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Isis Artze-Vega (lead author and editor) serves as College Provost and Vice President for Academic Affairs at Valencia College in Central Florida, long regarded one of the nation’s most innovative community colleges, and a recently designated Hispanic-Serving Institution. She provides strategic leadership for the areas of curriculum, assessment, faculty development, distance learning, career and workforce education, and partnerships for educational equity. Prior to joining Valencia, Isis served as Assistant Vice President for Teaching and Learning at Florida International University.

Flower Darby is an Associate Director of the Teaching for Learning Center at the University of Missouri. In this role she builds on her experience teaching in person and online for over 26 years, as well as experience gained in previous roles as Director of Teaching for Student Success and Assistant Dean of Online and Innovative Pedagogies, to empower faculty to teach effective and inclusive classes in all modalities. Darby is the author, with James M. Lang, of Small Teaching Online: Applying Learning Science in Online Classes (2019), and she's an internationally sought-after keynote speaker.

Bryan Dewsbury is Associate Professor of Biology and Associate Director of the STEM Transformation Institute at Florida International University. He is the Principal Investigator of the Science Education And Society (SEAS) research program where as a team they blend research on the social context of teaching and learning, faculty development of inclusive practices, and programming in the cultivation of equity in education. Previously, he was at the University of Rhode Island. Dewsbury is a Fellow with the John N. Gardner Institute, where he assists institutions of higher education cultivate best practices in inclusive education.

Mays Imad is an assistant professor of biology and equity pedagogy at Connecticut College. Prior to that, she founded the teaching and learning center at Pima Community College in Tucscon, Arizona. A Gardner Institute Fellow and an AAC&U Senior Fellow, Imad’s research focuses on stress, self-awareness, advocacy, and classroom community, and how these impact student learning and success. A nationally-recognized expert on trauma-informed teaching and learning, Imad works to promote inclusive, equitable, and contextual education–all rooted in the latest research on the neurobiology of learning.