Ms. Lindsey Shah is the Director of Content and Curricula at Parents as Teachers National Center. With her commitment to excellence, she supports the development of research-informed methodologies and resources that emphasize the importance of family engagement to the work of home visiting and early childhood professionals. As a testament to her knowledge and expertise, she serves as a lead author for a publication by Parents as Teachers National Center called "Engaged: Building Intentional Partnerships with Families.” She underscores the role of family engagement through her insightful discourses in the field.
Dr. Lord Giddie is the Director of Learning Experience Design (LXD) at National Louis University, where he leads a dynamic team dedicated to innovating course design and instructional methodologies. With 15 years of experience in the field of instructional design, Dr. Giddie has a profound understanding of the intersection between technology and education. Since 2009, he has been an influential adjunct professor, imparting advanced knowledge in educational psychology, educational technology, and international psychology to doctoral students, shaping the next generation of experts in these fields.
Dr. Giddie is a passionate advocate for the intentional use of AI in education. He guides his team to leverage AI tools, such as ChatGPT, to enhance course content creation while exploring the benefits, challenges, and future possibilities of integrating AI into course design. His work is characterized by a commitment to fostering inclusive and engaging learning environments that utilize cutting-edge technology to elevate the educational experience.
Dr. Jessica Evans has nearly 15 years of experience in higher education, specializing in assessment, accreditation, policy development, strategic planning, and organizational training. She currently works for a nonprofit organization focused on accrediting teacher education programs in the U.S. and abroad. Previously, she served as the Director of Assessment and Accreditation at Murray State University, where she was also a member of the Board of Regents. Dr. Evans holds an EdD in Educational Psychology and Technology and master’s degrees in Human Development and Organizational Communication. She is a member of the Steering Committee for Human Rights Educators USA and has served on the Board of Directors for Amnesty International, USA. Recognized for her contributions to higher education, Dr. Evans was honored by the Murray State University Alumni Association as a Top 22 Under 40 honoree in 2020.
Dr. Leslie Rutkowski is Professor of Quantitative Research Methodology at Indiana University. Leslie’s research is in international large-scale assessment models and methods. Her interests include latent variable models and examining methods for comparing heterogeneous populations in international surveys. Dr. Rutkowski currently serves as associate editor for the Springer journal Large-scale Assessments in Education and as co-executive editor for the Springer book series, IEA Research for Education. She is also the chair of the PISA Technical Advisory Group and the NAEP Questionnaire Standing Committee. Dr. Rutkowski is also the editor of Handbook of International Large-Scale Assessment (Rutkowski, von Davier, and Rutkowski, 2014) with Chapman & Hall.
Dr. Inaya Jaafar is an educational psychologist with over 23 years of experience in teaching middle school English and science, being a primary grade interventionist, a preschool to 12th grade special services supervisor, and currently an elementary school assistant principal, dissertation reader, and adjunct faculty member. Dr. Jaafar has published an edited reference book on educational technology featuring her dissertation topic on the teacher student relationship with the use of technology. She has conducted research and published manuscripts focused on the educational impact of the pandemic, effects of natural disasters on school staff and student performance, trauma informed practices, and teacher resilience.
Dr. Taylor Gothard works with the Digital Teaching and Learning Department of The Community Solution Education System and is an adjunct faculty member at The Chicago School. He has over 15 years of experience in higher education in the areas of instruction, curriculum, accreditation, compliance, financial aid, and student support services. In addition to his regular roles, he also operates a consulting business that provides support to growing colleges in these areas of expertise. Prior to joining The Chicago School, he worked extensively in graduate medical education simulation programs in Southern England and on St. Maarten and supported medical schools in Australia, the Caribbean, India, Malaysia, and the Kingdom of Saudi Arabia.”
Dr. Rhoderick J. Ramsey is a learning and development professional with experience from the U.S. Federal Government and private sector. Dr. Ramsey’s expertise is in instructional systems design, online learning and facilitation, and educational technology. He has engaged in the complete learning cycle, including learning needs assessment/analysis, learning intervention design and development, and program evaluation. Dr. Ramsey earned his Bachelor of Arts in Sociology and Master of Education degrees from the University of Central Oklahoma and was awarded a Doctorate in Educational Psychology and Technology from The Chicago School.
Dr. Vail Hilbert is a dedicated and passionate international education professional who believes in creating engaging and inclusive learning environments. She began her career in public education in the United States and has been working in an international school in Mexico City for 14 years. Throughout her professional journey, she has had the opportunity to hold a variety of positions including classroom teacher, activity specialist, instructional coach, and dean of students. Dr. Hilbert uses connection to create an educational climate where students feel safe and valued.
