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Tied to the 2025 Annual Meeting theme “Research, Remedy, and Repair: Toward Just Education Renewal,” the AERA Presidential Sessions provide rich and compelling content designed to engage attendees on key issues in education research, policy, and practice. All times are in Mountain Time. The following sessions are a sampling of the full series of sessions. Visit the program to see the full listing. Download a printable list of the sessions here.
Repairing Community, Responding to Anti-Asian Violence: Renewed Directions in Asian American Educational Research and Practice Wednesday, April 23, 12:40 pm to 2:10 pm The Colorado Convention Center, Ballroom Level - Mile High Ballroom 1CD
Chair/Speaker: Wayne Au (University of Washington - Bothell) Discussant: Stacey J. Lee (University of Wisconsin - Madison) Participants: Betina Hsieh (University of Washington), Esther June Kim (College of William & Mary), Sohyun Meacham (University of Northern Iowa), Bic Ngo (University of Minnesota), OiYan A. Poon (University of Maryland)
Recent anti-Asian violence has resulted in a renewed focus on and interest in Asian American histories, experiences, and identities related to educational contexts. This symposium brings together a panel of authors and editors of new major works about Asian American education from multidisciplinary lenses to highlight new directions and framings in Asian American educational research and practice that push the field of critical race studies in education. The key underlying conceptual question for the panel is: How is Asian American educational research being pushed in ways that explore the complexities of Asian American racialization in relation to other racial groups and foster holistic remedies and repair in educational contexts?
AI and Educational Justice: A Critical Conversation Wednesday, April 23, 2:30 pm to 4:00 pm The Colorado Convention Center, Ballroom Level - Mile High Ballroom 1AB
Chairs: Niral Shah (University of Washington), David Stroupe (University of Utah) Presenters: Sarah Schneider Kavanagh (University of Pennsylvania), Tess Bernhard (University of Pennsylvania), Christina Krist (Stanford University), Elizabeth B. Dyer (University of Tennessee), Eugene M. Cox (University of Illinois at Urbana-Champaign), Joshua M. Rosenberg (University of Tennessee), Sepehr Vakil (Northwestern University), Charles Logan (Northwestern University), M. Danny Caballero (Michigan State University), Aman Yadav (Michigan State University), Anne Drew Hu (Michigan State University), Rosa Angela Calosso (Graduate Center - CUNY), Daniel Reinholz (San Diego State University), Tingting Li (Washington State University)
Why does education need artificial intelligence (AI), and what does AI mean for educational justice? While optimism surrounds the growing use of AI in education, we challenge this uncritical embrace. As yet, education researchers have not fully examined the potential and documented harms AI poses—particularly to minoritized students, their schools, and communities. This presidential session aims to open a research-based dialogue on the risks and potential benefits of AI in education, given what our limited evidence tells us thus far. Framed through a lens of rigorous skepticism, we question whether AI is truly necessary for advancing education or educational justice. We will explore both the well-documented harms from interdisciplinary research and engage in thoughtful speculation about future risks.
Evidence for the Right to Learn: Research Responses to Bans on Teaching and Learning Wednesday, April 23, 4:20 pm to 5:50 pm The Colorado Convention Center, Ballroom Level - Mile High Ballroom 4EF (R)
Chair: Amy Stuart Wells (Bank Street College of Education) Discussant: Adam Gamoran (William T. Grant Foundation) Participants: Talia S. Leibovitz (University of California - Berkeley), Jose L. Vilson (Teachers College, Columbia University), Jessica Blum-DeStefano (Bank Street College of Education), Jennifer Jellison Holme (University of Texas at Austin), Derek Black (University of South Carolina School of Law), Taifha Natalee Alexander (University of California - Los Angeles), Gloria J. Ladson-Billings (University of Wisconsin - Madison), Adrienne D. Dixson (Pennsylvania State University)
The so-called “anti-CRT movement” has passed 20 state gag order laws that tie educators’ hands when teaching about the U.S.’s history of oppression. This movement seeks to limit curriculum and instruction related to race, identity, and difference; efforts to expand such policies are underway. This interactive session will present research syntheses designed to help educators, policymakers, parents, and advocates speak back to these efforts with evidence about how children learn and how best to prepare the next generation for a multiracial democracy. The authors will present research syntheses on teaching and learning, sociocultural aspects of education, law and policy, and movement building. Next, we will break out into roundtables to discuss implications and strategies, followed by comments from discussants.
Interrogating and Repairing IDEA’s Historical Conceptions of Equity Thursday, April 24, 3:35 pm to 5:05 pm The Colorado Convention Center, Ballroom Level - Mile High Ballroom 1CD
Chairs: Allison Turner Gunter (Perspectives Educational Consulting Group, LLC), Audrey M. Sorrells (Texas Christian University) Discussants: Endia J. Lindo (Texas Christian University), Daniel Losen (National Center for Youth Law), Lydia L Ocasio-Stoutenburg (Pennsylvania State University) Presenters: Alfredo J. Artiles (Stanford University), Aydin Bal (University of Wisconsin - Madison), Mildred Boveda (Pennsylvania State University), Michael Hines (Stanford University), Dosun Ko (Santa Clara University), Gabriela López (Stanford University), Audrey M. Sorrells (Texas Christian University), Daniela Gamboa Zapatel (Stanford University)
We examine equity visions underlying the Individuals with Disabilities Education Act [IDEA] since 1975. IDEA remedies inequities experienced by learners with disabilities and advances repairs largely grounded in the medical model. We use interdisciplinary perspectives to examine IDEA’s equity conceptions through the windows of disability identification and accountability issues. The session includes two segments. First, we analyze issues embedded in the identification of students with learning disabilities noting the interlacing of biological and cultural considerations that could forge new inequities. These biocultural tensions illuminated the persistent entanglements of disability with race and socioeconomic status surrounding identification policies and practices. A second paper covers equity conceptions in IDEA’s accountability systems including procedural versus legal dimensions of compliance. We note contradictions embedded in IDEA’s enforcement, offering an expanded accountability framework that centers intersectionality, ethical responsibility, and community-driven solutions. We reconceptualize accountability beyond mere compliance and toward accountability as an act of collective care, historical reckoning, and future-making. In the second segment of the session, participants representing community, research, and policy perspectives discuss IDEA’s remedies and repairs surrounding identification and accountability and imagine visions for more equitable futures.
