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

03/10/2026

For Allison Pargeon, a William Penn University alum and longtime STEM educator, a career in teaching grew from an early curiosity about how things work. As a student, she was naturally drawn to math and science and became especially fascinated with technology after encountering computer programming for the first time. At a time when few young women were encouraged to explore technology careers, that curiosity set her on a path that would eventually connect programming, problem solving, and education.

“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.”

That intrigue quickly turned into experimentation. Pargeon remembers asking her parents for a Commodore 64 computer so she could begin writing her own programs. She spent time exploring what the machine could do, teaching herself how to create programs and discovering the satisfaction that comes from solving complex problems through code.

At the time, she imagined her curiosity would lead to a career in business as a programmer analyst. Teaching was not yet part of the plan. That idea came later, sparked by encouragement from someone who saw her potential early on.

“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. Choosing both mathematics and computer science placed her in fields where women have historically been underrepresented. According to the National Science Foundation, women make up roughly one third of the STEM workforce in the United States and represent an even smaller share in computing and engineering fields.

“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. Seeing a woman lead the computer science program left a lasting impression on Pargeon and demonstrated that women could lead and succeed in technical disciplines.

Pargeon recalls how Williams challenged students to stretch their abilities while also showing genuine investment in 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 provided Pargeon with early opportunities to begin developing her teaching skills. As a student, she served as a tutor and instructor for peers enrolled in math courses designed to prepare them for college credit classes. Those experiences allowed her to experiment with teaching strategies while building confidence in guiding students through difficult material.

She also participated in an education initiative that supported children living in homeless shelters in the Des Moines area. The experience reinforced how access to education can shape opportunity and expand what young people believe is possible for their futures.

After graduating, Pargeon initially followed her original career plan and entered the insurance industry as a programmer analyst. While working in the field, she quickly noticed a reality that continues to shape many technical workplaces.

“There were not many women in those roles,” she said.

Her observation reflects a broader national trend. While women earn a significant share of college degrees overall, they remain underrepresented in many STEM professions, particularly in computing and technology related careers. Research from the National Center for Science and Engineering Statistics shows that women hold fewer than one in three computing jobs nationwide.

When her former high school math teacher prepared to retire, Pargeon saw an opportunity to try teaching. That decision shifted her path toward a career that has now spanned decades and allowed her to help shape the next generation of STEM learners.

Over time, she continued building her credentials and expanding her expertise. In 2007, she earned a Master of Arts in Mathematics with a secondary teaching emphasis from the University of Northern Iowa, allowing her to teach dual credit math courses. Years later, she completed a Computer Science Endorsement and returned to teaching computer science 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.

In her computer science classes, she often sees students gradually gain confidence as they learn to work through unfamiliar challenges. Younger students frequently surprise themselves with what they can accomplish once they begin experimenting and creating their own projects. Each semester concludes 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 can be 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, allowing 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 whether young women see STEM careers as possible for themselves.

During her own college experience, seeing a woman lead the computer science program demonstrated that success in the field was achievable. Later, while working in industry, the lack of women in technical roles made the gender gap impossible to ignore. Research consistently shows that students are more likely to pursue careers when they see people who look like them in those roles.

Across the country, schools are facing a shortage of qualified STEM educators. Experts in education policy have increasingly emphasized the importance of recruiting more women into STEM teaching roles, both to fill workforce gaps and to provide visible role models for students considering technical careers. Pargeon believes universities such as William Penn play an important role in preparing those educators.

Her dedication to 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 their careers. Hearing those stories reminds her that teaching is not simply about covering material. It is about helping students learn how to think through problems on their own and develop the confidence to pursue ambitious goals.

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 while helping build confidence in STEM subjects for the next generation of classrooms.

Looking ahead, Pargeon believes STEM education will only grow in importance as technology continues to shape everyday life and the modern workforce. 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 women at William Penn who may be considering teaching STEM, she believes the opportunity is wide open and the need is urgent.

“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 demonstrates how mentorship, opportunity, and strong academic preparation can help women break barriers in STEM fields. For the next generation of William Penn students, especially young women interested in math, science, and technology, Pargeon hopes her story shows that there is space for them to lead in these classrooms and careers.