Biographies of Committee Members and Presenters
Anna Bargagliotti (Presenter, she/her/hers) is a professor of mathematics in the Seaver College of Science and Engineering at Loyola Marymount University. She was the chair of the American Statistical Association/National Council of Teachers of Mathematics (ASA/NCTM) joint committee, a lead author on the jointly published ASA/NCTM GAISE II report, and an author on the ASA Statistical Education of Teachers report. She also co-authored the book Statistics and Data Science for Teachers with Christine Franklin. Bargagliotti’s interests are in nonparametric and circular statistics, statistics education throughout the K–16 grade bands, data visualization, and multivariate models. She has received generous funding to carry out her research and has published dozens of research articles, columns, reports, OpEds, and book chapters. She is also the recipient of the ASA’s Waller award, the Mu Sigma Rho’s Warde award, the Dex Whittinghill award, and the Elizabeth and Michael Rudinica Prize. She received her Ph.D. at the University of California, Irvine in mathematics and her M.S. at the University of California, Los Angeles in statistics.
Rahul Bhargava (Presenter, he/him/his) is an educator, researcher, designer, and facilitator who builds collaborative projects to interrogate modern society with a focus on rethinking participation and power in data processes. He has created big data research tools to investigate media attention, built hands-on interactive museum exhibits, and ran over 100 workshops to build data culture in newsrooms, non-profits, and libraries. With Catherine D’Ignazio, he built Databasic.io, a suite of tools and activities that introduce learners to working with data. Bhargava has collaborated with a wide range
of groups, from the state of Minas Gerais in Brazil, to the St. Paul library system, and even the World Food Program. His academic work on data literacy, technology, and civic media has been published in journals such as the International Journal of Communication, and the Journal of Community Informatics, and been presented at conferences such as IEEE VIS and the Association for the Advancement of Artificial Intelligence’s International Conference on Weblogs and Social Media. His museum installations have appeared at the Boston Museum of Science, Eyebeam in New York City, and the Tech Interactive in San Jose. Bhargava is an assistant professor in journalism as well as art and design at Northeastern University, where he also directs the Data Culture Group.
Rolf Biehler (Presenter, he/him/his) is currently professor emeritus for didactics of mathematics at Paderborn University, Germany. He is currently a member of the International Collaboration for Research on Statistical Reasoning, Thinking and Literacy as well as the International Network for Didactic Research in University Mathematics scientific committee. Biehler is an editor or editorial board member in several book series and international journals for mathematics education. He has been co-directing the Project Data Science and Big Data at School (www.prodabi.de/en) since 2018, a collaborative project between computer science and statistics educators, which develops material for data science education including machine learning for primary, middle, and high school. Biehler and his team created the German localization of Fathom, TinkerPlots, and CODAP, and developed related classroom materials as well as empirical classroom studies. His research interests include probability, statistics, and data science education; university mathematics education; and the professional development of mathematics teachers. He has co-edited the 2022 Special Issue on data science education of the Statistics Education Research Journal and previously worked as a professor for didactics of mathematics at Kassel University before he moved to Paderborn University. He was a co-founder and co-director of the Centre for Research in University Mathematics Education (www.khdm.de/en). Biehler is engaged in the International Association of Statistics Education. He received his Ph.D. and habilitation in mathematics education from Bielefeld University.
Jo Boaler (Presenter, she/her/hers) is the Nomellini & Olivier Professor of Education at Stanford University. Her former roles have included being the Marie Curie Professor of Mathematics Education in England and a mathematics teacher in London comprehensive schools. Boaler has authored numerous books and articles and has been a White House presenter on women and girls. Her latest book is called Limitless Mind: Learn, Lead and
Live without Barriers. Boaler co-founded www.youcubed.org to give teachers, parents, and students the resources they need to excite students about mathematics. She is part of the writing team for the proposed Mathematics Framework for the state of California, is co-leading a K–12 Data Science Initiative, and was named as one of the eight educators “changing the face of education” by the BBC.
