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Joseph RenzulliView profile

Professor

• Educational Psychology
• Gifted Education
• Creativity
• +3 more

Joseph Renzulli is the University of Connecticut Board of Trustees Distinguished Professor of Educational Psychology at the Neag School of Education. He is a global leader in gifted education, recognized by the American Psychological Association as one of the 25 most influential psychologists. His pioneering work includes the Three-Ring Conception of Giftedness, Enrichment Triad Model, and curriculum compacting. He has secured over $50 million in grants and co-founded the Confratute Program and UConn Mentor Connection. Educational Background: BA, Rowan University M.Ed., Rutgers University Ed.D., University of Virginia Research Interests: His work focuses on creativity, talent development, and equitable access to gifted programs. He advocates for 'Enrichment-Based Differentiation' to engage all students, particularly marginalized populations. Recent initiatives include an AI-driven personalized learning platform and the Hartford Gifted and Talented Academy. Awards & Recognition: 2009 Harold W. McGraw, Jr. Prize in Education Consultant to the White House Task Force on Gifted Education Named among APA's Top 25 Psychologists Advising & Impact: Mentor Connection program connects >35,000 teachers worldwide Authored 500+ publications (many translated internationally) Developed assessment tools like the Scales for Rating Behavioral Characteristics of Superior Students Labs/Initiatives: Joseph S. Renzulli Gifted and Talented Academy (Hartford) Schoolwide Enrichment Model (SEM) global implementation Technology-based learning profiles matching student strengths to resources

Daniel BurkeyView profile

Associate Professor

• Engineering Education
• Ethics Education
• Game-Based Learning
• +3 more

Daniel Burkey is an Associate Professor and Associate Dean for Undergraduate Education and Diversity at the University of Connecticut (UConn) College of Engineering. He holds the Castleman Term Professorship in Engineering Innovation. His academic background includes a Ph.D. in Chemical Engineering from MIT (2003), an M.S. from MIT (2000), a B.S.E. from Lehigh University (1998), and an M.A.Ed. in Educational Psychology from UConn (2023). His research focuses on engineering education ethics, game-based learning, and process safety. Notable projects include developing immersive training environments for process safety decision-making and creating card games to enhance ethical awareness among engineering students. He also investigates chemical vapor deposition techniques for membrane distillation applications. Burkey has served as Director of the AIChE Education Division (2017-2023) and on the Chemical Engineering Education publication board (2018-2021). His awards include the David Himmelblau Award (2023) and multiple recognitions for teaching excellence. Current research group members include Ph.D. students Arpita Kurdekar and Tori Wagner. Former advisees hold academic and industrial roles, such as Courtney Pfluger (Northeastern University) and Landon Bassett (UConn STEM Coach). His work blends educational innovation with technical research, emphasizing student engagement and ethical development through novel pedagogical approaches.

Kimi Kondo-BrownView profile

Professor

• Japanese as a Heritage Language
• Curriculum & Assessment
• Second Language Studies
• +3 more

Dr. Kimi Kondo-Brown is a Professor and Associate Dean for Academic Affairs at the University of Hawaiʻi at Mānoa . She holds affiliations in the Department of East Asian Languages and Literatures (Japanese BA, MA, PhD programs) and serves as Cooperating Graduate Faculty in the Department of Second Language Studies (PhD in SLS). Her research focuses on Japanese as a Heritage Language , language assessment , and curriculum development . Education: PhD in Education (UHM), MA in Linguistics (University of Utah). She leads initiatives in heritage language education, publishing widely on language testing, curriculum design, and multilingual education. Key works include Japanese as a Heritage Language (Cambridge 2024) and Introduction to Assessment for Japanese Teachers (reprinted 2022). She directs assessment institutes and collaborates with international scholars like Emeritus Prof. James Brown. Research emphasizes heritage language maintenance and post-pandemic language testing . She co-edits peer-reviewed volumes on assessment modules and serves on editorial boards. Her work bridges theoretical linguistics with practical pedagogy, addressing needs of heritage speakers and global language learners. Grants and awards include contributions to the National Foreign Languages Resource Center. She advises on curriculum alignment and assessment frameworks, with a focus on equity in language education. Her legacy includes over 30 publications and 25 years of teaching Japanese and SLA methodologies.

