OEGlobal 2026: Full Schedule

All sessions are available online except round tables, special activities, and workshops.

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11:50am EDT

From Frameworks to Futures: Rethinking OER Quality as a Shared Practice

Wednesday October 7, 2026 11:50am - 12:55pm EDT

ID: 33068

As open educational resources (OER) continue to expand across regions, systems, and cultures, critical questions remain: Who defines quality? How do we build trust in OER without constraining openness, diversity, and innovation?Efforts to scale OER often surface tensions between the need for shared standards and the reality of local context. What does “quality” mean across disciplines, cultures, and learning environments? And how can we move beyond fragmented or implicit definitions toward a more transparent, participatory, and adaptable global vision of OER quality?This panel invites participants into that conversation through the lens of Open 4 Peer Review, a collaborative initiative across 13 partners that developed six peer-review rubrics designed to support formative, feedback-centered approaches to OER quality. Addressing areas such as accessibility, copyright, copyediting, disciplinary appropriateness, eLearning, and Universal Design for Learning (UDL), these rubrics are intentionally designed not to score, rank, or gatekeep OER. Instead, they aim to make quality more visible, discussable, and improvable through structured peer feedback.Panelists include project leads from multiple partnering institutions and one institutional representative from outside the project who is actively considering how—and whether—to adopt these tools. Together, they will explore both the promise and the complexity of shared frameworks: How can we articulate standards of quality without enforcing uniformity? How do we ensure that peer review empowers educators rather than constrains them? And what does it take to build trust in OER across systems that differ in priorities, resources, and cultural context?Rather than positioning quality as a fixed benchmark, this session reframes it as a collective, evolving practice—one that emerges through dialogue, reflection, and continuous improvement. Participants will be invited to engage with guiding questions, share perspectives from their own contexts, and consider how peer review might function as a bridge between global alignment and local autonomy.At a time when open education is both expanding and being reimagined, this session challenges us to think differently: not about how to standardize OER quality, but how to co-create it. By bringing together multiple perspectives, the panel aims to spark a broader conversation about how we can design processes, tools, and communities that support trustworthy, inclusive, and context-responsive OER ecosystems worldwide.The goal of the session is to share the rubrics with a global audience. Session participants will be invited to review and provide feedback on these rubrics. The hope of the session is that participants will consider adopting or adapting an OER quality framework.

Speakers

Wayde Oshiro

Head Librarian, Leeward Community College

Wayde Oshiro is a professor and library director at Leeward Community College, Hawaiʻi, with over two decades of experience in academic librarianship. Since 2015, he has co-led the University of Hawaiʻi Community Colleges System's OER initiative across seven campuses. He co-chairs... Read More →

Andrea Scott

Open Educational Resources Office of Learning Advancement, Salt Lake Community College

Andrea Scott is Director of Open Educational Resources in the Office of Learning Advancement and Co‑Chair of the Open SLCC Advisory Committee at Salt Lake Community College. Active in Open Education since 2013, she helped establish Open SLCC and now oversees program development... Read More →

Danielle Leek

Project Director, Scottsdale Community College

Danielle Leek, PhD, is an instructor at Johns Hopkins University. She is also Project Director for the federally funded Open 4Peer Review initiative at Maricopa Community Colleges and Founder and Principal at Danielle Leek Consulting.

Gracie McDonough

Reference/Instruction/OER Librarian, College of Southern Nevada

Gracie McDonough serves as an Instruction and Reference Librarian at the College of Southern Nevada in Las Vegas. Since joining CSN, she has been a dedicated advocate for Open Educational Resources (OER), contributing to a significant increase in institutional OER adoption from less... Read More →

Debbie Baker

OER Coordinator, Instructional designer, Maricopa Community College District

Dr. Debbie Baker serves as the open educational resources coordinator and an instructional designer for the Maricopa Community Colleges (MCCCD), and has been an educator for almost 30 years. Her work has centered on reshaping traditional classroom dynamics by involving students in... Read More →

Wednesday October 7, 2026 11:50am - 12:55pm EDT
3 Room I MIT Samberg Conference Center, 50 Memorial Drive, Cambridge MA 02139 USA