Angela Calabrese Barton (Presenter, she/her/hers) is a professor and chair of educational studies at the University of Michigan. She is currently a fellow of the American Educational Research Association (AERA) and is senior editor of the American Educational Research Journal. Her research focuses on designing and enacting equitable and socially just teaching of science in both schools and community organizations serving youth historically minoritized by dominant society. Calabrese Barton studies how these practices and approaches support youth in leveraging the content and practices of science as a context and tool for social transformation, with a particular focus on youth agency and identities. Her research takes a critical, participatory approach, involving youth, teachers, and community partners as co-researchers and co-designers, where they collaboratively seek to disrupt and transform systemic oppressions in science, schooling, and society. Calabrese Barton’s research has been recognized by AERA with the 2018 Award for Exemplary Contributions to Practice-Engaged Research (AERA-wide), 2022 Award for Innovations in Research on Equity and Social Justice in Teacher Education (Division K), 2009 Award for Research Leading to Transformations of Social Contexts (Division G), and 2004 Exemplary Research Award in Teaching and Teacher Education (Division K). She is a former chemistry teacher and informal science educator; she continues to teach afterschool STEM in community makerspaces collaboratively with youth and university students as a part of her research and practice. Calabrese Barton has authored numerous books and articles, served as a WT Grant Distinguished Fellow, and was co-editor of the Journal of Research in Science Teaching.
Stephanie Casey (Presenter, she/her/hers) is a professor of mathematics education at Eastern Michigan University. She is currently a co-principal investigator on two National Science Foundation grants, ESTEEM and MODULE(S2), that have created statistics teacher education curriculum materials and accompanying professional development for mathematics teacher educators. Her research focuses on preparation for teaching statistics at the secondary level, motivated by her experience of teaching secondary mathematics.
Marshini Chetty (Presenter, she/her/hers) is an assistant professor in the Department of Computer Science at the University of Chicago where she directs the Amyoli Internet Research Laboratory (AIR lab). She specializes in human-computer interaction, usable privacy and security, and ubiquitous computing. Her work has won best paper awards at the Symposium on Usable Privery and Security Conference, Conference on Human Factors in Computing Systems, and Conference on Computer-Supported Cooperative Work and Social Computing, and she was a co-recipient of the Annual Privacy Papers for Policymakers award. Her research has been featured in the New York Times, CNN, Washington Journal, BBC, Chicago Tribune, The Guardian, WIRED, and Slashdot. She has received generous funding from the National Science Foundation, through grants and an National Science Foundation CAREER award, as well as the National Security Agency, Facebook, and multiple Google Faculty Research Awards.
Tamara L. Clegg (Planning Committee Member, she/her/hers) is an associate professor in the College of Information Studies at the University of Maryland, where she directs the new bachelor of arts degree in information design and co-directs the Youth eXperience Lab. Clegg’s work focuses on designing technology (e.g., social media, mobile apps, e-textiles, community displays) to support life-relevant learning where learners, particularly those from underrepresented groups in science, engage in science in the context of achieving personally relevant goals. She seeks to understand ways such learning environments and technologies support scientific disposition development. Clegg’s most recent work begins to explore critical data literacies among young learners and collegiate athletes in the context of everyday technology use and sports, respectively. Her work has been funded by the National Science Foundation, the Institute of Museum and Library Studies, and Google. She received her Ph.D. from Georgia Tech’s College of Computing and her B.S. in computer science from North Carolina State University.
Kayla DesPortes (Presenter, she/her/hers) is an assistant professor of human-computer interaction and learning sciences at the New York University Steinhardt School of Culture, Education, and Human Development. She is a collaborative, community-centered researcher, designer, and engineer. DesPortes’s work explores how artistic computing, engineering, and data literacy education can foster learners to leverage their knowledge and build new skills in order to empower themselves and their communities. She engages in long-term relationships with community partners and applies participatory methods that engage partners in agenda-setting, problem-solving, and integration of their knowledge and values into learning design. Furthermore, DesPortes centers equity in her investigations of the learning
environment by examining how design with artistic practices can foster learners’ and educators’ engagement with cultures, identities, and the social and political dimensions of society.
Chad Dorsey (Presenter, he/him/his) is the president and CEO of the Concord Consortium, a non-profit organization dedicated to transforming STEM education through technology. His professional experience spans the fields of science, education, and technology, and he leads multiple projects researching the use of technology to support data science education and K–12 STEM learning. Dorsey currently heads several National Science Foundation–funded projects devoted to investigating cutting-edge topics in data science education research. He has been a consistent advocate for expanding research, pedagogy, and awareness of K–12 data science education. Across the past decade, Dorsey has helped catalyze the field of data science education by organizing coalitions, sponsoring convenings, and fostering field-building work. He is the founder of the Messy Data Coalition and a core steering member of the Data Science 4 Everyone coalition, and he currently leads an effort to develop a national portal of open datasets tailored for use in K–12 education and heads a nationwide project seeding a community of practice for data science education research.