Political Polarization and Partisanship: How Social Studies Can Help Remedy Societal Divisions Friday, April 25, 1:30 pm to 3:00 pm The Colorado Convention Center, Ballroom Level - Mile High Ballroom 1CD
Chair: Jeremy D. Stoddard (University of Wisconsin - Madison) Discussant: Joseph E. Kahne (University of California - Riverside) Panelists: Gregory E. McAvoy (University of North Carolina - Greensboro), Brett L. M. Levy (University at Albany - SUNY) Participants: LaGarrett J. King (University at Buffalo - SUNY), Rebecca Cooper Geller (University of Georgia), Paula McAvoy (North Carolina State University), Jane C. Lo (Michigan State University), Jonathan E. Collins (Teachers College, Columbia University), Alina Lewis (University at Albany - SUNY)
This panel focuses on research on emerging strategies and educational programs that attempt to address the effects of the current partisanship and polarization in the US that have characterized electoral politics and shaped battles over teaching and learning in P-16 educational settings. This panel is comprised of philosophers of education, political scientists, curriculum experts, and educational leadership scholars. Together, we examine the impact of polarization beyond the lens of political views on in and out groups to consider how polarization impacts schools, teachers, and students and may differ by region, demographic group, or urbanicity. The six panelists are involved in developing, implementing, or studying programs to address the effects of polarization and will discuss their projects’ theoretical grounding, design, and how they measure their impact.
Across Lands and Waters: Dreaming Indigenous Educational Futures
Friday, April 25, 3:20 pm to 4:50 pm The Colorado Convention Center, Ballroom Level - Mile High Ballroom 1EF
Chair: Megan Bang (Northwestern University) Discussant: Bryan McKinley Jones Brayboy (Northwestern University) Presenter: Amanda R. Tachine (University of Oregon) Participants: Ananda M. Marin (University of California - Los Angeles), Anna Lees (University of Washington), Alex Redcorn (Kansas State University), Candace Kaleimamoowahinekapu Galla (University of British Columbia)
What is the future of Indigenous education? And how is the question of Indigenous education ultimately a question of how will climate change and eroding democracy shape the future? This session brings together scholars who have been grappling with Indigenous educational futures across different regions to understand how the particularities of place, of histories, of culture, of language, shape the present and future needs. The scholars in this session take up various tribal perspectives, that collectively help illuminate the complexities and possibilities of Indigenous education in relation to climate change, democracy and development and the ways in which creating powerful forms of Indigenous education aimed at cultivating planetary wellbeing demonstrate models and pathways for everyone.
Educational Assessment: Designing for Learning, Justice & Equity Saturday, April 26, 11:40 am to 1:10 pm The Colorado Convention Center, Ballroom Level - Mile High Ballroom 1AB
Chair: Carol A. Carman (University of Texas Medical Branch at Galveston) Discussant: Lorrie A. Shepard (University of Colorado - Boulder) Participants: Marjorie L. Dorime-Williams (MDRC), Scott Joseph Peters (NWEA), Jennifer Randall (University of Michigan), Linette P. Ross (National Board of Medical Examiners), Kevin G. Welner (University of Colorado - Boulder)
This panel explores the historical and ongoing inequities in student and professional assessments that perpetuate systemic injustice and deepen disparities throughout a person’s lifetime. These practices stifle individual potential and deprive society of valuable contributions. Experts from diverse educational fields will share their visions for reimagining equitable assessments that are thoughtfully designed and implemented to benefit both evaluators and those assessed. The panel will also address how to ensure that the outcomes of these assessments lead to actionable changes, meeting the needs uncovered and advancing equity in education, while fostering meaningful, long-term impact on society.
Othering, Belonging, and Bridging: How Education Can Remedy Division Saturday, April 26, 1:30 pm to 3:00 pm The Colorado Convention Center, Ballroom Level - Mile High Ballroom 4AB
Chair: Janelle T. Scott (University of California - Berkeley) Participants: Amy Stuart Wells (Bank Street College of Education), Kent McGuire (William and Flora Hewlett Foundation), john a. powell (University of California - Berkeley)
Local Educational Democracy Under Threat: The Role of Research on School Boards Saturday, April 26, 3:20 pm to 4:50 pm The Colorado Convention Center, Ballroom Level - Mile High Ballroom 1AB
Chair: Carrie Sampson (Arizona State University) Moderator: Erica O. Turner (University of Wisconsin - Madison) Participants: Sarah Diem (University of Missouri), Rachel Sue White (University of Texas at Austin), Richard Blissett (University of Maryland - Baltimore County), Gabriela López (Stanford University), Bret Miles (Colorado Association of School Executives), Lolita A. Tabron (University of Denver), Michael W. Apple (University of Wisconsin - Madison), Elizabeth Todd-Breland (University of Illinois at Chicago)
For decades, sweeping education reforms have undermined the democratic foundations of public education and restricted equity and justice in schools. Local school boards have often been at the crux of these reform efforts, and local meetings have frequently been sites of the most well-publicized conflicts. Not only are school boards venues for this political advocacy, but local school board operations are also a target of these reforms. A new wave of efforts seeks to limit the role of school boards and may also limit political possibilities for advancing liberating visions of education. This session brings together educational researchers, school board members, and other local leaders to identify our role in remedying and repairing democratic governing bodies.
Religion as a Force in American Education: Examining Core Tensions and Paths Toward Democratic Renewal Sunday, April 27, 9:50 am to 11:20 am The Colorado Convention Center, Ballroom Level - Mile High Ballroom 1AB
Chairs: Kevin G. Welner (University of Colorado - Boulder), Kathleen M. Sellers (Duke University), Jonathon E. Sawyer (University of Colorado - Boulder) Participants: Bryan McKinley Jones Brayboy (Northwestern University), Preston C. Green (University of Connecticut), Kevin Kumashiro (Independent Consultant), Luke Anderson (Americans United for Separation of Church and State), Terri S. Wilson (University of Colorado - Boulder), Cynthia B. Dillard (Seattle University)
Religion and spirituality have inspired many people to work for justice. Yet this aspect of religion has been eclipsed by exclusionary political priorities, often advanced by wealthy, right-leaning think tanks and powerful special interest groups. Such groups have called for families to flee public schools, perpetuating the possibility of larger social divisions and increased stratification. In this session, panelists will have the opportunity to engage in a dialogue on relevant topics. While the session will identify, describe and explore harms, we will also turn to our panelists to propose and discuss remedies for a more just system of education.
