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Angela T RagusaView profile

Senior Lecturer

• Environmental Sociology
• Health and Well-being
• Social Inequality
• +12 more

Dr. Angela T. Ragusa is a Senior Lecturer in Sociology within the Department of Social Work and Arts at Charles Sturt University, Australia. Her work spans environmental sociology, health and well-being, media and communication, and social inequality. She is Editor-in-Chief of Rural Society and serves on editorial boards for several journals including Sustainability and Open Communication Journal . PhD in Sociology, Virginia Polytechnic Institute and State University (2002) MSc in Sociology, Virginia Polytechnic Institute and State University (2003) MSc in Science and Technology Studies, Virginia Tech (2000) BA (Honours) in Psychology, St Francis College (1993) Her research critically examines social change, cultural identity, and systemic influences of media, science, education, and health institutions. Key areas include environmental sustainability, mental and physical well-being, consumerism, and rural Australia. She explores how individuals negotiate social systems to produce personal, community, and policy-level change. The 15 most recent publications reflect a consistent focus on rural issues, sustainability, digital learning, and social inequality. Trends include sociological analysis of environmental behavior, cost-of-living crises as structural violence, online education challenges, and rural mental health. Her work combines qualitative and quantitative methods, often with policy implications, and is increasingly aligned with UN Sustainable Development Goals. Her scientific contributions are recognized through editorial leadership and public engagement. She has contributed to media discussions on the fourth industrial revolution, pandemic family changes, and rural health workforce challenges. As a registered supervisor, she mentors higher degree research students. Her teaching portfolio includes courses in introductory sociology, gender studies, media and globalization, environmental sociology, and advanced research methods. She has been involved in research impacting rural mental health policy in Australia. Her work is deeply embedded in rural Australia, with collaborations extending internationally, particularly in sustainability and education research. She leads research on ruralities, digital learning access, and environmental behavior, contributing to both academic discourse and public policy.

• Mathematics Education
• Teacher Professional Development
• Educational Psychology
• +3 more

Prof. Dr. Bettina Rösken-Winter is a Professor at Humboldt-Universität zu Berlin, leading the Primary Mathematics Education research group within the Faculty of Cultural, Social and Educational Sciences. Her work focuses on mathematics education, teacher professional development, and problem-solving strategies in STEM contexts. She collaborates extensively with researchers like Dr. Malte Lehmann and Dr. Victoria Shure on projects such as MaTe (math-related knowledge of preservice teachers) and OLE (teacher orientations for at-risk students). Her research explores mathematical problem-solving, preservice teacher competencies, and the refinement of assessment tools for STEM learners. Notable contributions include studies on engineering students' mathematical competencies and the adaptation of professional development activities for educators. She has published widely in journals like International Journal of STEM Education and Journal of Mathematics Teacher Education , and actively participates in international conferences such as CERME and ICME. Research Interests: Mathematical problem solving, teacher pedagogical content knowledge, academic literacy in mathematics. Key Projects: MaTe, OLE, PuLFo (online vs in-person teacher training).

• Special Education
• Teacher Preparation
• Literacy Instruction
• +7 more

Karen Minert is an Affiliate Faculty member in the School of Education Professions at the College of Adult and Graduate Studies, with a Ph.D. in Special Education from Florida State University. She combines academic instruction with professional practice as a District Program Specialist for Behavioral Support in Leon County Schools, Florida, focusing on K–12 special education, literacy, and at-risk learners. Education: Ph.D., Special Education – Florida State University M.S., Diagnostic Teaching and Special Education – Florida International University B.S., Rehabilitation Services – Florida State University Her research and teaching emphasize student-centered, project-based learning with multimodal delivery. She specializes in structured writing strategies, reading interventions, and support for students with learning disabilities, particularly African-American college students. Her work integrates technology, small-group instruction, and individualized academic support. The publication trends show a strong focus on literacy development, writing interventions, and instructional strategies for struggling learners across K–12 and higher education. Her work frequently explores equity in education, peer-assisted learning, and evidence-based practices in special education. Professional Engagement: Instructor in Youth Mental Health First Aid Grant research assistant and proposal developer Mentor and supervisor for college students and interns Provider of professional development and community speaking She has advised students and contributed to scholarly publications and grant-funded research. Though no formal awards are listed, her sustained contributions to special education pedagogy and literacy development reflect significant scholarly impact. She is actively involved in both academic and practical educational settings, bridging research and classroom application. Karen Minert is affiliated with research teams focused on literacy and learning strategies, and her work often involves collaboration with educators, administrators, counselors, and families to support student success. Her behavioral support role in Leon County Schools underscores her commitment to holistic, interdisciplinary educational approaches.

