Erin Raab

Erin is passionate about creating a more just, equitable world through education. Both a ‘doer’ and a ‘thinker’, she’s been founding organizations and leading teams at non-profits for nearly two decades and earned her PhD at Stanford’s Graduate School of Education.  

Currently, Dr. Raab is the Co-Founder of REENVISIONED, a movement to redefine the purpose of school and transform our schooling system from one organized for competition and test scores to one that fosters human flourishing and thriving democracy. Through REENVISIONED she consults with leaders of nonprofits and schools to create strong, resilient teams, develop powerful impact strategy, design empowering programs, and establish meaningful evaluation systems.  

Previously, she served as Vice President of Research & Evaluation at The Future Project, was Founder & Executive Director of the KwaNdengezi Education Centre, and a Senior Researcher at MIET Africa with the National Department of Education in South Africa. She’s recently moved from the Bay Area back home to the Twin Cities, MN, and is interested in learning more about the philanthropic and education landscape in MN.

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Christina Bauer

Christina is a post-doctoral researcher in Germany, broadly interested in issues of educational equality. Much of her work specifically aims to improve our understanding regarding i) the ways through which the stigma that certain groups experience can hinder individuals’ performance and ii) interventions through which we can effectively help these groups of individuals succeed.

Christina is currently investigating how the identity-reframing intervention (reframing individuals’ stigmatized identity by highlighting how individuals have acquired significant resources through the challenging experiences they have made and overcome) could help other stigmatized students (e.g., first gen/ low income students/ ethnic minorities…) succeed. She is probably doing one study with FG/low income students in Maine, but would like to do more in the future.

Carolyn Rosé

Dr. Carolyn Rosé is a Professor of Language Technologies and Human-Computer Interaction in the School of Computer Science at Carnegie Mellon University. Her research program is focused on better understanding the social and pragmatic nature of conversation, and using this understanding to build computational systems that can improve the efficacy of conversation between people, and between people and computers. In order to pursue these goals, she invokes approaches from computational discourse analysis and text mining, conversational agents, and computer supported collaborative learning. Her research group’s highly interdisciplinary work, published in over 240 peer-reviewed publications, is represented in the top venues in five fields: namely, Language Technologies, Learning Sciences, Cognitive Science, Educational Technology, and Human-Computer Interaction, with awards in three of these fields. She is a Past President and Inaugural Fellow of the International Society of the Learning Sciences, Senior member of IEEE, Founding Chair of the International Alliance to Advance Learning in the Digital Era, and Co-Editor-in-Chief of the International Journal of Computer-Supported Collaborative Learning. She is a 2020–21 AAAS Fellow under the Leshner Institute for Public Engagement with Science, with a focus on public engagement with Artificial Intelligence.

Rich Patterson

Richard Patterson is an Assistant Professor of Economics at West Point, Long-run Research Coordinator in the Office of Economic and Manpower Analysis, IZA Research Affiliate, and CESifo Network Affiliate. His research interests are primarily in the areas of behavioral economics, economics of education, household finance, and labor economics. His work has examined the impact of technology in the classroom, the effects of behavioral interventions in higher education and household finance, and the education and labor market decisions of young adults.

Tenelle Porter

Tenelle Porter is a Character Lab scientist-in-residence and a post-doctoral researcher at the University of California, Davis where she studies intellectual humility, motivation, and learning. Her work has been featured in Vox, NY Magazine’s The Science of Us segment, and the BBC Reel series. She has also written about intellectual humility for Behavioral Scientist. She has a PhD from Stanford University, a Master’s degree from the University of Oxford and a Bachelor’s degree from the University of Kansas.

Phillip Erhet

Dr. Phillip Ehret is a behavioral scientist and specializes in the design and evaluation of behavioral interventions. He received his PhD in Social Psychology with an emphasis in Quantitative Methods in the Social Sciences from UC Santa Barbara. Central to his research and consulting approach is his desire to leverage behavioral science theory to create meaningful and lasting change to address society’s most pressing issues. He has worked on interventions in a variety of domains, including education, health, and sustainability.

Ross Markle

Ross Markle, PhD is the Founder and Managing Director of DIA Higher Education Collaborators. His career has focused on building a holistic understanding of students’ learning, development, and success. In previous roles, Ross served as the Director of Student Affairs Assessment at Northern Kentucky University, where he supported both student learning and student success initiatives. Then, in multiple roles at Educational Testing Service (ETS), he worked to transition research to practice, using noncognitive assessments to guide course placement, advising, and student success efforts in colleges and universities across the country.

Ross received his bachelor’s degree in psychology from Edinboro University of Pennsylvania, his master’s degree in industrial/organizational psychology from Middle Tennessee State University, and his PhD in assessment and measurement psychology from James Madison University. In early 2019, Ross founded DIA to support colleges, universities, and other organizations in higher education as they seek to increase student learning and success.

Martha Escobar

Dr. Martha Escobar received a Bachelor’s in Psychology from Deusto University in Spain. She then went on to receive a Master’s and PhD in Cognitive and Behavioral Science with specializations in Statistics and Behavioral Neuroscience from the State University of New York at Binghamton. Dr. Escobar joined the faculty at Auburn University, AL in 2003, and then moved to Oakland University, MI, in 2015. She is currently an Associate Professor of Psychology at Oakland University, and an affiliated professor at the Harrison School of Pharmacy at Auburn University. Her research focuses on learning and memory mechanisms across different species, animal models of cognitive dysfunctions and their treatment, effects of environmental contaminants on prenatal development, and the effects of cancer treatment on cognition. She has received several mentoring and teaching awards, and directed the Auburn University Psychology Teaching Training program, which has produced many nationally-recognized instructors. This interest in mentoring has led to her being chief advisor for many student organizations, and to focus part of her research efforts on issues of student development, retention, and success. She is currently a Principal Investigator in three NSF-funded projects aimed at broadening participation of underrepresented ethnic, economic, and social minorities in STEM.