Mr. Crofford has over 20 years of teaching experience ranging from elementary to graduate level. He holds degrees in science education, biology, and curriculum and instruction and is a citizen of the Cherokee Nation. He has published numerous articles and as the current Dean of Academics at Sequoyah Schools, a Bureau of Indian Education school in Tahlequah, Oklahoma, is particularly interested in American Indian education issues.
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Carol Cutler-White is currently Dean of Sponsored Programs and Federal Relations at Wake Technical Community College in Raleigh, NC. As Dean, Cutler-White is responsible to lead the college’s development of program design and funding for innovative and collaborative programs across the college. In addition, Cutler-White manages the college’s articulation relationships with four year institutions of higher education creating pathways for students beyond the community college. Cutler-White also serves as Director of the Center for Strategic Futures which she launched with Wake Tech President Dr. Stephen Scott in 2008. Prior to Wake Tech, Cutler-White held positions at the North Carolina Biotechnology Center, NC State University, and the University of Vermont. Cutler-White holds a Master of Public Administration from North Carolina State University and is currently enrolled in NC State’s Ph.D. program for Workforce Development and Human Resource Education. Her dissertation interest is the impact of increasing educational requirements brought about by technology and globalization and the corresponding adaptability of the future U.S. workforce.
Kathleen Erickson-Freeman, IONS’ Elder Education and Planned Giving Manager, has developed programs for the Donor Relations and Education teams for over ten years on. She currently works with IONS Visionary Circle members (those who wish to leave a legacy for IONS beyond their lifetimes) and conducts business development and outreach for the Worldview Literacy project, including inter-generation dialogues in collaboration with The World Café, global outreach with Cross Cultural Journeys, and other elder education programs related to conscious aging. Kathleen has a BA in Psychology and Masters-level study in Special Education from California State University, Hayward, a Teaching Credential from Mills College, and has completed two years of advanced study in the cross-cultural components of leadership and the application of cultural wisdom traditions into contemporary life with Angeles Arrien. Before joining IONS Kathleen was marketing co-director at Interaction Associates, a global training and consulting organization that empowers people in organizations and communities to realize their most noble aspirations by training for and demonstrating the power of collaborative action.
Gregg Garn is professor of Educational Leadership and Policy Studies and associate dean of the Jeannine Rainbolt College of Education at the University of Oklahoma. Dr. Garn is director of the K20 Center for Educational and Community Renewal (k20center.ou.edu) a university wide research and development center focused on teaching and learning innovations.
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Ms. Gonzalez is a doctoral student at the University of Maryland, where her primary research interests include multicultural counseling competence in school counselors and the impact on access and equity for typically underserved populations. After earning her M.Ed. and Ed.S. degree from the University of Florida in School Counseling and Guidance, Ms. Gonzalez was part of the school counseling department at multiple high schools in the Fort Lauderdale, Florida area for five years, working specifically with Latino and Haitian immigrant students and their families. Ms. Gonzalez has also had a role as a consultant for schools in Washington, DC whose goals were to increase academic achievement and create a college going culture in primarily high poverty areas. Ms. Gonzalez is currently the Coordinator of the School Counseling Fellows Program at John Hopkins University. She serves as an instructor and advisor for this full-time masters program in school counseling.
Dr. Heuschel is superintendent of the Renton School District. Dr. Heuschel took over the duties of superintendent in Renton on July 1, 2006. She was previously Deputy State Superintendent for the Washington State Department of Education; Office of Superintendent of Public Instruction (OSPI) for six years. Dr. Heuschel also served as a school principal in the Yelm School District; assessment specialist in the education department in Hawaii; teacher at West Point Military Academy; teacher in Department of Defense schools in Europe; and special education teacher. Dr. Heuschel was appointed to the Washington STEM Board in 2010, elected to the Board for Education Northwest (previously NWREL) in 2008, serves on the College of Education Advisory Council for Seattle University and on the Professional Education Advisory Board for Seattle Pacific University. Dr. Heuschel also serves on the state Special Education Advisory Council, the Puget Sound Educational Service District Advisory Board, and is past-president for the Washington Association of School Administrators (WASA)-Metro region.
