Zac Alstad: Creatively and Compassionately Remaking Education

NAME

Zac Alstad

ROLE

Principal Researcher

BIO

Zac brings over 15 years of expertise in educational research, focusing on how technology can be designed and evaluated to support diverse learners in real classroom contexts. As Principal Investigator on an NSF-funded project, Zac has integrated mixed methods and human-centered codesign to drive iterative innovation in educational technology environments, particularly those serving neurodiverse students. Technologies he has explored include AR, VR, and, more recently, generative AI systems.  At Leanlab, Zac advances codesign practices that ensure AI-powered educational tools are effective, trusted, and equitable. He believes that meaningful educational technology innovation begins with shared power, and that when students and teachers are central to research design, solutions become more usable, responsive, and inclusive.

In his free time, Zac enjoys spending time with his family, hiking, travel, and snowboarding.

WHY I GRAVITATE TOWARD THIS WORK…

This is the most exciting time in history to be a part of the learning sciences. The developments in the foundation models have provided a variety of new avenues for participation for people who have previously been excluded from educational systems. Many times, this exclusion has been related merely to the media format that has been expected of students. When my grandfather went to school, you needed to be able to handwrite perfectly in order to participate at all. Students who could not do this were systematically excluded, and often labeled “stupid”.  

Slowly at first, and now all of the sudden, technology tools have grown to change how students can participate. First, word processors, then spell check, then grammar checkers, then voice dictation and now large language models—each of these has provided students with new ways to express themselves without being excluded for difference in ability to perform one specific task. Moreover, those that use other languages, dialects and underrepresented cultural perspectives may also find new ways in. The prospect of these systems being used more widely then could yield a golden age of participation for those that express themselves differently. 

Concomitantly, widely available generative tools that can replace sincere student effort and engagement also are a frightening prospect. Many teachers are finding that their students are using LLMs to complete homework and are struggling to find ways to meaningfully incorporate these new tools into both their own and their students' workflow. Traditional methods of educational evaluation may be dead... And maybe this is a good thing. I am excited to see how, through creativity and compassion, we can remake education with these immensely powerful tools to facilitate learning and inclusion in ways that we previously thought impossible.

FUN FACT

I love to travel and have visited more than 30 countries.

Rebecca McGill-Wilkinson: Uncovering What Works

NAME

Rebecca McGill-Wilkinson

ROLE

Principal Researcher

BIO

Rebecca McGill-Wilkinson has over 15 years of experience in education research and evaluation. She is passionate about supporting data-informed decision-making in schools. Rebecca began her career at the Institute of Education Sciences, overseeing grantmaking activities related to K-12 literacy and research use in education. From there, she worked in the Office of Research at the Baltimore County Public Schools, designing and administering system-wide surveys and program evaluations to help answer the district’s most pressing questions. Most recently, she was a Senior Associate at Abt Global where she conducted impact and implementation evaluations of educational programs and federal education policies. She is WWC certified in group design and single case design.

Throughout all of her work, Rebecca strives to understand and prioritize schools’ and educators’ needs and priorities. While she is well-versed in traditional research and evaluation frameworks, she also believes in creatively adjusting evaluation activities to fit the realities of schools and districts.

Rebecca holds a Ph.D. in developmental psychology from Temple University and a B.A. in psychology from Vassar College.

WHY I GRAVITATE TOWARD THIS WORK…

My interest in education stems from my belief that the public education system in our country doesn’t provide access and opportunities for all students to succeed. Too many young people leave high school without the tools they need to thrive in college or the workplace. At the same time, schools are often stretched thin—teachers and administrators simply don’t have the time or resources to dig into the root of these issues, let alone invest in and roll out new solutions that could help. Schools can’t be spending their limited funds on products and programs that don’t work, but they often don’t have the information they need to make informed decisions. I see my role as an education researcher as helping uncover what’s actually working—and what’s not—in schools. By gathering and making sense of data, I aim to give school and district leaders the information they need to choose the tools and programs that will truly support their students.

FUN FACT

In my spare time I like to read and run, though not simultaneously. I also sew clothing, quilt, and take care of dozens of houseplants.

