Born and raised in Chicago, Christian Holland received his Bachelor of Arts degree in Psychology from Wesleyan University. His degree focused on Cultural and Organizational Psychology. In addition to his 20+ years of experience, Christian serves on various health/educational boards throughout the City of Philadelphia. In 2002, he received his Masters of Divinity with a focus in administration, counseling, and education from Claremont School of Theology.

As senior director of Out of School Time and Youth Programming, Christian provides strategic oversight and expansion for multiple sites/contracts in Philadelphia and Delaware County, which provide quality educational extended learning opportunities for youth and families. As an extension of his current role at ECS, Christian serves as the Vice- Chair of the Pennsylvania Department of Education 21st CCLC Advisory Board and will accept the role of Chairman in the beginning of FY23 for the Commonwealth of Pennsylvania. Christian has also served in the role of Director and Behavioral Specialist in Afterschool/OST programs with Temple University and outstanding nationwide youth programs like Education Sports Fun Camps held at Girard College, Moorestown, Lawrenceville, NJ, and Greenwich, CT.

Christian finished his MBA program graduating with a 4.0 GPA and honors from Benedictine University and has received Certification from the Nonprofit Executive Leadership Institute at Bryn Mawr College. Christian also gives back to the community by serving as the Executive Director and Chairman of Oasis Prayer & Recovery Centers and Ministries, a newly founded non-profit and ministry in Philadelphia, which focuses on community outreach, service, spiritual coaching and inner healing.

On a more global front - Christian is a team member, International Volunteer Team Lead Endorser and Commissioner of the Council of Accreditation (COA). With COA, he sits on numerous strategic and operations advisory boards that impact thousands of youth and families worldwide.

Noah Harrington is a sustainability education coach and research assistant who accompanies teachers as they learn to integrate altruism and sustainability as learning objectives into early childhood education programs and beyond. He has a BSBA from the University of Vermont with an interdisciplinary theme in sustainability, a concentration in finance, and a minor in community and international development. In the lab, he is a member of the Teaching for Sustainability and Altruism through Project-Based Learning (SAPBL) team which offers an online course for teachers worldwide.  Noah's research interest lies in project-based learning, particularly questions involving sustainability which is imperative in developing a healthy and just world.

Dr. Brandi Binakonsky has worked in the field of special education for over 20 years. Beginning her career as a special education teacher for school-age programs, she was able to leverage her emotional support and co-teaching experiences in order to transition to the role of an administrator/supervisor for an Early Intervention preschool program for 13 years. Within this role, Dr. Binakonsky was able to focus on building partnerships and collaborative relationships with school districts and community early childhood partners. She is currently working as an Early Intervention Technical Assistance Consultant. In addition to receiving her doctorate in education through the California University of PA where her research focused on professional development relative to the needs of staff who provide preschool Early Intervention services. Dr. Binakonsky also holds a Superintendent Letter of Eligibility from California University of PA and a Supervisor of Special Education certificate from the University of Pittsburgh to augment her undergraduate and graduate degrees in special education. Her passion includes empowering all levels of leadership through high-quality professional development to positively impact inclusive experiences for all children and families.

Angela Anderson has a passion for integrating Human Services and Early Learning Education. She has an Associate Degree in Psychology, a Bachelor's Degree in Human Services and a Master's Degree in Cross Disciplinary Studies with a concentration in Preschool Education. Angela started her early learning career as an assistant teacher in her son's preschool classroom in 2003. In 2004 she became a VPK teacher in a Fort Myers faith-based program. As time progressed as a servant leader in the early childhood education field, she worked in many different administrative roles assisting ECE programs, directors and ECE teachers in many different capacities to ensure ECE programs had what they needed to adhere to quality best practices. In addition to her full-time position as the Director of Curriculum and Professional Development for Guadalupe Center’s four ECE centers in Immokalee Florida, Angela also is an Adjunct Instructor for Rasmussen College and a trainer for the Department of Children and Families.

Stephanie L. Simon is an Early Childhood Educator with over 30 years in the field. During this time Stephanie has served as a Teacher, Director, Program Coordinator, Programs Director, Professional Development Facilitator, CDA Instructor, Provider Services Manager with CCIS and a Preschool Specialist working in collaboration with the PA-Key and PA’s Office of Child Development and Early Learning. Stephanie is currently an Early Learning Specialist with First Up, providing coaching and mentoring to support SEL with ECE Providers.

Stephanie holds a master’s degree in Early Childhood Education from West Chester University, and a Bachelor of Science degree in Special Education/ Elementary Education from Temple University.

