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Dr. Judith Cardenas is the President and CEO of Strategies By Design, a global consulting firm dedicated to helping organizations innovate and design impactful solutions and client experiences. Over the past decade, she has empowered leaders and organizations to successfully execute their vision and achieve strategic goals through approaches grounded in innovation, change management, and disruptive technologies.  Dr. Cardenas holds a doctorate in education administration and a doctorate in training and performance improvement. Her postdoctoral work includes leadership development at Harvard University’s John F. Kennedy School of Government, as well as certification as a Professional in Return on Investment from Villanova University. She also holds multiple advanced credentials, including certifications in Innovation, Design Thinking (Harvard), AI Leadership (MIT), AI Strategy, AI Ethics, AI Design, and Digital Transformation.  Currently, she leads the Center for Innovation and Disruptive Technology for the League for Innovation, where she works with over 400 AI Fellows across the United States as they adopt and embrace artificial intelligence and other emerging technologies.  Her professional background includes executive leadership roles overseeing large public institutions, where she managed a $146 million operational budget, $30 million in federal funding, a $10 million foundation endowment, and a workforce of over 3,000 employees. In addition to her extensive experience in higher education, Dr. Cardenas has developed and delivered training programs for leading organizations such as the World Bank, United Nations, QVC, Inc., Philips Semiconductor, U.S. Navy, U.S. Nuclear Regulatory Commission, U.S. Army, BioWorks, and the Naval Acquisition Career Center.

Janette Scardillo, PT, DPT currently holds the positions of Director of Clinical Education and Faculty Specialist in the Department of Physical Therapy at the University of Scranton in Scranton PA. She received her BS in Health Science (2005), Masters of Physical Therapy (2006), and transitional Doctorate in Physical Therapy (2009) from the University of Scranton.  She additionally completed a Certificate in Simulation through the Drexel University (DREXEL) College of Nursing and Health Professions in 2022. Her current academic teaching responsibilities and research interests include clinical education, simulation, professional development in PT students, acute care PT, cardiovascular  and pulmonary PT, and early mobility in the ICU. She is a credentialed trainer for the American Physical Therapy Association's Level 1 and Level 2 Clinical Instructor Credentialing Programs (CCIP) and is a member of the CCIP Level 1 Update Workgroup and the CCIP Booster Modules Workgroup. Previous professional experience includes American Council of Academic Physical Therapy (ACAPT) Vice Chair of External Affairs of the Clinical Education Commission, National Consortium of Clinical Educators Vice Chair and Nominating Committee Chair, Chair of the ACAPT Leadership Academy Summit Planning Committee, and membership on the APTE/APTA Clinical Education Technology Workgroup and CESIG/NCCE Clinical Placement Taskforce.

Dr. Diedra Price is an author, poet, publisher, creative director, and founder of Words Eclectic Publishing. Her work centers authorship, lived experience, and cultural truth as essential forms of knowledge. Her upcoming book, Sugar Uncoated: A to Z, is a standalone poetic work that explores Black ancestral memory and movement while engaging themes of identity, liberation, and resistance. With a background in Educational Psychology and Technology, Dr. Price bridges research, storytelling, and community, reimagining how learning, voice, and knowledge are understood within and beyond academic spaces.

Dr. Nadia Iftekhar is an alumna of the Educational Psychology and Technology (EPT) program, specializing in instructional design and accessibility. She is the founder of Modal Education, an inclusive learning platform designed to support Deaf and Hard of Hearing students through visual, accessible math practice. With advanced degrees in Deaf education and elementary education from Teachers College at Columbia University, Nadia brings over a decade of experience in curriculum development, IEP consulting, and teacher training. Her current research explores the intersection of burnout and technology use among teachers of the Deaf. She is a passionate advocate for equity in education, digital access, and sustainable leadership.

Kelly B. Renner, Ph.D., LPC is the Assistant Dean, Curriculum and Program Chair of Psychology and Social Sciences at Franklin University. During her time at Franklin University, Dr. Renner has held a variety of positions including the Assistant Director and then the Director of the Student Learning Center, as well as Lead Faculty. She has enjoyed teaching at Franklin University since 2012 and was a 2014 Teaching Excellence Award recipient, as well as the 2019 Inaugural Faculty Fellow. Prior to working full-time at Franklin University, Dr. Renner spent four years working in community mental health as a clinician. Her caseload included clients at various stages of the life span battling addictions, depression, anxiety, and personality disorders, as well as coping with all forms of abuse. Dr. Renner's research interests, speaking engagements, professional presentations, and publications are on the topics of burnout, motivation, and team building. She resides in Westerville, Ohio with her husband, Blake, and their son, Declan.

Dr. Samantha Tackett is a faculty member at Florida State University where she serves as the Director of the Proactive Referral & Engagement (PRE) Program, and Assistant Director of the Academic Center for Excellence (ACE) in the Division of Undergraduate Studies. Dr. Tackett uses her Doctorate in Educational Psychology and Master’s in Instructional Systems & Learning Technologies to teach, provide support, and mentor the research of both undergraduate and graduate students. Likewise, she enjoys teaching assessment, cognitive psychology, educational psychology, educational technology, and student success/recovery curricula in traditional and online contexts. She has considerable professional experience as a human performance systems consultant, program evaluator, and assessment specialist in government and corporate sectors. Her research interests include students' development of skills to improve their academic recovery and the academic experiences and retention of first-generation and other underrepresented student populations within the American educational systems. Dr. Tackett has published in national and international journals and books and collaborated with colleagues and students to present research at regional, national, and international conferences.

