Alexandra “Ali” Berry is CEO of Composer, a global ecosystem and digital platform for providing young people greater access to high-quality civics and citizenship education. Ali began her career as a teacher in Houston, Texas. She is committed to advancing educational equity, with experience across the education system including K-12 practice, higher education, education technology, philanthropy, and research. Ali has worked at innovative education initiatives KIPP, Amplify, Relay Graduate School of Education, and the XQ Institute which she helped launch and grow from 2015 to 2019. She is empowered by the High Resolves mission to create a more just, equitable, and inclusive world, and its approach that is grounded in learning science and student voice.
Ulrich Boser is the founder of The Learning Agency and a senior fellow at the Center for American Progress. He is the author of "Learn Better," which examines the new science of learning and was listed as Amazon's “best science book of the year.” Boser has served as an advisor to the Bill and Melinda Gates Foundation, the Hillary Clinton Presidential Campaign, and the Charles Butt Foundation. He has also been a contributing editor for U.S. News and World Report and a reporter for the newspaper Education Week. His work has been featured in many outlets including “The Tonight Show with Jay Leno” and the front page of USA Today. He has also written for the New York Times, the Washington Post, the Wall Street Journal, and many other outlets.
Emeritus Professor - Division of Policy, Administration and Social Sciences Education, and Director, Education Policy Unit,
The University of Hong Kong
Kai-ming Cheng is Emeritus Professor at the University of Hong Kong. He was Dean of Education, Pro-Vice-Chancellor (Vice-President) and Senior Advisor to the Vice-Chancellor of the University. He is Honorary Professor in Peking University, Beijing Normal University, East China Normal University, and a few others. He taught at the Harvard Graduate School of Education as Visiting Professor 1996-2007. He is now Director of Education Policy Unit at the Faculty of Education. Trained as a mathematician, he was a school teacher and a principal before he pursued doctoral study at the London Institute of Education. He has been involved in institutional evaluation and accreditation, policy discussion and training in higher education in China and various jurisdictions. He lectures at the National Academy of Education Administration, China, and SKOLKOVO, Russia. His current attention is on the fundamental changes in society and their challenges to education, and the attention to learning as the core business of education. He has been consultant with the World Bank, UNESCO, UNICEF, UNDP and the Asian Development Bank. Locally he was member of the Education Commission and was instrumental in the on-going comprehensive reform which started 1999. He is on several global advisory committees, including the Yidan Price and the National Center for Education and the Economy (US).
Science Director and Co-Director, Temporal Dynamics of Learning Center (TDLC)
Professor, Department of Cognitive Science and Program in Neuroscience, UC San Diego - http://tdlc.ucsd.edu/
Dr. Andrea Chiba is a Professor in the Department of Cognitive Science and in the Program for Neuroscience at the University of California, San Diego. She is Co-Director and the founding Science Director of the Temporal Dynamics of Learning Center, an NSF Science of Learning Center. The Center research is focused on the importance of time and timing in various aspects of learning, from the level of the synapse to social interactions. The goabcd imagesal of the Center is not only to understand learning, but also to translate this understanding to the practice of educating. Chiba is involved in many Center projects that allow cross-species comparisons of learning and memory, bridging from rodent to human. The Chiba Laboratory is focused on gaining an understanding of the neural systems and principles underlying aspects of learning, memory, affect, and attention, with an emphasis on neural plasticity. Her team’s current work on the neural basis of prosociality and interoception was launched through an NSF BRAIN Initiative Award. Work in her laboratory is highly interdisciplinary, using a variety of neurobiological, neurochemical, neurophysiology, computational, robotic, and behavioral techniques.
Dr. Ross Cunnington is a Professor of Cognitive Neuroscience in the School of Psychology at the University of Queensland. His major research interests include understanding the brain processes involved in attention and the preparation and readiness for voluntary action, the "mirror neuron" system and how we perceive and understand the actions of others.
Linda Darling-Hammond is the Charles E. Ducommun Professor of Education Emeritus at Stanford University where she founded the Stanford Center for Opportunity Policy in Education and served as the faculty sponsor of the Stanford Teacher Education Program, which she helped to redesign. Darling-Hammond is past president of the American Educational Research Association and recipient of its awards for Distinguished Contributions to Research, Lifetime Achievement, and Research-to-Policy. She is also a member of the American Association of Arts and Sciences and of the National Academy of Education. In 2006, Darling-Hammond was named one of the nation’s ten most influential people affecting educational policy. In 2008, she served as the leader of President Barack Obama’s education policy transition team. Darling-Hammond began her career as a public school teacher and co-founded both a preschool and a public high school. She served as Director of the RAND Corporation’s education program and as an endowed professor at Columbia University, Teachers College. She has consulted widely with federal, state and local officials and educators on strategies for improving education policies and practices.
