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John N DavisView profile

Professor

• Leadership Studies
• Organizational Behavior
• Environmental History
• +3 more

John N Davis is a Professor of Management at the Kelley College of Business and Professional Studies at Hardin-Simmons University . With a Ph.D. in Business Administration from Texas Tech University and extensive professional experience in engineering and leadership, he focuses on bridging practical leadership challenges with academic inquiry. His career spans decades in organizational dynamics, military leadership, and community engagement. Bachelor of Science – United States Military Academy (1975) Master of Business Administration – Entrepreneurial Management – University of Pennsylvania (1982) Doctor of Philosophy – Business Administration – Texas Tech University (2005) Davis's research interests center on Leadership Studies , particularly the intersection of secular and Christian leadership frameworks. He explores organizational behavior , resilience in leadership , and social construction of leader identity . His work often reflects on environmental history, Texas regional studies, and cultural narratives through book reviews and interdisciplinary analysis. His publications span topics from Texas history and environmental leadership to organizational dynamics and religious leadership . Recent articles examine resilience formation, regional cultural transformations, and critiques of leadership paradigms. Themes include historical analysis , community leadership , and interdisciplinary approaches to understanding leadership's complexities.

Jason ForsythView profile

Associate Professor

• Wearable Computing
• Ubiquitous/Pervasive Computing
• Engineering Education
• +3 more

Jason Forsyth is an Associate Professor of Engineering at James Madison University's College of Integrated Science & Engineering. He holds a Ph.D., M.S., and B.S. in Computer Engineering from Virginia Tech. His research focuses on wearable computing, ubiquitous/pervasive computing, and engineering education through project-based service learning. He teaches courses in embedded systems, engineering modeling, and circuits/instrumentation. Dr. Forsyth's scholarly work bridges technology and human interaction, with notable projects like GymSense (analyzing athletic form) and haptic feedback systems for braille learning. His studies often emphasize interdisciplinary approaches, such as arts-informed pedagogy and trust assessment in autonomous systems. He has pioneered community engagement initiatives, including a bike project that integrates engineering with social impact. His research trends highlight advancements in wearable technologies, sensor-driven activity analysis, and innovative educational strategies. While no specific awards are listed, his contributions to engineering education and applied technology are evident through his prolific publications and course development. He actively involves students in real-world projects, fostering entrepreneurship and problem-solving skills. Dr. Forsyth collaborates with interdisciplinary teams on projects such as drone-based environmental monitoring and smart sensor networks for agriculture. His work emphasizes both technical innovation and societal relevance, aligning with JMU's commitment to applied research and community outreach.

• Graduate Employability
• Widening Participation in Higher Education
• Education of Children from Armed Forces Families
• +1 more

Dr. Michael Hall is a Senior Lecturer in Education at the University of Winchester, affiliated with the Faculty of Education and the Arts and the Department of Education Studies and Liberal Arts. His work spans teaching, research, and policy engagement, with a focus on inclusion in education and the intersection of politics and educational systems. Prior to academia, he worked in policy roles within engineering and manufacturing sectors. Education Background: Doctorate in Education (PhD) Affiliations: Member of the University’s Education Studies team since 2015 His research explores graduate employability, widening participation, and the educational experiences of military children. Key interests include equity in higher education access and fostering critical approaches to employability beyond narrow economic metrics. Recent publications address parrhesiastic truth-telling in employability discourse and the educational needs of service children. Though no specific grants or awards are listed, his work emphasizes impactful research addressing systemic inequities. He collaborates with organizations like the SCIP Alliance on projects promoting educational equity for military families.

• Ottoman History
• Middle Eastern Studies
• Historical Geography
• +4 more

Yuval Ben-Bassat is a Professor of Middle Eastern and Islamic Studies at the University of Haifa. He holds a Ph.D. from the University of Chicago (2007) and previously taught at the University of California, Berkeley. His research focuses on Ottoman institutional history, particularly petitions, urban governance, and borderlands. Key works include Late Ottoman Gaza (2024) and Petitioning the Sultan (2013). He employs interdisciplinary methods, combining GIS, archival materials, and oral histories to explore topics like Gaza’s urban politics, Ottoman economic projects, and heritage agriculture in the southern Levant. His edited volumes address broader themes such as Young Turk rule in Palestine and Mamluk history. His recent studies analyze Ottoman-era maps, census data, and literary dialogues to reconstruct marginalized voices and spatial dynamics. Collaborations include work with Johann Buessow on urban factionalism and Dotan Halevy on WWI archives. Research interests span Ottoman Palestine’s socio-legal systems, environmental history, and the interplay between local and imperial governance. Education: Ph.D., Near Eastern Languages and Civilizations, University of Chicago (2007) Key Research Themes: Ottoman petitions, urban institutions, Gaza’s history, digital humanities applications in historical geography, and agricultural heritage in arid regions. Grants & Collaborations: Led projects on Ottoman cartography, heritage viticulture, and GIS-based urban analysis. Active in academic editing, co-editing volumes such as From the Household to the Wider World (2023) and Developing Perspectives in Mamluk History (2017). Labs/Teams: Collaborates with archaeologists, geographers, and digital humanities experts to integrate fieldwork, archival analysis, and spatial technologies.

