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Gregory Massara is a Ph.D. candidate at the University at Albany researching collaborative educational change in divisive contexts and sustainability education. His dissertation examines how public education stakeholders navigate collaboration through sensemaking and conscientization to create educational change. In his work, he integrates complexity science with neoinstitutional theory and collaborative planning to investigate synchronization as the process through which participatory governance produces systemic coherence while preserving local contextualization. He previously earned a Master's in Comparative and International Education from Lehigh University and a Master's in Adolescent Education from SUNY Oswego, and taught science in New York, Tanzania, and New Jersey before his doctoral studies. He also contributes to sustainability initiatives in higher education, including projects related to AASHE.

Elvin J. Fortuna is a doctoral candidate in Educational Psychology and Educational Technology at Michigan State University, where his research examines how expert curriculum developers use large language models to support instructional design in complex and ill-structured knowledge domains. His work draws on the learning sciences, cognitive flexibility theory, instructional design, and the use of generative AI.

He currently serves as a solutions architect in the Command Data and Analytics Office at the U.S. Army’s Combined Arms Center, drawing on nearly two decades of military and educational leadership to translate research into practice. He has presented at the American Educational Research Association, the Military Scholarship of Teaching and Learning Forum, the Learning Analytics and Knowledge conference, and other peer-reviewed venues. He is passionate about helping scholars, educators, and practitioners apply the learning sciences to improve learning across military, academic, and professional contexts.