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Soma VesztergomView profile

Assistant Professor

• Electrochemistry
• Catalysis
• Renewable Energy
• +6 more

Soma Vesztergom is an Assistant Professor at the Department of Chemistry and Department of Physical Chemistry of Eötvös Loránd University (ELTE), Budapest, Hungary. His research focuses on electrochemistry, particularly CO2 electroreduction, catalyst stability, and advanced electrode materials. His work emphasizes CO2 electroreduction , catalyst design , and electrochemical engineering . Key techniques include operando characterization (e.g., laser scattering, Raman spectroscopy), gas diffusion electrodes , and impedance analysis . Recent publications address pH effects on catalyst performance , flooding phenomena in gas diffusion electrodes, and novel methods for electrolyte management . His studies span from fundamental interfacial processes to applied renewable energy technologies. His research team at ELTE’s Electrochemistry and Electroanalytical Laboratory employs EDX tomography , identical location SEM , and digital simulation tools to optimize electrochemical systems.

• Genetics
• Developmental Biology
• Physiology
• +6 more

Dr. Marjo Salminen is a Senior University Lecturer at the Faculty of Veterinary Medicine , University of Helsinki, specializing in Genetics , Developmental Biology , and Physiology . Her research focuses on transcription factor networks (particularly GATA2 and GATA3) in neuronal and lymphatic development, with significant contributions to understanding midbrain GABAergic neuron specification, inner ear morphogenesis, and mechanosensitive lymphangiogenesis. Key collaborations with Juha Partanen (University of Helsinki) and international institutions Leading expert in mouse models for developmental gene function Research keywords include Neuroscience , Molecular Embryology , and Transcriptional Regulation , with recent work on REM-sleep regulatory neuron development (2022) and mechanotransduction in lymphatic vessel formation (2018). She has supervised numerous doctoral and Master's theses, served on thesis committees, and contributed to textbook development in Finnish. Scientific recognition includes the 2003 Scientific Book of the Year award. Current affiliations include the Veterinary Biosciences department and the Doctoral Programme in Clinical Veterinary Medicine . Her ORCID is 0000-0003-0696-6845 .

Kimberly GarzaView profile

Associate Professor

• Health Outcomes Research
• Behavioral Theory in Health
• Medication Adherence
• +5 more

Kimberly Garza is an Associate Professor in the Department of Health Outcomes Research and Policy at Auburn University's Harrison College of Pharmacy, serving as Graduate Program Officer and Faculty Fellow at the Biggio Center for Teaching and Learning. Her educational background: B.S. Pharmacy, Auburn University (1998) Pharm.D., Auburn University (1999) M.B.A., West Virginia University (2006) Ph.D. in Health Outcomes Research, West Virginia University (2010) Dr. Garza's research applies behavioral theory to preventive health behaviors using immersive technologies (VR/haptics) to influence medication adherence, diet, and physical activity in chronic diseases. She develops empathy-building applications for student pharmacists and conducts scholarship of teaching and learning in professional identity formation and curricular development. She received the AACP New Investigator Award (2014) and secured significant grants including NIH BIGDATA Core Center ($2.98M, Co-I) and Auburn University EmpathyVR projects ($33,280 PI). Dr. Garza mentors four current PhD students and has graduated four PhD/MS students since 2015. Her interdisciplinary collaborations span computer science, engineering, and medicine with partners including UAB, Yale Medicine, and East Alabama Medical Center, focusing on heart disease, rheumatoid arthritis, and immunization interventions.

David R. JohnsonView profile

Associate Professor

• Sociology of Higher Education
• State Politics & Policy
• Public Understanding of Science
• +5 more

David R. Johnson is an Associate Professor in the Department of Educational Policy Studies at Georgia State University's College of Education & Human Development. His research explores the intersection of academic environments, capitalism, religion, and politics, with a focus on institutional transformations and science policy dynamics. Ph.D. in Sociology, University of Georgia (2011) M.A. in Sociology, University of New Orleans (2005) B.A. in Economics & International Business (2000) Specializing in the sociology of higher education, Johnson's work examines neoliberal policy impacts on academic science, legislative processes in science policy, and the complex relationship between science and religion. His research has been published in journals including the Journal of Higher Education, Public Understanding of Science, and Science, Technology & Human Values. Recent publications address germline engineering ethics, partisan influences on science policy, and international hiring biases in scientific communities. Johnson's work extends to analyzing postsecondary policy environments, academic commercialism, and faculty-student interactions, reflecting his multidisciplinary approach to educational and scientific policy challenges. Contact: djohnson357@gsu.edu

