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• Dance Education
• Therapeutic Movement
• Cultural Studies
• +3 more

Mya Dixon Ajanku is an educator and movement practitioner affiliated with Coppin State University's College of Business and Department of Humanities . Her pedagogical approach integrates the Indigenous Akan principle of Sankofa with constructivist learning theories, emphasizing equity, engagement, and accountability across educational levels from Pre-K to higher education. Education : B.A. in Dance with K-12 teaching certification (University of Maryland, Baltimore County), M.F.A. in Dance (Hollins University in collaboration with the American Dance Festival and Forsythe Company) Her research focuses on movement and writing as therapeutic modalities for challenging embodied familial narratives, alongside developing support systems for African diasporic movement practitioners in academia. Though her academic rank is not explicitly stated, her extensive experience and awards suggest a senior faculty role. Scientific Awards & Honors : Rawlings Outstanding Distance Education Teaching Award, Ball State University College of Fine Arts Award, Ball State University Department of Theatre and Dance DEI Award, Ball State University Diversity Associate Award, Ball State University A former dance captain and youth ensemble director at Sankofa Dance Theater, Mya has collaborated with international artists and institutions. She has contributed to curriculum development for Baltimore County Public Schools and Ball State University, blending dance and education to address neurodiversity and cultural preservation.

• Cognitive Development
• Piagetian Theory
• Theory of Mind
• +5 more

Gary Kose is a Professor of Psychology at Long Island University's College of Liberal Arts and Sciences. He serves as Director of the M.A. Program in Psychology and has held leadership roles including Department Chair (1988-1997) and NIMH-funded Career Opportunities in Research program director (2002-2007). His academic career spans over three decades since joining LIU in 1984. Education: B.A., Temple University; Ph.D., City University of New York (1982) Research focuses on cognitive development , Piagetian theory , theory of mind , and psychology of the arts , with emphasis on semiotics, problem-solving, and philosophical psychology. His work bridges developmental psychology with theoretical frameworks through empirical studies and philosophical critiques. Key publication trends include interdisciplinary investigations into cognitive development (1982-2013), psychotherapy integration , perceptual psychology , and philosophical interpretations of psychological concepts. Collaborations with Fireman and Kosegarten highlight his team-based approach to studying self-awareness and reasoning in children. Professional affiliations include membership in the American Psychological Association (Divisions 7, 24), American Educational Research Association, Jean Piaget Society, and American Society for Aesthetics, reflecting his broad theoretical and applied interests.

Rossi A HassadView profile

Professor

• Epidemiology
• Statistics
• Research Methods
• +5 more

Rossi A. Hassad is a full Professor of Psychology and Behavioral Sciences at Mercy University in Dobbs Ferry, NY. A dual-trained epidemiologist, statistician, and mental health counselor, he specializes in statistical literacy , evidence-based practice , and public health communication in behavioral sciences. Fellow of the American College of Epidemiology Chartered Statistician, Royal Statistical Society, UK Key media contributor on COVID-19 and Ebola virus risk factors Research Focus : • Integration of epidemiological methods into psychological research • Behavioral factors influencing disease transmission (e.g., cultural burial practices during Ebola outbreaks) • Media commentary on vaccine efficacy and public health messaging Scientific Awards : Recognized for interdisciplinary public health communication Chartered Statistician in the UK Teaching Philosophy : Advocates concept-based statistics education over procedural mathematics, emphasizing real-world data interpretation . Developed a teaching practice scale for statistics instruction evaluation. Frequently cited for "aha" moments in student learning.

• Applied Mathematics
• Differential Equations
• Impulsive Systems
• +7 more

Jianhua Shen is a Professor at Nanjing University of Posts and Telecommunications (NJUPT), School of Computer Science and Engineering, with a distinguished research career spanning over 30 years. His academic journey shows a natural progression from theoretical mathematics to applied computer science and educational technology. His research interests encompass Applied Mathematics , Differential Equations , Impulsive Systems , Stability Analysis , Computer Networks , Wireless Communication , Educational Technology , and Machine Learning . Shen's work demonstrates remarkable adaptability while maintaining mathematical rigor, evolving from foundational theoretical work to practical applications in modern computing and education. Shen's recent publications (2020-2025) reveal a strong focus on educational technology and federated learning , with significant contributions to virtual simulation experiments, MOOC platforms, and personalized learning systems. His work bridges theoretical computer science with practical educational applications, reflecting NJUPT's emphasis on technology-enhanced education. As an advisor, Shen has mentored numerous students including Meijuan Chen, Cong Yu, and Xiaoling Liu, who frequently appear as co-authors on his publications. His collaborative network extends across multiple departments at NJUPT and includes researchers from various Chinese institutions.