She was named the 2011 Washington State Superintendent of the Year and received the Renton Rotary Outstanding and Dedicated Service Award. In addition, Dr. Heuschel has been recognized with four leadership awards by the Washington Association of School Administrators, the Association of Washington School Principals and the Washington State Parent Teacher Association. Dr. Heuschel is a long-standing member of several state and national educational research and leadership associations.
Dr. Holcomb-McCoy is currently Professor and Chair of the Department of Counseling and Human Services at Johns Hopkins University. Previously, Dr. Holcomb-McCoy held appointments as Associate Professor of Counselor Education at the University of Maryland, College Park and Assistant Professor and Director of the School Counseling Program at Brooklyn College of the City University of New York. Academically, Dr. Holcomb-McCoy earned a Ph.D. in counseling and educational development from the University of North Carolina at Greensboro (UNCG), an M.Ed. in school counseling, and a B.S. in early childhood education both from the University of Virginia. Her areas of research specialization include the measurement of multicultural self-efficacy and cultural competence in school counseling, best practices in urban school counselor preparation, and the examination of school counseling programs that influence students’ college readiness. Dr. Holcomb-McCoy was the principal investigator of a three-year research project funded by The College Board that examined school counselors’ impact on the college-going rates of urban high school students and she recently conducted a one-year middle school career/college readiness pilot program entitled P.A.C.E. (Pursuing and Attaining a College Education) in Baltimore City. Dr. Holcomb-McCoy currently serves on the editorial boards of the Professional School Counseling journal, and the Journal for Specialists in Group Work. She is an ad-hoc reviewer for the Urban Education and Black Women, Gender, & Families journals. Dr. Holcomb-McCoy is a member of the American Counseling Association’s Task Force on School Counseling, the American School Counselor Association’s (ASCA) Diversity Professional Network Chairperson, and is a consultant for The College Board’s National Office of School Counselor Advocacy (NOSCA).
Mr. Homer is the Worldview Literacy Project™ Manager. One of his favorite things in life is designing, convening and hosting gatherings where people learn with and from each other. Ken's background includes ten years as a member of the design team that developed the World Café dialogue process. He is also trained as an integral and ontological coach. When he's not at IONS, Mr. Homer run's a successful consulting business with his business partner that emphasizes social learning and collective intelligence to improve organizational capability. Mr. Homer has had a long, fruitful and warm friendship with IONS for many years, having consulted, presented at and supported several of their conferences, as well as being befriended by many of those who work there. Regarding his work Mr. Homer says, "It’s a pleasure to be here and I’m honored to be a part of such a worthwhile endeavor."
Dr. Mahone is the Director of Neuropsychology at the Kennedy Krieger Institute, and an Associate Professor of Psychiatry and Behavioral Sciences at the Johns Hopkins University School of Medicine. He is board certified in clinical neuropsychology by the American Board of Professional Psychology, a licensed psychologist in Maryland, and a fellow of the National Academy of Neuropsychology. He is on the American Academy of Clinical Neuropsychology (AACN) Board of Directors and is also an editorial board member for: Assessment, Archives of Clinical Neuropsychology, Child Neuropsychology, Developmental Neuropsychology, and The Clinical Neuropsychologist. Dr. Mahone’s research involves understanding brain-behavior relationships in children with neurodevelopmental disorders and the development and validation (using neurobehavioral assessment and neuroimaging) of assessment methods to better characterize neurobehavioral development. Dr. Mahone is currently the principal investigator of the NICHD-funded study, “The Effects of ADHD (Beyond Decoding Accuracy) on Reading Fluency and Comprehension,” which is Project III of Kennedy Krieger Institute’s Center for the Study of Reading Development.
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Elizabeth Miller is an innovative educational designer who brings together professional and graduate research in eastern and western medical
traditions, neuroscience, psychology, child development, literature, and philosophy. She has worked with numerous institutions and organizations
including both the Institute of Child Development and the Center for Spirituality and Healing at the University of Minnesota, the Amherst H.
