Drew Lewis was most recently an Associate Professor of mathematics at the University of South Alabama, and lead PI on the NSF IUSE grant “Transforming Lower Division Undergraduate Mathematics Through Team-Based Inquiry Learning”. He is a Team-Based Learning Collaborative certified Trainer-Consultant and is experienced in providing faculty development around topics such as Team-Based Learning, alternative grading, and inclusive teaching.

Tien Chih is an Assistant Professor of mathematics at Oxford College of Emory. He was a participant in the first TBIL workshop offered in 2021, and has been implementing TBIL in his classes since. He is one of the co-authors of “Calculus for Team-Based Inquiry Learning”, a freely available activity book designed to help instructors more easily implement TBIL in their courses. This will be his first role as a leader in TBIL professional development.

Francesca Gandini is a Visiting Assistant Professor of mathematics at Kalamazoo College. She was a participant in the first TBIL workshop offered in 2021, and has been implementing TBIL in her classes since. She is also one of the co-authors of “Calculus forTeam-Based Inquiry Learning”, and has previously given some workshops for the Alliance for Michigan IBL. 

Joe Hibdon is an Associate Professor of mathematics at Northeastern Illinois University. He was a participant in the first TBIL workshop offered in 2021, and has been implementing TBIL in his classes since. He is also one of the co-authors of “Calculus forTeam-Based Inquiry Learning”. He has done extensive work, including on several grant projects, on broadening participation in STEM and mathematics in particular.

Steven Clontz is an Associate Professor of mathematics at the University of South Alabama, and PI on two active NSF grants supporting Team-based Inquiry Learning and Accessible STEM Open Education Resources. He co-developed the TBIL pedagogy along with Lewis, and is the lead maintainer of the TBIL Resource Library. His professional interests include the cyberinfrastructure of academia, particularly the use of free and open source resources and technologies that support active learning in university classrooms. 

Julie Estis is the Executive Director of Academic Enhancement and an Associate Professor of Speech-Language Pathology at the University of South Alabama, and one of the co-PIs on the NSF IUSE grant “Transforming Lower Division Undergraduate Mathematics Through Team-Based Inquiry Learning”. She is an experienced faculty developer, particularly with respect to Team-Based Learning; she is a Team-Based Learning Collaborative certified Trainer-Consultant, as well as the current president of the Team-Based Learning Collaborative.

Therese Shelton has engaged many students in differential equations within a class setting and in undergraduate research experiences. She has co-authored papers and course modules in pharmacokinetics, cholera, and car suspensions.

Patrice Tiffany has been giving workshops for five years on how to incorporate modeling with technology into the teaching of Differential Equations. She has been a PI on a recent NSF grant promoting this approach and is also an ICTCM fellow.

Brian Winkel is Director of SIMIODE, founder of the MAA-featured journals PRIMUS and Cryptologia, and emeritus professor of mathematics from the US Military Academy at West Point.

Rosemary Farley has been involved with using technology in the mathematics classroom for over 25 years. She was named a Fellow at the International Conference on Technology in Collegiate Mathematics in 2018.

Kurt Bryan has ten years of experience doing mathematics in industry and government, and for the past 29 years has been a Professor of Mathematics at the Rose-Hulman Institute of Technology in Terre Haute Indiana. His interests lie in partial differential equations, inverse problems, mathematical modeling, and involving undergraduates in research.

Leigh Noble is passionate about student-centered learning, and serves as the technical director for SIMIODE in order to help other educators have success in their classrooms.

Nancy Kress is an Assistant Teaching Professor at University of Colorado Boulder. She is a former high school teacher and an emerging expert on equitable and inclusive mathematics instruction. She has extensive experience co-designing and co-facilitating professional development focused on equity and inclusion in the early undergraduate mathematics context.

Matthew Voigt is an Assistant Professor of Engineering and Science Education at Clemson University. He is a proud first-generation college student and Queer researcher. His research centers around issues of equity, access, and power structures occurring in undergraduate STEM programs with a particular focus on gender and sexuality issues.

Rebecca Machen has been an educator for the last 15 years in K-12, community college, and university settings. Her research focuses on inclusive pedagogical practices and faculty training in undergraduate classes.