The Academic Publishing and Peer Review Crisis: Remedy and Repair to Address Systemic Challenges and Inequities Sunday, April 27, 11:40 am to 1:10 pm The Colorado Convention Center, Ballroom Level - Mile High Ballroom 4EF (R)
Chair: Tyrone C. Howard (University of California - Los Angeles) Participants: Bryan McKinley Jones Brayboy (Northwestern University), Ezekiel J. Dixon-Roman (Teachers College, Columbia University), Kara S. Finnigan (University of Michigan), Adam Gamoran (William T. Grant Foundation), Francesca López (Pennsylvania State University), Cecilia Rios-Aguilar (University of California - Los Angeles)
We are at cross-roads with academic publishing and peer review for several reasons: 1) there is pressure on scholars to produce at higher rates, 2) academics face burnout as professional demands in their institutions increase, 3) Advances in AI have affected research production and academic freedom, and 4) journal editorial teams scramble to find reviewers, which has greatly extended the time to publication. Even as many institutions extended tenure and promotion clocks because of Covid-19, this response did not address the larger issues around disruptions to research, review, and production timelines and the way researchers are positioned differently in terms of gender, institutional type, and other consequential dimensions. This interactive panel will focus on how systemic challenges and inequities in the peer review process have led to--and continue to exacerbate--inequities in knowledge development and production and identify potential strategies to remedy and repair the academic publishing and peer review system.
25 Years of Community Schooling: What Have We Learned and What’s Next? Wednesday, April 23, 10:50 am to 12:30 pm The Colorado Convention Center, Ballroom Level - Mile High Ballroom 1AB
Chair: Kevin L. Clay (Rutgers University) Discussant: Jeffrey M.R. Duncan-Andrade (San Francisco State University) Participants: David O. Stovall (University of Illinois at Chicago), Shakita Thomas Kpetay (Connecticut College), Kaleem Caire (One City Schools), Shannon Nicole Allen (The Center for Rural School Health and Education), Anna Maier (Learning Policy Institute), Luis Rico (Aurora Public Schools Family Liaison for Special Populations), Ruben Anguiano (University of Colorado - Denver) Commentators: Kevin L. Clay (Rutgers University), Jennifer Leigh Whitson (Alexandria City Public Schools), Patricia A. Edwards (Michigan State University), Katrina Liu (University of Nevada - Las Vegas)
Over the past twenty-five years, community schools have endeavored to meet the material, social, and educational needs of students and their families and communities that have been marginalized and underserved. They represent a turn from the increasing privatization of public education and a possibility for a future of equitable and inclusive public education that expands its commitment to the public. At the quarter century mark of this democratic realignment in public education’s espoused principles, this 90-minute moderated discussion between researchers studying community schools, community school leaders and advocates, and community school stakeholders invites an opportunity for reflection, critique, and consensus building around issues in community school research and practice to chart a course for the next twenty-five years.
12:40 pm to 2:10 pm
Achieving Community Equity Goals Holistically Through Cross-Sector Collaborations: P-20 Education and Local Governments Disrupting Systemic Inequities Wednesday, April 23, 12:40 pm to 2:10 pm The Colorado Convention Center, Ballroom Level - Mile High Ballroom 1AB
Chair: Terris Ross (American Institutes for Research) Discussant: Kara S. Finnigan (University of Michigan) Participants: Emerald Christopher (City of Alexandria), DeMarcus A Jenkins (University of Pennsylvania), Dèsa Karye Daniel (University of Colorado - Denver)
This presidential session brings together K-12 district leaders, local government officials, policymakers, and higher education researchers to foster cross-sector collaborations focused on advancing equity in P-20 education. Participants will explore different models for collaboration and how partnerships, policy alignment, and power dynamics shape equitable outcomes. Panelists will examine how to train future leaders and researchers to address equity goals and drive educational renewal by tackling systemic issues. The session aims to identify opportunities for learning that inform future research, policy development, and practical applications. Ultimately, it seeks to leverage stakeholders’ assets and networks to contribute to a more equitable educational landscape by addressing systemic inequities through meaningful collaborative efforts.
2:30 pm to 4:00 pm
Environmental Crises and Inequality: Responding to Learning Disruption and Countering Misinformation Wednesday, April 23, 2:30 pm to 4:00 pm The Colorado Convention Center, Ballroom Level - Mile High Ballroom 1CD
Discussant: Bryan McKinley Jones Brayboy (Northwestern University) Presenters: Gale M. Sinatra (University of Southern California), Fikile Nxumalo (University of Toronto - OISE), Cassandra R. Davis (University of North Carolina - Chapel Hill), David E. Long (Morehead State University)
The climate crisis is a global issue with disparate impacts on marginalized communities. Scientists, policymakers, and youth and community advocates have raised alarms about the consequences of climate crises and extreme weather events on food security, public health, displacement, and infrastructure. Schools and institutions of higher education play a central role in these climate crises, educating youth about climate change and strategies to counter global warming and enhance environmental justice, but schools are also sites of closures due to climate-related disruptions and storms, which appear to be intensifying. In this panel, researchers discuss how schools and universities can contribute to remedies for environmental crises and environmental racism, how educators can counter misinformation and denial about climate change, and how leaders can prepare to respond to the real threats to communities, school facilities, and learning caused by climate-related disruptions.
4:20 pm to 5:50 pm
Are the Kids Alright? Lingering Effects of COVID-19 on Youth Wellbeing, Learning, and Educational Engagement Wednesday, April 23, 4:20 pm to 5:50 pm The Colorado Convention Center, Ballroom Level - Mile High Ballroom 1AB
Chairs: Sarah Winchell Lenhoff (Wayne State University), Joshua Childs (University of Texas at Austin) Discussant: Vivian L. Gadsden (University of Pennsylvania) Presenter: Sonya Douglass (Teachers College, Columbia University) Participants: Erin M. Fahle (Stanford University), Sean F. Reardon (Stanford University), Amanda Guyer (University of California - Davis), Chantal A. Hailey (University of Texas at Austin), Christopher Kearney (University of Nevada - Las Vegas)
Children who were born in the first year of the COVID-19 pandemic will enter kindergarten in 2025. In the five years since the onset of the pandemic, we have seen enormous disruptions to education systems and lingering effects on children’s academic, behavioral, and wellbeing outcomes. Education researchers must learn to work within complex systems wherein the root causes of these educational problems are complex, interacting, and not simple to solve. This session takes up this call by bringing together scholars from across the academy (psychology, neuroscience, educational policy, educational leadership) for an interactive discussion of the effects of the COVID-19 pandemic on a variety of student outcomes and experiences, while illuminating the interconnections between them and the possibilities for improvement.
