A William Penn Alum Inspiring the Next Generation of Women in STEM

For Allison Pargeon, a William Penn University alum and longtime STEM educator, a career in teaching began with curiosity about how things work. As a student, she was naturally drawn to math and science and became especially interested in technology when she encountered computer programming for the first time.

“I had always liked math and science classes in high school,” Pargeon said. “I took a computer class in high school, and I was intrigued.”

Her interest quickly turned into experimentation. She remembers asking her parents for a Commodore 64 computer so she could begin writing her own programs. At the time, she expected that curiosity would lead her into the business world as a programmer analyst. The idea of teaching came later after encouragement from someone close to her.

“My Dad actually inspired me to become a teacher by telling me he thought I would be good at it,” she said.

At William Penn University, Pargeon pursued degrees in Math Education and Applied Computer Science. The coursework challenged her to approach problems in new ways and helped shape the mindset she now brings to her classroom.

“I have always said William Penn University courses taught me how to think,” she said.

One of the most meaningful influences during her time at Penn was computer science professor Judy Williams. Pargeon recalls how Williams’ demanding courses pushed students to grow while also demonstrating genuine care for their success.

“She taught the most challenging classes I have ever taken, but she was there for every student, and I learned so much from her,” Pargeon said.

William Penn also gave Pargeon early opportunities to practice teaching. As a student, she served as a tutor and instructor for peers enrolled in math courses that prepared them for college credit classes. Those experiences allowed her to experiment with teaching strategies and gain confidence guiding students through difficult material. She also worked on an education initiative that supported children living in homeless shelters in the Des Moines area. The experience helped her recognize how important it is to ensure that education is accessible to every student.

After graduating, Pargeon initially followed her original career plan and entered the insurance industry as a programmer analyst. A few years later, an unexpected opportunity shifted her direction. When her former high school math teacher prepared to retire, Pargeon decided to try teaching. The decision led her into a career that has now spanned decades.

Over time, she continued building her credentials and expertise. In 2007, she earned a Master of Arts in Mathematics with a secondary teaching emphasis from the University of Northern Iowa, which allowed her to teach dual-credit math courses. Years later, she completed a Computer Science Endorsement and began teaching computer science again alongside advanced mathematics. Today, she divides her time between upper-level high school math classes and computer science courses for students ranging from eighth through twelfth grade.

Pargeon approaches teaching with the belief that students learn best when they understand there is more than one way to think through a problem.

“In my math classes, I love teaching several different ways to solve problems,” she said. “Everyone’s brain works differently, and it is my responsibility to meet every one of my students where they are and help them to meet their math potential.”

In computer science classes, she sees students gradually become more confident as they learn to work through unfamiliar challenges. Younger students often surprise themselves with what they can accomplish once they begin experimenting and creating their own projects. Each semester ends with a Computer Science Expo where students present their work and explain their ideas to members of the community.

Like many STEM educators, Pargeon has also faced challenges related to resources. Teaching in a rural district means funding for technology and equipment is limited. To address that challenge, she has learned to pursue grant funding that supports her classroom. Through those efforts, she has secured thousands of dollars in equipment and professional training that allow students to work with tools they might not otherwise have access to.

As a woman who has worked both in programming and education, Pargeon understands how representation can influence students considering STEM careers. During her own college experience, seeing a woman lead the computer science program helped demonstrate that success in the field was possible.

Later, while working as a programmer analyst, she noticed how few women were present in technical roles. That experience now shapes the way she encourages students to explore STEM opportunities.

“I think this influenced me to encourage everyone to participate in STEM courses because you never know what will spark your interest,” she said.

Her message to young women considering STEM is direct.

“The math department at my school consists of three women,” she said. “There is nothing to limit you from becoming a STEM teacher!”

Pargeon’s dedication to her students has earned statewide recognition. She was recently named the 2026 Central Rivers Regional Teacher of the Year for the State of Iowa, one of nine educators selected across the state. The honor reflects her commitment to innovative teaching and her efforts to expand opportunities for students in STEM subjects.

Despite the recognition, the moments that matter most to her often happen years after students leave her classroom. Former students sometimes return to share how lessons from high school continue to help them in college or in their careers. Hearing those stories reminds her that teaching is not just about covering material. It is about helping students learn how to think through problems on their own.

Pargeon also continues to stay connected to William Penn University. She currently teaches Mathematics for Elementary Teachers I and II in the university’s distance learning program. Working with pre-service teachers allows her to influence how future educators approach teaching math and encourages stronger confidence in STEM subjects among future classrooms.

Looking ahead, Pargeon believes STEM education will continue gaining attention as technology reshapes how people live and work. She expects emerging tools such as artificial intelligence to increase demand for strong STEM education in schools and hopes her experience will allow her to contribute to future initiatives in the field.

For students at William Penn who may be considering teaching STEM, Pargeon believes the opportunity is wide open.

“My advice to current WPU students is that we need you as secondary STEM educators,” she said. “Many of our secondary STEM educators are getting ready to retire.”

Her journey from a curious student experimenting with early computers to an award-winning educator reflects how a strong academic foundation and encouragement from mentors can shape a meaningful career in STEM education.