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Robert Wayne Miller (Maryland)
Robert Wayne Miller ran for election for an at-large seat of the Howard County Public Schools Board of Education in Maryland. Miller lost in the general election on November 6, 2018.
Miller completed Ballotpedia's Candidate Connection survey in 2018. Click here to read the survey answers.
Biography
Miller earned his B.S. in psychology and B.S. in music education from the University of Maryland-College Park. He later received his M.Ed. in music education from the same university. Miller was a teacher and band instructor in the district from 1981 until his retirement in 2015. He and his wife have two children who graduated from district schools.[1]
Elections
2018
General election
General election for Howard County Public Schools Board of Education At-large (4 seats)
The following candidates ran in the general election for Howard County Public Schools Board of Education At-large on November 6, 2018.
Candidate | % | Votes | ||
| ✔ |  | Vicky Cutroneo (Nonpartisan) | 15.1 | 58,426 |
| ✔ |  | Chao Wu (Nonpartisan)  | 14.1 | 54,254 |
| ✔ |  | Jen Mallo (Nonpartisan) | 13.9 | 53,766 |
| ✔ |  | Sabina Taj (Nonpartisan) | 13.4 | 51,842 |
| Bob Glascock (Nonpartisan) | 12.2 | 46,929 | ||
 | Robert Wayne Miller (Nonpartisan) | 11.4 | 43,847 | |
 | Anita Pandey (Nonpartisan) | 9.9 | 38,109 | |
 | Danny Mackey (Nonpartisan) | 9.6 | 36,923 | |
| Other/Write-in votes | 0.4 | 1,685 | ||
| Total votes: 385,781 (100.00% precincts reporting) | |||
| = candidate completed the Ballotpedia Candidate Connection survey. | ||||
| If you are a candidate and would like to tell readers and voters more about why they should vote for you, complete the Ballotpedia Candidate Connection Survey. | ||||
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Nonpartisan primary election
Nonpartisan primary for Howard County Public Schools Board of Education At-large (4 seats)
The following candidates ran in the primary for Howard County Public Schools Board of Education At-large on June 26, 2018.
Candidate | % | Votes | ||
| ✔ | | Vicky Cutroneo (Nonpartisan) | 14.1 | 20,602 |
| ✔ | Bob Glascock (Nonpartisan) | 12.0 | 17,503 | |
| ✔ | | Robert Wayne Miller (Nonpartisan) | 11.3 | 16,469 |
| ✔ | | Chao Wu (Nonpartisan) | 10.7 | 15,600 |
| ✔ | | Jen Mallo (Nonpartisan) | 9.3 | 13,545 |
| ✔ | | Sabina Taj (Nonpartisan) | 9.2 | 13,326 |
| ✔ | | Anita Pandey (Nonpartisan) | 6.9 | 10,041 |
| ✔ | | Danny Mackey (Nonpartisan) | 6.9 | 9,980 |
 | Carleen Pena (Nonpartisan) | 5.7 | 8,301 | |
 | Saif Rehman (Nonpartisan) | 5.2 | 7,582 | |
| Mavourene Robinson (Nonpartisan) | 4.0 | 5,828 | ||
| Timothy Hodgson Hamilton (Nonpartisan) | 2.5 | 3,691 | ||
| Christopher Michael Hilfiger (Nonpartisan) | 2.2 | 3,171 | ||
| Total votes: 145,639 | |||
| = candidate completed the Ballotpedia Candidate Connection survey. | ||||
| If you are a candidate and would like to tell readers and voters more about why they should vote for you, complete the Ballotpedia Candidate Connection Survey. | ||||
Do you want a spreadsheet of this type of data? Contact our sales team. | ||||
2016
A dispute over the Howard County Board of Education's decision to renew the contract of Superintendent Renee Foose in February 2016 defined the race for three out of seven board seats. All three seats up for election in 2016 were held by board members who approved a four-year contract for Foose. The superintendent faced scrutiny from local groups and state officials over a perceived lack of transparency into district decisions. A swing of all three seats from incumbents to challengers interested in reforming board policies created a majority that does not favor Foose's proposals.
