Faculty

Amy H. Moore Ph.D. brings prodigious biomedical experience as new EMP faculty: Profile interview

John Svoboda — Tue, 24 Jun 2025 23:59:33 +0000

Amy H. Moore Ph.D. brings prodigious biomedical experience as new EMP faculty: Profile interview John Svoboda Tue, 06/24/2025 - 17:59

Amy H. Moore Ph.D.

Today we are speaking with Dr. Amy Moore, a new Scholar in Residence at the EMP.

Amy’s background is in biomedical product development, project management and commercialization. She has previously taught physiology and neurobiology courses while also leading a research laboratory. Amy transitioned into medical commercialization by supporting both bio-med entrepreneurs as well as the companies evaluating new technologies for investment. In addition, Amy has had multiple leadership roles in product development, intellectual property, licensing, and strategy.

Amy will be joining the EMP faculty in the Fall of 2025. Amy holds a PhD in Neuroscience from UCLA and an MBA from the University of Minnesota Carlson School of Management. Amy and her husband are proud parents to two college-aged kids.

EMP: Amy Moore- thank you so much for spending some time with us today.

Dr. Amy Moore: Absolutely.

EMP: Let’s start at the beginning—can you tell me something about your early life that you feel really shaped your career path?

Amy Moore: I was that kid—the one always asking, “Why is it like that, Mom?” “How does that work, Dad?" I had a relentless curiosity. I never liked being boxed into just one thing—I got good grades, played multiple instruments, competed in sports, loved marching band (which is basically a sport actually), and I loved heavy metal (and its aggressive hairstyles).

EMP: That’s an amazing mix. So when did tech or engineering start to take center stage in your thinking?

Amy Moore: Funny enough, I was actually planning to go to college for music. But then I saw this colorful PET scan in my high school psych class—one of a musician’s brain next to a non-musician’s. That image changed everything for me. I ditched the conservatory plans and enrolled in college with a focus on Neuropsychology and Neurobiology under Cognitive Science

EMP: That’s a big shift! What was it about that moment or that image?

Amy Moore: Something clicked. - how was one brain different from another, different enough that could be captured in these images. I got hooked on brain research and tools used to see the brain—just completely fell in love with it. In undergrad, I’d spend all my spare time in the lab—running data, analyzing it, interpreting with my lab mates. Then in grad school, I got involved in building a PET system to detect metabolic changes in rodent brains. At the time, I didn’t think of it as engineering—I just saw it as a tool to understand impact of and recovery from brain injury. But looking back, that was my first real taste of engineering.

EMP: Do you remember a favorite subject during undergrad?

Amy Moore: Besides the direct neurobio and lab classes? Linguistics, hands down. It amazed me how different cultures could have such similar communication structures. It totally broadened how I saw human connection.

EMP: Let’s talk career. What was your first job after school?

Amy Moore: I went straight from undergrad to PhD to postdoc to a faculty position – just as I had planned. Every role came through networking. Conferences, research circles, that kind of thing. My most memorable interview moment was for a faculty role, and the computer system crashed so I couldn’t show the beautiful brain slides I had prepared. I had to do a literal chalk talk—on a blackboard—about brain inflammation. I think I even referenced Monsters, Inc. somehow! But the chair told me they were impressed by my ability to adapt and I got the offer the next day.

EMP: That’s incredible. Did you have any mentors who really guided you during those early stages?

Amy Moore: Oh, absolutely. My undergrad mentor—she loved undergraduate teaching and involving students in research. She passed up offers to run a larger lab with grad students and postdocs without a requirement to teach courses because she knew that here passion was with teaching and advising undergrads. In grad school, my mentor emphasized ethics and equity for early-career scientists. And in business school, I had a mentor who taught me that communication between teams is critical—because no one, especially patients, benefits when egos get in the way.

EMP: How would you say your career evolved over time? And what role did your graduate education play?

