Dr. Colin Ackerman is an experienced researcher and educator obsessed with exploring practical ways to innovate the K12 classroom space. After beginning his career as an early elementary teacher in Nashville, TN, he decided to pursue a career in research. In graduate school, Colin explored technology implementation in classrooms through the lens of developing democratic values (e.g., collaboration, critical thinking, responsible dissent) in a social world where technology is increasingly ubiquitous and pervasive. He then shifted his focus to Social Emotional Learning (SEL), serving as a researcher and lead SEL curriculum reviewer at the Collaborative for Academic, Social, and Emotional Learning (CASEL). Today, Colin works as a full-time K12 Research Consultant based in the Chicago Area. Colin holds a B.A. in Mass Communication, an M.Ed in Instructional Leadership & Practice, and a Ph.D. in Media Studies.

Dr. Elizabeth Anderson holds a bachelor’s of science in biochemistry and molecular biology certification; masters of science in instructional design and technology with a focus in online learning and is a Ph.D. in research methods and statistics. Dr. Anderson’s dissertation uses continuous online student behaviors in a partial credit Rasch model to measure online student engagement levels for online students in grades three through eight. Dr. Anderson has extensive experience in research- action and empirical research in both education and natural sciences- including research method development, data collection and management techniques, and inferential data analysis. Additionally, Dr. Anderson has experience working with large data sets, datamining techniques, and measure/model development techniques.

Maia Appleby has more than 15 years of experience in managing, developing and designing WordPress websites, primarily in the education space. She’s skilled at technical, creative, and editorial work, so she can deliver solid design along with copywriting, proofreading, and messaging refinement as needed. In short, she’ll give you an impactful, user-friendly, attractive web presence that’s accessible, mobile-friendly, and search-engine optimized. Maia believes that good marketing is grounded in empathy; the way to connect with an audience is to see through their eyes and build content that resonates. She’s equipped to take this approach with your web design, as her experience in the education/edtech industry has given her a broad understanding of the personas within the audience, as well as their priorities and challenges. Since 2018, Maia has been leading the digital strategy for the American Consortium for Equity in Education at ace-ed.org. She created the website and built it out to include interactive features like an awards program, a digital journal and functionality to submit press releases, articles and other materials. She also works with companies, and organizations as a marketing and brand consultant, providing a wide array of services to support and advance their marketing and communications activities.

Dr. Catherine Atkinson is a researcher and edtech instructor. Dr. Atkinson’s passion for meaningful learning with technology stemmed from her work as a classroom teacher in a district where technology devices were available, but often were not used to support engaging and active learning experiences for students. She has experience conducting needs assessments, field observations, and focus groups, as well as analyzing qualitative data using thematic analysis. Dr. Atkinson has conducted program evaluations to determine the efficacy of technology to influence teacher technology practices as well as students’ perceived satisfaction with technology-mediated learning. In addition to her work as a learning consultant, Dr. Atkinson has presented at over 75 regional and national conferences in the areas of technology integration, differentiation, gifted learning, and digital literacy. Her research interests and publications focus on ways to integrate meaningful learning with technology in K-12 / teacher education and social emotional learning. Dr. Atkinson holds a B.A. in psychology from the University of California, Santa Barbara, a M.S. in Educational Technology from California State University, Fullerton, and an Ed.D. from Johns Hopkins University.

Bernadette Beavers-Forrest is a freelance instructional designer and adjunct Assistant Professor in the Instructional Technology program at the University of Alabama. She holds a Ph.D. in Instructional Leadership with a concentration in Instructional Technology from the University of Alabama. She also holds a B.S. in Counseling and M.S. Ed. in Instructional Design and Technology from Samford University. She has also completed the Quality Matters Online Teaching Certificate. She is the founder of Bernadette Forrest Solutions, an educational consulting organization.

Bernadette’s research addresses mindfulness as a holistic approach to wellness, online teaching and learning, technology integration, and technology leadership. As a scholar, she has co-authored several publications and presented her research on using mindfulness to create a balance between living, working, and learning, Cohort experiences in a hybrid PHD instructional technology program, and social justice and the digital divide among underrepresented African Americans in STEM careers. 