Professor, Expermental Cognitive Psychology, Collège de France Website
Dr. Stanislas Dehaene received his training in mathematics at the École normale supérieure in Paris, then completed a PhD in cognitive psychology with Jacques Mehler, postdoctoral studies with Michael Posner, as well as neuronal modelling studies with Jean-Pierre Changeux. He has been working since 1997 at the Orsay brain imaging center near Paris (Service Hospitalier Frédéric Joliot of the Commissariat à l'énergie atomique), where he directs the Cognitive Neuroimaging Unit since 2001. In September 2005 he was elected as a full professor on the newly created chair of Experimental Cognitive Psychology at the Collège de France in Paris. Stanislas Dehaene is the author of over 100 scientific publications in major international journals. He has received several international prizes including the McDonnell Centennial Fellowship and the Louis D. prize of the French Academy of Sciences (with D. Lebihan). He has published an acclaimed book (The Number Sense), which has been translated in eight languages. He has also edited three books on brain imaging, consciousness, and brain evolution, and has authored two general-audience films on the human brain. He is the associate editor of Cognition, an international journal of Cognitive Science.
Deborah S. Delisle is the president and chief executive officer (CEO) of the Alliance for Excellent Education (All4Ed), a Washington, DC–based national policy, practice, and advocacy organization dedicated to ensuring that all students, particularly those who are traditionally underserved, graduate from high school well prepared for success in college, work, and citizenship. During Delisle’s more than forty years in education, she has served in a variety of roles at the local, state, and federal levels. Prior to her role at the U.S. Department of Education (U.S. assistant secretary of elementary and secondary education from 2012 to 2015), Delisle was a senior fellow at the International Center for Leadership in Education (ICLE) where she worked to enhance educator performance systems and create transformative school and district cultures. She also served as Ohio’s thirty-fifth state superintendent of public instruction and was the superintendent of the Cleveland Heights–University Heights (Ohio) City School District. Delisle has served on several education-related boards and received numerous honors, including having a school named after her in honor of her lifetime of service to students. In July 2014 she was identified by the National Journal as one of five women in America who influence and shape national education policy.
Maria Echaveste is the President and CEO of the Opportunity Institute, where she oversees executive and administrative duties, including day- to-day activities, development, and budgets, and directs programmatic work. She has built a distinguished career working as a consultant, lecturer, senior White House official, long-time community leader, and corporate attorney. Echaveste has been affiliated with UC Berkeley in various capacities since 2004 including: lecturing at the School of Law and in the undergraduate division on immigration and education; serving as program and policy director of the Law School’s Chief Justice Earl Warren Institute on Law and Social Policy from 2008 -2012; as a Senior Fellow at UC Berkeley’s Center for Latin American Studies since 2008; and with the Berkeley Food Institute, focused on transforming our nation’s food system. Prior to co-founding the D.C.-based strategic and policy consulting group NVG, LLC, in 2002, Echaveste served as Assistant to the President and Deputy White House Chief of Staff for President Clinton from 1998 to 2001. In that position, in addition to general White House management, she focused on several policy and political issues, including immigration, civil rights, education, finance, Mexico, and Latin America. She also served as Administrator of the Wage and Hour Division at the U.S. Department of Labor from 1993 to 1997. In 2009, then-Secretary of State Hillary Clinton appointed her as a special representative to Bolivia. Echaveste later served on the board of the U.S.-Mexico Foundation, where she initially focused on the foundation’s Mexican-American Leadership Initiative launched in 2010. 2010. In 2013, President Obama nominated her to be ambassador to Mexico; she withdrew eight months later having been denied a confirmation hearing. Currently, Echaveste serves on the board of directors of UCSF-Benioff Oakland Children’s Hospital, Mi Familia Vota, and Level Playing Field Institute.
Frank Gettridge is Executive Director of the National Public Education Support Fund. He is an educator who has dedicated his career working to improve the lives of the most vulnerable children and families. A New Orleans native, Frank possesses over 25 years of experience in education, with impressive time and variety as an early childhood, elementary and high school teacher and administrator. Frank will bring his most recent experience as a program officer at the W.K. Kellogg Foundation where he oversaw the integration of national program strategies, and managed a team of officers and support staff to support the Foundation’s efforts to address issues of inequality, including creating the conditions that help vulnerable children to achieve. Frank elevated investments focusing on strengthening the teacher of color pipeline, transformative family engagement, and closing the 3rd grade achievement gap. Earlier in his career, Frank was a dedicated elementary school principal in the Chicago Public Schools. During Frank’s time at Clara Barton Elementary School, academic achievement, parent engagement and school enrollment increased, while discipline, suspension, and expulsion rates significantly decreased. In 2013 when the City of Chicago attempted one of the largest school closing plans in this country’s history, it was Frank’s leadership and collaboration with the local community and organizations that lead to the successful removal of Clara Barton from the closure list.