Amy Moore: Career counselors always say, “play to your strengths,” and honestly, one of mine is being a student. I like having coursework that backs-up my work. For example, I once got an offer to teach music in elementary school. I had my neuroscience background and my music past, but I still felt weird not having formal training. So, while I was a postdoc, I enrolled at Eastman School of Music. I loved it.

EMP: Great. But you mentioned ending up in industry—was that part of the plan?

Amy Moore: Not planned - not even a little. As mentioned early, my career goal was always to do neuroscience research and teach undergraduate students – and I had achieved that! But I had the opportunity to enroll in a full-time MBA program as a Forte Foundation Fellow. Going to business school in my 40s completely changed how I saw the world. I started to better understand how decisions get made outside academia. It pushed me to see where a bench scientist like me could add value beyond R&D. That shift was huge.

EMP: Can you share a project or accomplishment you're especially proud of?

Amy Moore: I am most proud of supporting 150+ faculty, post docs, and grad students to develop business plans and start-up launch strategies for their biomedical innovations as a program manager for a federally-funded commercialization program.

EMP: Do you feel your university experiences helped prepare you for life outside the lab?

Amy Moore: Definitely. One thing I miss about academia is the luxury of being able to ponder - to think deeply, critically, and collaboratively. That kind of intellectual freedom is rare and so valuable.

EMP: How about networking? Has that played a big role in your career?

Amy Moore: Huge. And I’m still learning. I’ve gotten better at researching events ahead of time, so I know who’ll be there and what they care about. I practice a 30-second response to “so tell me what you do?” question. I jot down quick notes after conversations to personalize follow-ups. I still struggle to start conversations though as it is natural for me to revert to the part of me that is so comfortable alone in a lab or studying a dataset. —that’s my work-in-progress.

EMP: You’re transitioning to a new role as EMP faculty. What drew you to this opportunity?

Amy Moore: After being part of a team that brought a therapeutic to market, I realized how much I missed that early-phase energy—discovery, prototyping, entrepreneurship, all of it. When this job posting came up, the timing just felt perfect.

EMP: What excites you most about teaching?

Amy Moore: I love learning what drives students to take the course. I get energized by staying up to date with the material and constantly finding better ways to communicate it. It’s exciting to hear how students respond—it helps me improve for the next time.

EMP: Let’s talk AI—it’s transforming engineering. Where do you think it’s having the biggest impact?

Amy Moore: I see AI as a tool—its power comes from the intent of the person using it. What I find fascinating is how different people define AI or misunderstand how it’s created. Those conversations force us to reflect: How do we assess truth? What level of confidence makes us trust—or reject—information? Those are deep questions.

EMP: Last one: If you could give your 25-year-old self one piece of advice about careers or employers, what would it be?

Amy Moore: My value isn’t tied to the protein I studied or the number of papers I published. I have a mindset and skillset that are useful in all kinds of organizations—if I’m willing to explore. Working well in teams benefits everyone -get comfortable with colleagues communication styles and be clear on your own—it’ll save you stress. And seriously, don’t wait until you’re 42 to take your first accounting and economics classes!

EMP: Dr. Moore- thank you so much for your time today.

Amy Moore: Of course- thank you!

A brief interview with Amy H. Moore Ph.D, the EMP's new Scholar in Residence, discusses biomedical research, commercialization, teaching, and career trajectories.

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Todd Mosher brings deep aerospace background to EMP Faculty

John Svoboda — Mon, 23 Jun 2025 22:10:26 +0000

Todd Mosher brings deep aerospace background to EMP Faculty John Svoboda Mon, 06/23/2025 - 16:10

The Engineering Management Program and the College of Engineering and Applied Science are pleased to announce the addition of a dynamic new Scholar in Residence, Todd Mosher.