• Counseling Psychology
• Clinical Mental Health Counseling
• Rural Mental Health
• +7 more

Dr. Vincent Tompkins is an Assistant Professor of Counseling in the School of Counseling at Colorado Christian University (CCU), part of the College of Adult and Graduate Studies. He is a full-time online faculty member in the Master of Arts in Clinical Mental Health Counseling program and maintains an outpatient private practice in Clarksdale, Mississippi. He is actively involved in the counseling profession through memberships in the American Counseling Association, Mississippi Counseling Association, and Mississippi Rural Counselor Association. Education: Ph.D. in Counselor Education and Supervision, Walden University M.Ed. in Community/School Counseling, Delta State University M.S. in Community Development, Delta State University B.S. in Social Science, Delta State University Dr. Tompkins' research centers on the intersection of identity, mental health, and academic performance, particularly among rural African American adolescents and adult learners. His work explores how racial discrimination and self-perception influence academic outcomes and how unresolved interpersonal trauma correlates with generalized anxiety and other mental health symptoms. He emphasizes culturally responsive counseling practices and professional development for educators and supervisors. His recent publications, presented at national and state conferences, reflect a methodological and applied focus on self-perception, identity complexity, and legal issues in counseling. These works highlight trends in rural mental health, ethical practice, and the psychosocial challenges faced by marginalized populations. Professional Affiliations: American Counseling Association Mississippi Counseling Association Mississippi Rural Counselor Association Dr. Tompkins has extensive professional experience, having served as a mental health counselor and rehab day coordinator at a community mental health agency in Arkansas for eight years, followed by a role as an academic counselor at Coahoma Community College. He has also provided consultant services for a grant-funded program in Sunflower County, Mississippi. While no formal grants or student advisees are listed, his career demonstrates a strong commitment to service, education, and community-based mental health initiatives. He is involved in clinical practice and academic training through CCU’s online counseling program and contributes to the field via conference presentations and professional engagement. His work supports the development of ethical, culturally competent counselors equipped to serve diverse and underserved populations.

Ariel Rendt PadronView profile

Lecturer

• Mental Health
• Trauma
• Neurodevelopment
• +6 more

Ariel Rendt Padron serves as an Instructor of Psychology at Colorado Mesa University, teaching across Bachelor of Social Work (BSW) and Master of Social Work (MSW) programs while holding a Licensed Clinical Social Worker (LCSW) credential. Her expertise spans trauma, neurodevelopment, and evidence-based clinical interventions within mental health contexts. Education: Current Doctor of Social Work (DSW) candidate at the University of Kentucky Master of Social Work (MSW) from the University of Denver Bachelor of Arts (BA) in English from the University of California, Santa Barbara Research Interests: Padron's scholarly work investigates neuro-affirming care models, diagnostic neuroscience applications, and systemic barriers in mental health access. She examines persistent mental health conditions through neurodevelopmental lenses and optimizes interdisciplinary team collaboration for case management. Key themes include neurodivergent clinician strengths and therapeutic frameworks for autistic populations. Professional Contributions: With extensive experience developing K-12 prevention curricula for abuse, substance use, and suicide, she integrates developmental psychology with wellbeing pedagogy. Her teaching philosophy emphasizes determination, curiosity, and CMU's learner-centered mission. Scientific Awards: No awards or fellowships are documented in the source material. Advising and Grants: Student mentorship details and grant funding specifics are not provided in the available text. Labs and Teams: Active research initiatives include Life Skills Curriculum outcome assessment, Cochrane Risk of Bias analysis for APA presentation, neurodivergent clinician studies, and autistic therapy framework development.