Amber Daniels Hatz: Creating Systems that Lead to Excellence

NAME

Amber Daniels Hatz

ROLE

Chief Operating Officer

BIO

Amber Daniels Hatz has nearly two decades of experience in the nonprofit sector. She has worked across multiple areas of nonprofit administration including finance, fundraising, operations, higher education, technology, marketing, and management, spending time at Teach For America, OneGoal, and other nonprofits.

Amber holds two bachelor’s degrees from Albright College and is on hiatus from completing her master’s in business administration with a concentration in data analytics. She serves on the board of The Kindness Project, a foster care resource in Eastern Pennsylvania, is a part-time birth and postpartum doula, and is a Junior Girl Scout Leader. She lives outside of Philadelphia with her husband, six children, two dogs, and resilient betta fish.

WHY I GRAVITATE TOWARD THIS WORK…

I am passionate about data-based educational opportunities and creating systems and environments that lead to exceptional programs and products for students. Leanlab Education is well-positioned to play a critical role in increasing high-quality solutions for educators and schools at a pivotal moment, and I am excited to be a part of driving forward that work.

FUN FACT

In my (very limited) spare time, I knit accessories for my friends and family, meticulously plan home improvement projects, and can be found cheering on my kids on the softball and soccer fields, at cheerleading competitions, and in theater productions.

Carolina Salinas: Inspired by Innovative Solutions

NAME

Carolina Salinas

ROLE

Customer Experience & Operations Specialist

BIO

Carolina Salinas, born and raised in Chicago, brings a wealth of experience in education, project management, and curriculum development to Leanlab. As a Customer Experience & Operations Specialist, she ensures top-notch experiences for edtech companies, managing client communication, overseeing project management, and supporting various operations.

Before joining Leanlab, Carolina was a high school science teacher in Chicago Public Schools, where she developed and executed engaging curriculum for diverse student populations. Her passion for technology and education then led her to an education nonprofit, where she managed programs that provided tech education and pathways to tech careers for underrepresented youth. Here, she honed her skills in curriculum development, stakeholder management, and coding.

Carolina holds a Master’s in Education from the University of Illinois at Chicago and a Bachelor’s in Biology from Northeastern Illinois University.

WHY I GRAVITATE TOWARD THIS WORK…

My passion for education and technology has always guided my career choices. From my experience as a high school science teacher to my role in an education nonprofit, I have seen the transformative power of education firsthand. I am deeply committed to creating opportunities for underrepresented youth, and working at Leanlab allows me to extend that impact by supporting edtech companies that share this vision.

At Leanlab, I get to blend my skills in project management and client communication to enhance the experiences of our clients. This role perfectly aligns with my belief in the potential of technology to revolutionize education, making it more accessible and engaging for all learners. Every day, I am inspired by the innovative solutions we bring to life and the positive changes we foster in the educational landscape.

FUN FACT

Outside of work, Carolina enjoys traveling, practicing yoga, learning new tech skills, and making the most of Chicago summers!

Andy Midgette: Providing Students with the Best Education

NAME

Andy Midgette

ROLE

Director of Edtech Partnerships

BIO

Andy Midgette is a Raleigh, NC native where he still lives with his wife and two daughters. 

He has a bachelor's degree from the University of North Carolina at Wilmington and for the past 10 years has been supporting educators and organizations within the EdTech space.

From his time at DreamBox Learning, Andy saw the importance of evidence-based educational materials and shifted his focus from K12 institutions to EdTech companies in order to support those organizations in understanding and obtaining research. He joins Leanlab Education to continue that mission. In his free time, Andy likes to spend as much time as he can outdoors with his family.

WHY I GRAVITATE TOWARD THIS WORK…

Educators are flooded with products and resources that promise to help them and their students.  As a parent, I want to know that the programs my children use have been proven to be effective and I want the same for every student in my community.  Our future depends on the success of these students so we owe it to them to provide the best education and materials we can. 

My hope is that the companies I partner with are able to learn more about themselves and improve their offerings, which will ultimately benefit the educators and students they serve. 

FUN FACT

Outside of work, my personal interests include fishing, woodworking, and photography. I’ve never been great at any of them but enjoy them nonetheless! 

Akila Raoul, Ph.D.: Committed to Advancing Educational Equity

NAME

Akila Raoul, Ph.D.

