Jennifer Bradley is an Associate Professor in the Department of Educational Studies at Swarthmore College. Her work focuses on racial justice, child development, and activist pedagogy, emphasizing the intersections of identity, oppression, and systemic change. She co-founded the Philly Children’s Movement (PCM), a Black-led intergenerational collective advocating for racial justice, and developed the 'Talking with Kids about Identity' project to address equity in early education. Education: PhD in Urban Education from Temple University, M.Ed. and B.A. in Curriculum & Instruction and Political Science from Loyola University. Research Interests: Disrupting systems of oppression through education, intergenerational activism, and community-driven praxis. Her work bridges theory and practice, collaborating with educators, families, and policymakers to create equitable learning environments. Advising & Grants: Mentored Swarthmore students in PCM internships and collaborative projects with local schools. Secured funding for the 'Talking with Kids' workshop series, which expanded into a region-wide initiative involving multiple school districts. Labs/Teams: Core member of the Philly Children’s Movement and lead organizer of the 'Talking with Kids about Identity' initiative, fostering partnerships between universities and community organizations.
Eve Smith is a Lecturer in English for Academic Purposes at the Language Centre, University of Leeds, within the Faculty of Arts, Humanities and Cultures. She teaches English for Academic Purposes (EAP) and English for Specific Academic Purposes (ESAP), with a strong emphasis on supporting international students. Her role includes leading innovative online pre-sessional courses and contributing to transnational initiatives such as the UoL/SWJTU Joint School in Chengdu and Collaborative Online International Learning (COIL) projects. Educational Background: PhD in Media, Culture and Communication PG Cert in Learning and Teaching in Higher Education MA in Film and Drama, University of Reading (1996) BA (Hons) Joint Degree in German and Drama, University of Hull (1995) Her research centers on pedagogical innovation in global higher education contexts, particularly focusing on Translanguaging, English-Medium Instruction (EMI), and Transnational Education (TNE). She explores the intersections of language, identity, and pedagogy, drawing from both theoretical and practical experiences. Her interdisciplinary interests extend to popular culture, including fan studies, audience studies, comedy, and genre analysis—especially related to Terry Pratchett and science fiction and fantasy (SFF). She integrates digital research and digital pedagogy into her scholarly work. Eve is co-editor of a forthcoming edited collection titled English-Medium Instruction in a Dynamic Transnational Setting: Issues of Language and Identity , where she contributes chapters on teacher and student perspectives on translanguaging. Since 2022, she has been actively involved in a COIL research group, which was awarded a collaborative LITE Fellowship in 2023 to advance this pedagogy across the university. Professional Memberships and Recognition: Fellow of the Higher Education Academy (FHEA), Advance HE Associate and Chartered Global Management Accountant (ACMA/CGMA), Chartered Institute of Management Accountants LITE Fellowship (2023) Eve has extensive teaching experience prior to joining Leeds, having taught media and communication modules as well as English and academic skills at Liverpool John Moores University and Liverpool International College. She has supervised teaching assistants and research projects related to reflective writing and feedback engagement. Her advisory role extends to curriculum development and pedagogical leadership, particularly in international and online education contexts. She is a core member of the Language Centre’s research and teaching community, involved in postgraduate research supervision opportunities and promoting PhD enrolment. Her work supports the internationalization of student education at Leeds, with future directions likely to expand COIL implementation, translanguaging frameworks, and digital pedagogies in transnational settings.
Jill Cordova serves as Professor of Kinesiology at Colorado Mesa University, where she teaches Health and Wellness, History and Philosophy of Sport, Exercise Prescription, and specialized courses in Adapted Physical Activity. Her work bridges academic instruction with impactful community engagement through disability-inclusive recreation programs. Her educational foundation includes: PhD in Health and Physical Education from University of New Mexico MS in Education from Humboldt University BA in Health, Physical Education and Recreation from Humboldt University Dr. Cordova's research centers on wellness initiatives for individuals with disabilities, emphasizing practical field applications over theoretical frameworks. Her teaching methodology prioritizes hands-on learning and community immersion, particularly through the National Disabled Veterans Winter Sports Clinic where she annually mentors students. This approach transforms classroom concepts into tangible social impact, addressing systemic barriers in recreational access. Her publication record reveals consistent focus on disability inclusion across diverse environments - from academic settings to extreme outdoor contexts. The research trajectory demonstrates progressive exploration from attitude studies toward practical adaptation solutions in challenging terrains like whitewater rafting and high-altitude environments, reflecting her commitment to expanding physical activity boundaries for disabled populations. Recognition includes: Department of Veterans Affairs Special Contribution Award (2006-2012) for sustained service Colorado Mesa University Outstanding Achievement in Service Award (2003) Distinguished Faculty award nomination (2009) for teaching excellence She actively integrates students into her community projects, particularly the National Disabled Veterans Winter Sports Clinic, providing transformative experiential learning. Her advising philosophy extends beyond academics into real-world advocacy, preparing students for careers in adaptive recreation through direct field involvement. As a core participant in the National Disabled Veterans Winter Sports Clinic, she contributes to both the operational framework and research components of this premier adaptive sports program, influencing national standards for veteran rehabilitation through recreation.
