Dr. Adaurennaya “Ada” C. Onyewuenyi, a 2nd generation Nigerian of the Igbo tribe, is an associate professor of Psychology and affiliate faculty of African American Studies at The College of New Jersey. She also leads the Identity Development across the African Diaspora (IDAD) Lab. Her research is located at the intersection of education, human development, psychology, and sociology. Her research program focuses on social inequity in educational attainment, access, and mental health via two research strands: (1) examining how Black youth and emerging adults of the African diaspora (African immigrant, Black American, Caribbean immigrant, and Afro-Latinx) use their Blackness to navigate racism and thrive academically and mentally and (2) cultural and peer influences on ethnically diverse youths’ response to conflict management, reciprocity, and reconciliation.

Amalia Daché is an Afro-Cuban American scholar and associate professor of higher education at the University of Pennsylvania. Her experiences as a 1980s Mariel boatlift refugee and student navigating U.S. inner-city schools, community college, state college, and a private research-intensive university contribute to her lines of inquiry. Dr. Daché’s major research areas are postcolonial geographic contexts of higher education, Afro-Latina/o/x studies, community and student resistance, and the college-access experiences of African diasporic students and communities.

Andy Nguyen, Ph.D., is a Research Council of Finland (formerly Academy of Finland) postdoctoral researcher working at the Learning & Educational Technology (LET) Research Lab, Faculty of Education and Psychology, the University of Oulu, Finland. He holds the title of Docent (Adjunct Professor) in Applied Artificial Intelligence within the Faculty of Information Technology and Electrical Engineering (ITEE) at the same university. His research interests encompass the intersection of learning sciences, artificial intelligence (AI), data analytics, information systems and technology, and related educational policy and management. He is currently a co-chair of the Advances in Teaching and Learning Technologies minitrack at Hawaii International Conference on System Sciences (HICSS) and an associate editor of the journal of Policy Futures in Education.

Audrey Martinez-Gudapakkam is a qualitative researcher with over ten years of experience in STEM education research and evaluation in public schools, community-based organizations, and universities in Massachusetts, Texas, and Mexico. Audrey draws on her prior teaching experience in her work on evaluation projects, which primarily involve STEM-related teacher professional development. Audrey’s other work combines her interests in early childhood education, minorities, and immigrants, including an investigation she is conducting on how to engage Latino families with young children by building on daily activities to teach math and science concepts.

Bowen Hui is an Associate Professor of Teaching in Computer Science at the University of British Columbia, Okanagan campus. Her research focuses on learning analytics where she is investigating how educational technologies can be used to promote equitable learning for novice programmers and students working in teams. She is actively involved in the development of the undergraduate curriculum and ways to support student learning. She completed her Ph.D. at the University of Toronto in the area of intelligent user interfaces by developing probabilistic user models to assist people in their interaction with computers. Bowen has worked on other research areas including skills analysis, digital citizenship, computational thinking, and mobile educational games.

Dr. Bryan C. Keene (he/él/they/elle) is a professor of art history at Riverside City College and an advocate for student equity and success, especially for the Latinx and LGBTQIA2+ communities. He is an award-winning curator who developed fifteen exhibitions at the Getty Museum and has authored or edited seven books and written dozens of articles. His current project foregrounds queer and trans contemporary artists who have drawn inspiration from medieval and Renaissance art. A parent of two, Prof. Keene is also engaged in partnerships with Riverside Unified School District and the Parent Teacher Association of California, where is the chair for STEAM in Education. He serves on the editorial board of the International Center of Medieval Art and is a member of the International Council of Museums and the Association of Art Museum Curators. He holds a PhD from The Courtauld Institute of Art with a dissertation on Italian choir book illumination.