She is actively involved in the CLT/eMerge Africa IRCEES project, where she is engaged in cross-cultural research as a member of the Open, Distance, and eLearning (ODeL) research and mentoring group. In addition, she is co-authoring Culture, learning, and technology, and the promise of diversity, equity, and inclusion; Leading AECT into a more inclusive future (Book Chapter for Association for Educational Communications, Technology (AECT)).

Bernadette mentors service men and women in their transition from the armed services to private enterprise through American Corporate Partners’ Mentoring Program (ACP). In addition, she enjoys working with colleagues who share her commitment to promoting equity, inclusion, and social change in and through the study and practice of instructional design and technology.

Bernadette past leadership roles in human recourses have afforded her great opportunities to work and partner with people from various racial, social, gender, and economic backgrounds in the retail, law, healthcare, and academic environments. 

Bernadette is married with three children and an avid golfer who enjoys international traveling, reading, and gardening.

Tara (she, her, hers) is a Licensed Master Social Worker in Dallas, Texas, and the mom of two little ones. Originally from Cincinnati, OH, she has lived and worked in Chicago, IL, Chulucanas, Peru, and Honolulu, HI. Tara has experience within a variety of non-profit settings, with her most recent work focusing on the integration of mental health and education in school systems and classrooms. Tara partners with school leaders and teachers to support learning around well-being, social emotional learning, and trauma healing. In the past Tara has worked with families in long-term case management, refugee resettlement, and supporting re-entry for women leaving the prison system. Tara aims to support schools to become places where all students and adults can show up as their full selves, be valued for who they are, and experience social, emotional, and mental wellness.

With an M.Ed. in secondary Special Education and a Ph.D. in Urban Education, Mikela’s pedagogy centers around social justice and self-reflexivity, empowering students with the skill-set to recognize their own social location in their assumptions about their students’ (dis)abilities. Empathic listening and sharing of personal narratives are qualities that she believes to be paramount to effective and authentic (teacher) education. An Assistant Professor in the Department of Teaching and Learning at the University of Redlands, Mikela sees her job as multifaceted; it is equally as important for her students to learn about best practices, special education policy, and universal design for learning, just as much as it is important for them to engage in self-reflexive practices, willing to remain alert to their own biases and privileges that inform their every day interactions with their students and colleagues. As a practitioner of Mindfulness Meditation, she incorporates Mindfulness theory and praxis in all of her classes, because she believes that when we are fully present with ourselves, we can be fully present for and with our students.

Dr. Carey Borkoski is an Associate Professor in the School of Education at Loyola University Maryland. Dr. Borkoski has expertise and experience in student onboarding, coaching, and identity. Her research publications and projects sit at the intersection of belonging, educating the whole person, leadership, and learning. Carey has published scholarship on best practices for online learning including cultivating community, connections, and belonging. She has written about faculty identity development, well-being, and the role of value congruence in cultivating inclusive and welcoming spaces for faculty and students. Most recently, Carey published her first book about noticing, naming, and navigating personal and professional transitions. Along with her research team, Dr. Borkoski is currently using data from her podcast to explore the many faces of belonging in schools, leadership, and during a global pandemic.

Nishant is a visual artist from Chennai, India, currently based in Maine. Ginsu Media is a full fledged creative studio that he founded in India in 2015, with the idea of telling people’s stories in an honest and relatable way using video and animation. Over the last five years, he has spent countless hours talking to people from all over the world, capturing their wellness journeys for the Indian digital health platform, HealthifyMe. Now working out of his studio in beautiful Midcoast Maine, he is helping our clients tell their story.

Dr. Eliz Colbert is the Executive Director Emeritus for NC Virtual Public School where she served for nine years. NC Virtual is the nation's second-largest virtual school with over 55,000 student enrollments annually.  The school opened in 2007 so the program was well established and able to support educators across NC during the pandemic of 2020.  

In addition, Dr. Colbert has over thirty years in service to NC public schools including twelve years as a school administrator and six years leading professional learning initiatives at the state and local levels.  She is skilled in engaging participants in the traditional setting as well as online.  Meeting facilitation, strategic planning, executive coaching, and collaborative team building are all strength areas.  

She graduated from the University of North Carolina in Chapel Hill and received a doctorate from Teachers College, Columbia University.  She is the proud mother of two children who attend NC public schools. You can learn more about Eliz on LinkedIn and connect via Twitter @E_Colbert.   

