Chief Innovation Officer
“I learn a lot from my kids, my parents and my mentors. My kids give me perspective, my parents give me wisdom, and my mentors help me make sense of everything.”
Vic is a seasoned thought leader in education technology and philanthropy. He is an expert in learning science, innovation, and scaling what works and has launched game-changing initiatives that have increased access to education and improved learning for tens of millions of learners in the Americas, Europe, Asia and Africa. Prior to Digital Promise Global, Vic consulted with a number of foundations and organizations on education technology, innovation and philanthropy. Prior to consulting, Vic developed strategies and managed over $100 million in technology-focused grants at the Hewlett Foundation to launch and grow the Open Educational Resources movement and create and advance the Deeper Learning strategy. Vic completed a master’s degree in education and technology at Stanford University and a bachelor’s degree in systems engineering at the University of Pennsylvania. Vic also received a scholarship and attended Berklee College of Music for a year. Previous experience includes working at startups in Silicon Valley for eight years with expertise in human-centric system design and innovation methodologies. You can reach Vic at: email@example.com.
Program Director, Global Learning
“When I was an English teacher in Brazil, I realized technology’s impact on how we learn because I had students who were fluent in English and had never completed an English class. They learned the language from online videos, games, and learning communities.”
Chelsea Waite directs Digital Promise Global’s work with international partners and global learning programs. She is responsible for managing corporate partnerships for Digital Promise, as well as the 360 Filmmakers Challenge, a project that engages students in sharing their stories through 360 degree video. Prior to coming to Digital Promise, Chelsea was an English teacher and program coordinator at two universities in the Northeast of Brazil, working to increase access to English language learning and international study opportunities. Chelsea’s work in Brazil began through the Fulbright English Teaching Assistant program, where she was assigned to support professors in an English teacher training program at an interior state university. Chelsea is accredited by the Partnership Brokers Association, and has a certification in Advanced Facilitation from the UN and Soliya. She graduated with a degree in history from Brown University, and is currently pursuing a Masters in Social Innovation from the University of Cambridge. Chelsea can be reached at firstname.lastname@example.org.
“I want to learn how to cut and polish stones so I can design jewelry and décor. I already have a small collection of stones that I have saved for this purpose. I want to learn this because I enjoy working with my hands and it gives me to joy to create something with aesthetic value.”
Prior to joining Digital Promise, Elyse worked at Vital Voices Global Partnership, where she supported the VVLead Fellowship Program, a capacity-building fellowship for women leaders across the globe. Her work on the VVLead Fellowship Program included managing and producing online courses, building the fellowship’s virtual mentoring framework, producing audio stories, and organizing the fellowship’s in-person exchanges. Elyse received her Bachelor of Arts in international affairs with a concentration in international development from The George Washington University. She can be reached at email@example.com.
Program Director, Maker Learning
“I learn by reading, talking, and trying things out. When I think I’ve got something figured out, I’ll usually try to write about it. That’s when I discover that I don’t know it as well as I thought and I start the cycle again.”
Prior to joining Digital Promise, Josh helped develop the makerspace and maker learning program at Friends’ Central School in Wynnewood, PA, and has taught Photography, Information and Digital Literacy, Computer Science, Shop, and STEAM. He is a co-founder of Rough Cut Schools, consulting and advocating for media literacy and production in schools around the world. Before that, he worked in theaters and schools teaching kids about technical theater and design. Josh has a B.A. in theater from Wesleyan University and a Masters of Liberal Arts with a focus in media and cultural studies from Temple University. You can reach him at firstname.lastname@example.org.
Partnerships Director, Learner Positioning Systems
“Powerful reflection happens in digital spaces. In my case study research of high school seniors, individual reflection grew naturally from participating in digital communities of practice. These learners looked back on all they had done in the digital space and saw their personal learning processes and best practices laid out. That is powerful learning.”
Prior to coming to Digital Promise, Susanne was a teacher and administrator, leading and advising 1:1 programs at middle, secondary, and collegiate levels, as well as teaching English and advising yearbook staffs. She earned her Ph.D. in Composition and New Media from Old Dominion University, focusing her research on creating effective digital communities of practice. She earned her M.Ed. in Curriculum and Instruction from Virginia Commonwealth University and her A.B. in English with Teacher Certification from Duke University. You can reach Susanne at: email@example.com.