Zarek D. Drozda (Planning Committee Member, he/him/his) is the director of Data Science 4 Everyone (DS4E), a national initiative and coalition based at the University of Chicago. He helped launch DS4E in 2019, co-organizing a coalition of now 1000+ education stakeholders across U.S. education. Drozda has continuously worked at the intersection of applied research, data, and policy. He served as a data science fellow for the U.S. Department of Education’s Institute of Education Sciences, where he led research on data science, artificial intelligence, blockchain, and other emerging technology education for the agency. While working at the federal level, Drozda also advised the national COVID-19 response, running data analytics for an inter-agency team between the White House, Department of Education, and Centers for Disease Control and Prevention. He earned a bachelor’s degree in economics from the University of Chicago, and he is very passionate about using data to tackle complex social problems.
Timothy E. Erickson (Planning Committee Member, he/him/his) develops curriculum and provides professional development for mathematics, science, and data education at the school level. He has primarily done this work as a freelancer, with occasional stints as a faculty member at the high school or college level. For the past few decades, most of this work has involved data education of some kind, ranging from modeling activities in physics to designing materials for introducing data science to high school
students (https://concord.org/awashindata). Nearly all of Erickson’s work recognizes the need for technology in data education, and has included creating software to help students collect and analyze data in various ways. Contracts with nonprofits such as The Concord Consortium have been his main source of funding; however, he has also received independent funding, including four Small Business Innovation Research awards from the National Science Foundation. Although he initially trained in astronomy and astrophysics at the California Institute of Technology and the University of California, Berkeley, Erickson was always interested in education, leading him to dedicate a large portion of his career to this pursuit.
Rob Gould (Presenter, he/him/his) is the vice-chair of undergraduate studies at the Deptartment of Statistics at the University of California, Los Angeles. He is the faculty advisor of the Introduction to Data Science project, a high school data science course. Gould is also founder of DataFest, an undergraduate data analysis competition and celebration of all things data that is held annually at over 40 universities and colleges around the world. With Rebecca Wong and Colleen Ryan, he is co-author of an introductory statistics book, Exploring the World Through Data, and was a co-author of the 2020 American Statistical Association and National Council of Teachers of Mathematics Guidelines for Assessment and Instruction in Statistics Education, pre-K–12 Report. Gould’s research has been in the field of statistics education. He received his Ph.D. in mathematics from the University of California, San Diego.
Katie Headrick Taylor (Presenter, she/her/hers) is associate professor of learning sciences and human development at University of Washington’s College of Education. Research-practice partnerships led by Taylor center racial and gender equity in STEM, data science, and digital literacy. These collaborations have occurred across museums, public libraries, public schools, homes, undergraduate courses, and family-serving organizations in New York, Chicago, Nashville, Seattle, and nonmetropolitan areas of East Tennessee. Her scholarship and teaching focus on community well-being through the digital re-mediation of learning, foregrounding the ingenuity that young people from immigrant communities and/or communities of color have within and across contexts. Taylor’s commitment to care as a design value for digitally mediated learning interventions has been fundamentally shaped by her roles as mother, daughter, educator, and writer. Funded by, among others, the National Science Foundation, the NAEd/Spencer Foundation, and the Heising-Simons Foundation, her research and public scholarship can be found in venues such as The Conversation; the Journal of the Learning Sciences, Cognition & Instruction; Connected Science Learning; and Learning, Media, & Technology.
Nicholas J. Horton (Planning Committee Co-Chair, he/him/his) is Beitzel Professor of Technology and Society (statistics and data science) at Amherst College. He is passionate about improving quantitative and computational literacy for students with a variety of backgrounds and has worked to deepen engagement and mastery of higher-level concepts and data acumen. As an applied biostatistician, Horton’s work is based within the mathematical and computational sciences but also spans other fields in order to ensure that research is conducted on a sound footing. The real-world research problems that these investigators face often require the use of novel solutions and approaches, since existing methodology is sometimes inadequate. Bridging the gap between theory and practice in interdisciplinary settings is often a challenge and has been a particular focus of Horton’s work in missing data methods and longitudinal regression. He served as the chair of the Committee of Presidents of Statistical Societies, as a member of the Roundtable on Data Science Postsecondary Education, and as a member of the National Academies of Sciences, Engineering, and Medicine’s Data Science for Undergraduates Consensus Study, and he is a co-chair of the National Academies’ Committee on Applied and Theoretical Statistics. Horton has published a plethora of papers in statistics and biomedical research and four books on statistical computing and data science. He has been the recipient of several teaching awards and the American Statistical Association Founders Award. Horton is a fellow of the American Statistical Association and the American Association for the Advancement of Science. He earned his A.B. from Harvard College and his Sc.D. in biostatistics from the Harvard School of Public Health.