Dr. Lin Chu is an associate professor and master's supervisor in the Teachers` College of Beijing Union University. He has a doctor's degree in ethnic preschool education and a master's degree in comparative education, focusing on comparative preschool education research. Dr. Lin Chu paid close attention to the research on preschool curriculum in China and the United States. He has carried out research work in three kindergartens in Hartford, Connecticut, and a Reggio kindergarten in New Haven, Connecticut, and published an academic work on cultural elements in kindergarten curriculum in combination with the practice of kindergartens in Beijing, China. At the same time, Dr. Lin Chu has published more than 30 academic papers on comparative education. Dr. Lin Chu will be working with Dr. Rebecca at Drexel University, focusing on regional and national education research, especially the research on the social emotional development of preschool children in China and the United States.

Casey Hanna is a PhD student and Graduate Research Assistant in the School of Education at Drexel University. Her research interests include civic education and engagement, community-school partnerships, and teacher education. Before starting her graduate degree, she was an archaeologist and secondary social studies teacher.

Julie Knutson (she/her/hers) is a classroom teacher and writer with a keen interest in human rights and sustainability education. She currently teaches at Springside Chestnut Hill (SCH) Academy in Philadelphia, where she infuses the United Nations’ Sustainable Development Goals (SDGs) into courses that include 6th grade “Social Entrepreneurship,” 8th grade “Digital Publishing,” and 10th grade “Social Impact.” Alongside more than two dozen students, she also spearheads SCH middle school’s vibrant Eco Club.

Julie’s book Global Citizenship: Engage in the Politics of a Changing World was a 2021 Skipping Stones Multi-cultural book of the year; her The Science and Technology of Marie Curie was a finalist for the AAAS/Subaru SB&F Prize for Excellence in Science Books in the Hands-on Science Book category.

Tajma Cameron is a Ph.D. candidate pursuing her degree in Education Leadership and Policy. Tajma is also a certified Biology teacher (7th-12th grade) in Maryland and Pennsylvania and worked as a science and math teacher teaching a range of courses to 9th-12th grade students. Tajma’s overall research focuses on how culturally affirming, sustaining, and creative instructional practices and curriculum can be utilized to cultivate and nurture Black girls’ STEM identity in formal school settings and informal STEM environments.

Dr. Danielle Heeney is a Special Education Curriculum Specialist in the School District of Philadelphia. Her professional experience includes 16 years of classroom experience as a special education teacher and school-based special education coordinator in the School District of Philadelphia. She has also served as Director of Special Education for the Archdiocese of Philadelphia. Her research interests include social-emotional supports for students with emotional/behavioral disabilities, literacy interventions for students with reading disabilities, accommodations for students with visual impairments, peer-mediated supports for students with disabilities, and international education.

Karen Tripolitis is a 30-year early childhood educator and founder of Mindful Roots Children, a company focused on developing instructional aids for teachers to support social and emotional learning. Karen has taught mindfulness and yoga concepts to students and teachers as part of health and wellness initiatives, summer school programs, classroom integrations, and as continuing education for staff members. This has led to the development of the M.Y. Time Program which provides comprehensive practical tools for movement based learning. SEL skills are nurtured resulting in connected communities of children. Karen is a certified children's and adult yoga instructor and elementary education teacher. In addition, she is a certified reading specialist and has her master's in early literacy and creative teaching methods. Empowering students to discover their own strengths and abilities is her passion.

Dr. Andy Liu’s service in the McNichol ECE lab addresses systems building for sustainability education as a member of the teachESD.org team where he explores the integration of STEM and sustainability concepts into PK – 12 curricula. Andy earned his Bachelor of Science in chemistry from the California Institute of Technology and his Ph.D. in inorganic chemistry from Massachusetts Institute of Technology. After working at Northwestern University as a National Institutes of Health Postdoctoral Fellow, Andy joined DuPont as a Research & Development chemist and served nearly 20 years developing new products, processes, and applications, as well as supporting sales, marketing, and manufacturing. In January of 2009, he assumed responsibilities for developing and executing global strategies for gaining regulatory notification and registration approvals for new substance commercialization. He is currently the Product Sustainability Strategy Leader at Chemours, responsible for leading the company’s Sustainable Offerings goal, which aspires to maximize the Chemours product portfolio’s contributions to the United Nations Sustainable Development Goals. He is interested in partnering with the education sector to develop the capacity of youth to select sustainability related careers.

