Michael B. Dando     Projects:    EMMET   Dr. Michael B. Dando is an Assistant Professor of Secondary English Education and Language at Saint Cloud State University. An award-winning author, artist, educator, and scholar with nearly two decades of classroom experience, his work explores popular culture’s significance and potential as a site of critical self-expression, critical literacy development, and democratic activism and engagement. He has shared his passion for hip-hop and education with national and international audiences at various academic conferences, has been published by various academic journals, and has had his work featured by multiple media outlets and publications including ESPN’s Undefeated, Vibe, CNN, PBS, The Today Show, and the South by Southwest Education Festival (SXSWEdu).   He is currently collaborating on the construction of the Universal Hip-Hop Museum in New York, and a number of other projects studying popular culture, education, and design.

Michael B. Dando

Projects:
EMMET

Dr. Michael B. Dando is an Assistant Professor of Secondary English Education and Language at Saint Cloud State University. An award-winning author, artist, educator, and scholar with nearly two decades of classroom experience, his work explores popular culture’s significance and potential as a site of critical self-expression, critical literacy development, and democratic activism and engagement. He has shared his passion for hip-hop and education with national and international audiences at various academic conferences, has been published by various academic journals, and has had his work featured by multiple media outlets and publications including ESPN’s Undefeated, Vibe, CNN, PBS, The Today Show, and the South by Southwest Education Festival (SXSWEdu).

He is currently collaborating on the construction of the Universal Hip-Hop Museum in New York, and a number of other projects studying popular culture, education, and design.


Yorel F. Lashley     Projects:    Arts Collab   Yorel’s desire to study West African traditional music led him to the Kankouran West African Dance Company in Washington, DC to learn from Master Drummer Medoune “Dame” Yacine Gueye, and Master Dancer/Artistic Director Assane Konte becoming a senior drummer with the company in 1998. His desire to master Afro-Cuban percussion led to study with Jorge Delgado at the Harbor Conservatory for the performing arts in Spanish Harlem. Yorel performed as a percussionist in New York and abroad and also led his own 10 piece NYC-based band, Melee, serving as a resident band at the Nuyorican Poet’s Café. He is a founding member of the Handphibians of Madison, WI.  In 2000, Yorel founded Drum Power Inc. (www.mydrumpower.com), a youth leadership program that uses learning West African Traditional, Afro-Brazilian and Afro-Cuban percussion to help young people practice life skills—discipline, community and leadership. To date Drum Power has supported more than 3,800 young people from New York City and Madison, Wisconsin. Academically, his research centers on youth empowerment teaching to better understand, develop and support student self-efficacy.

Yorel F. Lashley

Projects:
Arts Collab

Yorel’s desire to study West African traditional music led him to the Kankouran West African Dance Company in Washington, DC to learn from Master Drummer Medoune “Dame” Yacine Gueye, and Master Dancer/Artistic Director Assane Konte becoming a senior drummer with the company in 1998. His desire to master Afro-Cuban percussion led to study with Jorge Delgado at the Harbor Conservatory for the performing arts in Spanish Harlem. Yorel performed as a percussionist in New York and abroad and also led his own 10 piece NYC-based band, Melee, serving as a resident band at the Nuyorican Poet’s Café. He is a founding member of the Handphibians of Madison, WI.
In 2000, Yorel founded Drum Power Inc. (www.mydrumpower.com), a youth leadership program that uses learning West African Traditional, Afro-Brazilian and Afro-Cuban percussion to help young people practice life skills—discipline, community and leadership. To date Drum Power has supported more than 3,800 young people from New York City and Madison, Wisconsin. Academically, his research centers on youth empowerment teaching to better understand, develop and support student self-efficacy.

Jessie Nixon     Projects:    EMMET   Jessie Nixon is a doctoral student at the University of Wisconsin Madison in the department of Curriculum and Instruction with a targeted focus on digital media production. Her research interests include youth digital production processes, digital storytelling, and critique practices. Jessie’s current research explores the role of formal and informal critique practices in video production in formal and informal learning spaces. Before graduate school, Jessie taught high school English in Virginia and Alaska. After receiving her M.A. in English, she joined the English Department and taught freshman composition at the University of Alaska Anchorage.

