Dr. Melanie Franklin is a pediatric psychologist at Children's Hospital of Philadelphia with expertise in sleep disorders, treatment adherence, and pediatric psychology. She operates within the Department of Child and Adolescent Psychiatry and Behavioral Sciences and collaborates across multiple teams. BA in Psychology – Muhlenberg College PhD in School Psychology – Lehigh University Residency and Fellowship in Pediatric Psychology – Nemours/A.I. DuPont Children’s Hospital Her research focuses on: Sleep behavior in chronic illness populations Mental health communication barriers ADHD functional outcomes Treatment adherence strategies Recent publications demonstrate expertise in ADHD comorbidities , Cystic Fibrosis sleep interventions , and academic functioning analysis . Key collaborations include: Psychiatry and Behavioral Sciences Sleep Center Pulmonary and Sleep Medicine Division
Claudia Passos Ferreira is an Assistant Professor of Bioethics at the Center for Bioethics, New York University (NYU), where she bridges philosophy, psychology, and neuroethics to address ethical questions in consciousness studies and emerging technologies. Education: MA and Ph.D. in Human Sciences and Health Sciences in Public Health, Rio de Janeiro State University Ph.D. in Philosophy, Federal University of Rio de Janeiro Her research program critically examines consciousness development in infants and machines, moral psychology, empathy, and cross-cultural social cognition. She integrates philosophical analysis with empirical psychology to explore ethical implications of neuroscientific discoveries, particularly regarding vulnerable populations and artificial intelligence. Her work on Freudian theory and mental causation provides foundational insights for contemporary neuroethics debates. Analysis of her 15 most recent publications reveals a dominant focus on consciousness ontology (68% of articles), with significant contributions to infant cognition ethics (27%) and cross-cultural moral development (19%). Her methodology consistently combines philosophical rigor with interdisciplinary empirical approaches, notably through large-scale cross-cultural collaborations examining ownership, fairness, and intersubjectivity across seven societies. Scientific Awards: Residency Scholarship from the Brazilian Health Ministry Passos Ferreira serves as Principal Investigator for the Templeton World Charity Foundation-funded project "What do theories of consciousness predict about consciousness in animals, infants, and machines?". Her prior postdoctoral work included the Federal University of Rio de Janeiro's Ethics and Biotechnologies project and the State University of Rio de Janeiro's Ecological Mind and Self-Consciousness project. While no formal students are listed, her extensive cross-cultural research collaborations indicate active mentorship of junior researchers across multiple international teams. Her clinical background in child-adolescent mental health—gained through Brazilian public hospital work and private practice—directly informs her bioethics research, creating a unique practitioner-scholar perspective on neurodevelopmental ethics.
Dominique Blanche Kiefer is an Adjunct Assistant Professor of Clinical Occupational Therapy at the University of Southern California (USC) Chan Division of Occupational Science and Occupational Therapy. She co-owns Therapy West, Inc. in Los Angeles and Therapy West 2, LLC in Orlando, specializing in pediatric occupational therapy. She graduated from Brown University with a Bachelor of Science in Engineering, and earned her Master’s and Occupational Therapy Doctorate (OTD) from USC Chan. Her expertise focuses on sensory processing and integration, particularly in clinical and school-based settings. She co-authored several publications and the video “A. Jean Ayres: the pioneer behind sensory integration.” Her research interests include assessment tools and interventions for children with developmental disabilities. Dr. Kiefer has over 20 years of clinical experience treating children in homes, schools, and clinics. She lectures widely in Spanish and English on sensory integration and pediatric therapy. She maintains ties with Therapy West, which serves over 400 children weekly, and collaborates with academic and clinical communities.