Qian ZhouView profile

Professor

• Violin Performance
• Music Education
• Classical Music
• +3 more

Prof Qian Zhou is the Head of Strings and a Professor of Violin at the Yong Siew Toh Conservatory of Music, National University of Singapore. She is renowned for her international performing career, having won the prestigious 1987 Marguerite Long-Jacques Thibaud Competition. Her teaching has been equally impactful, nurturing students who excel globally, and she leads institutional projects enhancing the conservatory’s reputation. Education: Early training at Shanghai Conservatory Completed studies at Peabody Conservatory under Berl Senofsky, later mentored by Piero Weiss Research & Performance Interests: Violin performance, chamber music, and pedagogy. She combines active performances with leadership in music education, including masterclasses and jury roles. Professional Contributions: Key in shaping the conservatory’s identity since its inception. Her international collaborations and ambassadorial roles have elevated global recognition. She plays a rare 1757 J.B. Guadagnini violin loaned by Rin Kei Mei. Future Work: Continuing performance engagements across multiple countries and advancing music education initiatives.

Heidi HartikainenView profile

Research Fellow

• Human Computer Interaction
• Human-Centered Development
• Online Safety
• +5 more

Heidi Hartikainen is a Research Fellow and project manager at the University of Oulu's Faculty of Information Technology and Electrical Engineering, specifically within the INTERACT Research Unit. Her work focuses on Human-Computer Interaction, online safety, privacy, and design activism, with a strong emphasis on empowering youth through technology. She holds a PhD from the University of Oulu (2017) and an MSc from Luleå University of Technology (2007). Her research bridges information security, digital fabrication, and participatory design, particularly in projects like DeMaKids, Make4Change, and Make-A-Difference. Current roles include project management in Critical ChangeLab and ARTiFAB, alongside research in FutuProta and TAKEOVER projects. She has extensive experience in Fab Academy programs and has collaborated internationally, including a visit to the University of Central Florida (2019–2020) to study adolescent online sexual risk and peer support. Her research interests span youth digital literacy, ethical AI, and transformative technologies, aiming to foster resilience and agency in children and teens. Projects emphasize participatory design, social justice education, and critical reflection in technology use.

Thomas ZellerView profile

Professor

• Environmental History
• History of Technology
• Transportation Studies
• +2 more

Thomas Zeller is Professor of History at the University of Maryland, specializing in environmental history and the history of technology. His research examines the interplay between technology, environment, and landscape perception, with particular emphasis on transportation infrastructure and its cultural meanings. His work spans German autobahns, American highways, and global river systems. Research focuses on: History of transportation and infrastructure Cultural landscapes and environmental perception Visual culture of mobility Environmental policy in historical context Comparative approaches to technology adoption Key publications analyze how road systems shape human interaction with landscapes and contribute to national identity formation. Recent work explores automobile vision and the cultural significance of driving experiences through publications like 'Consuming Landscapes'.

• Educational Sciences
• Anthropocene Studies
• Cultural Mediation
• +5 more

Renaud Hétier is a Professor of Educational Sciences at the Université Catholique de l'Ouest (UCO Angers), serving as Director of the LIRFE research unit and Head of the Doctorate in Educational Sciences. His academic journey includes a PhD from Université Lyon II (2004) and a HDR from University of Nantes (2017). Specializing in Anthropocene education, cultural mediation, and digital pedagogy, his work explores how education must evolve to address ecological crises, societal transitions, and human freedom in an era of environmental collapse. Key research themes include: Education's role in the Anthropocene Interplay between digital culture and childhood development Ethical frameworks for post-capitalist societies Embodied learning and resilience strategies Recent publications emphasize rethinking educational paradigms to foster: Crisis anticipation through pedagogical innovation Ecological awareness and collective responsibility Convivialism as a societal model He supervises over 15 PhD students researching topics like digital literacy, climate education, and embodied cognition. His work bridges philosophy, sociology, and pedagogy to address 21st-century existential challenges.