The general election was held on November 8, 2016. A primary election was held on April 26, 2016, with the top six vote recipients advancing to the general election. Incumbents Ann DeLacy, Ellen Flynn Giles, and Janet Siddiqui filed for re-election. They faced challengers Corey Andrews, Marcelino Bedolla, Kirsten Coombs, Vicky Cutroneo, Christina Delmont-Small, Mavis Ellis, Robert Wayne Miller, and Pravin Ponnuri in the primary. Siddiqui, Coombs, Cutroneo, Delmont-Small, Ellis, and Miller ran in the general election. The primary resulted in losses for DeLacy and Giles, opening board seats taken by opponents of Superintendent Foose in November 2016. Coombs, Delmont-Small, and Ellis won election with Siddiqui finishing in fourth place.[2]
Results
| Howard County Public Schools, At-large General Election, 4-Year Terms, 2016 |
||
|---|---|---|
| Candidate | Vote % | Votes |
 Kirsten Coombs |
23.56% | 81,482 |
| Christina Delmont-Small |
19.51% | 67,466 |
| Mavis Ellis |
16.87% | 58,341 |
| Janet Siddiqui Incumbent | 15.55% | 53,762 |
| Vicky Cutroneo | 12.71% | 43,935 |
| Robert Wayne Miller | 11.71% | 40,484 |
| Write-in votes | 0.09% | 311 |
| Total Votes | 345,781 | |
| Source: Maryland State Board of Elections, "2016 Presidential General Election Results," accessed December 14, 2016 | ||
| Howard County Public Schools, At-large Primary Election, 4-Year Terms, 2016 |
||
|---|---|---|
| Candidate | Vote % | Votes |
| Kirsten Coombs |
17.59% | 34,200 |
| Christina Delmont-Small |
15.25% | 29,654 |
| Mavis Ellis |
12.64% | 24,571 |
| Janet Siddiqui Incumbent |
12.12% | 23,564 |
| Vicky Cutroneo |
8.85% | 17,200 |
| Robert Wayne Miller |
7.16% | 13,916 |
| Corey Andrews | 6.73% | 13,087 |
| Ann DeLacy Incumbent | 6.25% | 12,158 |
| Ellen Flynn Giles Incumbent | 5.84% | 11,355 |
| Pravin Ponnuri | 4.71% | 9,157 |
| Marcelino Bedolla | 2.85% | 5,548 |
| Total Votes | 194,410 | |
| Source: Maryland State Board of Elections, "Unofficial 2016 Presidential Primary Election results for Howard County," accessed April 26, 2016 | ||
Funding
Candidates for public office in Maryland had until March 22, 2016, to submit their first contributions and expenditures report of the primary campaign. The final campaign finance deadline of the 2016 campaign was November 22, 2016.[3] State law allows candidates to file Affidavits of Limited Contributions and Expenditures (ALCE) if their campaigns did not accept $1,000 in contributions or spend $1,000 in a particular reporting period.[4]
October 28 filing
Candidates received a total of $3,373.05 and spent a total of $2,929.28 as of October 30, 2016, according to the Maryland Campaign Reporting Information System.[5]
| Candidate | Contributions | Expenditures | Cash on hand |
|---|---|---|---|
| Janet Siddiqui (incumbent) | $0.00 | $0.00 | $4,709.75 |
| Kirsten Coombs | $795.00 | $1,678.02 | $2,476.29 |
| Vicky Cutroneo | $0.00 | $0.00 | $0.00 |
| Christina Delmont-Small | $0.00 | $0.00 | $2,220.40 |
| Mavis Ellis | $1,043.05 | $0.00 | $3,012.80 |
| Robert Wayne Miller | $1,535.00 | $1,251.26 | $983.39 |
March 22 filing
Candidates received a total of $27,928.38 and spent a total of $29,236.32 as of April 19, 2016, according to the Maryland Campaign Reporting Information System.[6]
| Candidate | Contributions | Expenditures | Cash on hand |
|---|---|---|---|
| Ann DeLacy (incumbent) | $3,175.00 | $931.78 | $2,763.17 |
| Ellen Flynn Giles (incumbent) | $0.00 | $1,602.90 | $10,142.87 |
| Janet Siddiqui (incumbent) | $0.00 | $6,490.68 | $4,134.75 |
| Corey Andrews | $1,368.38 | $1,249.57 | $118.81 |
| Marcelino Bedolla | ALCE | ALCE | ALCE |
| Kirsten Coombs | $2,745.00 | $5,371.89 | $2,585.33 |
| Vicky Cutroneo | $11,350.00 | $7,000.00 | $4,350.00 |
| Christina Delmont-Small | $6,975.00 | $0.00 | $6,975.00 |
| Mavis Ellis | $715.00 | $1,710.25 | $989.75 |
| Robert Wayne Miller | $1,130.00 | $568.13 | $658.97 |
| Pravin Ponnuri | $470.00 | $4,311.12 | $617.21 |
Campaign themes
2018
Ballotpedia survey responses
- See also: Ballotpedia's candidate surveys
Robert Miller participated in Ballotpedia's candidate survey on May 29, 2018. The survey questions appear in bold, and Robert Miller's responses follow below.[7]
What would be your top three priorities, if elected?