Wilder Foundation and the Integrative Medicine Foundation of New York City to develop best practice models, innovative research and community outreach. In addition to her work in programmatic design and strategic development, she has been a celebrated facilitator and speaker in a variety of settings including schools, health centers, nonprofits, and social institutions for nearly ten years.
Patty O’Grady earned her Ph.D. from the University of Maryland College Park in special education with a concentration in psychology. Over the course of 25 years, Dr. O’Grady has served as an educator, administrator, and consultant in school systems, public agencies, and private organizations on a state and national level. Currently, Dr. O’Grady is on the faculty of the University of Tampa where her research and writing
focuses on special needs and at-risk learners with a particular interest in neuroscience applications to education, social-emotional learning, and positive psychology in schools and classrooms. Dr. O’Grady frequently presents her papers at major national conferences most recently at the Association of Teacher Education and the International Learning Disability Association. Her most recent publication in the US-China Education Review proposes a set of educational standards derived from the neuroscience principles published by the Neuroscience Society. Today Dr. O’Grady serves as a member of the Education Advisory Board of the Tampa Glazer Children’s Museum, coordinates a service learning project for education majors at the Tampa Metropolitan Ministries Emergency Shelter afterschool program, and works closely with the Pepin Academies for Excellence in Tampa, Florida that educates a diverse range of special needs students, K-21- implementing a unique neuroscience model of education.
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Dr. Pedersen is a professor of science education and Director of Science Education for the Center for Mathematics, Science and Computer Education at the University of Nebraska-Lincoln. Dr. Pedersen received his B.S. in Agriculture (Animal Science and Nutrition) (1982), M.Ed. in Administration, Curriculum & Instruction (Science Education) (1988), and Ph.D. in Administration, Curriculum & Instruction (Science Education) (1990) from the University of Nebraska-Lincoln. Dr. Pedersen began his teaching career as a secondary school science teacher and taught high school chemistry and physics. Dr. Pedersen is very active in several national organizations including: the National Association for Research in Science Teaching, Association for the Education of Teachers of Science (currently Past President), and the National Science Teachers Association and is the author of over one hundred publications on social issues and science teaching; and, has published six books and two teacher manuals. Dr. Pedersen has also worked in more than a dozen different countries around the world. During his tenure in higher education at University of Arkansas, in Fayetteville, AR, East Carolina University in Greenville, North Carolina, The University of Oklahoma and The University of Nebraska-Lincoln, Dr. Pedersen has been PI, Co-PI, Director, Co-Director of numerous grants and supported projects on science curricula development, science inservice education, middle level education and international education totaling well over $9,000,000.00.
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Dr. Petersen is an author and recognized training expert in school improvement strategies, and integration of social-emotional and academic learning. Her work includes leadership and staff coaching, student and teacher support, as well as parent engagement and community involvement. She has delivered professional development in schools nationwide and to date, Dr. Petersen has trained over 65,000 educators and thousands of parents to enhance school success. Katia utilizes collaborative dialogue to arrive at solutions and action plans with all stakeholders. She has been a visiting professor at the Stanford University School of Education (SUSE), and lecturer at the U of MN. Katia served as the Chairwoman of the Minnesota Children’s Trust Fund for eight years, overseeing the funding of statewide programs to support children and families. Dr. Petersen has consulted on numerous publications and video projects, including “Scenes From a Shelter: Helping Children Cope With Domestic Violence” for Family Communications - Mr. Rogers Neighborhood; and “Stop Violence Against Women” a comprehensive report by the National Organization of Women (NOW) Legal Defense and Education Fund. Dr. Petersen created and implemented an innovative statewide program in Minnesota called The SafeTeam to prevent bullying and harassment while promoting student assets. In collaboration with the Minnesota Department of Education and KMSP-TV (UPN), the SafeTeam program delivered video, print materials and training to all 387 Minnesota school districts, including 500,000 K–6 students and 20,000 elementary school educators in 1000 Minnesota elementary schools. The program won both the National Association of Broadcasters (NAB) Best of the Best Children’s Television Award and the National Association of Broadcasters National Service to Children’s Television Award in Washington, DC.
