Ziva R. Hassenfeld is the Jack, Joseph and Morton Mandel Assistant Professor in Jewish Education at Brandeis University. She studies reading comprehension from a sociocultural perspective, focusing on how children develop interpretations of the Hebrew Bible as a case of student reading development. She uses a variety of qualitative methods, including ethnographic observation, stimulated recall interviewing and think-aloud interviewing.
Erica Frankel is the Director of the Meyerhoff Center for Jewish Experience, the think and do tank of Jewish education of Hillel International, which steers the Jewish Learning Fellowship (JLF). Erica holds a BFA in Dance and an MA in Dance and Sacred Texts from NYU, and is currently a Wexner Field Fellow. Erica and her husband, Dimitry, live in Harlem, where they are Co-Founders of Kehillat Harlem and of Based in Harlem, together mobilizing a Jewish community for more than 600 people each year.
Mindy Gold is founder and lead consultant of EdtechMM. She is an education and technology consultant working with a wide variety of Jewish educational organizations. She is passionate about providing relationship-based professional learning that builds communities of learners to support ongoing reflective practice.
Elie Holzer is associate professor of Jewish Education at Bar Ilan University. He is a practice-oriented philosopher of Jewish education, who holds rabbinical ordination and a PhD in Jewish thought. His research attends to to the intellectual, ethical and spiritual dimensions of havruta text study; the hermeneutics of “otherness and self” in the teaching and learning of Hasidic homilies; the hermeneutics and spiritual pedagogies of niggun.
Arielle Krule is the director of the Jewish Learning Fellowship (JLF), the largest Jewish educational provider on campus in North America. As a part of her role, Arielle supports 290 educators in growing communities of students who will graduate college with a Jewish social network, a community, a mentor and a love of Torah. Arielle previously worked as the assistant director of Hunter College Hillel and the Bronfman Center for Jewish Student Life at NYU as the senior associate for student life and education, where she built JLF into a multi-track experience. Arielle spent a year before college community-organizing as the international president of BBYO, Inc., the world’s leading pluralistic Jewish youth movement. She graduated from NYU with a Bachelor of Social Work and later a Master of Social Work (LMSW). In addition to her work at Hillel, Arielle works as a therapist at a local clinic. She lives in Crown Heights, Brooklyn with her husband, Jackson, and their dog, Frida.
Joshua Ladon is the West Coast Director of Education for the Shalom Hartman Institute of North America. He is currently a doctoral student in Jewish Education at the Jewish Theological Seminary in New York.
Daniel Olson is an evaluator who works in close consultation with program teams and funders to design and execute evaluation projects. His partners include Hillel International’s Center for Jewish and Israel Education, the Office of Innovation, Civic Spirit and the Center for Rabbinic Innovation. He completed his PhD in Education and Jewish Studies at NYU, writing his dissertation about Birthright Israel trips for young adults with intellectual and developmental disabilities. At NYU he received training in a wide array of quantitative and qualitative social science research methods. He is the recipient of the 2018 Harold Wechsler Award for Emerging Scholars from the Network for Research in Jewish Education and is an alumnus of the Wexner Graduate Fellowship/Davidson Scholars Program.
Miriam Raider-Roth is the director of the Mandel Teacher Educator Institute. She is a faculty member at the University of Cincinnati where she serves as a professor of Educational Studies and Educational/Community-Based Action Research, and directs the Action Research Center. She is also a founding co-director of the Center for Studies of Jewish Education and Culture at UC. Her research focuses on the relational context of teaching and learning, action research and feminist qualitative research methods. She is author of “Professional Development in Relational Learning Communities: Teachers in Connection” (2017). Her research interests include how relational learning communities contribute to teachers’ transformative learning in professional development settings.
Matt Reingold has been teaching in the Jewish history and Jewish thought departments at TanenbaumCHAT since 2008. A former Wexner Fellow and Davidson Scholar, Matt earned his doctorate from York University. His areas of research are Israel education, arts-based education and Jewish graphic novels. Matt has authored over 30 journal articles about these topics and he is currently working on a manuscript about Israeli graphic novels. Matt lives in Toronto with his wife Chani and daughters Sloan and Nora.
Dalia Schaffer is currently working towards her undergraduate degree in the arts faculty at McGill University with a major in psychology and a minor in behavioral neuroscience and urban studies. Dalia is a graduate of TanenbaumCHAT and graduated as an Ontario Scholar. As someone who attended Jewish Day School for 14 years, she is keenly interested in contemporary debates that challenge Israeli society and the Jewish diaspora.
Dan Smokler is the chief innovation officer of Hillel International. Dan competed his PhD in education and Jewish studies at NYU. Dan is one of the founders of the Jewish Learning Fellowship, drafting much of its curriculum and early design. He is an alumnus of the Wexner Graduate Fellowship/Davidson Scholars Program.
Amanda Strawhacker holds a PhD and MA in child study and human development, and an undergraduate degree in anthropology from Tufts University. Although not a specialist in Jewish education, her research spans disciplinary boundaries of child development, early childhood STEM education and learning sciences. She specializes in qualitative study design and data analysis methodologies, particularly for research with elementary children and teachers in naturalistic learning settings such as museums, schools, makerspaces and camps.