8:00 am to 9:30 am
The Politicization of Teaching Reading, Seeking a Research-Informed Remedy Thursday, April 24, 8:00 am to 9:30 am The Colorado Convention Center, Ballroom Level - Mile High Ballroom 1CD
Chair: Catherine C. DiMartino (St. John's University) Participants: Sarah L. Woulfin (University of Texas at Austin), Mark Seidenberg (University of Wisconsin - Madison), Lucy M. Calkins (Teachers College, Columbia University), Nicole Patton-Terry (Florida State University), Laura Ascenzi-Moreno (Brooklyn College - CUNY)
The debates surrounding reading instruction, which began in the 19th century, persist, including the most recent “Reading Wars” of the 1980s. This session explores the intersection of politics and research concerning reading instruction in the United States. A popular podcast sparked renewed discussion and mobilized advocacy coalitions regarding the methods of teaching reading. The panel invites curriculum development, psychology, educational leadership, and policy experts to share the evidence informing these debates. They will also address tensions concerning culturally relevant pedagogy, the adoption of new curricular programs, and teacher preparation initiatives.
9:50 am to 11:20 am
Black Deans and Scholars: An Interactive Panel on Research and Practice for Doctoral Education Thursday, April 24, 9:50 am to 11:20 am The Colorado Convention Center, Ballroom Level - Mile High Ballroom 1AB
Moderator: Jerlando F.L. Jackson (Michigan State University) Discussant: Shaun R. Harper (University of Southern California) Presenters: Crystal Brown (Worcester Polytechnic Institute), Tony A. Laing (Laing Equity Education Group, LLC), Ebonee R. Mayo-Mitchell (College Prep 365), Ezella McPherson (Detroit Regional Chamber), Claude Ewart Phillibert Mayo (Pennsylvania State University) Participants: Glenda M. Prime (Morgan State University), Christopher M. Span (Rutgers University), Denise M. Taliaferro Baszile (Wayne State University), Dawn G. Williams (Howard University)
In this session, scholars will present papers on support systems for Black doctoral students at HBCUs and PWIs. Black deans will also offer reflections on enrollment and graduation trends, support networks, and career trajectories for Black doctoral students in the post-Affirmative Action era. This session will also explore the following key scholarly questions: 1) What support systems are crucial for ensuring success of Black doctoral students when considering recent DEI challenges? 2) What are the current trends in Black doctoral students pursuing research doctorates at HBCUs and PWIs? By focusing on research, remedy, and repair, the session will highlight actionable strategies to create more inclusive, supportive environments that promote educational renewal for Black doctoral students.
Curriculum as Remedy and Reparation: Research and Repair through Community-based Curriculum Collaboratives Thursday, April 24, 9:50 am to 11:20 am The Colorado Convention Center, Ballroom Level - Mile High Ballroom 1CD
Chair: Abby Reisman (University of Pennsylvania) Discussant: Elizabeth Todd-Breland (University of Illinois at Chicago) Participants: kihana miraya ross (Northwestern University), Krystal Strong (Rutgers University), Tiferet Ani (University of Pennsylvania), Sarah Calise (Curator of Community Histories at Vanderbilt University Libraries)
This Presidential Session convenes activists, scholars, and practitioners, who engage and enact historical research as a site of continuous struggle that is made and remade in communities. This panel will address the foundational question of what it means to teach and learn history in ways that are future building and reparative. Including representatives from collaborative local history projects, this panel highlights research partners who support curricular efforts that are rooted in community memory and action and allow students to grapple with local histories in ways that remedy historical and ongoing injustices. Participants will discuss their intentional and iterative collaboration with activists and community members whose lived experiences relate to the focal history and come to constitute core elements of the curricular design process and materials.
1:45 pm to 3:15 pm
Confronting Anti-Trans Politics in Schools: Navigating Inclusion, Harm, and Institutional Remedies Thursday, April 24, 1:45 pm to 3:15 pm The Colorado Convention Center, Ballroom Level - Mile High Ballroom 1AB
Chair: Kevin Kumashiro (Independent Consultant) Panelist: Melissa A. Martinez (Texas State University) Participants: sj Miller (Santa Fe Community College), Mollie McQuillan (University of Wisconsin - Madison), Monisha Bajaj (University of San Francisco), Darin M. L. Stewart (University of Denver)
This session explores the vital role of educational institutions in promoting inclusivity and addressing the harmful effects of anti-trans legislation globally. It combines cutting-edge research with practical strategies to equip educators, administrators, and policymakers with tools to create supportive environments for trans and non-binary students. Attendees will learn about the psychological and academic impacts of anti-trans policies, such as absenteeism and mental health issues, and the importance of legal recognition of gender identity under international human rights law. Participants will also gain insights into effective practices, such as inclusive policies and school cultures, to ensure equity and inclusion for all students. Overall, this session aims to foster a deeper understanding of the complex dynamics at play in educational settings and to inspire concerted efforts towards creating a more just and equitable educational landscape for all students.
Global Innovations in Research Methodologies: Constructing, Assessing & Mobilizing Knowledge Thursday, April 24, 1:45 pm to 3:15 pm The Colorado Convention Center, Ballroom Level - Mile High Ballroom 1CD
Chairs: Amalia Z. Dache (University of Pennsylvania), Jaekyung Lee (University at Buffalo - SUNY) Presenters: Nichole M. Garcia (Rutgers University), Renzhe Yu (Teachers College, Columbia University), David W. Shaffer (University of Wisconsin - Madison), Robin Zape-tah-hol-ah Minthorn (University of Oklahoma)
This session features a rich discussion of cutting-edge research methodologies (e.g., quantitative ethnography, Indigenous methods, QuantCrit, AI/machine learning) that can be used to advance research focused on renewal and justice-minded education and well-being. The session reflects perspectives, challenges, and innovations stemming from diverse research methodologies and distills how researchers across global contexts construct, assess, and disseminate knowledge. By focusing on international contexts, this session gives an opportunity to create bridges that facilitate the exchange of ideas and methodologies, ultimately advancing the collective understanding of research processes. It also offers a holistic view of complexities and possibilities within education research, as well as paving the way for future innovative strategies geared toward resilience, sustainability, and educational renewal.