Dr. Maria Luisa Gorno Tempini is a behavioral neurologist, currently directing the Language Neurobiology Laboratory of the UCSF Memory and Aging Center and serving as the neurology lead of the UCSF Dyslexia Center. She obtained her medical degree and clinical neurology specialty training in Italy, and has a doctorate in the neuroimaging of language from University College London. Her clinical work concentrates on behavioral neurology across the lifespan, and her research investigates the neural basis of higher cognitive functions such as language and memory. Dr. Gorno Tempini has applied her expertise in cognitive neurology to neurodegenerative diseases, particularly primary progressive aphasia (PPA) and frontotemporal dementia (FTD), and to language-based learning differences, such as dyslexia. In 2011, Dr. Gorno Tempini’s NIH-funded research resulted in new diagnostic criteria for PPA and its variants.
Dr. Gorno Tempini leads many projects at UCSF and is funded by the NIH and various philanthropic sources. She is particularly dedicated to mentoring and was awarded an NIH K24 grant to mentor interdisciplinary researchers in the field of clinical cognitive neuroscience.
Dr. Anthony Jackson leads Asia Society’s work in education which strives to enable all students to graduate high school prepared for college, for work in the global economy, and for 21st century global citizenship.
Jackson oversees the Center for Global Education at Asia Society, a global platform for collaboratively advancing education for global competence for all. The Center’s multi-faceted approach includes the International Studies Schools Network, a network of over 35 schools around the United States that systematically integrate a global focus within the curriculum; Global Learning Beyond School, which supports globalizing youth programs including afterschool and community programs; the Global Cities Education Network, a learning community of high-performing Asian and North American urban school districts dedicated to solving common high-priority problems of practice and policy; and China Learning Initiatives, which provide national leadership to support learning of Chinese language and culture.
Trained in both developmental psychology and education, Jackson is one of the nation’s leading experts on secondary school education reform and adolescent development. Jackson directed the Carnegie Corporation’s Task Force on the Education of Young Adolescents which produced the ground breaking report Turning Points: Educating Adolescents in the 21st Century, and co-authored the seminal follow-up blueprint Turning Points 2000, considered one of the most influential books on middle school reform. His most recent work is Educating for Global Competence: Preparing Our Youth to Engage the World.
Special Assistant to Dean of the Curry School and Associate Professor, University of Virginia
Jacqueline Jodl is a PhD/MBA with broad experience leading, managing, and advising strategically underdeveloped and operationally complex entities in the for-profit, nonprofit and government sectors. Her multidisciplinary experience includes financial analysis of acquisitions and divestitures, knowledge of educational products and services in the context of commercial markets, foundation and philanthropy advancement, and expertise in qualitative & quantitative analytics.
Jim Kohlmoos is the co-founder and partner of EDGE Consulting LLC, an education policy consulting boutique and a Senior Fellow at the Carnegie Foundation for the Advancement of Teaching. Kohlmoos’s current portfolio includes work with the philanthropies on policy and research issues as well as initiatives focusing on professional learning, research-practice partnerships, and improvement science.
Kohlmoos has served in a wide range of executive positions in the Washington DC over the past 40 years including executive director of the National Association of State Boards of Education, president and CEO of Knowledge Alliance, vice president of Implementation Group, and the Close Up Foundation.
From 1993 to 2000 Kohlmoos served at the U.S. Department of Education as a Deputy Assistant Secretary and Senior Policy Advisor. He also served on the Presidential Transition Team in 1992.
A graduate of Stanford University, Kohlmoos began his professional career in education 1971 with the U.S. Teacher Corps and subsequently served as a teacher trainer with the US Peace Corps in Malaysia.
Endowed Chair, Bezos Family Foundation for Early Childhood Learning
Co-Director, UW Institute for Learning & Brain Sciences, University of Washington
Director, NSF Science of Learning Center (LIFE)
Professor, Department of Speech & Hearing Sciences Website
Dr. Patricia K. Kuhl holds the Bezos Family Foundation Endowed Chair in Early Childhood Learning and is Co-Director of the UW Institute for Learning and Brain Sciences, Director of the University of Washington’s NSF Science of Learning Center, and Professor of Speech and Hearing Sciences at the University of Washington in Seattle. She is internationally recognized for her research on early language and bilingual brain development, for pioneering brain measures on young children, and studies that show how young children learn. She presented her work at two White House conferences (Clinton White House in 1997 and Bush White House in 2001). Dr. Kuhl is a member of the National Academy of Sciences, the American Academy of Arts and Sciences, the Rodin Academy, and the Norwegian Academy of Science and Letters. She is a Fellow of the American Association for the Advancement of Science, the Acoustical Society of America, the American Psychological Society, and the Cognitive Science Society.