Dr. Hilbert received a bachelor’s degree in international studies. It was then that she began to think about and explore how the world is becoming more interconnected and the possibility that creates. Specifically, as she continued her journey into education and moved across borders, it became evident that online and international teaching and learning not only allows education to be more accessible but also provides opportunities for cross-cultural interchange. While online teaching and learning still has limitations and gaps, she continues to be committed to learning more and engaging in conversations about how best to leverage technology and integrate the cultural and psycho-social aspects of learning for the benefits of students everywhere.
Finishing a 10-year quest of climbing to the top of the highest mountain on each of Earth’s seven continents, Dr. Vora’s expeditions have taken him to some of the most remote places on the Earth, from the Andes Mountains to the Antarctic Ice, from the Alaska Range to the Asian Himalayas. Dr. Vora makes a case for stepping out of our comfort zone to explore our inner world. He has shown the world the power of “big dreams.” He has realized his “big dreams” with hard work, dedication, and perseverance. He now works relentlessly to share his story with others to inspire them to pursue their own “big dreams” and make them come.
Dr. Courtney Kelley has been teaching at Cuyahoga Community College since 2009 and is currently a full-time psychology professor at the Eastern Campus. She holds a Ph.D. in Developmental Psychology from Bowling Green State University and received her B.A. in Psychology from Wittenberg University. While in graduate school, her areas of research included child and adolescent aggression and prosocial behavior, child and adolescent body image, eating attitudes and eating behavior, and academic motivation. Dr. Kelley regularly teaches General Psychology, Child Development, Lifespan Development, Honors Lifespan Development, and Psychology of Human Sexuality. She takes pride in bringing enthusiasm into the classroom and strives to create an active learning experience for students.
Dr. Jessica Lester is a professor of Qualitative Methodology in the School of Education at Indiana University, Bloomington. Having been trained in cultural studies and qualitative research methodology, she takes an interdisciplinary approach to her scholarship, including both the methodological and substantive foci of her research program. In her methodological work, Dr. Lester focuses on the study of language-based methods, digital tools in qualitative research, and disability in qualitative inquiry. Her substantive research has focused on examining interactional practices in clinical and educational contexts that involve children and youth. Dr. Lester has received numerous awards for her scholarship, among them the 2014 AERA Division D Early Career Award in Measurement and Research Methodology, the 2018 APA Distinguished Early Career Contributions in Qualitative Inquiry Award, and the 2022 American Educational Studies Association Critics’ Choice Book Award. At Indiana University, Dr. Lester teaches qualitative methods courses and was recently recognized by the 2022 Gorman Distinguished Teaching Award.
Shena Sanchez, PhD is an Assistant Professor of Qualitative Research at the University of Alabama. As a critical qualitative researcher, she uses Critical Race Feminisms to understand the experiences of Girls and Women of Color in K-12 public schools. Her scholarly interests include intersectional research methods, student identity and voice, education policy and leadership, and the social-political-historical contexts of schooling. Dr. Sanchez is the founder of the Lavender Girls Project, a national mentoring and research group for and with Girls of Color from Title I high schools. She is currently conducting a study about the experiences of Women of Color public school administrators who lead using principles of social and educational justice.
Dr. Tony Adams (PhD, University of South Florida) is a Caterpillar Professor and Chair of the Department of Communication at Bradley University. Before Bradley, he worked at Northeastern Illinois University (NEIU) for nine years. In 2017, he was honored to be named the Bernard J. Brommel Distinguished Research Professor, the highest research award at NEIU. In 2021, he was honored to be named a Caterpillar Professor, the highest research award at Bradley. Dr. Adams has published more than 75 articles and book chapters as well as nine books including Narrating the Closet: An Autoethnography of Same-Sex Attraction (Routledge), Autoethnography (Oxford University Press), and two editions of the Handbook of Autoethnography (Routledge). He has facilitated workshops on qualitative research at numerous institutions, including the University of Edinburgh, Texas A&M, the University of Alabama, and the Autonomous University of Aguascalientes. He is the executive director of the International Association of Autoethnography and Narrative, a co-editor of the Writing Lives: Ethnographic Narratives book series (Routledge), and the founding co-editor of the Journal of Autoethnography (University of California Press).
