Pages & Pathways Agenda

Camille Redmann is a Licensed Clinical Social Worker (LCSW) with over nine years of experience in trauma-focused therapy. A U.S. Air Force veteran, she holds a Master of Social Work from the University of North Dakota and has worked in inpatient and outpatient mental health. Trained in EMDR and a Somatic Experiencing® Practitioner (SEP), Camille integrates body-based healing approaches. As a 200-hour Registered Yoga Teacher (RYT), she incorporates mindfulness and movement into her practice. She specializes in nervous system regulation, helping individuals and educators understand trauma’s physiological impact and develop strategies for resilience, regulation, and whole health healing.

Cheryl Hunter is a Full Professor in the College of Education and Human Development at UND and co-director of Gro.UND Learning Gardens. She develops nature- based, experiential-based pedagogy and curriculum and teaches classes in place-based education and gender, education and the environment. 

Joshua Hunter is an Associate Professor in the College of Education and Human Development at the UND. He is co-director of the Gro.UND Learning Gardens and has worked in environmental justice for over 15 years. He directs the Outdoor Leadership and Environmental Education minor and undergraduate certificate in Outdoor Education.

Lacey Anderson holds a Master’s degree in Sociology and is currently pursuing a PhD in Educational Foundations and Research at the University of North Dakota. With over a decade of experience as a college sociology instructor, she is passionate about education, community engagement, and social change. Currently, Lacey serves as a Garden Fellow at the GRO.UND Learning Gardens, where she cultivates plants while engaging in community education initiatives on sustainability and nature-based learning. Her background in the nonprofit sector includes work with a domestic and sexual violence prevention agency, where she focused on community-led initiatives. She carries this experience into her work in the garden, fostering connections between food security, sustainability, and community empowerment. As a researcher, Lacey explores a wide range of topics, including diversity and culture, social class and inequality, sustainability, and nature-based education. She is dedicated to bridging research and practice to create more inclusive and sustainable communities.

Giovanni Whyte holds a Bachelor’s in Elementary Education and a Master of Science in Literacy Studies. With over eight years of teaching experience across Jamaica, China, and the U.S., he has worked with students from K-9. Beyond the classroom, he has supported the development of International Baccalaureate (IB) transdisciplinary curricula for a Virginia school district and has contributed to creating unit guides and science assessments. His passion for equitable education drives his commitment to curriculum development and instructional support. Giovanni has extensive experience working with culturally and linguistically diverse students, ensuring that learning is inclusive and accessible to all. He is pursuing a PhD in Educational Foundations and Research at the University of North Dakota. His research explores migrant education, Black and Brown male student success, and inclusive, multilingual pedagogies. He currently serves as a GRO.UND Learning Gardens Research Fellow and works as a Graduate Service Assistant with the Learning Gardens and Outreach for Teacher Recruitment and Retention. In this role, he supports initiatives to combat food insecurity and helps strengthen teacher recruitment and retention efforts. Giovanni is passionate about creating inclusive learning environments where every student can thrive.

Andrew Dahlen holds a master's degree in Career and Technical Education from Bemidji State University. He worked as a manufacturing engineer, specializing in automated machinery for composite window, door components, computer hard drive, and medical device manufacturing. With 15 years of experience, he taught electronics and mechatronics at Northland Community and Technical College. Andrew is an avid STEM advocate, serving as a regional coordinator for the VEX Robotics Competition and mentoring the VEX Robotics Team at UND.

Carla Haaven is an Instructional Coach at South Middle School with Grand Forks Public Schools. She partners with teachers to develop and implement best practices in instruction, with the aim of creating a positive and engaging learning environment that fosters student growth. As a Google Certified Trainer and Google Innovator, Carla is a strong advocate for leveraging technology to make student thinking and learning visible.

Brandy O'Toole is an 8th grade English teacher at Grand Forks Public Schools. She has been teaching secondary ELA for twenty-five years. Also, she is a member of the Red River Valley Writing Project. O'Toole believes in the power of writing to learn.

