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GMC 2019 Keynote Speakers

Keynote Speakers

Kristopher J. Childs, Ph.D.

Oct 16 (Wednesday Evening)

Dr. Kristopher J. Childs is an educator with vast experience at the K-12 and post-secondary levels in teaching and leadership positions. His experiences have afforded him the opportunity to gain hands-on practical experiences in a variety of educational settings working with diverse student populations.

Dr. Childs is currently a Mathematics Specialist. Previously he was an Assistant Professor of STEM Education within the Department of Curriculum and Instruction STEM Program at Texas Tech University. The STEM Education Program focused on developing pragmatic STEM education researchers and global STEM educators. He is the former project director for The Cognitively Guided Instruction Project at the University of Central Florida. He was responsible for the overall effective implementation of all components of data collection for the project. Prior to joining The CGI Project, Dr. Childs was the Lead Mathematics Instructor at Bethune-Cookman University and a public school mathematics teacher in urban school settings at the secondary level. Dr. Childs has been recognized by faculty, staff, and students as a visionary and collaborative leader. He has a student-centered focus and believes in a teamwork approach of achieving common goals and improving student academic success.

His areas of research include classroom discourse focusing on teacher’s selection and implementation of high cognitive demands, assessment systems, and teaching mathematics for social justice. Through his research he seeks to enhance pre-service and in-service teacher mathematics education courses, describe the status of current curriculum and instruction, design professional development workshops, and determine classroom and school characteristics associated with student achievement. His lifelong goal is to improve student’s classroom mathematics experiences.

Dr. Childs makes it a priority to serve state and national organizations in mathematics education. He is an active member of the Association of Mathematics Teachers Educators, the Florida Council of Teachers of Mathematics, the National Council of Supervisors of Mathematics, and the National Council of Teachers of Mathematics.


  • Florida A&M University, Tallahassee, FL — Bachelor of Science, Computer Engineering
  • Nova Southeastern University, Fort Lauderdale, FL — Master of Science, Mathematics Education
  • University of Central Florida, Orlando, FL — Doctor of Philosophy in Mathematics Education

Stephanie Espy

Oct 17 (Thursday Evening)

My Background

I am one of the women who earns 19 percent of bachelor’s degrees in engineering as well as one of the minority women awarded 3 percent of bachelor’s degrees in engineering.

I earned a BS in chemical engineering from MIT, MS in chemical engineering from UC Berkeley and MBA from Emory University. I have felt the gender gap first hand; I have sat in classrooms and worked in industry where I can count on one hand the number of women in the room.

Fortunately for me, I grew up with strong STEM influences. Both of my parents are engineers. Two of my three siblings have STEM degrees. Uncles, aunts and cousins are scientists, programmers, engineers and mathematicians. I’ve been lucky to have so many role models in my reach.

But, STEM isn’t about having a special brain. I truly believe that STEM doesn’t come from a life of privilege. STEM is simply an exposure to what is possible and an internal believe that anyone can be a STEM Gem. Even you!

Why I Wrote STEM Gems

I have always been passionate about STEM – and I’m equally passionate about getting more girls and young women excited about STEM too. I wrote this book with a mission: to help girls and young women to see their future selves as scientists, technologists, engineers and mathematicians, and to show them the many diverse options that exist in STEM.

Most of the STEM fields in this book you won’t see on TV or in a movie (especially with a female lead). In fact, in my teenage years, I didn’t know many of these options existed. This book allows girls and young women the chance to explore STEM fields that they may have never otherwise dreamed of through the stories of 44 inspiring women STEM leaders.

Through these women’s stories, girls will have their pick of role models who offer tangible advice and guidance. In addition to these stories, I also include eight chapters that outline actionable steps to help girls and young women get on their way to becoming STEM Gems too.

This book is the book I wish I had growing up.

Career Highlights

  • Worked as chemical engineer for BP (formerly Amoco) in various capacities to solve real-world problems, including creating models to interpret gas dispersion experimental data and describe the impact of a potential gas explosion by wind speed, direction and other factors
  • Used metabolic engineering techniques in various rubber-producing plants housed at the United States Department of Agriculture to improve the quality and yield of natural rubber grown in the U.S.
  • Founded MathSP Academic and Test Prep Coaching to empower the next generation of STEM leaders by imparting “STEM fluency” – the ability to problem solve, think critically and logically, apply theory and innovate – to Georgia’s students
  • Noted speaker at schools, organizations and conferences to empower girls and young women to explore options within STEM and adopt role models for encouragement and inspiration

Christina Lincoln-Moore

Oct 18 (Friday Afternoon)

Christina Lincoln-Moore is an innovative Constructivist educational leader who is tenacious and profoundly dedicated to genuine schema reform and mindful project-based learning to engender purposeful student opportunities to love mathematics! She unequivocally believes students’ academic success in mathematics must not be predictable on the basis of race, ethnicity, gender, socioeconomic status, language, religion, sexual orientation, cultural affiliation, or special needs.