Stephen J. Aguilar is an Associate Professor at the Rossier School of Education , University of Southern California. He holds a PhD in Education and Psychology from the University of Michigan and focuses on educational technology , learning analytics , and motivation research . His work bridges big data and social justice in education. PhD, Education and Psychology, University of Michigan MS, Psychology, University of Michigan MA, Humanities (Philosophy), University of Chicago BA, Philosophy & Psychology, Georgetown University Dr. Aguilar investigates generative AI applications , digital equity gaps , and data-driven education . His research explores how learning analytics can personalize education while addressing systemic inequities. Current projects include co-leading USC’s Center for Generative AI and Society and authoring Authenticating Intelligence: Preventing AI from Hijacking Education . His publications span educational technology , data ethics , and STEM equity . Recent work examines social media adaptation during the pandemic, feedback mechanisms , and K-12 broadband access . He has secured major grants from the National Science Foundation and AERA . AERA Division C Early Career Award Wilbert J. McKeachie Early Career Award Provost’s Postdoctoral Scholarship As advisor to PhD students in educational data science, he advocates for equitable technology design . His digital equity research influenced California Assembly Bill No. 1176 , expanding internet access for underserved families.
Robert Panenic serves as a Senior Lecturer in the Department of Health, Kinesiology & Applied Physiology at Concordia University, where he has taught undergraduate exercise science courses since joining the Department of Exercise Science in Fall 2000. Initially appointed as a Limited Term junior lecturer teaching health-focused electives, he expanded to four core courses in 2004 after earning an Extended Term Appointment, focusing on curriculum development including EXCI 252, EXCI 352, and EXCI 450 for specialized populations. His academic credentials include: Bachelor of Education (BEd) from McGill University Master of Arts (MA) from McGill University Mr. Panenic specializes in translating exercise science principles into practical health applications, with expertise spanning: Exercise Physiology Neuromuscular Physiology Fitness Assessment and Prescription Strength Training Methodology Rehabilitation Programming Physical Activity for Special Populations His late-1990s publications reveal foundational work in neuromuscular adaptations, examining muscle fatigability mechanisms and training-induced neural plasticity that underpin modern exercise prescription frameworks. As a dedicated educator, Mr. Panenic concentrates exclusively on undergraduate instruction without graduate student supervision or research grant activity, having streamlined departmental curricula to eliminate content overlap while enhancing clinical exercise physiology training pathways.
Gregory Kingston serves as an Assistant Professor of Exercise Science within the Biology Department at Thiel College, where he has significantly expanded the Exercise Science major into one of the institution's largest programs since joining in 2019. His responsibilities include teaching core exercise science courses, supervising internships, and mentoring students in independent studies and Dietrich Honors Institute senior theses. His academic credentials comprise a Bachelor of Science in Kinesiology from Pennsylvania State University (2000), a Master of Science in Exercise Science from California University of Pennsylvania (2008), and a Doctor of Education in Kinesiology from the University of North Carolina Greensboro (2019). Kingston's expertise spans Exercise Science and Kinesiology with specialized focus on Strength and Conditioning, Sports Medicine, and professional preparation for Physical Therapy and Athletic Training careers. His curriculum integrates hands-on laboratory experiences and practical coursework to equip students for diverse health and fitness professions. As an advisor, he guides students through transformative academic journeys from first-year uncertainty to professional confidence, particularly in internship placements and honors research. He maintains active professional engagement as a Certified Strength and Conditioning Specialist (CSCS) and member of both the American College of Sports Medicine and National Strength and Conditioning Association. Instructional methods incorporate campus laboratory resources and outdoor experiential learning to demonstrate real-world applications of exercise physiology principles, including biomechanics and endurance training.
Dr. Molly Atkinson serves as an Assistant Professor in the Department of Chemistry at the University of North Texas (UNT), specializing in Chemistry Education Research (CER). She joined UNT in August 2020 following a postdoctoral fellowship at Miami University (2019-2020). Her academic credentials include: B.S. in Chemistry and Biology from Piedmont College (2012) Ph.D. in Chemistry from the University of Georgia (2018) Postdoctoral Research Fellowship at Miami University (2019-2020) Dr. Atkinson's research employs mixed-methods approaches to investigate chemistry learning across three core domains: Student comprehension of chemical representations (molecular structures, spectra) Design and validation of assessment instruments STEM identity formation and affective factors in chemistry education This work drives evidence-based instructional innovations for undergraduate and graduate chemistry curricula. Her publication trajectory (2018-2025) reveals expanding focus on assessment validity, spectroscopy reasoning, and identity studies, featuring novel educational tools like Quantimon and SymmSpec alongside longitudinal attitude analyses. The Atkinson Research Group secures significant funding from the Alfred P. Sloan Foundation (Grant #G-2022-19496) and National Science Foundation (Grants #CHE-1757946, #CHE-2447861), supporting graduate and undergraduate researchers in chemistry education. Her laboratory integrates qualitative and quantitative methodologies to explore chemistry cognition, maintaining active collaborations across institutional boundaries through multi-institutional studies.