Dr. Francisco Castro is a Research Fellow at New York University. His research explores the intersection of computing technology and AI with human creativity and learning. He uses human-centered and participatory approaches to design equitable technologies for social good+justice, education, and community empowerment. Among others, his projects include — the development of creative learning technologies for teaching computing through dance, art, and game design; curricular design for computer science, technology ethics, data, and AI literacy; electronics, wearables, and tangible design toolkits for interactive computing and art making; and data analytics for supporting programming and AI education. He was awarded a Computing Innovation Fellowship by the Computing Research Association and holds a PhD in Computer Science from Worcester Polytechnic Institute. He co-founded The Papaya Project, a multi-institutional initiative for the critical and equitable practice of computing education and research. Prior to NYU, he was a Postdoctoral Researcher at the College of Information and Computer Science at the University of Massachusetts Amherst.

Dr. Carmona is a Professor in STEM Education at The University of Texas at San Antonio and also serves as Executive Director of ConTex, an initiative between the University of Texas System and Mexico’s National Council of Science and Technology (Conacyt) to foster binational academic collaborations between Mexico and Texas that are mutually beneficial for both countries. Dr. Carmona’s research has focused on the design, implementation, and evaluation of innovation and technology-supported educational reforms in STEM education in national and international settings.

Guan Saw is an associate professor in the School of Educational Studies at Claremont Graduate University. He received a bachelor’s degree in civil engineering from University of Technology, Malaysia, a Master’s degree in sociology of education from National Taiwan Normal University, and a doctoral degree in measurement and quantitative methods from Michigan State University. Saw’s major research interests include educational inequality; diversity and inclusion; STEM education and workforce; college access and success; and quantitative and mixed methods. His teaching focuses on sociology of education, inequalities in education, educational evaluation and policy analysis, research designs and methods, and statistics and evaluation.

Ja’Dell Davis is a Researcher and Evaluator within the Wisconsin Center for Education Research (WCER). Ja’Dell leads the development, review, and testing of the Racial Equity Rubric and Toolkit in collaboration with the Wisconsin Department of Public Instruction and their Evidence Based Improvement Strategies that focus on addressing root causes for racial inequality in student outcomes. Ja’Dell also supports projects centered on knowledge mobilization (among educators throughout Wisconsin) and youth-engaged research and evaluation. These projects complement and inform her work as a researcher and practitioner with interests in community-based research and evaluation, the sociology of education, and out-of-school time/afterschool programs as critical learning contexts.

Jason Buell is former middle and elementary school science teacher and is currently a postdoctoral researcher at Northwestern University. He studies how to support teachers in learning to teach in increasingly equitable and sophisticated ways within complex systems. His current work is on using curriculum as a catalyst for teacher learning.

Jessica Rivera is currently a Postdoctoral Scholar at the University of Texas at El Paso. She has worked in education for over 15 years, with experience in both K-12 and higher education settings. Jessica’s research is centered around several critical areas, including the examination of Latino/a/é experiences in higher education, understanding the unique challenges faced by minoritized students in STEM disciplines, and the role of Hispanic-Serving Institutions. Her current research focuses on the experiences of Latino/a/é students in computer science at Hispanic-Serving Institutions. As a first-generation college student from humble beginnings, Jessica is personally committed to investigating and advocating for strategies centered on fostering diversity, equity, inclusion and belonging for minoritized populations in higher education.

Dr. Yu is currently an Assistant Professor of Learning Technologies at the University of North Texas. She is an experienced learning design and analytics researcher. Her research is centered on two areas: exploring the impact of learner traits, paths, and instructor support on academic achievement and designing equity-focused education by utilizing user-experience design methods. Going forward, Dr. Yu aims to employ various methods of quantitative ethnography to explore the dynamic interplay between learners, technology, and educational environments. Her goal is to harness data analytics to systemically inform and enhance learning design interventions, ultimately fostering innovative and impactful learning experiences.

Jina Kang’s work focuses on analytical approaches to understand the use of new technologies and methodologies in diverse learning environments, aiming to support educational practices and advances for all stakeholders. Her research explores how students learn complex skills in open-ended learning environments. In particular, Jina studies diverse approaches of understanding multimodal data derived from different learning environments that could lead to novel insights into learners’ unique behaviors such as solution paths to problems and actions in either physical or digital environments, and better designing learning environments including pedagogical approaches and materials.

