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George ExarchakosView profile

Assistant Professor

• P2P Computing
• Data Mining
• Machine Learning
• +4 more

George Exarchakos is an Assistant Professor in the Department of Electrical Engineering at Eindhoven University of Technology (TU/e), affiliated with the EAISI High Tech Systems and the Center for Wireless Technology. His research focuses on P2P computing, data mining, machine learning, network optimization, and swarm intelligence. He holds an MSc in Advanced Computing from Imperial College London and a PhD in P2P Computing from the University of Surrey (2008). Prior to his current role, he conducted postdoctoral research on autonomous networks at TU/e before becoming an Assistant Professor in 2011. Key projects include HiCONNECTS: Heterogeneous Integration for Connectivity and Sustainability (2023–2025) and RHIADA: Reliable Hybrid Intra Aircraft Datanetwork Architectures (2021–2025). His work contributes to UN Sustainable Development Goals related to innovation and infrastructure (Goal 9). Research interests span predictive networks, gossip protocols, overlay networks, and network complexity. Notable publications include studies on beyond-5G networks, avionics communication protocols, and edge computing resource management.

Michael PhillipsView profile

Associate Professor

• Educational Technology
• Teacher Education
• Digital Transformation in Education
• +3 more

Michael Phillips is an Associate Professor of Digital Transformation in the Faculty of Education at Monash University. His research focuses on how expert teachers integrate educational technologies into their practice, with a particular emphasis on decision-making processes in technology-rich environments. He has led international projects, including a UNESCO initiative involving 11 countries. His work has been recognized with awards such as the Dean’s Award for Excellence in Teaching (2015) and the Monash Postgraduate Association Lecturer of the Year Award (2016). Phillips holds a PhD in Education from Monash University (2014). His research spans educational technology, teacher professional development, and feedback mechanisms in higher education. He has authored multiple books and peer-reviewed articles, including works on TPACK (Technological Pedagogical Content Knowledge) and digital feedback strategies. He serves as an Associate Editor for the Australasian Journal of Technology in Education and has contributed to policy discussions through media appearances and keynote lectures. His teaching focuses on ICT integration in education, with notable student evaluations placing him in the top 5.6% of Monash educators. Notable grants include the Feedback for Learning project (OLT Innovation Fund, $280,000) and initiatives exploring augmented reality in education. Phillips advises on teacher education technology competencies and collaborates globally on educational innovation.

Christiane WoopenView profile

Professor

• Medical Ethics
• Bioethics
• Health Policy
• +3 more

Prof. Dr. Christiane Woopen is a Professor at the University of Bonn's Medical Faculty, leading the establishment of the Center for Life Ethics. Formerly, she was Managing Director of ceres (Cologne Center for Ethics, Rights, Economics, and Social Sciences of Health) and Chair of the German Ethics Council. She holds academic memberships in prominent institutions like Academia Europaea and the Berlin-Brandenburg Academy of Sciences. Her research focuses on medical ethics, bioethics, and healthcare policy, with emphasis on aging societies, health literacy, and neuroethics. Notable awards include the Federal Cross of Merit 1st Class (2017). Her work spans international advisory roles, including the European Group on Ethics in Science and New Technologies. She has authored over 200 publications across ethics, health policy, and biomedical research, emphasizing interdisciplinary approaches to ethical challenges in modern medicine. Education: MD from University of Bonn (1993), Philosophy studies at Universities of Bonn and Hagen (1982–1988). Key Roles: Chair of German Ethics Council (2012–2016), Member of UNESCO's International Bioethics Committee, Co-spokesperson of Germany's Data Ethics Commission. Research Themes: Ethical dimensions of healthcare innovation, personalized medicine, pandemic ethics, and societal aging. Her contributions include pioneering frameworks for outcome assessment in deep brain stimulation and advocating for ethical digital health practices. Ongoing work addresses challenges in predictive medicine and genomic editing governance.