• Educational Technology
• Digital Pedagogy
• Teacher Education
• +3 more

Dr. Enda Donlon is an Associate Professor at Dublin City University's School of STEM Education, Innovation & Global Studies, part of the DCU Institute of Education. He specializes in ICT integration in education, digital technologies for teacher training, and AI in education. As APF leader for the AI and Emerging Technologies strand of DCU's Doctor of Education Programme, he drives innovation in educational technology. His professional roles include former presidency of the Educational Studies Association of Ireland (ESAI) and governance roles in European educational research bodies like EERA. Research interests focus on digital pedagogy, teacher professional development, and the ethical implications of emerging technologies in education. He has received prestigious awards including the DCU President’s Award for Innovation (2014) and Excellence in Teaching (2021 team award). Enda contributes to academic governance through editorial roles in journals like International Journal of Educational Technology in Higher Education and Irish Educational Studies . His work bridges theory and practice, exploring topics such as cybersecurity professionals’ learning needs, pandemic-era academic collaboration, and AI’s role in reshaping educational landscapes. Ongoing projects include frameworks for computational thinking education and virtual/augmented reality applications in teacher training.

Mari Ann GrahamView profile

Associate Professor

• Social Work Ethics
• Diversity and Inclusion in Education
• Spirituality in Social Work
• +3 more

Mari Ann Graham is an Associate Professor and former MSW Program Director at St. Catherine University since 2019. She holds a PhD in Social Welfare (Case Western Reserve University, 1999), MSW (University of Nebraska-Omaha, 1983), and BSW (University of Nebraska-Omaha, 1979). Her career spans over 35 years in academia, including 25 years at the joint University of St. Thomas program. She specializes in integrating ethics, diversity, spirituality, and applied research into social work education. Education: PhD in Social Welfare, Case Western Reserve University, 1999 MSW, University of Nebraska-Omaha, 1983 BSW, University of Nebraska-Omaha, 1979 Research Interests: Graham focuses on ethical practice, diversity/inclusion pedagogy, spirituality in social work, and integrative teaching methods. She emphasizes practical application through workshops, literature-based learning, and visual media. Her work includes developing ethical frameworks for addressing systemic biases and fostering inclusive educational environments. Publications: Her scholarship bridges theory and practice, with recent works addressing ethical inclusion, race dialogues, and innovative research methods. Earlier contributions include foundational texts on teaching social work through group dynamics and spirituality integration. Awards/Grants: None explicitly mentioned in text. Labs/Teams: Co-developed the Doctor of Social Work (DSW) program at the joint University of St. Thomas program and contributed to interdisciplinary collaborations like the Arbinger Institute’s spirituality work.

Shruti DeshpandeView profile

Associate Professor

• Audiology
• Hearing Health Services
• Social Justice in Healthcare
• +5 more

Dr. Shruti Deshpande serves as an Associate Professor and Vincentian Research Fellow in the Department of Communication Sciences and Disorders at St. John's College of Liberal Arts and Sciences, St. John's University. She also holds the leadership position of Director of the Doctor of Audiology Program and was named an ASHA Innovator in 2024. Dr. Deshpande is actively involved in the American Speech-Language-Hearing Association as a board member of the Multicultural Issues Board (2023-2025) and serves as a subject matter expert for the ASHA Practice Portal in Audiology. Her research focuses at the intersection of audiology and social justice, particularly on accessible and affordable hearing health services for diverse and vulnerable populations. Dr. Deshpande has pioneered community-based research approaches, developing innovative service-learning models that address hearing health disparities. Her work emphasizes cultural competence and aims to increase awareness of audiology as a profession among ethnically diverse adolescents through educational interventions. Analysis of Dr. Deshpande's publication record reveals consistent focus on health equity in audiology, with significant attention to representation in clinical research, social media's role in health information dissemination, and innovative approaches to hearing healthcare delivery. Her work spans multiple subfields including tinnitus research, central auditory processing disorders, electrophysiology, pediatric audiology, and cross-cultural assessment tools. ASHA Innovator (2024) Vincentian Research Fellow Faculty Excellence Award in Community-Based Outcomes and Poverty Research (2022) Multiple Faculty Recognition Awards for Excellence in Research & Scholarship (2017, 2019, 2020, 2021) Values and Inclusion Program Honoree (2020-21) Excellence in Teaching Award from National Society of Leadership and Success (2018) Dr. Deshpande has successfully mentored numerous undergraduate and graduate students, with many serving as co-authors on peer-reviewed publications and presenting at conferences. Her grant portfolio demonstrates significant external funding support, including awards from the Faculty Research Consortium, ASHA's Advancing Academic-Research Careers Award, HearX Group, and multiple internal university grants totaling over $25,000. Her current projects focus on hearing health access for diverse communities, community-based hearing assessment approaches, and innovative teaching methods that integrate technology with service learning. As Director of the Doctor of Audiology Program, Dr. Deshpande oversees a robust curriculum that includes specialized courses in Central Auditory Processing Disorder, Electrophysiology, Pediatric Audiology, and Hearing Science. Her community engagement extends beyond the classroom through partnerships with Liberty Partnership Program and other initiatives aimed at increasing awareness of hearing health and audiology careers among underserved populations.