Jessie Nixon

Projects:
EMMET

Jessie Nixon is a doctoral student at the University of Wisconsin Madison in the department of Curriculum and Instruction with a targeted focus on digital media production. Her research interests include youth digital production processes, digital storytelling, and critique practices. Jessie’s current research explores the role of formal and informal critique practices in video production in formal and informal learning spaces. Before graduate school, Jessie taught high school English in Virginia and Alaska. After receiving her M.A. in English, she joined the English Department and taught freshman composition at the University of Alaska Anchorage.

Kailea Saplan     Projects:    Arts Collab/Whoopensocker Libraries and Museums Critique in Art and Design

Kailea Saplan

Projects:
Arts Collab/Whoopensocker
Libraries and Museums
Critique in Art and Design

Rebekah Willett     Project:    Libraries and Museums   Dr Rebekah Willett is an Associate Professor in the Information School at the University of Wisconsin-Madison. She has conducted research on children’s media cultures, focusing on issues of play, literacy, identity, and learning. Her publications include work on makerspaces, playground games, amateur camcorder cultures, online gaming, and children’s story writing. She has published in highly ranked peer-reviewed journals in the fields of education, childhood studies, media studies, and library and information science including  Children & Society ;  Convergence ; Learning, Media and Technology ;  Library Quarterly ;   and  Media, Culture & Society.  In addition, she has co-authored and/or edited five books and contributed to numerous edited books and encyclopedia projects.

Rebekah Willett

Project:
Libraries and Museums

Dr Rebekah Willett is an Associate Professor in the Information School at the University of Wisconsin-Madison. She has conducted research on children’s media cultures, focusing on issues of play, literacy, identity, and learning. Her publications include work on makerspaces, playground games, amateur camcorder cultures, online gaming, and children’s story writing. She has published in highly ranked peer-reviewed journals in the fields of education, childhood studies, media studies, and library and information science including Children & Society; Convergence;Learning, Media and Technology; Library Quarterly; and Media, Culture & Society. In addition, she has co-authored and/or edited five books and contributed to numerous edited books and encyclopedia projects.

Amanda Farrar     Projects:    Whoopensocker/Arts Collab   Amanda is co-owner of FarToys Collectibles and member of Whoopensocker. She first led a classroom at the age of 16 at her local dance studio, and, after attaining BAs in dance and English, taught dance throughout Chicagoland. Between then and now, Amanda attended the arts administration Master’s program at Columbia College Chicago, worked at several nonprofits, and for the last decade has been bringing arts education to 2nd-4th grade public school students. This arts education is delivered by being an arts educator herself, but also by raising funds for programs, creating assessment procedures, and building a community of adult people to support the ideas of children.

Amanda Farrar

Projects:
Whoopensocker/Arts Collab

Amanda is co-owner of FarToys Collectibles and member of Whoopensocker. She first led a classroom at the age of 16 at her local dance studio, and, after attaining BAs in dance and English, taught dance throughout Chicagoland. Between then and now, Amanda attended the arts administration Master’s program at Columbia College Chicago, worked at several nonprofits, and for the last decade has been bringing arts education to 2nd-4th grade public school students. This arts education is delivered by being an arts educator herself, but also by raising funds for programs, creating assessment procedures, and building a community of adult people to support the ideas of children.

Breanne K. Litts     Projects:    Learning in the Making Libraries & Museums Critique in Art & Design  Youth Media Arts Organizations   Breanne K. Litts is an Assistant Professor in Instructional Technologies and Learning Sciences and director of  Learn Explore Design Lab  at Utah State University. She investigates how people learn by and collaborate through making, designing, and producing and develops technologies and learning environments to support these interdisciplinary activities. Her scholarly interests combine identity, learning, design, and technology, particularly from a learning sciences perspective. Dr. Litts examines how to leverage place-based storytelling to engage young people in cultural and civic issues as well as computational and technological design practices. Her overarching goal is to democratize disciplinary learning and legitimize making as learning. She collaborates and co-designs with academic, K-12, library, museum, industry, and other community partners. With NSF support (AISL #1623404), Dr. Litts currently works with her co-PI’s and in partnership with American Indian communities to co-design culturally responsive maker activities and spaces and support diverse knowledge systems in disciplinary-based learning environments by leveraging narrative- and place-based approaches.

