MEGAN E. BANG (she/her/hers) is a professor of learning sciences and psychology at Northwestern University and senior vice president at the Spencer Foundation. She studies dynamics of culture, identity, learning, and development broadly with a specific focus on the complexities of navigating multiple meaning systems in creating and implementing more effective and just learning environments in science, technology, engineering, arts, and mathematics education. Bang focuses on reasoning and decision-making about complex socio-ecological systems and their intersections with culture, power, and historicity. She conducts research in both schools and informal settings across the life course. Bang is an elected member of the National Association of Education. She is a recipient of the American Education Research Association Mid-Career Contribution Award, the Division K, Teaching and Teacher Education, Early Career Award, and the Bobby Wright Award for Early Career Contributions to Research in Indigenous Education. Bang earned her Ph.D. from Northwestern University and completed postdoctoral training at the Cheche Konnan Center at TERC. She has contributed to past consensus studies, was a committee member on "Learning Through Citizen Science,” and she currently serves on the Board of Science Education at the National Academy of Sciences.

GUDIEL R. CROSTHWAITE (he/him/his) is currently the superintendent at Lynwood Unified School District (LUSD) in Los Angeles County, California. He has spent his career teaching, mentoring, and working in leadership focused on removing educational barriers. As the assistant superintendent of educational services, Crosthwaite’s leadership team was instrumental in the district’s extraordinary gains in achievement, including in graduation rates and enrollment in Advanced Placement (AP) coursework. In 2017, LUSD was one of only three Districts in the nation—and only one in California—to be named the AP District of the Year by the College Board. Crosthwaite earned his Ph.D. in education from Claremont Graduate University.

MAISIE L. GHOLSON (she/her/hers) currently serves as an associate professor in the School of Education at the University of Michigan. She is the faculty lead for secondary mathematics teacher education program and the faculty lead for the doctoral program in Educational Studies. Gholson also coordinates the Race and Social Justice Institute within the School of Education. Her expertise relates to the mediating role of race and gender in learning and identity development of mathematics learners. Gholson is currently the principal investigator for a large-scale National Science Foundation study tracking the mathematics development of 100–250 Black youth across five years. She was a Spencer dissertation fellow and the recipient of the Early Career Publication Award for the Research in Mathematics Education. Gholson received her B.S.E. from Duke University and her Ph.D. from the University of Illinois at Chicago.

STEFANIE L. MARSHALL (she/her/hers) is an assistant professor of science education at Michigan State University. She situates her work at the intersection of educational policy, leadership, and science education, focusing on the systemic and organizational needs for science education. Her research engages organizational and system-level questions on how policies and decisions about science and STEM education impact marginalized youth’s science and STEM experiences. Marshall is also the Principal Investigator of the Google Computer Science Education Research grant for a research project entitled Do Computer Science Heroes Wear CAPEs? An Analysis of State Policy Infrastructures Designed to Support Equity-Focused Computer Science Education. She is a member of the National Association for Research in Science Teaching, the American Educational Research Association, and the University Council for Educational Administration. She earned her B.S. in biology from Oakland University, her M.A. in educational studies from the University of Michigan, and her Ph.D. in educational policy from Michigan State University.

THOMAS M. PHILIP (he/him/his) is a professor in the Graduate School of Education at University of California, Berkeley, where he also serves as the faculty director of teacher education. His research focuses on how teachers make sense of power and hierarchy in classrooms, schools, and society. Philip is interested in how teachers act on their sense of agency as they navigate and ultimately transform classrooms and institutions toward more equitable, just, and democratic practices and outcomes. His recent scholarship explores the possibilities and tensions that emerge with the use of artificial intelligence, data analytics, and digital learning technologies in the classroom, particularly discourses about the promises of these tools with respect to the significance or dispensability of teacher pedagogy. Philip’s research has been recognized by the American Educational Research Association (AERA) Division K Midcareer Award; the Spencer Midcareer Grant; the AERA Division G Early Career Award; the AERA Division C Jan Hawkins Award for Early Career Contributions to Humanistic Research and Scholarship in Learning Technologies; the National Association for Multicultural Education’s Research Award; and, the National Academy of Education/Spencer Postdoctoral Fellowship. Philip received both a B.S. in electrical engineering and computer science and a Ph.D. in cognition and development from University of California, Berkeley.

SHIRIN VOSSOUGHI (she/her/hers) is an associate professor of learning sciences in Northwestern University’s School of Education and Social Policy. She was previously a postdoctoral fellow at Stanford University and the Exploratorium, and an National Academy of Education/Spencer postdoctoral fellow. Vossoughi’s research centers on equitable learning environments that support young people to develop, question and expand disciplinary knowledges. She is particularly concerned with the forms of pedagogical mediation, ethical and intellectual relations, and developmental trajectories that take shape within these settings. Vossoughi’s research has looked closely at student and teacher learning in the context of making/STEAM settings, and efforts to co-design transdisciplinary learning across teachers, researchers, students, and families. She has received numerous early career awards, including the American Educational Research Association Division C Jan Hawkins Award for Early Career Contributions to Humanistic

Research and Scholarship in Learning Technologies and the International Society of the Learning Sciences Early Career Award. Vossoughi also recently received the Outstanding Paper of the Year Award from the Journal of the Learning Sciences, and several teaching and mentorship awards at Northwestern. She completed her Ph.D. at University of California, Los Angeles, with a focus on social research methodology, literacy, and the study of human learning. Vossoughi has previously authored a white paper on making/tinkering for the National Research Council.

CHRISTOPHER WRIGHT (he/him/his) is an associate professor of science, technology, engineering and mathematics (STEM) education in the Department of Teaching, Learning, and Curriculum in the School of Education at Drexel University. His research focuses on reimagining, designing, and studying STEM learning environments that affirm, cultivate, and build upon the cultural, intellectual, and linguistic resources that students bring to engaging in engineering, science, and making. Understanding that learning in K–12 engineering and science contexts inevitably takes place at powered boundaries of culture, race, class, and language, his research focuses on individuals from communities that have been historically excluded in engineering and science. Wright is a recipient of several National Science Foundation awards including the prestigious National Science Foundation CAREER award and the Presidential Early Career Award for Scientists and Engineers, the highest honor bestowed by the United States government on outstanding scientists and engineers beginning their independent careers. He earned a B.Arch. from Hampton University and a Ph.D. in STEM education from Tufts University.