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Virpi VellonenView profile

Lecturer

• Special Education
• Educational Technology
• Autism Spectrum Disorders
• +3 more

Virpi Vellonen is a Lecturer at the University of Eastern Finland , affiliated with the Special Education department under the School of Educational Sciences and Psychology . Her work focuses on leveraging educational technology to support children with autism spectrum disorders (ASD) , emphasizing inclusive pedagogy and student well-being . She has led projects like Student Teacher Well-Being: Deepening Understanding and Building Support (STeWDUBS) , which explored stress and resilience in teacher training. Research Interests : Designing technology-enhanced learning environments for ASD students, strength-based educational models , and DIY (do-it-yourself) educational tools . Key Contributions : Validating inclusion measures in Finnish higher education, analyzing narrative research in teacher well-being, and pioneering participatory design with ASD children and families. Email : virpi.vellonen@uef.fi

Ann KuhnView profile

Assistant Professor

• Implementation Science
• Health Disparities
• School Health
• +4 more

Dr. Ann Kuhn is an Assistant Professor in the Department of Exercise and Nutrition Sciences at the School of Public Health and Health Professions, University at Buffalo. She specializes in implementation science, school health, and health disparities research, with a focus on physical activity promotion and teacher wellness. Doctoral Degree: Exercise Science, University of Northern Colorado (2019) Postdoctoral Training: Pediatrics and Epidemiology, University of Maryland School of Medicine (2022) Her research employs implementation science frameworks to address school health challenges through: Partnerships with school districts Implementation of wellness policies Improving physical activity access in underserved communities Investigating health behavior changes during pandemics Recent publications focus on: School-based physical activity programs COVID-19 pandemic impacts on health behaviors Teacher implementation of wellness policies Geospatial analysis of health interventions She collaborates with: Center for Disease Control Physical Activity Policy Research Evaluation Network (PAPREN) Nutrition Obesity Policy Research Evaluation Network (NOPREN) American Public Health Association

• Educational Psychology
• Student Motivation
• STEM Learning
• +4 more

David A. Bergin is a Professor of Educational Psychology at the University of Missouri, specializing in student motivation, STEM learning, and the development of interest. He holds a PhD and an Educational Specialist degree from Stanford University. His work emphasizes understanding how motivation influences academic and informal learning, particularly for underrepresented groups. Bergin is a past president of APA's Division 15 (Educational Psychology) and has contributed to editorial boards of top journals like Journal of Educational Psychology . Research Interests : Bergin investigates how interest and motivation drive learning outcomes, classroom engagement, and career choices. He explores the impact of teacher-student relationships, competition, and cultural factors on student achievement. His recent work includes studies on robotics-based engineering education, interdisciplinary neuroscience curricula, and interventions for underrepresented students. Awards & Recognition : Outstanding College Teaching Award (University of Missouri College of Education, 2018) Fulbright Scholar (2013, teaching motivation courses in Chile) Key Contributions : Co-author of Child and Adolescent Development in Your Classroom (3rd ed.), a widely used teacher-training textbook. He has also developed the Classroom Engagement Inventory and contributed to TIMSS data analysis on international education trends. Advising & Grants : Bergin has advised numerous studies on STEM motivation, low-stakes testing, and college access programs for marginalized students. His grants include funding for neuroscience education initiatives and engineering design learning projects.

• Family Work
• Relational Practice
• Child Welfare
• +4 more

Liz Reimer is a Senior Lecturer in the Department of Social Work at the Faculty of Health, Southern Cross University. She holds academic qualifications including a PhD from the University of South Africa (UNISA) and a Bachelor of Social Welfare (Honours) from the University of Western Sydney. Her expertise spans child protection systems, family work, relational practice, and community development. Liz has served in significant roles such as Senior Research Officer for the Royal Commission into Institutional Responses to Child Sexual Abuse and Senior Policy Officer for the Northern Territory Child Protection Inquiry. Her research focuses on relational practice in family work, men’s behavior change programs, and community development approaches to child protection. She collaborates with It Takes a Town , a community project in northern NSW, to enhance evidence-based family support strategies. Liz teaches courses in social welfare, youth work, and community development, and she is actively involved in academic boards, including the NSW Family Services and The Family Centre. Liz’s work emphasizes ethical practice, digital interventions in social work education, and fostering environments where children thrive. Her recent publications explore telepractice in family work, AI-driven educational tools, and staff wellbeing in child welfare services. Her community engagement bridges academic research with grassroots initiatives to strengthen social systems.

