university and public engagement systems evolve. Aurbach served as a civic science fellow with the Association of Public and Land-grant Universities, where she led the Modernizing Scholarship for the Public Good initiative, offering guidance to public research universities on ways that they can support scholars and advance public impact research and other forms of public engagement, and diversity, equity, and inclusion. She also led a number of projects to improve science communication and public engagement, including developing and teaching communication courses in person and online, co-bossing with Nerd Nite Ann Arbor, and co-founding and directing RELATE, a science communication and public engagement organization. Aurbach was a National Science Foundation graduate research fellow, a finalist for the AAAS Early Career Award for Public Engagement with Science, and an Advancing Research Impact in Society fellow. She holds a Ph.D. in neuroscience.

TIMOTHY K. EATMAN (he/him/his) is an educational sociologist and publicly engaged scholar, serving as the inaugural dean of the Honors Living-Learning Community and professor of urban education at Rutgers University–Newark. Prior to this current appointment, his primary network of scholarly operation and leadership was with the national consortium Imagining America: Artists and Scholars in Public Life, serving first as director of research and ultimately as faculty co-director. Now in his second term on the board of directors of the American Association of Colleges and Universities (AAC&U), Eatman serves as chair of the membership committee and as board chair. Also with AAC&U, he serves as a faculty member of the Institute on High-Impact Practices and Student Success. Eatman is a member of the National Advisory Committee for the Carnegie Elective Classification for Community Engagement and the National Advisory Board for Bringing Theory to Practice. In addition, he currently serves as national co-chair of the Urban Research-Based Action Network. Most recently, Eatman has served as a member of the Institutional Change Grant review panel for the William T. Grant Foundation. He has written several book chapters and research reports including the widely cited Scholarship in Public: Knowledge Creation and Tenure Policy in the Engaged University, a seminal report on faculty rewards and publicly engaged scholarship. Eatman earned his B.A. (Pace University), an M.Ed. (Howard University) in the field of education, and a Ph.D. in educational policy from the University of Illinois-Urbana Champaign.

ELSA FALKENBURGER (she/her/hers) is a senior fellow and director of the Community Engagement Resource Center at the Urban Institute Center in the Division on Race and Equity. She also co-directs the Contextual Analysis and Methods of Participatory Engagement project at

the U.S. Department of Health and Human Services Office of Planning, Research and Evaluation, and a participatory evaluation for the Partnership for Equitable and Resilient Communities, an initiative of the Melville Charitable Trust. Formerly, Falkenburger was co–principal investigator of the Promoting Adolescent Sexual Health and Safety project, a 12-year sustained partnership with the DC Housing Authority and community-based organizations and residents to design and evaluate programming for teens. She regularly provides technical assistance and trainings, develops practical guides to implementing community-engaged methods focused on equity, and consults on the institutionalization of participatory methods. Falkenburger has a B.A. in economics from Boston College and an M.P.A. from the University of Texas at Austin.

MAHMUD FAROOQUE (he/him/his) is the associate director of the Consortium for Science, Policy and Outcomes; a clinical professor in the School for the Future of Innovation in Society; and a senior global futures scholar in the Julie Ann Wrigley Global Futures Laboratory at the Arizona State University. Previously, he was the deputy director of policy programs at the New York Academy of Science, director of collaborative research at City University of New York, associate director for research development at Northwestern University, and managing director of the U.S. Department of Transportation’s Region V University Research Center at Purdue University. Farooque’s expertise focuses on innovation systems, research management, knowledge co-production, policy entrepreneurship, and participatory technology assessment. He is the principal coordinator of Expert and Citizen Assessment of Science and Technology (ECAST)—a distributed network of universities, science centers, and policy research organizations for engaging the public in science and technology policy and decision making. ECAST has organized more than 50 informed and inclusive public deliberations across the country on issues from biodiversity and planetary defense to community resilience, climate intervention, and gene editing. Farooque is an editorial board member on the Journal for Technology Assessment in Theory and Practice and advisory board member of the Institute for a Sustainable Earth at George Mason University. He has an M.P.A. in technology and information policy and a Ph.D. in public policy.