Faculty Member, Center for Information Technology in Education, University of Hong Kong Website
Founding Director of the Centre for Information Technology in Education (CITE), Faculty of Education (1998-2013)
Deputy Director, Centre for Information Technology in Education (CITE), Faculty of Education (2013)
Corresponding co-convener, Sciences of Learning Strategic Research Theme (2013)
Humanities and Social Sciences Prestigious Fellowship (2015) Recipient
Teacher Education and Learning Leadership
Daniel Leeds is founder and president of the National Public Education Support Fund, which organizes the Education Funders Strategy Group, the Partnership for the Future of Learning, and the Education Justice Network. He chairs the Alliance for Excellent Education, which he helped found. In addition to these organizations, his extended family (the Leeds/Jobin-Leeds) launched the Schott Foundation for Public Education and the Institute for Student Achievement. Along with his wife Sunita, Dan co-chairs the Enfranchisement Foundation, which focuses on breaking the cycles of poverty and intolerance in the United States as well as on women’s issues.
Professor of Neuroscience, Institute of Biomedical Sciences, Federal University of Rio de Janeiro, Brazil
Professor, D’Or Institute of Research and Education
Head of the Neuroplasticity Lab at the Federal University of Rio de Janeiro
Director General of the Brazilian Network of Science for Education Website
Roberto Lent is Professor of Neuroscience at the Institute of Biomedical Sciences of the Federal University of Rio de Janeiro, and of the D’Or Institute of Research and Education. He has been working at the university for the last 43 years, where he has been department Head and institute Director. He has conducted many studies on neuroplasticity, neurodevelopment and evolution of the nervous system, employing different techniques, from cell biology to neuroimaging. Due to his scientific work, he became a full member of the Brazilian Academy of Sciences.
Besides his scientific publications in specialized journals, Lent dedicates part of his time to the popularization of Neuroscience, with books for adults and for children. For this activity he has been awarded the Prize for Public Understanding and Popularization of Science by the Academy of Sciences of the Developing World (TWAS) in 2007 and the Brazilian National Prize on Popularization of Science in 2010.
More recently, Professor Lent has founded and coordinates the National Network of Science for Education, a non-profit association of scientists of all disciplines dedicated to foster translational research applied to learning and other educational matters.
Researcher, National Council of Scientific and Technical Research (CONICET), Argentina Website (Photo courtesy of José Luis Tesoro)
Sebastián J. Lipina (Buenos Aires, Argentina, 1968). Ph.D. in Psychology. Diploma in Social Sciences (Latin American School of Social Sciences, FLACSO). Researcher of the National Council of Scientific and Technical Research (CONICET, Argentina). Director of the Unit of Applied Neurobiology (UNA, CEMIC-CONICET) Full Professor of the Seminar Childhood Poverty and Cognitive Development (National University of San Martin, UNSAM, Argentina). Fellow of the Center for Neuroscience and Society (CNS, University of Pennsylvania, USA). Co-director of the Mind, Brain, and Education School (Ettore Majorana Foundation and Centre for Scientific Culture, Italy). Member of the IRB of CEMIC. Volunteer Researcher of the On-call Scientists Program (American Association for the Advancement of Science, USA). Associate Editor of Frontiers in Psychology. Consultant of the Panamerican Health Organization, UNICEF, UNDP and several Ministries of Health, Education and Social Development in different Latin American countries. The current research projects under his direction focus on (a) the analysis of poverty influences on self-regulation development, (b) the design of interventions aimed at optimizing children´s cognitive performance through exercising and training in laboratory, school and community settings, and (c) the transfer of evidence-based interventions to policy.
Bethany Little is a Principal at EducationCounsel, LLC where she supports foundations, education associations and other nonprofits with support in advancing improvements in education outcomes from early childhood through higher education. Little has spent twenty years working in government and non-profit organizations, including the White House, where she was education advisor to President Clinton and Vice President Gore on the Domestic Policy Council, and the U.S. Department of Education. In the U.S. Senate, she served as Chief Education Counsel to the Health, Education, Labor, and Pensions (HELP) Committee under two chairmen, Senators Edward Kennedy and Tom Harkin, and as a legislative aide to Senator Patty Murray. In the non-profit arena, Little was Managing Partner at America Achieves, where she led many of the organization's most critical priorities, including their support for state and local superintendents, the Global Learning Network and their parent engagement initiative. She has also served as an advocate for disadvantaged children as the vice president for policy and advocacy at the Alliance for Excellent Education and the director of government relations for the Children’s Defense Fund. She serves on the boards of the National Center for Teacher Residencies, Veterans Education Success, and Cesar Chavez Public Charter Schools for Public Policy.
