Daneisha Shaw is originally from New York City and moved to New Jersey eleven years ago, where she began her teaching career. She is currently in her tenth year as an educator. Ms. Shaw earned her Bachelor’s degree in History and Education from UNC Charlotte and later earned her Master’s degree in Instructional Leadership from Northcentral University. Throughout her teaching career, Ms. Shaw has been passionate about working in low-socioeconomic communities, where she strives to inspire students, challenge barriers, and help them recognize their potential beyond the statistics often associated with their communities. After being introduced to civic education, Ms. Shaw quickly recognized its value and made it a meaningful part of her classroom instruction. Civic education has become a staple in her lessons and has been embraced by her students as a way to understand their voices, responsibilities, and ability to create change. Her goal is to continue developing civically engaged students and preparing future leaders through Youth Participatory Action Research (YPAR), while connecting these experiences to the New Jersey History curriculum. She believes that understanding the past is essential to shaping a stronger future and empowering students to become active participants in their communities.

Dr. Laura Arredondo is the Supervisor of World Languages and ML Programs at Hunterdon Central Regional High School. Laura completed her doctoral degree at the Graduate School of Education at Rutgers University, New Brunswick in May, 2020. The focus of her dissertation was exploring the integration of Youth Participatory Action Research in the bilingual language arts classroom to promote student engagement and success. Laura also serves on the executive board of NJTESOL-NJBE.

Carlo Austria is a Social Studies teacher that was first introduced to the Civically Engaged Districts (CED) Project in 2022. After two years of helping pilot the Youth Participatory Action Research (YPAR) program at his school, he was invited to join the project team as a CED mentor. Carlo is excited to work with the project team, and his former Rutgers professor Dr. Rubin, to share the unique learning opportunities the CED project can offer students in the classroom. Carlo is a Rutgers University graduate earning his Bachelor’s degree in History and his Master’s degree in Social Studies Education.

Dr. Tristian M. Cox was born and raised in Plainfield, New Jersey, and is a proud graduate of Plainfield High School. Following high school, Dr. Cox attended Rutgers University, where he earned a degree in African American Studies and later completed a Master’s degree in Social Studies Education through Rutgers Graduate School of Education. After beginning his career as an educator, Dr. Cox continued his professional and academic development, earning a second Master’s degree in Educational Leadership from Seton Hall University. He later earned his doctoral degree from Seton Hall University. His doctoral research examined how a New Jersey school district responded to a significant demographic shift from a predominantly African American student population to a predominantly Latinx student population. Dr. Cox has dedicated more than 16 years to education, including approximately 11 years in the classroom and leadership roles at the district level. After serving as a K–12 Social Studies Supervisor, he was recently appointed Director of Curriculum and Instruction for Plainfield Public Schools, where he works to strengthen curriculum, instructional practices, assessment, professional learning, and educational experiences for students and teachers across the district. Beyond curriculum and instruction, Dr. Cox is passionate about creating meaningful experiences for young people that extend beyond the traditional classroom. He believes that learning can and should happen in a variety of environments and is particularly committed to creating opportunities for students to connect with their communities, explore new experiences, and develop a deeper appreciation for the world around them. An avid outdoorsman, Dr. Cox has a strong passion for connecting people—particularly young people—with the outdoors. Through initiatives involving fishing, camping, environmental education, outdoor recreation, and conservation, he works to ensure that students have opportunities to experience the outdoors, develop new skills, and build connections with nature. A lifelong Plainfield resident and educator, Dr. Cox remains deeply committed to his community and to creating opportunities that help students and educators learn, lead, explore, and thrive both inside and outside of the classroom.

Brandi Gustafson, M.A. is a 7th-grade Social Studies teacher at the New Brunswick Middle School, where she leads the NBMS Youth in Action club.  She teaches the Youth Participatory Action Research course at the Rutgers Graduate School of Education.

Luma Hasan is currently teaching 6th grade Social Studies at Maxson Middle School in Plainfield, New Jersey. She has been teaching, designing curriculum and facilitating professional development for over 10 years. She has also led and facilitated youth participatory action research programs both in and out of the classroom and served as a lecturer at Rutgers University to support future teachers in developing their own YPAR programs. Luma holds a Bachelor's degree in History and a Master's degree in Social Studies Education from Rutgers University.

Orion Nolan is a 3rd grade inclusion teacher at Roosevelt School in Manville, New Jersey. Orion has her Masters in Education from Rutgers Graduate School of Education and is certified for K-6 and Special Education K-12. She has led the Youth in Action after school program in several elementary schools in New Jersey.

Rachel is currently a 6th grade ELA and Social Studies Teacher at Ralph J. Steinhauer Elementary School who focuses on a project-based learning language arts curriculum, vocabulary enrichment, social skills and community building; civic-minded social studies education; equitable teaching practices; and culturally responsive pedagogy.