Nicoleta MITREAView profile

Senior Lecturer

• Palliative Nursing
• Nutrition
• Healthcare Leadership
• +3 more

Nicoleta MITREA is a Senior Lecturer at the Department of Fundamental, Prophylactic and Clinical Disciplines, Faculty of Medicine, Braila Technical University. Her work focuses on advancing palliative care education, nursing competencies, and patient-centered care models. She actively contributes to international collaborations, particularly in Central and Eastern Europe, aiming to standardize palliative care practices and enhance healthcare leadership. Research interests include palliative nursing, medical ethics, nutrition in oncology, and leadership development for healthcare professionals. She has led projects like the European Palliative Care Matrix and the Central-Eastern European Palliative Care Masterclass, emphasizing experiential learning and competency-based training. Publications span topics such as digital solutions for patient care, cross-cultural communication in pediatric palliative care, and workforce development. Her work bridges clinical practice, education, and policy, with a focus on reducing disparities in palliative care access across regions. Notable contributions include establishing palliative care competency frameworks and evaluating the impact of international training programs on clinical outcomes. Her research often addresses practical challenges in implementing palliative care standards within diverse healthcare systems.

• Child and adolescent mental health
• Mental health service utilization
• School social work practice
• +3 more

Jennifer Murphy is an Assistant Professor in the School of Social Work at the University of Texas at Arlington, specializing in adolescent mental health service utilization and school-based interventions. Her research examines longitudinal impacts of mental health services, school social work practices, and interprofessional collaboration in educational settings. Education: PhD in Social Work, Virginia Commonwealth University (2023) MS in Disaster Resilience Leadership Studies, Tulane University (2016) MSW in Social Work, Tulane University (2015) BS in Sociology, Virginia Polytechnic Institute and State University (2014) Dr. Murphy's research focuses on critical intersections of child/adolescent mental health, service utilization patterns, and school-based interventions. Her work employs mixed-methods approaches to investigate barriers to mental health access, the role of school social workers, and impacts of adverse childhood experiences. Current projects examine longitudinal service utilization trajectories, campus food insecurity, and refugee mental health. Her publication trends reveal strong emphasis on adolescent mental health service systems (60%), school-based interventions (25%), and methodological innovation in mixed-methods research (15%). Recent work increasingly incorporates cross-cultural perspectives and pandemic-related service adaptations. Scientific Awards: Hans Falk Dissertation Award Scholarship, VCU School of Social Work (2022) RAACE Fellowship, VCU School of Social Work (2020) Dr. Murphy serves as thesis committee member for four Master's students and teaches graduate courses in social policy, research methods, and school social work. She actively reviews for journals including Journal of School Health and Children & Schools , while contributing to university committees on mental health and academic policy. Her professional service extends to the School Social Work Association of America and Society for Social Work and Research.

Zoe Higheagle StrongView profile

Associate Professor

• Educational Psychology
• Indigenous Education
• Cultural Sustainability
• +3 more

Zoe Higheagle Strong is an Associate Professor in the Department of Educational Psychology at Washington State University (WSU) and serves as Vice Provost for Native American Relations and Programs, Tribal Liaison to the President. She leads the Office of Tribal Relations, Native American Programs, and the Center for Native American Research and Collaboration. Her research focuses on culturally sustaining approaches to support Indigenous education and address systemic barriers faced by diverse student populations. Dr. Strong holds a Ph.D., M.Ed., and B.A. in Psychology from the University of Washington and Seattle Pacific University. Her work emphasizes social-emotional learning, identity safety, and equitable educational practices. Key grants include leadership in initiatives like the 'Culturally Sustaining and Revitalizing Approach to Native American Undergraduate Recruitment' and the 'Culturally Responsive Indigenous Science (CRIS)' project. Her research interests span peer intervention dynamics, cultural epistemology, and tribal nation-building through education. Teaching focuses include qualitative research methods and Indigenous methodologies. Recent publications explore third-party peer interventions, data disaggregation for identity safety, and Nez Perce college readiness frameworks. Grants total over $8M, emphasizing tribal partnerships and STEM education. Her advocacy includes the Executive Policy 41 on Tribal Engagement and collaborations with 13 Northwest Tribes. She prioritizes creating safe, culturally affirming learning environments for marginalized communities.

