Katherine Richardson Bruna Iowa State University
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Katherine Richardson Bruna is an Associate Professor of Multicultural Education in the School of Education at Iowa State University. Over the last several years, she has been working with Facing History and Ourselves to integrate its content resources and pedagogies into the Iowa State teacher preparation experience and, most recently, has begun a collaboration with Ames High School to incorporate Facing History into its History and English courses, among others. Richardson Bruna is also the Director of the ISU 4U Promise, a unique university-school partnership with two elementary schools in urban Des Moines neighborhoods. In the coming years, Richardson Bruna would like to bring Facing History to the teachers, families, and youth of the ISU 4U Promise to promote conversation about community and community-building in these partner schools and neighborhoods.

Jennifer Farley Iowa State University
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Jennifer Farley is a Doctoral Candidate in the School of Education at Iowa State University. She is currently conducting dissertation research on teacher interventions in school bullying. While at Iowa State she has served as a Graduate Assistant to the Facing History and Ourselves collaboration with Ames High School, led by Dr. Richardson Bruna, and has used the Facing History pedagogy and resources in teaching her own Social Foundations of Education courses in the teacher preparation program. She has also worked with Dr. Richardson Bruna on the ISU 4U Promise, a university-school partnership which promotes college access and readiness for historically-excluded youth. Jennifer has over 12 years of experience in program management and evaluation, and has consulted as a program evaluator with school districts, nonprofit organizations, and the Iowa Department of Education.

Jim Connell Ursuline College
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Dr. Jim Connell is an Assistant Professor and Program Director for the Educational Administration program at Ursuline College. He primarily teaches classes focused on Curriculum Development, Instructional Leadership and Integrating Seminar, the last class in the master’s sequence. In addition to teaching, he serves as an advisor to those students who are earning their principal’s license. He received his Ph.D. from Kent State University and his B.A. and his M.A. from John Carroll University. Prior to coming to Ursuline, he served thirty-five years in public education beginning his career as a high school English teacher at Beachwood High School and concluding his career at Berea City schools where he served as Curriculum Director, Assistant Superintendent and Superintendent. Dr. Connell also works as an Educational Consultant providing leadership training and strategic planning for many local schools and organizations Since 2002 Jim has been a member of the Distribution Committee for the Martha Holden Jennings Foundation. Jim is married to Peggy Supp Connell, a recently retired high school principal. He has three adult children and two grandchildren.

Molly Barrett Michigan State University
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Molly Barrett is beginning her 2nd year as a PhD student in Curriculum Instruction and Teacher Education program at Michigan State University. Her research interests involve using elementary social studies as a means to better meet the needs of children from same-sex families. Prior to attending Michigan State University Molly taught elementary school for 15 years.

Adam Schmitt Michigan State University
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Adam Schmitt is a doctoral student in Curriculum, Instruction and Teacher Education at Michigan State University. His research focuses on social studies education and the intersection of memory, individual and collective, and history in meaning-making about the past, both in the classroom and in public sites of commemoration. At MSU, Adam teaches secondary social studies methods courses, as well as a master’s level course about teacher learning and professional development. Prior to pursuing his doctorate, Adam taught middle school social studies for 10 years in Champaign-Urbana, Illinois.

Jason Endacott University of Arkansas
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Dr. Endacott is associate professor of secondary social studies education at the University of Arkansas. He received his Ph.D. (2007) and M.S. (2001) in curriculum and instruction from the University of Kansas and his B.S. (1998) in education from Kansas State University. Prior to his appointment at the University of Arkansas, he served as an assistant professor of secondary education and social science at Keene State College in Keene, N.H., from 2007 to 2011. Before beginning his career in higher education, Dr. Endacott taught middle school social studies at New Mark Middle School in the North Kansas City, Mo., district. He enjoys working with secondary students in social studies classrooms to uncover and explore ways in which they think about history and historical figures.

Hung Pham University of Arkansas
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Hung Pham is the Director for the Center for Children & Youth, an endowed initiative of the University of Arkansas College of Education and Health Professions. Through CCY, Hung manages a number of educational programs working with students, teachers, schools and districts to foster creative, vigorous learning and addressing underserved populations. He has presented at conferences across Arkansas as well as in Washington, D.C., Boston, Minneapolis, and New York City. A graduate of the MFA Creative Writing program at UA Fayetteville, Hung was a recipient of the 2015 Arkansas Arts Council Individual Artist Fellowship for his fiction. Before coming to Arkansas, Hung worked with a number of educational and youth-related nonprofit organizations in Colorado.

Nate Phipps University of Michigan
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Nate Phipps has worked for nearly a decade in professional development, including as National Program Coordinator at Facing History’s headquarters in Brookline, MA, and as a secondary educator in Boston Public Schools. As CEDER’s Managing Director, Nate manages CEDER’s work and coordinates new partnership opportunities across CEDER’s design, evaluation, and research strands. His primary responsibilities include soliciting, organizing, and managing a wide range of high-quality designs, evaluations, and research on teaching, learning, leadership, and policy at multiple levels of education. Specifically, CEDER supports the design and development of education curricula, programs, technology tools, and software for other units on campus and for K-12 and informal learning settings in surrounding communities.

