Dr. Megan Bang received her Ph.D. in learning sciences from Northwestern University. She is currently an Associate Professor at the University of Washington. Megan investigates the ways in which culture — understood as diverse repertoires of practice in which individuals and community engage — and issues of epistemology impact cognition, development, teaching and learning, especially in their relationship to phenomena in the natural world and their meanings. Using creative participatory design methods, Megan focuses on improving the quality of life and educational opportunities for youth, families and communities historically disadvantaged by education, with a focus on Indigenous peoples and their engagement with STEAM (Science, Technology, Engineering, Arts, and Mathematics) education.
Dr. R. Michelle Green received her Ph.D. from Northwestern University’s interdisciplinary program in Human Development and Social Policy. In her research, she has been concerned with the impact of the digital divide on adult development. Following her TERC fellowship, she served two years as interim Dean of Students at Hampshire College. Her mid-life training at Northwestern dovetailed nicely with her 20+ year career in business and she became as Chief Operating Officer of Dorchester Bay Economic Development Corporation (Boston, MA). This non-profit has leveraged millions to help enrich the life chances of low and moderate-income residents in one of Boston’s most diverse neighborhoods. Michelle is now retired and engages in part-time consulting as principal of Everyday Client Solutions.
Infor.com. A software tech company.Dr. Carol Wright received her Ph.D. in Educational Policy Studies from the University of Wisconsin–Madison. Her research focuses on the intersection of race and educational policy and practice. She has conducted research on: the schooling of African American students in urban and suburban educational environments; promising practices to broaden participation of women of color in STEM; the experiences of underrepresented faculty of color at MIT; and existing practices in recruiting, hiring, retaining, mentoring and promoting faculty and professional staff at CUNY while also addressing barriers to increase diversity and inclusiveness. Currently, Dr. Wright is the Curriculum and Development Manager at the Educational Alliance Program (EAP) of
Dr. Sneha Veeragoudar Harrell received her Ph.D. in Cognition and Development, focusing on Education in Mathematics, Science, and Technology, from the University of California, Berkeley. Her research centers on the development of theory and design for fostering computational agency among at-risk groups. She has proposed a theoretical model of mathematical and computational agency and, through empirical investigation in a virtual world, articulated a learning ecology for productive agency development. She designed an after-school program at an independent school for female refugee adolescents to further investigate her model of computational agency. She serves on the Social Sciences Advisory Board for the National Center for Women in Information Technology and is currently an education consultant based in Cambridge, MA.
Dr. Eli Tucker-Raymond received his Ph.D. in Literacy, Language, and Culture from the University of Illinois, Chicago. His research focuses on creating humanizing spaces in out-of-school learning environments, K-12 classrooms, and in teacher professional learning communities. He is interested in the intersections between science, literacy, media, and the arts, and the ways in which these intersections create expansive spaces for learning, teaching, and being. He is currently a member of the Chèche Konnen Center at TERC, and Principal Investigator of Investigating STEM Literacies in Maker Spaces, a three-year NSF sponsored project in collaboration with Tufts University and Co-PI of Building Systems from Scratch: Research on the Development of Computational and Systems Thinking in Middle School Students through Explorations of Complex Earth Systems.
Dr. Brian L. Wright received his Ph.D. in Applied Child Development from the Eliot-Pearson Department of Child Development at Tufts University. He is an Assistant Professor of Education in the Department of Instruction Curriculum Leadership in the College of Education, University of Memphis. His research and publications examine the role of racial-ethnic identity in the school achievement of successful African-American boys/males in urban schools. Dr. Wright’s current research projects include: Literacy and African American Males, African American and Latino Males as Early Childhood Teachers, and Teacher Identity Development. He provides professional development to teachers through the Children’s Museum of Memphis (CMOM) and local school district (Shelby County Schools).
Dr. Mona Abo-Zena received her Ph.D. in Child Development from Tufts University. She is currently Visiting Assistant Professor in Human Development at Brown University. Her primary research and teaching interests focus on promoting positive outcomes for children and families in a range of educational and community settings. She is especially interested in religious minority youth, on the role of religion and religious/spiritual development, broadly defined, as a way of knowing and being, and on how this developmental context interfaces with scientific reasoning and learning. She also studies how aspects of the home-school connection affect student performance and development, which informs her work with pre- and in-service teachers on culturally relevant educational practices. Mona has conducted research on the development of immigrant-origin youth at New York University and the Judge Baker Children’s Center. She is co-editor of two recent volumes: Transitions: The Development of Children of Immigrants and Emerging Adults Religiousness and Spirituality: Meaning-Making in an Age of Transition. She will begin a tenure-track appointment at The University of Massachusetts-Boston in January of 2017
Dr. Folashade Cromwell Solomon received her Ed.D. in Administration, Planning and Social Policy from Harvard Graduate School of Education. She is currently a tenure line Assistant Professor at Framingham State University and a research associate at TERC. Folashade is drawing upon her experience as a third grade teacher, researcher, and lifelong performing artist to explore the ways in which effective out-of-school learning environments in the arts support youth of color in building strong academic identities. She is also concerned with teacher development by helping teachers design instructional approaches that a) identify and build on students’ intellectual strengths, and b) take account of issues of race, class, gender, and other positionalities in relationship to subject matter learning and teaching.
Dr. Christopher G. Wright received his Ph.D. in Science Education from Tufts University. He is an Assistant Professor in STEM Education at the Drexel University, in Philadelphia, PA. In his research, he explores the linguistic and representational practices of young people in urban science and engineering classrooms. Working collaboratively with UMass Boston, he is PI on an NSF-funded project, Multimedia Engineering Notebook Tools to Support Engineering Discourse in Elementary School Classrooms. With teachers in Knoxville STEM classrooms, he is examining elementary students’ linguistic practices as they design, critique and revise solutions to engineering challenges. Chris is also the recent recipient of an NSF early CAREER award Investigating Engineering: Expansive Learning Spaces for Boys of Color.
Dr. Déana A. Scipio’s research focuses on redefining broadening participation in STEM. As a design-based researcher, she has designed and studied learning environments within formal and informal contexts. As a designer of learning environments, Dr. Scipio focuses on equitable design, creating spaces for learners from non-dominant groups to demonstrate and create disciplinary expertise, architecting community-university partnerships to facilitate multidirectional learning, and helping experts and mentors build pedagogical capacity. During her PhD program at the University of Washington, Dr. Scipio was a graduate researcher at the institute for Science and Math education and the LIFE Center where she served as the project and research coordinator for Project COOL: Chemical Oceanography Outside the Laboratory an out-of-school time chemical oceanography program that brought youth, undergraduates, graduate students, and scientists together to work on water-based science research and communication projects.
Tammie Visintainer has a doctorate in Education, Mathematics, Science and Technology from the University of California, Berkeley. Her research focuses on intersections of race, identity and learning in science at the secondary and undergraduate levels. She seeks to create more expansive and equitable learning opportunities in science for students, especially those who have been historically marginalized. Central to this endeavor is exploring the types of instructional and pedagogical resources that engage students in authentic science experiences and empower them as learners, doers, and change agents in their communities. Tammie has presented her research at numerous education conferences including the American Educational Research Association, the National Association for Research in Science Teaching, and the International Conference of the Learning Sciences and published in journals including the Journal of Science Education and Technology.