3:35 pm to 5:05 pm
Critical and Ethical Perspectives on the Role of Embodiment in Learning Thursday, April 24, 3:35 pm to 5:05 pm The Colorado Convention Center, Ballroom Level - Mile High Ballroom 1AB
Chair: Jasmine Y. Ma (New York University) Discussants: Nirmala Erevelles (University of Alabama), Josephine Pham (University of California - Santa Cruz), Aireale J. Rodgers (University of Wisconsin - Madison) Participants: Maisie L. Gholson (University of Michigan), Molly L. Kelton (Washington State University), Miwa Takeuchi (University of Calgary), Shirin Vossoughi (Northwestern University)
While education research more commonly concerns itself with cognitive and social dimensions, human bodies play an important role in learning. Scholarship of embodiment in education, often found in educational psychology and cognitive sciences, usually focuses on the role of bodies in disciplinary learning. However, this work has tended to produce disembodied bodies, detached from histories and meanings that they carry. In this presidential session, we follow growing efforts to recontextualize the “learning body” through studies of race, indigeneity, gender, sexuality, and disability, to name a few. We forward alternative orientations to embodiment toward more critically and ethically theorizing the learning body. Remedy and repair in research must fully consider the role of the body within any trajectory toward education renewal.
5:25 pm to 6:55 pm
Horizons of Human Possibilities: Drawing on the Integrative Science of Human Learning and Development to Repair and Remedy Education Systems Thursday, April 24, 5:25 pm to 6:55 pm The Colorado Convention Center, Ballroom Level - Mile High Ballroom 1AB
Chair: Carol D. Lee (Northwestern University) Discussant: Maisha T. Winn (Stanford University) Presenters: Na'ilah Suad Nasir (Spencer Foundation), Mary Helen Immordino-Yang (University of Southern California), Carol D. Lee (Northwestern University), Linda Darling-Hammond (Learning Policy Institute), Jessica Marshall (Spencer Foundation)
Learnings and Lessons from New Histories of Black Higher Education Friday, April 25, 9:50 am to 11:20 am The Colorado Convention Center, Ballroom Level - Mile High Ballroom 1AB
Chairs: Michael S. Hevel (University of Arkansas), Keon M. McGuire (North Carolina State University) Moderators: James D. Anderson (University of Illinois at Urbana-Champaign), Cally L. Waite (Teachers College, Columbia University), Rachelle Winkle-Wagner (University of Wisconsin - Madison) Participants: Linda Marie Perkins (Claremont Graduate University), Crystal R. Sanders (Emory University)
This session comprises a moderated dialogue between education scholars and two historians who have produced new, field-defining research into the history of Black higher education. Connecting findings and implications from Linda Perkins’ To Advance the Race: Black Women’s Higher Education from the Antebellum Era to the 1960s (University of Illinois Press) and Crystal R. Sanders’ A Forgotten Migration: Black Southerners, Segregation Scholarships, and the Debt Owed to Public HBCUs (University of North Carolina Press), the moderators and audience will engage the authors to understand the challenges facing Black Americans in their pursuit of higher education in both the past and present, with lessons for today’s educational leaders and researchers hoping to achieve the equitable possibilities of American colleges and universities.
Using Research to Inform Civil Rights Remedies: Effective Data Use and Monitoring to Address Racialized Discipline Disparities Friday, April 25, 9:50 am to 11:20 am The Colorado Convention Center, Ballroom Level - Mile High Ballroom 1CD
Chair: Daniel Losen (National Center for Youth Law) Participants: Sarah E. LaCour (National Center for Youth Law), Erica Frankenberg (Pennsylvania State University), Preston C. Green (University of Connecticut), Russell J. Skiba (Indiana University), Thalia González (University of California - San Francisco), Genevieve P. Siegel-Hawley (Virginia Commonwealth University), Jason Langberg (OCR Attorney), Donna Walters Flores (National Center for Youth Law)
This session is focused on advancing effective civil rights remedies that reduce harm and, especially in districts that have engaged in discriminatory disciplinary conduct or implemented policies that resulted in disparities. We explore the conditions under which civil rights remedies prompted by investigations by civil rights enforcement agencies are most effective. Panelists will explore how agencies use data to prompt investigations of unjustified exclusionary discipline and assess progress, as well as community members’ role in monitoring settlements. Researchers will explore what we know from research about the efficacy of remedies to unjust discipline including lessons drawn from other enforcement-driven remedies (i.e. desegregation). Discussants will also reflect upon the changing landscape for pursuing civil rights race-conscious remedies more broadly.
11:40 am to 1:10 pm
Navigating AI in Education: Opportunities, Challenges, and Research Imperatives Friday, April 25, 11:40 am to 1:10 pm The Colorado Convention Center, Ballroom Level - Mile High Ballroom 1AB
Chair: Susan Bowles Therriault (American Institutes for Research) Discussant: Patricia Burch (University of Southern California) Participants: Alex J. Bowers (Teachers College, Columbia University), Safiya Noble (University of California, Los Angeles), Thomas M. Philip (University of California - Berkeley), Shana Vidal White (Kapor Center)
The emergence of AI technologies has posed radical changes to how schools and school districts function. Given the recent applications and adoption of AI technologies, the research base is early in its development. Drawing on interdisciplinary perspectives, this session will consider how AI is being used, what we know about the affordances and limitations of this use, and what role research can play in considerations about AI use and implementation, and what priority areas for research are going forward. How can researchers evaluate the short- and long-term impacts of AI on equity, student learning, and teacher roles? In addition, the session will explore the philosophical, societal, and ethical dimensions that the expanded use of AI technologies in education.
1:30 pm to 3:00 pm
Student Protests, Then and Now: Research on Free Speech, Social Movements, and Administrative Response in Education Friday, April 25, 1:30 pm to 3:00 pm The Colorado Convention Center, Ballroom Level - Mile High Ballroom 1AB
Chair: Elizabeth Birr Moje (University of Michigan) Discussant: Pedro A. Noguera (University of Southern California) Participants: Dolores Delgado Bernal (Loyola Marymount University), Robert Cohen (New York University), Eddie R. Cole (University of California - Los Angeles), Charles H.F. Davis (University of Michigan)
This session examines the research on student protests and social movements, their consequences, and how universities respond to student actions. Drawing on sociological, historical, and criminal justice perspectives, panelists will share their research on student protests to situate current conflicts over free speech and campus safety in a broader historical and sociopolitical context.