Breanne K. Litts

Projects:
Learning in the Making
Libraries & Museums
Critique in Art & Design
Youth Media Arts Organizations

Breanne K. Litts is an Assistant Professor in Instructional Technologies and Learning Sciences and director of Learn Explore Design Lab at Utah State University. She investigates how people learn by and collaborate through making, designing, and producing and develops technologies and learning environments to support these interdisciplinary activities. Her scholarly interests combine identity, learning, design, and technology, particularly from a learning sciences perspective. Dr. Litts examines how to leverage place-based storytelling to engage young people in cultural and civic issues as well as computational and technological design practices. Her overarching goal is to democratize disciplinary learning and legitimize making as learning. She collaborates and co-designs with academic, K-12, library, museum, industry, and other community partners. With NSF support (AISL #1623404), Dr. Litts currently works with her co-PI’s and in partnership with American Indian communities to co-design culturally responsive maker activities and spaces and support diverse knowledge systems in disciplinary-based learning environments by leveraging narrative- and place-based approaches.

Caleb Probst     Projects:    Arts Collab/Whoopensocker   Caleb Probst is currently a graduate student in the Department of Curriculum and Instruction at University of Wisconsin – Madison. He is interested in the intersections of creative arts, education, and social-emotional learning. Prior to starting graduate school, Caleb spent more than a decade in Chicago working as both a teaching artist and a violence prevention educator. He has worked professionally as an actor and director in Chicago and in regional theaters across the country. His artistic interests include acting, directing, writing, and stand-up comedy. Caleb’s favorite food is peanut butter and jelly sandwiches, and he is an adoptive father of twins.

Caleb Probst

Projects:
Arts Collab/Whoopensocker

Caleb Probst is currently a graduate student in the Department of Curriculum and Instruction at University of Wisconsin – Madison. He is interested in the intersections of creative arts, education, and social-emotional learning. Prior to starting graduate school, Caleb spent more than a decade in Chicago working as both a teaching artist and a violence prevention educator. He has worked professionally as an actor and director in Chicago and in regional theaters across the country. His artistic interests include acting, directing, writing, and stand-up comedy. Caleb’s favorite food is peanut butter and jelly sandwiches, and he is an adoptive father of twins.

Emily Schindler     Projects:    Learning in the Making Research Lab Libraries and Museums   Emily Schindler studies the design and outcome of teacher professional learning environments. Her current research focuses on research-practice partnerships for maker-based teacher professional learning in museums and libraries. She is the co-founder of the Wisconsin Teacher Studio, a maker-based professional learning group for educators throughout Wisconsin which meets in informal learning environments, and mobilizes the expertise of local artists, makers and maker-educators to expand sources of teacher learning and expertise. Areas of interest also include the study of making as embodied learning, arts and technology integration in formal learning environments, and research practice partnerships as modes of discursive apprenticeship. Her graduate work is supported by a University of Wisconsin Graduate School University Fellowship and the Netzer Wendt Scholarship.

Emily Schindler

Projects:
Learning in the Making Research Lab
Libraries and Museums

Emily Schindler studies the design and outcome of teacher professional learning environments. Her current research focuses on research-practice partnerships for maker-based teacher professional learning in museums and libraries. She is the co-founder of the Wisconsin Teacher Studio, a maker-based professional learning group for educators throughout Wisconsin which meets in informal learning environments, and mobilizes the expertise of local artists, makers and maker-educators to expand sources of teacher learning and expertise. Areas of interest also include the study of making as embodied learning, arts and technology integration in formal learning environments, and research practice partnerships as modes of discursive apprenticeship. Her graduate work is supported by a University of Wisconsin Graduate School University Fellowship and the Netzer Wendt Scholarship.