KIMBERLY L. JONES (she/her/hers) currently serves as associate dean for research and graduate education (College of Engineering and Architecture) as well as professor and chair (Department of Civil and Environmental Engineering) at Howard University. Jones’s areas of research expertise are in environmental justice, water quality and reuse, resource recovery, environmental management, and environmental nanotechnology. She has

served on the Chartered Science Advisory Board of the U.S. Environmental Protection Agency, where she chaired the Drinking Water Committee and was liaison to the National Drinking Water Advisory Council. Jones is an alternate commissioner of the Interstate Commission on the Potomac River Basin in Washington, DC, where she chairs the committee on justice, equity, diversity, and inclusion. She also serves on the Center Steering Committee of the Center for the Environmental Implications of Nanotechnology and on the Management Board of the Consortium for Risk Evaluation with Stakeholder Participation. Jones has received the Researcher of the Year award from Howard University, a Top Women in Science Award from the National Technical Association, the Outstanding Young Civil Engineer award from University of Illinois Department of Civil and Environmental Engineering, a National Science Foundation CAREER Award, an Outstanding Leadership and Service and Outstanding Faculty Mentor award from Howard University, and Top Women Achievers award from Essence magazine. She holds a B.S. in civil engineering from Howard University, an M.S. in civil and environmental engineering from the University of Illinois, and a Ph.D. in environmental engineering from the Johns Hopkins University.

EMILY J. OZER (she/her/hers) is a clinical and community psychologist and professor at the University of California, Berkeley School of Public Health, whose multi-method research focuses on the role of school climate in adolescent development and mental health; psychological resilience; school-based interventions; and youth participatory action research, an equity-focused approach in which youth generate systematic research evidence to address problems they want to improve in their schools and communities. She has been the recipient of multiple national awards for her research, including selection as a fellow of the American Psychological Association, as well as a national mentorship award from the Society for Research on Adolescence. Funded by a William T. Grant Institutional Challenge Grant (co-funded by Doris Duke Foundation), Ozer is actively leading an initiative to strengthen policies and culture to support community-engaged research at Berkeley and on a research-practice partnership with the San Francisco Unified School district to promote student well-being and integrate student-led research in school improvement and equity initiatives. She led a national scan recently released by The Pew Charitable Trusts, sponsored by the Transforming Evidence Funders Network, on innovations in the evaluation of community-engaged and public impact research and has engaged in a range of national and international discussions on the topic. She currently serves as the faculty liaison to the Berkeley Provost on Public Scholarship and Community Engagement. Ozer holds a Ph.D. in psychology from the University of California, Berkeley.

health disparities, thereby advancing community and population health transformation. Akintobi is principal investigator of a Prevention Research Center funded by the Centers for Disease Control and Prevention, designed to advance the art and implementation science of community-based participatory research grounded in community governance. She is also principal investigator, lead, or advisor for other local and national centers, institutes, and networks funded by the National Institute of Diabetes and Digestive and Kidney Diseases, the National Institute on Minority Health and Health Disparities, the National Center for Advancing Translational Sciences, and the U.S. Department of Health and Human Services, among many others. Akintobi received her M.P.H. and Ph.D. from the University of South Florida.

NADINE J. BARRETT (she/her/hers) is a professor in the Department of Social Sciences and Health Policy in the Division of Public Health Sciences, and the inaugural senior associate dean of community engagement and equity in research at Atrium Health Wake Forest School of Medicine, the third largest learning health system in the United States. She is associate director of community outreach and engagement for Wake Forest Comprehensive Cancer Center, and associate director of community engagement in the Clinical and Translational Science Institute and the Maya Angelou Center for Health Equity. Prior to joining Wake Forest, Barrett served in several senior leadership roles at Duke University including as the co-director for equity and stakeholder strategy for Duke Clinical and Translational Science Institute, and the founding director of both the Duke Center for Equity in Research and the nationally awarded Duke Cancer Institute’s Office of Health Equity. She completed an M.A. in sociology and social inequities at the University of Central Florida, a joint M.S. in community health sciences and Ph.D. in medical sociology and race and ethnic relations from Texas Woman’s University, alongside a National Institutes of Health joint postdoctoral fellowship at the University of North Carolina at Chapel Hill and Duke University.

NEELI BENDAPUDI (she/her/hers) serves as the president of the Pennsylvania State University and leads the university with a vision grounded in the principles of purpose, agility, and opportunity. With a nearly 30-year career in higher education and business, she is recognized as a leading educator, academic, and executive. Bendapudi previously served as president of the University of Louisville, in various leadership positions with the University of Kansas and Ohio State University, and as the executive vice president and chief customer officer for Huntington National Bank. She holds a Ph.D. in marketing and is a noted scholar on the study of consumer behavior in service contexts.

innovation and partnerships, where he helped develop plans for the new TIP directorate in collaboration with colleagues at NSF, other government agencies, industry, and academia. Gianchandani was previously the NSF deputy assistant director for Computer and Information Science and Engineering, twice serving as acting assistant director. Before joining NSF in 2012, he was the inaugural director of the Computing Community Consortium, providing leadership to the computing research community in identifying and pursuing bold, high-impact research directions such as health information technology and sustainable computing. Gianchandani received the Distinguished Presidential Rank Award, awarded to members of the federal government’s Senior Executive Service for sustained extraordinary accomplishment. He holds a Ph.D. in biomedical engineering from the University of Virginia.