The 28th Conversations with Senior Scholars on Advancing Research and Professional Development Related to Black Education Friday, April 25, 1:30 pm to 3:00 pm The Colorado Convention Center, Terrace Level - Bluebird Ballroom Room 1B
Chairs: Henry T. Frierson (University of Florida), Rodney K. Hopson (American University) Presenters: Kimberley Edelin Freeman (Howard University), Nicole Patton-Terry (Florida State University), Adrienne D. Dixson (Pennsylvania State University), Wanda J. Blanchett (Rutgers University), Stephanie J. Rowley (University of Virginia), Saundra M Tomlinson-Clarke (Rutgers University), Olga M. Welch (Duquesne University), James D. Anderson (University of Illinois at Urbana-Champaign), Kofi Lomotey (Western Carolina University), Mark Anthony Gooden (Teachers College, Columbia University), Donald Easton-Brooks (University of Nevada - Reno), Toks S. Fashola (American University), Will J. Jordan (Wallace Foundation), Valerie Kinloch (Johnson C. Smith University), Carol D. Lee (Northwestern University), Fred A. Bonner (Prairie View A&M University), Lillian B. Poats (Texas Southern University), Paula Groves Price (North Carolina A&T State University), Walter R. Allen (University of California - Los Angeles), Phillip J. Bowman (University of Michigan), Sonya Douglass (Teachers College, Columbia University), Carl A. Grant (University of Wisconsin - Madison), Howard C. Johnson (Syracuse University), Monika Williams Shealey (Temple University), Kimberly A. White-Smith (University of San Diego), Eugene L. Anderson (Columbia University), Mary E. Dilworth (Independent Researcher), Monica B. Mitchell (MERAssociates), James Earl Davis (Temple University), Kimberly Griffin (University of Maryland), Carol Camp Yeakey (Washington University in St. Louis), Caesar R Jackson (North Carolina Central University), James L. Moore (The Ohio State University), Na'ilah Suad Nasir (Spencer Foundation), John B. Diamond (Brown University), Gloria J. Ladson-Billings (University of Wisconsin - Madison), Margaret Beale Spencer (University of Chicago), Jerome E. Morris (University of Missouri - St. Louis), Bernard Oliver (Georgia Gwinnett College), Charles I. Rankin (Kansas State University), Tamara Bertrand Jones (University of Illinois at Urbana-Champaign), Kevin E. Favor (Lincoln University), Jori N. Hall (University of Illinois at Chicago), Linda Darling-Hammond (Learning Policy Institute), Tyrone C. Howard (University of California - Los Angeles), William F. Tate (Louisiana State University), Jamel K. Donnor (College of William & Mary), Rich Milner (Vanderbilt University), Maisha T. Winn (Stanford University), Muhammad Khalifa (The Ohio State University), Vivian L. Gadsden (University of Pennsylvania), Eboni M. Zamani-Gallaher (University of Pittsburgh), Jerlando F.L. Jackson (Michigan State University), Chance W. Lewis (University of North Carolina - Charlotte), Stephen D. Hancock (North Carolina A&T State University), Ann E. Lopez (University of Toronto - OISE), Joyce E. King (Georgia State University), Victoria Showunmi (UCL Institute of Education), Timothy K. Eatman (Rutgers University - Newark), Shaun R. Harper (University of Southern California), Ivory A. Toldson (Howard University), Gaëtane Jean-Marie (Rowan University), Laura P. Kohn-Wood (University of Miami), Marvin Lynn (University of Colorado - Denver), Kenneth Alonzo Anderson (Howard University), Keena N. Arbuthnot (Louisiana State University), Talitha M. Washington (Clark Atlanta University)
Initiated at the 1997 Annual Meeting in Chicago, the 2025 session of “The Continuation of Conversations with Senior Scholars on Advancing Research and Professional Development Related to Black Education” is returning to Denver for a second time. This will be number 28 for this popular and widely heralded series.
3:20 pm to 4:50 pm
Fostering Wellness for Women of Color in Higher Education: Research on Trauma and Repair Friday, April 25, 3:20 pm to 4:50 pm The Colorado Convention Center, Ballroom Level - Mile High Ballroom 1AB
Chairs: Raven L. Jones (Michigan State University), Maisha T. Winn (Stanford University) Discussant: Dorinda Carter Andrews (Michigan State University) Moderators: Melissa A. Martinez (Texas State University), Honey Walrond (Teachers College, Columbia University) Presenter: Lori Patton Davis (University of California - Los Angeles) Participants: Susan C. Faircloth (Two Feathers Consulting, LLC.), Tanya Upthegrove Gregory (Ruth Mott Foundation), Geneva Smitherman (Michigan State University)
This session will examine the experiences of Women of Color in academia, including racial trauma, stereotypical expectations, and discrimination. This context leads to increased stress, burnout, and racial battle fatigue that can result in illness, pushout, and opting out of higher education. In an effort to unpack ongoing mistreatment and tensions, participants will be invited to engage in dialogue across disciplinary and varied positionalities with the goal of sharing strategies, creating a space for healing, and considering examples of how colleagues, funders, and educational leaders can support, uplift, and collaborate with Women of Color to build community and address the harmful conditions and practices in higher education.
