Professor, Department of Psychology and Neuroscience, Boston College, Memory Expert who specializes in Cognitive and Affective Neuroscience; Member, International Neuropsychological Symposium, the Memory Disorders Research Society, and the International Society for Behavioral Neuroscience; 2022 Recipient of the Mid-Career Award from the Psychonomic Society; Author, Emotional Memory Across the Adult Lifespan (2008); Co-Author, Why We Forget and How to Remember Better: The Science Behind Memory (2023); “Sleep Preferentially Consolidates Negative Aspects of Human Memory” (2022, Proceedings of the National Academy of Sciences), and “Boston College Daily Sleep and Well-Being Survey Data During Early Phase of the COVID-19 Pandemic” (2021, Scientific Data)

Director of Science Teaching and Learning, Faculty of Arts and Sciences; Senior Preceptor in Physics, Harvard University; Co-Author, “Increasing the Effectiveness of Active Learning Using Deliberate Practice” (2021, Physical Review Physics Education Research), “Comparing the Effectiveness of Online Versus Live Lecture Demonstrations” (2020, Physical Review Physics Education Research), “Measuring Actual Learning Versus Feeling of Learning in Response to Being Actively Engaged in the Classroom” (2019, National Academy of Sciences), and "Improved Learning in a Large-Enrollment Physics Class" (2011, Science)

Cognitive Psychologist; Professor, School of Psychological Science, Oregon State University; Author, “Prequestioning and Pretesting Effects: A Review of Empirical Research, Theoretical Perspectives, and Applications” (2024, PsyArXiv), “Encouraging Students to Use Retrieval Practice: A Review of Emerging Research From Five Types of Interventions” (2023, Educational Psychology Review), “The Effects of Immediate Versus Delayed Feedback on Complex Concept Learning” (2021, Experimental Psychology), and “Prequestions Enhance Learning, But Only When They Are Remembered” (2020, Experimental Psychology Applied)

President/CEO, Resiliency Inc.; Former Teacher; Former Mental Health Director and Consultant; Author, The Poverty Problem: How Education Can Promote Resilience and Counter Poverty’s Impact on Brain Development and Functioning (2021), The Education Revolution: How to Apply Brain Science to Improve Instruction and School Climate (2016), and A Brain-Based Approach to Closing the Achievement Gap (2008)

Associate Research Professor and Associate Director of Fellowship Programs, Department of Family Medicine, UNC School of Medicine, The University of North Carolina at Chapel Hill; Author, Understanding How We Learn: Applying Key Educational Psychology Concepts in the Classroom (2023), The New Science of Learning: How to Learn in Harmony With Your Brain (2022, 3rd Edition); Co-Author, Teaching For Learning: 101 Intentionally Designed Educational Activities to Put Students on the Path to Success (2021, 2nd Edition), and Advancing Online Teaching: Creating Equity-Based Digital Learning Environments (2020)

Unidel H. Rodney Sharp Chair and Professor, School of Education; Joint Appointments in the Departments of Psychological and Brain Sciences, and Linguistics and Cognitive Science, University of Delaware; Co-Director, Child's Play, Learning, and Development Laboratory; Co-Author, Making Schools Work: Bringing the Science of Learning to Joyful Classroom Practice (2022), "Active Learning: 'Hands-on' Meets 'Minds-on'" (2021, Science), “Brain Science and Guided Play” (2019, Serious Fun: How Guided Play Extends Learning), Becoming Brilliant (2016), Play = Learning (2009), and A Mandate for Playful Learning in Preschool (2008)

Stanley and Debra Lefkowitz Faculty Fellow; Department of Psychology, Temple University; Senior Fellow, Brookings Institution; Fellow, Cognitive Science Society, the American Psychological Association, the American Psychological Society, and American Educational Research Association; Co-Director, Child's Play, Learning, and Development Laboratory; Co-Author, Making Schools Work: Bringing the Science of Learning to Joyful Classroom Practice (2022), “Active Learning: “Hands-on” Meets “Minds-on” (2021, Science), “Play Could Help Reduce ‘COVID-19’ Slump in Learning” (2020, Child & Family Blog), “Cognitive Behavioral Science Behind the Value of Play: Leveraging Everyday Experiences to Promote Play, Learning, and Positive Interactions” (2020, Journal of Infant, Child, and Adolescent Psychotherapy), Becoming Brilliant (2016), Play = Learning (2009), and A Mandate for Playful Learning in Preschool (2008)