Christina shares her expertise in the California Mathematics State Standards through various means. She provides professional development in mathematics weekly via demonstration lessons, grade-level planning sessions or one-on-one meetings with teachers. She facilitates mathematics professional development for teachers with a focus on social-emotional learning to build students’ Emotional Intelligence (EQ). She shares current research and brain-based strategies for effective compassionate whole-child teaching.

Equity and empowerment in mathematics is a matter of social justice! Christina is the Equity, Access, and Empowerment Chairperson of the California Mathematics Council - Southern Section (CMCS). The committee is dedicated to designing and the implementation of dynamic resources to re-humanize mathematics for traditionally marginalized students and provide its CMCS members resources necessary to meet the needs of and reflect the diverse communities they serve.

Christina served as the West Regional Director of the Benjamin Banneker Association (BBA); an affiliate of NCTM 2016-2018. BBA advocates for African-American children to have equitable opportunities to study and achieve in mathematics. To partially fulfill her duties in August 2016, she co-chartered the National Society of Black Engineers NSBE Jr. Chapter. Students build and compete in STEM projects/competitions. NSBE Jr. SoCal provides STEM enrichment to 50 4th-8th graders twice a month. Christina teaches the mathematics portion. At the NSBE Regional Conference (Nov. 2017), NSBE Jr. SoCal students took First and Third Place in the Math Counts Competition! NSBE Jr SoCal chapter competed in the 2018 Regional Conference in Las Vegas and secured first place once again.

Christina is the Vice-President of Girls In Flight for Tomorrow (GIFT), a non-profit organization in association with the Los Angeles International Airport (LAX) Flight Path Learning Center and Museum, which focuses on educating young ladies between the ages of 8 to 17 on career choices offered by the aviation and aerospace industries.

Christina presents nationally, statewide, and locally focusing on equity and access of African-Americans to algebra. Her professional presentations include the National Council of Supervisors of Mathematics (NCSM), National Council of Teachers of Mathematics (NCTM), California STEAM Symposium, California Teachers Association (CTA) Good Teaching Conference, California League of Schools, California Mathematics Council-South (CMC-S) in Palm Springs, and Ignite Speaker for the Math Forum of NCTM.

Christina began teaching for the Los Angeles Unified School District (LAUSD) in 1996 and remained until 2013. In 2014, she became a Common Core Mathematics Facilitator, coaching 15 schools in South Central Los Angeles. Christina became an Assistant Principal in 2015 and has served six schools. She graduated from the University of Southern California (USC), BS in Public Policy and Management, MS from California State University, Dominguez Hills, Public Administration, and a host of teaching and administration credentials. Christina is also a proud member of Delta Sigma Theta Sorority, Inc.

Featured Speakers

Concepcion "Como" Molina

Concepcion Molina, Ed.D., is a happily retired educator with over 35 years of experience. His last 21 years in education were with SEDL and the American Institutes for Research (AIR). During that time frame, he acquired expertise in a wide spectrum of areas through his work with both the Texas and Southeast Comprehensive Centers. His primary expertise and responsibilities focused on mathematics education. Prior to coming to SEDL, which merged with AIR in 2015, Dr. Molina came directly from the classroom after 14 years of high school mathematics instruction. In his 7 years as a program specialist in SEDL’s Southwest Consortium for the Improvement of Mathematics and Science Teaching, he worked primarily with elementary and middle school teachers. His high school expertise enabled him to make vertical K–12 connections of multiple mathematics concepts. That, coupled with scientifically based research, resulted in the design, piloting, and delivery of multiple professional development trainings focused on improving the mathematics content knowledge of teachers while simultaneously modeling effective instructional practices. Because of his experience as a student with limited English, he has a unique perspective that led to the development of multiple professional development trainings focused on the impact of language in the learning and instruction of mathematics. He earned a BS in curriculum and instruction from Texas A&M University – College Station, a master’s degree in educational administration from Corpus Christi State University, and a doctoral degree in educational leadership from Texas A&M University-Corpus Christi.

Dorothy White

Dorothy Y. White, Ph.D. is an associate professor of mathematics education in the College of Education at the University of Georgia. Her research focuses on equity and culture in mathematics education by studying the preparation of teachers to teach in culturally diverse mathematics classrooms and the development of teacher professional learning communities. As a mathematics teacher educator, she infuses her research into her undergraduate and graduate courses for preservice and in-service teachers. She also provides professional development in mathematics to PreK-8 classroom teachers at the local, state, and national levels. Her recent publications include Access and Equity: Promoting High-Quality Mathematics, Grades 9-12 (2018); Access and Equity: Promoting High-Quality Mathematics, Grades PreK-2 (2017); Educators learning from middle school students’ views of mathematical strengths (2017); and Cases for Mathematics Teacher Educators: Facilitating Conversations about Inequities in Mathematics Classrooms (2016). She recently served on the Board of Directors for the Association of Mathematics Teacher Educators (AMTE) from 2015-2019 and was a member of the writing team for the AMTE Standards for Preparing Teachers of Mathematics (2017).