of the Center for the Integration of Teaching, Learning, and Scholarship at Lafayette College. She is an invited speaker and facilitator of professional development opportunities for instructors nationally, as well as a scholar in teaching and learning. Addy publishes scholarship of various types such as op-eds, research articles, and learning activities. She is co-author of the books What Inclusive Instructors Do: Principles and Practices for Excellence in College Teaching and Enhancing Inclusive Instruction: Student Perspectives and Practical Approaches for Advancing Equity in Higher Education. Addy received her Ph.D. in science education from North Carolina State University.

HILLARY BARRON is an assistant professor of biology at Bemidji State University. Her research focuses on creating equitable and culturally responsive science learning opportunities for students. Barron works with faculty and teaching assistants in academic biology to create teaching strategies that center culturally relevant pedagogy, funds of knowledge, and social justice science issues. Her framework for this work, Culturally Responsive Undergraduate Science Education, is a novel approach to biology education. Barron is a descendant of the White Earth Band of Ojibwe and works to support the many Indigenous students at Bemidji State. She received her Ph.D. in science education from the University of Minnesota.

MICHAEL DENNIN is a professor of physics and astronomy and vice provost for teaching and learning at the University of California, Irvine (UCI). He is dedicated to public outreach in the area of science—teaching a number of Massive Open Online Courses, as well as translating educational research into practical applications throughout the university. Dennin also initiated an academic support program, called the Student Successes Initiatives Unit, dedicated to helping first-generation college, low-income, former foster youth, and/or disabled students succeed at UCI. This unit is positioned to help students successfully transition in order to maximize their college experiences so that they can thrive at UCI. He is a recipient of UCI’s Senate awards in all three categories: Distinguished Mid-Career Award for Service, Distinguished Faculty Award for Teaching, and Distinguished Assistant Professor Award for Research. Dennin received his M.S. and Ph.D. in physics from the University of California, Santa Barbara.

ERIN E. DORAN is an associate professor in the Department of Educational Leadership and Foundations at the University of Texas at El Paso (UTEP). She is also a Research Affiliate for the Diana Natalicio Institute for Hispanic Student Success at UTEP. Her research focuses on the success of Latinx students, especially in Hispanic Serving Institutions (HSIs) and community colleges. In addition, she studies faculty and culturally relevant

pedagogy. Her experience teaching as an adjunct at community colleges influenced her choice of research field. She also has experience working in academic affairs at an HSI. She was named a faculty Fellow of the American Association of Hispanics in Higher Education in 2020. She holds an Ed.D. from the University of Texas at San Antonio in Educational Leadership.

ANNE EGGER is a professor of geological sciences and science and mathematics education at Central Washington University. She also serves as the executive director of the National Association of Geoscience Teachers. Egger’s work focuses on professional development for college and university faculty to implement evidence-based and inclusive teaching strategies, with a particular emphasis on science courses for future K–12 teachers. She was elected a fellow of the Geological Society of America, fellow of the American Association for the Advancement of Science, and she served on the National Academies of Sciences, Engineering, and Medicine’s Committee on Science Investigations and Engineering Design Experiences in Grades 6-12, which produced the consensus report Science and Engineering for Grades 6-12: Investigation and Design at the Center. Egger earned her undergraduate degree from Yale University and received her M.S. and Ph.D. degrees in geological and environmental sciences from Stanford University.

MARCO MOLINARO is the executive director for educational effectiveness and analytics at the University of Maryland, College Park. Prior to coming to Maryland, he served as assistant vice provost for educational effectiveness at the University of California, Davis (UCD), and is the founding director of the Center for Educational Effectiveness. Molinaro has educational experience creating and leading applications of academic analytics, technology for instruction, scientific visualization and simulation, as well as curriculum development and evaluation. His most recent work focuses on student equity and inclusion through (a) being co-primary investigator (PI) of the Howard Hughes Medical Institute Inclusive Excellence project MIDAS, to ensure that all STEM students have the opportunity to pursue and excel in science, technology, engineering, and medicine (STEM) fields through the efforts of dedicated and informed instructors utilizing evidence-based instructional practices; (b) acting as the UCD campus PI for the Sloan Equity & Inclusion in STEM Introductory Courses collaborative and co-leading the 10 institution based Structures working group focused on establishing structures and cataloging narratives that best support lasting change in the instruction of foundational STEM courses; and (c) serving as chair of the Analytics Sub-Committee and Advisory Board member of the American Association for the Advancement of Science STEM Equity Achievement Change initiative aimed at ensuring that the full range of talent can be recruited and retained in STEM. Molinaro has served on National Academy

of Sciences, Association of Public and Land-Grant Universities, and numerous National Science Foundation (NSF) grant-related committees and received funding from the NSF, National Institutes of Health, and various private foundations such as the Gates Foundation, Intel, the Helmsley Trust and Howard Hughes Medical Institute. Molinaro received his Ph.D. in biophysical chemistry from the University of California, Berkeley.

MARY MURPHY is a professor in the Department of Psychological and Brain Sciences at Indiana University. She is also the primary investigator of the Mind and Identity in Context Lab at Indiana University and Founder of the Equity Accelerator. Murphy’s research focuses on developing and testing theories about how people’s social identities and group memberships interact with the contexts they encounter to affect their thoughts, feelings, behaviors, physiology, and motivation. She also examines the particular concerns the situational cues engender among underrepresented groups, with an eye toward intervention. Murphy’s research has been funded by the Spencer Foundation, Raikes Foundation, and the National Science Foundation and has been profiled in The New York Times, Forbes, Harvard Business Review, Scientific American, and NPR, among other outlets. She received her Ph.D. in social psychology at Stanford University.