Panel

Speaker Modality In-person
Track (Re)Inventing our Shared Global Vision Together

1:40pm EDT

Charting the Course: A National Research Agenda for Open Education

Wednesday October 7, 2026 1:40pm - 2:10pm EDT

5 DR3

ID: 33577

The open education field has grown significantly over the past two decades, yet critical gaps in evidence remain and the research landscape is fragmented. Studies are often siloed, datasets go untapped, and parallel efforts rarely connect. Without a coordinated national research strategy, the field risks repeating itself rather than building the cumulative, scalable knowledge base that policymakers, funders, and practitioners urgently need. In 2025, the National Consortium for Open Educational Resources (NCOER), a collaboration among the Midwestern Higher Education Compact (MHEC), New England Board of Higher Education (NEBHE), Southern Regional Education Board (SREB), and Western Interstate Commission for Higher Education (WICHE), supported by the William and Flora Hewlett Foundation, launched a national initiative to address this challenge. The result is a comprehensive Open Education and OER Research Agenda, developed through an extensive mixed-methods consultation process involving a national survey of 126 participants and in-depth interviews with 15 researchers, faculty, librarians, system leaders, and policy stakeholders across the United States and Canada. This session will present the agenda's findings and invite the global open education community to engage with its six national research priorities: • Student Outcomes and Experiences — moving beyond affordability metrics toward deeper understanding of how students learn, engage, and persist in open environments; • Long-Term Sustainability and Institutional Support — understanding how OER programs evolve, persist, and adapt over time, including funding models, governance, and recognition systems; • Intersection of Open Education and Artificial Intelligence — examining how AI reshapes OER creation, pedagogy, student behavior, and the broader knowledge ecosystem; • Evolution of Cost-Savings and Affordability Research — updating cost analyses and expanding research on student decision-making and the long-term academic impacts of affordability; • Discipline-Specific Approaches, Needs, and Practices — identifying how disciplinary cultures and curricular structures influence OER adoption and open pedagogy; and • Research Collaboration and Shared Infrastructure — addressing fragmentation by building coordinated research systems, aligning priorities across regions, and supporting shared data and cross-institutional inquiry. Presenters will highlight key research gaps, share findings from the national consultation process, and discuss how the agenda can inform policy, practice, and investment in open education. Presenters will prioritize audience connections to broader themes of research in their context, with an emphasis on global research connections to the above themes. Participants will have the opportunity to identify priority research questions, consider how the agenda can shape their own work and partnerships, and reflect on how a shared research infrastructure might advance the global open education movement.

Speakers

Kate Baca

Policy Analyst, Western Interstate Commission for Higher Education

Kate Baca is a Policy Analyst with The Western Interstate Commission for Higher Education. Her work spans research and supporting Open Educational Resources and student success in post-secondary across the WICHE region. In her work at WICHE, she collaborates with a community of OER... Read More →

Amanda Coolidge

VP, Strategic Engagement and Growth, Pressbooks

Amanda Coolidge is VP of Strategic Engagement and Growth at Pressbooks, where she leads marketing, sales, and customer success and serves as product manager for the company's microcredential platform. She is the founder of Coolidge Collaborative and former Executive Director of BCcampus... Read More →

Wednesday October 7, 2026 1:40pm - 2:10pm EDT
5 DR3 MIT Samberg Conference Center, 50 Memorial Drive, Cambridge MA 02139 USA

Presentation

Speaker Modality In-person
Track (Re)Inventing our Shared Global Vision Together

2:15pm EDT

Listening to Teachers: A U.S.–Finland Collaboration to Develop Open AI Literacy Resources