Member University of California, San Francisco Dyslexia Center Advisory Board;
President, Chartwell School Board of Trustees Website
Katrina Maestri spent 15 years in an international corporate career with General Motors and has a wide range of Marketing, Strategy, and New Business Development experience. While at GM, she specialized in working with start-up operations, including entering new geographic markets as well as launching new technology ventures. Since leaving the corporate world, Katrina has applied her experience to non-profits in both the U.S. and abroad. Katrina and her family moved to the U.S. in 2010 so that her daughter could receive the specialized support she needs to thrive with her dyslexia. Katrina is passionate about fostering educational opportunities for students with learning differences and raising awareness regarding the high potential of this creative, dynamic population. In addition to leading the board of trustees for Chartwell School in Seaside, California, which focuses on students with language-based learning differences, Katrina has become a highly effective citizen advocate for needs of dyslexic students and parents.
Shelley Marquez is the Administrative Projects Coordinator of GSoLEN. She has more than 30 years of research administration experience at the University of California, San Diego working on international and collaborative projects in the fields of oceanography, Latin America and Pacific Rim Studies, and cognitive neuroscience. She was the Executive Director NSF -funded Temporal Dynamics of Learning Center from 2008-2012 and, after retirement, continued to consult with them on special projects through 2017.
Shankar Maruwada is the CEO and Co-founder of EkStep. Shankar is passionate about addressing social problems at scale through technology based tools. He is an entrepreneur and marketing professional with a wide range of experience working on large scale projects such as the AADHAAR, India’s national identification program, where he was the Head of Demand Generation and Marketing.
Shankar pioneered data analytics in India through, Marketics, a company he co-founded. He is an investor in startups and a mentor to entrepreneurs. He is an alumnus of Indian Institute of Management-Ahmedabad and Indian Institute of Technology-Kharagpur.
Dr. Newcombe currently serves as President of the Federation of Associations in Brain and Behavioral Sciences (FABBS) and the International Mind Brain Education Society (IMBES), as Editor of Psychological Science in the Public Interest and as Associate Editor of Cognitive Research: Principles and Implications. Honors include the Distinguished Scientific Contributions Award from the Society for Research in Child Development, the William James Fellow Award from APS, the Howard Crosby Warren Medal from the Society of Experimental Psychologists, the George Miller Award and the G. Stanley Hall Awards from APA, the Award for Distinguished Service to Psychological Science, also from APA, and the Women in Cognitive Science Mentor Award. She is a fellow of four divisions of the American Psychological Association (General, Experimental, Developmental, and Psychology of Women), of the Association for Psychological Science, and of the American Association for the Advancement of Science, and has been a Visiting Professor at the University of Pennsylvania, Princeton, the Wissenschaftskolleg in Berlin and the University of Otago. She is a member of the American Academy of Arts and Sciences and the Society of Experimental Psychologists. She served as the PI of the Spatial Intelligence and Learning Center (SILC) from 2006-2018, headquartered at Temple and involving Northwestern, the University of Chicago and the University of Pennsylvania as primary partners.
David Osher is vice president and Institute Fellow at the American Institutes for Research. Dr. Osher is an expert on violence prevention, school safety, supportive school discipline, conditions for learning and school climate, social and emotional learning, youth development, cultural competence, family engagement, collaboration, mental health services, and implementation science. He has led impact and qualitative evaluations of initiatives and programs, systematic reviews, and expert panels, as well as projects that have developed surveys, and supported schools, districts, and states to promote conditions for learning, including school safety, and to address disciplinary disparities.
Roberto J. Rodríguez is President and CEO of Teach Plus. He spearheads the organization’s work to grow and strengthen the teacher leadership movement by developing and advancing teachers as leaders in education policy and practice, and by supporting their contribution to educational innovation and change in classrooms and schools. Roberto has dedicated his career to advancing equity, access, and excellence in education. He is nationally recognized for his expertise in education policy and governance, and for his leadership in building multi-sector partnerships with schools, families, and communities to improve educational opportunities for all children. He is devoted to the principle that all students deserve a complete and competitive education that prepares them for college, careers, and lifelong success.
Roberto served in senior roles in the United States Senate and in the White House. From 2009 to 2017, he developed and led President Obama’s education initiatives to build systemic change and improve opportunity and outcomes across the educational continuum. His efforts as Deputy Assistant to the President for Education led to an increase of tens of thousands of additional children enrolled in early education; new partnerships to better personalize and re-design the high school experience to meet individual needs of students; creation of a new, national focus on excellence in STEM education; and an expansion of the Pell Grant to boost participation in higher education. Under his leadership, support for higher academic standards, enhanced teacher development and advancement, and deeper investment in America’s schools ultimately led to the enactment by Congress of the bipartisan Every Student Succeeds Act of 2015.