Wendy Johnson joined NCSE in 2023 after teaching science for 16 years. She is passionate about supporting science teachers and improving the public’s understanding of science. She works to ensure every student has access to high-quality science education. She earned a PhD in science education from Michigan State University and currently serves as a Science Education Specialist with the National Center for Science Education. Previously she taught high school science for over a decade, mentored student teachers, and taught preservice teachers.

Bill Bass is an award-winning educator. He currently serves as the Innovation Coordinator for Instructional Technology, Information, Library Media, and Federal Programs in the Parkway School District in St. Louis, MO. Bill focuses on the systemic use of technology to break down barriers to student learning experiences. As an international speaker, writer, and professional developer, he focuses on systemic and sustainable integration of technology into classrooms at all grade levels.

Stephanie Stollar is passionate about using MTSS as the framework for helping all students become skilled readers. She’s the founder of the Reading Science Academy, an online community where over a thousand educators support each other to improve results in their schools. Dr. Stollar also advises the next generation of education policy leaders in her role as an assistant professor at Mount St. Joseph University. She served as a Vice President at Acadience Learning, provided training and consultation to hundreds of school districts, worked as an Assistant Professor of School Psychology, and as a School Psychologist. Dr. Stollar believes that by supporting all educators, high achievement is possible for every student. 

Lee Ann Rawlins Williams, PhD, CRC, CFLE is a Clinical Assistant Professor in the Education, Health and Behavior Studies Department at the University of North Dakota. She serves as Program Director of Undergraduate Inclusive Rehabilitation Sciences Program (formerly Rehabilitation and Human Services Program). Dr. Williams has extensive academic experience working with programs focusing on disability and rehabilitation at various universities. In addition, her professional experiences include work in the field of rehabilitation in the areas of blindness and low vision, general rehabilitation counseling, human resource training/development, education and mental health and student services. Recently, her research has centered on the recovery of educational systems following natural disasters, with a particular focus on how loss impacts the emotional well-being of teachers and students. Dr. Williams has held a variety of leadership positions at the local, state, regional, national, and international levels for professional rehabilitation associations. She has published research in peer-reviewed journals and co-authored two books focusing on case and caseload management. When not working her academic position, Dr. Williams enjoys a variety of sporting events, traveling, and spending time with her family and rescue dog Foxy Roxy.

Wendy Johnson joined NCSE in 2023 after teaching science for 16 years. She is passionate about supporting science teachers and improving the public’s understanding of science. She works to ensure every student has access to high-quality science education. She earned a PhD in science education from Michigan State University and currently serves as a Science Education Specialist with the National Center for Science Education. Previously she taught high school science for over a decade, mentored student teachers, and taught preservice teachers.

Amber Adgerson, Ph.D., is an Assistant Professor of Elementary Education at the University of North Dakota. A former public school teacher with over a decade of experience, Dr. Adgerson has taught 3rd through 6th grade students in English language arts, mathematics, science, and social studies. She is passionate about preparing future educators to design engaging learning environments. She also advocates for student-centered instructional strategies and the differentiation of content to support learning. Dr. Adgerson’s research interests include PK-5 STEM education, teacher preparation, integrated curriculum design, and 21st-century skill development. Her collaborative studies have been featured in prominent journals, including Teaching and Teacher Education and School Science and Mathematics. When she is not teaching, serving, or conducting research, Dr. Adgerson enjoys exploring innovative STEM technologies, spending time with her dog, Shiloh, and contributing to education initiatives in her community.

My name is Jaclynn Lenz. For the first fourteen years of my career, I taught junior high/high school Math in Northwood, ND and for the North Dakota Center for Distance Education. Currently, I am working with the RRVEC, providing professional development to schools in our region, as well as across the state, regarding effective teaching strategies in Math.

With 15 years of teaching experience, Mrs. Emily Kulas has spent this time in the classroom as an English teacher and in the library as an Elementary and High School Library Media Specialist. For the past 5 years, she has been the Library Media Specialist at Red River High School in Grand Forks. Mrs. Kulas is passionate about guiding students through the research process and promoting a lifelong love of reading. She received a Bachelor of Science in Education (English Major) degree from Minot State University and a Master of Education (Library and Information Technology concentration) degree from Valley City State University. 

