Neuroscientist; Guggenheim Fellow; Adjunct Associate Professor, Department of Psychiatry & Behavioral Sciences; Director, Laboratory for Perception and Action, Stanford University School of Medicine; Host of the Emmy-nominated PBS Series, The Brain; Writer for The Atlantic, New York Times, Discover Magazine, Slate, Wired, and New Scientist; Regular Guest on National Public Radio and BBC to discuss both science and literature; Internationally Bestselling Author of The Brain: The Story of You (2017) and Incognito: The Secret Lives of the Brain (2012); Co-Author, The Runaway Species: How Human Creativity Remakes the World (2017)

Professor of Psychology, College of Science, San Diego State University; Researcher on teens and Generation Z; Author, Generations: The Real Differences Between Gen Z, Millennials, Gen X, Boomers, and Silents - and What They Mean for America's Future (2023), iGen: Why Today's Super-Connected Kids Are Growing Up Less Rebellious, More Tolerant, Less Happy -- and Completely Unprepared for Adulthood (2017), The Narcissism Epidemic (2009), and Generation Me (2006); Co-Author, “Associations Between Adolescent Depression and Self-harm Behaviors and Screen Media Use in a Nationally Representative Time-diary Study” (2021, Research on Child and Adolescent Psychopathology)

I. James Quillen Dean; Nomellini & Olivier Professor of Educational Technology, Stanford Graduate School of Education; Director of Stanford’s "Transforming Learning Accelerator," a major interdisciplinary initiative advancing the science and design of learning to bring effective and equitable solutions to the world; Director, AAALab, Stanford University; Co-Host of the Stanford podcast and SiriusXM radio show School’s In; Co-Author, 'The Relation Between Academic Achievement and the Spontaneous Use of Design-Thinking Strategies" (2020, Computers & Education), "Educating and Measuring Choice" (2019, Journal of the Learning Sciences), "Cognitive Science Foundations of Integer Understanding and Instruction" (2019, Constructing Number), The ABCs of How We Learn: 26 Scientifically Proven Approaches, How They Work, and When to Use Them ( 2016), and Measuring What Matters Most (2013)

Francis Crick Chair, Salk Institute for Biological Studies; Director, Computational Neurobiology Laboratory; Co-Director of the NSF Temporal Dynamics of Learning Center; Distinguished Professor of Neurobiology, University of California, San Diego; Author, ChatGPT and the Future of AI (2024), The Deep Learning Revolution(2018); Co-Author, Uncommon Sense Teaching (2021), Learning How to Learn (2018), In The Spirit of Science (2018)

Mastery Science Teacher, Houston Christian High School; Educational Consultant; Author, "AI Will Stupefy Our Students Unless We Do These Six Things" (2025, Educate AI), The Mastery Learning Handbook (2023), Flip Your Classroom: Reach Every Student in Every Class Every Day (2023, Revised) Solving the Homework Problem by Flipping the Learning (2018); Co-Author, The Operating System for the Future of Talent Development (2017), Flipped Learning for Elementary Instruction (2016), and Flipped Learning: Gateway to Student Engagement (2014)

Innovative Teaching, Learning, and Leadership Consultant, George Couros Consulting; Adjunct Instructor, Graduate School of Education, University of Pennsylvania; Former Division Principal of Innovative Teaching and Learning, Parkland School Division, Alberta, Canada; Former Classroom Teacher; Author, "Learning from AI: Why Asking Why Might Matter More Than What" (2025, George Couros Blog), "10 Timeless Principles for Learning, AI, and Emerging Technologies in Education" (2024, George Couros Blog), The Innovator's Mindset: Empower Learning, Unleash Talent, and Lead a Culture of Creativity (2015); Co-Author, What Makes a Great Principal (2024), Innovate Inside the Box: Empowering Learning Through UDL and the Innovator's Mindset (2023), Because of a Teacher, Volume II: Stories From the First Years of Teaching (2022), and Because of a Teacher: Stories of the Past to Inspire the Future of Education (2021) 

Foundation Distinguished Professor, School of Education, University of Kansas; Professorial Fellow at the Mitchell Institute for Health and Education Policy, Victoria University; Professor in Educational Leadership, Melbourne Graduate School of Education; Author, Learners Without Borders: New Learning Pathways for All Students (2021), “COVID-19 as Catalyst for Educational Change” (2020, Prospects), and What Works May Hurt – Side Effects in Education (2018); Co-Author, Teaching Students to Become Self-Determined Learners (2020) and An Education Crisis Is a Terrible Thing to Waste: How Radical Changes Can Spark Student Excitement and Success (2019)

Director, Dynamic Memory Lab and Memory and Plasticity Program; Professor, Department of Psychology & Center for Neuroscience, University of California, Davis; Affiliated Faculty, Center for Mind and Brain; Author, Why We Remember: Unlocking Memory's Power to Hold on to What Matters (2024)