About The Smithsonian Institution

Julie Carmean serves as Senior Museum Educator and Manager of National Teacher Programs at the National Gallery of Art in Washington, DC, where she has revolutionized art education through innovative teaching methodologies. Her expertise spans developing professional development programs, creating online courses, and implementing Artful Thinking routines to enhance critical thinking through art. After teaching in Title I and Arts Integration schools, she earned her Master's degree in Arts in Education from Harvard Graduate School of Education, where she studied under Professor Shari Tishman. Her significant contributions include leading the Gallery's first Massive Open Online Course (MOOC) "Teaching Critical Thinking through Art," which has reached educators globally. As coordinator of the Summer Institute for Educators and manager of national teacher programs, she develops curriculum resources and facilitates professional development that makes art accessible to diverse learners. Her work combines gallery teaching, studio instruction, and online learning innovation, while her regular presentations on deep thinking through art and meaningful pedagogies have influenced art education practices nationwide

Liz Diament has served as a Senior Museum Educator at the National Gallery of Art in Washington, DC for over two decades, where she expertly manages the museum's extensive docent program of 130 volunteers and designs innovative visitor-centered experiences. Her educational background combines an Art History degree from Manchester University, England, with a Master's in Museum Education from Bank Street College of Education, New York. As a leader in experiential museum education, she has developed internationally acclaimed professional development workshops for educators, both in-person and online, while co-planning the National Gallery's Summer Institute for Educators. Her expertise in integrating Project Zero's research into museum education has influenced her approach to creating meaningful art experiences for diverse audiences. Working alongside Julie Carmean, she has contributed significantly to the Gallery's educational initiatives, including the development of critical thinking routines through art appreciation. Her commitment to making art accessible extends beyond traditional museum education through her regular workshops exploring the intersection of Jewish texts, history, and artistic interpretation.

Lesli Robertson has established herself as a distinguished textile consultant, educator, and artist, bringing nearly two decades of expertise in global textile traditions and education. Her journey began in north Alabama, where she initially pursued wildlife biology before discovering her true passion in fiber arts, leading to an MFA in Fibers from the University of North Texas. As a former Principal Lecturer at UNT, she developed innovative curriculum connecting textile practices with real-world opportunities, while simultaneously pursuing international projects including work with Bedouin weavers and Ugandan artisans. Her consulting work spans prestigious organizations including the Smithsonian Center for Folklife and Cultural Heritage, NEST, and Global Mamas, where she has contributed to sustainable textile initiatives and cultural preservation projects. Through her studio practice, she creates sculptural and installation works combining textiles with diverse materials including concrete, metal, and natural dyes, while her role as co-founder of The Mother Load demonstrates her commitment to supporting artist-parents. Her work has significantly impacted textile education and preservation globally, particularly through projects like the Fibers of Change initiative in Ghana and her Fulbright Specialist work in Uganda and Kuwait

Stan Lee, who passed away in 2018, stands as one of the most influential figures in comic book history, having co-created an extraordinary universe of superheroes that transformed Marvel Comics and popular culture. As Marvel's editor-in-chief and later chairman emeritus, he co-created iconic characters including Spider-Man, The Avengers, X-Men, Iron Man, The Incredible Hulk, and The Fantastic Four, revolutionizing the industry by introducing complex, relatable superheroes with human flaws and emotions. His career spanned from editorial assistant at Timely Comics in 1939 to Chairman and Chief Creative Officer of POW! Entertainment, where he continued creating new properties like Soldier Zero, Chakra: The Invincible, and Stan Lee and the Mighty 7. Beyond comics, he expanded his influence through newspaper syndication with Spider-Man becoming one of the most successful adventure strips worldwide. His legacy includes numerous honors such as the National Medal of Arts (2008), Disney Legends Award (2017), and induction into both the Will Eisner and Jack Kirby Halls of Fame. His influence extended into film through his memorable cameos in Marvel movies, while his creative vision continues to shape entertainment through various media adaptations and licensing agreements, including a 20-year deal between Marvel Studios and Stan Lee Universe LLC for the use of his name, likeness, and signature in future Marvel productions

