Dr. Mallory Morris is the Project Director of Leader Learning Experiences at Digital Promise, where she leads the strategy and development of digital equity competency-aligned learning experiences for district and school leaders nationwide. With over 19 years in education, her experience spans teaching, school leadership, and district administration. She holds an Ed.D. in Educational Leadership & Management with a concentration in Creativity & Innovation from Drexel University and two master’s degrees from the University of Illinois in Curriculum & Instruction and Educational Administration & Leadership.

In addition to her role at Digital Promise, she serves as an adjunct professor at Thomas University, teaching courses in curriculum design and social-emotional learning. Throughout her career, Dr. Morris has centered humanity in building innovative teaching and learning practices and, as a sought-after national facilitator, empowers educators to harness creativity, technology, and pedagogy to create equitable and inspiring learning experiences for all students.

Camden is a passionate educator with extensive experience designing innovative, learner-centered STEM experiences that engage and inspire students. With a diverse background in classroom teaching, curriculum development, and education project management, he brings a wealth of expertise to creating transformative learning opportunities. He has taught a range of science courses using an active, minds-on approach that connects learning to real life and has developed phenomenon-based, standards-aligned curriculum for leading education organizations. Dedicated to advancing professional learning, Camden has designed and facilitated dynamic workshops on equitable pedagogy, mentored educators in building strong classroom communities, and co-hosts a podcast that explores scientific misconceptions through storytelling. With experience across K–12, higher education, and teacher preparation, he collaborates with others to unlock student potential through innovative instructional practices.