Project Manager, Learner Positioning Systems
“When I was about 12 years old, my dad bought my older brother an early CD-based video game system that included an interactive encyclopedia. I remember spending hours searching the encyclopedia for videos of great 20th century speeches and content about astrophysics. It was clear then that technology would democratize and transform learning at a massive scale.”
Prior to joining Digital Promise, Tyler was the Professional Development Manager for the City of Philadelphia’s Out-of-School Time (OST) programs for grades K-12. There, he and his team of Program Analysts developed and implemented a learning program that covered topics such as project-based learning, supporting diverse learners, and creating positive program culture. Prior to that, Tyler served as a Special Education teacher and OST Program Analyst in Philadelphia, PA, and as Education Director for a Boys and Girls Club in Camden, NJ. He earned his M.Ed. in Elementary and Special Education from Chestnut Hill College, and his BA from Rutgers University in sociology/anthropology. You can reach Tyler at: firstname.lastname@example.org.
Video Producer & Digital Storytelling Coach
“I learn from everyone I encounter. I love asking an open-ended question such as “Do you enjoy what you do?” and watching people take their answer toward what they are most passionate about or what they wish they could accomplish. Every conversation is an opportunity to learn something new as long as you listen to the person’s soul.”
Since 2001, Dimitri has worked at Columbia College Chicago, Youth Speaks, Bay Area Video Coalition, Mill Valley Film Festival, SF Sketchfest, Illinois Leadership Seminars and Free Spirit Media, where he learned how to breakdown, organize and produce projects of all types. He graduated from Columbia College Chicago with a BA in Film and Video Producing. Dimitri has trained youth in media production, leadership development and workshopped adults in discovering their preferred work culture. He has produced music videos for Bay Area artists, short narrative films, promo videos for small businesses, training videos for Facebook and Yahoo, and documentaries. He is currently the creator of a web series that focuses on The Ignition Point of addiction and passion and a resident at San Francisco Film Society’s FilmHouse Residency Program. Dimitri can be reached at email@example.com.
Project Manager, Learning Studios and 360 Filmmakers Challenge
“I love learning from and with people from all over world, and helping to connect people from different networks and disciplines in the process. For the past few years, I’ve been learning to surf and grow food.”
“I learn from everyone around me! I am surrounded by smart friends, family, and colleagues who each have their own unique skill set. It’s incredible what you can learn just by asking questions and listening.”
Alison is currently finishing her Ph.D. in Cognitive Psychology at the University of Maryland with a focus in language and cognition. Prior to moving to D.C., she was involved in a few research projects in the Boston area, including investigating the biological underpinnings of autism at the Shriver Center and working to develop more linguistically-sound reading assessments for young-adult readers at Boston University. Alison received her M.S. in psychology from the University of Maryland and her B.A. in cognitive science from Vassar College. You can reach Alison at: firstname.lastname@example.org
Maker Learning Coach
“I find videos on YouTube, follow experts on Twitter, and dig for code samples on GitHub. You can tell how excited I am about an idea by checking how many browser tabs I have open.”
Executive Director, Learning Sciences Research
“By connecting learning sciences research, innovative technology, and the wisdom of educators, we can democratize access to important concepts in mathematics, science, computing and beyond.”
Dr. Roschelle applies learning science theories and methods to understand how, when and why technology can enable improved teaching and learning. He is nationally and internationally recognized for groundbreaking research in computer-supported collaborative learning; learning with connected, mobile devices; and technology in mathematics learning. He has conducted rigorous efficacy research on personalized, adaptive learning, on online homework tools, and on dynamic visualizations for mathematics learning. His 25 years of research experience have led to over 125 publications and 9 patents, resulting in 15,000 citations to his contributions. Roschelle has a long-standing role as Associate Editor for the Journal of the Learning Sciences and leads a large community of National Science Foundation-funded projects in the area of cyberlearning. From his previous role as co-director of the Center for Technology in Learning with Dr. Means, he brings extensive experience in growing productive research organizations and leading complex, multi-institutional research and development teams funded by the National Science Foundation, Institute for Education Sciences, philanthropies and leading educational technology companies. You can reach Jeremy at: email@example.com.