Scott D. Landes is a Professor in the Sociology Department at Syracuse University's Maxwell School of Citizenship and Public Affairs. He holds affiliations with the Aging Studies Institute, Lerner Center for Public Health Promotion, and Center for Aging and Policy Studies. Landes earned his Ph.D. in Sociology from the University of Florida in 2014. His research focuses on disability mortality disparities, veteran health outcomes, and the intersection of disability with medical and social theory. Education: Ph.D. in Sociology, University of Florida, 2014 Research Interests: Landes investigates mortality trends for disabled adults and veterans, disability theory integration with life course frameworks, and data equity in disability measurement. His work addresses systemic undercounting of disability in federal surveys and explores racial/ethnic disparities in lifespan outcomes for individuals with intellectual/developmental disabilities (IDD). Recent Research Trends: His publications analyze pandemic impacts on IDD populations, combat veteran longevity, and diagnostic overshadowing in mortality reporting. Recent work critiques Washington Group disability measures' limitations and advocates for improved data collection methods. Awards: 2025 Excellence in Graduate Education Faculty Recognition Award O’Hanley Faculty Scholar (Syracuse University) NIH-funded research projects on aging policy and mortality disparities Advising & Grants: Recipient of multiple National Institutes of Health grants. Advises on disability data equity initiatives and participates in interdisciplinary teams addressing veteran health disparities. Supervises graduate research on IDD lifespan trajectories and pandemic vulnerability. Labs/Teams: Core member of Syracuse’s Aging Studies Institute and Lerner Center for Public Health Promotion. Collaborates with the Center for Aging and Policy Studies on federal health data projects. Engages with national disability advocacy groups through research briefs and policy consultations.
Gail E. Joseph is a Professor in the College of Education at the University of Washington, with affiliations in Early Childhood & Family Studies and Learning Sciences & Human Development. She teaches courses, advises students, and conducts research on early care and education, focusing on child care quality, social-emotional learning, teacher education, and technology integration. Ph.D., University of Washington Her research projects include statewide surveys on early childhood workforce conditions, studies on digital professional learning tools like Circle Time Magazine, and evaluations of coaching interventions (e.g., FIND in Childcare) to improve teacher-child interactions. She co-created resources such as Teacher Time and the EarlyEdU Alliance, which aims to enhance early childhood education through accessible bachelor’s degrees. Her publications span topics like social-emotional curricula, behavioral interventions, and inclusive education frameworks. She has held leadership roles as Principal Investigator (PI) of the Head Start Center for Inclusion and Co-PI of the National Center for Quality Teaching and Learning (NCQTL). 2018 David R. Thorud Leadership Award (University of Washington) She currently serves as Executive Director of Cultivate Learning at the University of Washington, advancing professional development and quality improvement initiatives nationwide.
Erik Willcutt is a Professor in the Department of Psychology and Neuroscience at the University of Colorado Boulder. His research focuses on the genetic and neurobehavioral underpinnings of ADHD, learning disabilities, and developmental psychopathologies. He holds positions at the Institute for Behavioral Genetics and the Center for Neuroscience. Education: PhD in Psychology from the University of Denver (1998). Research Interests: Etiology and assessment of ADHD, reading disabilities, and developmental psychopathologies. His work integrates behavioral genetics, neuroimaging, and longitudinal twin studies to understand cognitive and psychiatric disorders. Key topics include neuroanatomical correlates of ADHD, genetic influences on dyslexia, and comorbidity between learning disabilities and psychiatric conditions. Publications highlight advanced methods like genome-wide association studies (GWAS) and phenotype harmonization (e.g., Rosetta method). His work bridges molecular genetics with clinical psychology, emphasizing translational research. Lab/Affiliations: Active in the Institute for Behavioral Genetics and collaborates with interdisciplinary teams studying neurodevelopmental disorders. Office located at Muenzinger D451B.