Ryan “Seth” Jones (Presenter, he/him/his) studies ways of supporting students to use mathematics and science to construct and revise knowledge. He has conducted research that focuses on measuring the extent to which whole class discussions in middle grades classrooms support students to examine the epistemological implications of various statistical properties, worked on interdisciplinary teams to create innovative technologies for teachers and students in middle grades math, helped to develop new tools for assessing nuanced ways of thinking in middle grades, and has developed frameworks and curricular approaches for interdisciplinary STEM learning environments organized around data modeling practices. Jones is currently leading a team funded by a National Science Foundation CAREER Award that is working to help middle school math and science teachers better coordinate their instruction around data and statistics so that students can have a more coherent learning experience.
Randy Kochevar (Presenter, he/him/his) is director of the Oceans of Data Institute at the Education Development Center Inc. (EDC), where he oversees a portfolio of projects to build data literacy skills in K–16 students and to help build pathways for data science and analytics careers. In addition to his role at EDC, Kochevar teaches environmental science and environmental science lab at Monterey Peninsula College. He trained as a deep-sea biologist at the University of California, Santa Barbara, studying the physiology of hydrothermal vent and hydrocarbon seep animals. The discovery of similar animal communities in the Monterey Submarine Canyon brought Kochevar up the coast, initially to the Monterey Bay Aquarium Research Institute and then to the Monterey Bay Aquarium, where he was involved in exhibit development, website development and print publishing, and media relations. He then worked at Stanford University’s Hopkins Marine Station, collaborating with Barbara Block on electronic tagging of marine apex predators including tunas, billfish, and sharks.
Hollylynne Stohl Lee (Planning Committee Member, she/her/hers) is a distinguished professor of mathematics and statistics education in the Department of STEM Education at North Carolina State University, and a senior faculty fellow at the Friday Institute for Educational Innovation. She directs the Hub for Innovation and Research in Statistics Education at the Friday Institute. Lee’s research focuses on teaching and learning of probability, statistics, and data science in grades 4–12 and early college. She is an expert on the design and use of technology tools to facilitate students’ learning of mathematics and statistics, as well as in preparing preservice and in-service teachers to use technology. She is the recipient of the Robert Foster Cherry Award for Great Teaching from Baylor University and a fellow of the American Statistical Association, and has been awarded the University of North Carolina’s Board of Governor’s award for excellence in teaching. She designs and offers free online professional development for teachers, related to teaching statistics and data science, as well as creates and distributes open educational resources for preservice teacher education. Lee earned her Ph.D. from University of Virginia, M.A. Ed. from William & Mary, and B.S. from Pennsylvania State University.
Victor R. Lee (Presenter, he/him/his) is an associate professor in the Graduate School of Education at Stanford University. Through his research, he asks what STEM knowledge, tools, and practices are important to know in order to enable active participation and critical engagement with our increasingly digitally infused lives. Currently, this work involves researching and designing experiences for K–12 teaching and learning about data—often through a “quantified” self perspective, documenting and supporting the development of computational thinking in elementary school
classrooms, and analyzing and supporting maker education in out-of-school settings. Lee has been past recipient of the National Science Foundation CAREER Award, the Jan Hawkins early career award from the American Educational Research Association, and a National Academy of Education/Spencer Foundation Postdoctoral Fellowship, and he is a fellow of the International Society of the Learning Sciences. His work appears in leading national and international journals, and he was a co-author on the National Academies of Sciences, Engineering, and Medicine’s consensus report Cultivating Interest and Competencies for Computing. Lee completed his undergraduate education in the areas of cognitive science, human-computer interaction, and mathematics at University of California, San Diego, and his Ph.D. in learning sciences at Northwestern University.