• Education Policy
• Equity in Education
• Research Methods
• +3 more

Professor Stephen Gorard is a leading academic in education and public policy at Durham University, serving as Director of the Durham University Evidence Centre for Education (DECE) and holding a Professorship in the School of Education. He is also a Fellow of the Wolfson Research Institute for Health and Wellbeing and has held senior roles at Cardiff, York, and Birmingham universities. His work focuses on equitable and effective education evaluation, with over £20 million in external funding and extensive advisory roles in government and international bodies. Education: Bachelor's in Psychology with Statistics (University College London) PGCE in Mathematics and Computing (University of London Institute of Education) Masters in Education Management (Cardiff University) PhD in Social Sciences (Cardiff University) Research Interests: Equity and effectiveness in lifelong education, robust research methods, evidence-based policy, and addressing educational disadvantage through interventions like contextual admissions and Pupil Premium analysis. His work bridges theory and practice, emphasizing rigorous methodologies and policy impact. Publications & Awards: Over 1,000 books and papers, including landmark studies like Creating a Learning Society . Recognized with awards such as the Emerald Literati Prize and Society of Educational Studies Book Prize. His 2018 article on grammar schools remains the most downloaded in its journal. Grants & Advisory Roles: Advisor to UK government departments, the EU Horizon 2020 program, and international agencies. Led projects on teacher shortages, educational equity, and systemic reforms. His grants include funding from ESRC, British Academy, and international bodies like Kazakhstan's National Center for Science. Labs/Teams: Director of DECE, a hub for evidence-based education policy research. Collaborates globally on projects like the International Approach to Developing Early Career Researchers .

Chandrika DevarakondaView profile

Associate Professor

• Inclusion and Diversity in Early Childhood Education
• Social Justice and Equity in Education
• Child Psychosocial Frameworks
• +4 more

Chandrika Devarakonda is an Associate Professor at the University of Chester, UK, within the Faculty of Arts, Humanities and Social Sciences. Her academic role includes teaching undergraduate and postgraduate modules on inclusion, international early childhood perspectives, leadership, and work-based learning. She co-chairs the Research Development Community (RDC) on Social Justice, Equity, and Diversity at the Association for Teacher Education in Europe (ATEE). She has delivered keynote speeches globally and supervised doctoral students, including Commonwealth Scholar Dr. Krishna Duhan. Her research focuses on inclusion, diversity, and social justice in early childhood education, with a particular emphasis on cultural contexts and policy analysis. Education: BSc, Sri Padmavathi College, Tirupati, India (1981–1984) MSc, Sri Venkateswara University, Tirupati, India (1984–1987) MPhil, Sri Venkateswara University, Tirupati, India (1987–1989) PhD, University of Manchester, UK (1998–2005) SFHEA (Senior Fellow of the Higher Education Academy, 2018–2019) Research Interests: Chandrika’s work examines inclusion, diversity, and equity in early childhood education through a global lens. She investigates cultural and structural barriers to inclusion, migrant children’s roles as linguistic/cultural brokers, and the impact of policies on marginalized groups. Her research also explores ethical practices in child-centered research and post-pandemic parent empowerment strategies. Professional Contributions: She serves on the scientific committees of European organizations, reviews for journals like Power and Education and European Early Childhood Education Research Journal , and leads the Early Years, Children, and Families Research Interest Group at her university. Her funded projects include initiatives to support early years recovery post-Covid (Department for Education grants, 2022). Teaching Collaboration: She collaborates with institutions like the University of North Florida and Susquehanna University (USA) to organize international placements for early childhood students.

Margaret KerrView profile

Associate Professor

• Parental Emotional Experiences
• Parental Burnout
• Anti-Racist Parenting
• +4 more

Margaret Kerr is an Associate Professor of Human Development & Family Studies at the University of Wisconsin-Madison School of Human Ecology. Her work focuses on parental emotional experiences, societal expectations of parenthood, and promoting equity through anti-racist parenting practices. She holds affiliations with the Human Development & Relationships Institute and the Institute for Research on Poverty. Education : PhD and MA in Positive Developmental Psychology from Claremont Graduate University; BS in Psychology from Michigan State University. Research Interests : Dr. Kerr explores factors influencing parental burnout, family resiliency, and anti-racist education for children. Her work emphasizes real-time parental emotions and systemic inequities in parenting norms. She develops interventions to support marginalized families and reduce societal pressures on parents. Key Research Themes : Recent studies examine pandemic impacts on parenting, fatherhood experiences, media use in families, and interventions for incarcerated parents' children. Awards & Media : Featured in Wisconsin Public Radio, The Economist, and Fatherly magazine. No formal awards listed but actively engages in public discourse on parenting challenges. Grants & Outreach : Leads initiatives like the Wisconsin Statewide Fatherhood Needs Assessment and the Anywhere Dads podcast. Co-developed a preschool reading curriculum promoting race-conscious conversations in white families. Labs/Teams : Collaborates with interdisciplinary teams at UW-Madison’s Division of Extension and the Institute for Research on Poverty to advance family-centered policies.