• Engineering Education
• Energy Education
• Environmental Education
• +6 more

Dr. Jan DeWaters is an Associate Professor at the Coulter School of Engineering & Applied Sciences , Clarkson University. She is affiliated with the Institute for a Sustainable Environment and Institute for STEM Education . Education Background: Ph.D. in Environmental Science and Engineering (2011), Clarkson University M.S. in Environmental Engineering (1987), University of North Carolina at Chapel Hill B.S. in Chemical Engineering (1985), University of New Hampshire Teaching Interests: ES110 - Engineering and Society ES238 - Introduction to Energy Systems ED440 - Seminar in Cultural Competency and Teaching in the STEM Classroom MP210/MP310 - Food-to-Energy Project Class Her teaching emphasizes sociotechnical problem solving , energy systems tradeoffs, and culturally responsive teaching in STEM classrooms. Research Trends: Dr. DeWaters leads engineering education research focused on project-based learning , energy literacy , and sustainability education . Her work bridges K-16 STEM education with environmental systems analysis, often using real-world data and classroom experiments to evaluate learning outcomes. Key projects include the Food-to-Energy Project , STEM-Up NY Noyce Scholarship Program , and CLICS interdisciplinary sustainability modules . Scientific Awards: ASEE ECCD Best Paper Award (2021) Mara H. Wasburn Early Engineering Educator Grant (2014) Premier Curriculum Award for K-12 Engineering (2009) Advising & Grants: Dr. DeWaters collaborates with cross-disciplinary faculty to improve diversity in STEM through contextualized engineering education. She has received grants for K-12 teacher professional development and sociotechnical curriculum design. Labs & Teams: She co-leads the Food-to-Energy Project and STEM-Up NY initiatives, focusing on community partnerships for educational innovation.

• Educational Theory and Practice
• Engineering Education
• Teacher Professional Development
• +3 more

Maryam Khosronejadtoroghi is a Senior Lecturer affiliated with the School of Education within the Faculty of Education and Arts. Her research focuses on educational theory and practice, with a particular emphasis on professional identity formation in engineering education, teacher development, and creative writing pedagogy in primary schools. She employs mixed-methods approaches, including microethnography and reflexive analysis, to explore how students and educators negotiate identities and engage in collaborative learning environments. Research Interests: Professional identity practices in STEM education Contextualized teacher professional development Reflexivity in educational research and practice Creative writing instruction and literacy development Authentic assessment design in higher education Recent work highlights trends in analyzing classroom dialogues, authorial agency in children’s narratives, and the role of technology in fostering collaborative problem-solving. Her contributions bridge educational theory with practical applications, emphasizing context-sensitive pedagogical models. Advising & Grants: No specific grants or advising roles are explicitly mentioned in the provided texts. Labs/Teams: Collaborates with interdisciplinary teams investigating educational design, scaffolding in learning environments, and engineering communication practices.

• Computational Social Science
• Social Inequality
• Machine Learning
• +3 more

Joseph Kenny is an Associate Professor in the Department of Computer Science and Engineering at the University at Buffalo's School of Engineering and Applied Sciences. He also serves as Associate Director of the AI and Society Institute for Artificial Intelligence and Data Science. PhD in Societal Computing, Carnegie Mellon University (2016) MS in Societal Computing, Carnegie Mellon University (2012) BS in Computer Science, Carnegie Mellon University (2010) His research bridges computational methods with social equity , focusing on stereotype dynamics, algorithmic bias in child welfare systems, and Twitter-based social behavior analysis. Current projects include machine learning models to predict Chafee service allocation, neighborhood change prediction frameworks, and tools for analyzing social identity in online discourse. Recent publications span interdisciplinary topics like partisan exposure patterns , geospatial disparities in disaster response , and computational models of gender inequality . He leads the Computation and Equity Lab (cubelab) , which emphasizes values such as meaningful work addressing social inequality, respect for lived experiences, and balanced work-life integration. Scientific contributions include: UB Exceptional Scholar—Young Investigator Award (2021) Pioneering methods for Twitter bio analysis and misinformation detection Developing explainable GeoAI tools for urban equity Creating frameworks for fair predictive modeling in child welfare Advancing computational approaches to stereotype dynamics Students working with him engage in projects combining computer science with social justice, with recent advisees placing at institutions like Michigan (PhD), Amazon, and Meta.

Margit WiesnerView profile

Associate Professor

• Developmental Trajectories
• Problem Behavior Modeling
• Youth Violent Victimization
• +3 more

Margit Wiesner is an Associate Professor in the School of Psychological, Health, and Learning Sciences at the University of Houston. Her research focuses on developmental trajectories of problem behaviors (e.g., juvenile offending, substance use), youth violent victimization, and vocational career pathways. She also examines mental health measurement invariance and scientific computing methodologies. Her work integrates multi-wave longitudinal data from the U.S. and Germany. Research Interests: Primary: Juvenile offending trajectories, depressive symptoms, substance use, health-risking behaviors Secondary: Youth violence outcomes, vocational pathways, mental health screening validation Her recent studies emphasize validation of eating disorder surveys (e.g., M-KEDS) for Hispanic adolescents and bidirectional mental health-crime relationships in at-risk populations. Methodological innovations in criminal trajectory modeling and policy implications are recurring themes in her work. Key Contributions: Developmental criminology frameworks Cultural adaptation of psychological scales (e.g., Utrecht-Management of Identity Commitments Scale) Intergenerational crime transmission factors

