Chris Babits is a postdoctoral teaching fellow at Utah State University. He earned his Ph.D. in History from the University of Texas at Austin and has received fellowships from the Andrew W. Mellon Foundation, Harvard University, Columbia University, Princeton University, Cornell University, the New York Public Library, and the ONE Archives. His current book, To Cure a Sinful Nation: A History of Conversion Therapy in the United States (under contract, University of Chicago Press) offers the first full-scale synthesis of the history of sexual orientation and gender identity change therapies in the U.S. from the 1880s to the present. He has worked as a high school teacher, academic advisor, museum educator and researcher, and student teaching coordinator and did graduate studies at Teachers College, Columbia University.

Chris Babits will write an essay on incorporating themes of Religion and Ideology in teaching LGBTQ+ history and advise on teaching guide content.

Stacie Brensilver Berman is Associate Professor of Social Studies Education at New York University, Steinhardt School of Education. Her recent publications include: LGBTQ+ History in High School Classes in the USA since 1990 (London: Bloomsbury Publishing, forthcoming), and “Learning through Doing: A Project-Based Learning Approach to the History of the U.S. Civil Rights Movement,” Social Education. Brensilver Berman has worked as a curriculum developer on LGBTQ+ teaching resources for the New York City Department of Education, created teacher resources for By the People, an AP US History textbook, and taught in New York City high schools for ten years.

Stacie Brensilver Berman will advise on all teaching guides and public outreach.

Professor Jennifer Brier teaches in the Program in Gender and Women’s Studies and the History Department at the University of Illinois, Chicago. Her research and teaching explore the historical intersections of gender, race, and sexuality in the U.S. Her book, Infectious Ideas: U.S. Political Response to the AIDS Crisis (University of North Carolina Press, 2009) details how activists, service providers, philanthropists, and the federal government responded to the AIDS epidemic. Brier’s work in public history includes the award-winning exhibition, "Out in Chicago," on LGBT history in Chicago at the Chicago History Museum, and Surviving and Thriving: AIDS, Politics and Culture, a traveling exhibition for the National Library of Medicine. She currently leads a team of UIC faculty, students and staff building a community-curated mobile gallery to provide a space for Chicago-based community organizers and activists to widely share their histories.

Jennifer Brier will write an essay on incorporating themes of Popular Culture in teaching LGBTQ+ history and advise on teaching guide content.

Miriam Frank is Professor of Humanities (emerita) at New York University. Frank started her professional life in Detroit as a founder of women’s studies at the community college level. She later developed NEH-funded cultural events and discussions at union halls and working-class community centers. Her book, Out in the Union: A Labor History of Queer America (Temple University Press, 2014), draws from approximately one hundred oral histories from union activists, whose voices are combined with policy analyses, economic reports, newspaper clippings, and convention minutes to narrate  a history of collaboration between two vital movements in the twentieth century. The book was named a Choice outstanding academic title.

Miriam Frank will write an essay on incorporating themes of the Economy and Work in teaching LGBTQ+ history and advise on teaching guide content.

Andrea Friedman is Professor of History and Women, Gender, & Sexuality Studies at Washington University in St. Louis. Friedman’s research and teaching focus on gender, sexuality and politics in the twentieth century United States.  She has published two books: Citizenship in Cold War America: The National Security State and the Possibilities of Dissent (University of Massachusetts Press, 2014) and Prurient Interests: Gender, Democracy, and Obscenity in New York City, 1909-1945 (Columbia University Press, 2000). Friedman co-directs Mapping LGBTQ St. Louis (http://library.wustl.edu/map-lgbtq-stl), a historical GIS map that documents and analyzes urban segregation through a focus on the LGBTQ experience in metro St. Louis.

Andrea Friedman will write an essay on incorporating the role of the state in teaching LGBTQ+ history and advise on teaching guide content.

Steven G. Fullwood is an archivist and writer. He is the former associate curator of the Manuscripts, Archives & Rare Books Division at the Schomburg Center for Research in Black Culture, New York Public Library In 1998, Fullwood founded the In the Life Archive to preserve materials produced by and about LGBTQ people of African descent, housed at the Schomburg Center. With archivist Miranda Mims, he recently co-founded the Nomadic Archivists Project, which partners with organizations, institutions, and individuals to establish, preserve, and enhance collections that explore the African Diasporic experience. Fullwood’s published works include Black Gay Genius: Answering Jospeh Beam's Call, edited with Charles Stephens (Vintage Entity, 2014), To Be Left with the Body, edited with Cheryl Clarke, (AIDS Project Los Angeles, 2008) and Carry the Word: A Bibliography of Black LGBTQ Books, co-published and edited with Lisa C. Moore, (Vintage Entity Press, 2007).

Steven Fullwood will advise on all teaching guides and public outreach.

Peter Lapré teaches history at the Park East High School in New York City. He holds a M.A. from Teachers College, Columbia University.  His extensive experience designing curricula and assessments includes contributing to the NYC Department of Education’s Social Studies Passport and developing resources for the Hidden Voice LGBTQ+  curriculum project. In addition he has designed NYC’s MOSL assessments and published lessons with numerous cultural institutions. Lapre has dedicated his career to identifying high quality resources that are engaging and accessible to high school students and creating tools that are practical approaches for teaching students to think historically.

Peter Lapré will advise on all teaching guides and public outreach.

Molly McGarry is an Associate Professor of History at University of California, Riverside. She is author of Ghosts of Futures Past: Spiritualism and the Cultural Politics of Nineteenth-Century America (University of California Press, 2008); co-author with Fred Wasserman of Becoming Visible: An Illustrated History of Lesbian and Gay Life in Twentieth-Century America (Studio, 1999); and co-editor with George Haggerty of  A Companion to Lesbian, Gay, Bisexual, Transgender, and Queer Studies (Wiley-Blackwell, 2007). Her most recent work analyzes the relationships between religion, sexuality, and the politics of secularism. She has curated exhibitions at the New York Public Library, The Jewish Museum, and UCR’s California Museum of Photography. Her exhibits have received curatorial awards from the American Association of Museums, the American Society for State and Local History, the International Association of Art Critics, and the Society of American Archivists.

Molly McGarry will write an essay on incorporating themes of rights and resistance in teaching LGBTQ+ history and advise on teaching guide content.

Kevin Murphy is Professor of History at University of Minnesota specializing in history of sexuality, public history, comparative history of women and gender, cultural and intellectual history, and urban history. His publications include: Sexuality and the Cities: Interdisciplinarity and Queer Public History (Oxford Handbook on Public History, 2017), Queer Twin Cities (University of Minnesota Press, 2010), and Political Manhood: Red Bloods, Mollycoddles, and the Politics of Progressive Era Reform (Columbia University Press, 2008). As a public historian, Murphy has worked on Guantanamo Public Memory Project, Twin Cities GLBT Oral History Project, Humanities Action Lab’s “States of Incarceration,” and the American Indian Movement Interpretive Center’s “The Great Spirit in the Hole: AIM and Culturally Focused Prison Education.”

Kevin Murphy will write an essay on incorporating themes of family and community in teaching LGBTQ+ history and advise on teaching guide content.