is well qualified to secure both the community and corporate support the facility depends on, as well as offering a dynamic and compelling perspective on the educational mission of the Centre. She believes that the development of personal “soft skills”—including teamwork, experimentation, risk, and failure—combined with the digital competencies that STEAM teaches “will help learners create a better life for others in a fast paced, technological world.” Moyes is convinced the STEAM methodology is “essentially needed” to inspire learners who are “resilient, creative, resourceful, and courageous problem solvers.” If Dell is correct in its prediction—that 80% of the jobs demanded in 2030, have not even been invented yet—the tech opportunities provided by the STEAM Centre are truly now-inspired and cutting-edge

Fred is passionate about his work at the Centre. He is the sort of educator who delights in the creativity of the students’ success. With an Honours degree in Physics and post-graduate education in Cognitive Science and Intelligent Computing, Cahill has extensive, international experience in toy design and the teaching of scientific principles. At the Science Museum in London, England and as Head of Design for K’NEX International he had the opportunity to work with and train engineers, artists and educators all over the world. Not surprisingly, Cahill believes that one the most important “strands of educational opportunity is digital literacy [because] virtually any job in the future will involve high tech.” Cahill aims to make sure the Centre is a place that “allows students the opportunity to shine.” According to one student, Cahill “can make a self-proclaimed non-techy feel like a genius. ​… He makes you feel like you are part of the STEAM family. He is truly a gem”.

Josh believes in giving people – children and adults – the tools to understand technology. “Once the fear is gone, people become more comfortable with technology, feeling, then, empowered to play and experiment with it.” Josh developed this pedagogical philosophy while working for over 17 years in IT support and instruction at Fanshawe College – St. Thomas/Elgin Regional Campus. “The best thing is seeing that look of wonderment.” When that happens, students feel “this is cool; I can do this.” Knowledge takes meaning when learners realize the practical, real world application of those scientific and technological skills. “Each student is different and needs to be given what’s necessary to learn; they need to know the procedure, the path, and the global significance of what they are learning.”