Andrea BoggioView profile

Professor

• Science and Technology Policy
• Law and Ethics of Biosciences
• Science Diplomacy
• +4 more

Andrea Boggio serves as Professor of Legal Studies in Bryant University's College of Arts and Sciences, Department of History and Social Sciences, teaching graduate and undergraduate courses in business law, health law, and international law. He is currently on sabbatical for 2025-26 as Fulbright-Lund University Distinguished Scholar in Public International Law at Sweden's Lund University, fostering US-Sweden human rights research collaboration. His academic credentials include: JSD, Stanford Law School JSM, Stanford Law School LLD, Università Cattolica del Sacro Cuore, Italy Professor Boggio's research pioneers the human right to science framework, examining legal-ethical dimensions of biosciences through lenses of science diplomacy, innovation policy, and global health governance. His seminal 2024 Oxford University Press book The Human Right to Science: History, Development and Normative Content establishes foundational principles for applying human rights law to emerging technologies. Current work investigates gene editing regulation, biobank governance, and scientific freedom during global health emergencies, emphasizing transnational policy coherence and equitable benefit-sharing mechanisms. Analysis of his recent publications reveals a critical trajectory connecting international human rights instruments with contemporary scientific challenges, particularly in biotechnology regulation where he advocates for human rights-based approaches over purely ethical frameworks. His scholarship demonstrates increasing focus on operationalizing the right to science through indicator development and model legislation. Key recognitions include: Santander Faculty Research Collaboration Award (2017) Fulbright-Lund University Distinguished Scholar (2025-26) Multiple MERIT Awards (2009-2015) Summer Research Stipends (2013-2015) As Associate Editor of Human Reproduction (European Society of Human Reproduction publication) and Journal of Legal Studies Education , he shapes scholarly discourse while serving on the Massachusetts Science & Technology Policy Fellowship Advisory Board, College Board's CLEP Business Law Committee, and as GESDA Foundation consultant. A New York Bar member, he maintains active legal practice alongside academia. His Faculty Fellowship at Bryant's Center for Health and Behavioral Sciences drives interdisciplinary integration of legal perspectives into health sciences research, particularly through science diplomacy initiatives examining how human rights frameworks can guide international scientific collaboration during geopolitical tensions.

Mary C. BurkeView profile

Professor

• Minority Mental Health
• Gender-Based Violence
• Trauma Psychology
• +4 more

Mary C. Burke is a Professor at Carlow University in Pittsburgh, Pennsylvania, affiliated with the Doctoral Program in Counseling Psychology, the Master of Psychology Program, and Undergraduate Criminology. She founded the Social Impact Institute (formerly the Project to End Human Trafficking) in 2004. PhD in Counseling Psychology, University of Memphis (2002) MSEd in Counseling, Old Dominion University (1998) BS in Counseling and Psychology, Old Dominion University (1997) Her research focuses on minority mental health in oppressive systems, gender-based violence, trauma, and human trafficking. She collaborates internationally in Uganda on gender-based violence prevention and survivor support programs, and co-facilitates a Special Needs Study Abroad program in Ireland. Her publications address human trafficking dynamics, trauma treatment, and interdisciplinary approaches. Key collaborations include Kisubi University College (Uganda) and Advocacy for Vulnerable Children’s Rights. Pittsburgh Magazine – Best Professors (2014) FBI – Director’s Community Leadership Award (2014) AAUW – Public Policy Impact Award (2013) Carlow University – Dorothy Weber Cochran Award (2012) Zonta International – Woman of the Year (2008) She has advised graduate and doctoral students in international projects and contributed to legislative reforms in Pennsylvania and Virginia.

Kendal C. BoydView profile

Professor

• Psychology of Religion and Spirituality
• Cognitive Behavior Therapy
• Clinical Psychology
• +3 more

Kendal C. Boyd is a Professor of Psychology and Associate Chair of the Department of Psychology at Loma Linda University's School of Behavioral Health. They serve as Director of Clinical Training for the PsyD Program and hold a PhD in Psychology (Fuller Graduate School of Psychology, 1999) and MA in Theology (Fuller Theological Seminary, 1998). Research focuses on the psychology of religion/spirituality and cognitive behavior therapy. Key areas include nurse spirituality during crises, workplace sanctification effects on employment outcomes, and empirical studies on empathy in healthcare settings. Presentation topics include training LGBTQ+ psychologists in faith-based programs, compassionate love in therapy, and biopsychosocial-spiritual frameworks. Active in peer review for the Western Psychological Association and APA conferences. Community roles include leadership in local youth sports organizations and Seventh-day Adventist Church governance.

