The following individuals are members of the SEL T-Ed Advisory Board. These individuals were chosen as a result of their involvement in integrating SEL into teacher training at their respective colleges and universities:
Deborah Donahue-Keegan, Ed.D. is a Lecturer in the Department of Education at Tufts University. Dr. Donahue-Keegan’s research and teaching focus on social-emotional learning (SEL), development, equity, and social justice, particularly in terms of teacher preparation. As a member of the steering committee for the Social and Emotional Learning Alliance of Massachusetts (S.A.M.), she co-leads the Massachusetts SEL-Teacher Education Consortium. Additionally, she is an advisory board member of WhyWellness, an online SEL initiative. Dr. Donahue-Keegan received her Master of Social Work from Boston College, and her Master of Education and Doctor of Education degrees from Harvard University’s Graduate School of Education.
Dr. Susan Stillman
Dr. Susan Stillman is Six Seconds’ Director of Education, Global Office. Through strategic planning, professional development, and research assistance, Susan consults with scholars and practitioners on integrating SEL into their schools and universities. On the Fielding and Northcentral university faculties, she mentors students and chairs doctoral committees in SEL, educational leadership, and grounded theory. She taught school counseling and SEL at Southern Connecticut State University and at Northern Arizona University, where she conducted research with interns using the Six Seconds Emotional Intelligence Assessments, the SEI –Adult version and the SEI-YV for youth.
Patricia (Tish) Jennings
Dr. Jennings holds a masters degree in education and a doctorate in human development. She holds a faculty position at Penn State University and is affiliated with the Prevention Research Center. Dr. Jennings has over 22 years of research and teaching experience in the field of early childhood education. In her current role at Penn State she has conducted federally-funded research to promote teachers’ general well-being, health, emotion regulation, efficacy and mindfulness.
Shannon B. Wanless
Dr. Shannon B. Wanless is an Assistant Professor in the Department of Psychology in Education at the University of Pittsburgh. Her research focuses on the most effective ways to measure and influence social-emotional and self-regulatory development of children from preschool classrooms to university teacher preparation programs. She has worked on cross-cultural research as a Fulbright Scholar and has investigated teachers' readiness to implement new social-emotional learning interventions. Dr. Wanless was a post-doctoral research fellow at the Center for Advanced Study of Teaching and Learning (CASTL) at the University of Virginia, earned a PhD in Human Development and Family Sciences from Oregon State University, an M.A. in Early Childhood Education from the University of Michigan, and was a Head Start teacher.
Dr. Markowitz's work has concentrated on preservice teacher preparation, developing the state-of-the-art credential program known as the TE Collaborative Intern Program, and university/district partnerships that span pre-service and beginning teacher professional development. She is Director of the new Center for Reaching and Teaching the Whole Child at SJSU that focuses on the social-emotional dimension of learning and its relationship to academic achievement. Dr. Markowitz also serves as a Faculty-in-Residence with the SJSU Center for Faculty Development, facilitating the Peer Partners in Teaching program.
Working as an Applied Developmental Psychologist, Dr. Binfet's research strives to bridge the gap between theory and practice to improve students' social-emotional well-being. Dr. Binfet is the director of UBCO's Animal Assisted Therapy program promoting social-emotional well being among homesick and socially isolated university students and his research with local school districts examines elementary and middle school students' perceptions of kindness including identifying locations and agents of kindness within school settings.