JOHN P. JAMES (he/him/his) is president of the Wendell Phillips Neighborhood Association. He is often dubbed a “collaborator” or “servant leader”—connecting, encouraging, mentoring, and leading others to pursue greater opportunities. James has extensive experience in the information technology field in the private and public sectors, including technology work for the United States Air Force, from which he is retired. He is currently employed by the City of Kansas City, Missouri, as an information technology specialist in its Information Technology Division. James is also an overseer for the Free Churches, working behind the scenes to ensure the smooth operation and management of the organization. He serves as a bishop and the first administrative assistant to the prelate bishop at Victory Way Most High God Free Church.

EBONÉ LOCKETT (she/her/hers) serves as the chief executive officer and principal consultant of Harvesting Humanity, LLC. Harvesting Humanity is a full-service educational and social enterprise engaging, preparing, and positioning local, national, and global “Solutionaries” via a holistically integrated Science, Technology, Reading and Writing, Engineering, Arts, Architecture, Agriculture and Mathematics© experiential, service-learning model. She previously taught secondary English language arts, humanities, and life skills. Lockett is a three-time-consecutive recipient of the Charlotte Hornets Teacher Innovation Grant, winner of an Arts and Science Council Cato Excellence in Teaching Award, and Qatar teacher travel grant recipient. She earned an M.S. degree in educational leadership from Central Connecticut State University with a focus on curriculum and instruction.

ALICIA MODESTINO (she/her/hers) is an associate professor with appointments in the School of Public Policy and Urban Affairs and the

Department of Economics at Northeastern University, where she also serves as the research director of the Dukakis Center for Urban and Regional Policy. Her research focuses on labor market dynamics including skills mismatch, youth labor market attachment, and career pathways. Modestino currently leads a multiyear Institutional Challenge Grant funded by the William T. Grant Foundation to evaluate the Boston Summer Youth Employment Program. Last year, she launched a new initiative across Northeastern’s global campus network—Community-to-Community (C2C): Policy Equity for All. Working in partnership with city departments, state agencies, and community-based organizations C2C provides rigorous data and analysis to find solutions to the most urgent public problems at each campus location. Modestino received her Ph.D. in economics from Harvard University where she was also a fellow in the Inequality and Social Policy Program.

MARISOL MORALES (she/her/hers) is the executive director of the Carnegie Elective Classifications and assistant vice president at the American Council on Education. In this role, she provides conceptual leadership and operational oversight to the elective classifications’ work in the United States, Australia, and Canada. This includes the collaborative development of and responsibility for all initiatives; oversight and facilitation of relevant national and international advisory committees; conceptualizing and implementing extensive data archives; and developing and enacting a shared vision regarding access to and use of the knowledge produced by the Carnegie Elective Classifications to beneficially guide research, policy, and practice. Prior to this role, Morales was the vice president for network leadership at Campus Compact, the founding director of the Office of Civic and Community Engagement at the University of La Verne, and the associate director of the Steans Center for Community-Based Service Learning and Community Service Studies at DePaul University. She holds an Ed.D. in organizational leadership.

KERRYANN O’MEARA (she/her/hers) is vice president for academic affairs, provost, and dean at Teachers College, Columbia University. She is a professor in the Higher and Postsecondary Education Program in the Organization and Leadership Department. O’Meara’s scholarship and leadership are highly integrated and focus on creating a more diverse and inclusive academic workplace. She has designed, tested, and shared evidence-based strategies to remove barriers and improve full participation for scholars from historically minoritized groups with particular attention to faculty hiring, retention, workload, and evaluation. Prior to joining Teachers College, O’Meara served as professor of higher education, distinguished scholar teacher, and special assistant to the provost and to the president for strategic initiatives at the University of Maryland. A prolific scholar and consultant,

she has received continuous funding from the National Science Foundation and worked with more than 100 campuses on reforms related to faculty evaluation, workload, hiring, and retention.