| “ | 1) Focus school system efforts on the intersection of students and teachers, thus reducing instructional and preparation time lost to overemphasis on standardized testing, a poorly-conceived teacher evaluation procedure, unproven fads and initiatives, curricular inefficiencies, and unnecessary paperwork. Additionally, revising special education implementation, improving behavior management procedures, and decreasing the propensity to implement programs without sufficient proof of effectiveness, could increase instructional time. This time could be then used to provide one-on-one assistance for students struggling with basic skills, organization, and/or social and emotional challenges; it could thus help to reduce achievement gaps and other negative consequences that can accompany students who fall behind and/or have difficulties. A climate where administrative / central office personnel serve educators, students, and parents, and not vice versa, would be essential to the success of this initiative. 2) Enable the cultivation of a partner-like atmosphere between educators and parents based on mutual respect and concern for students, with improved communication made possible by the reduction of time-wasting policies and procedures as described above. This partner-like atmosphere should also be cultivated between the Board of Education / Central Office and the students, parents, staff, and community they serve; transparent, honest, respectful, and responsive communication will enhance this atmosphere. 3) Improving instructional efficacy by placing a priority on student mastery of hierarchical skills and development of organizational skills, while emphasizing social and emotional learning. We should strive to provide equitable opportunities for all students to reinforce and use these skills. It is vital that students do not just gain knowledge and skills, but also become people who have integrity, self-discipline, and empathy; are ethical, responsible, and kind; and have an appreciation of diversity and an ability to work well with others of varied backgrounds. These priorities are primarily classroom-based and require educator time to be successful, and enabling these priorities, among others, should drive many Board of Education decisions regarding the budget, staffing, and the functioning of the Central Office. For more information about my positions on these issues and others, please see: http://www.miller4boe.org/positions.[8][9] |
” |
What areas of public policy are you personally passionate about? Why?
| “ | 1) Education, as it is so important for the success of individuals as well as of the country, and because of the opportunities it provides. 2) Equity of opportunity, as the provision of equitable opportunities is a foundation of fairness and justice, and because we have a long way to go. 3) Reduction / elimination of poverty, as its pervasiveness negatively affects so many aspects of society, including education, equity, health care, housing, crime and criminal justice, quality of life, taxation, employment, and the economy. These public policies have the capacity to affect many millions of lives each year, and improvement in these areas would translate into improving those lives, potentially in extremely beneficial ways.Cite error: Invalid <ref> tag; invalid names, e.g. too many[9]
|
” |
2016
Ballotpedia survey responses
Robert Wayne Miller participated in Ballotpedia's 2016 survey of school board candidates. In response to the question "What do you hope to achieve if elected to the school board?" the candidate stated on February 14, 2016:
| “ | I hope to help move the school board and school system toward being more open, transparent, accountable, and responsive to our community. I hope to help develop an atmosphere where everyone's thoughts, including those of employees, can be expressed and accepted respectfully without fear of negative consequences. I hope to help reduce the time students take standardized tests, drastically change the teacher/administrator evaluation system, and remove obstacles from teachers so they will be more enabled to assist students. Meanwhile, I would like to steer attention toward providing more one-on-one assistance to students who need it to learn hierarchical skills, and toward training students to be organized from the early elementary school grades. I'd like to work on increasing family involvement and student engagement. I'd like to contribute toward modifying the way we implement special education. Revising the way we implement Student Service Learning and the Positive Behavioral Intervention Supports programs are also areas I would like to address. I hope to implement ways we can be more financially efficient. I would like to enable us to devise a more coherent and effective plan for using technology in our schools. I would also like to adjust the new elementary school model, especially as it relates to the World Language program in the secondary grades as well as related staffing and equity issues, and to concerns with reduced related arts and technology education time.[8][9] | ” |
Ranking the issues
The candidate was asked to rank the following issues based on how they should be prioritized by the school board, with 1 being the most important and 7 being the least important. Each ranking could only be used once.