Ms. Lindsey Shah is the Director of Content and Curricula at Parents as Teachers National Center. With her commitment to excellence, she supports the development of research-informed methodologies and resources that emphasize the importance of family engagement to the work of home visiting and early childhood professionals. As a testament to her knowledge and expertise, she serves as a lead author for a publication by Parents as Teachers National Center called "Engaged: Building Intentional Partnerships with Families.”  She underscores the role of family engagement through her insightful discourses in the field.

Dr. Lord Giddie is the Director of Learning Experience Design (LXD) at National Louis University, where he leads a dynamic team dedicated to innovating course design and instructional methodologies. With 15 years of experience in the field of instructional design, Dr. Giddie has a profound understanding of the intersection between technology and education. Since 2009, he has been an influential adjunct professor, imparting advanced knowledge in educational psychology, educational technology, and international psychology to doctoral students, shaping the next generation of experts in these fields.  Dr. Giddie is a passionate advocate for the intentional use of AI in education. He guides his team to leverage AI tools, such as ChatGPT, to enhance course content creation while exploring the benefits, challenges, and future possibilities of integrating AI into course design. His work is characterized by a commitment to fostering inclusive and engaging learning environments that utilize cutting-edge technology to elevate the educational experience.

Dr. Jessica Evans has nearly 15 years of experience in higher education, specializing in assessment, accreditation, policy development, strategic planning, and organizational training. She currently works for a nonprofit organization focused on accrediting teacher education programs in the U.S. and abroad. Previously, she served as the Director of Assessment and Accreditation at Murray State University, where she was also a member of the Board of Regents. Dr. Evans holds an EdD in Educational Psychology and Technology and master’s degrees in Human Development and Organizational Communication. She is a member of the Steering Committee for Human Rights Educators USA and has served on the Board of Directors for Amnesty International, USA. Recognized for her contributions to higher education, Dr. Evans was honored by the Murray State University Alumni Association as a Top 22 Under 40 honoree in 2020.

Dr. Leslie Rutkowski is Professor of Quantitative Research Methodology at Indiana University. Leslie’s research is in international large-scale assessment models and methods. Her interests include latent variable models and examining methods for comparing heterogeneous populations in international surveys. Dr. Rutkowski currently serves as associate editor for the Springer journal Large-scale Assessments in Education and as co-executive editor for the Springer book series, IEA Research for Education. She is also the chair of the PISA Technical Advisory Group and the NAEP Questionnaire Standing Committee. Dr. Rutkowski is also the editor of Handbook of International Large-Scale Assessment (Rutkowski, von Davier, and Rutkowski, 2014) with Chapman & Hall.

Dr. Inaya Jaafar is an educational psychologist with over 23 years of experience in teaching middle school English and science, being a primary grade interventionist, a preschool to 12th grade special services supervisor, and currently an elementary school assistant principal, dissertation reader, and adjunct faculty member. Dr. Jaafar has published an edited reference book on educational technology featuring her dissertation topic on the teacher student relationship with the use of technology. She has conducted research and published manuscripts focused on the educational impact of the pandemic, effects of natural disasters on school staff and student performance, trauma informed practices, and teacher resilience.

Dr. Taylor Gothard works with the Digital Teaching and Learning Department of The Community Solution Education System and is an adjunct faculty member at The Chicago School. He has over 15 years of experience in higher education in the areas of instruction, curriculum, accreditation, compliance, financial aid, and student support services. In addition to his regular roles, he also operates a consulting business that provides support to growing colleges in these areas of expertise. Prior to joining The Chicago School, he worked extensively in graduate medical education simulation programs in Southern England and on St. Maarten and supported medical schools in Australia, the Caribbean, India, Malaysia, and the Kingdom of Saudi Arabia.”

Dr. Rhoderick J. Ramsey is a learning and development professional with experience from the U.S. Federal Government and private sector. Dr. Ramsey’s expertise is in instructional systems design, online learning and facilitation, and educational technology. He has engaged in the complete learning cycle, including learning needs assessment/analysis, learning intervention design and development, and program evaluation. Dr. Ramsey earned his Bachelor of Arts in Sociology and Master of Education degrees from the University of Central Oklahoma and was awarded a Doctorate in Educational Psychology and Technology from The Chicago School.

Dr. Vail Hilbert is a dedicated and passionate international education professional who believes in creating engaging and inclusive learning environments. She began her career in public education in the United States and has been working in an international school in Mexico City for 14 years. Throughout her professional journey, she has had the opportunity to hold a variety of positions including classroom teacher, activity specialist, instructional coach, and dean of students. Dr. Hilbert uses connection to create an educational climate where students feel safe and valued.    Dr. Hilbert received a bachelor’s degree in international studies. It was then that she began to think about and explore how the world is becoming more interconnected and the possibility that creates. Specifically, as she continued her journey into education and moved across borders, it became evident that online and international teaching and learning not only allows education to be more accessible but also provides opportunities for cross-cultural interchange. While online teaching and learning still has limitations and gaps, she continues to be committed to learning more and engaging in conversations about how best to leverage technology and integrate the cultural and psycho-social aspects of learning for the benefits of students everywhere.

Finishing a 10-year quest of climbing to the top of the highest mountain on each of Earth’s seven continents, Dr. Vora’s expeditions have taken him to some of the most remote places on the Earth, from the Andes Mountains to the Antarctic Ice, from the Alaska Range to the Asian Himalayas. Dr. Vora makes a case for stepping out of our comfort zone to explore our inner world. He has shown the world the power of “big dreams.” He has realized his “big dreams” with hard work, dedication, and perseverance. He now works relentlessly to share his story with others to inspire them to pursue their own “big dreams” and make them come.