Anne Ottenbreit-Leftwich (Presenter, she/her/hers) is the Barbara B. Jacobs Chair in Education and Technology at Indiana University–Bloomington. She is also a professor and interim chair of instructional systems technology within the School of Education and an adjunct professor of computer science. Leftwich’s expertise lies in the areas of the design of K–12 curriculum resources (particularly focused on technology and computer science), the use of technology to support teacher education, and the development/implementation of professional development for teachers and teacher educators. She investigates ways to teach computer science and ways to prepare preservice and inservice teachers to teach computer science. Leftwich is a co-principal investigator for the Expanding Computing Education Pathways Alliance, which seeks to broaden participation in computing at the K–16 levels. She is also a co-founder of CSforIN, which focuses on increasing computer science access opportunities for all K–12 Indiana students. Her research focuses on the adoption and implementation of technology and computer science at the K–12 levels.
Josephine Louie (Presenter, she/her/hers) is a senior research scientist and specializes in research on innovations in STEM education. Her research currently focuses on interventions that promote interests and learning in STEM fields of rapidly growing importance, such as data science, with an emphasis on collaborating with interdisciplinary teams and community partners to co-develop greater educational opportunities for learners from historically marginalized communities. Drawing on her extensive expertise in quantitative and qualitative research methodologies, Louie is the principal investigator of multiple projects funded by the National Science Foundation. She leads the Strengthening Data Literacy across the Curriculum project, which has been researching high school mathematics curriculum modules focused on social justice issues to promote understanding of and interests in statistics and data analysis among students from Black, Latinx,
and low-income communities. She also leads the WeatherX: Understanding Weather Extremes with Big Data project, which has been developing and studying middle school science curriculum units to promote students’ interests and abilities in data practices as they learn about extreme weather and long-term climate patterns in their local communities. She has published on research-practice partnerships in STEM education, the impacts of professional learning for mathematics teachers of English learners, and research methods in evaluating STEM education interventions. She received an A.B. in social studies from Harvard College, an M.C.P. from the Massachusetts Institute of Technology, and an Ed.D. from the Harvard Graduate School of Education.
Suyen Machado (Presenter, she/her/hers) is the data science education project director at the University of California, Los Angeles. She is a former classroom teacher, instructional coach, professional development facilitator, and administrator for the Los Angeles Unified School District (LAUSD). Machado is co-author of the Introduction to Data Science (IDS) curriculum, a high school data science course that authentically engages students in working with and reasoning critically about data in all forms. The IDS curriculum, originally piloted at LAUSD, is being implemented nationally and internationally. In addition to co-authoring IDS, she leads the team that designed and developed the IDS professional development series. Machado’s work focuses on developing STEM curricula that engage students and improve teachers’ pedagogical skills. Her ultimate goal is to bring 21st century data science teaching and learning to K–12 education.
Camillia Matuk (Planning Committee Member, she/her/hers) is assistant professor in New York University’s Steinhardt’s Educational Communication and Technology program, and director of RIDDLE. She serves as an associate editor for Instructional Science, a member of the editorial board of the International Journal for Computer Supported Collaborative Learning, and a member of the Education Committee for the International Society for the Learning Sciences. Matuk is also co-chair of the C2 ICCE Computer-Supported Collaborative Learning and Learning Sciences, a sub-conference of the International Conference for Computers in Education, of the Asia-Pacific Society for Computers in Education. Her research examines the design of interdisciplinary STEM learning experiences, with a focus on exploring how arts-based inquiry can promote K–16 learners’ research and data literacies. Matuk received her Ph.D. in learning sciences from Northwestern University and was a postdoc at the Graduate School of Education at the University of California, Berkeley.
Stephanie Melville (Presenter, she/her/hers) strives to bring dynamic change to UTK–12 education as a central office math coach with the San Diego Unified School District. She began the Data Science Initiative in the San Diego Unified School District by increasing access to relevant and rigorous STEM courses, providing flexible pathways to graduation, and paving the way for future pathways as industry demands. Her greatest hope is to see equitable education policy put into place that makes data science a nonnegotiable part of curricula, allowing historically excluded populations to gain entry to fields in which their voices are desperately needed.
Gemma F. Mojica (Presenter, she/her/hers) is a research scholar at the Friday Institute at North Carolina State University, where she focuses on the teaching and learning of statistics and data science. She has over a decade of experience designing, implementing, and researching various models of professional learning in small settings and at scale, which includes designing and implementing online curricular materials, technology tools, and online learning platforms for teachers. Mojica works on the Hub for Innovation and Research in Statistics Education team on multiple initiatives focused on building foundations for K–12 data science education and data-informed citizenry.