Thomas Thurnell-ReadView profile

Professor

• Sociology of Consumption
• Alcohol and Drinking Culture
• Leisure and Sociability
• +3 more

Dr Thomas Thurnell-Read is a Professor in Sociology and Programme Leader for Criminology, Sociology, and Social Policy at Loughborough University, where he also leads the Dimensions of Inequality Research Challenge. He joined Loughborough in 2016, following roles at Coventry University and the University of Warwick. His research focuses on the sociological dimensions of consumption and leisure, particularly examining drinking culture as a lens to explore identity, belonging, and sociability. He is internationally recognized for his work on alcohol, drinking practices, and drunkenness, with findings featured in major media outlets like The Wall Street Journal and BBC Radio 4 . Current projects include a Leverhulme Trust-funded investigation into UK pub closures, analyzing their socio-cultural impacts. His research spans topics such as masculinity, aging, and the cultural significance of pubs, craft beverages, and premarital rituals. Recent work explores the intersection of intoxication with gender, ethnicity, and policy, contributing to debates on addiction, regulation, and cultural authenticity. Key themes in his publications include the socio-cultural dimensions of intoxication, pub culture’s role in community formation, and the evolving dynamics of male identity. His interdisciplinary approach bridges sociology, anthropology, and public policy, addressing issues of social inequality, urban change, and consumer behavior. Grants and projects include the Leverhulme Trust’s ‘After Last Orders?’ initiative. No specific awards are cited, though his academic contributions are widely acknowledged. He advises on issues related to alcohol policy and cultural sociology, though no formal student supervisees are listed here.

Amy BrunnerView profile

Associate Professor

• Genomics of tree development
• Ecophysiology
• Molecular genetics
• +3 more

Amy Brunner is an Associate Professor at Virginia Tech's Department of Forest Resources and Environmental Conservation within the College of Natural Resources and Environment. Her research focuses on the genomics of tree development, particularly in Populus species, exploring molecular mechanisms underlying tree maturation, flowering, and adaptation to environmental stimuli. She holds a B.S. from the College of Wooster (1982), an M.S. from Vanderbilt University (1984), and a Ph.D. from Oregon State University (1998). Her work integrates functional genomics, transgenic approaches, and comparative genomics to study root/shoot architecture, epigenetic regulation, and signaling pathways. Notable contributions include identifying key genes in flowering transitions and developing genetic tools for tree improvement. Awards include the Outstanding Teaching and Mentoring Award from Oregon State University (2005). Brunner's publications span over three decades, with recent emphasis on CRISPR-based gene editing and the interplay between stress responses and secondary cell wall development. She actively collaborates on international initiatives like the Populus genome project and advises on regulatory frameworks for transgenic trees.

• Musicology
• Popular Music Studies
• Queer Theory
• +4 more

Louis Niebur is an Associate Professor in the School of Music at the University of Nevada, Reno. His research focuses on postwar popular music, queer cultural history, and electronic music, particularly the intersection of music with LGBTQ+ communities and media. He earned a Ph.D. in Musicology from UCLA and an MM from the University of Texas at Austin. His work explores topics such as the significance of music in queer spaces, electronic music's evolution, and the cultural impact of disco and dance music in San Francisco’s LGBTQ+ community. He is the author of two major books: Menergy: San Francisco's Gay Disco Sound (2022) and Special Sound: The Creation and Legacy of the BBC Radiophonic Workshop (2010), which critically analyze electronic music history and queer cultural identity. His publications also include studies on figures like Delia Derbyshire and analyses of music in media franchises like Star Trek and Buffy the Vampire Slayer . Niebur’s interdisciplinary approach combines music theory, queer theory, and cultural studies to illuminate the role of music in shaping social and historical narratives.

