Chauncey Monte-Sano is the founder and director of Read.Inquire.Write. and an associate professor of Educational Studies at the University of Michigan. Her scholarship centers on how adolescents learn to reason and write with sources about historical and social issues, and how such instruction can challenge inequities in students’ literacy outcomes. Prior to her work at U-M, she taught high school in California, earned National Board Certification, and completed a Ph.D. at Stanford University. She enjoys playing winter sports, including ice hockey and skiing, and spending time outdoors with her husband and two children.
Amanda Jennings is a postdoctoral research fellow at University of Michigan. She supports theproject in the design, implementation and evaluation of professional development. Her research focuses on understanding children’s naive economics theories in an effort to better design social studies curricula. Prior to working at University of Michigan, Amanda earned her Ph.D. at University of Delaware where she worked as a researcher at UD’s Center for Economic Education cultivating research practice partnerships with schools and districts and developing second and third grade economics curricula. Amanda also has experience teaching middle and high school.
Sally AL-Banna supports the Read.Inquire.Write project as a Graduate Research Assistant. Sally is a Master's student in the Educational Studies department in the Teaching and Learning concentration at the University of Michigan in Ann Arbor. Prior to attending U-M, Sally earned her B.A in Education with a concentration in English Language Teaching from the University of Aden. Sally served as an Arabic Fulbright Teaching Assistant at the University of Texas in Austin for two years and worked as an English as a Second Language (ESL) teacher for Arabic speakers in Yemen for five years.
Mar Estrada supports research, curriculum development, and professional development for Read.Inquire.Write. She is currently pursuing her Ph.D. in Teaching & Teacher Education at U-M: she focuses on inquiry-based and literacy-infused historic and social education for adolescents. She is from Mexico, where she participated in indigenous and rural educational projects, researched educational policy, and taught at different grade levels. She has a master’s degree in Philosophy of Science and a bachelor’s degree in Philosophy and Social Sciences. Her favorite musical genres are son jarocho and son huasteco.
Mina Hernandez Garcia
Jared Aumen has worked on the Read.Inquire.Write. project as a curriculum writer, researcher, and collaborating teacher. In 2017, he received his Ph.D. from the University of Michigan in Teaching and Teacher Education. Prior to his doctoral work, Jared taught middle school and high school in the Washington, D.C. area. Since then, he has worked as an instructional coach and professional development provider. Jared is currently a middle-school social studies teacher.
Renea Di Bella
Renea Di Bella supports Read.Inquire.Write. as a collaborating teacher. She currently teaches an inquiry-based middle school history curriculum in Michigan where she is also a teacher leader in culturally responsive pedagogy. A native of Michigan, Renea enjoys traveling, photography, and gastro-tourism in her spare time.
Kimberly Harn is a collaborating teacher for the Read.Inquire.Write. curriculum and supports professional development. She is a middle school Social Studies and ESL teacher in Michigan. Kimberly has M.A. in Elementary Education from the University of Michigan and a B.A. in History from Rhodes College. She is particularly interested in culturally responsive curriculum for English Learners that is inquiry-based and allows students to write. She enjoys middle school humor and the beach.
Jeff Kabat is a Read.Inquire.Write. collaborating teacher who supports the project with curriculum development and testing. He holds a B.A. in History from U-M and currently teaches sixth and seventh-grade social studies in Michigan. Previously, he worked in schools in Korea for nearly fifteen years. His hobbies include reading, spending time with his family, and traveling.
Ryan Soupal brought the Read.Inquire.Write. team of teachers and researchers together and created an initial investigation for the curriculum. Ryan has taught high school social studies in Michigan and currently serves as the Middle Years Programme Coordinator at an IB World school. In his free time, he enjoys reading and spending time with his family.
Ian Shephard helped develop the Read.Inquire.Write curriculum to support his middle school students as a collaborating teacher. He has been a teacher of social studies in Michigan for the past six years. He holds a B.A. in Geography and English Education and has been a teacher for ten years. Prior to teaching in Michigan, he taught for two years in a public school in South Korea.
Flannery Burke is an Associate Professor in the Department of History at Saint Louis University. She co-authored of "What Does It Mean to Think Historically?" commonly cited as the 5 C's of Historical Thinking. She serves on the board of the Missouri Council for History Education which advocates for more history, better taught. She served as an expert reviewer for the Read.Inquire.Write. investigation about Cherokee Removal.
Yuan Julian Chen
Yuan Julian Chen has provided expert review for Read.Inquire.Write.'s investigation about the Silk Road. She is currently a Ph.D. candidate in History at Yale University, working on medieval environmental history of East and Inner Asia. In her free time, she enjoys playing classical guitar, learning Japanese, and spending time with her two sons.
Geoff Emberling reviewed the Read.Inquire.Write. investigation on Hammurabi and ancient Mesopotamia. Geoff is an archaeologist and museum curator who works on the ancient cultures of the Middle East and North Africa. He works as a Research Scientist at the Kelsey Museum of Archaeology at the University of Michigan and is currently directing an excavation in northern Sudan.
Kyle Evered earned his Ph.D. in Geography and a Graduate Certificate in Russian and East European Studies, both at the University of Oregon. In graduate school, he also received a Fulbright to study in Turkey for a year. Trained to study geographies of the Middle East and North Africa and the former Soviet states of Eurasia, most of Evered’s research deals with topics associated with geographies of Turkey and its neighboring states. He supported Read.Inquire.Write with the Middle East investigation.
Christopher Heaney is a historian of the Americas and author of Cradle of Gold: The Story of Hiram Bingham, a Real-Life Indiana Jones, and the Search for Machu Picchu. He supports Read.Inquire.Write. with curriculum on the Incas, and on writing history from original research. He lives in State College, PA, where he is an Assistant Professor of Modern Latin American History at Penn State. He likes reading, running, and being with his family.
Ian Moyer supports Read.Inquire.Write. by reviewing the investigations related to ancient history. He completed his Ph.D. at the University of Chicago and is currently Associate Professor of History at the University of Michigan. His research and teaching specialties are in ancient Greece and Egypt, pre-modern world history, as well as religion and cross-cultural interactions in ancient societies.
Patrick Rael is a specialist in African American history (Ph.D. American History, University of California, Berkeley, 1995). He is the author of several works on the role of free African Americans in establishing the protest tradition that helped bring about the Civil War and emancipation. He served as the expert reviewer for the Read.Inquire.Write. investigation about post-Civil War Reconstruction, which continues his long engagement with bringing college-level history skills to K-12 students.
Sarah Thomson was the original Project Manager for Read.Inquire.Write. and has worked on this project since its inception. She created many of the investigations, developed several iterations of the curriculum as it was tested, and supported teachers in using the materials. Sarah taught middle school social studies before joining U-M in 2013. She earned her M.Ed. and teaching certification from the University of Maryland, her B.A. (Summa Cum Laude) in International Studies from the University of North Carolina at Chapel Hill, and she will complete her Ph.D. in Teaching at Teacher Education from U-M in 2018.
Linda Castillo supported the Read.Inquire.Write. project during 2017-18 as a graduate student in the Teaching and Learning program at the University of Michigan. She contributed in a variety of ways that helped us develop the English Learner supports and writing analysis. Before coming to Ann Arbor, Linda taught English as a Second Language to emerging bilinguals and new immigrants, developed an English Language Development program and collaborated to open a Newcomer Center. Linda’s research explores instructional practices that simultaneously teach content and language to students who are new to English, but find themselves in classes taught in English.