Peter J. Woods     Project:    Learning in the Making   Peter J. Woods is a doctoral student in the Curriculum & Instruction department at UW-Madison. He takes an interdisciplinary approach to investigating the teaching and learning practices that emerge from experimental music communities and making through the arts, an approach that draws equally from the learning sciences, visual cultures, and critical theory. Woods is also a touring musician and performance artist. He runs FTAM productions (a record label and concert promotion organization that has hosted the Experimental Education Series, the Noise Knowledge Consortium, and theMilwaukee Noise Fest) and serves as the chair of the music committee for the Jazz Gallery Center for the Arts in Milwaukee, WI.

Peter J. Woods

Project:
Learning in the Making

Peter J. Woods is a doctoral student in the Curriculum & Instruction department at UW-Madison. He takes an interdisciplinary approach to investigating the teaching and learning practices that emerge from experimental music communities and making through the arts, an approach that draws equally from the learning sciences, visual cultures, and critical theory. Woods is also a touring musician and performance artist. He runs FTAM productions (a record label and concert promotion organization that has hosted the Experimental Education Series, the Noise Knowledge Consortium, and theMilwaukee Noise Fest) and serves as the chair of the music committee for the Jazz Gallery Center for the Arts in Milwaukee, WI.

Anna Jordan-Douglass     Projects:    Learning in the Making   Anna Jordan-Douglass is a doctoral candidate in the department of Curriculum & Instruction at the University of Wisconsin-Madison, where she researches arts integration, maker education, digital media and games. She is the Founder and Chief Creative Officer of Makefully, a studio dedicated to the research, development and design of innovative educational technologies and media. Anna is also an active educator in STEAM and maker education, both in formal classrooms and afterschool programs.

Anna Jordan-Douglass

Projects:
Learning in the Making

Anna Jordan-Douglass is a doctoral candidate in the department of Curriculum & Instruction at the University of Wisconsin-Madison, where she researches arts integration, maker education, digital media and games. She is the Founder and Chief Creative Officer of Makefully, a studio dedicated to the research, development and design of innovative educational technologies and media. Anna is also an active educator in STEAM and maker education, both in formal classrooms and afterschool programs.

Rebecca Millerjohn     Projects:    Learning in the Making Libraries & Museums   Rebecca Millerjohn is the teaching & learning librarian with the Bubbler at Madison Public Library. Rebecca is a previous six year classroom working in Houston Texas as a Teach For America Corps member and at Gary Comer College Prep on Chicago’s South Side. A graduate of UW’s School of Library and Information Studies, her library work focuses on school age programming, educator support, and maker education with MPL's Bubbler program. As the Bubbler’s project manager for their Summer of Making Internship and Making Spaces initiatives, she loves sock monsters, power tools, paper circuits, and when kids get little scrunched faces that shows they are THINKING. Her current work includes the creation of the Bubbler’s Impact blog and research into making & learning assessments and practices.

Rebecca Millerjohn

Projects:
Learning in the Making
Libraries & Museums

Rebecca Millerjohn is the teaching & learning librarian with the Bubbler at Madison Public Library. Rebecca is a previous six year classroom working in Houston Texas as a Teach For America Corps member and at Gary Comer College Prep on Chicago’s South Side. A graduate of UW’s School of Library and Information Studies, her library work focuses on school age programming, educator support, and maker education with MPL's Bubbler program. As the Bubbler’s project manager for their Summer of Making Internship and Making Spaces initiatives, she loves sock monsters, power tools, paper circuits, and when kids get little scrunched faces that shows they are THINKING. Her current work includes the creation of the Bubbler’s Impact blog and research into making & learning assessments and practices.

Damiana Gibbons Pyles, Ph.D.     Projects:     Youth Media Arts Organizations   Dr. Damiana Gibbons Pyles is an Associate Professor at Appalachian State University. In her projects with Erica, her research interests focused on media production, identity, and media literacy practices in order to understand the intersections of the visual, the spoken, the written, and the performed in digital and print literacies in youth media production in non-profits across the U.S. In this work, she created an analytic methodology called  multimodal microanalysis  to understand the media products young people create. At Appalachian State, she teaches courses for preservice and practicing teachers to learn how to integrate media and technology for teaching and learning. Her current projects continue themedia studies work she did with Erica through various literacies studies in kindergarten classrooms and inonline spaces.