Executive Director, Learning Sciences Research
I love to learn by being part of a team of people with different kinds of expertise, all working together to tackle an important problem in education. Other people’s insights not only add to my understanding of the problem, but also energize me to think of potential solutions I’d never come up with on my own.
Dr. Means founded the Center for Technology in Learning research group and served as its co-director for many years. Her research examines the effectiveness of innovative education approaches supported by digital technology. Her recent work includes evaluating the implementation and impacts of newly developed adaptive learning software. She is also studying the long-term effects that attending an inclusive STEM-focused high school has for students from underrepresented minorities. A fellow of the American Educational Research Association, Dr. Means has served on many study committees of the National Academies of Science, Engineering, and Medicine, including the one currently producing a companion volume to the classic How People Learn. She has advised the U.S. Department of Education on national education technology plans and authored or edited more than a half dozen books related to learning and technology. Barbara earned her undergraduate degree in psychology from Stanford University and her Ph.D. in educational psychology from the University of California, Berkeley. You can reach Barbara at: firstname.lastname@example.org.
Director, Learning Analytics Research
“Many technologies offer new ways of measuring and understanding learning like never before—at scale and with high resolution. Partnerships between researchers and practitioners are key to taking advantage of these new sources of data in order to improve learning environments for more and more students.”
Andrew Krumm, Ph.D., is Director of Learning Analytics Research at Digital Promise, where he specializes in developing data-intensive research-practice partnerships with educational organizations of all types. Andrew has received funding from the National Science Foundation (NSF), the Institute of Education Sciences (IES), Lucas Education Research, the William and Flora Hewlett Foundation, and SRI International. As a learning scientist working at the intersection of school improvement and data intensive research, Andrew develops tools and strategies that partnerships can use to engage in collaborative data-intensive improvement work. Many of these tools and strategies are detailed in a forthcoming book, Learning Analytics Goes to School: A Collaborative Approach to Improving Education, written with Barbara Means and Marie Bienkowski. He can be reached at email@example.com.
Program Manager, Learner Positioning Systems
“It is important for me to surround myself with passionate, empathetic individuals who are willing to share their knowledge. In my educational journey I have been fortunate to encounter peers, mentors, and students who have challenged my thinking. Children are especially wonderful to learn from and are a humbling reminder of what powerful learning can look like.”
Prior to joining Digital Promise, Wendy was pursuing her master’s and concurrently working with a number of edtech products, including one on social-emotional learning. She previously taught in the elementary division at The Lab School of Washington, focusing on reading and dance instruction. While teaching at a school for children with learning differences, she grew in her dedication to create meaningful learning experiences and meet the needs of diverse learners. She earned her M.A. in Learning, Design & Technology from Stanford Graduate School of Education and her B.S. in Neuroscience from Duke University. You can reach Wendy at firstname.lastname@example.org.
Director of Product, Learning Positioning Systems
“I love learning from people who are better critical thinkers than I am. Some of the biggest leaps I have made in learning have come from work colleagues who had the inclination to engage with me on complex topics – and sometimes had the patience to wait for me to catch up!”
Before joining Digital Promise, Brian worked in the wilderness of AdTech, which is quite different from EdTech. He began his software career at a New York City-based startup called TargetSpot, where he led both the company’s product and QA efforts. Later Brian joined Facebook and served a pivotal role in scaling out FBX, one of Facebook’s fastest-growing revenue products of all time. Finally, Brian led the development of the core software for the San Francisco-based startup Clariture as VP of Technology.
Brian recently decided he wanted his career to align more closely with his personal values, and so he joined Digital Promise and now utilizes his software expertise to build software for the LPS initiative. You can reach Brian at email@example.com.
Director of STEM Equity Research
“I learn by doing. When I am faced with something new, I like to dive in, mess around, and work my way into making the strange familiar. Failure is a necessary part of my learning process, as the road blocks are key to helping me stop, reflect, ask questions, and look for help.”