Professor of Evidence-Informed Education Leadership, Academica University of Applied Sciences, Amsterdam; Lecturer and Former Director of Practice at Research Schools International, Harvard Graduate School of Education; Former Director of Impact Academy, Deans for Impact; Leading Advocate for bridging the worlds of research and practice in education; Co-Author, Mental Models: How Understanding the Mind Can Transform the Way You Work and Learn (Forthcoming) and How Teaching Happens: Seminal Works in Teaching and Teacher Effectiveness and What They Mean in Practice (2022)

Cognitive Psychologist; Professor of Psychology, Howard College of Arts and Sciences, Samford University; Chair, National Institute on the Teaching of Psychology; Carnegie Scholar; Named “U.S. Professor of the Year” by The Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education; Co-Author, “The Cognitive Challenges of Effective Teaching” (2020, The Journal of Economic Education), “Practice What We Teach: Improving Teaching and Learning in Psychology” (2018, Teaching of Psychology), and “The Cognitive Principles of Effective Teaching” (2015, APA)

Researcher; Educational Scientist, College of Applied Sciences, Artevelde University; Author, The Ingredients for Great Teaching (2018); Co-Author, The Psychology of Great Teaching: (Almost) Everything Teachers Ought to Know (2022), "Translating Research into Classroom Practice: Cognitive Science and Beyond" (2022, The Chartered College of Teaching), More Urban Myths About Learning and Education (2019), and Urban Myths About Learning and Education (2015)

William James and Vilas Research Professor of Psychology and Psychiatry; Director of the Waisman Laboratory for Brain Imaging and Behavior and the Laboratory for Affective Neuroscience; Founder & Director of the Center for Healthy Minds, University of Wisconsin-Madison; Renowned for his scientific studies on emotions, wellbeing, and the brain; Friend and Confidante of the Dalai Lama; Named one of “The Most Influential People in the World” by Time Magazine in 2006; Co-Author, “Emotional Well-Being: What Is It and Why It Matters” (2023, Affective Science), “COVID-19 Pandemic Effects on College Student Mental Health” (2023, American College Health),  Altered Traits: Science Reveals How Meditation Changes Your Mind, Brain, and Body (2007) and The Emotional Life of Your Brain (2012); Co-Editor, The Mind’s Own Physician (2012)

Clinical Professor of Psychiatry at Harvard Medical School; Director, Center for Psychodynamic Therapy and Research, Massachusetts General Hospital; Director of the Harvard Study on Adult Development, the longest, most comprehensive scientific study of happiness and wellbeing ever conducted, which followed adult subjects for 75 years and is now studying their children to examine how childhood experiences affect health and wellbeing; Co-Author, The Good Life: Lessons From the World’s Longest Scientific Study of Happiness (2023)

Professor of Psychiatry, Harvard Medical School; Director, Center for Sleep and Cognition, Beth Israel Deaconess Medical Center; Co-Author, When Brains Dream: Exploring the Science and Mystery of Sleep (2021), “Dreaming of a Learning Task is Associated With Enhanced Memory Consolidation” (2019, Sleep Research), and “Memory, Sleep, and Dreaming: Experiencing Consolidation” (2012, Sleep Medicine Clinics)

Journalist; Author; Expert on teen sleep who helped get California’s landmark legislation on healthy school start times passed; Featured Presenter on the Today Show, BBC, WBUR; Writer for the Washington Post, New York Times, The Atlantic, TIME, Slate, and Your Teen; Author, The Sleep-Deprived Teen: Why Our Teenagers Are So Tired and How Parents and Schools Can Help Them Thrive(2022)

