When seventh graders walk into Jenna Colevris's STEM classroom at Momence Junior High, they often call her "Ms. C"—not just because her last name challenges young tongues, but as a term of endearment for a teacher whose passion for discovery is infectious.

"It's fun seeing the growth and maturity of the kids as they learn how to say my last name by osmosis with each other," Jenna smiles. "They'll hear adults say it, they'll hear their friends say it once they figure it out, and then it just starts to build."

This seemingly small observation encapsulates Jenna's entire teaching philosophy: learning happens organically when students engage with challenges in an environment designed for exploration.

As the co-architect of Momence's remarkable K-8 STEM program, Jenna has created precisely that environment—one where robotics, 3D printing, engineering, and creative thinking converge into what she calls a "scaffolded" curriculum that builds year upon year.

"Scaffolding is how something builds over time," she explains. "We start designing in 3D from kindergarten through eighth grade. Kindergarteners begin with something like Play-Doh, an accessible thing. By third grade, we're talking about perspectives—what does it look like when I look at it from the front, the side, the top?"

Every grade level participates in a First LEGO League robotics unit, building autonomous robots to compete in friendly competitions. Fifth graders construct popsicle stick bridges before designing and 3D printing their own scaled models. Sixth graders create Hot Wheels cars that teach physics principles on specialized tracks.

"We talk about weight and how it affects speed," Jenna says, enthusiasm evident in her voice. "But then we go deeper—how does weight and speed affect jumps? We introduce math terms and science terms like velocity and change of direction."

Perhaps the most touching aspect of the program is how seventh graders connect with the district's youngest learners. They visit preschool classrooms to design flower pots with 3D printing technology, creating meaningful relationships across age groups.

"The older kids want to play with the preschoolers," Jenna explains. "It gives them an experience that lets our older kids talk with the preschoolers, and it lets the preschoolers interact with the big kids and not be afraid of them. They both have fun."

This collaborative approach extends to special education students as well. One boy visits her classroom daily to build LEGO sets, his detail-oriented mind perfect for the task.

"He's great at following those details and building those sets," Jenna notes. "The other kids come in and ask, 'What is he building now?' That inclusion is great."

Jenna's path to teaching wasn't linear. Though she "always wanted to teach"—the kid in her room with imaginary students—her scientific mind led her to Illinois State University, where she earned a bachelor's degree in anthropology with minors in math and biology. Her career began as a paraprofessional working one-on-one with special education students at Jenier Elementary.

Now, with a newly minted Master's in Education in STEM, Jenna continues building on her foundation. She's considering pursuing credentials in English Language learning or special education, driven by her commitment to reach every student.

"I am still of the belief, and I will stand on this hill and yell it, that all of our kids are English Language learners," she states firmly. "Some kids need more, but all of our kids are EL learners."

Jenna attributes some of her teaching success to thinking differently. "I don't think like most people typically think," she reflects. "That makes me great for STEM because you need to think outside the box. You can't think always within the same pattern."

In her classroom surrounded by robots, 3D printers, and the creative chaos of young minds at work, Jenna embodies the very spirit of STEM education—finding innovative solutions to complex problems, building bridges between disciplines, and believing that every child can learn given the right approach.

As her students progress through their educational journey, they carry more than just technical knowledge. They take with them a mindset captured in the name of one of their design programs: Tinkercad.

"The darn thing is called Tinkercad," Jenna says with a laugh. "You're supposed to tinker with it to figure stuff out."

In a world that increasingly demands both technical expertise and creative problem-solving, Jenna Colevris isn't just teaching STEM—she's nurturing the tinkerers who will build tomorrow's bridges, both literal and figurative, connecting people across differences just as she connects preschoolers and middle schoolers through the simple joy of creation.