Sarah NewtonView profile

Associate Professor

• Adult Liver Transplantation
• Undergraduate Nursing Education Outcomes
• Nursing Pedagogy
• +3 more

Sarah Newton, PhD, RN, is an Associate Professor at Oakland University's School of Nursing since 1997. Her clinical expertise focuses on adult liver transplantation, and her research explores transplant recipients' lived experiences, return-to-work post-transplant, and undergraduate nursing education outcomes. She holds a PhD, MS, and BSN from the University of Michigan. Education: PhD in Nursing – University of Michigan MS in Medical-Surgical Nursing – University of Michigan BSN – University of Michigan Research Interests: Dr. Newton investigates cultural influences on healthcare decisions among transplant recipients, nursing pedagogy innovations, and strategies to enhance undergraduate nursing program outcomes. Her work bridges clinical practice and academic research, emphasizing culturally sensitive care and evidence-based educational practices. Article Trends: Her publications address lactation education impacts, cultural considerations in transplantation, and simulation-based learning in nursing. Recent work highlights interdisciplinary approaches to healthcare challenges. Awards: Distinguished abstract (Midwest Nursing Research Society 2018) Advising & Grants: While no grants are explicitly noted, her mentorship is reflected in collaborative presentations with students like Christy Shamoun (2020). She actively participates in nursing education research and clinical practice innovation.

Laura PittiglioView profile

Associate Professor

• HIV/AIDS Research
• Health Disparities
• Nursing Education
• +4 more

Dr. Laura Pittiglio serves as an Associate Professor at Oakland University's School of Nursing, where she has been a faculty member since 1999. Her office is located in Human Health Building, Room 3039, and she can be reached at pittigli@oakland.edu. As a certified HIV Test Counselor, she implemented a campus-wide free HIV and syphilis screening program. Education PhD in Nursing, Wayne State University MSN in Adult Primary Care, Wayne State University BSN, Wayne State University Research Focus Dr. Pittiglio's work centers on HIV/AIDS disparities among African American women, examining coping mechanisms of HIV-positive mothers and sexual risk behaviors in adolescent/young adult females. Her research integrates behavioral psychology concepts like learned helplessness with public health interventions. Concurrently, she pioneers simulation-based nursing education through the VI-MED 3D virtual hospital system, investigating how technology enhances clinical competency and medication safety. Publication Trends Her 15-year publication trajectory reveals dual research streams: HIV/AIDS health disparities (60% of work) focusing on African American women's vulnerability, and simulation-based education (40%) targeting nursing student outcomes. Recent publications emphasize learned helplessness frameworks in sexual risk behaviors, while earlier work established her simulation methodology. Both strands address systemic healthcare inequities through behavioral and educational lenses, with consistent NIH/NLN-aligned methodology. Scientific Awards No scientific awards were documented in the provided materials. Grants and Mentoring Co-investigator on Blue Cross Blue Shield of Michigan grant: "Reducing HIV/AIDS in Michigan African American Young Adult Women" Developed campus HIV/syphilis screening program through community partnerships Mentored students through simulation research projects and HIV prevention initiatives Research Infrastructure Co-developed the VI-MED (Virtual Hospital Environment for Medication Education and Delivery) simulation platform with interdisciplinary teams including Fatma Mili (Computer Science) and Mary Harris (Nursing). This 3D virtual hospital system enables high-fidelity medication administration training and has been presented at national conferences including IMSH and NLN Technology Summits.

• Speech Pathology
• Language Disorders
• Literacy
• +3 more

Holly Damico is an Associate Professor and Graduate Coordinator in the Department of Communicative Disorders at the University of Louisiana at Lafayette. Her role involves overseeing the master’s program in speech pathology and audiology, contributing to academic leadership in her field. She is affiliated with the university’s communicative disorders department, focusing on research and clinical education in speech-language pathology. Her research interests primarily focus on language disorders in children and adults, including literacy development , autism spectrum disorder , and aphasia . She employs qualitative research methods to investigate compensatory strategies and sociocultural dynamics in clinical settings. Her work emphasizes improving intervention strategies for special populations through approaches like constructivist theory and eye-tracking analysis . She also explores clinical assessment systems and their validity, particularly in speech-language pathology . Her recent articles highlight a focus on literacy interventions for neurodiverse populations, such as children with autism spectrum disorder and language disorders. She also examines avoidance strategies and compensatory mechanisms in reading performance, integrating eye-tracking and observational assessment techniques. Her research often combines sociocultural perspectives and constructivist approaches to advance clinical linguistics and enhance understanding of complex cognitive processes in communication tasks. No scientific awards mentioned. As an academic, Holly Damico has advised numerous students in the master’s program, though specific names are not listed. Details about her grants and funding sources are not provided in the available text. No specific laboratories or research teams are mentioned in the available information.

