Malcolm B. Butler
University of North Carolina, Charlotte
Dr. Malcolm B. Butler is Professor and Dean of the Cato College of Education at the University of North Carolina at Charlotte. Dr. Butler has taught and learned mathematics, science and life from elementary, middle, and high school students, as well as college students. Some of his research interests include writing to learn in science, physics teacher education, and equity and diversity in science. Dr. Butler has secured over seven million dollars in funding to support his research and scholarly initiatives. He co-authored and co-edited three books and numerous book chapters and journal articles. He has served in leadership capacities in his profession, include board member of NARST (a global organization for improving science education through research) and Nap Ford Community Schools, Inc. (Orlando, Florida), chair of the board for the Council for Society Presidents, and president of the Association for Science Teacher Education.
Dr. Sara Demoiny is an Assistant Professor of Elementary Education at Auburn University. Her research, teaching, and outreach revolves around a commitment to critical, antiracist, and justice-oriented social studies with particular interests in critical citizenship and counter-monuments, museums, and local historic sites as spaces of public pedagogy for justice. Sara has recent publications in Theory & Research in Social Education, Journal of Social Studies Research, Multicultural Perspectives, and the International Journal of Multicultural Education. She currently serves at the President of the Social Science Education Consortium and serves on the Lee County Remembrance Project Board, a partnering local organization with the Equal Justice Initiative.
Indiana University, Bloomington
Dr. Enrique Galindo is an Associate Professor of Mathematics Education at Indiana University Bloomington. He is interested in research on teacher education and on learning in technology-supported environments. He teaches courses on mathematics and pedagogy, secondary mathematics methods courses, and graduate courses for teacher educators. He has conducted professional development projects to help teachers in grades K-12 improve teaching and learning in STEM education, incorporate Project Based Learning, and develop their technological and pedagogical knowledge to improve their teaching. He currently serves as President-Elect for the Association of Mathematics Teacher Educators (AMTE).
California State University, Long Beach
Dr. Betina Hsieh is an Associate Professor of Teacher Education at California State University, Long Beach. Her teacher education work is informed by 10 years of urban middle school classroom experience, K-12 literacy coaching and work as co-director of the Bay Area Writing Project. Her research focuses on lived experiences of teachers and teacher educators of color, with a specific emphasis on Asian American teachers, identity-informed mentoring in teacher education spaces, the emergence and development of a teacher (and teacher educator) professional identity, cross-content and critical literacy practices in teacher education, 21st century literacy practices in schools and universities, and STEM literacies development through in-school/out-of-school learning in Informal Learning Environments. At the heart of Dr. Hsieh’s work is the exploration of how who we are shapes what we do (and the choices we make) as teachers and teacher educators. She is deeply committed to creating more equitable spaces as a teacher educator that promote the success, sustenance and empowerment of teacher candidates from marginalized subgroups both through credential programs and as they enter classroom spaces.
Luz A. Maldonado Rodriguez
Texas State University, San Marcos
Dr. Luz A. Maldonado Rodríguez is an associate professor of Bilingual Mathematics Education at Texas State University in San Marcos, TX. Her research intersects the fields of mathematics education and bilingual education and addresses the critical need to examine and highlight the mathematical brilliance of emergent bilingual students. Key to her research is the building of relationships with pre-service and in-service teachers that allow for the development and documentation of empowering teaching and learning practices. She has taught elementary mathematics methods courses at central Texas universities for over 15 years and conducts professional development sessions on Cognitively Guided Instruction with elementary teachers from Texas, Arkansas, California and Florida. Dr. Maldonado Rodríguez serves as a Director on the Board of TODOS: Mathematics for All.