Kim is an educator with 22 years of experience working in education in various roles- as a tutor, mentor, Outdoor Educator, classroom teacher, Education Liaison, Foster Youth Services Coordinator, Trauma Informed Practices for Schools (TIPS) trainer, and, most recently, as a Senior Community Organizer at the Santa Cruz County Office of Education. She's worked with a wide range of underserved children and young people (ages 3-24), as well as families, teachers, administrators, and other community partners. Additionally, she is a certified Multi-Tiered Systems of Support (MTSS) Coach, a student of Dr. Monica Sharma's Radical Transformational Leadership framework, and a developer of Educator Wellness trainings. A longtime yoga and meditation practitioner, she is involved with several other Social-Emotional Learning and Wellness efforts in her community. Kim is passionate about transforming schools into more healing-centered environments for at-promise students and the adults who serve them. Her internal values of love, justice, and wholeness are the cornerstone of how she approaches her work (and life). 

Dr. Méroudjie Denis, is a Licensed Psychologist, Licensed Master Social Worker and educational consultant, with over 16 years of experience working in the fields of mental health and education. She currently works for Momentous Institute, a non-profit organization dedicated to building and repairing social emotional health through education, therapeutic services, research and training. Méroudjie divides her time between clinical practice, consulting, and training. Through her role as a child and adolescent psychologist, she provides trauma informed care to children and families, from a culturally sensitive framework. As an educational consultant, Méroudjie closely collaborates with school administrators who wish to incorporate social emotional health practices into their systems. She regularly provides supervision to doctoral trainees, hoping to inspire and support the next generation of psychologists. In addition, Méroudjie is a trainer and public speaker on the neurobiological impact of trauma on children, including her Tedx talk, “Breaking the Myth of the Bad Student.” Formerly, Méroudjie worked as an educator, serving pre-school aged children with special needs. Her passion for mental health and education has led her to become a strong advocate for education reform. She hopes to change the course of mental health in schools through a lens of equity and social justice. Her education includes a Ph.D in psychology, with a specialization in school neuro-psychology, a Master of Science in social work, and a Bachelor of Arts in psychology. Méroudjie loves exploring the world, learning new languages and hopes to one day make it to every continent.

Dystanie Douglas-Burger is a forever educator with a passion for serving and advocating for students of color and underprivileged backgrounds. She holds undergraduate degrees in Mass Communications Multimedia Technology and Secondary Education from Abilene Christian University, a master’s degree in Professional School Counseling from Texas Wesleyan University, and is currently working towards a PhD in Educational Psychology from Capella University. She is a Texas native, a product of the public school system, and a first-generation college graduate. Working in public education in various capacities for eight years, Dystanie is passionate about the work of being a social justice advocate and leader for people of color in education. In her past roles as a teacher, a behavioral interventionist, and a student support specialist, she has gained tools to best support student needs and help close achievement gaps. Dystanie currently oversee’s content development for Cultures of Dignity, an organization that focuses on transforming social-emotional learning by integrating principles-based approaches and shifting the conversation toward belonging for all people. It is her hope that she will be able to add and share research-based resources, gained knowledge, and personal experiences with this organization that she is so excited to be a part of!

Dr. Wendy Drexler has been a champion for empowered online learning for over 20 years.  As assistant professor at Johns Hopkins University, she redesigned and managed the Digital Age Learning and Educational Technology MS Program. Prior to that, Wendy served as Chief Innovation Officer for the International Society for Technology in Education (ISTE) and continues to serve as ISTE faculty. Most recently she worked on the development of the ISTE Certified Educator program. As Director of Online Development at Brown University, she led the design and production of Brown’s first online master degree programs. As a post doc at the University of Florida, she managed the research portion of the Enhancing Education Through Technology (EETT) federal Title II grant across 23 school districts in Florida. Before earning a Ph.D and Ed.S in educational technology, Wendy managed eLearning design teams at IBM and AT&T. She has taught in elementary, middle, and high school in both public and Independent school settings. As a high school teacher, she developed the first blended learning courses for Shorecrest Preparatory School in St. Petersburg. Her research interests include student construction of personal learning environments, balancing teacher control with student agency, and advancing the processes that support empowered online learning.