Leigh F. Peake (Planning Committee Member, she/her/hers) joined the Gulf of Maine Research Institute (GMRI) as chief education officer, leading GMRI’s extensive work with K–12 teachers and students across Maine in order to nurture scientific literacy in the next generation of Mainers. She is a seasoned educational publishing executive and entrepreneur who came to GMRI from Education Development Center (EDC) in Waltham, MA, where she was director of New Enterprise Initiatives. Prior to EDC, Peake served as president of Corwin and senior vice president of SAGE Publications in California. She also spent a considerable time at Heinemann Publishing in Portsmouth, NH, where she directed the work of 10 editors in the development of one of the premier lines of professional resources and services for teachers. Peake is principal investigator of numerous National Science Foundation awards that research the affordances of informal learning experience in building data literacy in the context of investigations of climate change. She is also a principal investigator on a National Aeronautics and Space Administration Science Activation project, which aims to leverage a learning ecosystem framework to enable teachers, librarians, and informal educators to collaborate on climate/data learning experiences for youth. Finally, as a member of the chair teams for three years of the Gordon Research Conference on Visualization in Science and Education, Peake has had the opportunity to learn from a wide interdisciplinary network of experts who constantly push her practice with, and ambitions for, youth and educators.
Leticia Perez (Presenter, she/her/hers) is a former high school integrated and Advanced Placement program environmental science teacher with a passion for creating opportunities for educators to explore the intersections of identity, data, computational thinking, and rightful presence within STEM classrooms. Currently, she is applying lessons learned from working with the GAISE II team to support the development of data fluency professional learning modules and frameworks at WestEd. Perez’s previous work includes developing and supporting teachers with K–12 science storylines, lesson study, and supporting teacher leader cohorts with the University of California, Los Angeles Science Project. There, she also served as the curriculum director for STEM+C3, which focuses on integrating computational thinking and data literacy within its teacher education program.
Josh Radinsky (Presenter, he/him/his) is an associate professor of learning sciences and education at the University of Illinois at Chicago. His research examines sensemaking with data in middle school, high school, and college classrooms; everyday data practices; and the design of data visualization tools, curriculum, and instruction. Radinsky teaches courses on the design of learning environments, qualitative research methods, and social studies teaching methods, among others, and does professional development with middle school and high school social studies teachers. He is former co-editor in chief of the Journal of the Learning Sciences, and a fellow of the International Society of the Learning Sciences.
Josh Recio (Presenter, he/him/his) is a member of the curriculum team at the Charles A. Dana Center, where he authors and manages content development for Agile Mind middle and high school mathematics course programs. Recio also supports the Dana Center’s Launch Years Initiative, which seeks to usher in a new paradigm to support students for college preparation and guide them through mathematics pathways for degree attainment, specifically focusing on the transition from the junior year of high school through the junior year in college.
Joshua M. Rosenberg (Presenter, he/him/his) is an assistant professor of STEM education and faculty fellow at the Center for Enhancing Education in Mathematics and Sciences at the University of Tennessee, Knoxville. His research focuses on how learners think of and with data, particularly in science education settings. A former high school science teacher, Rosenberg tries to understand how practices such as creating, representing, and modeling data create new opportunities for learning how to use data to pose and answer questions about scientific phenomena. In addition to how learners think of and with data, he is also interested in student engagement across a range of STEM learning environments and the use of technology in
education, particularly for teacher professional development. As a part of this work, Rosenberg makes use of quantitative methods, such as multilevel models and their Bayesian extensions for analyzing data collected through the experience sampling method, and newer approaches, such as social network analysis to analyze teachers’ conversations on social media. He has been awarded generously in federal grants as principal investigator or co-principal investigator and has published in outlets such as Journal of Research in Science Teaching, AERA Open, and Educational Researcher. He received his Ph.D. from Michigan State University.