Antonio Martinez is a doctoral candidate with developing interests in the role of programming in introductory undergraduate mathematics courses as well as how to equitably support students in active learning classrooms.

Wendy Smith (she/they) is a research professor at the University of Nebraska-Lincoln and director of the Center for Science, Mathematics, and Computer Education who engages in equity-focused research related to institutional change and PK-20 STEM education. 

Gulden Karakok was introduced to student-centered and inquiry-based teaching practices at an Emerging Scholars workshop as a graduate student. Since then she implements such teaching practices in all of her courses. She has been part of the AIBL Workshop Team since 2017. She also uses the MAA Instructional Practices (IP) Guide in graduate student teaching seminars and facilitates workshops centered around the IP Guide. Most recently, she co-authored the Book StudyGuide for others to utilize the IP Guide for such workshops. 

Roberto Soto was introduced to student-centered practices when he began his high school teaching career in 1997. As faculty at California State University, Fullerton, Roberto co-facilitated active learning activities for his colleagues as part of SEMINAL (Student Engagement in Mathematics through an Institutional Network for Active Learning). He attended his first AIBL workshop in 2019 and is now Co-PI of the NSF-funded META (Mathematics Equity Through Teaching Actively) grant that helps faculty promote equity via student-centered learning techniques.

Elizabeth Thoren has over 15 years of experience teaching with inquiry and has been part of the AIBL Workshop Leader Team since 2018 where she has co-developed and co-facilitated both virtual and in-person IBL Workshops. Elizabeth also served as a guest Associate Editor for the PRIMUS special issue on Teaching Inquiry and is currently part of the leadership council for COMMIT-CaN (COMmunities for Mathematics Inquiry in Teaching in California and Nevada).

Rebecca Glover has used inquiry in her classroom since attending an AIBL Summer Workshop in 2014.  She became an AIBL Workshop Leader in 2019, facilitating both in-person and virtual workshops, co-founded the Minnesota Inquiry in Teaching Network (MITN), and is on the leadership team for the Twin Cities Math Teachers' Circle.

Paul Seeburger has been teaching math at Monroe Community College since 1998. He developed the CalcPlot3D app to help students visualize multivariable calculus and is now lead-PI on an NSF IUSE project focused on expanding CalcPlot3D’s 3D-printing features and developing hands-on guided learning activities using 3D-printed surfaces to improve student understanding of multivariable calculus concepts. Paul has presented in-person minicourses on the CalcPlot3D project at MathFest, the Joint Math Meetings, and ICTCM, and two online workshops for the MAA’s Project NExT.

Deborah Moore-Russo is a Professor of Mathematics and the First-Year Mathematics Director at the University of Oklahoma (OU). She studies the multiple ways a single mathematical concept is conceptualized, represented, visualized, and communicated. She looks at how physical and digital instructional resources, as well as instructional tasks, influence student learning. She also thinks about whether instructional decisions help students perceive mathematics as a dynamic, engaging discipline that goes beyond memorization of rules and equations.

Stepan Paul is a Teaching Assistant Professor of Mathematics at North Carolina State University, where he has taught since 2020. He works on developing novel illustrations of concepts in calculus and geometry with dynamic geometry software and digital fabrication. He currently coordinates the multivariable calculus course at NC State and organizes the departmental Teaching and Learning Seminar.

Shelby Stanhope is an Associate Professor of Mathematics at the U.S. Air Force Academy. Her work focuses on innovative teaching methods in multivariable calculus, aiming to help students grasp three-dimensional concepts through tactile activities using 3D-printed models, computer visualization with CalcPlot3D, and experiential learning field trips.

Sharona Krinsky is a faculty member in the Mathematics department at California State University. She has over 30 years of experience in the mathematics classroom, has worked with dozens of faculty on course redesign, is an organizer of The Grading Conference (now in its fourth year), and is currently a co-PI and faculty trainer on the NSF IUSE funded CLIMB grant to redesign sophomore level engineering classes to use Mastery Grading.