Prior to his service in the White House, Roberto spent eight years as principal education advisor to the late U.S. Senator Edward M. Kennedy. In the United States Senate, Roberto led successful bipartisan efforts that resulted in the enactment of the No Child Left Behind Act of 2001, the Individuals with Disabilities Education Improvement Act of 2004, the Higher Education Opportunity Act of 2008, and the Head Start Act of 2007. Roberto began his professional career in Washington, D.C. at the National Council of La Raza, where he directed research and policy analysis of federal and state education issues. Roberto holds a Presidential appointment to the J. William Fulbright Foreign Scholarship Board. His numerous distinguished awards include the National Champion for Children Award from First Focus, and the Head Start Windows of Opportunity Award from the National Head Start Association.
Director for Education and Skills, and Special Advisor on Education Policy to the Secretary-General at the Organisation for Economic Co-operation and Development (OECD) Website
Andreas Schleicher is Director for Education and Skills, and Special Advisor on Education Policy to the Secretary-General at the Organisation for Economic Co-operation and Development (OECD) in Paris. As a key member of the OECD Senior Management team, Mr. Schleicher supports the Secretary-General’s strategy to produce analysis and policy advice that advances economic growth and social progress. He promotes the work of the Directorate for Education and Skills on a global stage and fosters co-operation both within and outside the OECD. In addition to policy and country reviews, the work of the Directorate includes the Programme for International Student Assessment (PISA), the OECD Survey of Adult Skills (PIAAC), the OECD Teaching and Learning International Survey (TALIS), and the development and analysis of benchmarks on the performance of education systems (INES).
Before joining the OECD, Mr. Schleicher was Director for Analysis at the International Association for Educational Achievement (IEA). He studied Physics in Germany and received a degree in Mathematics and Statistics in Australia. He is the recipient of numerous honours and awards, including the “Theodor Heuss” prize, awarded in the name of the first president of the Federal Republic of Germany for “exemplary democratic engagement”. He holds an honorary Professorship at the University of Heidelberg.
Professor and Laboratory Head, Computational Neurobiology Laboratory, Salk Institute for Biological Studies
Francis Crick Chair at the Salk Institute for Biological Studies
Professor, Department of Biology, UC San Diego
Co-Director, Temporal Dynamics of Learning Center (NSF Science of Learning Center) Website
Terrence Sejnowski is a pioneer in computational neuroscience. His laboratory uses both experimental and modeling techniques to study the biophysical properties of synapses and neurons and the population dynamics of large networks of neurons. He has published over 500 scientific papers and 12 books, including The Computational Brain, with Patricia Churchland; He is a member of National Academy of Sciences, the National Academy of Engineering, the National Academy of Medicine and the National Academy of Inventors. Dr. Sejnowski received his Ph.D. in physics from Princeton University and was a postdoctoral fellow in the Department of Neurobiology at Harvard Medical School and on the faculty at the Johns Hopkins University. He holds the Francis Crick Chair at The Salk Institute for Biological Studies and is also a Professor of Biology at the University of California, San Diego, where he is co-director of the Institute for Neural Computation and co-director of the NSF Temporal Dynamics of Learning Center. Sejnowski is the President of the Neural Information Processing Systems (NIPS) Foundation, which organizes an annual conference attended by over 2000 researchers in machine learning and neural computation and is the founding editor-in-chief of Neural Computation published by the MIT Press.; He was elected to the American Academy of Arts and Sciences and is also a Fellow of the American Association for the Advancement of Science, a Fellow of the Institute of Electrical and Electronics Engineers and a Fellow of the Cognitive Science Society. He has received many honors. Dr. Sejnowski was instrumental in shaping the BRAIN Initiative that was announced by the White House on April 2, 2013, and served on the Advisory Committee to the Director of NIH for the BRAIN Initiative.
Simon Sommer, M.A., is the Head of Research and a Member of the Senior Management at the Jacobs Foundation in Zurich, Switzerland. In his current position, he is responsible for research project funding, the Jacobs Foundation Research Fellowship Program, intervention research, the annual Jacobs Foundation Conferences, and workshops and symposia at Marbach Castle. He developed and initiated the Klaus-J-Jacobs Research Prize as the largest and most renowned award honoring research on child and youth development.
Before joining the Jacobs Foundation in 2006, he worked at the Volkswagen Foundation in Hannover, Germany’s largest private research funder, and as a management consultant with McKinsey & Company in Berlin, Germany. He holds graduate degrees in Cultural Studies and Musicology from the Leuphana Universität Lüneburg, Germany, and the University of Maryland, College Park, USA.
