Dr. Anne Cawley is Professor of Mathematics and Statistics at Cal Poly Pomona (CPP). Her research in Mathematics Education relates to DEI, classroom experiences of historically underrepresented and minoritized students, math instruction in the first two years of college, and professional development for mathematics faculty towards equity-minded teaching practices. She is actively involved in the American Mathematics Association for Two-Year Colleges (AMATYC) as West Coast representative for the Research in Mathematics at Two-Year Colleges as well as the Western Regional member of the editorial panel for the MathAMATYC Educator. She also is actively involved in the Special Interest Group of the Mathematical Association of America - Research in Undergraduate Mathematics Education (RUME) as member of their program review committee. Current projects include 1) providing professional development for instructional supports and inclusive teaching practices college math instructors, 2) developing student sense of belonging in the college classroom, 3) understanding the caring relations between instructors and students in undergraduate mathematics classes, and 4) implementing professional development for community college faculty teaching mathematics courses for future elementary teachers.

Dr. Pamela E. Harris is a Professor of Mathematical Sciences and Associate Vice Chancellor for Research at the University of Wisconsin–Milwaukee. Her research in algebraic combinatorics has produced over 100 peer‑reviewed publications. A Fellow of the American Mathematical Society and the Association for Women in Mathematics, Dr. Harris is an award‑winning educator, recognized with honors including the 2025 Louise Hay Award and the MAA Deborah and Franklin Tepper Haimo Award. She has mentored more than 140 undergraduate researchers and is the co-founder and President of Lathisms. Dr. Harris also cohosts the podcast Mathematically Uncensored and coauthors several books on equity and advocacy in mathematics.

Dr. Evan Rosenman is an Assistant Professor of Statistics at Claremont McKenna College. He conducts methodological research in causal inference, with a particular focus on methods for synthesizing evidence across observational and experimental datasets. He also works in political data science, considering applications to modern electioneering, such as ethnicity imputation, ecological inference, and prediction calibration. Dr. Rosenman earned his Ph.D. from Stanford University in 2020, where he was advised by Art Owen and Mike Baiocchi. He completed his postdoc at Harvard University, working with Kosuke Imai, Luke Miratrix, and Francesca Dominici. His work has appeared in journals such as Biometrics, Statistics in Medicine, and the Electronic Journal of Statistics.

Sharona Krinsky has dedicated over 30 years to teaching mathematics in higher education, bringing extensive experience and expertise to her role as a course coordinator for first-year mathematics. Her passion for mathematics education is evident in her ongoing efforts to enhance learning outcomes for students, making complex concepts more accessible and engaging. Since 2016, Sharona has been actively involved in the alternative grading movement, advocating for assessment methods that more accurately reflect students' understanding and foster deeper learning. She has worked with fellow educators to explore and implement grading practices that emphasize growth, mastery, and student-centered approaches, seeking to create learning environments where all students can thrive. In addition to her work in the classroom, Sharona is a seasoned faculty development professional, providing mentorship and professional learning opportunities to colleagues. She is committed to the continuous improvement of STEM education, believing that high-quality teaching is a critical component of student success in science, technology, engineering, and mathematics.

Robert Bosley is a dedicated educator with over 19 years of experience teaching high school mathematics. His passion for teaching extends beyond the classroom, as he also serves as a faculty coach and peer mentor, guiding fellow educators in their professional growth. Since 2019, Robert has been actively involved in the alternative grading movement, working to implement equitable grading practices that provide a fairer and more accurate assessment of student learning.

In his role as a certified EGI (Equitable Grading and Instruction) coach for the Los Angeles Unified School District, Robert plays a key role in supporting educators as they adopt grading practices that emphasize student mastery and equity. His work in this area is grounded in his commitment to creating learning environments where all students have the opportunity to succeed, regardless of their background or starting point.

In addition to his high school teaching experience, Robert has been teaching Statistics in higher education since 2019, further broadening his impact on students and contributing to the field of mathematics education. His extensive experience as a faculty development professional and coach has made him a valuable resource for educators looking to improve their teaching practices and create more inclusive classrooms.

Dr. Shanna Dobson is a Visiting Assistant Professor of Mathematics at Harvey Mudd College, a Mathematics Lecturer at Cal State LA, and an Assistant Adjunct Professor of Mathematics at ArtCenter College of Design. She serves as Section Chair of the SoCal-Nevada Section of the MAA, Associate Editor of the Anneli Lax New Mathematical Library, and Chair of the Faculty Council at ArtCenter. Her research interests include fractal and arithmetic geometry and categorical methods in geometry.

A mathematician, poet, and MathArt practitioner, Dr. Dobson approaches mathematics as an imaginarium, where abstract structures become the architecture of poetic and cinematic composition. Her creative work gives artistic form to category theory, p-adic geometry, and mathematical memory, composing these abstract worlds in the expressive language of literature, music, and film. She founded the AWM research network Women, Art, and Mathematics to amplify variations in mathematical thinking and advance research and pedagogy at the intersections of mathematics and the arts. Her teaching cultivates imagination, curiosity, and inquiry, using creative, multimodal pedagogy to open accessible pathways to conceptual understanding.

Her editorial work includes Women in MathArt: Research, Creativity, and Teaching (Springer, 2024, editor); Cutting EDGE Mathematics: Celebrating the 25th Anniversary of the Enhancing Diversity in Graduate Education Program (Springer, 2025, lead co-editor); and Local Langlands Conjectures and Noncommutative Geometry (AMS, in preparation, co-edited with Igor Nikolaev).

Joan Horvath and Rich Cameron founded Nonscriptum LLC (www.nonscriptum.com) in 2015. Nonscriptum focuses on teaching educators and scientists how to use maker tech to teach math and science, and to facilitate making these topics more accessible to all. They have authored 11 books together, including the Make: Math series of books that include open-source repositories of freely available math models. Joan is an MIT alumna, recovering rocket scientist and educator, and Rich is an open-source 3D printer hacker who designed the RepRap Wallace and Bukito 3D printers.