Janelle M. Johnson is the Director of the Colorado STEM Ecosystem and a Professor of STEM Education at Metropolitan State University of Denver. She has been awarded four National Science Foundation grants to date and is the co-editor of STEM21: Equity in Teaching and Learning to Meet Global Challenges of Standards, Engagement, and Transformation (2018). She led several NSF-funded GLOBE STEM equity bootcamps and consulted for the NASA Langley educational group with their equity efforts. Editorial boards she serves on include Anthropology & Education Quarterly, American Educational Research Association, Teaching for Excellence & Equity in Mathematics, and she is a regular reviewer for the National Science Foundation. Her non-profit service includes the board of New York Edge, Blue Morpho Educator Academy in the Amazon, the ACESSE project (Advancing Coherent and Equitable Systems of Science Education) under the Council of State Science Supervisors, and the Colorado Association of Science Teachers.
Dr. Chrissy Stachl (she/ella) is the Founder and CEO of Reflecting Equity, a consulting company dedicated to helping communities foster inclusion and develop equitable policies and practices in their workplace. She earned her Ph.D. in Chemistry from UC Berkeley in 2020, and has been leading diversity, equity, inclusion, and belonging (DEI&B) efforts for more than 7 years. She brings her expertise as a scientist, researcher, educator, and teacher to her consulting practice, in order to tailor her approach to the unique culture and needs of her clients. Chrissy has published research articles and editorials in a variety of journals, and continues to be a vocal advocate for those who traditionally hold less power in workplace and academic communities.
Dr. Terri D. Wright has over 18 years of teaching, research and program management experience in higher education. Her passion is helping underrepresented, first generation and low-income students achieve their educational goals in STEM fields and it is her hope to engage more students, particularly girls and minority students to gain interest in STEM.