ROLE

Principal Researcher

BIO

Akila received her Ph.D. in Applied Social Psychology from Loyola University Chicago where her dissertation research explored the intersection of social hierarchies and health determinants, and their influence on health beliefs and behaviors. Her journey in education research began during her graduate studies, where she worked on an National Science Foundation funded project investigating the combined effect of exclusionary disciplinary practices, restorative justice, and police presence in schools on high school students’ perceptions of safety, fairness, and belonging. 

Building on this foundation, Akila served as Research Coordinator and later as Director of Research & Evaluation at an edtech company specializing in social and emotional learning. There, she developed her skills in developing assessments and platforms geared toward enhancing educational outcomes.

Akila's passion lies in leveraging mixed methods research and data analysis to advocate for equitable education—a commitment she brings to her role as Principal Researcher at Leanlab Education.

WHY I GRAVITATE TOWARD THIS WORK…

My gravitation towards edtech research stems from my commitment to advancing educational equity. Throughout my academic and professional career I have been driven to explore how societal structures can impact individual outcomes and at Leanlab I’m able to apply my research background to support innovative solutions that aim to address disparities in educational access and outcomes. 

I was also drawn to Leanlab because of the focus on codesign research and the emphasis on uplifting the voices of educators and students. This aligned with my previous goals of maintaining a participatory approach to research, and ensures that we’re able to help support effective and equitable educational tools that actually address the needs of the communities they serve.

FUN FACT

I have been golfing since middle school and I played on my high school’s varsity team as the only girl my junior and senior year.

Lynne Harden, Ph.D.: Inspired by People and the Possibilities of Codesign

NAME

Lynne Harden, Ph.D.

ROLE

Principal Researcher

BIO

How does a geologist become an educational researcher? In Lynne’s case, it started with her hearing far too often from young people that their science classes in school were boring and uninspiring. Determined to bring awe and wonder back into science learning for people of all ages, Lynne earned her Ph.D. in Earth Sciences and then immediately began working in the science education space as a teacher, curriculum developer, and researcher. Lynne has experience working in the for-profit and nonprofit worlds for academic institutions, museums, and educational technology organizations based in California, Colorado, and remotely. In her most recent role prior to joining Leanlab, Lynne built and managed the user research team at Edpuzzle, an educational video platform.

WHY I GRAVITATE TOWARD THIS WORK…

Studying rocks and people is oddly similar in that they both have interesting stories to tell. But what draws me to conducting research with people, and specifically with people in the education space—teachers, students, administrators—is that they can be active participants in helping codesign educational tools, resources, and systems that work for them.

In my experience as an Inclusive Design Researcher with PhET Interactive Simulations, I worked with students with learning disabilities and visual impairments who often found themselves separated from their non-disabled classmates due to inaccessibly designed tools or resources. By equipping these kids with design thinking skills and inviting them into a codesign experience to help make PhET simulations more accessible for all students, I was able to glimpse the possibilities that codesign research holds in promoting and supporting educational equity.

FUN FACT

I have lived in 6 different states across diverse regions of the U.S. (NC, KS, GA, WI, CA, and CO) and moved nearly 20 different times in my life, which makes it challenging for me to answer the most basic question, “Where are you from?!”

Taylor Haun: A Vision for Empowering Educators and Students

NAME

Taylor Haun

ROLE

School Experience Manager

BIO

Taylor Haun, a Texan with roots in Dallas, currently calls Austin, TX, home. With expertise spanning education, music, and technology, Taylor has dedicated his career to empowering students and educators through innovative approaches to learning.

In 2013 Taylor began teaching music in Plano, TX, working with students in grades 6-12 in marching band, concert band, and more. In his first year of teaching, he discovered how much he loved being a teacher and the joy of seeing students grow through learning music.

Taylor's passion for education, technology, and music came together when he founded his own music education company, Odo Sound in 2016. Focused on teaching the creative side of music to students in grades 6-12, Odo Sound became a platform for empowering young musicians to create their own music and collaborate with fellow artists.

His journey in the realm of education technology began at Soundtrap for Education by Spotify, where he played a vital role in supporting two million teachers and students. Through Soundtrap, students were able to create music and podcasts, fostering creativity and amplifying student voices. Taylor's work at Soundtrap connected him with a deep network of teachers and schools all around the world.

WHY I GRAVITATE TOWARD THIS WORK…

My commitment to education extends beyond technological advances. I find great fulfillment in collaborating with teachers, empowering them with the tools and knowledge to better support their students. Witnessing the positive influence educators have on their students’ lives continually inspires me.

