Ms. Viens is a leading expert on Multiple Intelligences (MI) theory and its application in learning contexts, from early childhood through adult education. She is the co-creator of the "Pathways model," a guiding framework for applying MI theory. She has authored several works regarding MI and its application in a range of educational settings. Much of her training is a result of her work with Dr. Howard Gardner and colleagues at Project Zero, Harvard Graduate School of Education (HGSE), where she worked as researcher, author, and professional development provider for nearly two decades. Ms. Viens also holds a Masters in Education from HGSE.

Howard Gardner is the Hobbs Professor of Cognition and Education at the Harvard Graduate School of Education and Senior Director of Harvard Project Zero, one of the oldest and most respected educational research organizations in the world. Among numerous honors, Gardner received a MacArthur "Genius" Fellowship in 1981 and has received honorary degrees from twenty-two colleges and universities across the globe. In 2008 he was selected by Wall Street Journal as one of the five most influential thinkers in the world, and in 2005 was selected by Foreign Policy and Prospect magazines as one of 100 most influential public intellectuals in the world. The author of over twenty books translated into twenty-seven languages and several hundred articles, Gardner is best known in educational circles for his theory of multiple intelligences, a critique of the notion that there exists but a single human intelligence. He has also researched and written extensively on creativity, leadership, and professional ethics. His latest book, Five Minds for the Future, was published in 2007.

Mei Rulie is a professor at Beijing Institute of Education (BIE) and is the Vice President of China's Tao Xingzhi Research Society. Since 2000, she has applied MI theory to the most pressing issues in China’s educational reform. Professor Mei was appointed Head of the Sino-American DIC Cooperation Project led by renowned Chinese educator Mr. Tao Xiping, where she was in charge of using MI theory to “Develop Full Potential, Cultivate Whole Character”. This project has since been appointed as one of the key research project by the China Education Society. Professor Mei has also organized four previous international MI conferences in China. She has been a central figure in the effort for educational reform by the Chinese government since the beginning of the 21st century, spending nine years developing the practical application of the MI theory. Based on her research, she has published several books and multimedia resources including “Leveraging MI Theory for Curriculum Reform” and “Practical Applications of MI Theory.”

Kiran Sethi is the director of the Riverside School in Ahmedabad, India, a co-educational school created around a philosophy that it has called "Roots-Froots": "To provide children with the highest quality and no-compromise primary education, that will be the basis of their overall development and competency for the rest of their lives." The Riverside School program for ages 2-7 uses Multiple Intelligences theory as the bedrock of its planning, instruction and assessment. Riverside offers certification programs for teachers and school leaders which are attended by participants worldwide. Ms. Sethi has participated in Project Zero professional training at Harvard Graduate School of Education and travels worldwide to train teachers in Curriculum Planning and Creative Thinking. She was recently awarded the 'Call to Conscience' award by the Dr Martin Luther King Center at Stanford Universty. She was also a semi finalist for the ASCD Outstanding Young Educator Award for the year 2005. She was awarded the Ashoka Fellowship 2008 for founding "aProCh - A Protagonist in every Child". Awarded by the Ahoka Foundation, USA to change makers who inspire and provide system changing solutions for the world's most urgent social problems.

As an applied child development specialist, Professor Chen’s work focuses on cognitive development, multiple intelligences theory, classroom assessment, early mathematics education, and school-based intervention. A teacher first, she has taught young children in early childhood classrooms in China as well as the United States, and is also experienced teaching elementary and college students. Dr. Chen has contributed to teacher professional development efforts in Boston and Chicago Public Schools for more than 20 years. She applies her extensive background in assessment and curriculum development to Head Start program enrichment and to teacher professional development in a variety of early childhood settings. Professor Chen is a Fulbright Senior Specialist and coauthor of several books.

Dr Wilma Vialle is an Associate Professor in Educational Psychology and Associate Dean in the Faculty of Education, University of Wollongong. This role entails recruiting students from Ontario and Vancouver to undertake a one-year teaching preparation course at UOW. Her research interests focus on maximizing intellectual potential and she is particularly interested in issues of social justice. She has active research collaborations with faculty from the University of British Columbia. Ongoing research projects include an international study of effective teachers of the gifted, a longitudinal study of adolescent academic and social-emotional outcomes, the development of expertise in competitive Scrabble players, and the development of spiritual understanding in children. She has published extensively on topics related to giftedness and children’s learning.

Professor Nicolini is a Faculty of Letters and Philosophy at the University of Macerata as Associated Professor of Developmental and Educational Psychology. Her main theme of investigation is teachers’ and socio-psycho-pedagogic operators’ training with a specialization on the Theory of Multiple Intelligences and its application in Italy. She wrote several books, chapters of books and articles, both at national and international level. Professor Nicolini has a degree in Philosophy from University of Macerata and a second degree in Pedagogy at the University of Urbino. She completed a post degree training as psychotherapist in 1994.

Rhonda Bondie Clevenson, Ph.D. spent many years as a classroom teacher and administrator in K-12 public schools. Rhonda provides ongoing support and professional development to help teachers differentiate instruction, build student thinking and understanding, and develop professional learning communities through Atlas Learning Communities and as an independent consultant. Rhonda is interested in using student strengths and interests to help them learn. She has been an adjunct professor at Fordham University and George Washington University and serves on the faculty of Harvard Graduate School of Education’s Project Zero Classroom and WIDE World online courses. Currently, Rhonda’s research focuses on differentiating instruction through classroom culture and building understanding through digital media.

Kellie Demmler-Doty has an extensive background in educational settings, working with all ages of students and programs from early childhood, where she was on the local Head Start policy council to higher education, where she instructs educational technology. She holds a B.S. in middle childhood education with concentrations in language arts and social studies from Ohio University and an Ed.M. in technology, innovation and education from the Harvard Graduate School of Education. Kellie has a passion for helping others to learn new things, and most recently, she has worked as an instructional designer and coach for the Multiple Intelligences Institute. Additionally, she has partnered with the Museum of African American History in Boston to create an augmented reality, handheld, collaborative educational gaming simulation for the Black Heritage Trail and is an active member of the Immersive Education Initiative which focuses on how technology can enrich and differentiate learning.