Robert Bosley is a faculty member in the Mathematics department at California State University Los Angeles as well as the intervention support coordinator at Santee Education Complex, a grades 9-12 high school in the Los Angeles Unified School District. In addition to over 17 years of classroom experience at both the grades 9-12 and Higher Ed levels, Bosley is a certified Mastery Grading trainer, organizer of The Grading Conference, and has over a decade of experience working with faculty at all levels on course redesign.

Allison Henrich is a Professor of Mathematics at Seattle University and the editor-elect of MAA FOCUS. She is a co-author of the book A Mathematicians Practical Guide to Mentoring Undergraduate Research and co-editor of Living Proof: Stories of Resilience Along the Mathematical Journey.

Michael Dorff is a professor of mathematics at Brigham Young University, founder and previous director of CURM, co-founder and co-director of PIC Math, and former MAA President.

Pamela E. Harris is a Mexican-American mathematician and serves as Associate Professor in the Department of Mathematics and Statistics and Faculty Fellow of the Davis Center and the Office of Institutional Diversity, Equity, and Inclusion at Williams College. She is the President and co-founder of Lathisms: Latinxs and Hispanics in the Mathematical Sciences, cohosts the podcast Mathematically Uncensored and has recently coauthored the books Asked And Answered: Dialogues On Advocating For Students of Color in Mathematics and Practices and Policies: Advocating for Students of Color in Mathematics.

Michael Young is an Associate Professor of Mathematics and the Associate Dean for Diversity, Equity, and Inclusion in the Mellon College of Science at Carnegie Mellon University. He is the Founding Director of the Center for Minorities in the Mathematical Sciences.

Nancy Kress is a twenty year veteran former high school teacher who recently completed her doctoral dissertation on equitable mathematics instruction. She is an emerging expert on equitable and inclusive mathematics instruction and has experience facilitating professional development focused on equity and inclusion in the early undergraduate mathematics context.

Matthew Voigt is an Assistant Professor of Engineering and Science Education at Clemson University. He is a proud first-generation college student and Queer researcher. His research centers around issues of equity, access, and power structures occurring in undergraduate STEM programs with a particular focus on gender and sexuality issues.

Wendy Smith is a research professor at the University of Nebraska-Lincoln and associate director of the Center for Science, Mathematics, and Computer Education who engages in equity-focused research related to institutional change and PK-20 mathematics education.

Rebecca Machen has been an educator for the last 15 years in K-12, community college, and university settings. Her research focuses on inclusive pedagogical practices and faculty training in undergraduate classes.

Antonio Martinez is a doctoral candidate with developing interests in the role of programming in introductory undergraduate mathematics courses as well as how to equitably support students in active learning classrooms.

Adriana Corrales is a Visiting Assistant Professor and Postdoctoral Associate at the University of North Texas in the Chemistry Department. They have experience working with higher education faculty in multiple STEM disciplines and bring an interdisciplinary approach to their training.

Rebecca Glover has used inquiry in her classroom since attending an AIBL Summer Workshop in 2014. She became an AIBL Workshop Leader in 2019, facilitating both in-person and virtual workshops, co-founded the Minnesota Inquiry in Teaching Network (MITN), and is on the leadership team for the Twin Cities Math Teachers' Circle.

Elizabeth Thoren has over 15 years of experience teaching with inquiry and has been part of the AIBL Workshop Leader Team since 2018 where she has co-developed and co-facilitated both virtual and in-person IBL Workshops. Elizabeth also served as a guest Associate Editor for the PRIMUS special issue on Teaching Inquiry and is currently part of the leadership council for COMMIT-CaN (COMmunities for Mathematics Inquiry in Teaching in California and Nevada).

Drawing on 15 years classroom experience teaching college mathematics with inquiry, Nina White has been supporting other instructors in teaching with inquiry since 2015, and in 2018 joined the AIBL Workshop Developers team to provide this support nationally. She is also on the national leadership team for the COMMIT Network, is director of a Math Teachers' Circle for Detroit-area teachers, and founded a local Learning Community for Inclusive Teaching (LCIT) in Mathematics at University of Michigan.

Todd Grundmeier has 20 years of experience teaching mathematics courses for future elementary school teachers. He has also lead numerous workshops for University faculty on inquiry-based learning.

