Diane’s research focuses on both improving self-efficacy in science and computational thinking and on learning and engagement through scientific inquiry experiences within virtual environments.

Brian is a professor at the Mary Lou Fulton Teachers College at ASU. His “Designing Equitable Learning, Teaching, and Assessments” (DELTA) lab explores the application of learning theory-based design principles to technology supporting STEM learning environments and tools (such as simulations, AR/VR environments, and video games). 

Ebony is the executive director of teacher education at UMD.  A former PK-12 STEM/ESOL educator, her research aims to center the voices of marginalized learners, primarily those who identify as Black, Indigenous, People of Color (BIPOC) and their families, highlighting and affirming the cultural, ancestral, linguistic, scientific, and historically-divergent knowledge profiles that are significantly reflected and respected in their homes more frequently than their classrooms. 

LC has a background in psychology, design, and computer science. As a doctoral student, he focused on the development of computational thinking mental models and assessment.

Janice is a clinical assistant professor whose research focuses on education technology, science curriculum and instruction, and K-12 computer science education. She has been honored to serve on several boards including the Arizona State Board of Education, Computer Science Teachers Association, NCWIT K-12 Alliance leadership team, and the National Science Teaching Association (NSTA) Technology Advisory Board.

Ashley is a postdoctoral researcher at University of Maryland.  She has a background in molecular and cell biology and is a former secondary science teacher.  Her research interests include science education, science teacher education, and teacher recruitment and retention.

Francheska is a postdoctoral research scholar at Mary Lou Fulton Teachers College at ASU. She has a background in second language acquisition with an emphasis on sheltered instruction. The focus of her research is equitable education for all students through teacher preparation and professional development. She currently serves on the board of AZTESOL.

Kristina is a science and computer science educator. In addition to working with the ACT team, she is an Assistant Clinical Faculty member for FIRE: the First-Year Innovation & Research Experience at the University of Maryland. She is passionate about working with others to design research projects that recognize and challenge oppressive historical, political, and social structures in STEM education.

Jesse received his Ph.D. in Mary Lou Fulton Teachers College at ASU, his B.A. in Natural Sciences from Johns Hopkins University, his M.A. in Theological Studies from Austin Presbyterian Theological Seminary, and his M.S in Adolescent Mathematics Education from Saint Johns University. Before entering his Ph.D. program, Jesse taught at a private school in Seoul for 6 years and founded EPIC high school north in New York City, teaching math, physics, and computer science for 4 years. Jesse's research interests focus on learning sciences and learning design for technology.

Man is currently a postdoc at the Computer Science Department of Saarland University based in Germany. She investigates ways to support students from linguistically and culturally diverse backgrounds to understand complex STEM concepts using technologies (e.g., intelligent tutoring systems, simulations, and games). She holds the belief that good education should be equitable, accessible, and adaptive to all learners. 

Yue is a doctoral student at University of Maryland. With a background in biotechnology and educational technologies, she explores diverse ways to help teachers integrate games and technologies into STEM teaching in order to create inclusive and meaningful learning experiences for all students.

Jeremy is a math teacher, education researcher, and a gamer. They are a Ph.D. student in the Learning, Literacies, and Technologies program at Arizona State University. Their research interests include the teaching and learning of mathematical problem solving, the use of games and play for the learning of problem solving, and gender diversity and equity in STEM and gaming. 

Lin has a background in language learning and educational technology. As a doctoral student, she focuses on supporting emerging diverse students to learn science engagingly and interactively through small-group discussion and technology. 

Rezwana Islam is a doctoral student in the Learning, Literacies and Technologies program in the Mary Lou Fulton Teachers College. Rezwana has a background in TESOL and the role of technology in learning experience and teacher education. As a Ph.D. student, she is interested in designing and evaluating learning experiences and the future of education, especially teacher education in the areas related to artificial intelligence, virtual reality and augmented reality.