Navigating Data Collection in Research-Practice Partnerships Through Shifting Sociopolitical Contexts Saturday, April 26, 9:50 am to 11:20 am The Colorado Convention Center, Ballroom Level - Mile High Ballroom 1AB
Chairs: David Bryant Naff (Virginia Commonwealth University), Alison C. Koenka (University of Oklahoma) Discussant: Paula Arce-Trigatti (National Network of Education Research-Practice Partnerships) Participant: Adriana Villavicencio (University of California - Irvine) Presenters: David Bryant Naff (Virginia Commonwealth University), Alison C. Koenka (University of Oklahoma), Korinthia D. Nicolai (Indiana University), Beth Fowler (Goochland County Public Schools), Tiffany Hinton (Henrico County Public Schools), Danielle N. Berry (University of Oklahoma), Amanda Vite (University of Southern California), Pallavi Chhabra (Washington University in St. Louis), Margaret Wallace (Washington University in St. Louis), Andrew C. Butler (Washington University In St. Louis), Jason F. Jabbari (Washington University in St. Louis), Amber Jones (Washington University in St. Louis), Saras Chung (SKIP Designed), Collin Hitt (St. Louis University), Rachel Ruggirello (Washington University in St. Louis), Marcy Singer-Gabella (Learning Policy Institute), Krista Davis (Metro Nashville Public Schools), Erin C. Henrick (Vanderbilt University), Abbey M. Loehr (Metro Nashville Public Schools), Jessica Bailey (Education Development Center, Inc.), Allison Armour-Garb (New York State Education Department), Joanna N. Ali (North Carolina State University), DeLeon Gray (North Carolina State University)
This session will focus on how education research-practice partnerships (RPP) approach data collection in different sociopolitical contexts, with cases that illustrate the nuanced challenges as well as strategies to navigate them. These cases will highlight how RPPs can facilitate equity-focused research through shifting political priorities and pressures, emphasizing how their commitment to trusting relationships and understanding local contexts allows them to collaboratively address generationally vexing issues in PK-12 education. Participants will be invited to network and engage in interactive dialogue about strategies and resources for collaborative data collection that informs solutions to critical challenges in public schools through research-practice partnerships while leveraging the expertise of all stakeholders impacted by the work.
The Global Quest for Educational Equity through Research, Remedy, and Repair Saturday, April 26, 9:50 am to 11:20 am The Colorado Convention Center, Ballroom Level - Mile High Ballroom 1CD
Chair: James A. Banks (University of Washington) Discussant: Sonia Nieto (University of Massachusetts - Amherst) Presenters: Carola Suarez-Orozco (Harvard University), Gloria J. Ladson-Billings (University of Wisconsin - Madison), Jason Cong Lin (The Education University of Hong Kong), Fernando M. Reimers (Harvard University), Sarah E. Dryden-Peterson (Harvard University), Audrey Helen Osler (University College of Southeast Norway)
This session will describe how nations in various parts of the world use ideas related to research, remedy, and repair to develop and implement interventions to increase educational equity for diverse racial, ethnic, cultural, and linguistic groups of students in elementary and secondary schools. Equity exists when diverse groups achieve equally with mainstream middle-class groups. This means that some groups, such as Black students in England, Muslim students in China and Hong Kong, and Indigenous students in Mexico will often need distinctive educational interventions to attain the same achievement levels as mainstream students.
Research and Rewriting Knowledge for Just Education Renewal: Lessons and Learning from Sylvia Wynter Saturday, April 26, 11:40 am to 1:10 pm The Colorado Convention Center, Ballroom Level - Mile High Ballroom 1CD
Chair: Joyce E. King (Georgia State University) Discussant: Jason Ambroise (William Paterson University) Participants: Casey Philip Wong (Georgia State University), Tanja Burkhard (Georgia State University), Ebony Bervashun Rose (University of Illinois at Chicago), Romonda Middlebrooks-Jefferson (Georgia State University), Natalie Araujo Melo (Northwestern University)
This Presidential Session will explore the legacy of the Honourable Sylvia Wynter’s work in the field of education, with a particular focus on her research with Professor Joyce King, specifically the book by Wynter titled Do Not Call Us Negroes: How “Multicultural” Textbooks Perpetuate Racism, which sought to advance just educational renewal. Drawing from the fields of History, Black Studies, Qualitative Research, Anthropology, Linguistics, and Computer Science, presentations and discussant remarks will apply insights from Wynter’s scholarship to address the role of research in confronting the critical education policy challenges facing our imperfect multiracial democracy. These challenges include: a) efforts to eliminate Black Studies as critical curricula, b) the implementation of Ethnic Studies in K-12 schooling, and c) the promotion of justice-oriented science education and research methodologies.
Cycles of Harm and Repair: The Role of Research in Shaping Multilingual Learner Policies and Practices Since Lau v. Nichols Saturday, April 26, 1:30 pm to 3:00 pm The Colorado Convention Center, Ballroom Level - Mile High Ballroom 1EF
Chair: Lorena Llosa (New York University) Presenters: George C. Bunch (University of California - Santa Cruz), Molly M. Faulkner-Bond (WestEd), Michael J. Kieffer (New York University), Ramon Antonio Martinez (Stanford University)
In 2024-25, we commemorate the 50th anniversary of the landmark Lau v. Nichols decision, which ruled that denying students with limited English proficiency appropriate language instruction violated their rights under the Civil Rights Act of 1964 by denying them equal access to education. Over the past five decades, not only has the terminology for these students evolved—from “limited English proficient” to "English learners" to "multilingual learners"—but so have the policies and instructional practices designed to support them. This session brings together experts in policy, language ideology, language instruction, content instruction, and assessment to explore how research has shaped the evolving policies and practices impacting multilingual learners, highlighting the ongoing cycles of harm and repair that have defined the last 50 years.
Thriving in Troubled Waters: How Young People Work to Resist School-Based Oppression and Flourish Saturday, April 26, 1:30 pm to 3:00 pm The Colorado Convention Center, Ballroom Level - Mile High Ballroom 1CD
Chair: Simona Goldin (University of North Carolina - Chapel Hill) Discussant: Keffrelyn D. Brown (University of Texas at Austin) Presenters: Camille M. Wilson (University of Michigan), Naomi Mae W. (University of Wisconsin - Madison), Michaela Krug O'Neill (University of Michigan), Simona Goldin (University of North Carolina - Chapel Hill), Courtney C. Mauldin (Syracuse University), Maxine McKinney de Royston (Erikson Institute), Natalie R. Davis (University of Michigan)
Schools are sites of discovery and learning. Yet far too often,schools have been sites of violence and erasure for Black and Brown youth and their communities. And yet, youth have endeavored to learn, dream, and create liberatory movements inside and outside of schools. We examine how young people resist oppression and thrive. We center the voices of our nation’s youth and consider how their resistance serves as paths to and practices of remedy and repair. We examine how young people have insisted upon and manifested access to their educational and civil rights across our nation’s histories of white supremacy. In-so-doing, we make explicit the direct impact racist policies have had on the lives of young people and the ways in which young people have responded as learners, teachers, activists, and policymakers. To do so, the papers in this symposium utilize a range of research methodologies and investigate historical and contemporary examples.