Penny RoyView profile

Professor

• Developmental Psychology
• Educational Psychology
• Language Acquisition
• +6 more

Penny Roy is a Professor at City St George's, University of London, specializing in developmental and educational psychology. With a career spanning over three decades since joining in 1983, her research focuses on early psychosocial disadvantage, language/literacy development, and deaf education. She works part-time on collaborative research projects and supervises students, while maintaining clinical ties through the Sign Language Assessment outreach service. PhD in Psychology Member, Association for Child and Adolescent Mental Health Member, Society for Research in Child Development Research Interests: Dr. Roy investigates how early experiences shape verbal/nonverbal abilities, including studies on institutionalized children, socioeconomically deprived populations, and deaf individuals using British Sign Language (BSL). Her work includes developing standardized assessments like the Early Repetition Battery and Early Sociocognitive Battery , with recent focus on dyslexia in deaf children and phonological predictors of communication disorders. Key Article Trends: Recent publications emphasize clinical tools for early ASD detection, cross-linguistic vocabulary adaptation, and swallowing outcomes post-laryngectomy. Collaborations with Shula Chiat, Ros Herman, and James Law drive her research, particularly through Nuffield Foundation and ESRC grants. Students & Grants: Supervised students explore topics like Saudi children's sociocognitive skills, 22q11 deletion syndrome discourse, and socioeconomic effects on phonological awareness. Major grants include Nuffield Foundation funding for deaf literacy research (2010-14) and ESRC projects on early processing skills.

Vivian ForssmanView profile

Adjunct Professor

• Climate Adaptation
• Workforce Development
• Technology-Enabled Teaching
• +4 more

Vivian Forssman is an Adjunct Professor and Program Manager at the Resilience by Design Lab at Royal Roads University , focusing on climate adaptation capacity-building and workforce development. She collaborates with institutions like Natural Resources Canada and Environment and Climate Change Canada.

• Medical Education
• Healthcare Simulation
• Pediatrics
• +6 more

Joseph Lopreiato is a Professor of Pediatrics, Medicine, and Nursing at the Uniformed Services University of the Health Sciences in Bethesda, MD. As the Associate Dean for Simulation Education and Medical Director of the Val G. Hemming Simulation Center , he leads multidisciplinary simulation programs for medical students and military healthcare providers. His 31-year U.S. Navy Medical Corps career included roles as pediatric clerkship director, residency director, and national education leadership positions. Education : B.S. in Biology (Seton Hall University), MD (Georgetown University), MPH (University of Texas), Fellowships at Michigan State University and University of Texas, and a Certificate in Healthcare Modeling and Simulation (Naval Postgraduate School). Research Interests span healthcare simulation , medical education , patient safety , and military medicine , with a focus on simulation-based mastery learning, handoff protocols, and team dynamics in crisis scenarios. His work includes developing standardized assessment tools and AI-driven feedback systems. Scientific Awards include the Ray Helfer Award, American Academy of Pediatrics National Education Award, Walter Tunneson Award, and the John Eisenberg Award. He was honored with the DoD Superior Service Medal and Alpha Omega Alpha induction. Notable Projects include co-developing the I-PASS handoff curriculum, leading simulation research collaborations (e.g., EXPRESS), and innovating in moulage and surgical training for military contexts. He is certified as a Healthcare Simulation Educator by the Society for Simulation in Healthcare.