Katherine L. Nelson is the Primary Investigator, Clinical Supervisor, and Co-Director of the School Health Hub. Dr. Nelson also serves as the School Counseling Coordinator at UND. Prior to her faculty appointment, she worked in various clinical roles in school-based mental health and community settings. She has over 20 years of school-based mental health experience and leadership.

Dr. Tanis Walch is a Professor in the Department of Education, Health and Behavior at the University of North Dakota.  She received her B.S. in Exercise Science from the University of Nebraska-Omaha, her M.P.H. and Ph.D. in Human Nutrition from Kansas State University.  Tanis’ research centers on understanding and improving health outcomes in youth.  Her research passion is to examine the influences on physical activity, sedentary behavior and healthful eating in youth.  She then takes that information to develop and evaluate community-based interventions to impact parents and youth to prevent disease and promote health.

Dr. Votava is a graduate director and Clinical Associate Professor in the Department of Teaching, Learning, and Professional Practices (TLPP).  She is trained as a speech-language pathologist and early interventionist. Dr. Votava is trained in Hanen, routines-based interview/family assessment, adverse childhood experiences (ACES), trauma and resilience, and NEAR@home toolkit. Dr. Votava works and has interests in the areas of implementation science, IFSP development, family engagement, leadership, social-emotional development, family-centered services, and team collaboration. She has presented nationally and internationally on early intervention and early childhood topics.

Ahna Fixen is originally from Pelican Rapids, MN where she graduated from high school. She then graduated from University of North Dakota in 1989 with a Bachelor in Education degree, a Coaching Minor and a Kindergarten Endorsement. She obtained a Master in Education with a Reading Concentration degree in 2019 from Minot State University. Ahna has worked in education for 36 years as a Second Grade Teacher, a Title I Reading Teacher, a Sixth Grade Teacher, and currently the Instructional Coach at Central Middle School in Devils Lake, ND. Ahna is married to Dr. Randall Fixen and they have two adult children and a son-in-law. Christopher is a science teacher at CMS and Mariah is a program coordinator for Judy's Center, a comprehensive early learning hub for families. Mariah and her husband reside in Maryland.

Laurie Salander, North Dakota Space Grant Consortium Assistant Director. Laurie is a passionate STEM enthusiast with a strong background in K-12 education. With a Master's degree in Instructional Design in STEM, Laurie brings a wealth of knowledge and creativity to designing innovative, student-centered learning experiences. Throughout her career, Laurie has completed several NASA challenges and participated in numerous NASA teacher workshops, continually staying at the forefront of STEM education. Known for thinking outside the box, Laurie is dedicated to inspiring and empowering students through hands-on learning and educational outreach.

Waterford.org is a national early education nonprofit dedicated to providing research-backed PreK through 2nd grade reading, math, and science programs that children can use wherever they learn. Our tailored programs are designed to help children reach critical milestones by 3rd grade, laying a strong foundation for future success. We proudly partner with the North Dakota Department of Public Instruction (ND DPI) and the Department of Health and Human Services (HHS) to support North Dakota's early learners. Our commitment to family engagement ensures that learning extends beyond the classroom, creating a cohesive support system for every child.

Jenice Lynch is an educator and researcher specializing in computational thinking (CT) and its integration into K-12 education using unplugged approaches. With over a decade of teaching experience, she has mentored students and designed curricula that enhance critical thinking and problem-solving skills. Currently pursuing a PhD in Computer Science at the University of North Dakota (UND), Jenice’s research explores innovative methods for embedding computational thinking into diverse educational contexts. She has a strong background in teaching programming fundamentals, fostering algorithmic thinking, and developing interdisciplinary approaches to STEM education. Her work emphasizes the use of algorithmic thinking across various subjects, including science, mathematics, and social studies, equipping educators with practical strategies for CT integration. She also focuses on leveraging computational tools to improve student learning.

My name is Jaclynn Lenz. For the first fourteen years of my career, I taught junior high/high school Math in Northwood, ND and for the North Dakota Center for Distance Education. Currently, I am working with the RRVEC, providing professional development to schools in our region, as well as across the state, regarding effective teaching strategies in Math.

