Nancy Schur Beymer, B.S, M.S.N, RN., is a registered nurse. She has her BS in biology, and her AS in nursing. Her nursing specialty was oncology. After 15 years of bedside nursing, she completed her MS degree in Nursing with an emphasis in education from California State University Dominguez Hills. She taught her first year at Cypress Community College and has been teaching at Hartnell Community College for over 10 years. She has taught in both the registered nursing and vocational nursing programs, but in recent years has focused predominately on vocational nursing. Her initial work in oncology nursing is where she gained her passion for students understanding not just the science, but the art of nursing. Those experiences contributed to her passion for this project.
Marnie Glazier, Ph. D. is a writer, theatre artist and educator. She holds an MFA in Dramatic Writing, and a PhD in Theatre and Performance Studies. She has directed a number of productions – professional and academic – has taught Theatre, Writing, and Communication for more than ten years, and currently serves as Theatre and Cinema Faculty Lead at Hartnell College in Salinas. Her scholarly writing has been presented at numerous conferences and published in Laconics, the Community College Moment, and the Texas Theatre Journal, and upcoming performances include: Climate Arts, at the Santa Cruz, California Earth Day festival. Her work is deeply embedded in applied and devised theatre, and performance ecology.
Αgni L. Karagianni graduated from the department of History and Archaeology at Aristotle University of Thessaloniki (1987-1993) and is working on a post graduate degree in Pedagogy of Theatre in museums (2016) in Democritus University of Thrace. The ongoing doctoral research about Inquiry Drama in Museums is founded by the State Scholarships Foundation (ΙΚΥ). She has a masters degree in Theatrical Studies (2007-2009) and works in the Historical Museum of Alexandroupoli (2015-2019) in museum educational programmes.
Dr. Carmel O’Sullivan is the Director of the Arts Education Research Group (AERG) in Trinity College, Dublin. She organises an international Summer School in Drama and Theatre in Education each year (M.Ed.). She is involved in a number of funded research projects, currently in the areas of Autism Spectrum Disorder (ASD), early childhood education, arts education, and an arts-based work readiness programme for hard to reach young adults who face significant barriers to entering the workplace. Carmel and Niamh have collaborated on the publication of three books published by Renmin University Press on drama and early childhood practices in the Chinese education system.
Dr. Simos Papadopoulos graduated from the department of Primary Education and earned a Ph.D from the Faculty of Philosophy, both at the University of Athens. His Ph.D thesis has the title: The Use of Drama and its Implications in Teaching in the Course of Language in Primary School. Currently, he is Assistant Professor of Theatre Pedagogy at the department of Primary Education of the Democritus University of Thrace and drama animator. His work focuses on drama and pedagogic research and writing. He has published in journals and collective volumes, edited academic books, attended national and international scientific conferences, as instructor or presenter and has participated in research programs and committees. Two of his most noteworthy studies are: Drama Language: Using Inquiry Drama on Language Teaching (Kedros Editions, 2007) and Theatre Pedagogy (2010). He is particularly interested in theatre pedagogy, drama teaching, drama text analysis, theatre for young people, in Brecht’s and Chekhov’s plays etc.
Niamh Price is from Ireland and has been teaching for eleven years. She is in her seventh year of teaching internationally in China. Prior to this, Niamh taught in Dublin. Niamh holds a Masters degree in Drama in Education from Trinity College Dublin, with a research specialisation in play and creativity in the early years classroom. She believes in the importance of establishing relationships with every student who crosses the threshold of her classroom and is committed to finding out not just what each child can do, but who they are. Creating environments that invite curiosity and exploration through play and drama is an essential feature of her practice.