Todd J. Mosher, Ph.D., is a strategic leader with 36 years of aerospace engineering and program management experience on human spaceflight, satellite, and launch vehicle programs. He is currently a University of Colorado Engineering Management Scholar in Residence. As an entrepreneurial leader, he helped one small company go public and assisted two others in exiting to an acquisition. He led and authored successful proposals resulting in over $5B in opportunities from defense, civil, and commercial space customers. Todd has taught at four universities, with CU becoming the fifth. He was a NASA astronaut finalist in 2008 and a Presidential Leadership Scholar in 2024. Todd is a first-generation college graduate and a fourth-generation Coloradan.

Todd is the holder of four college degrees, including a Ph.D. and M.S. in Aerospace Engineering from the University of Colorado. He has been married for 35 years to his wife Sally and has three adult children.

Todd will be joining the EMP faculty for the Fall 2025 term.

Welcome Todd!

Todd J. Mosher, Ph.D., brings 36 years of aerospace experience to the CU Boulder EMP faculty

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EMP welcomes new faculty with deep biomedical background.

John Svoboda — Mon, 23 Jun 2025 21:46:15 +0000

EMP welcomes new faculty with deep biomedical background. John Svoboda Mon, 06/23/2025 - 15:46

Amy H. Moore Ph.D.

The Engineering Management Program and the College of Engineering and Applied Science are pleased to announce the addition of a dynamic new Scholar in Residence, Amy Moore.

Amy H. Moore is a biomedical product development strategist who focuses on efficient cross-functional communication and project management across the commercialization process. She held faculty roles which enabled her to teach physiology and neurobiology courses while also leading a research laboratory. Amy transitioned to the medical industry by supporting entrepreneurs in business development as well as companies evaluating new technologies for investment. In addition, Amy has had multiple leadership roles in product development, intellectual property, licensing, and strategy within an ecosystem of health and life science companies.

Amy holds a Ph.D. in Neuroscience from University of California at Los Angeles and an MBA with Medical Industry Specialization from the University of Minnesota Carlson School of Management. Amy and her husband are proud parents to two college-aged kids.

Amy will be joining the EMP faculty for the Fall 2025 term.

Welcome Amy! “

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New EMP faculty brings deep aerospace background: Profile interview with Todd J. Mosher, Ph.D.

John Svoboda — Mon, 23 Jun 2025 20:43:27 +0000

New EMP faculty brings deep aerospace background: Profile interview with Todd J. Mosher, Ph.D. John Svoboda Mon, 06/23/2025 - 14:43

EMP Staff

Todd J. Mosher, Ph.D., is a new Scholar in Residence at the EMP.

Todd’s career includes 36 years of aerospace engineering and program management experience. As an entrepreneurial leader, he helped one small company go public and assisted two others in exiting to an acquisition. He led over $5B in contracts from defense, civil, and commercial customers. Todd is a first-generation college graduate and has four degrees, including a Ph.D. in Aerospace Engineering from CU. He has been married for 35 years to his wife Sally and has three adult children.

EMP: Todd- great of you to spend some time with us. Can you tell us about something from your early life that influenced your career path?

Todd Mosher: Absolutely. My dad worked at the Jet Propulsion Lab for five years during an exciting time in planetary science, right when I was starting elementary school. He was part of the Viking Mars lander team, and his name is even on the Voyager records that are now out past the edge of our solar system. With astronaut wallpaper on my bedroom walls and an astronaut G.I. Joe, it’s safe to say I was hooked on space from an early age.

EMP: Fantastic. When did you start thinking seriously about a career in engineering?

Todd Mosher: I’m a first-generation college student. Since my dad had worked closely with engineers, he was pretty convinced early on that both my brother and I should go into engineering—before we’d even really thought about it ourselves. Turns out, he was right. We both became engineers.

EMP: What was it about aerospace engineering that drew you in?

Todd Mosher: For me, the dream of becoming an astronaut was the motivation. If you want to be an astronaut, it makes sense to understand the vehicles you’d be flying. But beyond that, I was as excited about designing them as I was about flying them.