Board-Certified Neurologist; Associate Professor, Miami Miller School of Medicine; Fellow and Member of the Board of Directors, American College of Nutrition; Author, Detox Your Mind for Clearer Thinking, Deeper Relationships, and Lasting Happiness (2022), The Grain Brain Whole Life Plan (2016), and Brain Maker (2015); Co-Author, Raising a Smarter Child by Kindergarten (2008) and The Better Brain Book (2005)

CEO and Founder, Mindful Play Learning; Expert on play, mindfulness, wellbeing, and childhood development; Registered Yoga Teacher with degree in psychology; Founder of the Amaya Papaya Playlounge for kids to play; Developer of the Mindful Play Learning curriculum to enhance children's mental health and well-being through play and mindfulness

Assistant Professor of Learning Sciences; Principal Investigator, Brain Healthy Project, NEAG School of Education, University of Connecticut; Brain Researcher who studies how students learn in real classrooms using portable Electroencephalography (EEG) and eye tracking technologies; Co-Author, "Neuroscience Research in the Classroom: Portable Brain Technologies in Education Research" (2021, Educational Researcher); "Making BrainWaves: Portable Brain Technology in Biology Education" (2021, bioRxiv), "Morning Brain: Real-World Neural Evidence that High School Class Times Matter" (2020, Social Cognitive and Affective Neuroscience), and "Measuring Brain Waves in the Classroom" (2020, Frontiers for Young Minds)

Journalist; Writer; Fellow, Learning Sciences Exchange, New America, and The Jacobs Foundation; Served as Senior Advisor at the Poorvu Center for Teaching and Learning, Yale University; Awarded the Mental Health Journalism’s “Rosalynn Carter Fellowship”; Author, The Extended Mind: The Power of Thinking Outside the Brain (2021), "42 Ways to Boost Learning By Applying Our Bodies, Surroundings, and Relationships" (2021, MindShift), Origins (2011), and The Cult of Personality Testing (2005)

Chief Program Officer, Grantmakers for Education; Founding Partner, Educating Potential; TEDx Presenter; Educational Thought Leader; Author, The Future of Smart: How Our Education System Needs to Change to Help All Young People Thrive (2021) and and “Kids, Movement, and Health” (2015, Blog Human Potential)

Research Director for the Pedagogy of Play Project; Project Director, 21st Century Excellence; Research Director, Making Learning Visible; Senior Researcher, Project Zero, Harvard Graduate School of Education; Advisory Board Member, Child’s Play International; Contributing Author, A Pedagogy of Play: Supporting Playful Learning in Classrooms and Schools (2023); Co-Author, Visible Learners: Promoting Reggio-Inspired Approaches in All Schools (2013) and Making Learning Visible: Children as Individuals and Group Learners (2001)

Assistant Professor, Champlain College; Author, The Wisdom of the Body: What Embodied Cognition Can Teach Us About Learning, Human Development, and Ourselves (2020), The Indoor Epidemic (2017), Wild Curiosity: How to Unleash Creativity and Encourage Lifelong Wondering (2015), and “How Can Teachers Foster Curiosity?” (2014, Education Week)

Professor of Education, James Madison University; Co-Editor, Teacher Educator Journal; Co-Author, The Mathematics Playbook (2024), The Teacher Clarity Playbook, Grades K-12 (2024), The Early Childhood Education Playbook (2022), How Tutoring Works: Six Steps to Grow Motivation and Accelerate Student Learning (2021), How Learning Works (2021), Clarity for Learning (2018), From Snorkelers to Scuba Divers: Making the Elementary Science Classroom a Place of Engagement and Deep Learning (2017), Visible Learning for Science (2017), and Captivate, Activate, and Invigorate the Student Brain in Science and Math, Grades 6–12 (2013)

Former K-12 Teacher for 16 years in four countries; PhD Student in Learning Sciences; Academic Mentor for student athletes, University of Connecticut; Graduate Student At-Large, AERA's Brain, Neuroscience, and Education Special Interest Group; Co-President, International Mind, Brain, and Education trainee board; Strategy Researcher, Digital Promise; Former Teaching Fellow, Harvard Extension Schools "Neuroscience of Learning" course; who has competed in multi-sport athlete throughout childhood, coached youth lacrosse, competed in endurance events for over 15 years, and is currently active in local Crossfit competitions.