Helen DouglassView profile

Assistant Professor

• STEM Education
• Makerspaces
• Design Thinking
• +3 more

Helen Douglass is an Assistant Professor of Education at the University of Tulsa's College of Arts & Sciences. Her work bridges formal and informal learning spaces to promote inclusive STEM education, particularly for pre-service teachers and underrepresented groups. She developed an interdisciplinary STEM Education minor and is active on national and local advisory boards focused on design thinking, maker education, and leveraging student experiences for college credit through machine learning and micro-badging. Dr. Douglass holds a Ph.D. in Education from the University of Colorado Denver, an M.A. from Colorado Christian University, and a B.S. from the University of New Mexico. Her research emphasizes equitable access to STEM, gender equity, and the integration of maker spaces and design thinking into curricula. Her publications explore themes such as STEM program implementation, teacher preparation in formal-informal learning environments, and equity-focused maker education for youth of color. She collaborates with schools and communities to design inclusive educational experiences and mentors students across disciplines. Her work aligns with TU’s innovation initiatives, including the acquisition of Fab Lab Tulsa, which supports digital fabrication and creative arts integration. Dr. Douglass’s advising focuses on fostering scholarly opportunities for students, connecting them with peer networks and interdisciplinary research. She advocates for policies that strengthen STEM education’s role in fostering belonging and equity in diverse learning contexts.

Rocio RosalesView profile

Associate Professor

• Applied Behavior Analysis
• Autism Studies
• Staff Training and Treatment Integrity
• +4 more

Rocio Rosales serves as an Associate Professor and Program Coordinator for Applied Behavior Analysis and Autism Studies within the Department of Psychology at the University of Massachusetts Lowell, College of Fine Arts, Humanities and Social Sciences. Her work bridges academic research with practical applications in autism intervention, with a particular focus on supporting culturally and linguistically diverse families who face barriers in accessing services. Dr. Rosales earned her educational credentials through a specialized path in behavior analysis: Ph.D. in Rehabilitation (Specialization in Applied Behavior Analysis), Southern Illinois University - Carbondale MS in Behavior Analysis and Therapy, Southern Illinois University - Carbondale (2005) BA in Psychology, University of Nevada - Reno (2001) Her research program centers on evidence-based applications of behavior analysis across multiple domains. A significant portion examines how to effectively train teachers and paraprofessionals who work with children with autism spectrum disorder, ensuring treatment integrity in real-world settings. She has pioneered work challenging the misconception that bilingual environments confuse children with autism, demonstrating through her research that exposure to multiple languages actually enriches language development. Analysis of her recent publications reveals a strong emphasis on cultural competence in behavior analysis, with particular attention to Latino families and multilingual environments. Her work consistently addresses practical implementation challenges in autism services while advancing theoretical understanding of verbal behavior acquisition in diverse populations. This research trajectory demonstrates her commitment to making behavior analytic services more accessible and effective for underserved communities. Dr. Rosales has received significant recognition for her contributions: Outstanding Mentor Award from the Association for Behavior Analysis International (2023) Award for Excellence in Promoting Diversity, Equity, and Inclusion at UMass Lowell (2023) Teaching Excellence Award from the Psychology Department (2023) Graduate Student Mentoring Award from UMass Lowell (2019) As an educator, she actively mentors both undergraduate and graduate students in research, particularly those training to become Board Certified Behavior Analysts. Her funded research portfolio includes substantial projects like the Department of Education's Office of Special Education Programs grant (2021-2026) focused on interdisciplinary personnel preparation, a Signature Grant from The Doug Flutie, Jr. Foundation for Autism, and a UMass Lowell Seed Grant for empowering culturally diverse families. Dr. Rosales frequently involves students in her research projects, creating valuable hands-on learning experiences while addressing critical gaps in autism service delivery.

