Bradley Busch
Bradley Busch (@BradleyKBusch) is a chartered psychologist. He is one of the leading experts on how psychological research can best help students and teachers improve how they think, learn and perform. Outside of education, he works with Premiership and international footballers, as well as has helped members of Team Great Britain win medals at London 2012, Rio 2016 and Tokyo 2020. He is the co-author of The Science of Learning – 99 studies every teacher needs to know.
Greg Dunn
Greg Dunn, Ph.D., began painting brain and neuroscience art in graduate school at the University of Pennsylvania. His love for the brain and the beautiful forms of neurons fit harmoniously into his love for Asian art. He began exploring art of the brain and neurons through ink paintings and scrolls, painting commissions for universities and individuals. Over time, he gradually began using gold in his art. He completed his doctorate in Neuroscience at the University of Pennsylvania in 2011.
Efrat Furst
Efrat Furst, Ph.D., has a background in cognitive-neuroscientific research (human learning and memory) and focuses on bridging the cognitive science of learning with teaching and learning in classrooms. She supports educators and instructors across levels and disciplines with evidence-informed classroom-oriented content. Affiliated with The Mofet institute, Israel’s national institute for research and program development in teachers’ education and education, her work is focused on the development of digital pedagogy, academic course design, professional development programs and research, in the R&D center of technology and innovation in education. Learn more here.
Rebecca Gotlieb
Rebecca Gotlieb, Ph.D., is a human developmental psychologist and educational neuroscientist. She is an Assistant Researcher in the Center for Dyslexia, Diverse Learners, and Social Justice, in the School of Education and Information Studies at the University of California, Los Angeles. Her work focuses on the coordinated neuropsychological development of literacy and social-emotional functioning in early childhood through young adulthood. Dr.Gotlieb completed her Ph.D. as a National Science Foundation Graduate Research Fellow in the Center for Affective Neuroscience, Development, Learning and Education at the University of Southern California, advised by Dr. Mary Helen Immordino-Yang. She completed post-doctoral research at UCLA advised by Dr. Maryanne Wolf.
Regan Gurung
Regan A. R. Gurung is a social psychologist by training and with research encompassing social, health, and pedagogical psychology. He has had over 120 articles published in peer-reviewed journals and has co-authored/co-edited 15 books. His most recent book is Thriving in Academia (with Ansburg & Basham). He is founding co-editor of APA’s journal Scholarship of Teaching and Learning in Psychology, co-chaired the APA General Psychology Initiative, and is currently past president of Psi Chi, the International Honor Society in Psychology.
At Oregon State University, he is Associate Vice Provost and Executive Director of the Center for Teaching and Learning, Professor of Psychological Science, and Director of the General Psychology Program.
Dr. Gurung taught at the University of Wisconsin-Green Bay (UWGB) for twenty years before moving to Corvallis, Oregon in 2019. While at UWGB, he served in many different roles, including Associate Dean of the College of Arts, Humanities, and Social Sciences; Department Chair of Human Development; Co-Director of the University’s Teaching Scholars Program; and on the University of Wisconsin System’s Office of Professional Development Executive Committee. He has consulted with and conducted workshops at numerous Teaching and Learning Centers both nationally and internationally.
Iain Henderson
Iain Henderson is a professionally trained and expert coach. He has taught in both state and independent sectors in the United Kingdom and has trained hundreds of teachers there and at other schools to become coaches. Iain has taught at Wellington since 1993, and now leads on all aspects of Partnership work, locally, nationally and internationally. Iain is co-director of the Festival of Education, delivering this fantastic annual event not just in the UK but also in Tianjin, Shanghai, Hangzhou and Bangkok. Iain is also a leading expert in Coaching in Education and facilitates courses to build up significant and distinctive strength in this key area.
Tia Henteleff
Christina Hinton
Christina Hinton, Ph.D., is a Research Associate at the Human Flourishing Program and the Founder and CEO of Research Schools International. At Harvard, Dr. Hinton leads the Human Flourishing Program’s work in education, researching character skills that support loving relationships and flourishing in schools internationally. She also co-leads the Flourishing Network, spearheading its education and entrepreneurship initiatives. At RSI, Dr. Hinton leads research and professional development to promote learning and flourishing in schools around the world. She also worked in multilateral diplomacy and international policy-making at the OECD’s Center for Educational Research and Innovation and UNICEF. At the OECD, she was a primary editor and author of the books, Understanding the Brain: The Birth of a Learning Science and Languages in a Global World: Learning for Better Cultural Understanding.
Ian Kelleher
Ian Kelleher, Ph.D., is a science teacher at St. Andrew’s Episcopal School, and Dreyfuss Head of Research for its Center for Transformative Teaching & Learning. His work focuses on helping teachers translate the science of learning into everyday practices in their own classrooms and measuring the impact. Ian is the co-author of Neuroteach: Brain Science and the Future of Education, and co-designer of Neuroteach Global. Ian is the inaugural Joseph and Kathleen Dreyfuss Family Chair for Research, an endowed position at St. Andrew’s Episcopal School for the lead CTTL researcher. Ian grew up in the United Kingdom, went to the University of Cambridge for his Ph.D., was an undergraduate at Manchester University, but has been teaching in the United States for more than twenty years.
