And Then There Were 10:

Marina Parker is a Lead Systems Engineering Architect at AMA, specializing in supporting NASA’s Human

Research Program’s ExMC Element. She earned her Bachelor of Science and Master of Science degrees

from the University of Massachusetts, Lowell, and holds a Ph.D. in Systems Engineering from the

University of South Alabama. During her academic journey, Marina focused her research on

hyperspectral imaging applications in microscopy, delving into theoretical optical design, analysis, and

optimization. She also played a key role in developing a novel LED-based excitation-scanning light source

system and integrating it with a widefield microscope in a system of systems environment. Currently,

Marina's work revolves around Earth Independent Medical Operations for future Mars missions where she serves as the Technical Lead Project Systems Engineer. Beyond her professional

endeavors, Marina is deeply passionate about human space exploration, knowledge sharing,

mentorship, contributing to the community and embracing challenges that push her out of her comfort

zone. She has recently embarked on a new adventure of gaining survival skills, working closely with a survival instructor on Wilderness Survival Training, Advanced Wilderness and Bushcraft Skills, and is pursuing certification as a Wilderness First Responder.

Amy Arneson is a Senior Research Associate at the UChicago Consortium on School Research and has worked in the education field for 15 years, first as a high school math and statistics teacher near St. Louis where she grew up. Her time in the classroom ignited and continues to fuel her passion for improving educational systems and student outcomes. Her current work focuses on conducting rigorous, meaningful, and timely research and, importantly, making the results accessible so that they can be used by educators to improve college and career outcomes for public school students. She examines equitable access to and outcomes of career development and college preparation programs in high schools, identifying bright spots and areas to improve supporting student transitions to college and the workforce. Additionally, she examines the recruitment and retention of a diverse teaching workforce and the policies that support positive perceptions of school climate for both the students and adults working in schools.

Elaine Allensworth is the Lewis-Sebring Director of the University of Chicago Consortium on Chicago School Research, where she has conducted research on educational policy and practice for the last 20 years. She works with policymakers and practitioners to bridge research and practice, providing advice to researchers across the country about conducting research-practice partnerships, and serving on panels, policy commissions, and working groups at the local, state and national level. She is recognized as an expert in the areas of students’ educational attainment, school leadership and school improvement. Her research on the factors that predict whether students will drop out of high school has shifted the conversation from factors that schools cannot control to factors that schools can influence; school districts across the country have adopted early warning indicator systems based on her freshman ontrack research.   Dr. Allensworth has been the principal investigator on research grants from funders such as the Institute of Education Sciences, and the Bill and Melinda Gates Foundation. She has received a number of awards from the American Educational Research Association for outstanding publications. She holds a Ph.D. in Sociology from Michigan State University, and was once a high school Spanish and science teacher.