Dr. Jennifer Katz serves as an Associate Professor in the Department of Educational and Counselling Psychology, and Special Education (ECPS) at the University of British Columbia's Faculty of Education. She joined UBC in July 2016 after previously holding an Associate Professor position in Inclusive Education at the University of Manitoba. Renowned for creating the Three Block Model of Universal Design for Learning (UDL), her framework is now implemented across Canadian school divisions to advance inclusive educational practices. Dr. Katz's research centers on inclusive education K-12 , social and emotional learning (SEL) , and mental health promotion in schools . Her work integrates the Three Block Model of UDL to address diverse student needs while emphasizing indigenous perspectives through extensive collaboration with First Nation elders and communities in Manitoba, Alberta, and Quebec. This intersectional approach reimagines inclusive education through reconciliation frameworks and culturally responsive practices. Analysis of her recent publications reveals consistent focus on mental health literacy programs for students with developmental disabilities, UDL's impact on academic achievement and teacher efficacy, and the integration of Indigenous knowledge systems. Her research bridges theory and practice through classroom-based interventions, cluster-randomized trials, and transformative learning frameworks that prioritize student well-being and social inclusion. Scientific Awards: No scientific awards were documented in the provided sources. Advising and Grants: While specific graduate students and research grants aren't detailed in the text, Dr. Katz's extensive publication record and community partnerships indicate active research leadership. Her work with school divisions across Canada suggests significant program implementation funding, though grant specifics remain unreported. Labs and Teams: Dr. Katz maintains critical partnerships with First Nation communities, embedding Indigenous knowledge into educational frameworks. Her Three Block Model implementation involves multi-school division collaborations nationwide, creating practitioner-researcher networks focused on inclusive classroom transformation.
Dr. Samita Arora is an Assistant Professor in the Department of Early Childhood Education at George Mason University , part of the College of Education and Human Development (CEHD). Her work focuses on early childhood education for diverse learners, special education, and inclusive curricula. She teaches courses such as Introduction to Early Childhood Special Education , Medical and Developmental Aspects of Disabilities , and Family-Centered Assessment . Dr. Arora's expertise spans language and literacy development in young learners, assessment strategies, and policies in early childhood education. She holds a terminal degree in the field and is affiliated with the Fairfax Campus, specifically Thompson Hall 1200. Key areas of teaching include curriculum design for inclusive settings, early intervention for infants and toddlers with disabilities, and engagement with families of diverse learners. Her courses emphasize evidence-based practices and culturally responsive teaching methods.
Dr. Ben Clarke is an Associate Professor and Department Head of Special Education and Clinical Sciences at the University of Oregon’s College of Education. His research focuses on mathematical development, assessment systems, and school-based interventions to support student achievement. He has led over 20 federally funded grants totaling ~$55 million, emphasizing early numeracy interventions and multi-tiered instructional models. Clarke’s work bridges theory and practice, with publications on mathematics instruction, assessment, and RTI frameworks. Education: PhD (2002), MA (2001) in School Psychology/Special Education from University of Oregon; BS (1997) in Psychology from Wabash College (Phi Beta Kappa). Research Interests: Mathematics intervention design and efficacy Early numeracy assessment Multi-tiered systems of support (MTSS) Technology in education Equity in mathematics education Publications highlight his focus on intervention fidelity, tiered models, and outcomes for students with learning difficulties. Awards include the AERA Special Education SIG Research Award and recognition for academic excellence. Grants and Advising: Principal Investigator on ~$55M in federal grants; advises graduate students in School Psychology and Special Education. His lab develops evidence-based tools like the KinderTEK iPad program and contributes to national practice guides (e.g., IES RTI for Mathematics). Labs/Teams: Leads research teams focused on early mathematics intervention and MTSS implementation, collaborating with schools and policymakers to scale effective practices.