Chris Lewis
Christine Lewis is currently the Lower School teaching and learning strategist at St. Andrew’s Episcopal School and The CTTL Lower School research lead. Chris has been an educator for nearly 25 years. For the last 19 years, while living in America, she has focused exclusively on elementary and early childhood education, and for three years, she led the early childhood and elementary faculty investigation of research-informed, evidence-driven instructional design for academic growth and student well-being. This work produced The Elementary Roadmap: MBE Strategies for Teaching & Learning and The Early Childhood Placemat: MBE Strategies for Teaching & Learning for The CTTL. She has earned a BSc in chemistry from Waikato University in New Zealand and an MS in the science of instruction from Drexel University.
Stacey Roshan
Stacey Roshan is an educator, keynote speaker, TED-Ed talker, consultant, and author of Tech with Heart. She is passionate about discovering and sharing ways to leverage technology to cultivate deeper compassion in the classroom and provide each learner with the optimal platform to express their ideas. She aims to equip teachers with ideas and tech tools to create more inclusive, equitable, and empowering classrooms for every student to find their voice, build their confidence, and take ownership of their learning. Her evidence-informed work has been featured in USA Today, The Washington Post, CNN, and PBS Newshour.
Chuck James
Charles (Chuck) James is D!Lab Director and Science Teacher at St. Andrew’s Episcopal School and an Omidyar Fellow with the Center for Transformative Teaching and Learning. Chuck’s experience in education and instruction spans three decades and includes work as Director of Education and Public Outreach for the Carnegie Institution’s NASA’s Astrobiology Division, adjunct professor of science education at George Mason University, and Director of Education and Public Outreach at the Carnegie Institution of Science. He was twice awarded the state-level Presidential Award for Excellence in Teaching Science and Mathematics. In 2018, he published The D!Lab Guide to Design Thinking and Imagination.
Lorraine Martinez Hanley
Lorraine Martinez Hanley has been a diversity practitioner, an activist, and an educator for over 30 years. She is the Director of Diversity, Equity, and Inclusion at St. Andrew’s Episcopal School in Maryland and is an Omidyar Faculty Fellow for the Center for Transformative Teaching and Learning (CTTL). She is a contributor to “America to Me” docu-series on Starz as a member of their “Real Talk” advisory committee and co-writer for the series’ online discussion guide and digital experience. A gifted educator committed to responsive and inclusive pedagogy, Lorraine is a certified All Kinds of Minds (AKOM) trainer and a 14-year veteran faculty member of the National Association of Independent School’s Student Diversity Leadership Conference. Born in Los Angeles, California, she attended San Diego State University, the University of Southern California, and the University of Maryland University College and has a B.A. in Humanities.
Eva Shultis
Eva Shultis is a science teacher at St. Andrew’s Episcopal School and the Associate Director for Program Development & Research at The CTTL. Her work focuses on helping teachers translate the science of learning into everyday practice in their own classrooms and measuring the impact. Eva has taught middle and high school science since 2010, interspersed with work on problem-based learning at the New England Board of Higher Education and research on causal understanding at Project Zero. She earned her Sc.B. in Human Biology from Brown University and an Ed.M. in Mind, Brain & Education from the Harvard Graduate School of Education.
Kristin Simmers
Kristin (Kris) Simmers taught for 16 years in 4 countries and is currently a PhD student studying Learning Sciences at the University of Connecticut. She holds an M.S. in Elementary Education, an M.Ed. in Curriculum and Instruction, certification in English as an Additional Language and a graduate certificate in Special Education. Kristin currently serves as a Teaching Fellow in Harvard Extension School’s Neuroscience of Learning course, the Graduate Student at Large in AERA’s Brain, Neuroscience and Education Special Interest Group and was recently elected co-president of the International Mind, Brain and Education trainee board. Her interest in the brain and learning began in 2000 as her younger brother began to struggle in school, and his experience continues to motivate her work in this field.
Glenn Whitman
Glenn Whitman is a History teacher at St. Andrew’s where he also directs the Center for Transformative Teaching and Learning. Glenn is the co-author of Neuroteach: Brain Science and the Future of Education and co-designer of Neureoteach Global. 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 earned his MALS from Dartmouth College and a BA from Dickinson College.
Dr. Pooja K. Agarwal
Assistant Professor at the Berklee College of Music and an Adjunct Professor at Vanderbilt University. Author of Powerful Teaching: Unleash the Science of Learning. Founder of RetrievalPractice.org, a hub of resources and strategies for teachers based on the science of learning.