Michael HerschelmannView profile

Professor

• Child Protection
• Prevention of Sexual Violence
• Rural Social Work
• +4 more

Prof. Dr. Michael Herschelmann is a Professor for Social Work with a focus on Methods and Action Concepts at the University of Applied Sciences Emden/Leer. He holds a Doctorate in Philosophy and is a Diplom-Pädagoge in Social Work/Social Pedagogy. His primary affiliations include the Social Work and Health faculty, where he has served as Dean (2020-2022) and currently chairs the Practical Training Commission. His research emphasizes child protection in rural areas, prevention of sexual violence against children and youth, gender studies, and methodological innovations in social work. Notable projects include the EU-funded GenderSAFE initiative addressing gender-based violence in academia and comparative studies between German-Russian child protection systems. He actively collaborates with institutions like the Niedersachsen Kinderschutz Centers and the Stiftung Kinderschutz im Zentrum. Prof. Herschelmann’s teaching spans methodological social work practice, child protection diagnostics, and youth welfare policy. He leads projects exploring TikTok’s role in child protection, bystander intervention programs, and rural community engagement strategies. His work bridges academic research with practical implementation through participatory methods and policy advocacy. Awards and recognitions are not explicitly listed, though his extensive publication record and leadership roles highlight sustained professional impact. He advises numerous institutional bodies including accreditation processes and ethical oversight committees, underscoring his commitment to institutional integrity and student welfare.

Daniel LaumannView profile

Researcher

• Physics Education
• Science Education
• Educational Technology
• +4 more

Dr. Daniel Laumann is a faculty member at the University of Münster, affiliated with the Department of Physics within the Faculty of Mathematics and Natural Sciences. His primary research focuses on physics education innovation, particularly the integration of digital tools and technologies into teaching. He has actively contributed to advancing methodologies such as augmented reality (AR) and mixed reality (MR) in laboratory settings, mobile learning strategies, and interdisciplinary approaches combining physics with art. His work emphasizes enhancing student engagement through interactive simulations, BYOD (Bring Your Own Device) initiatives, and conceptual understanding in magnetism and optics. Dr. Laumann has published extensively in journals like Physics Education , Journal of Science Education and Technology , and Frontiers in Education , reflecting his commitment to evidence-based pedagogy. He collaborates widely with colleagues in physics education, psychology, and engineering to design effective learning environments. Education: While specific academic degrees aren’t listed in the text, his title 'Dr.' indicates a PhD in Physics or a related field. Research Interests: His work spans educational technology (e.g., AR for polarization experiments), mobile device integration in STEM education, and cognitive aspects of learning (e.g., empathizing/systemizing traits in students). He also explores interdisciplinary projects linking physics principles with artistic light installations, aiming to broaden public engagement with science. Key Projects: Leading initiatives like the MiReQu project (Mixed Reality Learning Environments for Quantum Technologies) and studies on BYOD impacts in classrooms. He co-developed tools such as the Light Spectrum Analyzer app and smartphone-based magnification devices. Grants & Awards: No specific grants or awards are mentioned in the provided texts. Labs/Teams: Actively involved in the Physics Education Research Group at the University of Münster, collaborating with institutions like the Deutsche Physikalische Gesellschaft (DPG) on curriculum development and innovation.

• Digital Health
• Children and Young People's Nursing
• Virtual Reality in Healthcare Education
• +7 more

Dr. Heidi Singleton is a Senior Lecturer in Children and Young People’s Nursing at Bournemouth University’s Faculty of Health and Social Sciences. She specializes in Digital Health, Virtual Reality applications in nursing education, and dermatological care. Her research focuses on improving healthcare outcomes for children through innovative technologies like VR simulations for training and symptom management. Programme Lead for Children and Young People’s Nursing Programme National Selection Committee Member for the NIHR Undergraduate Student Internship Programme Education Background: PhD: Virtual Technologies in Nurse Education (Bournemouth University, 2020) MSc: Education (2015) BSc (Hons) in Children’s Nursing (University of Surrey, 2001) Research Interests: Her work integrates digital health solutions with clinical practice, particularly in managing conditions like eczema through VR-based interventions. She leads projects like the 'Eczema Igloo'—a VR tool to distract children from itch—supported by HEIF funds. Her methodological contributions include pairing Critical Realism with PLS-SEM for evaluating VR’s educational impact. Key Contributions: Heidi has published extensively on VR in nursing education and dermatology, including Cochrane Reviews on eczema interventions. Her funded projects address skin cancer detection models and pediatric mental health simulations. She is a Fellow of the Higher Education Academy and has received awards for research and teaching innovation. Grants and Advising: PI: £39K HEIF Project on the Eczema Igloo Supervisor of 4 PhD students focusing on nursing education, skin cancer, and mental health Led collaborative efforts with experts in computer science, dermatology, and education to develop immersive technologies for healthcare training and patient care.