EMP: Absolutely. Did you have a favorite subject in college?

Todd Mosher: Definitely. I’ve always had a love for communication—both writing and speaking. I enjoyed journalism because I liked the challenge of telling stories clearly and effectively.

EMP: Can you recall your first job after college- how did it happen?

Todd Mosher: My first job was with General Dynamics Space Systems, working on Atlas rockets. I got the job thanks to a connection—my uncle’s friend helped me out. That taught me something important. Personal connections often open more doors than a stack of resumes ever will.

EMP: Excellent advice. Did you have a mentor who made a difference early in your career?

Todd Mosher: I’ve been lucky to have several great mentors, and I still do. One in particular encouraged me to go back to grad school full-time at the University of Colorado, even after I had already earned a master’s degree from the University of Alabama in Huntsville. That push really shaped the direction of my career.

EMP: How has your career path evolved over time, and what role did graduate education play?

Todd Mosher: I’ve been fortunate to work across a wide spectrum of projects—from robotic spacecraft and human spaceflight to launch vehicles. I’ve worked for major companies like Amazon. I have helped one startup go public and supported two others through acquisitions. I’ve also taught at four universities, with CU being the fifth. Without a doubt, graduate education opened a lot of those doors. It’s a reminder that learning should never stop.

EMP: Completely agree. Is there a particular project or accomplishment you're especially proud of?

Todd Mosher: In 2024, I was honored to be selected as a Presidential Leadership Scholar. It’s a competitive program where leaders learn from the experiences of presidents George W. Bush, Bill Clinton, George H.W. Bush, and Lyndon Johnson. I got to meet both Presidents Bush and Clinton, as well as top officials, scholars, and business and civic leaders. Being part of that network has been eye-opening and broadened my perspective.

EMP: Besides technical skills, how did your university experiences prepare you for your career?

Todd Mosher: University life gave me a chance to explore a wide variety of topics, which helped me appreciate the importance of being well-rounded. Grad school, and especially a Ph.D., forces you to go deep into one area—but that deep dive still happens in a setting where you're exposed to many other ideas. That cross-pollination is so valuable.

EMP: A perspective your students no doubt benefit from. How important has networking been in your career, and do you have any advice on doing it well?

Todd Mosher: Networking has played a huge role in every step of my career. But I think the key is not to treat it as a transaction. Instead of asking, “What can I get from this person?” ask, “How can I help them?” When you approach it with that mindset, you’ll find that the benefits come back to you many times over.

EMP: You are a new member of the EMP faculty. What inspired that change?

Todd Mosher: I’m at a point in my career where leaving a legacy matters more than chasing titles. Teaching and sharing what I’ve learned is one of the best ways I know to leave something meaningful behind.

EMP: What excites you most about teaching?

Todd Mosher: What I love about teaching is the immediate feedback. In most jobs, you’re always waiting—for a promotion, for a proposal to be accepted. But in the classroom, you can tell right away if students are getting it. That real-time connection lets you adjust and improve on the fly.

EMP: With AI becoming more common in engineering, what’s your take on its impact?

Todd Mosher: AI is just another tool—and like any tool, it depends on how we use it. I don’t think it’s something to be afraid of. Instead, those who learn to use AI effectively will be able to accomplish more and work more efficiently. Of course, it can be used for both good and bad, so it’s on us to make the right choices.

EMP: If you could give your 25-year-old self one piece of career advice, what would it be?

Todd Mosher: Time is your most valuable asset. At 25, it feels unlimited—but later, you’ll wish you had more of it and had used it more wisely. Don’t fear mistakes—they’re how you learn. Just make sure you grow from them. And this doesn’t just apply to your career; it’s true for every part of life that makes it meaningful.

EMP: Todd, thank you so much for joining us today.

Todd Mosher: Certainly- I enjoyed it!