Damiana Gibbons Pyles, Ph.D.

Projects:
Youth Media Arts Organizations

Dr. Damiana Gibbons Pyles is an Associate Professor at Appalachian State University. In her projects with Erica, her research interests focused on media production, identity, and media literacy practices in order to understand the intersections of the visual, the spoken, the written, and the performed in digital and print literacies in youth media production in non-profits across the U.S. In this work, she created an analytic methodology called multimodal microanalysis to understand the media products young people create. At Appalachian State, she teaches courses for preservice and practicing teachers to learn how to integrate media and technology for teaching and learning. Her current projects continue themedia studies work she did with Erica through various literacies studies in kindergarten classrooms and inonline spaces.

Andy Stoiber     Projects:    Arts Collab/Whoopensocker EMMET Critique in Art and Design   Andy Stoiber works as a research assistant and coordinator for Erica Halverson and the Learning in the Making Lab. Over the course of 2018 he was thrilled to work on the Critique in Art and Design project for the School of the Art Institute of Chicago and hopes to continue to understand the relationship between arts and learning in graduate school. Andy’s been a proud member of Whoopensocker since it began in the Spring of 2016. He’s an adamant advocate of the arts and is elated to be working at its intersection with education and academia.

Andy Stoiber

Projects:
Arts Collab/Whoopensocker
EMMET
Critique in Art and Design

Andy Stoiber works as a research assistant and coordinator for Erica Halverson and the Learning in the Making Lab. Over the course of 2018 he was thrilled to work on the Critique in Art and Design project for the School of the Art Institute of Chicago and hopes to continue to understand the relationship between arts and learning in graduate school. Andy’s been a proud member of Whoopensocker since it began in the Spring of 2016. He’s an adamant advocate of the arts and is elated to be working at its intersection with education and academia.

Alexandra Lakind     Projects:    Learning in the Making Libraries & Museums   Alexandra Lakind is a doctoral candidate in Education and Environmental Studies. She is an artist/organizer, early childhood educator, and scholar. She owes much to the education she received at Interlochen Arts Academy, the Royal Conservatoire of Scotland, and New York University, where she studied performance/arts education. At UW-Madison, from 2013-2017, she worked to collaboratively design “Bubbler,” Madison Public Library’s arts/maker programming. As an early childhood educator, she founded/directed a cooperative preschool, taught professional development with Satellite Family Childcare, and worked as a field placement supervisor in the UW–Madison early childhood/ESL dual licensure program. Her current scholarly writing revolves around institutional reflexivity, environmental futures, and collaborative art-making.

Alexandra Lakind

Projects:
Learning in the Making
Libraries & Museums

Alexandra Lakind is a doctoral candidate in Education and Environmental Studies. She is an artist/organizer, early childhood educator, and scholar. She owes much to the education she received at Interlochen Arts Academy, the Royal Conservatoire of Scotland, and New York University, where she studied performance/arts education. At UW-Madison, from 2013-2017, she worked to collaboratively design “Bubbler,” Madison Public Library’s arts/maker programming. As an early childhood educator, she founded/directed a cooperative preschool, taught professional development with Satellite Family Childcare, and worked as a field placement supervisor in the UW–Madison early childhood/ESL dual licensure program. Her current scholarly writing revolves around institutional reflexivity, environmental futures, and collaborative art-making.

Katherine Norman     Projects:    Arts Collab/Whoopensocker   Katherine Norman is a graduate student in Educational Psychology in the Educational Neuroscience Lab atthe University of Wisconsin-Madison. She holds an MA in Interdisciplinary Theatre Studies from the UW-Madison with a focus in Theatre for Youth, and a BFA in Acting from the University of Illinois at Urbana-Champaign. Her research examines the intersections of theatre and cognition. In addition to academic work, Katherine is also a professional actor (Equity Membership Candidate) and teaching artist. Favorite performance credits include work with Door Shakespeare, Double Edge Theatre, Adishakti Theatre/Dash Arts, and the Missoula Children’s Theatre. Favorite teaching experiences include work with Interlochen Center for the Arts, the Children’s Theatre of Madison, the Oakhill Prison Humanities Project, the Maher Ashram, and the Kattaikkuttu Gurukulam. She has been a teaching artist and performer with Whoopensocker since 2016.