Wednesday October 7, 2026 2:15pm - 2:45pm EDT

2 Room M

ID: 31135

An Erasmus-supported collaboration between Mount St. Joseph University (United States) and Laurea University of Applied Sciences (Finland) brings multidisciplinary students together to explore artificial intelligence and digital innovation through international, project-based learning. In shared courses offered across both institutions, students work in global teams during the semester to design and prototype AI-related projects that address real-world problems. Through this project-based learning model, students engage in iterative design, collaborative problem solving, and reflective discussion about the social and ethical implications of artificial intelligence. These collaborations culminate in intensive project weeks in which students travel between campuses, refine their ideas through collaborative workshops, and present their work to international audiences. The partnership emphasizes experiential learning, cross-cultural collaboration, and the development of practical solutions to emerging technology challenges. Through these experiences, students gain exposure to different educational systems, technological perspectives, and cultural approaches to innovation while developing skills in teamwork, communication, and applied AI literacy.This session foregrounds the role of international academic exchange in shaping these learning experiences. The Erasmus partnership allows students to move beyond virtual collaboration and participate in short-term study-abroad exchanges where they work together in person during intensive project weeks. These exchanges provide opportunities for students to experience different educational cultures, develop intercultural communication skills, and engage directly with peers from other national contexts. For institutions seeking to integrate emerging technologies into global learning initiatives, the project offers a model for combining study-abroad programming, collaborative coursework, and interdisciplinary innovation.As part of this collaboration, students also contribute to the development of open educational resources (OER) designed to support educators navigating generative artificial intelligence in teaching and learning. Working alongside faculty mentors, students translate their project experiences into openly licensed teaching materials that provide practical guidance on ethical AI use, assignment design, and responsible integration of AI tools. Because these materials are openly licensed, they can be freely shared, adapted, and improved by educators around the world. In this way, OER not only disseminates the outcomes of the project but also creates opportunities for ongoing global collaboration, enabling educators in different countries to build upon shared materials and contribute new perspectives and practices.These student-generated resources are informed by a qualitative study examining how K–12 teachers are currently navigating generative artificial intelligence in their classrooms. Interviews with teachers across subject areas and school contexts reveal how educators are redesigning assignments, establishing boundaries for acceptable AI assistance, and negotiating new expectations for academic integrity as student AI use expands. These insights help ensure that the resulting OER materials address real classroom needs rather than abstract policy debates.This presentation will be of particular interest to educators and program leaders interested in global exchanges, short-term study abroad, and international collaborative learning. By connecting student mobility, project-based learning, and open educational resource development, the project demonstrates how global partnerships can create meaningful learning experiences while contributing openly licensed teaching materials that support educators navigating generative AI in classrooms worldwide.

Speakers

Rebecca J. Allen

Chair of Department of Computer Science and Mathematics, Mount St. Joseph University

Rebecca J. Allen, PhD, is Assistant Professor and Chair of Computer Science and Mathematics at Mount St. Joseph University. Her interdisciplinary research focuses on artificial intelligence in education, participatory research, and open educational resources that support equitable... Read More →

Brook Batch

Asst. Professor, Mount St. Joseph University

Dr. Brook Batch is an Assistant Professor of Social Computing at Mount St. Joseph University. Her research explores the intersection of technology and education, with a focus on computing education, students’ development of research and writing practices, and the use of generative... Read More →

Tero Uusitalo

Senior Lecturer, Laurea University of Applied Sciences

MSc Tero Uusitalo is a Senior Lecturer in the Business Management Department at Laurea University of Applied Sciences. His research focuses on working life connected pedagogy, international research, development and innovation as well as the development and application of artificial... Read More →

Taru Tallgren

Senior Lecturer in Degree Programme in Business Management, Laurea University of Applied Sciences

Taru Tallgren is a Senior Lecturer in the Business Management Department at Laurea University of Applied Sciences. Her research focuses on working‑life‑connected and coaching‑based pedagogy, as well as pedagogical innovations that support flexible open learning models and equitable... Read More →

Wednesday October 7, 2026 2:15pm - 2:45pm EDT
2 Room M MIT Samberg Conference Center, 50 Memorial Drive, Cambridge MA 02139 USA

Presentation

Speaker Modality Hybrid
Track (Re)Inventing our Shared Global Vision Together

4:55pm EDT

How Open Is a University? A Framework for Comparison

Wednesday October 7, 2026 4:55pm - 5:25pm EDT

5 DR3

ID: 34812

In 2024, the State Distance University of Costa Rica added the word “open” to its institutional description, a change that carries numerous implications that are not always clear to those both inside and outside the institution.At the end of that year, we have the incredible opportunity to be part of a publication called the Handbook of Open Universities Around the World—the only university in Central America to participate—and this experience allows us to analyze just how open the UNED of Costa Rica really is.Furthermore, this Handbook “provides rich analytical perspectives on the status and challenges of single-mode distance learning universities as an educational phenomenon while unpacking the premise of ‘openness’ itself.” (Mishra, Sanjaya & Panda, Santosh, 2025).Analyzing how openness manifests itself across 47 universities worldwide from various fields and perspectives provides us with numerous experiences, best practices, methodologies, and procedures that will ultimately allow us to improve our open practices in areas as diverse as: “business models and finances, operations, instructional systems, enrollment patterns, learner support, quality assurance, professional development, and others.” (Mishra, Sanjaya & Panda, Santosh, 2025).This is why we wish to share UNED’s experience in analyzing its openness within the framework proposed by the editors.