Shezan MuhammediView profile

Adjunct Professor

• Migration History
• Refugee Studies
• Ethnic Relations
• +5 more

Dr. Shezan Muhammedi serves as an adjunct research professor in the Department of History at Carleton University while working full-time as an Assistant Director with Immigration, Refugees, and Citizenship Canada. His academic and professional work centers on refugee resettlement, migration history, and ethnic relations, with a specific focus on the Ugandan Asian refugee experience in Canada that has personal significance as his mother's family arrived in Ottawa as Ugandan Asian refugees in October 1972. Dr. Muhammedi earned his B.A. from Queen's University, followed by his M.A. and Ph.D. in History and Migration and Ethnic Relations from the University of Western Ontario, completing his doctorate in April 2017. His academic journey directly informs his professional work, having spent four years (2017-2022) with Focus Humanitarian Assistance under the Aga Khan Development Network where he led a team of 15 case workers supporting refugees across six European countries. His research interests span migration history, refugee studies, oral history methodologies, and Canadian immigration policy, with particular expertise in how displaced peoples maintain multiple regional, ethnic, and religious identities while negotiating new citizenship. His work demonstrates how refugees actively navigate bureaucratic processes rather than being passive recipients of aid, reshaping immigration policies through their experiences and resilience. Dr. Muhammedi's scholarly output includes his 2022 book 'Gifts from Amin: Ugandan Asian Refugees in Canada,' which represents the first major oral history project dedicated to this community. In November 2022, he co-organized the 'Beyond Resettlement' conference at Carleton University commemorating the 50th anniversary of the expulsion of Asians from Uganda, which explored historical context, Canada's response, and lived experiences of the community over five decades. He has made significant contributions to Carleton University's Uganda Collection in the MacOdrum Library, featuring archival material, newspapers, and oral histories of Ugandan Asian refugees. His academic work bridges historical research with contemporary policy development, informed by his direct experience working with refugee communities in both Europe and Canada.

Bruce S. ElliottView profile

Professor

• 18th-19th Century Social History
• Immigration History
• Material Culture
• +7 more

Bruce S. Elliott is a Professor in the Department of History at Carleton University, specializing in 18th-19th century social and immigration history, material culture, and public history. He holds a B.A. and Ph.D. from Carleton University and an M.A. from the University of Leicester. His academic career includes seven years as graduate chair and co-founder of the MA in Public History program, where he remains active as a teacher and supervisor. Research interests focus on gravestones, cemeteries, and memorialization; North American monument industry transitions; and English/Irish immigration to Canada. Recent work examines the American Civil War headstone program and Bermuda's free persons of colour gravestones. He actively advises local heritage projects, including Pinhey’s Point and Fairfields historic sites, and previously served as Nepean’s City Historian (1986–1990). Awards include the 2013 Nepean Museum Wall of Fame, 2000 Nepean Millennium Medal, and multiple recognitions from historical societies. He has supervised over 12 graduate students, covering topics from First World War commemoration to Icelandic migration narratives. His publications include Irish Migrants in the Canadas (winner of the Floyd Chalmers Prize) and Letters Across Borders . Community involvement includes heritage advisory roles with local governments and leadership in organizations like the Association for the Preservation of Ontario Land Registry Office Documents. Current research explores the industrialization of the monument trade in early 20th-century North America.

Justin MajorView profile

Assistant Professor

• Engineering Education
• Socioeconomic Inequality
• Student Belonging
• +2 more

Dr. Justin Major is an Assistant Professor in the Henry M. Rowan College of Engineering at Rowan University, leading research in engineering education through the Experiential Engineering Education (ExEED) initiative. His work advances pedagogical innovation while addressing systemic inequities affecting socioeconomically disadvantaged students. Education includes a Ph.D. in Engineering Education (Purdue, 2022), M.S. in Aeronautics & Astronautics (Purdue, 2021), and dual B.S. degrees in Mechanical Engineering and Secondary Education Mathematics (Nevada, Reno, 2017). Research centers on trauma-informed education, belonging interventions, and critical analyses of socioeconomic barriers in STEM. Publications consistently explore non-cognitive factors in student success, innovative quantitative methodologies, and equity-focused interventions. Recent work examines chosen family support systems and skill development in engineering teams. Honors include multiple NSF-funded projects examining low-income student experiences, an Engineering Unleashed Fellowship, and the ASEE Best Diversity Paper award. Current grants investigate food insecurity interventions and family support networks in engineering education through 2027.