Bethel E. Cager
holds the position of Professor of Practice for Educational Leadership within the Division of Education and Counseling at Xavier University of Louisiana. She is a veteran clinician of educational leadership. Her experiences cover elementary, middle, and high school levels and higher education. Dr. Cager holds school and district-level administrative certifications in the South and Midwest of the United States. Her research area of interest is culturally responsive leadership. She has designed a framework, The 5Rs of Responsive Leadership, to guide and support school and district-level administrators with their implementation of culturally responsive practices. Dr. Cager has authored and edited publications on culturally responsive leadership.
Dr. Jill Tussey is an educator and researcher with expertise in literacy education, curriculum development, and instructional strategies across K-12, undergraduate, and graduate levels. Her research explores student engagement, digital literacy, the influence of socioeconomic factors on learning, and social-emotional development in educational contexts.
She has authored and edited a wide range of scholarly works, including books, book chapters, and peer-reviewed journal articles, contributing to ongoing discussions on equitable and innovative literacy practices. A frequent presenter at conferences worldwide, Dr. Tussey shares insights into effective instructional methods that support diverse learners.
In her role as the Chair for Literacy, TESL, and Early Childhood SPED, and Secondary at Buena Vista University, she provides academic leadership, fosters faculty collaboration, and enhances program development. She is also actively involved in professional service, including editorial work and academic program reviews, furthering the advancement of literacy education. Through her scholarship and leadership, Dr. Tussey remains committed to expanding access to meaningful and engaging learning experiences.
Dr. Leslie Haas is a dedicated educator and researcher specializing in literacy and game-based learning, with extensive experience across K-12, undergraduate, and graduate education. Her work focuses on integrating culturally and linguistically responsive instructional practices with technology-based opportunities, leveraging popular culture, gaming, and fanfiction to create engaging, equitable learning environments. Dr. Haas is the co-author and editor of several books and chapters exploring gamified learning and literacy education, including disciplinary literacy, digital storytelling, and strategies for promoting equity in diverse educational contexts.
In addition to her scholarly contributions, Dr. Haas has served on editorial boards for leading academic journals, including the International Journal of Game-Based Learning. She has presented at numerous international conferences and contributed as a program reviewer, highlighting her expertise in innovative pedagogical approaches. Her academic leadership encompasses curriculum design, program development, and supporting diverse learners in achieving academic success.
Recognized for her excellence in research, teaching, and technology integration, Dr. Haas has received numerous accolades from prestigious organizations and institutions. Through her commitment to advancing education, she continues to explore the transformative potential of game-based methodologies and multimodal learning strategies, shaping the future of literacy education for learners worldwide.Monica Galloway Burke
is a Professor in the Department of Counseling and Student Affairs at Western Kentucky University. For approximately 25 years, she has been an educator and practitioner in Student Affairs and Higher Education. Dr. Burke has authored numerous peer-reviewed articles in scholarly journals and contributed chapters to various books. Furthermore, she served as the lead author for Helping Skills for Working with College Students: Applying Counseling Theory to Student Affairs Practice and Helping Students in Distress: A Faculty Guide. She is also a co-author for Mindful Strategies for Helping College Students Manage Stress: A Guide for Higher Education Professionals. Dr. Burke served as a co-editor for No Ways Tired: The Journey for Professionals of Color in Student Affairs (a three-set volume) and for Contemporary Issues within Caribbean Economies. Additionally, Dr. Burke has conducted over 150 workshops and presentations at the international, national, regional, state, and local levels. She has also served on the editorial boards of professional journals as a co-editor, associate editor, and reviewer as well as supervised numerous research projects.