Speakers

Diana Hernández Montoya

Coordinator of the Fabrication Laboratory and OER Hub, Universidad Estatal a Distancia de Costa Rica

Diana is a teacher focused on human talent, innovation, and technology. Currently works doing research and is the coordinator of the Fabrication Laboratory (Fab Lab) of the Universidad Estatal a Distancia. She has degrees in preschool and primary education, educational technology... Read More →

Ana María Sandoval Poveda

Member of the Fabrication Laboratory and OER Hub, Universidad Estatal a Distancia de Costa Rica

Mathematician, educator, editor, and makerAna María is an academic producer and researcher at the Kä Träre Fabrication Laboratory. She received her professional training at the University of Costa Rica (UCR), in the School of Teacher Education (Faculty of Education) and the School... Read More →

Wednesday October 7, 2026 4:55pm - 5:25pm EDT
5 DR3 MIT Samberg Conference Center, 50 Memorial Drive, Cambridge MA 02139 USA

Presentation

Speaker Modality Hybrid
Track (Re)Inventing our Shared Global Vision Together

4:55pm EDT

OER: The Twelfth High Impact Practice

Wednesday October 7, 2026 4:55pm - 5:25pm EDT

7 DR5

ID: 33896

At the culmination of a two-year, multi-institutional study that included almost 700,000 student records for analysis, AAC&U has added OER to its list of High Impact Practices (HIPs). HIPs are well-established practices that lead to positive student outcomes, namely for students historically underserved in higher education. It is our hope that in naming OER as a HIP, institutional leaders will pay attention to the positive impacts OER can bring to their campuses and organize to institutionalize OER in new and exciting ways. We seek to advance movement on UN Sustainability Goal 4: Quality Education to ensure all learners have access to quality learning materials.In this presentation, we will summarize the key findings of our study, focusing on course withdrawal rates, course grades, and time to completion. We found that context matters very much in predicting the rate of withdrawal in courses with OER, but in most cases, withdrawal rates were lower in courses that used OER, especially at doctoral institutions, and we note key differences in withdrawal rates when OER are merely adopted versus revised, remixed, or created. Most notably, in regards to course grades, the number of A’s increased in every context where OER were used versus not. We also noted decreases in the time to credential, especially at community colleges for students that took more than four years to finish their credential–for students that took 6 or more OER courses during their course of study, they finished their credentials on average almost a year faster than those that took zero OER courses. Additionally we will highlight findings from our instructor survey, representing the voices of over 200 individual instructors that transitioned to OER over the course of the study period. The survey captured their motivations and experiences in implementation, as well as their perceptions on how well their OER implementation went based on those motivations and support structures. We also examined how teaching practices changed after using OER.We will also provide recommendations for leveraging OER as a HIP on your campuses to advance OER initiatives and programs as an equity strategy to help all students, but especially those that have been historically underserved by higher education. AAC&U as an organization advocates to democratize higher education as a public good, and the addition of OER to the current list of HIPs is a strategic choice to support OER in higher education as not only an affordability strategy for students, but to help students persist and succeed in their education.

Speakers

C. Edward Watson

Vice President for Digital Innovation, American Association of Colleges & Universities

Dr. C. Edward Watson is the Vice President for Digital Innovation. He provides leadership for the association’s national and state-level advocacy to advance quality in undergraduate student learning. This includes programming and a scholarly agenda that focuses on general education... Read More →

Jessica Chittum

Assistant Vice President for Curricular and Pedagogical Innovation and Director of VALUE Operations, American Association of Colleges & Universities

Jessica Chittum, PhD, is the Assistant Vice President for Curricular and Pedagogical Innovation and Director of VALUE Operations in the Office of Curricular, Pedagogical, and Digital Innovation (OCPDI) at AAC&U. In this role, Jessica engages in project management, research, professional... Read More →

Heather Miceli

Postdoctoral Research Fellow, American Association of Colleges & Universities

Heather Miceli is the Assistant Director of the Institute on Open Educational Resources and a Postdoctoral Research Fellow at AAC&U in the Office of Curricular, Pedagogical, and Digital Innovation. Her current work at AAC&U is focused on OER adoption as an equity strategy for student... Read More →