Stephanie Grote-GarciaView profile

Professor

• Literacy Education
• Science of Reading
• Teacher Preparation
• +3 more

Dr. Stephanie Grote-Garcia is a Professor at the University of the Incarnate Word (UIW), specializing in literacy education. She previously served as a Visiting Professor at Texas A&M University-Corpus Christi (2009-2010) and held roles as an Elementary Reading Specialist and Dyslexia Coordinator in Texas public schools. Her leadership includes co-founding the Texas Literacy Collaborative for Educator Preparation (TXLCEP) and serving as past-president of the Specialized Literacy Professionals. Education: Ph.D. in Curriculum and Instruction (Reading specialization) from Texas A&M University-Corpus Christi, alongside M.S. and B.S. degrees in related fields. Research Interests: Dr. Grote-Garcia focuses on evidence-based literacy practices, teacher preparation in reading instruction, and addressing educational equity through inclusive curricula. Her work emphasizes the Science of Reading, diversity in literacy education, and policy implications affecting educators. Recent Scholarly Contributions: Her publications explore trends in literacy education, including book bans, diversity measures, and the intersection of explicit instruction with cultural responsiveness. She has contributed to journals like Literacy Research and Instruction and Reading Psychology . Awards and Recognition: Bishop Claude Marie Dubuis Award (2023) Exemplary Faculty Practices Recognition (2013) Mission Continues Award (2016) Sister Theophane Endowed Chair (2014–2017) Service and Leadership: Chair of UIW’s Quality Enhancement Plan Implementation Committee, Texas Association for Literacy Education (TALE) co-founder, and active member of organizations like the International Literacy Association (ILA). She also leads initiatives like the Charles Butt Scholar Program and Teacher Education Recruitment Task Force.

Todd ChernerView profile

Professor

• Digital Literacy
• Educational Technology (EdTech)
• Design Thinking
• +3 more

Dr. Todd Cherner is a Professor in the Curriculum and Instruction Department at the UNC School of Education , University of North Carolina at Chapel Hill. With a career spanning K-12 teaching and higher education, he focuses on leveraging technology to promote equity and critical literacy. He holds a B.S. (2004) from the University of Central Florida, M.Ed. (2008) from Clemson University, and Ph.D. (2012) from the University of Tennessee. His research examines how implicit biases manifest in educational technologies and explores equitable technology integration strategies. Key areas include critical media literacy, AI ethics in education, and bridging the gap between extended reality (XR) tools and classroom practice. He has been honored with the University Teaching Awards (2022-23) for his innovative approaches. Recent work emphasizes generative AI frameworks for educators, AI literacy in teacher preparation, and immersive learning through XR. His scholarship spans over two decades, with publications in journals like Contemporary Issues in Technology and Teacher Education and International Journal of Multicultural Education . Cherner collaborates with educators to design inclusive instructional technologies and advocates for systemic reforms addressing privatized funding in education. His lab focuses on creating accessible tools that empower both teachers and students through technology.

• Healthcare workforce
• Opioid use disorder and policy implications
• Medicare and long-term care
• +7 more

Ulrike Muench is an Associate Professor with tenure in the Department of Social and Behavioral Sciences at the UCSF School of Nursing, with affiliations at the Philip R. Lee Institute for Health Policy Studies and Healthforce Center. She specializes in nursing workforce dynamics, opioid policy, Medicare systems, and disparities in healthcare. Her research leverages large datasets like Medicare claims and the Medical Expenditure Panel Survey. Education & Training: MSN (2005) and PhD (2012) in Nursing from Yale University Postdoctoral Fellowship (2014) at Vanderbilt University School of Nursing Research Interests: Focuses on nurse practitioner roles, prescribing patterns in primary care/nursing homes, dementia care trajectories, and gender-based pay disparities in healthcare. Her work bridges health policy analysis with real-world clinical outcomes, aiming to inform equitable healthcare delivery systems. Awards: 2016 Academy Health New Investigator Award 2018 American Academy of Nursing Fellow 2019 UCSF School of Nursing Mentoring Award Grants & Advising: Leads studies funded by NIH and foundations, mentoring early-career researchers in health services research. Collaborates on projects addressing workforce distribution, rural-urban care disparities, and policy reform. Labs/Teams: Active in UCSF's Healthforce Center, focusing on healthcare workforce analytics and interdisciplinary policy development.