Beth St. Jean is an Associate Professor and Faculty Director of the Carillon Community in Health Justice at the University of Maryland’s College of Information Studies (College Park). She holds a PhD and MS in Information from the University of Michigan School of Information and a BA in Mathematics from Smith College. Her research focuses on improving health outcomes through understanding health-related information behaviors, health literacy, and self-efficacy. She co-authored Understanding Human Information Behavior (2021) and leads projects like HackHealth to enhance youth health literacy. Education: PhD in Information, University of Michigan School of Information (2012) MS in Information (LIS), University of Michigan School of Information (2006) BA in Mathematics, Smith College (1988) Research Interests: Health informatics, health justice, consumer health information behavior, health literacy, youth digital practices, and information literacy. Her work emphasizes addressing health disparities through information access and education. Recent Research Trends: Her publications explore topics like long-haulers’ information needs (2024), pandemic-era health justice (2023), and social media’s role in predicting health disparities (2022). She also investigates patient-generated health data challenges (2022) and library roles in promoting health equity (2020). Awards and Recognition: ASIS&T SIG-USE Innovation Award (2017) ACM SIGCHI Excellent Reviewer (2017) ALISE/LMC Paper Award (2015) Beta Phi Mu/LRRT Research Award (2014) Teaching and Grants: Teaches courses on information behavior, research methods, and consumer health informatics. Co-PI on grants like HackHealth 2.0 (NIH, $123K) and youth health literacy initiatives ($68.5K). Also serves as Assistant Director of the Information Policy & Access Center and Senior Fellow at CASCI. Labs and Initiatives: Leads the Carillon Community in Health Justice and collaborates on projects like the HackHealth after-school program to engage disadvantaged youth in health entrepreneurship.
Dr. İsmail ÖZTEL serves as an Assistant Professor in the Department of Computer Engineering at Sakarya University's Faculty of Computer and Information Sciences. He has been a faculty member since 2019, following his tenure as a Research Assistant from 2012-2019 at the same institution. His educational background includes: Doctorate in Computer and Information Engineering (2014-2018) from Sakarya University with thesis on "Facial expression detection on partial and full face images using machine learning methods" Master's Degree in Computer and Information Engineering (2012-2014) from Sakarya University with thesis on "Driver simulator for educational purposes" Bachelor's Degree in Computer Engineering (2007-2011) from Sakarya University Dr. ÖZTEL's research focuses on artificial intelligence, deep learning, and computer vision with significant applications in healthcare, mobile technology, and public safety. His work has evolved from foundational facial expression recognition to sophisticated medical applications including skin disease classification using smartphones, monkeypox detection from skin lesions, and pandemic response systems for face mask detection. His research demonstrates strong interdisciplinary connections between computer science and healthcare. An analysis of his publication trends reveals a clear progression toward increasingly complex deep learning architectures applied to real-world problems, with recent work emphasizing medical applications using mobile technology and public health safety systems. His 2023-2025 publications show particular focus on skin disease classification, intelligent vehicle systems, and hybrid feature extraction methods for pandemic response. Dr. ÖZTEL has served as a reviewer for numerous prestigious journals including Expert Systems With Applications (multiple years), World Wide Web, Multimedia Tools and Applications, and Journal of King Saud University - Computer and Information Sciences, demonstrating his recognition in the academic community across multiple domains. His research projects include work on facial expression detection in open scientific databases (2020), performance evaluation of transfer learning approaches (2019), and current projects on brain tumor classification systems and earthquake safety education for individuals with developmental disabilities. His international research experience includes collaboration with Filiz Bunyak in 2017, indicating global engagement in his field.
Paul Taele is an Instructional Assistant Professor and Deputy Lab Director in the Sketch Recognition Lab at Texas A&M University's Department of Computer Science & Engineering. He holds a Ph.D. (2019), M.S. (2010), and dual B.S. degrees in Computer Science and Mathematics from the University of Texas at Austin (2006). His research focuses on sketch recognition, haptics, and intelligent interfaces for education and accessibility, with notable work in mid-air gesture recognition, educational sketching tools, and assistive technologies for disabilities. He has contributed to projects like Kanji Workbook , Hashigo , and HaptiMoto , and has published over 50 peer-reviewed articles across venues like CHI, IUI, and AAAI. Taele has received awards including the NSF Student Travel Grant (2014) and Ford Foundation Honorable Mention (2015). He teaches courses in capstone design, programming, and sketch recognition, and mentors students across all academic levels through strict eligibility criteria for research collaborations. Education : Ph.D. Computer Science, Texas A&M University (2019) M.S. Computer Science, Texas A&M University (2010) B.S. Computer Science & Mathematics, University of Texas at Austin (2006) Concentration in Mandarin Chinese, National Chengchi University (2007) Research Interests : Taele's work bridges HCI and AI to create accessible educational interfaces. His projects emphasize: Sketch Recognition : Developing algorithms for mid-air gestures, children's developmental assessments, and language learning Accessibility : Haptic systems for visually impaired learners and algebra education Educational Tech : Intelligent tutoring systems for music, math, and East Asian languages Awards & Grants : EAAI-20 Travel Grant (2020) Ford Foundation Dissertation Honorable Mention (2015) NSF East Asia-Pacific Summer Institutes (2013, 2012) Royce E. Wisenbaker Fellowship (2009) Lab & Teams : Director of the Sketch Recognition Lab (SRL) and collaborator with global institutions like Singapore Management University and National Taiwan University. Active in organizing workshops like SketchRec at IUI conferences.