Beth Perkins

Assistant Director for Research and Assessment, American Association of Colleges & Universities

Beth Perkins, PhD, is the Assistant Director for Research and Assessment in the Office of Curricular, Pedagogical, and Digital Innovation at AAC&U. She provides methodological, analytical, logistical, and implementation support to the AAC&U VALUE Scoring Collaborative. In addition... Read More →

Wednesday October 7, 2026 4:55pm - 5:25pm EDT
7 DR5 MIT Samberg Conference Center, 50 Memorial Drive, Cambridge MA 02139 USA

Presentation

Speaker Modality Hybrid
Track (Re)Inventing our Shared Global Vision Together

5:30pm EDT

California to the World: Co-Creating an Open Educational Equity Toolkit for Global Use

Wednesday October 7, 2026 5:30pm - 6:00pm EDT

3 Room I

ID: 33124

In 2024, OEG recognized the Open for Antiracism Program as an outstanding program for inclusive excellence. In moving OFAR beyond its base in California, what does it look like when open education for equity moves to other US and global contexts? This panel presents the Open for Antiracism (OFAR) Toolkit—a collaborative, openly licensed resource rooted in five years of program data from the California Community College system—as a living prototype for how the open education community can collectively advance UNESCO Sustainable Development Goal 4: inclusive and equitable quality education for all.OFAR began as professional development to help educators examine the relationship between OER, open pedagogy, and educational equity. The OFAR Toolkit extends that work into a freely adaptable Canvas Commons course to assist educators, institutions, and administrators in adapting our research-backed model for their own communities and contexts. The Toolkit is designed to resist one-size-fits-all definitions of equity—because equity looks different depending on the place, institution, and individual. This session features an OFAR coach who has guided educators through the program's community-of-practice model; two adapters localizing OFAR for distinct contexts; and the project's leadership team. Together, panelists will share what OFAR has accomplished, what it cannot accomplish alone, and how open collaboration is reinventing its possibilities via the Toolkit.Session StructureThe panel has four segments: (1) the project leadership introduces OFAR's five-year research base, outcomes data, and core design principles; (2) Our lead coach discusses the community-of-learners model at the program's core: how cohort structures, mentorship, and sustained professional relationships create conditions for genuine pedagogical transformation—and what requires local roots to replicate; (3) Two adapters share how they are localizing the Toolkit for their own educational communities: what they changed, what they kept, and what tensions arose between the Toolkit's assumptions and their own contexts. They speak directly to the SDG 4 challenge of building equity frameworks across borders without imposing them; and (4) The session closes with structured audience dialogue. Attendees are invited to reflect: What terms, practices, or structures would you change? What does equity-centered open pedagogy look like where you are? What can we build together that none of us can build alone? This segment draws on the Toolkit's "Room to Grow" framework, modeling the reflective and collaborative spirit the resource is designed to cultivate.

Speakers

James Glapa-Grossklag

Dean, Educational Technology, Learning Resources and Distance Learning; and Technical Assistance Provider, College of the Canyons; and ZTC Grant Program California Community College Chancellor’s Office

James Glapa-Grossklag is Dean, Educational Technology, Learning Resources, and Distance Learning at College of the Canyons (USA). He serves as Technical Assistance Provider for the California Community Colleges' Zero Textbook Cost Degree Program, the largest-ever public investment... Read More →

Cindy Domaika

Academic Engagement Partner, Nicolet College, WI

Cindy Domaika is a long-time higher-education professional at Nicolet College who specializes in open educational resources (OER), socially-just academics, and service-learning. Her work centers on expanding affordable and equitable access to education through zero-textbook-cost initiatives... Read More →

Joy Shoemate

Director of Online Education, College of Canyons

Joy Shoemate is the Director of Online Education at College of the Canyons where she supports instructors’ successful integration of technology into teaching and learning to promote student success, persistence and completion in distance education courses. She also oversees the... Read More →

Laura Dunn

Director, Open for Antiracism

aura Malia Dunn, Ph.D. is a scholar of Pacific-Asian religions, contemplative practice, and educational equity. She is the Co-Director of the Open for Antiracism Program (OFAR), a statewide professional development initiative for California Community Colleges, and faculty at the University... Read More →