Maria OspinaView profile

Associate Professor

• Maternal and perinatal health
• Epidemiology
• Social determinants of health
• +2 more

Dr. Maria Ospina is an Associate Professor in the Department of Public Health Sciences at Queen's University, with cross-appointments in Obstetrics and Gynaecology. She holds the Canada Research Chair in Life Course, Health Development and is recognized for her innovative research in perinatal epidemiology. Her work focuses on social and environmental determinants of health across the life course. Her research program DMETRE investigates how exposures during pregnancy and early childhood impact long-term health outcomes using mixed-methods, GIS, and knowledge synthesis. Key areas include health inequalities, maternal-child health interventions, and environmental epidemiology. Dr. Ospina has secured over $5 million in research funding and has published extensively on perinatal outcomes and health services utilization. Her work demonstrates consistent focus on vulnerable populations and health equity. Awarded the Martha Cook Piper Research Prize in 2020, she is recognized for developing novel methodological approaches to study complex environmental exposures. She leads multidisciplinary teams examining geographic disparities in healthcare access.

Elizabeth C ThompsonView profile

Assistant Professor

• Adolescent Mental Health
• Psychosis-Spectrum Disorders
• Early Intervention
• +4 more

Elizabeth C Thompson is Dean of Pembroke College and holds dual appointments as Assistant Professor of the Practice in Cognitive and Psychological Sciences and Assistant Professor of Psychiatry and Human Behavior (Research) at Brown University. She is a licensed psychologist in Rhode Island, with a Ph.D. in Clinical Psychology from the University of Maryland, Baltimore County, and postdoctoral training at Alpert Medical School and Brown University Health. Her research focuses on psychosis-spectrum disorders in adolescence, emphasizing risk factors, screening methods, and intervention strategies for mental health and safety risks. Dean, Pembroke College Assistant Professor of the Practice, Cognitive and Psychological Sciences Assistant Professor of Psychiatry and Human Behavior (Research) At Brown, Dr. Thompson operates within the Department of Cognitive and Psychological Sciences and the Department of Psychiatry and Human Behavior. She teaches clinical psychology courses and advises students pursuing psychology careers. Her clinical work centers on early psychosis through Bradley Hospital’s Stride Clinic, offering assessment and consultation services for Rhode Island youth and families. Her research includes pilot trials on family-oriented interventions for hospitalized adolescents with psychosis-spectrum symptoms and funded projects on sleep characteristics linked to psychosis-spectrum disorders, supported by the COBRE Center for Sleep and Circadian Rhythms. She collaborates extensively with researchers like Jennifer Wolff, Sarah Thomas, and Anthony Spirito. Dr. Thompson’s recent publications (2024–2019) span topics such as hallucinations and suicidal imagery, cannabis vaping effects, sleep disturbances, social media’s role in mental health, and trauma’s impact on psychosis. Her work often intersects with the Adolescent Mental Health Collaborative (AMHC) and utilizes interdisciplinary approaches, including actigraphy, biomarkers (e.g., interleukin-1 beta), and qualitative methods. She has secured NIH/NIMH, AFSP, and COBRE grants for studies like the LINC and Safety Net projects, reflecting her commitment to translating research into clinical practice. K23 MH119211 (NIH/NIMH): Treatment Engagement Protocol for Post-Discharge Psychosis Care YIG-1-167-19 (AFSP): Safety Planning for High-Risk Teens COBRE Center Grant: Sleep and Psychosis in Adolescents Her lab, SPARK Lab, partners with specialized clinics and emphasizes training opportunities in mental health research. She also contributes to policy discussions around early psychosis care quality and access, advocating for psychological expertise in healthcare synthesis. No scientific awards are explicitly mentioned, though her grant-funded research underscores her academic influence.

• Technology-Enhanced Learning
• Accessibility & Universal Design
• Assistive Technology
• +7 more

Charalampos Karagiannidis is a Professor at the University of Thessaly (UTH) in the School of Educational Design (SED), Department of Information and Communication Technologies in Learning and Special Education. He has been affiliated with UTH since 2005 and previously worked at the University of the Aegean, ITI-CERTH, and ICS-FORTH. His academic roles include chairing the TeDISABLE Special Interest Group (SIG) of the IEEE TCLT. Education: BSc in Mathematics, Aristotle University of Thessaloniki MSc in Information Technology, University of London PhD in Electronics Engineering, University of Kent, UK Research Focus: Technology-Enhanced Learning (TEL) Accessibility & Universal Design Assistive Technologies for Special Needs Augmented Reality (AR) and Gamification in Education Educational Robotics for Inclusion Cognitive Assessment Technologies for Aging Populations Publications Trends: Recent work emphasizes ICT applications for autism spectrum disorders (ASD), inclusive robotics, MOOC design for K-12 education, and digital tools to address mild cognitive impairment. His research often bridges theoretical learning models with practical software development, particularly for marginalized populations. Awards & Recognition: No explicit awards listed, but active participation in 150+ publications, editorial roles, and international conference committees demonstrates peer recognition. Grants & Labs: Involved in projects like the TeDISABLE SIG and development of tools such as the Virtual Learning and Social Stories for Autism (VLSS) system . Collaborates on EU-funded initiatives addressing aging populations and cognitive assessment via digital tools.