Jessica SwensonView profile

Assistant Professor

• Engineering Education
• Undergraduate Engineering Pedagogy
• Epistemological Framing
• +4 more

Jessica Swenson is an Assistant Professor in the Department of Engineering Education at the University at Buffalo's School of Engineering and Applied Sciences. Her work focuses on engineering education methodologies, particularly in undergraduate conceptual knowledge development, Learning Assistant programs, and fostering inclusive environments for women and multilingual learners in engineering. She holds a PhD in Mechanical Engineering from Tufts University (2018), an MS in STEM Education, and a BS in Mechanical Engineering from Northwestern University (2010). Education: PhD, Mechanical Engineering, Tufts University, 2018 MS, Science, Technology, Engineering and Mathematics Education, Tufts University, 2013 BS, Mechanical Engineering, Northwestern University, 2010 Research Interests: Jessica explores engineering design processes, epistemological framing in student learning, and how affect and identity influence academic trajectories. Her work emphasizes equitable pedagogies for multilingual learners, team dynamics in design projects, and the role of power structures in stakeholder interactions. She investigates how open-ended problems and scaffolding techniques impact problem-solving skills and engineering judgment development. Key Themes in Publications: Recent work highlights the interplay between affect and identity in first-year engineering students, strategies for multilingual learners in K-12 settings, and the role of team accomplishment in fostering belongingness. She also examines how flexible classroom spaces and maker environments influence student engagement and identity formation. Awards & Grants: No awards explicitly listed. Current research initiatives focus on NSF-funded projects related to engineering education equity and pedagogical innovation. Labs & Teams: Engaged in interdisciplinary collaborations with aviation museums and pre-service teacher networks to develop authentic engineering assessments and inclusive curriculum designs.

Eric LiberdaView profile

Professor

• Toxicology
• Pandemic Planning
• Inhalation Exposures
• +3 more

Eric Liberda is an Interim Co-Director and Professor at the School of Occupational and Public Health, part of the Faculty of Community Services at Toronto Metropolitan University. He holds a doctorate in Environmental Medicine from New York University School of Medicine. His expertise spans Toxicology, Pandemic Planning, Inhalation Exposures, and Risk Assessment. Dr. Liberda’s research focuses on protecting Indigenous communities in Canada and globally from environmental health threats, particularly through community-driven initiatives like land-based programs and food security projects. He actively collaborates with organizations such as the Society of Toxicology and the Society of Environmental Toxicology and Chemistry. His work emphasizes innovative solutions to environmental contamination, pandemic preparedness, and the integration of traditional knowledge with modern science. Notable projects include assessing methylmercury risks in Indigenous diets, developing opioid treatment programs, and addressing water policy gaps in Indigenous regions. Dr. Liberda is committed to advancing public health equity through interdisciplinary approaches, leveraging technologies like machine learning and AR/VR to enhance risk communication and community engagement.

• Refugee Resettlement
• Mental Health
• Social Work Education
• +5 more

Dr. Diane B. Mitschke is a Professor and former Associate Dean of Academic and Student Affairs at the University of Texas at Arlington's School of Social Work. She holds a PhD in Social Work from the University of Hawaii System, an MSW from the University of Michigan, and a BSW from the University of Texas at Austin. Her academic career includes roles as Director of Graduate Programs and Master of Social Work Program Director. Education: PhD (2006), MSW (2001), BSW (2000) Licensures: Licensed Master Social Worker (2023–2026), Specialist in Aging Certificate (2001) Her research focuses on refugee resettlement, mental health interventions, and cultural integration. Notable projects include evaluations of teen pregnancy prevention programs (Crossroads) and studies on refugee mental health. She has secured over $1.5M in grants for initiatives like Project Match Made in Schools (2019–2021) and Refugee Mental Health Comparisons (2012–2013). Awards include the Academy of Distinguished Teachers (2021) and President's Award for Excellence in Teaching (2020). Her pedagogy innovations include virtual peer mentoring during the pandemic and the Ecological Devastation Bus Tour for environmental social work education. Teaching: Courses on diverse populations, human behavior, and social work practice Service: Leadership roles in university committees, NASW Texas, and refugee advocacy groups She advises over 30 graduate students and collaborates with interdisciplinary teams on projects addressing health disparities and resettlement challenges.