Andee Rubin (Presenter, she/her/hers) is a mathematician, computer scientist, and learning scientist at TERC, an educational research and development non-profit, where she has been studying the growth of students’ and teachers’ statistical reasoning, particularly as it is enabled by research-based tools for statistics education. She was involved in the development of several such pieces of software—Stretchy Histograms, Shifty Lines, TinkerPlots, and Fathom—and led the ViSOR (Visualizing Statistical Reasoning) project, which studied how middle and high school teachers used data visualization tools with their students. Rubin has developed curriculum materials around data for students as young as six, both in and out of school, as well as professional development materials for teachers and out-of-school facilitators. She was principal investigator of the Data Clubs project, which developed three data modules for middle school students in informal contexts. Rubin is currently principal investigator of four projects creating materials to facilitate students’ learning about data and doing research on students’ successes and struggles as they explore large and complex datasets. She is committed to empowering all learners to use data to pursue social justice.
Rafi Santo (Presenter, he/him/his) is a learning scientist focused on the intersection of digital culture, education, and institutional change. As principal researcher at Telos Learning, he partners with education institutions, foundations, coalitions, and government agencies to generate insights through basic and applied research, develop novel strategies for impact, and create new designs for equitable learning. Santo has studied, collaborated with, and facilitated a range of organizational networks related to digital learning, computing, and technology in education including the Mozilla Hive NYC Learning Network, CSforALL, the National Aeronautics and Space Administration, and the Corporation for Public Broadcasting. His scholarship spans multiple levels of activity—from understanding youth learning pathways across settings to investigating policy implementation and organizational network design—in order to develop practical insights that come from a holistic perspective. Santo’s work has been supported by the Spencer Foundation, the MacArthur Foundation, the Wallace Foundation,
the National Science Foundation, the Mozilla Foundation, the Susan Crown Exchange, Google, and the Corporation for Public Broadcasting. Santo holds a Ph.D. in learning and developmental sciences from Indiana University.
Emmanuel Schanzer (Presenter, he/him/his) is the co-founder of Bootstrap, which builds curricula that bring integrated computing to the mainstream classes that reach every child. He is an educational researcher and curriculum developer, as well as a former public school teacher from Boston and program manager at Microsoft. Schanzer is a longtime advocate for equity in education and is the director of National CSPdWeek. He holds degrees in computer science and education and completed his doctoral studies at Harvard with a research focus on using programming to teach algebra.
Heidi Schweingruber (Presenter, she/her/hers) is the director of the Board on Science Education at the National Academies of Sciences, Engineering, and Medicine. She oversees a portfolio of work that includes K–12 science education, informal science education, and higher education. Schweingruber initially joined the staff of the board as a senior program officer. In this role, she directed or co-directed several projects including the study that resulted in the report A Framework for K–12 Science Education, the blueprint for the Next Generation Science Standards. Schweingruber is a nationally recognized leader in leveraging research findings to catalyze improvements in science and STEM education policy and practice. She holds a Ph.D. in psychology (developmental) and anthropology from the University of Michigan.
Tricia Shelton (Presenter, she/her/hers) is chief learning officer at the National Science Teaching Association, supporting educators and students across the country as they work to integrate contemporary research in science education into classroom teaching and learning. She designs and leads professional learning, writes curriculum, speaks on panels, and works with national groups to promote science teaching and learning for all students as recommended by research and policy. Previously, Shelton was a middle and high school science teacher and teacher leader in Kentucky.
Lissa Soep (Presenter, she/her/hers) is special project producer and senior scholar-in-residence at YR Media, a youth-driven production company where she served as executive producer for journalism. She has produced and edited countless pieces of audio, online, and interactive features; helped establish YR Media’s editorial standards; led research partnerships; launched the Teach YR initiative to scale learning beyond Oakland
headquarters; and—with YR Media alum Asha Richardson—founded the country’s first youth coding program embedded in a national newsroom. Soep’s stories, co-created with youth and other colleagues, have won Peabody, Murrow, Kennedy, Investigative Reporters and Editors, Third Coast International Audio Festival, Gracie, and NLGJA awards. Investigative projects for which she’s served on the senior team have advanced reforms in juvenile justice and child welfare. Her work as a writer, producer, and editor has been featured on NPR, NYT, CityLab, KQED, and Teen Vogue. Soep’s books include Code for What? (forthcoming), Participatory Politics, Drop that Knowledge, and Youthscapes. She served on the Youth and Participatory Politics research network—a group of scholars brought together by the MacArthur Foundation to shift how we understand and promote youth civic life in digital times. Soep is an advisor to the Civic Imagination Project at the University of Southern California and the Data Literacy with, for, and by Youth project at Pratt Institute. She is a senior editor with the Vox Media Podcast Network and led development of learning tools for Vox Media’s Language, Please initiative. Soep received her Ph.D. from Stanford University.