A quick interview with the EMP's new Scholar in Residence, Todd J. Mosher, Ph.D, touches on teaching, career direction and an early fascination with aerospace.

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Jessica Rush Leeker Employs $2M NSF Grant to Expand Learning Resources in Engineering for Black Families

Anonymous — Wed, 11 Sep 2024 20:45:36 +0000

Jessica Rush Leeker Employs $2M NSF Grant to Expand Learning Resources in Engineering for Black Families Anonymous (not verified) Wed, 09/11/2024 - 14:45

Published: September 11, 2024 • By Wendy Martin

Jessica Rush Leeker has been awarded a $2M National Science Foundation grant to advance her research on creating informal learning resources out of a structured, formal environment that promotes the participation of Black families in engineering. Her work focuses on developing pathways for Black families to engage in engineering practices and see themselves as integral members of the engineering community.

Jessica Rush Leeker

Leeker's project, supported by the $2M National Science Foundation grant, is a collaborative effort. In partnership with Lauren Mims from New York University and Tamecia Jones from North Carolina State, Leeker will co-develop informal learning resources with Black families. These resources, designed for children aged six to ten, will provide opportunities to engage in various engineering activities at home. The aim is to encourage children to consider engineering careers by allowing them to engage in engineering practices such as empathizing, defining, ideating, prototyping, and testing.

A Real-life, Community-driven Project

For Leeker, this grant presents an invaluable opportunity to expand her innovative research on the role of informal learning in engineering education among Black families. This project will explore how these identity-affirming resources can foster children's engineering identities and interests by connecting them with their historical and cultural roots, enhancing their sense of belonging and confidence in engineering fields.

Leeker's research will involve co-developing these resources with Black families across various settings in the United States. By capturing and analyzing interactions between caregivers and children, as well as the children's creations and reflections, Leeker aims to understand how these informal educational experiences shape children's perceptions of their capabilities and potential careers in engineering.

“We plan to develop educational tools and frameworks that can be replicated beyond the initial study, enhancing the broader educational landscape by incorporating these rich cultural narratives into engineering education,” Leeker said. “This will not only benefit the participating families but also create a model that can be adapted and used in other contexts, transforming how underrepresented groups engage with engineering globally.”

Leeker believes this research can significantly increase diversity and inclusion in engineering fields by reconnecting children with their legacies of innovation and problem-solving. Their goal is to build bridges between generations, linking personal and communal histories with contemporary educational and professional opportunities in engineering. This approach is expected to enrich children's academic and personal development, thereby broadening participation and success rates among underrepresented in engineering disciplines.

Inclusion of Other Populations

“This grant is a testament to the importance of creating inclusive educational resources that reflect the diversity of our communities. I am excited to see how these informal learning tools can inspire the next generation of Black engineers and innovators. We hope to expand these efforts to other underrepresented populations in STEM,” Leeker said. “By partnering with Black families, we can develop educational materials that teach engineering concepts and celebrate the rich cultural heritage of Black scientists and engineers. This approach is crucial for fostering a sense of identity and belonging in STEM fields, and we aim to extend this inclusive model to other communities as well.”

Future Aspirations

“Our goal is to create a sustainable model for informal engineering education that can be replicated across different contexts. This project will serve as a blueprint for engaging underrepresented communities in meaningful and impactful ways, with the potential to adapt and apply these methods to a wider range of populations,” Leeker added.

Engagement and Dissemination

The resulting deliverables from Leeker's research will include video workshops for caregivers, easy-to-use engineering activities, and wide dissemination of findings, public media, high-traffic repositories, and professional networks of science and engineering educators. The empirical findings will also be shared widely via professional conferences and journals in educational research.

Ultimately, Leeker's project aims to broaden participation in engineering among the Black population, who remain underrepresented in engineering pathways and careers. This grant supports a vision of developing new approaches to STEM learning in informal environments, providing multiple pathways for broadening access to and engagement in engineering education.

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