Daniel H. JarvisView profile

Professor

• Mathematics Education
• Technology Integration
• STEAM Education
• +2 more

Dr. Daniel H. Jarvis is a professor at the Schulich School of Education, Nipissing University, where he teaches in both undergraduate (BEd) and graduate (MEd/PhD) programs. His research focuses on mathematics education, technology integration, curriculum development, and STEAM education initiatives. He has led several collaborative research projects including a SSHRC-funded international study on Computer Algebra Systems (CAS) technology in undergraduate mathematics instruction. Dr. Jarvis's research interests span mathematics pedagogy, workplace technology applications, interdisciplinary curriculum integration, and innovative educational approaches. His work consistently explores the intersection of mathematical concepts with technology-enhanced learning environments. His publications demonstrate a strong focus on educational technology integration, mathematics pedagogy, and curriculum innovation. Recent work examines exergames in wellbeing education, communities of practice for language teachers, and technology-enhanced assessment methods in mathematics education. Dr. Jarvis has held significant administrative roles including Chair of Graduate Studies in Education (2011-2013) and Associate Dean (Interim) of the Bachelor of Education programs (2022-2024). He has collaborated on cross-disciplinary projects with colleagues in Geography, Computer Science, Nursing, and Physical Education.

Michael TrujilloView profile

Assistant Professor

• Health Psychology
• Public Health
• Social Psychology
• +3 more

Michael Trujillo is an Assistant Professor of Psychology at Carnegie Mellon University's Department of Psychology, part of the Dietrich College of Humanities and Social Sciences. His research focuses on the intersection of stigma, health equity, and resilience, particularly among LGBTQ+ and minority populations. He holds a B.A. in Psychology from California State University, Long Beach, a Ph.D. in Health Psychology from Virginia Commonwealth University, and a postdoc in Psychology and Medicine from UCSF. Education: B.A. (CSULB), Ph.D. (VCU), Postdoc (UCSF) His work bridges social psychology and psychobiology to examine how stigma impacts health outcomes. Key themes include minority stress, intersectionality, and ecological models of health disparities. Methodologies include experimental designs, ecological momentary assessment, and longitudinal population health analyses. Publications focus on LGBTQ+ health, stigma reduction, and policy impacts. His SHER Lab explores health equity mechanisms. Teaching includes Social Psychology and Health Psychology courses.

Pierre-Emmanuel MoyseView profile

Professor

• Intellectual Property Law
• Innovation Law
• Tax Law
• +3 more

Pierre-Emmanuel Moyse is a Full Professor at the McGill Faculty of Law and Director of the Centre for Intellectual Property Policy (CIPP) from 2011–2020. He holds degrees from the Université de Montréal (LL.M., Ph.D.) and the University of Mainz (French-German Business Law). His research focuses on intellectual property law, innovation policy, and the intersection of law with tax, labor, and commercial systems. He teaches courses on intellectual property, commercial law, and evidence in civil matters, and has pioneered innovative courses like 'IP in the Making' with government collaboration. Education: LL.M. and Ph.D. in Law, Université de Montréal Undergraduate degree in French-German Business Law, University of Mainz Barreau du Québec Licensing (2000) His research explores the legal costs of innovation, including projects like InterLIG (geography-based creative zones) and Mobility of Knowledge (non-compete clauses’ impact on innovation). He frequently engages in policy debates and has argued landmark IP cases such as Euro-Excellence v. Kraft Canada before the Supreme Court of Canada. Awards and Recognition: While no specific awards are listed, his leadership roles and prolific publications reflect sustained academic and professional influence. Grants & Collaboration: Active in policy initiatives with Heritage Canada and Innovation, Science and Economic Development Canada. Founded Éditions Thémis’ Innovation & Competition series and edits LexisNexis’ Jurisclasseur Propriété Intellectuelle . Labs/Teams: Leads the Centre for Intellectual Property Policy (CIPP) and collaborates with interdisciplinary teams on projects like A New Incorporeal Property Regime , rethinking digital asset frameworks under Quebec civil law.