Alfred Spector (Presenter, he/him/his) is a visiting scholar at the Massachusetts Institute of Technology. His career began with innovation in large-scale, networked computing systems (at Stanford, as a professor at Carnegie Mellon University, and as founder of Transarc) and then transitioned to research leadership (as global vice president of IBM Software Research, Google Research, and then as chief technology officer of Two Sigma Investments). Spector has lectured widely on the growing importance of computer science across all disciplines (“CS+X”), and he has just completed co-authoring Data Science in Context: Foundations, Challenges, and Opportunities. He is a fellow of the the Association for Computing Machinery, IEEE, the National Academy of Engineering, and the American Academy of Arts and Sciences, where he serves on its council. Spector was a Hertz Fellow, won an IEEE Kanai Award for Distributed Computing, was co-awarded the ACM Software Systems Award, and was a Phi Beta Kappa Visiting Scholar. He received a Ph.D. from Stanford and an A.B. from Harvard.
Paul Strode (Presenter, he/him/his) teaches a hybrid Advanced Placement/International Baccalaureate biology course (grade 12), a one-semester anatomy and physiology crash course (grades 10–12), and a year-long science research seminar course (grades 10–12) at Fairview High School in Boulder, Colorado. Strode also teaches as an adjunct professor at the University of Colorado. He received the Evolution Education Award from the National Association of Biology Teachers (NABT) and later, he was selected by the
NABT as the Outstanding Biology Teacher for the Mountain Region. Strode is also a teaching ambassador for the Howard Hughes Medical Institute. He has a Ph.D. in ecology and environmental science from the University of Illinois, Urbana-Champaign, a masters in science education from the University of Washington, and a biochemistry degree from Manchester College (now University).
Stephen Miles Uzzo (Presenter, he/him/his) is chief scientist for the New York Hall of Science in New York City. He develops and leads large-scale design and research initiatives to study and integrate data-driven science into teaching and learning. His research interests include the coupling of complex human and natural systems, evolution and scaling of complex networks, equity and artificial intelligence, and the effect of climate change on vulnerable coastal communities. Uzzo holds a terminal degree in network theory and environmental studies from Union Institute and serves on a number of institutional and advisory boards related to his interests.
Michelle Hoda Wilkerson (Planning Committee Co-Chair, she/her/hers) is an associate professor in the Graduate School of Education and the Graduate Group in Science and Mathematics Education at the University of California, Berkeley. Wilkerson’s research addresses the following question: How is computing changing what is important to teach and learn in grades 5–12 science and mathematics classes? This has led her to study how young people learn with and about scientific computing tools such as simulations, data analysis packages, and interactive visualizations. Most recently, Wilkerson’s work has explored how learners’ status as consumers, subjects, and creators of data shape what they understand and engage with during analysis. Her work has been supported by the National Science Foundation, the George Lucas Education Foundation, and Google Education Research. Wilkerson’s work was awarded by an Early CAREER grant from the National Science Foundation and the American Educational Research Association’s Jan Hawkins Award for Humanistic Research and Scholarship in Learning Technologies. She received her Ph.D. in learning sciences in 2012 from Northwestern University.
Trena Wilkerson (Presenter, she/her/hers) is president of the National Council of Teachers of Mathematics, an international mathematics education organization with more than 30,000 members. She is also professor of mathematics education in the Department of Curriculum and Instruction in the School of Education at Baylor University and interim department chair. Wilkerson teaches both graduate and undergraduate mathematics education courses and conducts professional development and research. She
previously taught high school mathematics. Wilkerson received the Award for Excellence in Integrating Science and Mathematics from the School Science Mathematics Association for her role as director of the GEAR UP Math Initiative funded by the U.S. Department of Education. She has received the Prakken Professional Cooperation Award from the International Technology and Engineering Educators Association, the Association of Mathematics Teacher Education-Texas Outstanding Service Award, and the Texas Council of Teachers of Mathematics E. Glenadine Gibb Achievement Award for her contribution to the improvement of mathematics education at the state and national levels. Wilkerson’s research interests include mathematics education, algebra teacher efficacy, and professional development. She has published in numerous research and practitioner journals and has presented at numerous state, national, and international conferences.
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