Ryan S. Olson is a research professor at the University of Virginia and a senior fellow at the Institute for Advanced Studies in Culture. A classicist by training, Olson’s current scholarship focuses on the literary, historical, religious, and cultural context of ancient education from Archaic Greece through Late Antiquity, offering comparative insights for periods of cultural transformation, including the late modern world.
Olson is co-director of the program on culture and formation at the Institute for Advanced Studies in Culture at the University of Virginia. He is the founder of the Moral Ecology Trust, a network of senior leaders from various sectors of American society who gather to pool their expertise, networks, and influence to improve the moral ecosystems that form students, citizens, and leaders.
Olson earned graduate degrees in theology, Asian and Middle Eastern studies, and classical languages and literature from Durham University and Oxford University, completing his D.Phil. in Classics at Oxford (Trinity College). His book, Tragedy, Authority, and Trickery: The Poetics of Embedded Letters in Josephus (Harvard University Press), is a study of narrative epistolography in its historical and cultural contexts. He is also co-editor of The Content of Their Character and of The Necessity of Character. He is writing a book on Aristotle’s moral ecology and the reception of the classical tradition in American education. His larger research agenda aims to understand the continuities and discontinuities among the diverse cultures of education across the ancient Mediterranean world, drawing on archaeological, literary, and documentary sources in Greek, Latin, and Syriac. His work also attempts to translate insights from antiquity to the contemporary world using micro- and macro-social theories of subjectivity, morality, education, and knowledge.
Previously, Olson directed the Institute for Advanced Studies in Culture at the University of Virginia and served as president of the Advanced Studies in Culture Foundation (2016–2024), where he was responsible for administration, board development, and fundraising. He was a program director at the Kern Family Foundation, leading grant-making initiatives in educational reform and character education, and earlier directed an education policy department at a state-based think tank. He has been invited to give presentations and lectures by the Philanthropy Roundtable, the Organisation for Economic Co-operation and Development, the Association of Education Finance and Policy, the State Policy Network, and the U.S. Department of Education.
Olson has held fellowships at Harvard University’s Center for Hellenic Studies in Washington, DC. He is a faculty affiliate of the Human Flourishing Program at Harvard University.
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 program on culture and formation at the Institute for Advanced Studies in Culture at the University of Virginia, 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.