Léa Combette is a postdoc researcher at the Child Cognition Lab, Boston University. Her research examines how people’s beliefs about the reasons behind individual differences in traits such as intelligence and personality impact their views on the malleability or fixity of these traits, and how these beliefs influence behavior. More precisely, Lea is interested in (1) cognitive biases such as psychological essentialism and (2) interpersonal relationships (teachers-students, parents-kids) and their impact on mindset.

Liv Nøhr has a background in sociology, and is particularly interested in the use of digital media, -teaching tools and learning analytics in education. Liv primarily works with quantitative methods from a wide range of data sources, from surveys to website-scrapings. She also uses more mixed approaches, such as quantitative ethnography. In her current position, Liv is investigating how university teachers’ used technology in their teaching during CO-VID19. For the next three years, she will pursue a PhD in a project on how to make learning analytics that can measure perseverance and curiosity in group work during science education.

Luc Paquette is an associate professor in the department of curriculum & instruction. He completed his PhD in computer science at the University of Sherbrooke where he studied the design knowledge representations for intelligent tutoring systems and the use of those representations to automatically generate pedagogical content. After his PhD, professor Paquette worked as a post-doctoral research associate at Teachers College, Columbia University where he used educational data mining techniques and knowledge engineering techniques to study the behavior of students using digital learning environment.

Mariana Alvidrez serves as an assistant professor of STEM education in the School of Teacher Preparation, Administration, and Leadership in the College of Health, Education, and Social Transformation at New Mexico State University. Throughout her professional journey, she has developed her expertise by engaging in various capacities within STEM education fields on both sides of the U.S.-Mexico border community. Mariana Alvidrez’s research is centrally concerned with inclusion, exclusion, equity, belonging, and justice issues in STEM education. She is especially interested in examining Latino/a/e students’ experiences in STEM education, often shaped by systemic racism and intersecting systems of oppression. More specifically, her previous and still ongoing work has focused on how teachers of mathematics frame students’ errors and how their framings promote or hinder students’ opportunities to learn, sense of agency, and the development of identities as capable thinkers and doers in the context of mathematical classrooms. Furthermore, among her ongoing projects, she is currently investigating how Latino/a/e computer science students develop their professional skills and identities, centering them as co-researchers and co-designers.

Mirian Checa-Romero is Ph.D. from the University of Alcalá in Developmental and Educational Psychology. Currently, she is an Associate Professor in the area of Developmental and Educational Psychology (Department of Educational Sciences) at the University of Alcalá. She coordinates the Research Group on Educational Innovation and Technology for Human Development (INTED) and is a member of the Isabel Muñoz Caravaca Gender Chair at the University of Alcalá. Her main research lines are: i) the impact that different digital technologies, especially commercial video games, have on the cognitive, social, and emotional competencies of children and adolescents; ii) the ecological and systemic perspective in the development of individuals, considering the socialization of various educational contexts; iii) gender studies with adolescents.

Nichole Margarita Garcia, Ph.D., Assistant Professor of Higher Education, has always been interested in teaching as well as reading and writing books that reflected her experience as a Chicana/Puerto Rican. From her experience in college classrooms and K-12 settings, Garcia was immersed in community partnerships working with elementary, secondary, and post-secondary students of color. Exposing these students to various college campuses and the different disciplines available to them fascinated and led her to realize that she had a very strong interest in education. Upon realizing the low statistics of Latinas and Chicanas in higher education – only 1% go on to graduate with a Ph.D. – her willingness to ensure that her community had access to education became the driving force in her research. Focusing on comparative studies of Chicanx/a/o and Puerto Rican students, her research addresses group differences and the need to disaggregate to best articulate sources of support and barriers in terms of college access and completion. In particular, she studies Chicanx/a/o and Puerto Rican families that have completed a bachelor’s degree or higher to try to understand how intergenerational resources are utilized. Aligning herself with the anti-deficit perspective, her work confronts institutional issues and how they can be addressed to grant families the resources they need for pursuing a higher education.