Stephanie Stollar is passionate about using MTSS as the framework for helping all students become skilled readers. She’s the founder of the Reading Science Academy, an online community where over a thousand educators support each other to improve results in their schools. Dr. Stollar also advises the next generation of education policy leaders in her role as an assistant professor at Mount St. Joseph University. She served as a Vice President at Acadience Learning, provided training and consultation to hundreds of school districts, worked as an Assistant Professor of School Psychology, and as a School Psychologist. Dr. Stollar believes that by supporting all educators, high achievement is possible for every student. 

Jennifer L. Fontaine Modeen, LMSW, has an impressive and extensive background in mental health and social work, with a focus on supporting students, families, and communities. Her expertise spans trauma-informed care, behavior management, and case coordination, honed over a career that spans 30 years. Currently, as a Behavioral Support Specialist for the Area Special Education Cooperative, Jennifer provides critical support across 11 school districts, working with teachers, staff, and families to develop behavior intervention plans and provide necessary training. Her commitment to culturally competent, strength-based approaches highlights her dedication to helping students and families thrive, particularly in challenging environments. As the co-owner of Mentella Consulting, she plays a key role in promoting social and emotional learning (SEL) in schools, fostering environments that prioritize emotional well-being. Her leadership extends beyond consulting; Jennifer has served in significant roles such as Mental Health Team Leader and MTSS Coordinator at East Grand Forks Public Schools, where she integrated SEL and led trauma-informed initiatives. Her work with the McKinney-Vento Homeless Liaison program reflects her advocacy for marginalized populations, especially homeless and at-risk youth. Jennifer’s teaching experience as an adjunct professor at UND and mentoring the next generation of social workers, further underscores her passion for mental health and behavioral interventions. Additionally, Jennifer is an active board member of the Minnesota School Social Work Association and a dedicated advocate for systemic changes that support vulnerable populations. She is married to Nathan Modeen, LICSW and has three children Hannah (Cody) Modeen- Klamm, grandson Maximillian, Samuel and Sophia Modeen. 

Gabrielle Wavra, LGSW, is a social worker with a background in school settings, specializing in behavioral support, crisis intervention, and social-emotional learning. She holds a Licensed Graduate Social Worker (LGSW) license in Minnesota and a Licensed Master Social Worker (LMSW) license in North Dakota, as well as a Tier 3 School Social Work License in Minnesota. Gabby currently works as a Behavior Support Specialist at the Area Special Education Cooperative, where she provides consultation services to 11 school districts, focusing on behavior intervention, data tracking, staff coaching, and collaboration to improve student outcomes. Gabby’s past experience was as a School Social Worker, where she worked closely with families, students, and teachers to provide social, emotional, and behavioral support. She collaborated with students, families, and staff to advocate for each student’s unique needs, working in classrooms, small groups, and individually. Gabby began her career in schools as a Special Education Paraprofessional, providing one-on-one support to students with Individualized Education Plans, helping students achieve educational goals with learning and behavioral challenges. Gabby is committed to continuous professional growth, holding certifications in Restorative Practices, CPI Nonviolent Crisis Intervention, Cognitive Behavioral Intervention for Trauma in Schools, and Youth Mental Health First Aid. She earned her Master of Social Work (MSW) and Bachelor of Science in Social Work (BSSW), with minors in Chemical Dependency and Psychology, from the University of North Dakota. With a passion for supporting students, families, and educators, Gabby’s work is grounded in building strong relationships and fostering a positive, inclusive environment where students can thrive academically and emotionally. Gabby resides in the Grand Forks area with her husband, Riley, and their son, Hudson.

Dr. Teriba is an Assistant Professor of Counseling Psychology. He conducts research related to human flourishing (e.g., perseverance and passion for long-term goals, growth mindset), social determinants of health, and the role of emotion regulation and self-efficacy in the community. Dr. Teriba advocates for the development of mental health infrastructures and the utilization of positive psychology interventions to increase community well-being.