| Education policy |
|---|
 |
Click here to learn more about education policy in Maryland. |
| Education on the ballot |
| Issue importance ranking | |
|---|---|
| Candidate's ranking | Issue |
| Balancing or maintaining the district's budget | |
| Closing the achievement gap | |
| Improving relations with teachers | |
| Improving post-secondary readiness | |
| Improving education for special needs students | |
| Expanding arts education | |
| Expanding school choice options | |
| “ | Assuming that this text box refers to question 6 (and not 5, as stated), I would like to comment on my responses. First, the categories can overlap and are situational, and I feel that all of the categories, with the possible exception of "Expanding school choice options", are important. I ranked the budget as first, as the other initiatives would generally require funding. I ranked closing the achievement gap as second, because I think that it could have the most profound effect on our society, and providing quality educational opportunities to all students should be a cornerstone of our public educational system. I chose improving relations with teachers as third because I believe that many of our teachers do not presently feel supported by the our school board, and I feel that our board can serve them better; improvement in these areas can increase the effectiveness of teachers essentially across the board. I chose improving post-secondary readiness fourth as it will apply to a large percentage of students and their future successes in college, career, and life. I chose improving special needs education fifth as it is somewhat more focused, though for that subset of students, the effect of improvement could be felt more than would be for other subsets. There is sometimes overlap between this concern and that of the achievement gap, and it is an important matter. I chose expanding arts education sixth because, though there are still many opportunities to improve in this area, our county is further along than most overall; it is still an important concern, though, for some students because of careers, and for others because of beneficial effects on their lives. I chose school choice last because I don't see this as a need for the great majority of students presently in our county. Though there are occasions where it might be applicable, in general, potential negative consequences could result. Providing quality educational opportunities at all of our schools is a higher priority.[9] | ” |
| —Robert W. Miller (February 14, 2016) | ||
Positions on the issues
The candidate was asked to answer nine questions from Ballotpedia regarding significant issues in education and the school district. The questions are highlighted in blue and followed by the candidate's responses. Some questions provided multiple choices, which are noted after those questions. The candidate was also provided space to elaborate on their answers to the multiple choice questions.
| Should new charter schools be approved in your district? (Not all school boards are empowered to approve charter schools. In those cases, the candidate was directed to answer the question as if the school board were able to do so.) |
|---|
| No. If there was one that applied and provided a significant reason for its existence, and it met the necessary qualifications, I would not be opposed to giving it consideration. Otherwise, they can be an unproven distraction and cause negative complications for "regular" public schools and the overall school system. That said, if the above qualifications are met, I would keep an open mind. Charter schools that would be more effective than public schools are conceivable, but appear to be rare in practice. |
| Which statement best describes the ideal relationship between the state government and the school board? The state should always defer to school board decisions, defer to school board decisions in most cases, be involved in the district routinely or only intervene in severe cases of misconduct or mismanagement. |
| The state should only intervene in severe cases of misconduct or mismanagement. School board members should be "specialists" in their county regarding public education concerns, so the school board members should generally be making the decisions affecting their schools. If there are severe cases of misconduct or mismanagement, the state should intervene. |
| Are standardized tests an accurate metric of student achievement? |
| No. Actually, it depends. They probably have varying degrees of accuracy based on the test that is used, the students being tested, the subject being tested, etc. There are too many variables (past knowledge, mental state of the student on testing day, type of test, method of scoring, etc.) to base important decisions exclusively on standardized tests. They can have some general uses, but unfortunately, not only are decisions made based on standardized tests that are probably inaccurate, but the results are sometimes used improperly. For example, I believe that standardized test scores reflect the socio-economics of a school more than the quality of instruction that occurs in the school, yet they are sometimes used to measure the latter. Also, if standardized tests are used at all, it should be in combination with other measures of achievement, as some students perform better with some types of assessment than others. |
| What is your stance on the Common Core State Standards Initiative? |
| My feelings are mixed. In general, I think that it holds some value and promise, though I think it was not implemented with sufficient input or training. I think there is enough substance to be worth pursuing and tweaking at this point, but it should be re-evaluated at a later time. |