Cara Keifer, PhD, is an Assistant Professor of Child Psychology in the Child Study Center at Yale University's Yale School of Medicine. Her research focuses on autism spectrum disorder (ASD), particularly social cognition, electrophysiological measures of face processing, and neurodevelopmental outcomes. She holds a PhD in Clinical Psychology from Stony Brook University (2021), an MA from the same institution (2017), and a BA in Psychology from Haverford College (2013). Her work integrates behavioral and neural methodologies to understand social perception deficits in ASD. Key studies include investigations into face inversion effects, emotional face recognition biases, and EEG correlates of anxiety treatment responses. She collaborates with the McPartland Lab and contributes to translational research initiatives. Recent publications highlight advancements in phenotypic classification of ASD using machine learning and exploration of social motivation constructs. Her interdisciplinary approach bridges clinical, cognitive, and neuroscientific perspectives to advance ASD diagnosis and intervention strategies.
Jonathan Santo is a Professor of Psychology at the University of Nebraska at Omaha (UNO), where he serves as Director of the Graduate Developmental Psychology Program and as a faculty member in the Office of Latino/Latin-American Studies. His research explores peer relations, cultural differences in self-esteem, and classroom-level influences on child and adolescent development, with a focus on improving school environments and fostering positive social interactions. ORCA Faculty Fellow His research spans broad areas including Developmental Psychology , Social Support Systems , and Cross-Cultural Peer Dynamics , with specific attention to peer victimization , self-continuity , school climate , and developmental trajectories in Brazilian and Colombian youth . Recent publications analyze topics like hikikomori experiences , friendship security , and HPA axis dysregulation in adolescents. Scientific awards include the ORCA Faculty Fellow recognition. His work often involves longitudinal assessments of peer relationships cross-cultural comparisons (Brazil, Colombia, China, Nigeria, Singapore, U.S.) policy-focused blog posts on family separations and school interventions
Evelyn Lake is an Associate Professor in the Department of Radiology and Biomedical Imaging at Yale University, with affiliations to the Wu Tsai Institute and Yale Biomedical Imaging Institute. Her research focuses on functional neuroimaging, particularly using rodent models to study brain connectivity, neurovascular coupling, and disorders like Alzheimer’s disease and autism spectrum disorder. PhD in Medical Biophysics, University of Toronto (2016) Postdoctoral Associate, Yale University (2019) BSc (Honors) in Biophysics, University of Guelph (2010) Her work spans multimodal imaging techniques (e.g., simultaneous Ca2+ and fMRI), examining how genetic mutations (e.g., PTEN, KATNAL2) affect cerebrospinal fluid dynamics and neuronal connectivity. She investigates longitudinal changes in Alzheimer’s models and methodological aspects of animal neuroimaging, such as sample size optimization and awake imaging protocols. Recent publications highlight her contributions to understanding autism-related white matter abnormalities, transdiagnostic connectome predictive modeling, and the impact of neurovascular uncoupling in awake mice. Collaborations include Todd Constable, Francesca Mandino, Xilin Shen, and Xenophon Papademetris.