Michelle Bellino University of Michigan
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Michelle Bellino’s research centers on young people’s understanding of historical injustice, whether experienced directly or shaped through school curriculum, family narratives, or social movements. In her work, she traces youth experiences from schools to their homes and communities in order to understand how knowledge and attitudes toward historical injustice travel across public and private spaces, as well as between generations. She asks how young people construct the past while shaping an evolving sense of themselves as local and global civic actors. Bellino is committed to exploring the relationship between historical consciousness and civic development in conflict-affected and post-conflict contexts undergoing transitional justice or democratic transition. Trained as a cultural anthropologist, she has carried out ethnographic and interview-based research in Guatemala, Afghanistan, and Bosnia and Herzegovina. Currently, she is engaged in a youth participatory action research project aimed at exploring the role of formal education for refugees living in Kenya. Her work has been featured in Education, Citizenship, and Social Justice; International Journal of History Teaching, Learning, and Research;International Journal of Social Education; and several collections on history education and human rights. She has been selected as a Peace Scholar by the United States Institute of Peace; a Concha Delgado Gaitan Presidential Fellow by the Council of Anthropology and Education; and a Gail P. Kelly Dissertation Award recipient by the Comparative and International Education Society for her work on equity and social justice in international contexts.

Bonnie Laughlin-Schultz Eastern Illinois University
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Bonnie Laughlin-Schultz is a historian of the 19th century United States who specializes in in American women’s history. She is author of The Tie That Bound Us: The Women of John Brown’s Family and the Legacy of Radical Abolitionism about the women of abolitionist John Brown’s family and is currently researching 19th century women’s rights reformers and their experiences of motherhood. She teaches the US survey, American women’s history, social studies teaching methods, and historical research/writing, and she serves as coordinator for Social Science Teaching at Eastern Illinois University.

Chara Haeussler Bohan Georgia State University
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Chara Haeussler Bohan is Professor of Social Studies and History Education at Georgia State University, in the College of Education and Human Development. Before earning her doctoral degree from the University of Texas at Austin, she taught in private and public high schools in New York City and Austin, Texas. Her research interests include the history of education, social studies education, and educational biography, with particular attention to race and gender. She has more than 70 publications, including several books; Go to the Sources: Lucy Maynard Salmon and the Teaching of History (Peter Lang, 2004), American Educational Thought (IAP, 2010), Clinical Teacher Education (IAP, 2011) and Histories of Social Studies and Race (Palgrave, 2012).

Stephanie Behm Cross Georgia State University
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Stephanie Behm Cross is an assistant professor in the College of Education & Human Development at Georgia State University. Using case study and narrative inquiry methodology, Dr. Cross investigates teachers’ experiences throughout student teaching and the first years of teaching in urban settings. Her most recent research, funded through a multi-year Department of Education Innovation Fund grant, investigates teacher participants’ experiences in a 3-year residency model designed to support and retain new and veteran educators in urban settings. Through the use of critical whiteness studies, Dr. Cross considers how new teachers’ personal ideologies impact the way they position children in the classroom. She hopes that her research with and for teacher candidates helps to push back and suggest models for addressing deficit views of families, children, and communities.

Glenda Chisholm Georgia State University
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Glenda Chisholm received a B.A. in Elementary Education with a science concentration from Michigan State University and a M.Ed. in Middle Grades Education from the University of West Georgia, and is currently pursuing a Ph.D. in Middle and Secondary Education with a concentration in Teaching and Teacher Education from Georgia State University.
Glenda spent her teaching career in the metropolitan area of Atlanta where she taught both elementary and middle grades school students as well as served as an Early Intervention Program Teacher. Throughout the course of her career she held leadership positions as the Student Support Team Chair and Science Department Chair. Additionally, she mentored many young girls in the P.E.A.R.L.S. (Producing Excellent Radiant Ambitious Leaders) mentoring program and served as an advisor for students in the National Junior Beta Club, where her students won several competitions on the state and national level. Her students recognized her as an Outstanding Beta Advisor. Recently, she was named an Asa Hilliard, III and Barbara Sizemore Research Fellow.
Currently, Glenda is the Vice President of the Middle and Secondary Education Doctoral Student Council and the Vice President of the Teaching & Teacher Education organization, (TTEDs), and is a founding charter member of WE-ROC (Women Educational Researchers of Color). She also serves as a Project Coordinator at the Urban Child Study Center where she works in partnership with early childhood centers to measure student success. Her professional interests include teacher education, social justice in education, social justice in elementary curriculum and critical pedagogies.

Shelly Lemons McKendree University
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Shelly Lemons, Associate Professor of History, joined the McKendree faculty in 2010. Dr. Lemons received her Bachelor of Arts degree in History from Missouri Southern State University, a Master of Arts in History from Missouri State University, and a doctoral degree in history from Oklahoma State University.
She is actively engaged in teaching and scholarship, with a primary focus on women and gender issues. Her manuscript, “Down on First Street: Prostitution in Tulsa, Oklahoma,” is forthcoming. Other projects currently in progress include an article on the self-treatments for venereal disease in the early 20th century as well as manuscript project on Oklahoma women, the Great Depression, and the Dust Bowl.
Dr. Lemons is also actively engaged in community and professional organizations. She served on the Board of Directors of Women’s Voices Raised for Social Justice. She is also part of the executive council and past President of the Southwestern Historical Association.

Bethany Hill-Anderson McKendree University
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Bethany Hill-Anderson, Associate Professor of Education—Social Studies, joined the McKendree University faculty in 2008. Dr. Hill-Anderson earned a Bachelor of Arts in Economics/Management and French from Ohio Wesleyan University, a Master of Arts in Social Science Education from the University of South Florida, and a doctorate in Educational Studies from Saint Louis University. She currently teaches elementary, middle, and secondary social studies methods courses as well as graduate and undergraduate Multicultural Education courses. Dr. Hill-Anderson also serves as a University Supervisor. Her areas of research, publication, and presentations include teacher education, multicultural education, social studies education, gifted education, and military-connected children. She presently serves on the Illinois Council for the Social Studies Board of Directors.