| How should the district handle underperforming teachers? Terminate their contract before any damage is done to students, offer additional training options, put them on a probationary period while they seek to improve or set up a mentorship program for the underperforming teacher with a more experienced teacher in the district? |
| Offer additional training options. Put them on a probationary period while they seek to improve. Set up a mentorship program for the underperforming teacher with a more experienced teacher in the district. Though this question is difficult to answer by selecting from limited options, my general feeling is that, while there may be situations where teachers may have to be terminated, before doing this, opportunities for additional training and participation in a mentorship program while they are on a probationary period are reasonable in most cases. Furthermore, I believe that placement options, such as with students at a different age and/or achievement level, or at a school with a different atmosphere, might be worth considering. |
| Should teachers receive merit pay? |
| No. If a system of merit pay was devised that was objective, practical, and fair, I would probably be supportive of it. Since I know of none that has met these requirements and don't foresee any due to the variables involved in the evaluation of teachers, I do not believe that one should be implemented. It could result in many negative consequences, which could include skewing of the curriculum, teaching to tests, and a focus on statistics and evaluations instead of the teaching of students. |
| Should the state give money to private schools through a voucher system or scholarship program? |
| No. Generally, the state should use public money for public schools. Public money should not be siphoned off to go to private schools. Parents may choose to send their students to private schools if they so choose, but they should pay for that option. Taking money from public schools would likely reduce the quality of public schools. Public schools have been one of the most beneficial developments in making our country what it is. Also, all other things being equal, there is not proof that private schools are more effective than public schools, as a whole, and voucher programs have not been proven to produce superior results. Aside from other considerations such as the doctrine of separation of church and state, public money should go to public schools, which essentially any student can attend. |
| How should expulsion be used in the district? |
| Though there are cases where expulsion is appropriate, especially when student and staff safety are involved, in general, I would like to see alternatives used. Though there are many options, including in-school or after school options, I think that a special site with specialized staff would also be worth considering, at least in some cases, especially in a school system the size of ours. |
| What's the most important factor for success in the classroom: student-teacher ratio, the curriculum, teachers, parent involvement or school administration? |
| Teachers I believe they are all important, but the "intersection between students and teachers" is the most important overall. |
Additional themes
Miller's campaign website listed the following themes for 2016:
| “ |
Standardized testing The valid uses of standardized testing should not require the testing of all students in almost every grade every year. In addition to instructional time that is lost, standardized testing causes many tangential problems. During standardized testing windows, resources are often used for testing instead of for learning, and educators are often used for administering tests instead of for providing instruction, so students who are not testing are still negatively affected when other students in their school are testing. The normal functioning of the school is disrupted; testing days are commonly blocked from activities, and testing and make-up testing add instructional challenges when only some of a class is pulled for testing, sometimes for days. Furthermore, instructional time is lost while students practice and/or prepare for the standardized tests. Money that could be used for instructional purposes is instead being used to purchase the standardized tests, pay for the operation of the schools during the testing, and compensate the staff members who administer the tests when they could be teaching. Though a great deal of student and staff time and money is spent on standardized testing every year from early elementary school through high school, there appears to be little direct benefit to the students themselves; they are not even able to see what they answered correctly and incorrectly on the tests. Some of the tests (i.e., PARCC) are mandated by State and Federal governments, so we must do what we can to reduce the negative impact of over-testing while trying to bring about change at the State and Federal levels. Until that is accomplished, other county-based standardized tests (i.e., MAP tests, which are generally administered three times every year to most students), should be reduced or eliminated, as teachers often lack the time and/or resources to use the results to tailor their instruction to the specific needs of their students (please see “Basic Skills” link). I imagine that, for most adults, the most important things they learned in school aside from the “three R’s” could not be measured by a standardized test (i.e., creativity, effort, ethical reflection). Time spent on these tests is time taken from the other instruction. Furthermore, excessive concern with test scores can lead to “teaching to the test” and “scheduling to the test”, distorting the curriculum in order to achieve higher scores. Basing teacher evaluations on the tests will only make matters worse (please see “Teacher Evaluation” link). Standardized testing, as presently executed, is a disproportional and unsatisfactory use of student and staff time and effort, and of taxpayer money. I would like to do what I can to change this situation by reducing the amount and frequency of standardized testing, as well as by researching the possibility of using standardized tests that would provide for increased student learning by enabling students to obtain informational feedback regarding their specific test responses. Teacher evaluation