Savitha Moorthy is the Director of STEM Equity Research at Digital Promise. Her work focuses on science and mathematics education, particularly on the design of tools that promote science and math talk. Equity is a central concern in Savitha’s research, and her projects emphasize the experiences of educationally disenfranchised populations, including low-income families, English Language Learners, and students and teachers in diverse, urban school districts. Signature projects in Savitha’s portfolio include a research-practice partnership with Clark County School District in Las Vegas, NV aimed at improving elementary English Learners’ science learning experiences and a collaboration with the Jim Henson Company aimed at developing an app to promote science talk and science learning among families. She holds a PhD in Education from Stanford University; she was an English and English as a Second Language teacher before becoming a researcher. She can be reached at firstname.lastname@example.org.
Director of Learner-Centered Design
“I like to learn by questioning assumptions and intuitions. Would I prefer something to be true? Am I mostly looking for evidence to confirm it? It helps to brainstorm alternatives, invite other perspectives, and make predictions and test them. If I’m lucky, I’ll learn something surprising. Surprise makes information memorable, and leads to more lasting revision of beliefs and preferences.”
Dr. Schank specializes in the development of learning environments using best practices and findings from user-centered design, software development, and learning sciences research. In her previous role as a computer and cognitive scientist at SRI International’s Center for Technology in Learning, she led the design and development of online communities for educators and researchers, workspaces to support collaborative learning, software and curriculum to help students visualize nanoscale phenomena, online tools to support evidence-based assessment design, and interactive assessments to measure science learning. Patti has received funding from the National Science Foundation (NSF) and co-authored more than 40 publications on the design, evaluation, and implementation of learning technology. She has an M.S. in computer science and a Ph.D. in education from the University of California at Berkeley, where her dissertation work focused on modeling and promoting scientific reasoning through an integration of theory-based cognitive simulations, experimental studies, and instructional curricula. You can reach Patti at email@example.com.
Communications Director, Learner Positioning Systems
“I learn about new ways of thinking and factual information from discussions with friends and colleagues. I learn so many things from conversations with my children and husband, especially during hour-long walks on the beach. I also learn from biographers who put into words what someone else learned, or failed to learn. If I want to learn how to do something more physical, like surfing, I learn from the pros of YouTube!”
Barbara Pape is the Director of Communications for LPS. She is also Co-founder and Board President of Grow a Teacher. Barbara has 20 years’ experience in communications, education policy, and politics. Previously, she served as Executive Producer of the Teaching & Learning conference, sponsored by the National Board for Professional Teaching Standards. She worked the press for the American Federation of Teachers, at that time headed up by Albert Shanker. Barbara also served as editor and publisher of the first electronically delivered education newsletter, the Daily Report Card. Later she worked at the National Education Goals Panel, publishing a weekly report on innovations in education and in-depth monthly publications on the Goals for the U.S. Department of Education.
Senior Research Scientist, Learner Positioning Systems
“I love how easy it has become to access video tutorials or step-by-step instructions online for learning new skills. It’s great how so many people want to help others learn and are generous with sharing their knowledge.”
Medha 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. She holds a B.A. from Rutgers University and a Ph.D. in Psychology from the University of Michigan. You can reach Medha at firstname.lastname@example.org.
Director, Early STEM Research
“I’ve learned the most from my youngest collaborators—preschoolers. Young children are naturally curious and interested in understanding the world around them; often posing questions and not afraid of failure (which I try to model).”
Ximena Domínguez, PhD, is Director of Early STEM Research at Digital Promise. Her research examines child-level factors and classroom-level processes that influence young children’s learning and STEM readiness, with the goal of informing early childhood education practices at home and school. Her work involves partnerships with educators and families from disadvantaged backgrounds and in culturally and linguistically diverse communities. To conduct her work, she draws on her expertise in early childhood education, STEM readiness, design- based research, assessment development, and mixed method research design. Her portfolio of work includes research and development projects, evaluation efforts, and assessment development initiatives – all focused on early STEM and exploring the unique affordances of developmentally appropriate technology for early teaching and learning. Her work has been funded by the National Science Foundation (NSF), the Institute of Education Sciences (IES), and foundations such as Heising-Simons. Ximena earned an M.S.Ed. in education from the University of Pennsylvania and her Ph.D. in applied developmental psychology from the University of Miami. She can be reached at email@example.com.