History Teacher; Executive Director, Center for Transformative Teaching and Learning; Co-Designer, NeuroTeach Global and Neuroteach Global Student; Dean of Studies, St. Andrew’s Episcopal School; Co-Author, "Every Educator Needs to Know How the Brain Works" (2020, ASCD Express) and Neuroteach: Brain Science and the Future of Education (2016); Co-Editor, Think Differently and Deeply; who has played and coached soccer, ice hockey, and golf at high school, club and collegiate levels and worked alongside USA National Women’s Soccer Team members at the Julie Foudy Sports Leadership Academy

Associate Professor, UW Information School; Adjunct Associate Professor, UW College of Education; Founding Member and Co-Director, UW Digital Youth Lab, University of Washington; Author, Technology’s Child: Digital Media’s Role in the Ages and Stages of Growing Up (2023); Co-Author, The App Generation: How Today’s Youth Navigate Identity, Intimacy, and Imagination in a Digital World (2013)

Cognitive Scientist; Associate Teaching Professor in the Curriculum, Teaching, Learning, and Leadership, Doctor of Education Program, Northeastern University; Former Teacher; Co-Founder of Immersive Science Learning Company, Killer Snails; Author, “An Opportunity for an Improved Post-Pandemic Education” (2021, Age of Awareness), Game On? Brain On! The Surprising Relationship Between Play and Gray (Matter) (2020) and Designed to Learn: Using Design Thinking to Bring Purpose and Passion to the Classroom (2019)

Associate Research Professor and Associate Director of Fellowship Programs, Department of Family Medicine, UNC School of Medicine, The University of North Carolina at Chapel Hill; Author, Understanding How We Learn: Applying Key Educational Psychology Concepts in the Classroom (2023), The New Science of Learning: How to Learn in Harmony With Your Brain (2022, 3rd Edition); Co-Author, Teaching For Learning: 101 Intentionally Designed Educational Activities to Put Students on the Path to Success (2021, 2nd Edition), and Advancing Online Teaching: Creating Equity-Based Digital Learning Environments (2020)

Professor of Education; Principal Investigator and Director, READS Lab (Research Enhances Adaptation Designed for Scale in Literacy), Harvard Graduate School of Education; Principal Investigator, Reach Every Reader Initiative, Harvard University/Massachusetts Institute of Technology; Primary Investigator, A Model of Reading Engagement (MORE); Co-Author, “Measures Matter: A Meta-Analysis of the Effects of Educational Apps on Preschool to Grade 3 Children’s Literacy and Math Skills” (2021, AERA Open) and “Improving Elementary Grade Students’ Science and Social Studies Vocabulary Knowledge Depth, Reading Comprehension, and Argumentative Writing” (2021, Educational Psychology Review)

Professor of Psychology, Neuroscience, and Teacher Preparation; Director, Reading, Executive Function, and Development Lab (READLab), Christopher Newport University; Research Scholar, Center for Education Research and Policy; Visiting Research Fellow, University of Oxford; Former Board of Directors of the Literacy Research Association; Author, Executive Skills and Reading Comprehension: A Guide for Educators (2023, 2nd Edition); Editor, Literacy Processes: Cognitive Flexibility in Learning and Teaching (2008)

Professor of Psychological Sciences; University of Connecticut; Adjunct Associate Professor of Psychology, Yale Child Study Center, School of Medicine, Yale University; Senior Scientist and Director, EEG Research, Haskins Laboratories; Co-Author, "Gray Matter Structure is Associated With Reading Skill in Typically Developing Young Readers" (2020, Cerebral Cortex), "The Impact of Computer-Assisted Technology on Literacy Acquisition During COVID-19-related School Closures" (2022, Frontiers in Psychology), and "Researcher–Practitioner Partnerships and In-school Laboratories Facilitate Translational Research in Reading" (2022, Research in Reading)