Ryan S. Olson is a senior fellow of the Institute for Advanced Studies in Culture and research associate professor at the University of Virginia. He is the editor, with James Davison Hunter, of The Content of Their Character: Inquiries into the Varieties of Moral Formation.
A classicist, Olson’s scholarship has focused on the literary, historical, religious, and cultural context of the Levant from the Roman era through Late Antiquity. He received graduate degrees from Durham University and Oxford University. His book, Tragedy, Authority, and Trickery, was published by Harvard University Press.
Christina Womble is a visionary education leader and human resources executive with over 15 years of experience spanning K–12 education, nonprofit foundations, and business services. Renowned for her strategic vision and relational leadership, she currently serves as Project Director for the Colloquy on Culture and Formation at the Institute for Advanced Studies in Culture, where she oversees the management of projects and initiatives exploring the intersection of education, character, and cultural formation. Her work brings together scholars, educators, and practitioners to collaboratively address moral and civic dimensions, reflecting her commitment to fostering high-performing, purpose-driven communities.
Dr. Womble’s career includes impactful roles as principal and assistant principal in North Carolina Title I schools, where she implemented data-informed instructional strategies and led professional development to improve school performance. As a founding Head of School, she secured multi-million-dollar grant funding, recruited over 1,000 students and 50 staff members, and led the school to an “A” performance grade in its inaugural year. Her leadership has been recognized with multiple “Head of Class” awards and national commendation for charter school culture. She is known for translating academic vision into operational execution and for her belief that education is a moral and relational endeavor, emphasizing the cultivation of character, purpose, and belonging.
A lifelong advocate for education, Dr. Womble was selected as a North Carolina Teaching Fellow and has presented at state and national conferences, including Franklin Covey’s “The Leader in Me” Symposiums, where she shared her expertise in character development and school culture. She holds advanced degrees in educational leadership and administration, is a licensed superintendent and curriculum specialist, and remains active in her community. Her ability to translate academic vision into operational execution has been a hallmark of her leadership.
Patrick Berry is a philosopher specializing in ethics, attention, and social-political theory. He recently earned an M.A. in Philosophy from the University of Virginia, completing Ph.D.-level coursework and research in just two semesters. His thesis, “Attentional Normativity and Virtue Theory,” critiques leading models of attentional virtue and proposes a new framework that emphasizes the role of attention in moral and cognitive virtues. His qualifying paper was accepted on the first attempt and is being prepared for publication. Patrick also holds a B.A. in Philosophy and English from UVA. He currently serves as a Research Assistant at the Institute for Advanced Studies in Culture, where he translates philosophical and sociological research into actionable insights for educational leaders.
Megan D. Eppleman is an interdisciplinary scholar pursuing a Master of Divinity at United Lutheran Seminary. She holds MAs in Educational Psychology from the University of Alabama and Character Education from the University of Birmingham, with a BA in Psychology and Spanish from Lycoming College. Her research explores social-emotional learning, civic engagement, and inclusive pedagogy, with recent projects examining parental involvement in SEL, character education in multilingual settings, and civic virtue in faith-based contexts. Megan has presented her work in both academic and community forums and is a recipient of honors from Phi Kappa Phi and the Kern Family Foundation.
John Mancini holds dual B.A.'s in Philosophy and Political Science from the University of Rhode Island and an M.A. in Philosophy from the University of Virginia, where he specialized in social and political philosophy with a focus on race, gender, marriage, and legal theory. His research applies conceptual analysis, social metaphysics, and the ethics of language to pressing political matters. He has presented work at several national and international conferences, including the International Social Ontology Society and the Southwestern Philosophical Society. His recently published peer-reviewed article, “How Not to Not Change the Subject (And How to Actually Not Change the Subject),” appeared in the first issue of volume 41 of the Southwest Philosophy Review this past January and addresses the Obergefell v. Hodges decision to redefine 'marriage' in the United States.
John has served as a teaching assistant for a range of undergraduate philosophy courses pertaining to moral, political, and legal philosophy, and has contributed to pedagogical development by partaking in and co-leading writing seminars. He also works as a research assistant at UVA’s Darden School of Business, supporting interdisciplinary projects in political science, economics, and business ethics. His op-eds and public philosophy writings have appeared in on The Institute for Family Studies, RealClear Religion, and Clarifying Catholicism, where he explores metaphysical and ethical themes for a broader audience.
Emilie Rogers is a curriculum specialist and educator with a passion for character education and virtue ethics. She has extensive experience developing and leading virtue-based programs, literacy enrichment, and professional development at Libertas School of Memphis. Emilie also contributed to national character education initiatives through content development for Grand Canyon University. She holds a Master’s in Character Education from the University of Birmingham and a background in Liberal Arts from Augustine College.