Vickie Echols, M.Ed., is a dedicated consultant with Wellness for Educators and Consult4Ed Group, based in Dallas, Texas. Passionate about nurturing educational communities, she is an author, coach, and facilitator of workshops for teachers and school leaders, aiming to foster a culture of support and development. Currently, Vickie is exploring how generative AI—technology that can create content and assist in decision-making—supports sustainable productivity and intentional well-being for educators. This innovative approach aligns with her commitment to integrating modern solutions into educational practices. With over forty years of experience spanning the PK-20 continuum, Vickie has worn many hats, including Elementary and Middle School Teacher, Campus Principal, District Director of Curriculum, and Director of Communication. Her comprehensive background underscores her dedication to continuous learning and growth within the field of education.

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Chase Eskelsen M.Ed. spent over a decade in various education positions.  He started his education career as an administrator focused on strong operational metrics and scaling full-time, online schools (both charter and district).  Upon leaving the school management position he supported K12 Inc. with one foot in the academic policy world and the other in government affairs supporting digital educational options.  He then served as the Chief Operating Officer of Verano Learning Partners where he oversaw launching new hybrid schools and supporting the acquisition of educational opportunities until starting Fersken Education LLC in late 2021.

Dr. Aileen Fullchange (she/her/hers) is Licensed Psychologist and a Nationally Certified School Psychologist. She is Taiwanese-American and speaks Spanish and English. Dr. Fullchange has a background as a public school teacher and department chair in Oakland, CA, and an educational consultant for Title I schools nationwide. She received her Ph.D. in Counseling, Clinical, and School Psychology from the University of California, Santa Barbara and now resides in Dallas, TX where she works at the crossroads of psychological well-being, education, and equity as a clinician, assessor, supervisor, and workshop facilitator. She is the founder of Fullchange Therapy (www.drfullchange.com), which serves predominantly BIPOC families and community members. She specializes in healing from complex intergenerational trauma, is trained in somatic experiencing and trauma-sensitive yoga, and is passionate about building individual and collective resilience.

Michael Garcia is a Licensed Professional Counselor with a Master’s degree in Counseling Psychology from Tarleton State University. Michael specializes in the treatment of trauma in children, adolescents, and their families. He is trained in EMDR, TFCBT, and TBRI Practitioner counseling modalities. Michael has over 7 years of experience presenting to professionals and educators on wellness, trauma informed approach, and work/life balance. He has over 15 years of experience working in the juvenile justice system, education system, in-patient treatment, crisis response, and with victims of crime.

Katherine received her Master’s Degree from Louisiana Health Science Center for Clinical Rehabilitation and Counseling. During her program, Katie completed her Internship at the LSUHSC Child and Family Counseling Clinic offering individual play therapy, group therapy, talk therapy, filial therapy, and parent consultation with children, adolescents, and families. She has presented at local, state, and international conferences on various topics including: Utilizing Applied Behavioral Analysis (ABA) and Play Therapy Techniques for Challenging Behaviors in the Classroom, Anxiety in Adolescents: Defining and Considering Interventions and Family System Interventions for Autism Spectrum Disorder.

Katherine is currently a Lower School Counselor in Metairie working with grades PK3-3 rd . Katherine provides individual and group counseling to students for behavioral, social, and, emotional support, works with school staff on fostering social emotional learning in the classroom, and implements educational plans for students with accommodations. Katherine is passionate about researching social emotional resources to foster the individual childs’ growth.

Lauren Girgash’s journey to educator wellness began in the classroom. She is a proud former public school teacher, starting her career as a high school English teacher for one year, eventually making her way to the world of junior high, teaching Language Arts for seven more years. After earning a master’s degree in Curriculum and Instruction from Western Governors University and an Integrative Nutrition Health Coach certification from the Institute for Integrative Nutrition, Lauren founded Livable Learning, a wellness company dedicated to decreasing burnout, increasing retention, and fueling fulfillment among educators. Her company is on a mission to empower Whole Teachers—teachers who confidently utilize strategies to prioritize their health and happiness inside and outside the classroom. Lauren’s Whole Teacher framework highlights 12 holistic health categories, emphasizing the wide range of factors impacting teachers’ wellness. Lauren presents at various conferences and leads Whole Teacher Cohorts and workshops at schools across the country. She is also the author of The Whole Teacher Weekly Wellness Guide—a tool that provides six months of daily wellness strategies for teachers. Lauren resides in Arlington, VA with her husband and will be a first-time mom in July 2023!