Michael Uslan serves as a Professor of Practice at Indiana University Media School while maintaining his position as the originator and executive producer of the Batman film franchise, bringing over 46 years of entertainment industry experience. His groundbreaking career began at Indiana University, where he made history as the world's first college professor of comic books in 1971, leading to a mentorship with Stan Lee and eventually acquiring the film rights to Batman. His academic credentials include a BA in History, MS in Urban Education, and JD from Indiana University, complemented by the world's first Doctorate of Comic Books from Monmouth University in 2012. His producing credits span numerous successful Batman films from Tim Burton's 1989 adaptation through to 2022's "The Batman" and the upcoming "Joker: Folie à Deux." As an author, he has written extensively about comics, including "The Comic Book in America" (the first textbook on comics), and his memoir "The Boy Who Loved Batman." His contributions to entertainment education include winning a 1995 Daytime Emmy for "Where on Earth is Carmen Sandiego?" and serving on advisory boards for organizations including the Discovery Channel Global Education Partnership and the National Endowment for the Humanities. Through his teaching at Indiana University, he continues to share his extensive industry experience, preparing students for careers in film and television through experiential learning.

David Uslan has established himself as a prominent figure in entertainment and digital media, following in the footsteps of his father, Batman franchise producer Michael Uslan. His career began with internships at DC Comics, Walter Cronkite's production company, and Wild Brain Animation Studios before graduating from Indiana University in 2002. After a stint at International Creative Management (ICM), he joined his father's production company in 2003, contributing to major films including Batman Begins, The Dark Knight trilogy, Constantine, and The Lego Movie. His entrepreneurial spirit led him to co-found COG1 Entertainment as Senior Vice President of Development, and later serve as Vice President of Business Development at Graphicly, where he helped revolutionize digital publishing by partnering with over 12,000 publishers. His producing credits include the Emmy award-winning "Sabrina: Secrets of a Teenage Witch," various documentary series for networks including National Geographic and PBS, and upcoming projects such as a Lou Gehrig biopic with Lorne Michaels and a limited series about mobster Gregory Scarpa with Sylvester Stallone. Currently, he serves on advisory boards for numerous organizations including the Stan Lee Foundation, the National Law Enforcement and Organized Crime Museum, and Legion M, while continuing to innovate in digital media and entertainment production

Lauren Appelbaum serves as Program Manager in the Office of Global Affairs at the Smithsonian Institution, where she specializes in international cultural heritage and museum development programs. Her academic background includes a BA from Emory University and an MA in Museum Studies from The George Washington University, providing a strong foundation for her work in cultural preservation and accessibility. Her career spans several prestigious DC cultural institutions, including the National Trust for Historic Preservation, The Society of the Cincinnati, and International Arts and Artists' Hillyer Art Space. In her current role, she manages diverse international programs, conducts museum assessments, facilitates professional development workshops for museum staff, develops educational curricula, and leads proposal development initiatives. Her expertise in collections care, preservation, and accessibility has contributed to making museum collections more engaging and accessible to diverse global audiences through the Smithsonian's international programs.

Liz Tunick Cedar serves as Manager of Global Cultural Sustainability Programs at the Smithsonian Institution's Office of International Relations, where she brings extensive expertise in cultural program management and museum development gained through work in 18 countries. After majoring in art history at Dartmouth and earning her master's from Williams College, she has dedicated her career to helping museums become accessible learning sites and symbols of national pride. Her work spans diverse projects, from helping create reconciliation-focused museums in Colombia to assessing damage at Iraq's Mosul Museum and developing World Heritage Sites in Uzbekistan. Her recent achievements include leading the transformation of Morocco's Tangier American Legation through comprehensive interpretive planning and exhibition development. As a key figure in international cultural preservation, she manages strategic partnerships, oversees global projects, and trains museum professionals while balancing her professional commitments with family life in Brooklyn

Dr. Amy D'Amico serves as Division Director of Professional Services at the Smithsonian Science Education Center (SSEC), where she leads professional development and leadership initiatives since joining in 2013. Her extensive 20-year career in education began teaching middle school science in Cambridge Public Schools, Massachusetts, where she distinguished herself as a Middle Grade Science Teacher Leader. Her academic credentials include a BA in Biology with an Education minor from New York University, followed by MS and PhD degrees in Biology from Northeastern University. Before joining SSEC, she was a faculty member in Georgetown University's Biology Department and co-directed the RISE & Teach program for biology undergraduates teaching in DC Public Schools. Her expertise spans curriculum development and professional development, having collaborated with prestigious institutions including MIT, Harvard-Smithsonian Center for Astrophysics, and the American Museum of Natural History. As Division Director, she oversees the development and implementation of strategic educational initiatives while continuing to serve as an adjunct faculty member at Georgetown University, demonstrating her commitment to both K-12 and higher education.

