Inés Poblet, Washington
Inés Poblet (she/her/ella) is an associate professor in the ESL academic program at Whatcom Community College in Bellingham, Washington. Her passion for language teaching comes from her own experience as an immigrant from Buenos Aires, Argentina, and from her Mexican American heritage. Her bilingual identity has fostered her interest in code-switching, code-meshing, and the learning experiences of systemically non-dominant learners. Her research interests include sociolinguistics, culturally responsive teaching, and the decolonization of English language teaching. She earned her Master of Arts in TESOL (Teaching English to Speakers of Other Languages) from Hawaii Pacific University.
Kathryn Bradley, California/Connecticut
Kathryn Bradley (she/her/hers) is a Fellow in the Education Program at the William and Flora Hewlett Foundation, where she supports both the efforts of the K-12 Teaching and Learning and Open Education strategies.
Prior to joining the foundation, Kathryn was a research and policy associate at the Learning Policy Institute (LPI). At LPI, Kathryn’s research focused on the spread of deeper learning competencies and equity in schools, as well as principal turnover. While in graduate school, she conducted research examining college and career readiness efforts of a national nonprofit organization. Kathryn began her career in education as a fourth-grade teacher in her hometown of New Haven, Conn., where she also designed and taught a social justice issues course for high school students.
Kathryn received her undergraduate degrees in history and Africana studies, and a master’s degree in public policy from George Washington University. She also holds a master’s degree in teaching from Sacred Heart University. In her spare time, Kathryn finds joy in mentoring high school and college-aged students, and spending time with her nephews and dog.
Kaela Parks, Oregon
Kaela Parks (she/her/hers) is the director of disability services at Portland Community College in Portland, Oregon. She has been active in professional associations, serving as national chair of the Disability Knowledge Community within the National Association of Student Personnel Administrators (NASPA); co-chair of the Standing Committee on Technology within the Association on Higher Education and Disability; and president of the Oregon Association of Higher Education and Disability. She is also a co-editor of the NASPA publication Beyond the Americans with Disabilities Act: Inclusive Policy and Practice for Higher Education and a frequent presenter at both regional and national conferences. She has taught courses on assistive technology and universal design, college survival skills, disability in society, disability in film, and accessible multimedia. She earned her Master of Education in adult education with a focus on distance learning and technology from the University of Alaska Anchorage.
Brenna Clarke Gray, British Columbia
Brenna Clarke Gray (she/her/hers) is the coordinator of educational technologies at Thompson Rivers University in Kamloops, British Columbia. Her research interests include the history and future of open tenure processes, the role of care and care work in the practice of educational technology, and scholarly podcasting. Prior to her transition to faculty support, she spent nine years as a community college English professor and comics scholar. Brenna has published extensively on Canadian comics and representations of Canada in mainstream American comic books. She holds a PhD in Canadian literature from the University of New Brunswick. Outside of the academy’s walls, Brenna co-hosts Hazel & Katniss & Harry & Starr, a podcast about young adult literature and film adaptation, and pretends at the role of a public intellectual on her Twitter, @brennacgray.