For three decades, scientist and anthropologist Marilyn Mandala Schlitz, Ph.D. has pioneered clinical and field-based research in the area of human transformation and healing. She is a thought leader on matters of individual and social change whose respected voice offers new insights into the most pressing challenges of our time. A researcher, speaker, change consultant, and writer, Marilyn's books include: Living Deeply: The Art and Science of Transformation in Everyday Life and Consciousness and Healing: Integral Approaches to Mind Body Medicine. She serves as the CEO and President of the Institute of Noetic Sciences, where she has worked for 15 years. Dr. Schlitz grew up in Detroit Michigan and received a Bachelor of Philosophy Degree from Montieth College, Wayne State University. She went on to gain a Master's Degree in Social and Behavioral Sciences at the University of Texas, San Antonio and she received her Ph.D. in anthropology from the University of Texas, Austin. She also earned two post doctoral fellowships: one from the Cognitive Sciences Laboratory at Science Applications International Corporation and one in Psychology at Stanford University. She is a Senior Scientist at the Research Institute, California Pacific Medical Center, and co-founder of the Integral Health Network. Dr. Schlitz has published hundreds of articles on consciousness studies in both scholarly and popular journals and has lectured widely on a number of topics, including talks at the United Nations, the Smithsonian Institution, and the Explorers Club. She has taught at Trinity University, Stanford University, and Harvard Medical Centers, as well as lecturing to community groups, libraries, and book stores across the United States. She is an engaging speaker with a rare ability to translate complex ideas into a common sense language that excites the imaginations of her audiences worldwide.
Dr. Scott is the Assistant Provost for Academic Innovation and Effectiveness and a professor of special education at Southern Illinois University Edwardsville (SIUE). Dr. Scott has taught numerous undergraduate and graduate special education courses over the course of her 20+ years in the field of special education. She received the Teaching Excellence Award from SIUE in 2006 and the 2006 Emerson Excellence in Teaching Award. Dr. Scott was chosen by her peers as the Kansas Council for Exceptional Children Outstanding Special Education Teacher of the Year for 1998, and was also awarded the Council for Exceptional Children Federation Award in 1999. She has conducted research in the areas of assessment, phonemic awareness, reading instruction, instructional technology, and assistive technology.
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Rick Smyre is an internationally recognized futurist specializing in the area of building "capacities for transformation" in local communities. A graduate of Davidson College and NC State University, he is President of the Center for Communities of the Future and is an architect of the new field "community transformation." Mr. Smyre is the past Chairman of the Board of the American Association of Retirement Communities and was on the staff of the National Economic Development Institute for fourteen years. Married for 47 years to Brownie Allen, Mr. Smyre has three children, Cinda (45), Deric (43), and Beth (40). In the '70s he was the CEO of a textile yarn spinning firm. As a result of his experience at the state and local level, to include chairman of a NC county school board and chairman of a county chamber of commerce, he understands issues local communities face when preparing for a different kind of economy and society. Mr. Smyre’s work emphasizes innovative concepts, methods, and techniques connected with the Communities of the Future idea in collaboration with a network of over 1000 individuals in forty-six states and six countries. Mr. Smyre focuses his work in several ways. He speaks internationally and has provided over 400 seminars, keynotes and retreats over the last two decades to introduce "Community Transformation" ideas such as Master Capacity Builder, Creative Molecular Economy and Mobile Transformational Governance. This year will be the seventeenth year he has presented at the international World Future Society Conference. Of special interest to Mr. Smyre is his work to help local communities ( Hickory, NC; Fayette County, GA, Potter County, PA;) prepare for transformational change: 1) he is known for his work with new ideas such as Transformation Learning and a Creative Molecular Economy, and 2) as a "master capacity builder” to work with local community leaders to develop 21st century capacities to include skills for community transformation.