Sok Ying LiawView profile

Professor

• Patient Safety
• Interprofessional Education
• Clinical Simulation
• +4 more

Professor Sok Ying Liaw is the Head of the Alice Lee Centre for Nursing Studies at the Yong Loo Lin School of Medicine, National University of Singapore (NUS). She holds a PhD in Medical Education from Maastricht University and has extensive experience in nursing education and patient safety research. Her work focuses on interprofessional collaboration, simulation-based learning, and clinical deterioration management. She has pioneered programs like the SIMulated Professional Learning Environment (SIMPLE) to bridge theory and practice in nursing. Education: Doctor of Philosophy in Medical Education, Maastricht University Master of Health Science (Education), University of Sydney Bachelor of Health Science (Nursing), University of Sydney Advanced Diploma in Nursing (Neuroscience), Nanyang Polytechnic Diploma in Nursing, Nanyang Polytechnic Research Interests: Professor Liaw’s research revolves around PRIME themes: Patient Safety: Clinical deterioration recognition and response Interprofessional Collaboration: Team training and communication Manpower Development: Nursing workforce strategies Experiential Learning: Simulation-based education She has developed programs like e-RAPIDS and CREATIVE to enhance clinical competencies. Articles Trends: Her recent work emphasizes virtual reality (VR) simulations for team training, interprofessional education in telemedicine, and AI integration in healthcare scenarios. Studies often compare VR-based interventions against traditional methods, focusing on stress reduction, skill acquisition, and clinical performance. Awards: 2024 International Nurse Researcher Hall of Fame 2023 INACSL Excellent Research Award 2021 SHBC Merit Award (Oral Presentation) Grants & Advising: Leads funded projects like ‘Virtual Escape Room Simulation-Based Education’ (2024-2027) and co-leads initiatives on nursing competency scales. Advises student Lee Shin Syuen on research teams. Labs/Teams: Her team collaborates on simulation-based education and telehealth innovations, leveraging VR and AI technologies to address gaps in clinical training and patient care.

Lisa KimView profile

Senior Lecturer

• Teacher Wellbeing
• Educational Psychology
• Organizational Psychology
• +5 more

Dr Lisa Kim is a Senior Lecturer in the School of Psychology at the University of Sydney, Australia. She holds Chartered Psychologist (CPsychol) and Fellow (FBPsS) titles from the British Psychological Society. As Director of the HEART Research Group and WELL Policy Node, her work focuses on teacher effectiveness, wellbeing, and retention. Previously at the University of York, UK, she completed a PhD in Psychology and held academic roles from Postdoctoral Research Fellow to Senior Lecturer. Her research spans educational psychology, organizational psychology, and individual differences. Notable projects include longitudinal studies on teacher experiences during the pandemic, systematic reviews of burnout interventions, and collaborations with UNESCO and UK Government bodies. Awards include recognition as a top researcher in educational psychology (2022) and best paper awards in educational journals. Key grants include the 2024 Sydney Policy Lab Node funding for WELL initiatives, and the University Research Priming Grant for small school collaborations. She advises policymakers on teacher wellbeing through platforms like the UNESCO Teacher Task Force and BBC interviews. Professional activities include teaching courses on personality and educational psychology, and supervising PhD students in related fields.

• Maritime Safety
• Autonomous Systems
• Risk Assessment
• +3 more

Meriam Chaal is a Visiting Professor at the Department of Energy and Mechanical Engineering and affiliated with the Marine and Arctic Technology school at Aalto University . She holds a Doctor of Technology (Tekn. toht.) in Mechanical Engineering awarded on 25 March 2024. Her research focuses on maritime safety, autonomous systems, risk assessment, and navigation engineering , with a particular emphasis on systemic hazard analysis and safety frameworks for autonomous ships. Recent work includes developing machine learning models for maritime accident prediction, frameworks for risk control options, and participatory design of automated maritime solutions. She collaborates internationally on projects addressing maritime practitioners' skill adaptations and educational needs for autonomous systems. Her research activity spans 17 publications from 2019–2025, including peer-reviewed articles, conference proceedings, and a doctoral thesis. Key themes include STPA-based safety methodologies, Bayesian network integration, and bibliometric reviews of autonomous shipping literature. Chaal’s work aligns with UN Sustainable Development Goals, particularly in advancing safe and sustainable maritime technologies. Notable contributions include a 2023 thesis on system-theoretic approaches to shipping safety and a 2025 article on autonomous navigation risk assessment. Her interdisciplinary collaborations span human factors, machine learning, and systems engineering, reflecting a commitment to bridging theoretical research with practical maritime challenges.