Amit GoyalView profile

Assistant Professor

• Cardiology
• Internal Medicine
• Medical Education
• +7 more

Amit Goyal, M.D. is an Assistant Professor in the Department of Internal Medicine at UT Southwestern Medical Center and a member of its Division of Cardiology. He is also affiliated with the VA North Texas Healthcare System. Dr. Goyal earned his bachelor’s degree in neuroscience from the University of California, Davis, a master’s degree in clinical research from the University of California, San Diego, and his medical degree there. After completing internal medicine residency at Johns Hopkins Hospital and cardiology training at Cleveland Clinic, he joined UT Southwestern in 2023. Education: B.S. in Neuroscience, UC Davis M.S. in Clinical Research, UC San Diego M.D., UC San Diego Clinical Expertise: Cardiovascular Disease Interventional and Structural Cardiology Internal Medicine Dr. Goyal co-founded CardioNerds , an online educational platform focused on democratizing cardiovascular education, wellness, humanism, and diversity. The platform has launched initiatives like the CardioNerds Academy, Clinical Trials Network, Medical Journalism Program, and Twitter Journal Clubs (#CardsJC), which enhance trainee development and public discourse. His research spans interventional cardiology and digital medical education , with recent work on transcatheter valve therapies, clinical trial equity, and technology-driven learning. Collaborative efforts include partnerships with the American College of Cardiology (ACC), Heart Failure Society of America (HFSA), and Texas Heart Institute.

Anthony KoutsoftasView profile

Associate Professor

• Language and Literacy
• Equitable interventions for diverse populations of learners
• Writing development
• +3 more

Anthony Koutsoftas is an Associate Professor in the Department of Speech-Language Pathology at Seton Hall University's School of Health and Medical Sciences. He directs the Reading, Oral Language and Writing Laboratory (ROW-Lab) and has extensive experience as a speech-language pathologist, including five years with the New York City Department of Education. Dr. Koutsoftas teaches at undergraduate, graduate, and doctoral levels using diverse instructional approaches including collaborative group work, applied projects, real-life clinical examples, and critical analysis of educational policies. Dr. Koutsoftas earned his PhD in Speech and Hearing Sciences from Arizona State University in 2010, with supporting areas of emphasis in Language and Literacy. His dissertation focused on 'A Structural Equation Model of the Writing Process in Sixth Grade Students.' He also holds an MS in Speech-Language Pathology from Teachers College, Columbia University (2001) and a BS in Speech Language Pathology & Audiology from New York University (1999). Dr. Koutsoftas specializes in language and literacy development, with particular focus on writing skills in school-age children. His research examines the relationships among reading, oral language, and writing abilities in children with and without language difficulties. He is particularly interested in equitable interventions for diverse learner populations, classroom-based collaborative interventions, and writing development across the lifespan. The focus and mission of the ROW-Lab is to identify interventions for children at risk for academic failure, with current projects targeting writing skills in students with language-based learning disabilities. Analysis of Dr. Koutsoftas's recent publications reveals a strong focus on writing development in school-age children, particularly those with language-based learning disabilities. His research spans multiple areas including writing assessment, strategy-based instruction, telepractice interventions, and collaborative service delivery models. A consistent theme across his work is the exploration of how oral language abilities relate to reading and writing development. His studies often examine specific writing components such as spelling, noun phrase usage, and written cohesion, with practical applications for school-based interventions. SHMS Health Sciences, Researcher of the Year, Seton Hall University (2021, 2013) Archbishop John J. Myers Outstanding Educator Award in Health Sciences (2017, 2012) Research Training Institute on Cluster-Randomized Trials, Institute of Education Sciences (2018) Clinical Practice Research Institute, American Speech Language Hearing Association (2018) Summer Research Training Institute in Single-Case Research Design and Analysis (2018) Dr. Koutsoftas has secured significant grant funding for his research, most notably a $1.4 million grant from the Institute of Education Sciences for Project WILLD (Writing in Students with Language-based Learning Disabilities). He also co-leads 'Project Write to Learn,' funded by the Office of Special Education Program with $1.23 million. These projects involve collaborations with school districts and focus on developing and evaluating interventions for students with writing difficulties. Dr. Koutsoftas provides educational consulting services to districts, schools, and families regarding the language and literacy needs of students receiving special education services. Dr. Koutsoftas directs the Reading, Oral Language and Writing Laboratory (ROW-Lab) at Seton Hall University, which focuses on studying the development and relationships among reading, oral language, and writing abilities in typical and disordered populations. The ROW-Lab conducts several ongoing projects including Project WILLD, implementation studies of writing interventions, and research on IEP team collaboration. The lab actively collaborates with school districts and involves graduate students in research activities, creating a strong bridge between academic research and clinical practice in school settings.