JOSEPHINE D. PINO is currently instructor of biology at Portland Community College (PCC). Previously, she served as PCC instructor/department chair of bioscience technology, instructor of biotechnology and biology at the Community College of Rhode Island, and instructor of biology/coordinator of biotechnology at Shoreline Community College. Pino was an original co-primary investigator of the Northeast Biomanufacturing Center & Collaborative and Rhode Island EPSCOR grants. She served as PCC coordinator for BUILD-EXITO and liaison to the Community College Undergraduate Research Initiative. She chaired the PCC Educational Advisory Council for 5 years and her ongoing college service focuses on diverse ways of achieving equitable student success through cross-functional collaboration and inclusive teaching. Pino received the National Institute for Staff and Organizational Development’s Excellence Award and the National Association of Biology Teachers Two-Year College Biology Teaching Award. She earned an M.S. in marine biology from Scripps Institution of Oceanography and received a second M.S. in biology from the University of Utah.

MELONIE W. SEXTON is a professor of psychology at Valencia College. She is also the College’s Coordinator of Undergraduate Research. In these roles, Sexton introduces first- and second-year students to critical thinking, inquiry-based learning, and research practices. Prior to coming to Valencia, she was an academic adviser at Miami Dade College and Vanderbilt

University. During her tenure as an adviser, Sexton assisted first-time in college students in developing their academic pathways. Since starting at Valencia, she has worked with students to create a scientific approach to learning, but she has also designed several professional development opportunities for faculty and staff to engage in this work. Her expertise even extends beyond the college; Sexton is a board member of the TRiO Alumni Faculty Network, a member for the Society of Experiential Education (SEE)’s Research and Scholarship Committee, and peer reviewer for multiple research journals. She recently won the Rising Leader award for her diversity, equity, and inclusion work in the SEE’s certification workshop. Sexton holds a Ph.D. in psychology from Vanderbilt University.

ELLI J. THEOBALD is an assistant professor of Biology at the University of Washington. Prior to her current position, she was a teaching professor of Biology in the same department after completing a postdoc in discipline-based education research. Theobald’s working commitment to educational equity and student success was born when she worked as a middle school and high school teacher. Currently, the heart of her research program revolves around how to be a better teacher, with particular emphasis on how to achieve equity in college-level science, technology, engineering, and medicine (STEM) classes. Theobald uses quantitative and sometimes qualitative approaches to (a) describe inequities in student outcomes from, experiences in, and perceptions of STEM classes; (b) identify instructor and systemic practices that disrupt inequities; and (c) scale equitable practices to all classes in all STEM disciplines. She recently won the University of Washington’s Distinguished Teaching Award and has been nominated twice to serve on National Academies of Sciences, Engineering, and Medicine committees (this committee: Equitable and Effective Teaching in Undergraduate STEM Education; and Advancing Anti-racism, Diversity, Equity, and Inclusion in STEM Organizations). Theobald received her B.A. in biology from Colby College, her M.A. in teaching from Alliant University, and her Ph.D. in ecology from the University of Washington.

CRISTINA VILLALOBOS is the Myles and Sylvia Aaronson Endowed Professor in the School of Mathematical and Statistical Sciences at the University of Texas Rio Grande Valley (UTRGV). Currently, she serves as Interim Dean of the Honors College and is the founding director of the Center of Excellence in STEM Education, which provides resources for the academic and professional development of faculty and students, especially increasing the numbers of underrepresented students attaining science, technology, engineering, and mathematics (STEM) degrees. From 2019 to 2024, Villalobos served as Associate Dean for Strategic Initiatives and Institutional Effectiveness in the College of Sciences. Villalobos’ research areas

lie in optimization, optimal control, and STEM education where she and her colleagues explore the mathematics identity of Calculus students in an alternative grading system. She served as Interim Director of the mathematics school, transitioning the school through the first two years (2015–2017) of UTRGV and increasing the numbers of Latino and women faculty. Villalobos’ recognitions at the national level for mentoring and STEM leadership can be summarized with the 2020 Presidential Award for Excellence in Science, Mathematics, and Engineering Mentoring. She is also a recipient of the University of Texas System Board of Regents’ Outstanding Teaching Award, the Society for Advancement of Chicanos/Hispanics & Native Americans in Science Distinguished Undergraduate Institution Mentor Award and the Presidential Award, and the Richard A. Tapia Achievement Award for Scientific Scholarship, Civic Science, and Diversifying Computing. Villalobos is a Fellow of the American Mathematical Society; a Ford Foundation Pre-doctoral fellow; and Sloan Foundation fellow. She received her B.S in mathematics from the University of Texas at Austin and her Ph.D. in computational and applied mathematics from Rice University.

GABRIELA WEAVER is the assistant dean and professor of chemistry at the University of Massachusetts, Amherst. She previously served as vice provost for faculty development, and director of the Institute for Teaching Excellence and Faculty Development. Weaver was elected a fellow of the American Association for the Advancement of Science for distinguished contributions to transforming science education at the undergraduate level. She served as director of a National Science Foundation-funded multi-institutional project Center for Authentic Science Practice in Education, dedicated to involving first- and second-year undergraduate students in course-based undergraduate research experiences. Weaver’s research interests include educational practices that increase student success and the institutionalization of such practices through the transformation of cultures and processes in higher education. She has contributed to the work of the Board on Science Education at the National Academies of Sciences, Engineering, and Medicine in the past as a member of consensus study committee for Developing Indicators for Undergraduate STEM Education and on the organizing committee for a convocation on Integrating Discovery-Based Research into the Undergraduate Curriculum, as well as having been invited to provide papers or presentations for other consensus studies. Weaver received her Ph.D. in chemical physics from the University of Colorado, Boulder.

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