Puhua Dondrup serves as a researcher at the Smithsonian Institution, bringing unique expertise in Tibetan cultural preservation and media anthropology. Originally from Xunhua County in Qinghai Province, China, his academic journey began at Qinghai Normal University's Tibetan Department, followed by specialized studies in Media Anthropology at Manchester University in England. His work focuses on documenting and preserving traditional Tibetan cultures, combining modern anthropological methods with deep cultural understanding. His research approach aligns with the Smithsonian's mission of cultural preservation, particularly in documenting endangered cultural practices and traditions. Through his work at the Smithsonian, he contributes to the institution's global efforts in cultural heritage preservation, bringing valuable perspective on Tibetan cultural documentation and the use of media anthropology in heritage conservation. His bilingual expertise in Tibetan and English, combined with his background in media anthropology, makes him particularly effective in bridging traditional cultural preservation with modern documentation techniques.

Kawa Namgyal serves as an English teacher in the Tibetan-English Department at Qinghai Normal University, where he specializes in teaching social sciences with a focus on anthropology and contemporary sociology. His unique position allows him to bridge traditional Tibetan knowledge with modern social science concepts, making complex ideas accessible to students through bilingual instruction. Drawing from search results about similar Tibetan educators, his work likely contributes to the development of innovative teaching methodologies that incorporate both Tibetan and English languages in social science education. His teaching approach appears to align with contemporary efforts to preserve Tibetan cultural heritage while preparing students for engagement with global academic discourse. Through his role at Qinghai Normal University, he helps develop students' understanding of anthropological and sociological concepts within the context of both traditional Tibetan culture and contemporary global perspectives

Lugyal Bum is a distinguished researcher and cultural heritage specialist who has been actively involved in cultural documentation projects since 2012. Currently pursuing his Ph.D. in Religious Studies at Northwestern University, his academic journey includes an MA in Cultural Sustainability from Goucher College in Maryland and a BA in English (Tibetan) from Qinghai Normal University in China. His research focuses on the intersection of digital media and Buddhist practices in contemporary Tibetan society, as well as the relationship between ecology and Tibetan Buddhism. Under the guidance of advisors Sarah Jacoby and Sarah Taylor, his work explores how modern digital technologies influence and shape traditional Buddhist practices in Tibetan communities. His expertise in cultural documentation and heritage studies, combined with his bilingual capabilities, enables him to bridge traditional Tibetan cultural practices with contemporary academic discourse, contributing significantly to the preservation and understanding of Tibetan cultural heritage.

Renée Gokey, a citizen of the Eastern Shawnee Tribe of Oklahoma, serves as the Teacher Services Coordinator at the Smithsonian's National Museum of the American Indian, where she plays a pivotal role in developing and implementing educational initiatives that promote accurate representation of Native American histories and cultures. Through her leadership in the Native Knowledge 360° National Education Initiative, she creates innovative classroom resources and establishes strategic partnerships to enhance the accessibility of quality teaching materials about Indigenous peoples. Her work spans developing hands-on learning experiences, such as the traditional Native games workshops, and creating comprehensive educational resources that integrate Native perspectives into K-12 curricula. As both an educator and tribal citizen, she combines her professional expertise with personal cultural knowledge to advocate for social justice in education and the preservation of tribal knowledge systems. Her contributions include developing teacher workshops, creating curriculum materials, and facilitating educational programs that help educators incorporate more complete narratives about Native American histories, cultures, and contemporary lives into their teaching practices

Edwin Schupman, a citizen of the Muscogee (Creek) Nation of Oklahoma, serves as the manager of Native Knowledge 360° (NK360°) at the Smithsonian's National Museum of the American Indian, where he leads a transformative national initiative to improve education about Native Americans. His three-decade career in American Indian education began in 1988 at ORBIS Associates, where he developed culture-based curricula and conducted nationwide teacher training. Before joining NMAI in 2004, he contributed significantly to Native education at the Bureau of Indian Education, co-authoring a culture-based health curriculum and establishing a national teacher training program. Under his leadership, NK360° has revolutionized how Native American history and culture are taught in American classrooms by providing comprehensive educational resources, developing teacher training programs, and building partnerships with Native communities and educational institutions. His work addresses the limitations of traditional textbook narratives by incorporating Native perspectives and voices, creating resources like the "Native Words, Native Warriors" digital platform about Code Talkers, and establishing essential understandings about American Indians that challenge conventional educational approaches

Colleen Call Smith serves as an Education Specialist in the Materials Development division at the National Museum of the American Indian's Office of Education, where she brings extensive experience in inquiry-based social studies instruction to the development of Native Knowledge 360° resources. Her academic background includes a master's degree in secondary education from the University of Kentucky, complemented by years of practical teaching experience in middle and high school social studies across Kentucky, Virginia, and Washington, D.C. In her role at NMAI, she collaborates with various museum departments, Native communities, and education specialists to research, develop, write, and produce comprehensive online educational resources that enhance the teaching of Native American history and culture. Her work focuses on creating materials that integrate Native perspectives and voices into classroom instruction, supporting the museum's mission to provide more accurate and inclusive educational content about Native Americans through the Native Knowledge 360° initiative.

