The Center for Childhood Creativity (CCC) Advisory Council is a group of leading researchers, authors, and practitioners who contribute their expertise to advancing the CCC‘s work.
The CCC seeks the council’s advice and guidance on a variety of projects: our research, our publications, and our advisory services for clients who design early learning experiences, such as children’s toy and media companies. Council members often speak at local events hosted by the Bay Area Discovery Museum, and help to establish the CCC as a thought leader in creativity development and STEM learning in the first decade of life at a national and international level.
As the Education Director at Intentional Futures, Rich focuses on education and human-centered learning. His previous roles include working as an Associate Partner at NewSchools Venture Fund and as the K-12 Lab Director at the Stanford d.school. He enjoys partnering with leaders to help them realize their big ideas in pursuit of meaningful change within their organizations. Rich studied mathematics at Colgate University and has an MBA from Stanford University.
Alison Gopnik is a professor of psychology and affiliate professor of philosophy at the University of California at Berkeley, where she has taught since 1988. She received her B.A. from McGill University and her Ph.D. from Oxford University. She is a world leader in cognitive science, particularly the study of children’s learning and development. She is the author of over 100 journal articles and several books. She writes the Mind and Matter science column for the Wall Street Journal, and has also written widely about cognitive science and psychology for The New Yorker, Science, The New York Times, The Atlantic, and Slate, among others.
Glen Harvey became Chief Executive Officer (CEO) of WestEd in June 1997 and has led the agency’s transformation to a mission-driven and quality- and impact-focused agency. Harvey emphasizes a cross-disciplinary approach to improving education and fostering human development from infancy to adulthood. Harvey received a B.A. with concentrations in psychology and sociology, an M.A. in social and philosophical foundations of education from the University of Kentucky, and a Ph.D. in philosophy of education from Stanford University.
Kathryn (Kathy) Hirsh-Pasek is the Stanley and Debra Lefkowitz Faculty Fellow in the Department of Psychology at Temple University and a Senior Fellow at the Brookings Institution. Her research examines the development of early language and literacy as well as the role of play in learning. With her long-term collaborator, Roberta Golinkoff, she is author of 14 books and hundreds of publications. Her recent book, Becoming Brilliant: What Science Tells us About Raising Successful Children, released in 2016, was on the NYTimes Best Seller List in Education and Parenting. Kathy received her bachelor’s degree from the University of Pittsburgh and her Ph.D. from the University of Pennsylvania and is a frequent spokesperson for her field appearing in the NYTimes, npr, and international television outlets.
Fumiko Hoeft, M.D. Ph.D., is Professor of Psychiatry and Weill Institute for Neurosciences at University of California, San Francisco (UCSF), Director of the UCSF Laboratory for Educational Neuroscience, Executive Director of UC-Stanford Multi-University Precision Learning Center, and Deputy Director of UCSF Dyslexia Center. She was trained in medicine and neuroscience at Keio University (Tokyo), Harvard, Caltech, and Stanford. Hoeft’s program of research focuses on the neuroscience of the acquisition of skills such as reading, neurodevelopmental disorders such as dyslexia, and socio-emotional competencies such as motivation and resilience. Her team also specializes in R&D of cognitive science-based tools that can be deployed in educational practice to maximize personalized learning.
Andrew N. Meltzoff
At the University of Washington Dr. Meltzoff holds the Job and Gertrud Tamaki Endowed Chair and serves as co-director of the Institute for Learning & Brain Sciences. Dr. Meltzoff is a graduate of Harvard University and has a Ph.D. from Oxford University, and is a renowned pioneer in infant and child development. His discoveries about infant imitation revolutionized understanding of early learning and brain development. His research on preschool and elementary school children emphasizes the power of social role models and how societal stereotypes influence children’s interest and achievement in STEM fields.
Daniel H. Pink
Daniel H. Pink is the author of six bestselling books about behavior, business, and work, including his latest WHEN: The Scientific Secrets of Perfect Timing. His books have won multiple awards and have been translated into 38 languages. He received a B.A. from Northwestern University, where he was a Truman Scholar and was elected to Phi Beta Kappa, and a J.D. from Yale Law School. He has also received honorary doctorates from Georgetown University, the Pratt Institute, the Ringling College of Art and Design, and Westfield State University.
As a Professor of Learning Research at the MIT Media Lab, Mitchel Resnick develops new technologies and activities to engage people (especially children) in creative learning experiences. His Lifelong Kindergarten research group develops the Scratch programming software and online community, the world’s largest coding platform for kids. His group also collaborates with the LEGO Company on the development of new educational ideas and products, including LEGO Mindstorms robotics kits. Resnick earned an undergraduate degree in physics from Princeton, and master’s and Ph.D degrees in computer science from MIT.
Mark Runco is Editor in Chief of the Creativity Research Journal and is co-editor of the Encyclopedia of Creativity (1999, 2011). In 2015 he collaborated with the International Center for Studies in Creativity to introduce two new academic journals, Business Creativity and the Creative Economy and the Journal of Genius and Eminence. In addition, he is Distinguished Research Fellow at the American Institute for Behavioral Research and Technology. His Ph.D. is in cognitive psychology from the Claremont Graduate School.
Sandra Russ is the Distinguished University Professor and Louis D. Beaumont University Professor at Case Western Reserve University, where she focuses her research on understanding how pretend play is involved in child development. She has developed and validated a measure of pretend play (The Affect in Play Scale) that assesses both cognitive and affective processes and their relation to creative processes. Her most recent book is Pretend Play in Childhood: Foundation of Adult Creativity (2014, APA Books). Russ received her B.S. and Ph.D. from the University of Pittsburgh.
Yong Zhao is a Foundation Distinguished Professor in the School of Education at the University of Kansas. He is also a professorial fellow at the Mitchell Institute for Health and Education Policy, Victoria University in Australia as well as a Global Chair at the University of Bath, UK. His work focuses on the implications of globalization and technology on education. Zhao received his B.A. in English Language Education from Sichuan Institute of Foreign Languages in Chongqing, China, and his master’s and Ph.D. in Education from the University of Illinois at Urbana-Champaign.