Vice President, National Program and Program Director, Education
Carnegie Corporation of New York Website
LaVerne Evans Srinivasan is the vice president of the Corporation’s National program and the program director for Education. She oversees grantmaking and other activities aimed at engaging parents and communities, improving teaching and leadership for learning, advancing innovative learning environment designs, providing K-12 pathways to college and career success, and fostering integrated approaches to innovation and learning in the field of education. Ms. Srinivasan has extensive experience with senior-level leadership roles in the areas of urban district change, non-profit education reform, and educational technology.
Katrina Stevens is Director of Learning Science at Chan Zuckerberg Initiative. As a political appointee, Katrina Stevens served as Deputy Director of the Office of Educational Technology through the end of the Obama administration.
In addition, she has led curriculum and professional development teams, as well as designed, reviewed and integrated education technology, written and managed grants, and developed teachers and leaders in both public and independent school settings. Her work is anchored in her twenty years as an educator. Her consulting clients have included Emerson Collective, the Bill and Melinda Gates Foundation, the Alliance for Excellent Education, Jobs for the Future, Tuscany Associates, Baltimore County Public Schools, MSDE, Maryland Public Television, MICA, Johns Hopkins University, Conceptua Math, Sylvan Learning, LearnIt Systems, and Calvert Education Services.
In 2017, Na’ilah Suad Nasir became the sixth President of the Spencer Foundation. She was a faculty member at the University of California, Berkeley from 2008-2017 and was selected as the second UC Berkeley Vice Chancellor for Equity and Inclusion in 2015. She also holds the Birgeneau Chair in Educational Disparities in the Graduate School of Education, and was previously the H. Michael and Jeanne Williams Chair of African American Studies. Nasir joined the Berkeley faculty in 2008 from the School of Education at Stanford University, where she earned the St. Claire Drake Teaching Award in 2007. The author of Racialized Identities: Race and achievement for African-American youth, published by the Stanford University Press in 2011, Nasir’s research examines the racialized and cultural nature of learning and schooling. She is interested in the intertwining of social, cultural, and political contexts and learning, especially in connection with inequity in educational outcomes. Nasir also published over 30 articles in scholarly journals. In 2017, Nasir was elected to membership in the National Academy of Education. The National Academy of Education (NAEd) advances high quality education research and its use in policy and practice.
Medha Tare has more than ten years of experience conducting applied research in the learning sciences. What unites her research is an interest in examining the factors that affect how children and adults acquire new skills and knowledge, including individual differences, the environment, and the medium through which they learn. She enjoys translating research to non-academic audiences so it can be used by practitioners in the classroom and by the learners themselves. Medha comes to Digital Promise from the University of Maryland, where she worked with government language learners to improve their training.
Vivian leads the Foundation’s grantmaking programs and its initiatives to connect research, policy, and practice to improve child and youth outcomes. In 2009, she launched the Foundation’s initiative on the use of research evidence in policy and practice. That program has generated over 50 funded studies and informed the grantmaking programs of private and public funders across the country. She has been instrumental in the growing field of research-practice partnerships, including supporting the creation of field-defining resources and the National Network of Education Research-Practice Partnerships.
Vivian has longstanding interests in racial equity in higher education and philanthropy. Under her leadership, the Foundation has strengthened its internal diversity, equity, and inclusion work, increased its grantmaking and capacity support to underrepresented researchers, and developed a program to support stronger mentoring relationships for graduate students of color.
Vivian regularly writes and speaks to international and domestic audiences on evidence-informed policy and practice. Her studies of racial, cultural, and immigration influences on child development have been published in Child Development and her research on improving social settings and promoting social change have appeared in the American Journal of Community Psychology. She received her Ph.D. from NYU and her B.A. from UCLA. She serves on the Boards of the Forum for Youth Investment, Asian Americans and Pacific Islanders in Philanthropy, and Grantmakers Concerned with Immigrants and Refugees. She was previously on the faculty in Psychology and Asian American studies at CSUN.
Winsome Waite, Ph.D., is Senior Education Fellow at The Forum for Youth Investment. Prior to this role, she was Vice President of Policy to Practice at Alliance for Excellent Education. In that role, she led practitioner support activities to bridge federal policy to practice at the state, district, and school levels. Before that position, Dr. Waite was principal analyst and consultant at American Institutes for Research where she led various federally funded tasks on centers such as Regional Education Labs, Regional Comprehensive Centers, and National Content Centers. Dr. Waite has managed several state- and district-funded projects and tasks in school improvement, state systemic plan development, educator evaluation, and leadership development. She has partnered with state superintendents and commissioners, district superintendents and local school boards, and principals to design strategic plans and approaches, and has provided a wide range of technical assistance supports to ensure effective and sustained implementation efforts.
Dr. Waite has served in many instructional leadership roles in district-level K–12 education, mainly in the Maryland Public School System. She has had extensive leadership responsibilities for district and school improvement and teacher and leader development. Much of her work at the school district level has been around strategic planning, curriculum and instruction, leadership development, school improvement, assessment and data literacy, professional development, and implementation of innovations. Dr. Waite has also taught graduate school courses in curriculum leadership and content-area reading.
