Sarah, from DePaul University, has been teaching with IBL for approximately 6 years and active learning more broadly for at least a decade. Inquiry is reflected in most of her classes but especially in her courses for elementary school teachers, calculus, introduction to proof, and abstract algebra.

Beth started using team-based work (in and outside of class) as a graduate student instructor. She continues to explore additional active methods, such as voting, in her statistics, calculus, and upper level courses at Trinity Christian College.

Matthew Lee is a Professor at Oakton Community College, in the northwest suburbs of Chicago. He has been a practitioner of IBL for 3+ years and is interested in incorporating tactile activities and social justice into the classroom.

Aliza has taught with inquiry-based and active learning methods for four years, in a variety of courses, including intermediate algebra, college algebra, calculus, introduction to proof, number theory, cryptography, and abstract algebra. She focuses on in-class group work, guided worksheets, and regular student presentation of problems as a professor at Dominican University.

Angela has focused on IBL through the lens of social justice and equity. She has done many conference presentations and workshops over the past 9 years that explore what happens at the intersection of language, culture, and mathematics. She currently teaches at Governors State University.

Lance, from Northern Illinois University, has created IBL courses for class sizes of 20 to 150 students. He focuses on College Algebra and creating content that prioritizes critical thinking and problem solving instead of computation.