Bronwyn Bevan is Senior Research Scientist at the University of Washington. She is Principal Investigator of the Research+Practice Collaboratory. Her research examines how learning opportunities, across formal and informal settings, can be organized to advance equity in education. She served on the National Research Council’s Committee on Out-of-School Time STEM Learning and is on the editorial board of Science Education.


Jan Cuny is a program officer at the National Science Foundation (NSF) where she leads the Computer and Information Science and Engineering Directorate’s efforts on broadening participation and education in computing. Her work led to the establishment of the eight national BPC-A Alliances that together address underrepresentation in computing from elementary school through the research and professional levels. More recently, she spearheaded NSF’s efforts to get inclusive, rigorous, academic computing courses into America’s schools. That work, in part, laid the foundation for the 2016 launch of national CS for All Initiative.


Bill Penuel is professor in educational psychology and the learning sciences in the School of Education at the University of Colorado Boulder. His research focuses on learning with digital media in both formal and informal settings. One strand of research focuses on how young children learn literacy and science skills through joint engagements with media with peers and preschool teachers. Another strand focuses on the design and implementation innovative technologies to support subject matter learning in math and science. A third examines how youth can use digital tools for digital storytelling to communicate findings from action research in their communities.


Karen D. King, PhD is Program Director at the National Science Foundation in the Division of Research on Learning in Formal and Informal Settings in the Education and Human Resources Directorate. She most recently served as Director of Research for the National Council of Teachers of Mathematics, the largest professional association of mathematics teachers in the world, serving the US and Canada.


Karen Hunter Quartz is the Director of Research and Communications at UCLA’s Center X. She’s also Director of Research and Development at the UCLA Community School, a K-12 public school in Local District 4 of the Los Angeles Unified School District. “It’s absolutely a dream job for me,” says Karen. The UCLA Community School is a pilot school and a joint endeavor between UCLA’s School of Education and the Los Angeles School District. The teachers at this school were selected for their passion for education and their ability to provide creative and distinct learning experiences for children in District 4. Many of the teachers are bi- or trilingual in English, Spanish and Korean. All have experience innovating in the field of education.


Jane Margolis is a Senior Researcher at UCLA’s Graduate School of Education and Information Studies. Her research focuses on equity in education and how fields become segregated. She is the lead author of two award-winning books about how these issues are manifested in computer science education: Unlocking the Clubhouse: Women in Computing (MIT Press, 2002) and Stuck in the Shallow End: Education Race, and Computing (MIT Press, 2008). The latter is based on three years of research about the daily experiences of students and teachers in three Los Angeles public high schools. For the last 10 years Margolis has forged a mutual partnership with LAUSD to address disparities in access to computer science learning. She is the lead PI of several NSF awards: Into the Loop and Teachers are Key.


Dan Gallagher is Director of Career and College Readiness at Seattle Public Schools. He previously served as the science program manager in Seattle and the Bellevue School District and taught high school biology and chemistry. He has cultivated several productive research-practice partnerships, most recently as principal investigator of two consecutive Washington State Math-Science Partnership (MSP) projects. In that partnership, multiple school districts, STEM professionals, a regional professional development provider, and science education researchers are codeveloping resources to support implementation of the Next Generation Science Standards. Gallagher has also participated in research-practice partnerships spanning multiple states, in the role of co–principal investigator on National Science Foundation Discovery Research K–12 and STEM+C projects


June Ahn is an Associate Professor in the Educational Communication and Technology program. He has a PhD in Urban Education Policy from the University of Southern California, MA in Computing and Education from Teachers College, Columbia University, and an AB in Computing and Education (Independent Major) from Brown University. June conducts research on the design, implementation, and evaluation of learning technologies. He is interested in designing and understanding sociotechnical systems – or how social, cultural, and institutional factors intersect with the affordances of new technologies – to create enhanced and equitable learning opportunities for all learners. His current research includes designing social media and public displays to facilitate the noticing of science learning across neighborhood settings; designing and studying the efficacy of alternate reality games for playful learning; and researcher-practitioner partnerships with school districts to use data and analytics to understand the impact of educational software and blended learning. His work has been supported by grants from the National Science Foundation and the Institute of Education Sciences.


Erin Henrick, Ed.D. is a senior research associate in the Department of Teaching and Learning at Vanderbilt University. Erin co-leads a research practice partnership aiming to develop a system of practical measures and routines to improve the implementation of rigorous instructional materials in middle-grades mathematics. Additional information can be found here