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Carol McDonald Connor, Ph.D., CCC-SLP, is a Chancellor’s Professor in Education at University of California, Irvine. She is also a Distinguished Research Associate at the Florida Center for Reading Research. Her research investigates individual child differences and the links between children’s language and literacy development with the goal of illuminating reasons for the perplexing difficulties children who are atypical and diverse learners have developing basic and advanced literacy skills. Most recently, her research interests have focused on how to individualize students’ learning opportunities in the classroom – from preschool through fifth grade and developing technology and interventions to improve teacher efficacy and students’ literacy, math, and science outcomes. Awarded the Presidents’ Early Career Award for Scientists and Engineers (PECASE, 2008), the Society for Research in Child Development (SRCD, 2009) Early Career Award, and the Richard Snow Award (APA, 2008), she is also a fellow of the American Educational Research Association (AERA) and the American Psychological Association. Currently, she is the principal investigator for studies funded by the US Department of Education, Institute for Education Sciences and the National Institute for Child Health and Human Development, including the Early Learning Research Network and the Reading for Understanding Network. She is is currently Associate Editor for Child Development and for AERA Open.
Bruce McCandliss, Ph.D., is currently a full professor at Stanford University in the Graduate School of Education, and head of the Educational Cognitive Neuroscience Laboratory. His research uses the tools of developmental cognitive neuroscience to study individual differences and educational transformations in the key cognitive skills such as attention, language, literacy and mathematics. After earning his PhD at the University of Oregon in 1997 under the mentorship of Michael Posner, he pursued postdoctoral training at the Center for the Neural Basis of Cognition, an interdisciplinary center combining University of Pittsburg’s Learning Research and Development Center and Carnegie Mellon University. In 1999 he became one of the founding faculty members of the Sackler Institute for Developmental Psychobiology at Cornell University’s Medical College in New York City, where he was awarded the Presidential Early Career Award in Science and Engineering (PECASE) for his work in linking early literacy interventions to brain mechanisms. In 2009 he accepted the Patricia and Rodes Hart Chair at Vanderbilt University.
Jeannette Mancilla-Martinez, Ph.D., is Associate Professor of Literacy Vanderbilt University’s Peabody College. After completing her B.A. at Mt. St. Mary’s College in 2000, she began her career as an elementary school teacher in Los Angeles, CA. She has extensive experience teaching English language learners in various instructional settings. In 2004, she received a Master’s in Language and Literacy, certified as a Reading Specialist, from the Harvard Graduate School of Education. In 2009, Jeannette received her Doctorate, also from Harvard. She is a 2013 National Academy of Education/Spencer Postdoctoral Fellow, a 2013 Hellman Fellow, and, most recently, a 2017 English Language Learners Policy Fellow. Jeannette has presented her work widely at professional conferences, domestically and internationally, including the American Educational Research Association, the Society for the Scientific Study of Reading, the Society for Research in Child Development, and the National Dual Language Institute. Her work is also featured in several peer-reviewed journals, including the Journal of Educational Psychology, Child Development, and Reading and Writing: An Interdisciplinary Journal, she is co-author of Teaching Vocabulary to English Language Learners (2013), and is Associate Editor for AERA Open.
Todd Rose, Ph.D., is the director of the Mind, Brain, and Education program at the Harvard Graduate School of Education, where he leads the Laboratory for the Science of the Individual, and an associate faculty member at the Wyss Institute for Biologically Inspired Engineering at Harvard University. He is also the co-founder of The Center for Individual Opportunity, a non-profit organization that promotes the principles of individuality in work, school, and society. He is the author of The End of Average. After dropping out of high school, he obtained his GED and started attending night classes at a local college. He eventually received his Doctorate in Human Development from the Harvard Graduate School of Education and completed a postdoctoral fellowship at the Harvard-Smithsonian Center for Astrophysics. His talks have been featured at SXSW, TedX, Google, the Aspen Ideas Festival, and Apple.
Dave Paunesku is co-founder and executive director of PERTS, a Stanford University center that scales up evidence-based innovations in order to advance educational equity. Dave’s work integrates learning sciences research, low-cost technologies, and strategic partnerships because he believes this integrated approach is critical to scaling up innovations to reach the millions of students who need them most. In 2010, Dave pioneered a new methodology for the large-scale, cost-effective implementation and evaluation of mindset programs. His research showed for the first time that mindset programs can raise student achievement, even when administered using low-cost, easy-to-scale web modules. This approach has been widely imitated since, and Dave continues to push the field’s boundaries: He plays a key role in nearly all of the largest ongoing mindset program evaluations, and he has led partnerships that have disseminated mindset programs to millions of students.
Zoran Popovic is an Associate Professor in computer science at University of Washington, Director of the Center for Game Science, and Founder and Chief Scientist of Enlearn. He received a Sc.B. with Honors from Brown University, and M.S. and Ph.D in Computer Science from Carnegie Mellon University. Zoran’s research interests lie in computer graphics and interactive games research, focusing on scientific discovery through game play, learning games, high-fidelity human modeling and animation, and control of realistic natural motion. He recently lead the team that produced Foldit, a biochemistry games whose outcomes are now published in Nature. His contributions to the field of computer graphics have been recently recognized by a number of awards including the NSF CAREER Award, Alfred P. Sloan Fellowship and ACM SIGGRAPH Significant New Researcher Award.