Jamie Thomas

Lead Coach and Course Facilitator, Open for Antiracism

Dr. Jamie Thomas is OFAR Lead Coach and a Lecturer in Linguistics and TESOL at CSU Dominguez Hills. She holds a PhD in Applied Linguistics, with a focus on African languages, and she has been proud to support OFAR as a coach since 2021. In 2022, Jamie was recognized with the Distance... Read More →

Wednesday October 7, 2026 5:30pm - 6:00pm EDT
3 Room I MIT Samberg Conference Center, 50 Memorial Drive, Cambridge MA 02139 USA

Panel

Speaker Modality Hybrid
Track (Re)Inventing our Shared Global Vision Together

5:30pm EDT

Beyond the PDF: Finding and Remixing Living OER with the Pressbooks Directory

Wednesday October 7, 2026 5:30pm - 6:00pm EDT

5 DR3

ID: 31580

Educators around the world are hungry for open educational resources, but too often what they find are static PDFs locked behind clunky repositories, difficult to discover and even harder to adapt. The Pressbooks Directory represents a fundamentally different kind of OER repository: a free, open, and searchable collection of over 8,500 open access books, built not just to be read, but to be remixed, localized, and made your own.This hands-on session will introduce participants to the Pressbooks Directory as a discovery and adaptation platform that goes well beyond traditional static repositories to offer rich, interactive, and genuinely reusable content. Unlike PDF-based repositories that can feel like a dead end once downloaded, the Pressbooks Directory surfaces books that are alive: structured into chapters, embedded with H5P interactive activities, and filterable by license, subject area, interactivity level, and contributing institution. Whether you're an instructor building a course in sociology, a librarian curating resources for an allied health program, or an instructional designer looking to scaffold learning in a second language context, the Directory gives you the tools to find what you need. Critically for a global audience, the Directory empowers localization. Participants will see examples of how educators have adapted content for specific national contexts, and other instances of tailoring resources to their learners. This session directly addresses one of the most persistent barriers in open education: discoverability and reusability. Where many national and institutional repositories remain siloed, metadata-poor, and technically inaccessible to non-specialists, the Pressbooks Directory offers a community-powered alternative spanning hundreds of institutions worldwide. And with new texts being added every day, the collection grows continuously — a living ecosystem rather than a static archive.Participants will leave this session knowing how to search and filter the Directory to find high-quality, openly licensed content; how to evaluate books for adaptability based on license type, interactivity, and structure; and how to begin remixing that content immediately using Pressbooks' built-in tools. Pressbooks’ built in cloning tool makes it incredibly easy for educators to adapt content to fit their needs.In a landscape where digital infrastructure remains fragmented and individual educators often carry the weight of OER adoption with limited institutional support, the Directory lowers the barrier to meaningful adaptation — not just downloading, but genuinely remixing content to fit local languages, curricula, and contexts.No prior experience with Pressbooks is required. Whether you are brand new to OER or a seasoned open practitioner looking to discover a powerful new repository, this session offers practical, immediately applicable skills for finding and building with open content at scale.

Speakers

John McLeod

Sales Team Lead, Pressbooks

John McLeod, Sales Team Lead, brings over four decades of experience in higher education. From his early days supporting students at the University of Alberta Bookstore to his current role guiding institutions through the evaluation and adoption of Pressbooks, John plays a vital role... Read More →

Wednesday October 7, 2026 5:30pm - 6:00pm EDT
5 DR3 MIT Samberg Conference Center, 50 Memorial Drive, Cambridge MA 02139 USA

Presentation

Speaker Modality Online
Track (Re)Inventing our Shared Global Vision Together

OEGlobal 2026

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Tickets

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OEGlobal 2026

11:50am EDT

Wayde Oshiro

Andrea Scott

Danielle Leek

Gracie McDonough

Debbie Baker

1:40pm EDT

Kate Baca

Amanda Coolidge

2:15pm EDT

Rebecca J. Allen

Brook Batch

Tero Uusitalo

Taru Tallgren

4:55pm EDT

Diana Hernández Montoya

Ana María Sandoval Poveda

4:55pm EDT

C. Edward Watson

Jessica Chittum

Heather Miceli

Beth Perkins

5:30pm EDT

James Glapa-Grossklag

Cindy Domaika

Joy Shoemate

Laura Dunn

Jamie Thomas

5:30pm EDT

John McLeod

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