• Architectural Design
• Computational Design
• Digital Fabrication
• +5 more

Ethem Gürer is an Associate Professor in the Department of Interior Architecture at Istanbul Technical University. He holds a Doctorate in Architectural Design with Computers (Dr.) from the same institution. His research focuses on computational design methodologies, digital fabrication, virtual reality applications in architecture, and pedagogical innovations in design education. Education: PhD in Architectural Design with Computers (2007-2014) Master's in Architectural Design with Computers (2004-2007) Bachelor's in Architecture (2000-2004) Research Interests: Algorithmic design and generative systems Extended reality applications in AEC disciplines Digital tools for architectural pedagogy Material science integration in design processes Quantitative analysis of spatial perception Recent work trends show emphasis on immersive VR environments for education, computational pattern generation, and rethinking traditional design pedagogy through digital fabrication. His 2022-2025 publications particularly highlight decision support systems for ER SDKs and hermeneutical frameworks for design evaluation. Administrative roles include Department Deputy Chairman (since 2018) and membership in design technology committees. He has led architectural design studios emphasizing complex systems thinking and interdisciplinary approaches. Labs/Teams: Active member of İTÜ Design Technologies and Informatics Research Group since 2014, focusing on digital design innovation and educational tool development.

• Virtual Reality
• Immersive Experience
• Educational Technology
• +3 more

Shane Wilson is a Lecturer in Computer Science at the Department of Computing, Letterkenny Institute of Technology. His research focuses on immersive technologies, virtual reality applications in mental health, educational pedagogy, and neurogaming. He actively collaborates internationally and has received notable awards including the Distinguished Education Excellence Fellowship (2019) and the Research Excellence and Impact Award (2020). Wilson is currently accepting PhD students and has contributed to interdisciplinary work spanning computer science, healthcare, and education. Education Background: Not explicitly detailed in provided texts. His research interests emphasize leveraging technology to enhance learning experiences and address societal challenges. Recent work explores AI's impact on assessment methods and comparative analyses of immersive technologies like 360° video and VR for older adults. His neurogaming studies bridge neuroscience and interactive systems, particularly examining age-related differences in neural responses. Key publications in 2024 include advancements in instructional video use, constructivist learning frameworks, and AI-driven assessment alternatives. Earlier contributions include neurophysiological studies on motion-onset visual evoked potentials. Awards: Distinguished Education Excellence Fellowship, Research Excellence and Impact Award Grants/Projects: Not explicitly listed in texts. Wilson is affiliated with the Department of Computing and collaborates on projects exploring technology's role in mental health and education innovation.

• Accounting Education
• Management Accounting
• Blended Learning
• +3 more

Julia Osgerby is a Senior Lecturer at the University of Winchester's Faculty of Business and Digital Technologies, leading the Accounting, Finance, Mathematics and Economics department since 2018. She holds a BA in Economics from the University of York and an MSc in Accounting and Management Science from the University of Southampton, complemented by professional qualifications in Management Accounting (CIMA) and Teaching in Higher Education. As a Senior Fellow of the Higher Education Academy (SFHEA), her career includes roles as Head of Academic Development for the Faculty of Business, Law, and Sport, and Programme Leader for Accounting undergraduate degrees. Her research focuses on enhancing accounting education through innovative methods, including blended learning, technology integration (e.g., Twitter for learning), and employability skill development. Notable contributions include studies on visual metaphor use in personal development planning and programme-focused assessment approaches. She has secured significant funding for pedagogical initiatives, including awards from the University’s L&T Committee and the British Accounting & Finance Association. Osgerby’s work emphasizes student engagement and curriculum redesign, with publications in journals like Accounting Education and International Journal of Management Education . She is an active conference presenter, winning multiple best paper awards for her research on educational technology and assessment strategies.

• Material Sciences
• Educational Sciences
• Innovation Sciences
• +3 more

VIAZZI Céline is a Researcher-Lecturer at CESI, a leading engineering institution in France. She is affiliated with the CESI LINEACT research group and contributes to the Learning and Innovating research team. Her academic background includes a PhD in Material Science from Toulouse Federal University (2007), a Master’s in Material Science (2004), and a Bachelor’s in Physical Sciences from University of Toulon (2003). Her research spans Material Sciences and Educational Sciences , with a focus on innovation in teaching methodologies and sustainable mobility solutions. Current research programs include COOP (entrepreneurship innovation), Campus of Aeronautical Trades, Innov'Emploi (experimental employment strategies), and MobE (energy-efficient student mobility). She actively participates in scientific networks such as the Néocampus Scientific Interest Group, Midoc Key Challenge (sustainable mobility), and R3Mob. She also serves on the board of directors for Robotics Place Cluster and organizes innovation hackathons and conferences like CONFERE 2019. In education, she specializes in tutoring and mentoring at Master’s, PhD, and continuing education levels, emphasizing problem-based learning and distance education strategies. Her recent work addresses pandemic-era learning challenges and digital pedagogy innovations. Key contributions include publications in advanced materials (sol-gel synthesis, catalysis) and educational research, with over 20 peer-reviewed articles. No scientific awards are explicitly listed in the provided materials.