To an extent, good teaching is an art not easily measured by an instrument, and the present system is ineffective, inefficient, and often wasteful regarding time, resources, and money. If there are teachers who are struggling, administrators should be aware of this and provide teacher supports and/or alternatives quickly so students are not victims of the system. Because of parent, student, and peer feedback, administrators and supervisors should be well aware of educators who could use more assistance (in fact, there should be more articulation between administrators, supervisors, and educators themselves regarding the quality of instruction students have previously received). The present evaluation system deprives administrators of time to evaluate and assist more effectively, deprives teachers of options and instructional time, and thus deprives students of learning. Atmosphere of Enabling Educators Respecting educators’ time would help to enable educators do more for their students. Teachers and administrators are not “hourly employees”, and most put far, far more time into their jobs than is required by contract. Insisting that they do work in their buildings that they could do just as well at home, insisting that they attend meetings that are not relevant to them just because others need to attend, and not treating them as professionals (this is the case more in some schools than others) all contribute to reducing staff morale and engagement, and are antithetical to enabling. Central Office and school-based administrators should see themselves as serving school-based teachers and instructional staff, who should see themselves as serving students, who should in turn be taught by families to appreciate the efforts of their educators and their education. Sometimes this does not appear to be occurring. Educators often have to jump through unnecessary hoops to comply with Central Office edicts, when efforts should instead be made to reduce impediments to teaching and learning. Efforts by school personnel, local media, and community leaders to encourage parental support of educators where it is lacking would contribute greatly to more effective and efficient teaching and learning (please see the “Family Involvement and Student Engagement” link for more about the importance of the alliance of parents and educators). We need to focus efforts and resources at the “intersection of teachers and students”, as that is where the rubber meets the road. Additionally, when educators are fairly compensated as professionals, they can focus on educating students without having to hold second jobs to make ends meet or travel long distances because they cannot afford to live in Howard County. Having our educators live in our communities would be a good thing for our educators, our students, and our communities. The best investment that our school system can make is to get and keep the best educators. It is reasonable for our educators to receive salary step increases for longevity as well as cost-of-living increases. This should essentially be a given, and should be supported by our Board of Education. Also, open lines of communication between Board of Education members, Central Office members, and school-based educators are important for obtaining input that will allow the best decisions to be made for our students and for the school system as a whole. An atmosphere of trust should be encouraged throughout the system. [9] |
” |
| —Robert Wayne Miller (2016), [10] | ||
See also
External links
- Search Google News for this topic
- Howard County Public Schools
- Campaign website
- Campaign Facebook profile
Footnotes
- ↑ Robert Miller for Howard County Board of Education, "Meet Robert," accessed April 15, 2016
- ↑ Maryland State Board of Elections, "Howard County 2016 Presidential Primary Election Local Candidates List," February 10, 2016
- ↑ Maryland State Board of Elections, "Reporting Schedule," accessed February 10, 2016
- ↑ Maryland State Board of Elections, "EAffidavit Filing," accessed February 10, 2016
- ↑ Maryland Campaign Reporting Information System, "View Filed Reports Information," accessed October 30, 2016
- ↑ Maryland Campaign Reporting Information System, "View Filed Reports Information," accessed April 19, 2016
- ↑ Note: The candidate's answers have been reproduced here verbatim without edits or corrections by Ballotpedia.
- ↑ 8.0 8.1 Ballotpedia's candidate survey, "Robert Miller's responses," May 29, 2018 Cite error: Invalid
<ref>tag; name "BPsurvey" defined multiple times with different content - ↑ 9.0 9.1 9.2 9.3 9.4 Note: This text is quoted verbatim from the original source. Any inconsistencies are attributable to the original source.
- ↑ Robert Miller for Howard County Board of Education, "Positions," accessed April 15, 2016
| Howard County Public Schools elections in 2018 | |
| Howard County, Maryland | |
| Election date: | Primary Election: June 26, 2018 • General Election: November 6, 2018 |
| Candidates: | At-large: • Vicky Cutroneo • Bob Glascock • Timothy Hodgson Hamilton • Christopher Michael Hilfiger • Danny Mackey • Jen Mallo • Robert Wayne Miller • Anita Pandey • Carleen Pena • Saif Rehman • Mavourene Robinson • Sabina Taj • Chao Wu |
| Important information: | What was at stake? |