Pamela Cantor
Pamela Cantor, M.D. is a child and adolescent psychiatrist, founder of Turnaround for Children, author, and thought leader on human potential, the science of learning and development, and educational equity. Dr. Cantor is a child and adolescent psychiatrist, author, and thought leader on human potential, the science of learning and development, and educational equity. In the aftermath of the 9/11 attacks, she founded Turnaround for Children, which translates scientific insights into tools and services that help educators establish the conditions for all students to thrive. She received an M.D. from Cornell University, a B.A. from Sarah Lawrence College, and was a Visiting Scholar at the Harvard Graduate School of Education.
Stephen Chew
Stephen Linn Chew, Ph.D., is a cognitive psychologist and a professor of psychology at Samford University. His primary research areas include the cognitive basis of effective teaching and learning, the use of examples in teaching, the impact of cognitive load on learning, and the tenacious misconceptions that students bring with them into the classroom. He is best known as the creator of a groundbreaking series of YouTube videos for students on how to study effectively in college based on cognitive research.
Adele Diamond
Adele Diamond, Ph.D., FRSC is the Canada Research Chair Tier I Professor of Developmental Cognitive Neuroscience at the University of British Columbia (UBC) in Vancouver, Canada. A leader in two fields, psychology and neuroscience, she helped pioneer a now flourishing interdisciplinary field called “developmental cognitive neuroscience.” She specializes in the rigorous study of how executive functions (EFs) in children are affected by biological factors and by environmental ones. Her discoveries have thrice changed international medical guidelines for the treatment of diseases and have had a significant impact on early education worldwide.
Dr. Pedro De Bruyckere
Educational Scientist at Arteveldehogeschool in Ghent, Belgium, postdoctoral researcher at Leiden University in the Netherlands, and Author of The Ingredients for Great Teaching.
Dr. Robert Dillon
Author, The Space: A Guide for Educators, co-founder of ConnectED Learning, a Saint Louis non-profit dedicated to affordable, quality professional learning for teachers, educator and speaker.
Krista Ferraro
Krista Ferraro is a history teacher and department head at Thayer Academy in Braintree, Massachusetts. Her passions include civic education, social justice, and preparing students for effective global citizenship. Previously, she served as deputy director of public policy and curriculum innovation at Chavez Schools in Washington, DC, where she also taught history and public policy courses. Her published works include the bestselling Learning That Transfers: Designing Curriculum for a Changing World, Tools for Teaching Conceptual Understanding.
Nicole Furlonge
Kristin Gagnier
Dr. Chris Hulleman
Associate Professor at the University of Virginia, Ph.D., Social and Personality Psychology, University of Wisconsin-Madison
Dr. Mark McDaniel
Professor of Psychological and Brain Sciences, Coauthor of Make it Stick: The Science of Successful Learning, and Co-Director of CIRCLE at Washington University in St. Louis
Dr. Beth Morling
Professor of Psychological and Brain Sciences at the University of Delaware. Author of Research Methods in Psychology: Evaluating a World of Information.
Dr. Vanessa Rodriguez
Author of The Teaching Brain and Assistant Professor in the Center for Early Childhood Health and Development in the Department of Population Health at the NYU School of Medicine
Julie Stern
Julie Stern is passionate about synthesizing the best of education research into practical tools that support educators in breaking free of the industrial model of schooling and moving toward teaching and learning that promotes sustainability, equity, and well-being. She is a four-time, best-selling author of Learning That Transfers: Designing Curriculum for a Changing World, Visible Learning for Social Studies, The On-Your-Feet-Guide to Learning Transfer and Tools for Teaching Conceptual Understanding. She is a global consultant, partnering with large public school districts as well as international schools around the world.
Carolyn Strom
Dr. Carolyn Strom is a teacher educator and classroom researcher whose work focuses on improving early literacy outcomes and reading experiences for young children. Specifically, her work centers on bridging the divide between scientific research and instructional practice. She collaborates widely with school districts and curriculum developers; currently, she is working on an initiative in New York City preschool teachers called ‘Cortex in the Classroom,’ which centers on the practical application of reading science and learning technologies in early childhood. She has a Ph.D. in Early Literacy from New York University and a Master’s degree in Reading Education from the University of Southern California.
Tracey Tokuhama-Espinosa
Dr. Tracey Tokuhama-Espinosa is an Instructor at the Harvard University Extension School where she teaches the “Neuroscience of Learning: An Introduction to Mind, Brain, Health and Education Science” and is the Associate Editor of the Nature Partner Journal, Science of Learning. Her current work is aimed at turning research from the learning sciences into usable knowledge for teachers at all levels of education.
Dan Willingham
Daniel Willingham is Professor of Psychology at the University of Virginia. In 2017 he was appointed by President Obama to serve as a Member of the National Board for Education Sciences. Until about 2000, his research focused solely on the brain basis of learning and memory. Today, all of his research concerns the application of cognitive psychology to K-16 education.
Dylan Wiliam
Emeritus Professor of Educational Assessment at University College London. Author of Creating the Schools Our Children Need: Why What We’re Doing Now Won’t Help Much (And What We Can Do Instead).