ADAM PARRIS (he/him/his) is director of climate resilience at ICF, and an interdisciplinary researcher and knowledge broker with experience developing, applying, and translating science for numerous U.S. states, cities, and local communities. Before joining ICF, he was the deputy director of climate science and services at the Mayor’s Office of Climate and Environmental Justice in New York City. Parris catalyzed the development of a Flood Vulnerability Index coupling data on socio-economic stressors and physical flood exposure to help prioritize the city’s stormwater improvement and transportation planning efforts. Prior to that, he led the Science and Resilience Institute at Jamaica Bay (SRIJB). While at SRIJB, Parris co-designed Cycles of Resilience, a participatory process to empower communities to develop climate action plans developed with community leaders, civic nonprofits, and scientists, and developed an urban extension program with Sea Grant including community flood monitoring. He has advised federal agencies and numerous states, including California, Maryland, New York, and New Jersey, for which he has been awarded a Presidential GreenGov award as Climate Champion and a National Oceanic and Atmospheric Administration Administrator’s Award.

WILLIAM R. PENUEL (he/him/his) is distinguished professor of learning sciences and human development in the Institute of Cognitive Science and School of Education at the University of Colorado Boulder. He designs and studies curriculum materials, assessments, and professional learning experiences for teachers in sciences, technology, engineering, and medicine education, primarily in science. Penuel also investigates how contemplative practices and critical inquiry can support educators in cultivating more compassionate learning environments and schools. A third line of his research focuses on how long-term research-practice partnerships can be organized to address systemic inequities in education systems linked to race, gender and sexual diversity, and language. Penuel is an author of two books on research-practice partnerships, Creating Research-Practice Partnerships in Education (Harvard Education Press, 2017) and Connecting Research and Practice for Educational Improvement (Routledge, 2018), and co-edited a book on improvement research, The Foundational Handbook on Improvement Research in Education (Rowman & Littlefield, 2022). Penuel earned an Ed.M. in counseling processes from Harvard Graduate School of Education and a Ph.D. in developmental psychology from Clark University.

focused on structural and social determinants of health inequities. She received her M.P.H., M.S.W., and Ph.D. at the University of Michigan.

TOBY SMITH (he/him/his) is senior vice president for government relations and public policy at the Association of American Universities (AAU). In this role he oversees AAU’s government relations activities and advocacy efforts, matters related to higher education and science and innovation policy, and AAU’s international activities. Smith previously worked as a federal relations representative for the University of Michigan and Massachusetts Institute of Technology. He began his career on Capitol Hill as a legislative assistant to Congressman Bob Traxler (D-MI). Smith writes and speaks widely on issues of science policy. He is the co-author of a book on national science policy, titled Beyond Sputnik – U.S. Science Policy in the 21st Century. Smith serves on the Advisory Board for AESIS and is a member of the Council of Experts for the National Science Foundation–sponsored Center for Advancing Research Impact in Society. Smith holds a B.S. degree in general studies from the University of Michigan and an M.A. in legislative affairs from George Washington University.

DOUGLAS A. WATKINS (he/him/his) is the manager of K–12 Science Curriculum and Instruction for Denver Public Schools. His work in that capacity includes partnering with University of Colorado (CU) Boulder learning-science and educational researchers through a research-practice partnership known as inquiryHub (iHub). He is a co-author of the iHub biology and chemistry curricula, as well as a lead author of the pilot versions of two OpenSciEd high school biology curricular units. He supports a team of K–12 science curriculum specialists to provide teachers with professional development for science curriculum use and instructional practice. Watkins has co-designed professional learning workshops for teachers using storylined curricula and has facilitated professional learning experiences with teachers in the Denver metro area and across the country. His areas of scholarly interest include sociolinguistics and teacher learning. He is a recent distinguished graduate of CU Boulder’s College of Education Graduate Program, earning an M.A. in learning sciences and human development.

JENNIFER WILDING (she/her/hers) is a community development specialist for the Federal Reserve Bank of Kansas City, where she provides communications, engagement, and research for the community development department. She writes long-form nonfiction for the Kansas City Fed and for Fed Communities, the national website for Federal Reserve community development. Wilding is co-author of Disconnected: Seven Lessons on Fixing the Digital Divide, a layperson’s guide to putting broadband,

devices, and training within reach of a community. She serves on the leadership team of Participatory Action Research for Fed Success and served as project director for an engaged research pilot project. The Kansas City Fed, a nonprofit, and a neighborhood organization joined together to hear from neighborhood residents about broadband internet. This report was shared nationwide. Before joining the Kansas City Fed, Wilding was executive director of a nonprofit consulting firm specializing in public policy and civic engagement.