Katherine Norman

Projects:
Arts Collab/Whoopensocker

Katherine Norman is a graduate student in Educational Psychology in the Educational Neuroscience Lab atthe University of Wisconsin-Madison. She holds an MA in Interdisciplinary Theatre Studies from the UW-Madison with a focus in Theatre for Youth, and a BFA in Acting from the University of Illinois at Urbana-Champaign. Her research examines the intersections of theatre and cognition. In addition to academic work, Katherine is also a professional actor (Equity Membership Candidate) and teaching artist. Favorite performance credits include work with Door Shakespeare, Double Edge Theatre, Adishakti Theatre/Dash Arts, and the Missoula Children’s Theatre. Favorite teaching experiences include work with Interlochen Center for the Arts, the Children’s Theatre of Madison, the Oakhill Prison Humanities Project, the Maher Ashram, and the Kattaikkuttu Gurukulam. She has been a teaching artist and performer with Whoopensocker since 2016.

Nick Rabkin     Projects:    Critique in Art & Design   Nick Rabkin, principal at reMaking Culture, is a consultant, researcher and planner in the arts and arts education. He has been a theater producer, deputy commissioner of cultural affairs for Chicago, the senior program officer for the arts and culture at the MacArthur Foundation, directed the Center for Arts Policy at Columbia College Chicago, and a senior research scientist at NORC at the University of Chicago. He has worked on two cultural plans for the City of Chicago and a plan for the arts at Cornell University. He has done evaluation for the Rockefeller and the Irvine Foundation’s arts philanthropy programs. Research projects include the first (and only) national study of teaching artists and an analysis for the NEA of the decline of arts education in US schools. He was the project director for Critique and Metacognition in Art and Design education

Nick Rabkin

Projects:
Critique in Art & Design

Nick Rabkin, principal at reMaking Culture, is a consultant, researcher and planner in the arts and arts education. He has been a theater producer, deputy commissioner of cultural affairs for Chicago, the senior program officer for the arts and culture at the MacArthur Foundation, directed the Center for Arts Policy at Columbia College Chicago, and a senior research scientist at NORC at the University of Chicago. He has worked on two cultural plans for the City of Chicago and a plan for the arts at Cornell University. He has done evaluation for the Rockefeller and the Irvine Foundation’s arts philanthropy programs. Research projects include the first (and only) national study of teaching artists and an analysis for the NEA of the decline of arts education in US schools. He was the project director for Critique and Metacognition in Art and Design education

Nathan T. Wheeler     Projects:    Arts Collab/Whoopensocker   Nathan T. Wheeler is currently a Ph.D student in the top-ranked  Department of Curriculum & Instruction  studying Creativity and Informal Education at the University of Wisconsin-Madison's prestigious  School of Education . He is researching innovative 21st century approaches to how people learn with an emphasis on the process of learning through artistic production, especially ensemble-based literary adaptation (“from page to stage”), as well as making devised theater. Other scholarly pursuits include: collaboration; creativity; innovation; qualitative methods; meaning-making; curricular and instructional design; learning through transgression; pedagogy; performance studies; technology; human development and public intellectualism.

Nathan T. Wheeler

Projects:
Arts Collab/Whoopensocker

Nathan T. Wheeler is currently a Ph.D student in the top-ranked Department of Curriculum & Instruction studying Creativity and Informal Education at the University of Wisconsin-Madison's prestigious School of Education. He is researching innovative 21st century approaches to how people learn with an emphasis on the process of learning through artistic production, especially ensemble-based literary adaptation (“from page to stage”), as well as making devised theater. Other scholarly pursuits include: collaboration; creativity; innovation; qualitative methods; meaning-making; curricular and instructional design; learning through transgression; pedagogy; performance studies; technology; human development and public intellectualism.