Kevin Clark, Director

(George Mason University)

Director of the Center. Dr. Clark is Professor in the Learning Technologies division in the College of Education and Human Development (CEHD) at George Mason University. He holds both a bachelors and masters degree in computer science from North Carolina State University, and a Ph.D. in Instructional Systems from Pennsylvania State University. Prior to his work in the academy, Dr. Clark worked as a designer and senior program manager for Lightspan (now Plato Learning), a leading provider of educational software and interactive media.

Spencer Crew, Affiliate

(George Mason University)

Clarence J. Robinson Professor of American, African-American and Public History at George Mason University. He served as president of the National Underground Railroad Freedom Center for six years and was director at the Smithsonian Institution's National Museum of American History.

Nada Dabbagh, Affiliate

(George Mason University)

Professor in the Learning Technologies Program at George Mason University. She teaches graduate courses in Instructional Design, Applied Learning Theory, Web-Based Learning, and is the author of the book Online Learning: Concepts, Strategies, and Application.

Marjorie Haley, Affiliate

(George Mason University)

Professor of Education and Director of Foreign Language Teacher Licensure in the School of Education. She is a former Spanish, French, German, and ESL teacher of 14 years, and she teaches Foreign Language methods and ESL methods courses as well as doctoral courses in Brain-compatible Teaching and Learning, Bilingualism and Second Language Acquisition Research.

Erin Peters-Burton, Affiliate

(George Mason University)

Donna R. and David E. Sterling Endowed Professor in Science Education and Director of the Center for Social Equity through Science Education. Her research agenda is focused on helping all students build self-awareness of how they learn science and engineering. She works to help students see themselves as “science-minded” and help teachers create classrooms that support student skills to develop scientific knowledge. To accomplish this, she pursues research projects that investigate ways that students and teachers can use self-regulated learning theory in science and engineering, as well as how inclusive STEM schools can help students succeed.

Kelly Schrum, Affiliate

(George Mason University)

Associate Professor in the Higher Education Program (College of Humanities and Social Sciences, George Mason University). Her research and teaching focus on the scholarship of teaching and learning and on teaching and learning in the digital age, including online learning, scholarly digital storytelling, and digital humanities.

Kimberly Sheridan, Affiliate

(George Mason University)

Associate Professor of Education, whose research takes a sociocultural perspective on learning in the arts and media, with a particular focus on how this learning is situated in diverse and changing contexts with the advent of new digital technologies. Dr. Sheridan is conducting ethnographic studies of makerspaces, emergent spaces involved in creative production that often involve youth and adults combining art, engineering and new technologies, to understand how these communities emerge, function and evolve to support learning.

Fashina Alade, Affiliate

(Michigan State University)

Assistant Professor in Communication Arts & Sciences at Michigan State University. Her work lies at the intersection of media effects, developmental psychology, and early childhood education, with a current focus on the role that media can play in providing counter-stereotypical portrayals of STEM engagement for young children. Dr. Aladé holds a PhD from Northwestern University in Media, Technology, & Society, and she has worked with WTTW Chicago and MediaKidz Research and Consulting, Inc. on a variety of projects evaluating children’s television programs and online games.

Bryan Brown, Affiliate

(Stanford University)

Associate Professor of Teacher Education. His research interest explores the relationship between student identity, discourse, classroom culture, and academic achievement in science education. He focuses on the social connotations and cultural politics of science discourse in small-group and whole-group interaction. Additionally, his research work in science education examines how teacher and student discourse serve to shape learning opportunities for students in science classrooms.

Kareem Edouard, Affiliate

(Drexel University)

Assistant Professor for Drexel University's School of Education. His research focuses on bridging the digital divide, providing equal and equitable access to internet and computer technology to minority students in underserved communities. Through this access, students can develop the necessary cognitive and social skills to become productive and contributing members of an emerging digitally connected community.

Jason Engerman, Affiliate

(East Stroudsburg University)

Assistant Professor at East Stroudsburg University where he teaches courses in Digital Media Technologies, emphasizing the intersection of sports, entertainment, and digital media technology. This work has lead him towards research and learning design development across Esports, Professional athletics and executive coaching. Just recently he received a highly competitive Innovative Technology Experiences for Students and Teachers through the National Science Foundation to leverage Esports as STEM development for at-risk youth.

Leshell Hatley, Affiliate

(Coppin State University)

Assistant Professor of Math and Computer Science at Coppin State University. Her research explores technology’s influence on a learner’s cognitive activity, creativity, motivation, sense of agency, persistence, when learning any topic or attempting any desired task, in formal and informal educational environments.

Kimberly Scott, Affiliate

(Arizona State University)

Professor in the Women and Gender Studies Department and the Executive Director of the Center for Gender Equity in Science and Technology, whose goal is to drive the discourse and experiences of underrepresented girls in STEM by owning, generating and critiquing the collective body of scholarship on, and offering culturally responsive programs for, girls of color (e.g. African American, Native American, Latina, and Asian American) and STEM education.

Cynthia Winston-Proctor, Affiliate

(Howard University)

Professor of Psychology and the principal investigator of the Identity and Success Research Lab. Dr. Winston-Proctor is also is the Principal and founder of Winston Synergy L.L.C., a psychology and research consulting firm. As a leading narrative personality psychologist, Dr. Winston-Proctor's career is devoted to understanding identity, as well as the psychology of race, racism, and success within lives.

Hasani McIntosh, Graduate Research Assistant

(George Mason University)

is a doctoral student with over ten years experience in the entertainment industry working as a digital media artist for Disney, Nickelodeon, and Bravo. Hasani also worked with the Smithsonian’s Science and Education Research Center to build an educational video game, and most recently he worked with the University of Pennsylvania’s Leonard Davis Institute of Health Economics. He's also served as a researcher for the University of Florida’s Human Centered Computing Lab and the Digital Worlds Institute contributing to educational gaming projects as Art Director. A native of California, Hasani graduated from San Jose State University with a B.F.A. in Animation. He then went on to achieve a M.S. in Digital Arts and Sciences from New York University.