Mari Aguilera RuizView profile

Associate Professor

• Developmental Psychology
• Clinical Psychology
• Cognitive Psychology
• +7 more

Mari Aguilera Ruiz is an Associate Professor at the University of Barcelona's Faculty of Psychology, affiliated with the Basic Psychology Department. Her research focuses on developmental psychology, clinical psychology, cognitive processes, and neuropsychological interventions. She leads the 'Cognition and Language Research Group (GRECIL)' and coordinates the teaching innovation group 'Learning and Thinking.' She has conducted projects on emotional well-being in learning-disordered children, prosody in language acquisition, and cognitive foundations of pseudoscientific beliefs. Her recent work explores the intersection of mental health and chronic illnesses like fibromyalgia, publishing studies on cognitive-behavioral therapy efficacy and schizotypy's impact on creativity. She has secured grants from institutions including La Caixa Foundation and Spain's Ministry of Science. Notable collaborations include investigating semantic priming in schizotypal individuals and developing educational programs for nutrition and food science students. Her teaching spans courses like 'Learning, Motivation, and Emotion' and 'Anthropology and Psychology of Food Behavior.'

• Mathematics Education
• Probability Teaching
• Proportional Reasoning
• +4 more

Carmen Gloria Aguayo Arriagada is an Assistant Professor at the Department of Education, University of Almería. She specializes in Mathematics Didactics with a focus on teacher training, curriculum analysis, and student learning processes in probability and proportional reasoning. Her teaching responsibilities include courses such as 'Teaching and Learning Arithmetic, Statistics and Chance,' 'Problem Solving and Mathematical Connections,' and various practicum programs for primary and secondary education. She holds regular office hours across multiple days and periods. Her research emphasizes cognitive analysis of probability tasks, didactic methodologies in mathematics education, and the coherence of educational curricula. Notable areas include pre-service teacher competencies, task design for proportional reasoning, and cross-curricular measurement standards. She has contributed to comparative studies on arithmetic fundamentals in primary education and innovative teaching approaches like project-based learning in statistics. Her recent work highlights trends in analyzing student responses to probability-based tasks, assessing curriculum alignment across disciplines, and evaluating educational materials' effectiveness. While no specific awards are listed, her extensive publication record reflects active engagement in advancing mathematics education research and teacher development.

Flo PearceView profile

Senior Lecturer

• Psychology
• Education
• Employability
• +4 more

Flo Pearce is a Senior Lecturer in Psychology at Newman University's Faculty of Arts, Society and Professional Studies. Previously affiliated with the University of Worcester, Open University, and the British Psychological Society, Flo holds Chartered Psychologist and Associate Teaching Fellowship statuses. Their academic journey includes an undergraduate degree and MSc from the University of Worcester, followed by a PhD from the University of Leicester. Research focuses on employability, teaching methodologies, and minority group representation. Flo advises PhD students and actively contributes to Student Staff Partnership Projects. Teaching responsibilities include coordinating psychology dissertation modules, ethics, work-experience programs, and research methodology courses. As the Psychology subject area's employability coordinator, they emphasize integrating professional development into curricula. Administrative roles include serving as vice-chair of the mitigating circumstances committee since 2021 and overseeing personal tutoring processes within the psychology department. Their work spans over 15 years in higher education, with notable contributions to understanding employability perceptions, teaching innovation, and behavioral health interventions. Publications and conference presentations highlight themes like employer-educator alignment, student employability frameworks, and the application of cognitive theories in educational contexts. Flo’s interdisciplinary approach bridges psychology, pedagogy, and institutional policy, fostering inclusive and career-ready academic environments.

• Women in Academia
• Remote Work
• Research Methodologies
• +3 more

Eleni Tzouramani is a Senior Lecturer in the School of Business and Creative Industries, focusing on transformative educational practices and organizational dynamics. Her work bridges academic research with practical policy implications, particularly in crisis management among women academics and remote work frameworks. She co-led the Digital Maieutic Project, integrating AI and Universal Design for Learning principles, for which her team received the UKAIS Teaching Innovation Grant (2024). Her research interests span spirituality's role in organizational cultures, leadership development, and multimodal learning strategies. She actively contributes to parliamentary policy discussions, submitting evidence on home-based working for the UK House of Lords. Tzouramani has presented at international forums on topics like AI ethics in education and leadership navigation during transitional phases. She currently oversees a Knowledge Transfer Partnership in leadership development and collaborates with institutions to design inclusive educational frameworks.