Erin is Co-Founder, Executive Director (i.e. Chief Catalyst) at RE-ENVISIONED. Her life's work is to re-envision, re-design, and transform our schooling system to empower teachers and students as positive changemakers, in their own lives and communities. As a Ph.D. candidate at Stanford's Graduate School of Education, this has involved developing frameworks for thinking about the different purposes we have for education/schooling, and identifying the core tenets and practices of empowering educational experiences. RE-ENVISIONED emerged from this theoretical work.
Prior to Stanford, Erin was the Founder and Executive Director of the KwaNdengezi Education Center, which continues to serve over 8,000 students and teachers across 9 schools in South Africa. She worked in a variety of roles in international development in Latin America and Africa, including as Senior Researcher for MIET Africa on the SADC Care and Support for Teaching and Learning Program.
Erin received her BSBA in International Business, Marketing, and Spanish Literature from Washington University in St. Louis, and earned her Master's degree, cum laude, in Development Studies at the University of KwaZulu-Natal on a Rotary Ambassadorial Fellowship.
Nicole, Co-Founder & Program Director
Hailing from a family of educators, it is no surprise that Nicole has chosen to dedicate her life to the field of education--specifically as a way to empower individuals to reach their potential. Nicole entered the education space primarily with an interest in equity and social justice: for three years, she taught bilingual Kindergarten in Denver, Colorado as a Teach for America corps member. Seeking to find systems-solutions in education, she came to Stanford, pursuing a joint degree with a Master's in Public Policy and a Master's in Education Leadership. She will graduate with a joint MA/MPP degree in June 2017. She is a co-founder & Program Director at RE-ENVISIONED.
Nicole received a Bachelor's Degree with honors in Public Policy and Spanish from the University of North Carolina at Chapel Hill. She graduated Phi Beta Kappa and magna cum laude. She is currently pursuing a joint master's degree at Stanford in Public Policy and Education.
Tye is working towards an M.A. candidate in Policy, Organization, and Leadership Studies with a focus on K-12 education policy at Stanford University. Prior to RE-ENVISIONED, Tye worked for several years with typically developing kiddos in a variety of early care and preschool settings. Over time he became interested in atypical child development and began working in special education in 2012. From 2013-2016 Tye worked as the Inclusion and Behavior Specialist for the Soquel Union Elementary School District where he designed and implemented an inclusion program for students with autism and behavioral challenges. He believes that inclusive education can empower students to reach their full social and emotional potential. In his spare time Tye enjoys reading, working out, vista points, and hot tubbing. Tye has a B.A. in Anthropology with a minor in Education from UC Santa Cruz, a credential in Early Childhood Special Education from San Jose State University, and is a Board Certified Assistant Behavior Analyst.
Prior to Stanford and RE-ENVISIONED, Lara spent eight years teaching high school special education in urban bay area schools. During that time she served 3 years as a departmental leader and was an academic advisor to the class of 2015. She holds a BA in Sociology and English/Writing from Drake University, and an Education Specialist Mild/Moderate from Alliant University. She is currently a Master’s candidate at Stanford University with a focus on K12 policy implementation. Lara is passionate about social emotional learning, restorative justice, and public education. She believes that education plays a crucial role in unlocking human potential and building capacity for empathy and connection. In her spare time she loves cooking, hiking, playing piano and listening to podcasts.
Helen joined RE-ENVISIONED in 2017 when she became fascinated with the question of why we educate. She brings her previous professional experience as a strategy consultant and digital product manager for Capital One to help the team with their strategic planning, growth pursuits, and online engagement. Helen is currently pursuing a joint degree M.A. in Education and M.B.A. at Stanford University. She is exploring her interests in education entrepreneurship and how we can engage students to become lifelong learners. Outside of education, Helen can be found playing beach volleyball, reading about artificial intelligence, and Yelp-ing about new dining spots.
Ilana's vision is for all children to be empowered by their schooling, and develop the tools they need to reach their full potential. She received her B.A. in Psychology from the University of North Carolina at Chapel Hill, and her Masters of Public Health from Nova Southeastern University. In college she began working with children with developmental disorders, and became interested in the ways in which the current school system serves non neuro-typical children differently than it serves neurotypical children. She interned in a public elementary school setting working with children with Individualized Education Plans needing special services, further sparking the flame of her interest in the educational needs or atypically developing children.
Originally from Ponte Vedra Beach, Florida, Megan is graduating from Stanford University in June 2016 with a B.A. Public Policy. She will start her M.A. in the Teaching of Social Studies in July 2016 at Teachers College, Columbia University. Megan is passionate about the role of critical pedagogy and positive educational relationships in transforming both students and society. She got involved in Re-EnvisionEd during Fall 2015 when studying under Founder Erin Raab, which allowed her to recognize the perils of framing schooling as a competition. In addition to education and teaching, Megan enjoys studying viticulture, hearing and sharing good stories, and the ocean.