As an Early Childhood Literacy Coordinator and Educational Consultant committed to early childhood advocacy and educational equity, Heather is passionate about bringing meaningful, authentic learning to her community that strengthens foundational literacy skills through

multimodal experiences. Bridging literacy based opportunities with the sensory adventure builds powerful connections and starts the important brain-building and environment-strengthening conversations that will cultivate positivity in our community.

Stephanie Stollar is passionate about using MTSS as the framework for helping all students become skilled readers. She’s the founder of the Reading Science Academy, an online community where over a thousand educators support each other to improve results in their schools. Dr. Stollar also advises the next generation of education policy leaders in her role as an assistant professor at Mount St. Joseph University. She served as a Vice President at Acadience Learning, provided training and consultation to hundreds of school districts, worked as an Assistant Professor of School Psychology, and as a School Psychologist. Dr. Stollar believes that by supporting all educators, high achievement is possible for every student. 

Aaron Stefanich has been the Children's Services Director at the Grand Forks Public Library since 2009. He served on the 2018 Caldecott Committee, the 2023 Sibert Committee, and was awarded the North Dakota Library Association Librarian of the Year in 2023.

Callahan Lemar is originally from Northeastern Oregon but is a North Dakota transplant. She received both her bachelors and master’s from Oregon State University before teaching one year in Eastern Oregon. This is her sixth year of teaching and over the last five years has fallen in love with teaching middle school as well as engaging young students through Ag in the Classroom with her FFA members. She loves animals, working out, and reading. When she is not in the classroom you can find her spending time with her, walking her two dogs, or reading romance. If you ever want to talk “west coast, best coast” hit her up!

Lacey Anderson holds a Master’s degree in Sociology and is currently pursuing a PhD in Educational Foundations and Research at the University of North Dakota. With over a decade of experience as a college sociology instructor, she is passionate about education, community engagement, and social change. Currently, Lacey serves as a Garden Fellow at the GRO.UND Learning Gardens, where she cultivates plants while engaging in community education initiatives on sustainability and nature-based learning. Her background in the nonprofit sector includes work with a domestic and sexual violence prevention agency, where she focused on community-led initiatives. She carries this experience into her work in the garden, fostering connections between food security, sustainability, and community empowerment. As a researcher, Lacey explores a wide range of topics, including diversity and culture, social class and inequality, sustainability, and nature-based education. She is dedicated to bridging research and practice to create more inclusive and sustainable communities.

Giovanni Whyte holds a Bachelor’s in Elementary Education and a Master of Science in Literacy Studies. With over eight years of teaching experience across Jamaica, China, and the U.S., he has worked with students from K-9. Beyond the classroom, he has supported the development of International Baccalaureate (IB) transdisciplinary curricula for a Virginia school district and has contributed to creating unit guides and science assessments. His passion for equitable education drives his commitment to curriculum development and instructional support. Giovanni has extensive experience working with culturally and linguistically diverse students, ensuring that learning is inclusive and accessible to all. He is pursuing a PhD in Educational Foundations and Research at the University of North Dakota. His research explores migrant education, Black and Brown male student success, and inclusive, multilingual pedagogies. He currently serves as a GRO.UND Learning Gardens Research Fellow and works as a Graduate Service Assistant with the Learning Gardens and Outreach for Teacher Recruitment and Retention. In this role, he supports initiatives to combat food insecurity and helps strengthen teacher recruitment and retention efforts. Giovanni is passionate about creating inclusive learning environments where every student can thrive.

Elizabeth Suazo-Flores is an assistant professor of mathematics education at the University of North Dakota (UND) teaching mathematics methods courses for elementary and secondary mathematics teachers. UND is in Grand Forks, North Dakota, part of EPSCoR jurisdiction. Dr. Suazo-Flores earned her PhD in Mathematics Education from Purdue University. Her research uses socioecological approaches to position students, families, teachers, and teacher educators as knowledgeable and becoming. Dr. Suazo-Flores pursues enhancing mathematics teaching and learning by incorporating visuospatial reasoning into activities that invite teachers, families, and learners to share information, investigate their local and global contexts, and question the status quo. Dr. Suazo-Flores sees her role as a mathematics teacher educator and researcher as offering activities and resources that allow teachers, families, and students to see themselves as doers of mathematics and stewards of their local and global contexts.