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Alex started his career as a Physics teacher and has been leading educational organizations for over 25 years. He has founded two professional learning organizations focused on empowering educators to unlock the potential of every learner. Alex consults with leading education companies and nonprofits on strategy and execution to impact K-12 education. He is President of an educational foundation that has grown more than tenfold under his leadership, and Chairman of a nonprofit foundation focused on mental wellness for children. Alex has a BS in Physics, a MSc in Econometrics and Financial Engineering and a MS in Instructional Design.

Chandra Orrill, Ph.D. is an educational researcher with expertise in mathematics education and instructional technology. Before joining Rethink Learning Labs, Chandra was a Professor in STEM Education at UMass Dartmouth where she led the Kaput Center for Research and Innovation in STEM Education for several years. Chandra is passionate about working with teachers to create inquiry-oriented, technology-based, and discussion-oriented learning spaces for mathematics and computational thinking. Chandra has served as Principal Investigator or Co-Principal Investigator on over $13 million in grants over the past 20 years. She is published in mathematics education and learning sciences journals and is active in professional organizations in math education and the learning sciences.

Kun Wang, Ph.D. is a postdoctoral fellow with deep interest in teacher knowledge. She has a Ph.D in STEM Education from UMass Dartmouth as well as a B.S. Civil Engineering. Kun taught SAT and AP STEM subjects for five years in China. Her passion is working with K-12 teachers to promote playful classroom engagement in an interactive learning environment.

Eileen Murray, Ph.D., is a seasoned educator and researcher in mathematics education. Prior to her current role at Rethink Learning Labs, Eileen served as an Assistant/Associate Professor in the Department of Mathematical Sciences at Montclair State University, focusing on the intersection of mathematics education, equity and access in STEM, and reflective teaching practices. With a strong background in both teaching and academic research, Eileen brings a wealth of experience from her time as a high school teacher, and a middle school coach, and her extensive studies in mathematics education in various institutions of higher learning. Her research is dedicated to improving the preparation and ongoing development of secondary mathematics teachers, aiming to enhance student learning through innovative teaching methods. Eileen's work has been influential in shaping teacher education programs, and she continues to be an active contributor to the field, with numerous publications and a significant role in professional mathematics education communities.

Ezra Gouvea, Ph.D. grew up in Northern California, studied topology and geometry, taught arithmetic and algebra to adult learners, and enjoys doing design-based research in Education. His research investigates the ways that close listening and attunement to others is a component of scientific inquiry, dialogic teaching, as well as work to repair harm enacted in STEM. He has a Master’s degree in Mathematics, has designed and led professional development for teachers, and has a Ph.D. in STEM Education. As a postdoctoral fellow at Rethink Learning, he studies the contexts where computational thinking can emerge in K–12 classrooms.

Kym Welty is a Grant Support Specialist. She holds a Bachelor’s degree in Psychology and Master’s in Education degree in Counseling. She has over 15 years of experience managing grant-funded projects involving K-12 teachers, teacher preparation, professional development and STEM education. Her interests include increasing the number of young people (especially women and BIPOC) who enter into STEM related career tracks.