Enacting Holistic Education Research, Repair, and Renewal: What Indigenous Education Can Teach Us Saturday, April 26, 3:20 pm to 4:50 pm The Colorado Convention Center, Ballroom Level - Mile High Ballroom 1EF
Chair: Cynthia Benally (University of Utah) Presenters: Teresa L. McCarty (University of California - Los Angeles), Kyle M. Halle-Erby (University of California - Los Angeles), Tiffany S. Lee (University of New Mexico), Sheilah E. Nicholas (University of Arizona), James McKenzie (University of Arizona), Thomas Jacobson (University of California - Los Angeles), Michael H. Seltzer (University of California - Los Angeles), Patty Airey (PSCF)
What can Indigenous education teach us about holistic repair, health and renewal, and academic wellbeing? How can education research contribute to the self-determination of Indigenous/minoritized communities and inclusive, just education for all? This session takes up the 2025 AERA theme, grounding our analysis in an 8-year, U.S.-wide study of Indigenous language- and culture-based schools that promote academic wellbeing through education that renews Indigenous ways of knowing, speaking, and being. The session (1) presents findings from this multisite, multimethod, multidisciplinary study that illuminate the possibilities and challenges of pedagogical practices of education remedy, repair, and renewal; and (2) examines the methodological affordances of research designed in partnership with Indigenous communities toward the goal of holistic academic wellbeing.
Race, Racism, and Resources: Re-imagining School Finance Policy, Research and Practice Toward Just Education Renewal Saturday, April 26, 3:20 pm to 4:50 pm The Colorado Convention Center, Ballroom Level - Mile High Ballroom 1CD
Chair: Christopher Saldaña (University of Wisconsin - Madison) Participants: Preston C. Green (University of Connecticut), John B. Diamond (Brown University), Marialena Dawn Rivera (Texas State University), Ericka S. Weathers (University of Pennsylvania), Matthew G. Kelly (University of Washington), David Isaac Backer (West Chester University of Pennsylvania)
Toward Possible Futures: Responding to and Resisting the Invisibility of Latinx Communities Across Institutions Sunday, April 27, 9:50 am to 11:20 am The Colorado Convention Center, Ballroom Level - Mile High Ballroom 1EF
Chair: Kris D. Gutiérrez (University of California - Berkeley) Discussant: Dolores Delgado Bernal (Loyola Marymount University) Presenters: Alfredo J. Artiles (Stanford University), Cecilia Rios-Aguilar (University of California - Los Angeles), Krista L. Cortes (University of Pennsylvania), Amalia Z. Dache (University of Pennsylvania), Eliana Castro (University of Vermont), Laura K. Munoz (University of Nebraska - Lincoln), Mirelsie Velázquez (University of Illinois at Urbana-Champaign), Omi Salas-SantaCruz (University of Utah), Cindy Cruz (University of Arizona), Mario I Suárez (Utah State University), Luis Urrieta (University of Texas at Austin), David W. Barillas Chón (Western University), Anne-Marie Nunez (University of Texas - El Paso), Stephanie Aguilar-Smith (University of North Texas)
This session elaborates the AERA 2025 theme in its call for research and methods that demand epistemological heterogeneity, expansive views of human learning and activity, and an integrated interdisciplinarity to scholarship and the study of/with Latinx peoples. In this session, scholars who readily boundary cross and work at the edges of their disciplines seek to dismantle racial injustice across educational systems, in the academy, and in the public sphere, and advance expansive representations of Latinx people, their histories, and their possibilities. The proposed presidential session centers new research that aims to trouble/disrupt extant theories, methods, and discourses around the significantly diverse Latinae communities. The resulting re-mediation engages tensions in the scholarship (its concepts and methods) to open up new conversations for the field and the AERA community.
Integrating Climate Justice Education Across Teacher Education Programs: A Remedy of Critical Transdisciplinarity and Collective Action Sunday, April 27, 9:50 am to 11:20 am The Colorado Convention Center, Ballroom Level - Four Seasons Ballroom 1
Chairs: Kelsie Fowler (University of Washington), Asli Sezen-Barrie (University of California - Irvine) Participants: Philip L. Bell (University of Washington), Kelsie Fowler (University of Washington), Deb L. Morrison (University of Washington), Nancy Price (University of Washington), Priya Pugh (IslandWood), Déana A Scipio (IslandWood), Renee Comesotti (Islandwood), Michela Dimond (IslandWood), Anne Beitlers (University of Washington), Kelsie Fowler (University of Washington), Saraswati Noel (Western Washington University), Maia Goodman Young (University of Washington), Ledah Kaplan Wilcox (University of Washington), Veronica Cassone McGowan (University of Washington - Bothell), Todd Campbell (University of Connecticut)
The climate crisis is really a crisis of social and environmental relations that require a broadscale transformation of onto-epistemologies toward more relational and critical ways of being (Escobar, 2018). While many environmental educators make climate change connections, there is ample opportunity to direct the field—and those in adjacent spaces—toward intentionally disrupting the normative white, liberal, and settler-colonial histories of environmental education (Matsuoka & Raphael, 2024; Sultana, 2022). Using a variety of qualitative and critical design-based methods, this session uses varied participatory design methods and approaches to create a vision of environmental teacher education that embraces critical transdisciplinarity, through collective action. Set across diverse teacher education programs, this symposium offers insights into how to intentionally design for climate justice education.
Remedying and Repairing Systemic Racism in Science Education: How Minority-Serving Institutions are Leading the Charge Sunday, April 27, 11:40 am to 1:10 pm The Colorado Convention Center, Ballroom Level - Mile High Ballroom 1AB
Chair: Anne-Marie Nunez (University of Texas - El Paso) Discussants: Daniel Gilbert Solorzano (University of California - Los Angeles), Sylvia Hurtado (University of California - Los Angeles) Participants: Edwin J. Perez (University of Texas - El Paso), Román Liera (Montclair State University), Felisha Herrera (San Diego State University)
Remedying and repairing historic injustices that have resulted in sustained inequitable outcomes for racially minoritized students in Science, Technology, Engineering, Math, and Medicine (STEMM) fields will require us to move toward systemic approaches that aim to fix institutions and institutional cultures that do not serve students. This presidential session provides key lessons on how to address entrenched racism in STEMM by centering Minority-Serving Institutions (MSIs), institutions traditionally understudied and overlooked, as holders and producers of transformative knowledge that advances inclusive science and systemic change. The panel involves an intergenerational team with extensive experience leading and generating research on nationally funded large-scale institutional transformation projects that together have been funded by over $50 million from public agencies, private foundations, and industry.