Tracey has taught Kindergarten through University and is curently the Director of IDEA (Instituto de Enseñanza y Aprendizaje or Teaching and Learning Institute) of the University of San Francisco in Quito, Ecuador where she is a full Professor of Education and Neuropsychology. Tracey has conducted conferences, workshops and research in 18 countries around the world (Argentina, Colombia, Peru, Ecuador, Costa Rica, Mexico, Australia, Norway, Germany, Italy, France, Switzerland, the United Kingdom, Belgium, Holland, Sweden, Thailand, and the USA) and is a consultant to several schools. She has more than 20 years of teaching experience and is now primarily focused on educational research. Tracey’s main areas of interests in 2011 have to do with the continual expansion of the Mind, Brain, and Education science discipline as well as learning in the digital age. Dr. Tokuhama-Espinosa's recent books include Mind, brain, and education science: A comprehensive guide to the new brain-based teaching, The new science of teaching and learning: Using the best of mind, brain, and education science in the classroom, and Living languages: Multilingualism across the lifespan.
1. Why Mind, Brain, and Education Science is the "New" Brain-Based Education
2. What Mind, Brain, and Education (MBE)Science Can Do for Teaching
3. Who Knows Most About Learning? or, Why the Brain is Not Talked About in Schools
4. A Brief History of the Science of Learning: Part 1 (3500 B.C.E.-1970 C.E.)
5. A Brief History of the Science of Learning: Part 2 (1970s-present)
Dr. Vieten is a licensed clinical psychologist, director of research at the Institute of Noetic Sciences, and Associate Scientist at California Pacific Medical Center Research Institute. She is the Research Director of the Worldview Literacy Project. Her research has focused on spiritual engagement and health, mindfulness-based approaches to health and well-being, primarily in the areas of addictions and perinatal health, and studies of consciousness and worldview transformation. Her work has been funded by the National Institutes of Health, the State of California, and several private foundations. She is co-author of Living Deeply: The Art and Science of Transformation in Everyday Life (New Harbinger/Noetic Books 2008), and author of Mindful Motherhood: Practical Tools for Staying Sane During Pregnancy and Your Child's First Year (New Harbinger/Noetic Books 2009).
Patricia Wallace is Senior Director of CTYOnline and IT at Johns Hopkins University Center for Talented Youth. She heads online academic programs for gifted K-12 students and her work focuses on technology and connectedness in education, and society in general. She is the author of nine books, including The Psychology of the Internet and The Internet in the Workplace, both published by Cambridge University Press. She is also the principal investigator on several educational technology projects, including Cogito.org, a web site and online community for students interested in math and science, and Descartes’ Cove, a role playing adventure game for learning math. Dr. Wallace teaches courses in technology and psychology, and has published many articles in both scholarly and general publications. Her work has been featured often in the media, including interviews on CNN, MSNBC, ABCNews.com, BBC, NPR, Voice of America, and USA Today. Her current project is tracing how young gifted students interact with technologies, Dr. Wallace earned her Ph.D. in psychology at the University of Texas at Austin, and also holds an M.S. in computer systems management.
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Dr. Young joined the Counseling and Human Services department at Johns Hopkins University in January, 2010. Previously, she respectively served as the district secondary school counseling specialist and school counseling coordinator for Fairfax County Public School District in Fairfax, Virginia. During her tenure at the district level, she led the process to transform school counseling services. Dr. Young also has extensive experience in the field of K-12 education serving as school counselor, site based school counselor supervisor, and special education teacher. She earned a Ph.D. in counselor education from The Ohio State University, a M.Ed. from Boston University, and a B.A. from University of Southern Mississippi. Dr. Young’s research interests are cultivating school counselor leadership, examining best school counseling practices, and using accountability strategies to ensure equitable services for all students. She is co-author of Making DATA Work, an American School Counselor Association (ASCA) publication designed to train school counselors to use data to address educational issues. Dr. Young also developed a school counselor leadership cohort model to prepare school counselors to lead data driven comprehensive school counseling programs. Dr. Young has presented several papers at national and state conferences. Her commitment to service includes tenure as post-secondary vice-president and government relations chair for the Virginia School Counselor Association. In 2008, Dr. Young was awarded the American School Counselor Association (ASCA) District Supervisor of the Year and The Ohio State University Susan Sears Counselor Education Alumni of the Year.
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