Gina Biancarosa is an assistant professor in the Department of Educational Methodology, Policy, and Leadership at the University of Oregon, where she also works at the Center for Teaching and Learning. Dr. Biancarosa’s research interests encompass measurement of reading processes, reading comprehension and meta-representational skill and development, heterogeneity of reading difficulties among grade 4-12 struggling readers, and the measurement and effects of literacy professional development for teachers and coaches.
Dr. Michael Connell is the CEO of Native Brain, Inc., which develops research-based, scalable, and adaptive learning technologies available to all learners. Dr. Connell holds a PhD. in Education from Harvard University and an M.S. in Computer Science from MIT. He has been a Software Design Engineer at Microsoft Corporation, Sunburst Communications, Inc., and Lexia Learning Systems, Inc.; an Instructor at the Harvard Graduate School of Education; a Visiting Assistant Professor in the Educational Neuroscience program at Dartmouth College; and an educational consultant to schools, non-profit organizations, the federal government, and corporations. He has authored numerous articles on learning, motivation, and education, including Foundations of Educational Neuroscience: Integrating Theory, Experiment, and Design and Bridging Between Brain Science and Educational Practice with Design Patterns (with Zachary Stein and Howard Gardner, in Neuroscience in Education: The Good, the Bad, and the Ugly).
Don Deshler is the Williamson Family Distinguished Professor of Special Education and the director of the Center for Research on Learning (CRL) at the University of Kansas. Dr. Deshler’s research interests include adolescent literacy, instructional interventions for at-risk learners, learning strategies, and school wide improvement. In addition, Dr. Deshler serves as an advisor on adolescent achievement to several organizations including the Carnegie Corporation of New York, the National Governor’s Association, the Alliance for Excellent Education, the Council on Families and Literacy, and the U. S. State Department. Through the Aspen Institute, he has worked with members of Congress to shape policies addressing the challenges of high school reform. Deshler was the first editor of the Learning Disability Quarterly. Among the awards he has received are the J.E. Wallace Wallin Award from CEC, the Maxwell J. Schleifer Distinguished Service Award, the Higuchi Research Achievement Award, the Distinguished Education Achievement Award from National Center for Learning Disabilities, the Educator of the Year Award from the Learning Disabilities Association, and the 2010 AERA Special Education Distinguished Researcher Award.
Neil Heffernan III
Neil Heffernan is a Professor of Computer Science at Worcester Polytechnic Institute, where he co-directs the PhD and master’s programs in Learning Sciences and Technologies. Dr. Heffernan’s research interests and expertise are in Artificial Intelligence, Machine Learning, Intelligent Tutoring Systems, Educational Data Mining, and the Cognitive Science of Mathematical Cognition. As part of his research, Dr. Heffernan has created a web-based program, ASSISTments, a web-based service that allows teachers to assign homework or class work, gives students instant feedback, and provides teachers with live reports of student progress.
Mary Helen Immordino-Yang
Mary Helen Immordino-Yang is an Assistant Professor of Education at the Rossier School of Education, as well as an Assistant Professor of Psychology at the Brain and Creativity Institute. Dr. Immordino-Yang’s research studies the neural, psycho-physiological and psychological bases of social emotion, self-awareness and culture and their implications for development and schools. She is a member of the Neuroscience Graduate Program Faculty at the University of Southern California.