Dayoung KimView profile

Assistant Professor

• Engineering Practice
• Workforce Development
• Technology Innovation and Entrepreneurship
• +7 more

Dr. Dayoung Kim is an Assistant Professor in the Department of Engineering Education within the College of Engineering at Virginia Tech. She also serves as Director of the LABoratory for Innovative and REsponsible ENgineering workforce (LAB-IREEN), where she leads research on engineering practice, workforce development, and engineering ethics. Dr. Kim's educational background includes: Ph.D. in Engineering Education from Purdue University (2022) M.S. in Chemical Engineering from Purdue University (2021) B.S. in Chemical Engineering from Yonsei University in Seoul, South Korea (2017) Her research focuses on engineering practice and workforce development across various employment settings, including business organizations (e.g., startup companies) and government agencies. She investigates how emerging technologies like artificial intelligence and quantum technologies influence engineering practice and workforce needs. Dr. Kim also examines engineering ethics, social responsibility, and related policy concerns, with the overarching goal of identifying effective strategies to cultivate an innovative and responsible engineering workforce through educational initiatives and science & technology policy. Her work explores critical questions regarding essential engineering competencies, ethical design practices with emerging technologies, and strategies for fostering responsible engineering professionals. Dr. Kim's recent publications analyze trends in AI ethics policies, engineering students' career interests, and the intersection of lifelong learning with workforce development. Her research employs quantitative, qualitative, and mixed-methods approaches to address complex questions at the nexus of engineering practice, education, and policy. Dr. Kim has received numerous honors including: Honorable Mention Best Paper Award at IEEE-ETHICS 2023 Conference Apprentice Faculty Grant from ASEE's Educational Research and Methods Division (2023) +Policy Research Fellowship from Virginia Tech's Institute for Society, Culture, and Environment Christine Mirzayan Science & Technology Policy Graduate Fellowship from the National Academies (2022) College of Engineering Outstanding Graduate Student Research Award from Purdue University (2022) Dr. Kim serves as Principal Investigator on multiple significant research grants: National Science Foundation grant #2417377: 'Investigating the Impact of Scaffolded Ethics Autobiography on Engineering Identity and Students' Career Interests' National Science Foundation grant #2412398: 'Exploring How AI Engineers Perceive and Develop Translational Ethical Competency' (as Co-PI) National Science Foundation grant #2321188: 'Building Capacity for Research in Technology-Based Social Entrepreneurship Education for the Next Generation of Engineering Leaders' 4-VA grant: 'Fostering Regional Innovation Ecosystem in the State of Virginia' ISCE-PDA grant: 'Exploring AI Ethics Policy Concerns and Career Pathways of the AI Professionals' Dr. Kim leads the LAB-IREEN research group at Virginia Tech, which includes Ph.D. students Bailey McOwen, Emad Ali, and Arsalan Ashraf. The lab's mission is to conduct transformative research that guides the development of an innovative and responsible engineering workforce across diverse areas including technology entrepreneurship, engineering ethics, and the educational implications of emerging technologies.

Marie ParettiView profile

Professor

• Engineering Education
• Professional Identity Development
• School-to-Work Transition
• +3 more

Marie Paretti is a Professor of Engineering Education at Virginia Tech, directing the Virginia Tech Engineering Communications Center (VTECC). She holds a B.S. in Chemical Engineering (Virginia Tech, 1986), M.A. in English (Virginia Tech, 1990), and Ph.D. in English (University of Wisconsin-Madison, 1997). Her research focuses on engineering identity, communication/teamwork, design education, and diversity/inclusion. Notable awards include the NSF CAREER Award (2008) and the Nunnally Award for Outstanding Faculty (2015). Education: B.S., Chemical Engineering, Virginia Tech (1986) M.A., English, Virginia Tech (1990) Ph.D., English, University of Wisconsin-Madison (1997) Research Interests: Professional engineering identities, school-to-work transitions, communication/collaboration in engineering, design education, and inclusivity for underrepresented groups. Her work emphasizes creating inclusive environments through pedagogical innovation and empirical studies. Key Contributions: Developed the SHARE framework for secondary data analysis, studied capstone design pedagogy, and explored identity dynamics in engineering workplaces. Authored/co-authored over 50 peer-reviewed articles and secured multiple NSF grants. Awards: 2022 Ronald S. Bliq Award (IEEE) 2019 COE Dean’s Award for Excellence in Service 2008 NSF CAREER Award Teaching: Teaches courses on capstone design, engineering communication, and educational methodology. Her courses emphasize interdisciplinary collaboration and professional skill development. Labs/Teams: Leads the VTECC, focusing on advancing communication skills and professional development in engineering education.