Soo-Yean Shim, Ph. D., is an assistant professor in the Department of Biology Education at Seoul National University, South Korea. Her research focuses on understanding and supporting students’ learning through interactions, students’ engagement in epistemic practices of science, and teachers’ collaborative learning in professional learning communities, based on sociocultural and situative perspectives.

Stephanie serves as the Senior Evaluation and Data Manager for Assessment for Good. In her role, she oversees the internal formative and process evaluation work and ensures the program is adhering to industry best practices for data security and management. She has a clinical background with a master’s degree in Forensic Psychology from the University of Denver and spent time providing mental health and substance use treatment to youth and adults in correctional, community, and school settings. She has also worked extensively in the interpersonal violence field as a victim advocate and violence researcher and received a degree in Psychology with a social psychology concentration at the University of New Hampshire. Stephanie brings deep experience in research and advanced statistics and in clinical mental health, and a commitment to promoting equity in every role.

Sue Trinidad is an Assistant Professor in the Department of Bioethics and Humanities, having worked as a Research Scientist in the department from 2005-2022. She is the co-Principal Investigator of an NIAID-funded grant, Alaska Native People Advancing Vaccine Uptake, which is exploring the effectiveness of peer outreach, education, and motivational interviewing to increase COVID-19 vaccination among Alaska Native and American Indian people in Alaska. She has conducted empirical bioethics work concerning the ethical, legal, and social implications (ELSI) of genomic research and precision medicine with several large national consortia including the eMERGE Network, the Northwest-Alaska Pharmacogenomics Research Network, the CSER Consortium, and two Centers of Excellence in ELSI Research, the Center for Genomics and Healthcare Equality (CGHE) at UW and the Center for the Ethics of Indigenous Genomic Research (CEIGR) at the University of Oklahoma.

Research interests include the dynamics and ethics of equitable collaboration in health research; patient-centered communication and medical decision-making; the ethical and social implications of genomic research, wide data-sharing, and broad consent; moral and dispositional development; and qualitative methods development. As a white settler engaged in research with Alaska Native and American Indian communities, Dr. Trinidad works to develop participatory, strengths-based approaches to health research that respect Tribal sovereignty and the right of Indigenous peoples to self-determination. She served on the UW Institutional Review Board from 2009-2014.

Dr. Vanessa Dennen is the Tyner Distinguished Professor of Education at Florida State University, where she teaches in the Instructional Systems & Learning Technologies program in the Department of Educational Psychology & Learning Systems. Her research focuses on pedagogical, social, and ethical aspects of learning and interacting in online environments. She conducts studies on the use of emerging online technologies to support formal and informal learning, the development of identity and community in social media environments, and the use of networked knowledge activities to support learning through everyday life activities and professional development.

Vitaliy Popov is an Assistant Professor of Learning Health Sciences. His research program focuses on understanding how team function can be optimized to lead to better learning gains, performance, and healthcare outcomes. Current research projects are situated at the intersection of Learning Sciences, Health Sciences, Artificial Intelligence, and eXtended Reality. He is currently serving as a principal investigator on several projects funded by the National Science Foundation ranging from applying multimodal learning analytics in teamwork in VR to understanding the mechanisms of joint visual attention in the operating room

YJ Kim is an Assistant Professor in the Department of Curriculum and Instruction. Her research and teaching revolve around realizing Professor Edmond Gordon’s vision of equitable learning and assessment. YJ employs playfulness as a lens to design assessment tools and incorporate democratic design practices into assessment development. YJ employs various methodologies such as evidence-centered design, design-based research, learning analytics, and quantitative ethnography to craft assessments that promote equity, while also meeting the conventional standards of rigor and surpassing them.