Iris BerdrowView profile

Professor

• Cross-Cultural Management
• International Education Experiences
• Global Alliances
• +5 more

Iris Berdrow is a tenured Professor in the Management department at Bentley University , where she serves as MBA Director and Faculty Advisor for the Global Impact Internship Program. She earned her MBA and Ph.D. from the Richard Ivey School of Business at the University of Western Ontario, specializing in Organizational Behavior and International Management. Her research focuses on cross-cultural effectiveness , global innovative behavior , and international education experiences , with a particular emphasis on assessing learning outcomes and competency-based education . She has published extensively in journals like MIT Sloan Management Review and Strategic Management Journal , including co-authoring Bases of Competence: Skills for Lifelong Learning and Employability (1998). Research Trends : Her recent work (2023-2025) explores the efficacy of international education experiences, global learning barriers, and innovative teaching tools like the Keystone Catches cultural simulation. Earlier studies (2020s) focused on knowledge transfer in global alliances and leadership frameworks. Service & Leadership : Berdrow has chaired Bentley University's Faculty Senate, directed the Assessing Learning Outcomes initiative, and coordinated the introductory business curriculum. She also leads international travel courses and advises on strategic healthcare management.

Samuel MárquezView profile

Professor

• Craniofacial Anatomy
• Human Evolution
• Primate Anatomy
• +4 more

Samuel Márquez is a Professor in the Departments of Cell Biology and Otolaryngology at SUNY Downstate Health Sciences University. He serves as Co-Director of Anatomy for the College of Medicine and Director of Anatomy for the School of Health Professions, while also overseeing the Anatomical Donor Program. His academic leadership extends to committee roles including the Admissions Committee, Dean’s Council, and Chair of the Committee on Academic & Professional Qualifications (CAPQ). Dr. Márquez is a functional craniofacial comparative anatomist specializing in the evolution of the nose, paranasal sinuses, and nasopharynx, with direct clinical applications for sinusitis. His research employs gross dissection, morphometrics, and advanced CT/MR imaging to analyze living and extinct primates and mammals. Key research themes include: Evolutionary adaptations of upper respiratory structures in hominins, great apes, and terrestrial mammals Clinical correlations for sinusitis diagnostics and therapeutics Developmental patterns influencing otitis media susceptibility Paleoanthropological investigations of Neanderthal and Homo erectus specimens Collaborations span globally with institutions like Johns Hopkins, Icahn School of Medicine, and international researchers in France, Switzerland, and Spain. His publication record reflects interdisciplinary work across anatomy, evolution, and clinical medicine. Recent articles (2021-2022) focus on 3D sinus development, nasopharyngeal evolution, Pleistocene hominin morphology, and vascular anatomy for surgical planning. Earlier landmark studies established Neanderthal respiratory adaptations and Egyptian mummy sinus analysis. Research is funded by NSF and NIH grants. Awards recognizing his contributions include: Special Partner in Medical Education Award (Mount Sinai, 2007) Best Paper Award in Anatomical Record (2008) Center of Anatomy and Functional Morphology’s Excellence in Medical Education Award Dedication Service and Mentorship Recognition Award (2019) As an educator, Dr. Márquez has mentored over 215 medical students and 9 allied health students, resulting in conference presentations and publications. He pioneered Dyad Pedagogy in anatomy instruction and directs outreach programs for underrepresented students. He secured American Association for Anatomy grants (2010, 2012) for educational initiatives reaching high school to postgraduate learners. His laboratory provides hands-on anatomical training disrupted during COVID-19.