Candra Flanagan is the staff lead for the Teaching and Learning unit of the Education Department at the National Museum of African American History and Culture. In this current role she oversees the development of programming and resources to assist educators in incorporating African American history in their classroom; researches and creates educational publications for use by the general public and educators; and strategizes the role of NMAAHC in the professional development of educators. Candra is dedicated to establishing research-based, audience-appropriate K-12 initiatives for educators and students. With a degree in History from the University of Maryland College Park, a degree in Social Foundations of Education and advanced coursework Educational Policy from the University of Virginia, she is passionate about the intersection between formal and informal learning as well as cultivating and encouraging life-long learning in educators.

Abby Pfisterer serves as Education Specialist at the Smithsonian's National Museum of American History, where she leads initiatives to integrate history education with civic engagement for K-12 students nationwide. Her diverse academic background includes degrees in History, Political Science, and Education from Colorado State University, complemented by an MBA from the University of Massachusetts. With over a decade of experience spanning both formal classroom teaching and museum education, she has developed expertise in progressive education methodologies and audience-driven programming. Her teaching experience includes secondary social studies instruction in Colorado schools, while her current work focuses on creating innovative educational resources that make history accessible and engaging for students. Through her role at the National Museum of American History, she develops programs and materials that foster civic learning and historical understanding, bridging the gap between traditional classroom instruction and museum-based education

Dr. Orlando Serrano serves as Manager of Youth and Teacher Programs at the Smithsonian's National Museum of American History, where he leads innovative educational initiatives and professional development programs. His extensive academic background includes a Ph.D. in American Studies and Ethnicity from the University of Southern California, with research focusing on race, space, power, and the built environment in the Americas, supported by prestigious Ford Foundation and National Science Foundation grants. In his role at NMAH, he develops comprehensive educational programming, including informal learning experiences for students, professional development workshops for educators, and curriculum content that aligns with national standards. His expertise spans teacher professional development, assessment, instruction, and educational technologies, which he applies to create engaging museum-based learning experiences. As co-chair of the Decolonization Working Group at the Center for Restorative History, he contributes to transformative initiatives in museum education while supporting Development, Programming, and Research & Action teams

The Smithsonian's National Museum of Natural History stands as a global leader in promoting understanding of the natural world and humanity's place within it, housing an extraordinary collection of 145 million specimens and artifacts that document Earth's history and human interactions with the environment. The museum's mission encompasses three vital roles: conducting cutting-edge research through its scientists who work in laboratories and field sites worldwide, stewarding one of the world's largest natural history collections that serves as a crucial reference for understanding environmental change and biodiversity, and educating millions of visitors annually through innovative exhibits and educational programs. The institution's work spans critical contemporary issues including conservation, public health, climate change, and food security, while its researchers continue to make new discoveries from the collections that help model future scenarios. Through its educational initiatives, the museum not only shares scientific knowledge but also inspires future generations of scientists and promotes environmental stewardship, making complex scientific concepts accessible to diverse audiences

Contributing Instructor Christopher Robichaud is Senior Lecturer in Ethics and Public Policy at the Harvard Kennedy School of Government. He received his doctorate in philosophy from MIT. His work focuses on areas in ethics, political philosophy, and social epistemology. Dr. Robichaud is dedicated to bringing philosophical ideas to a wider audience, and pursues this goal by looking at issues in moral and political philosophy that arise in pop culture stories, especially superhero narratives. His articles can be found in the volumes Superheroes and Philosophy, Supervillains and Philosophy, Batman and Philosophy, Iron Man and Philosophy, X-Men and Philosophy, Spider-Man and Philosophy, Superman and Philosophy, Watchmen and Philosophy, The Avengers and Philosophy, Heroes and Philosophy, True Blood and Philosophy, Walking Dead and Philosophy, Game of Thrones and Philosophy, and Dungeons & Dragons and Philosophy.