Emmanuel Dwamena is a doctoral student in Curriculum and Instruction with a specialization in Science Education at the University of Connecticut. His research focuses on STEM teacher retention in high-need districts, equitable AI integration in education, and rural STEM education access. Prior to his doctoral studies, he served as an Assistant Lecturer at the College of Distance Education and E-Learning at the University of Education, Winneba, where he developed innovative assessment frameworks and hybrid learning systems that increased student engagement and reduced dropout rates. With over five years of teaching experience across international contexts, Dwamena has demonstrated expertise in cross-cultural curriculum development and educational equity initiatives. His work as a science teacher in Ghana achieved significant improvements in student outcomes, including a 95% progression rate and 40% increase in STEM subject selection through innovative experiential learning approaches. He has published several peer-reviewed articles on educational assessment, technology integration, and science education, with particular attention to implementing standards-based curricula in diverse educational settings. Currently, Dwamena is working on an NSF-funded project analyzing STEM teacher career patterns across Connecticut school districts, developing frameworks for understanding teacher retention in high-need areas. His research interests bridge the gaps between educational technology, equity in STEM education, and teacher development, with a particular focus on improving educational outcomes in underserved communities.