Our Team.

Charlie De Poortere is a start-up founder with a passion for evidence-based interventions that improve the lives of those with ADHD. Recently graduating with a Bachelor of Arts in History from Elon University in May 2024, he has been an advocate for ADHD awareness and support throughout his academic and professional journey. As a Magna Cum Laude graduate Charlie's academic achievements also include notable honors such as the Omicron Delta Kappa National Leadership Honor Society and Phi Alpha Theta History Honors Society.

​

Charlie's dedication to leadership and community service is evident from his roles as a Cornell College Trustee Scholarship Recipient, Richard H. Thomas Scholar, the captain of the Cornell College Varsity Esports Team, and Director of Analyst for Elon News Network. Charlie's commitment to making a positive impact on the ADHD community drives his entrepreneurial endeavors and advocacy work​

Dr. Fogleman is a licensed clinical psychologist and assistant professor in the Department of Psychiatry at The University of North Carolina at Chapel Hill (UNC), with appointments at the Carolina Institute for Developmental Disabilities and the Department of Psychology and Neuroscience. He also serves as the director of the UNC ADHD Program and is a principal investigator in the Cohen Lab, located in the Department of Psychology and Neuroscience.

Dr. Fogleman has received extensive training in evidence-based assessment and intervention techniques for individuals with ADHD, and his research examines the social and emotional functioning of youth with ADHD. Incorporating methods from psychology, neuroscience, mathematics, and cardiology, Dr. Fogleman studies how the brain and body interact, and how neurobiological mechanisms underlie ADHD and co-occurring disorders.

Alexa Darby is a professor in the Department of Psychology at Elon University who identifies as neurodivergent (LD, ADHD and Bipolar). Dr. Darby began her career as a Learning Specialist working with college students with learning disabilities and attention-deficit/hyperactivity disorder while she earned her M.A. in Educational Psychology at the University of Connecticut. She then worked as a Disability Resource Coordinator for five years before entering her doctoral program at the University of Georgia. She earned a Ph.D. in Educational Psychology from the University of Georgia. In 2005, she began her career at Elon University, where she now serves as a Professor of Psychology.

Currently, Dr. Darby is enrolled in graduate courses to obtain a certificate in Learning Differences and Neurodiversity with a Specialization in Autism on Campus and Online from Landmark College. Dr. Darby’s research and practice interests include teaching and learning pedagogies; the lived experiences of neurodiverse individuals (with a focus on undergraduate students, law students, doctoral students, higher education faculty, and other professionals); and qualitative research methods. When she is not working, she enjoys reading, baking, hiking, and spending time with family and friends.

​Dr. James Holsinger has spent more than a decade in higher education academic support, with a focus on at-risk students and students who learn differently. He currently serves as the Executive Director of the Koenisgberger Learning Center & Director of Learning Assistance at Elon University.

Kelly Furnas is a senior lecturer teaching multimedia journalism, web/mobile development, and UI/UX design at Elon (N.C.) University. He is chair of the board of directors for the Student Press Law Center and serves as the global engagement director for the Journalism Education Association.

Aimee De Poortere is a National Board-Certified Health and Wellness Coach, trained at Duke Integrative Medicine and a Lifestyle Medicine Coach trained at the American College of Medicine. Her current role is Health Coaching Program Manager at Atrium Health Wake Forest Baptist Comprehensive Cancer Center. She is a start-up contributor in the digital health space specializing in training, developing, and managing health coaches while building innovative coaching programs.

Dr. Michael Shuman serves as the director of the Center for Learning, Access, and Student Success (CLASS) at Wake Forest University and has been working closely with college students at WFU since 1997. In addition to directing and supervising the general operations of CLASS, he provides leadership and vision in the areas of academic support, disability services, and student success for the WFU community. He also maintains an affiliate faculty appointment with the Department of Psychology at WFU. Through both individual coaching and classroom teaching, Dr. Shuman helps students create an awareness of their individual strengths, characteristics, behaviors, and areas of growth as it relates to academic performance and success in college.