Dr. Tom Hoerr holds a Ph.D. in educational planning and policy development from Washington University in St. Louis, and a Master's in Education and Educational Administration from the University of Missouri St. Louis, and a BA in Education from Harris Teacher's College. He led schools for 37 years and is now a scholar in residence at the University of Missouri, St. Louis, where he teaches Prospective Principles. Dr. Hoerr began as a teacher and then moved into a leadership role as a principal in the school district of University City. In 1981, Dr. Hoerr became the head of the New City School in St. Louis, a school founded on a commitment to progressive learning and respect for human diversity. Under his leadership, New City began implementing the theory of multiple intelligences (MI) in 1988 and created the world's first MI library in 2006. During his 34 years at New City, the school raised funds to renovate the building, expand the campus, refurbish the theater, build the MI library, and establish an endowment for need-based financial aid. He was given emeritus status when he retired in 2015. He has also led the Independent Schools Association of the Central State's New Heads Network since its inception in 2010. This program for New Heads of Independent Schools focuses on leadership skills, faculty, collegiality, and school government. He also designed and led the Washington University Program in Nonprofit Management. He has written seven books and more than 175 articles or book chapters. He was the author of the Principal Connection Column in Educational Leadership from 2004 to 2018 and now writes a leadership blog for ASCD. In addition, he has given presentations at conferences and schools throughout the US and abroad on topics like the Formative Five, Grit, faculty, collegiality, leadership, multiple intelligences, school culture, and school governance. Dr. Hoerr has also worked with independent schools on governance issues and planning and led the ASCD Professional Interest Community's MI network for 20 years.
Dr. Pornchanok Ruengvirayudh is a faculty member of the School of Politics and Government, Faculty of Political Science and Public Administration, at Chiang Mai University in Thailand. Her goal is to apply her knowledge and experiences in statistics and quantitative research to the field of Political Science. When working as Associate Director of Grant Evaluation and Statistical Support at Loyola Marymount University in California, she collaborated with faculty and staff, consulting and conducting analyses. Her application of statistics to research studies has led to publications in STEM and other fields. She has expertise in statistics and public speaking, making her a statistician who can present statistical results in lay language. She is also a storyteller through data visualization. She earned her PhD in Educational Research and Evaluation from Ohio University. During her PhD, she served as a Graduate Associate in the Statistics and Research Lab, which allowed her to practice consulting with students on their doctoral dissertations in the field of Education, especially in research design and statistical analyses.
Rose Claybon Dean is a passionate educator who has worked as an elementary school teacher for 29 years. She grew up under segregation laws and now works tirelessly for social justice and equity in schools. Ms. Dean graduated from Mississippi University for Women in 1978 with dual degrees in Speech Communications and Journalism. In 2002, she graduated with the highest honors from Drew University in New Jersey with a Master’s Degree in Theological Studies. Her nearly three decades of working as an educator has afforded her the opportunity to mentor and serve as a cooperating teacher for many pre-service teachers. She strives to create a space for students to explore their own learning styles and encourages parents to be active participants in their child’s learning. As an educator she believes that she is in a privileged position to create learning environments that promote effort and hard work. She sincerely believes that every student is unique and the stakeholders in education should embrace this uniqueness to make learning an enriching experience for all students.
Katherine Demsky is dedicated to gender equality on a global scale as she believes it holds the key to a more peaceful society. She worked in research and gender studies throughout China and now lives in Kathmandu where she monitors programs, on the ground, since 2013.
Katherine holds an MA in Medical Anthropology and a BS in Archaeology/Asian Studies. She is an active volunteer and student at the Foundation for the Preservation of the Mahayana Tradition (FPMT) and loves exploring the vast cultures and landscapes of Nepal.
Georgina Harris is the founder of Pamoja Leo children’s charity working to transform care for children in Tanzania. She has her BSc in International Development, and a MA in Development Education with a special interest and focus in children’s rights in practice. She has an interest in early childhood development, family-based care for children, the impacts of orphanage tourism, and is passionate about the healing power of play! She is the mother of two fabulous children who remain her greatest teachers. She is an avid traveler and lover of cross-cultural living and learning.
Mr. Jeff Rives began his teaching career with a bachelor's degree from Northwest Missouri State University, in Business Education. During his 17 years of teaching, he has also worked to obtain his master's degree in Instructional Design and Technology, from Emporia State University, and most recently, he obtained a generalist specialist degree with an emphasis in Instructional Technology, from Northwest Missouri State University. Through his 17 years of teaching, Mr. Rives has taught Journalism, Yearbook, and Digital Literacy classes at the middle school level. Outside of school, he is also responsible for running the cameras and doing stats for the high school football team, and he is on the Chiefs' football staff, working games in the press box.
Dr. Sherri Restauri is a teaching associate in the Department of Psychology at Coastal Carolina University (CCU) and has over 20 years of experience in online learning and educational technology. Currently, she is Senior Executive Director with Digital Learning; which focuses on policies, procedures, and digital accessibility for students on the CCU campus. Additionally, she serves on the Steering Committee for the OLC Innovate and Accelerate annual conferences and is a member of the MERLOT Psychology Editorial Board, as well as the editor of the Professional Coaching MERLOT Board.