Dr. Turea M. Hutson (she/her) is a dedicated educator and policy expert with four years of experience as an early childhood educator, specializing in inclusive instruction for neurodivergent students. She has served on her local school board for seven years, including three as board president, where she gained extensive experience in education policy and school leadership. Her research and publications focus on equity in education, with a particular emphasis on students with disabilities. Dr. Hutson has also contributed to state-level policy as a member of the Pennsylvania Governor's and Lt. Governor’s transition team, advocating for comprehensive education reforms and support for underserved populations.

Kayina is a PhD candidate in Reggio Childhood Studies at the University of Modena and Reggio Emilia, Italy. Her research interests include the development of character strengths in young children, the virtue meaning-making process, and how moral competences are practiced by children in Reggio Emilia childcare settings. She is interested in identifying, defining, and supporting children’s character strengths using the tools of science and community dialogue. She organizes workshops with children, parents, and teachers in Reggio Emilia, Italy, to explore “100 languages of virtues” and their cultural roots. She was a visiting scholar to Drexel University and is currently assisting a mixed-methods study in the McNichol ECE lab examining the effectiveness of the Virtue Mural teaching strategy among primary grade children. She is also a member of the Cognitive Modelling and Psychological Networks in Mathematical Psychology (CogNosco) Lab at the University of Trento.

Elizabeth Porter, M.Ed., AFAHO's Education Programs Manager, oversees the adult and youth programs. With a background in early childhood education, curriculum development, and advocacy, she's dedicated to improving educational outcomes for all ages. Her previous roles at The Joshua Tree, Bilingual Academy for Children, and Independence Charter School West, along with her teacher education training at Drexel, equip her to empower learners in her community.

Bridget S. Sweeney Blakely is an Associate Clinical Professor in Applied Behavior Analysis (ABA) within the Department of Teaching, Learning, and Curriculum in the School of Education at Drexel University. She received her B.S. from DeSales University and continued to Temple University to complete her M.Ed. and Ph.D. in School Psychology. Dr. Sweeney Blakely’s research interests include Consultation, specifically, the use of Performance Feedback, as well as the role of the consultant in the implementation and fidelity of systems-level frameworks within schools, specifically Response to Intervention (RtI) and Positive Behavior Interventions and Supports (PBIS).

Emmanuel Owusu Antwi is a dedicated educator and researcher specializing in Early Childhood Education. Emmanuel is a recent graduate with a Bachelor of Education in Early Childhood Education from the University of Education, Winneba, Ghana. Emmanuel served as an Early Childhood Educator at Fufuo D/A Primary School, where he implemented literacy-enhancing activities and fostered collaboration with parents to support children with learning difficulties. As a Digital Literacy Coach at Prince Edwin Montessori Academy, he introduced workshops to promote technology integration in education, using data-driven methods to assess and optimize learning outcomes. At Drexel University, Emmanuel is looking forward to supporting research on cognitive and social growth in early learners and assisting in the development of innovative educational strategies. His previous research experience highlights his ability to design and implement evidence-based interventions to address developmental challenges in young children. Passionate about educational innovation, Emmanuel’s long-term vision includes leveraging technology and artificial intelligence to create tools and programs that enhance literacy and cognitive skills for children in underserved communities.

Laura Shea is an experienced early childhood educator and advocate for play-based, developmentally informed practices. With a BA and a Master’s in Reading from Boston University, she transitioned from traditional public school classrooms after 15 years to focus on consulting and content creation. As the founder and CEO of Little Stories That Stick, Laura specializes in storytelling and early literacy. She has presented at national conferences and serves as an adjunct professor, teaching online early childhood education courses to preservice teachers. Her work focuses on bridging research and practice, promoting equity in early education, and providing educators with evidence-based resources. When she’s not working, Laura enjoys unschooling her two children, exploring the outdoors, and connecting with other nature and play-based educators. Learn more about her and her work here: www.littlestoriesthatstick.com

Dr. Syene Cooper is a visionary educational leader with over 20 years of experience transforming K-12 education. As the Network Director of Special Populations at Manhattan Charter School, he drives district-wide initiatives focused on equity, inclusion, and specially designed instruction. Previously, as Principal, he led a successful school turnaround, improving attendance, academic performance, and staff morale. In addition to his leadership roles, Dr. Cooper mentors future educators as an Adjunct Professor at Touro College and a Clinical Practicum Supervisor. A specialist in Multi-Tiered Systems of Support (MTSS), he has helped schools implement data-driven interventions that close equity gaps. Holding a Ph.D. in Education Curriculum & Instruction, Dr. Cooper is a respected speaker on instructional excellence, school culture, and educational equity.