Danielle Champney is faculty in the Mathematics Department at Cal Poly, SLO, where she teaches a wide range of math courses that frequently includes Math for Future Elementary Teachers. For the past eight years, Danielle has facilitated intensive IBL workshops for college faculty, traveling workshops for universities and community college districts, and district-wide K-12 active learning professional development for Cal Poly partner schools.

Brian Winkel is Director of SIMIODE, founder of the MAA-featured journals PRIMUS and Cryptologia, and emeritus professor of mathematics from the US Military Academy at West point.

Leigh Noble is passionate about student centered learning, and serves as the technical director for SIMIODE in order to help other educators have success in their classroom.

Kurt Bryan has ten years of experience doing mathematics in industry and government, and for the past 29 years has been a Professor of Mathematics at the Rose-Hulman Institute of Technology in Terre Haute Indiana. His interests lie in partial differential equations, inverse problems, mathematical modeling, and involving undergraduates in research.

Corban Harwood has 10 years of experience in teaching modeling-focused pedagogy in differential equations, evidenced by 5 related articles he published and 8 faculty development workshops he co-led.

Patrice Tiffany has been giving workshops for five years on how to incorporate modeling with technology into the teaching of Differential Equations. She has been a PI on a recent NSF grant promoting this approach and is also an ICTCM fellow.

Rosemary Farley has been involved with using technology in the mathematics classroom for over 25 years. She was named a Fellow at the International Conference on Technology in Collegiate Mathematics in 2018.

Therese Shelton has engaged many students in differential equations within a class setting and in undergraduate research experiences. She has co-authored papers and course modules in pharmacokinetics, cholera, and car suspensions.

Kathryn Kozak is mathematics faculty at Coconino Community College (AZ). She was the President of AMATYC in 2020-2021. She is the Co-Principal Investigator and workshop leader for the NSF-funded StatPREP project.

Ambika Silva is a community college mathematics professor at College of the Canyons in Los Angeles County, CA. She believes that the best teachers never stop learning, and her passion for teaching statistics reflects that. Involved in multiple statistics focused projects over the years, Ambika continues to advocate for the importance of having a more modern introductory statistics course driven by data.

Jenna P. Carpenter is an expert in innovative STEM curricula. She is part of a team that won the 2022 National Academy of Engineering Bernard M. Gordon Prize for Innovation in Engineering and Technology Education, considered the Nobel Prize of engineering education.

Mary E. Pilgrim is an Associate Professor of Mathematics Education at San Diego State University. Her research area is in undergraduate mathematics education with a focus on course design, pedagogy, professional development, and systemic change. She has eight years of course coordination experience and has connected the use of evidence-based practices to the professional development of post-secondary instructors.

Cindy Blois is an Assistant Professor, Teaching Stream at the University of Toronto in the Department of Mathematics.

Amelia Stone-Johnstone is an Assistant Professor of Mathematics at California State University, Fullerton. Her research interests are in undergraduate mathematics education. Her work focuses on developing and refining academic support structures in gateway mathematics courses, in addition to equity-minded professional development.

Sharona Krinsky is a faculty member in the Mathematics department at California State University. She has over 30 years of experience in the mathematics classroom, has worked with dozens of faculty on course redesign, is an organizer of The Grading Conference (now in its third year), and is currently a co-PI and faculty trainer on the NSF IUSE funded CLIMB grant to redesign sophomore level engineering classes to use Mastery Grading.

Owynn Lancaster has taught in comprehensive schools, continuation and alternative schools, charter schools, museums, prisons, colleges, and universities, and aims to teach in space or underwater next. His core belief is that everyone can learn, and the most important agent of change in education is always the educator. He hopes to improve educational quality and impact by improving the lives and skills of any educator he can work with.

Robert Bosley is a faculty member in the Mathematics department at California State University Los Angeles as well as the intervention support coordinator at Santee Education Complex, a grades 9-12 high school in the Los Angeles Unified School District. In addition to over 17 years of classroom experience at both the grades 9-12 and Higher Ed levels, Bosley is a certified Mastery Grading trainer, organizer of The Grading Conference, and has over a decade of experience working with faculty at all levels on course redesign.