Monika Bærøe NerlandView profile

Professor

• Higher Education
• Workplace Learning
• Professions
• +4 more

Monika Bærøe Nerland is a Professor at the University of Oslo's Department of Education, affiliated with the Faculty of Educational Sciences. Her research focuses on knowledge practices in higher education and professional work, emphasizing digital transformation, professional learning, and workplace expertise. She leads major projects like CORPUS (examining digitization's impact on public services) and ProLed (studying professional learning in digital contexts). Nerland holds a Dr.polit (PhD) from the University of Oslo and a Cand. Musicae from the Norwegian Academy of Music, with extensive visiting researcher experience at institutions like UC Berkeley and Charles Sturt University. Education: Dr.polit (PhD), University of Oslo, Faculty of Education (2003) Cand. Musicae, Norwegian Academy of Music (1994) Research Interests: Knowledge practices in higher education and professional work Digitization's impact on professional work Collaborative practices across expert communities Professional learning trajectories Key Projects: Project Leader, CORPUS : Investigating digitization's consequences in public services (Research Council of Norway, VAM program) Project Leader, ProLed : Professional learning in digital transformation (Faculty of Educational Sciences, UiO) Coordinator, Master's specialization KULA (Knowledge development and learning in working life) Awards: H.M King of Norway's Gold Medal (2003-2004) Faculty of Educational Sciences' teaching award (2014) Emerald Literati Award (2018) for 'Shadow organizing: a metaphor to explore organizing as intra-relating' Teaching & Supervision: PhD courses in qualitative methodology ( UV9102A/B ) Master's courses PED4401 , PED4403 , and PED440 Supervises PhD/master students in higher education and workplace learning Labs/Teams: Leader of the HEDWORK research group (Higher Education and Work) Member of EARLI's TeaM-SIM Centre of Excellence

Leah LeFebvreView profile

Associate Professor

• Romantic Relationship Dynamics
• Emerging Technologies in Relationships
• Narrative and Storytelling in Relationships
• +3 more

Leah LeFebvre is an Associate Professor in the Department of Communication Studies at the University of Alabama, part of the College of Communication & Information Sciences. Her research focuses on how emerging technologies shape romantic relationship initiation and dissolution, including studies on Tinder, ghosting, and digital memorialization. She also investigates narrative processes in relationships and pedagogical practices in communication education. LeFebvre holds a Ph.D. from the University of Texas at Austin, an M.A. from the University of Wisconsin-Milwaukee, and a B.S. from the University of Wisconsin-LaCrosse. Her interdisciplinary work combines qualitative and quantitative methods, often collaborating with students and international colleagues. Her research themes include mediated relationship dissolution, digital curation of relational memory, and communication pedagogy innovations. Notable trends in her publications emphasize technology's role in modern relationships, narrative analysis, and improving teaching practices in communication courses. LeFebvre’s work addresses challenges in public speaking education, such as video feedback interventions and nonverbal communication training. She actively critiques conventional teaching methods and advocates for evidence-based pedagogical strategies.

Ashish AgrawalView profile

Assistant Professor

• Engineering Education
• Curriculum Design
• Inclusive Learning Environments
• +3 more

Ashish Agrawal is an Assistant Professor in the Dean’s Office of the College of Engineering Technology at Rochester Institute of Technology (RIT). His roles encompass curriculum development, academic leadership, and teaching core engineering technology courses. He currently teaches courses such as Circuits I, Engineering Special Topics, and oversees thesis projects in the MMSI program. Agrawal’s research focuses on transformative educational practices, including curriculum design, inclusive learning environments, and decolonization initiatives in engineering education. His work bridges disciplinary knowledge with societal needs, emphasizing global comparisons of educational outcomes and student development. His research interests highlight innovative approaches to engineering pedagogy, such as integrating sustainability into curricula and fostering diverse perspectives through community-driven projects. Notably, he has secured a grant addressing the green skills shortage in engineering education, reflecting his commitment to aligning technical training with ecological and social responsibilities. Agrawal’s scholarship explores student experiences across international contexts, examining how curricula shape disciplinary identity and professional aspirations. Recent publications emphasize comparative studies of engineering programs, decolonizing educational frameworks, and the role of lectures in student learning. His work often addresses systemic inequities by advocating for inclusive policies and mentorship programs. While no specific awards are cited, his contributions to engineering education reform and global academic collaborations demonstrate significant scholarly impact. Agrawal’s teaching extends to foundational courses like the College of Engineering Technology Exploration Seminar and Fundamentals of Engineering, which integrate hands-on learning and industry-relevant problem solving. His research and teaching jointly aim to prepare engineers who are technically proficient, socially aware, and culturally competent.