FUN FACT

Beyond his professional pursuits, Taylor embraces the spirit of adventure and creativity in his personal life. An avid mountain biker, swimmer, and hiker, he finds solace and inspiration in the great outdoors. Some of his favorite spots include Barton Springs, Big Bend National Park, and Great Smoky Mountains National Park.

As a musician, he revels in the joy of playing music, playing with several groups in Austin—the live music capital of the world. You might find him leading the bateria of Austin Samba, playing handpan in his studio, or playing Salsa in some of Austin’s eclectic clubs.

Anna Treesara: A Calling for Education

NAME

Anna Treesara

ROLE

Customer Experience Manager

BIO

Anna Treesara was born and raised in Chicago, IL, where she currently lives with her husband and sassy Shiba Inu. Anna has always worked in education, starting as a high school English teacher teaching abroad in Thailand and then in Chicago.

After teaching for four years, she wanted to explore how to positively impact education beyond the classroom walls. This led her to work in the nonprofit space focusing on workforce/youth development and then in education technology helping train teachers, schools, and districts in implementing edtech.

On the side, Anna also runs her own tutoring company and career coaches teachers to help them transition out of the classroom. In her free time, Anna loves to work out, try new restaurants, and manage her book club Brunchin’ Bookworms.

WHY I GRAVITATE TOWARD THIS WORK…

I gravitate toward this work because I believe I was always meant to be in education. As a child of immigrants, the options presented to me were teacher, doctor, and lawyer. My mom would tell me stories about how I’d come home from 1st grade and teach her all about long and short vowels and help them improve their English pronunciation. Fast forward to when I was in the classroom teaching, I constantly felt like there was more that I could be doing. I worked hard to be innovative and incorporate all the edtech tools possible to see what solutions would work best for my students. However, I ultimately realized that I needed to leave the classroom to embark on a new journey within the world of education.

When the opportunity arose to work as a Customer Experience Manager at Leanlab Education, I couldn’t believe what a perfect evolution this was for my career. Having worked at an edtech company for three years prior (much of which was during the pandemic), I recognized how essential it was to gather key insights, data, and research from the very people that these edtech products are impacting: educators and students. I’m incredibly grateful to be able to work with dozens of edtech companies, helping them discover how to improve their products and solve educational challenges.

FUN FACT

My last name actually used to be 17 letters long (Treesaranuwattana), but when my parents officially became citizens, they had the option to shorten their last name. They shortened it to Treesara, and I was so happy because it was particularly challenging for me to learn how to spell my name as a kid, and scantron tests were not a lot of fun!

Robyn Vatter: Amplifying Education, Technology, and Research

NAME

Robyn Vatter 

ROLE

Communications Manager

BIO

Robyn brings to Leanlab Education seven years of nonprofit communications experience in education and workforce development. Most recently, she was the Assistant Director of Communications, Digital Communications at Lakeside School, an independent 5-12 school in Seattle, Washington. Prior to that, she served as Communications Specialist at Seattle Jobs Initiative, a workforce development intermediary focused on creating equitable workforce systems through local career programs, public policy research, and national consulting with the USDA’s SNAP to Skills program. 

Before coming to nonprofit communications, Robyn taught elementary and high school students in Chuuk, Micronesia. She also lived and worked in Yellowstone National Park, including volunteering with the Parks Service. She holds a bachelor’s degree from the University of Richmond in international economics and French.

WHY I GRAVITATE TOWARDS THIS WORK…

I was drawn to this work because I believe education plays a foundational role in creating equitable systems in our society. Raised by two former educators, I have been surrounded by teachers, administrators, and education policy makers since a young age and have a deep appreciation for public education. I enjoy working at the intersection of education, technology, and research and using my communications role to frame and amplify progress and learnings.  

Most recently, supporting high school students in an advisor capacity during the COVID-19 pandemic, I realized how disconnected students can feel from choices being made in schools that ultimately affect them. When joining Leanlab, I was particularly interested in Leanlab’s codesign framework and the focus on incorporating student and teacher voice in edtech product development. The codesign research process helps center equity from the start. It’s also a thrilling time to be working with edtech research as major developments are occurring and schools are focused on thoughtfully adopting new technologies. 

FUN FACT

I am an avid reader of cheesy mystery novels and love to go camping every weekend that weather permits.