Dr. Waite earned bachelor of arts degrees in elementary and early childhood education and a master’s degree in education in K–12 curriculum and instruction from the University of Maryland. She also holds a doctorate of philosophy degree in education leadership from Notre Dame of Maryland University.
Avi Warshavsky is MindCET CEO and a member of the CET’s management team. He took part in founding and developing innovative initiatives in the field of digital books, and is the creator of new technology-driven educational environments. Among other roles, he was part of the founding team of the Mikranet and Kotar platforms.
Glenn Whitman is the co-author of Neuroteach: Brain Science and the Future of Education and directs the Center for Transformative Teaching and Learning at St. Andrew's Episcopal School. Glenn is a former Martin Institute for Teaching Excellence Fellow and author of Dialogue with the Past: Engaging Students and Meeting Standards through Oral History as well as co-editor of Think Differently and Deeply, the international publication of the CTTL. Glenn is also a blogger for Edutopia. Glenn has presented at more than a dozen, major conferences world-wide. His most recent publications include: "A Bridge No Longer Too Far: A Case Study of One School’s Exploration of the Promise and Possibilities of Mind, Brain, and Education Science for the Future of Education" in Mind, Brain and Education and "Bridging the Gap Between Mind, Brain, and Education Research and Practice: One School's Replicable Model in Impact the Journal of the Chartered College of Teaching.
Professor, the University of Queensland, Australia
Former President, Alliance for Excellent Education Website
Janet Wiles is Professor at the University of Queensland (UQ), Australia. Her research involves: Human-robot interactions, Indigenous language technologies, visualisation, artificial intelligence, and bio-inspired computation in complex systems, with applications in cognitive science and biorobotics. She completed a PhD in Computer Science at the University of Sydney, a postdoctoral fellowship in Psychology at the University of Queensland, and served as faculty in the Cognitive Science program for 12 years. In 2003 she formed the Complex and Intelligent Systems research group at UQ, where she has been Professor since 2006. She is research leader of the Co-Innovation group in UQ's School of Information Technology and Electrical Engineering (ITEE), and UQ node leader for the ARC Centre of Excellence for the Dynamics of Language, where her research focuses on social robots and language.
Interim Coordinator, Global Science of Learning Education Network
Former President, Alliance for Excellent Education Website
Former West Virginia Gov. Bob Wise is president of the Alliance for Excellent Education (All4Ed), a nonprofit organization that is a national leader for transforming the nation’s high schools so that all students graduate from high school with the content knowledge and critical thinking, collaboration, and communication skills necessary to succeed in college and a career. Led by Gov. Wise since 2005, All4Ed combines policy, practice, and partnerships to transform learning for all students, particularly those with the least opportunity who face the greatest challenges.
Following twenty-four years serving as governor, member of the U.S. House of Representatives, and state legislator, Gov. Wise has become a sought-after speaker and advisor on education issues, working closely with the U.S. Department of Education, White House, and key state and federal policymakers. A prominent voice promoting the effective use of technology to improve education for all students, Gov. Wise led All4Ed in pioneering the first-ever Digital Learning Day in 2012. Digital Learning Day is a national awareness campaign promoting digital learning and spotlighting successful instructional technology practice in K–12 public school classrooms across the country.
Gov. Wise also led All4Ed’s “Project 24,” a ground-breaking initiative to help school districts plan and effectively use technology and digital learning. From Project 24 grew Future Ready Schools, a free, bold new effort to maximize digital learning opportunities and help school districts move quickly toward preparing students for success in college, a career, and citizenship. A joint effort of All4Ed and the U.S. Department of Education, with the support of the Leading Education by Advancing Digital (LEAD) Commission and a vast coalition of organizations, Future Ready Schools is serving more than 1,900 school districts, representing more than 15 million students. Read more about Gov. Wise's vast experience here.
Stephanie Wood-Garnett became president of ISA on July 25th, 2017, following the retirement of Dr. Gerry House. Formerly, Wood-Garnett was the Vice President of Policy to Practice (P2P) at the Alliance for Excellent Education. Her portfolio included deeper learning, college and career ready academic standards, assessment, science of learning, and diversity and equity initiatives. Dr. Wood-Garnett is an accomplished educator with extensive experience in leading complex P–20 education reform initiatives at the local, state, and national levels. Her previous roles include serving as the assistant commissioner of teacher and leader effectiveness for the New York State Education Department where she led Race to the Top initiatives aimed at transforming teacher and leader preparation programs and strengthening P–20 collaboration; serving as a district central office leader in Washington state, and directing the Center for Comprehensive School Reform and Improvement funded by the U.S. Department of Education.