Michael BambergView profile

Professor

• Discourse Analysis
• Identity Construction
• Narrative Practices
• +3 more

Michael Bamberg is a Professor of Psychology at Clark University, specializing in Discourse Analysis and Identity Construction. His research focuses on how narratives, particularly 'Small Stories,' serve as tools for sense-making and identity formation. He employs microanalytical approaches to study identity as an emergent process within social interactions. Dr. Bamberg holds a Ph.D. in Psychology from the University of California, Berkeley (1985), an M.Phil. in Linguistics from the University of York (1978), and a Staatsexamen from Universität Marburg (1975). His interdisciplinary work bridges psychology, linguistics, and sociology. His research explores narrative practices in diverse contexts, including crime and punishment, pandemic responses, and cultural narratives. Key themes include counter-narratives, agency, and the interplay between discourse and identity. Bamberg has contributed to methodological advancements in qualitative psychology, including narrative analysis and reporting standards for research. He was awarded the Fulbright Distinguished Chair Scholarship (2020) and has authored/co-authored influential works like The Cambridge Handbook of Identity . His grants and collaborations highlight his role in shaping narrative and discourse studies globally.

DeLean Tolbert SmithView profile

Associate Professor

• Engineering Education
• Diversity in STEM
• Design Thinking
• +3 more

DeLean Tolbert Smith is an Associate Professor in the Department of Industrial and Manufacturing Systems Engineering at the University of Michigan-Dearborn, part of the College of Engineering and Computer Science. His research focuses on engineering education equity, particularly exploring the experiences of Black students and families in STEM fields. He holds a PhD in Engineering Education from Purdue University (2017), an M.S. in Industrial and Operations Engineering from the University of Michigan (2011), and a B.S. in Electrical Engineering from the University of Michigan-Dearborn (2010). His research interests include understanding how familial and community assets influence engineering engagement among youth, the role of mathematics in engineering problem-solving, and fostering inclusive design practices. He has conducted extensive studies on Black families' engineering practices and the impact of outreach programs on underrepresented groups. Recent work emphasizes socio-cultural factors in STEM retention Explores intersection of design thinking and equity Develops tools to assess systems thinking in engineering education Smith has secured multiple NSF grants including a CAREER award for investigating Black youths' engineering practices through museum and family learning contexts (2021-2026). His research also addresses ADHD accommodations in STEM classrooms and social engagement in engineering design. His publications span engineering education journals and conferences, with notable contributions to understanding identity formation in engineering students and the role of cultural wealth in academic success. He actively participates in ASEE and Frontiers in Education conferences, presenting innovative pedagogical frameworks.

Todor MarinovView profile

Associate Professor

• Physical Education
• Sports Training
• Conflict Resolution
• +2 more

Associate Professor Todor Marinov serves at the National Sports Academy Vasil Levski within the Faculty of Pedagogy's Department of Theory of Physical Education. Since 2016, he has held the rank of Associate Professor and currently acts as Deputy Dean. His responsibilities include coordinating educational processes and managing professional development for academic staff. His research focuses on physical education theory, sports training methodologies, and behavioral psychology in athletic contexts. Key areas include emotional intelligence development in sports professionals, motor skill acquisition across age groups, and conflict resolution strategies in educational settings. Publication trends show consistent focus on psychological aspects of sports performance, pedagogical methodologies, and physiological adaptations. Recent works emphasize emotional intelligence applications in sports education and biomechanical analyses of athletic performance. Authored monographs: Formation of Adequate Readiness in Students for Survival in Crisis Situations (2015) and Basics of Physical Education. Theory and Methodology (2020) Participated in international projects including MOVE (Movement Valorize Europe) and SEE - Countries for Integrity of Football Clubs As Head of multiple specializations for Physical Education teachers, he oversees curriculum development and accreditation processes. He maintains active participation in academic governance through membership in the PhD Program Council and Academic Council.