Katarina NasradinView profile

Lecturer

• Foreign Language Education
• Educational Technology
• ICT in Education
• +3 more

Katarina Nasradin is a Lecturer in German language at Singidunum University since 2012. She holds a Doctorate in German Language and Culture from the Faculty of Philology, University of Belgrade (2011–present), following a Master's (2010–2011) and Bachelor's (2006–2010) in German Language and Literature. She previously taught at Studio centar and Kolarac's Centre for Foreign Languages. Her work focuses on innovative teaching methods integrating ICT, online pedagogy, and intercultural communication. Research interests include hybrid foreign language teaching models, digital educational tools, and business language acquisition. Key contributions address challenges in online language education and the efficacy of ICT in classrooms. She has authored/co-authored conference papers on topics such as E-Glossaries, DigidaZu portals, and the disadvantages of purely online teaching. Awarded DAAD and CEEPUS scholarships for didactic training in Leipzig and Vienna. Active in academic conferences like Sinteza and ICT-related research forums. No formal grants or lab affiliations explicitly mentioned.

Bronwen PowellView profile

Assistant Professor

• Food Security
• Agroecology
• Forests and Nutrition
• +3 more

Bronwen Powell is an Assistant Professor of Geography, African Studies, and Anthropology at Pennsylvania State University, located in the College of Earth and Mineral Sciences. Her work focuses on the intersection of food systems, environmental sustainability, and cultural practices, particularly in Africa and Mediterranean regions. She explores how forests, wild foods, and traditional knowledge contribute to dietary diversity and food security in the context of climate change and agrarian transformation. Her research emphasizes interdisciplinary approaches to understand how landscapes shape nutrition outcomes. Key themes include agroecology, the role of biodiversity in food production, and the impacts of deforestation on rural communities. Powell’s studies often integrate ecological data with socioeconomic analyses, highlighting the importance of integrating wild food resources into climate adaptation strategies. Her recent work examines dietary transitions in tropical regions, the governance of forested landscapes, and the transmission of traditional ecological knowledge. Powell has contributed to international initiatives like the Forests, Trees, and Agroforestry (FTA) program, analyzing decade-long impacts on food security and nutrition policies. While specific grants or advising details are not highlighted in the provided texts, her publications consistently address policy-relevant solutions for sustainable food systems. Powell’s research frequently involves collaborative projects with international organizations and local communities, reflecting her commitment to applied anthropological and geographical methodologies.

• Artificial Intelligence in Healthcare
• Health Informatics
• Digital Health
• +4 more

Professor Sandeep Reddy is a leading academic in healthcare management and digital health at Queensland University of Technology (QUT), where he heads disciplines in Healthcare Management, Health Information Management, and Health, Safety, and Environment. He co-leads the 'Health, Human Biology and MedTech' theme at QUT's Centre for Data Science. With a PhD in Healthcare Management and a medical degree, Reddy holds multiple professional fellowships, including the Australasian Institute of Digital Health and the UK Higher Education Academy. Roles: Professor, Academic Leader, Researcher, Editor Affiliations: QUT, WHO Digital Health Roster, European Academy of Translational Medicine Professionals His research focuses on AI integration in healthcare delivery, governance frameworks, and translational methodologies. Key areas include AI in chronic disease management, medical imaging, and facial recognition technology. Reddy has authored over 80 publications, including a 2024 textbook on translational AI applications. Reddy's work spans global health policy, having advised the WHO and participated in international panels. He teaches courses on health informatics, implementation science, and digital health, with over 20 years of academic and industry experience. Scientific awards and fellowships reflect his expertise: Fellow of AIDH, ACHSM, and Senior Fellow of the UK Higher Education Academy. His editorial roles include PLOS ONE, Computational and Structural Biotechnology Journal, and Frontiers in AI. Current research supervision focuses on AI in medical education, healthcare access, and explainability in AI systems. He advocates for equitable digital health solutions, addressing the rural-urban digital divide through empirical studies.