• Educational Data Mining
• Learning Analytics
• Cognitive Psychology
• +5 more

Caitlin Mills is an Assistant Professor in the Department of Educational Psychology at the University of Minnesota's College of Education and Human Development. She also maintains affiliations with the University of Southern California's Keck School of Medicine (Division of Bioinformatics) and Harvard Medical School. Her research bridges educational psychology, cognitive science, and learning analytics. Her primary research interests focus on mind wandering detection during learning , educational data mining , learning analytics , and eye tracking technologies for educational purposes. She investigates how cognitive processes like attention, task-unrelated thoughts, and comprehension can be measured and enhanced through technological interventions. Her work increasingly addresses neurodivergent learners and inclusive educational technologies. Analysis of her recent publications shows a strong trend toward developing non-invasive methods for monitoring cognitive states during learning, particularly through webcam-based eye tracking and keystroke analysis. Her research spans multiple domains including virtual reality learning environments, automotive safety interfaces, and language-based cognitive assessment. She has made significant contributions to understanding how mind wandering impacts learning outcomes across diverse populations. Mills has served as co-editor for the Proceedings of the International Conference on Educational Data Mining (EDM 2025) and regularly publishes in top venues including the Journal of Learning Analytics (LAK), Educational Data Mining (EDM), and Cognitive Science. Her collaborative work includes major projects with researchers from USC, Harvard, and other institutions, focusing on developing technologies that can detect and respond to learners' cognitive states in real-time to improve educational outcomes. She has developed innovative approaches to measuring attentional states during learning tasks using various physiological and behavioral metrics.

Yael Grushka-CockayneView profile

Professor

• Data Science
• Forecasting
• Project Management
• +4 more

Professor Yael Grushka-Cockayne is a faculty member at the University of Virginia's Darden School of Business. Her academic career spans research and teaching in Data Science, Forecasting, Project Management , and Behavioral Decision-Making . She holds degrees from Ben-Gurion University (B.Sc.), London School of Economics (M.Sc.), and London Business School (Ph.D., M.Res.). Current affiliations: Darden School of Business (University of Virginia) Academic rank: Professor Professional memberships: INFORMS, Decision Analysis Society, Operational Research Society, Project Management Institute (PMI) Her research focuses on data-driven decision-making , project scheduling , and forecasting methodologies . Recent publications emphasize AI applications in business coding and technical decision frameworks . She has authored influential studies on ensemble forecasting , quantile evaluation , and behavioral biases in project planning . Key trends in her recent work (2023-2024) include: AI integration in business coding and software development Technical decision economics and resource allocation Project management methodology innovation Behavioral aspects of software development and digital transformation Scientific recognition includes: Darden Morton Leadership Faculty Award (2011) Mead-Colley Award (2012) Darden Outstanding Faculty Award (2013, 2022) University of Virginia All University Teaching Award (2015) Multiple Transformational Faculty Awards (2024, 2025) She leads executive education programs like AI Essentials for Government Leaders and has developed digital learning platforms such as the Coursera MOOC Fundamentals of Project Planning and Management (350,000+ learners). As associate editor at Management Science and Operations Research , she shapes academic discourse in decision analysis and operations management.

• Special Education
• Reading Interventions
• Dropout Prevention
• +4 more

Nicole Pyle serves as Associate Professor and Director of Graduate Studies at the School of Teacher Education & Leadership within Utah State University's Emma Eccles Jones College of Education and Human Services. Her office is located in EDUC 392 at 2805 Old Main Hill, Logan, UT 84322, where she oversees graduate programs and conducts research in educational interventions. Her research centers on evidence-based practices for vulnerable student populations, with primary focus on special education methodologies, reading comprehension strategies for secondary learners, and systemic dropout prevention frameworks. She investigates behavioral intervention protocols for adult educators, peer-mediated academic support systems for English language learners, and risk factor analysis for incarcerated youth. Her work bridges theoretical research with practical classroom applications, emphasizing teacher training efficacy and inclusive educational design for diverse learners including adolescents with learning disabilities and institutionalized juveniles. Analysis of her 15 most recent publications reveals consistent methodological rigor through systematic reviews and meta-analyses spanning literacy interventions, juvenile justice education, and teacher development. Recurring themes include Project GOAL's dropout prevention model, expository text structure comprehension techniques, and culturally responsive strategies addressing model-minority stereotypes. Her scholarship demonstrates longitudinal commitment to translating research into actionable practices for at-risk secondary students across correctional, mainstream, and adult education settings. No scientific awards were documented in the source materials. While her role as Director of Graduate Studies implies student mentorship responsibilities, specific advisees or grant funding details were not provided in the available information. Research team composition and laboratory facilities were not specified in the institutional records examined.