Jelle Koper serves as a Media & Materials tutor in the Bachelor department of Interior Architecture and Furniture Design at the Royal Academy of Art in The Hague (KABK), a position he has held continuously since 2016. Concurrently, he maintains an active professional practice as a graphic designer specializing in socially conscious branding. His educational background includes Graphic Design studies at the Royal Academy of Art in The Hague, completed prior to establishing his independent design practice in 2013. In 2020, he expanded his professional engagement by joining JUST, a design studio focused on brands contributing positively to society. Koper's research and professional practice centers on minimalist communication through bold typography and strategic reduction of visual clutter. He specializes in developing brand identities that translate core messages across print and digital media for social and cultural organizations, with particular emphasis on typographic expression and material application. This philosophy directly informs his pedagogical approach in media and materials instruction. As a tutor, Koper mentors students in the BA Interior Architecture and Furniture Design program, integrating real-world design methodology with academic curriculum. His industry experience at JUST provides students with practical insights into socially responsible design processes and professional workflows. Koper maintains dual professional affiliations: within the academic sphere at KABK's Interior Architecture and Furniture Design department, and in the professional design sector through his ongoing work at JUST studio. This hybrid career model bridges theoretical education with contemporary design practice in the social impact space.
Dr. Louis Pesci is an Associate Professor in the Department of Kinesiology, Health, and Sport Science at Indiana University of Pennsylvania (IUP), and serves as Director of the Institute for Rural Health and Safety. He holds B.S. (Elementary Education, IUP 1992), M.S. (Community Health Education, West Virginia University), and Ph.D. (Administration and Leadership Studies, IUP) degrees. Professional Certifications: Safety/Driver Education Certification, Pennsylvania Municipal Police Instructor Certification Teaches core driver education courses including Introduction to Driving, Driver Education Program Management, and Instructional Applications. Leads curriculum development for corporate driver training programs and has conducted instructor certification programs for law enforcement agencies. Served on Pennsylvania Department of Education's Safety Education Committee and as part-time administrator for N.A.T.M.I. Current roles include Executive Director of Pennsylvania Association for Safety Education and membership in American Driver and Traffic Safety Education Association. Transitioned from high school driver education teaching to IUP's Highway Safety Center in 2000, expanding it into the Institute for Rural Health and Safety under his leadership. Active presenter at state traffic safety conferences with focus on rural health safety initiatives.
Patricia Abello is an Instructor in the Medical Student Education unit at the University of Kentucky College of Medicine, Northern Kentucky Campus. She contributes to the academic and clinical training of medical students within this regional campus environment. Her educational focus lies in medical education and clinical teaching, supporting the development of future physicians through structured learning experiences and mentorship. Her work is aligned with the mission of expanding medical education access in Northern Kentucky. While no specific research publications or awards are listed, her role emphasizes educational excellence and student support in a clinical academic setting. Dr. Abello advises medical students as part of her educational responsibilities, contributing to their academic and professional growth. She is affiliated with the Medical Student Education team at the Northern Kentucky Campus, which delivers core medical training in a community-based setting. The team at the Northern Kentucky Campus is dedicated to providing high-quality medical education through integrated clinical and foundational science instruction.
Agnieszka Dziedzic is a Lecturer in Polish at the University of Pennsylvania, within the School of Arts and Sciences, Department of European and Middle Eastern Languages and Cultures. She teaches undergraduate courses such as Polish I (PLSH 0100) and Polish for Heritage Speakers I (PLSH 0201). Her educational background includes an M.Ed. from the University of Białystok, Poland. She has taught Polish at Temple University, Holy Family University, and St. Adalbert Polish Language School, bringing extensive experience in language instruction. Agnieszka Dziedzic's research and teaching interests center on modern approaches to language pedagogy, particularly the integration of technology in foreign language education. She holds a Certificate in Instructional Technologies and Online Learning from the Penn Language Center and applies these methods in her curriculum, with a focus on enhancing engagement for both beginner and heritage learners. While no recent publications are listed, her professional development reflects a strong commitment to innovative teaching practices in language education, particularly in less commonly taught languages. Certificate in Instructional Technologies and Online Learning, Penn Language Center She advises and mentors students in Polish language studies and has contributed to expanding heritage speaker programming. Though no formal grants are mentioned, her work with instructional technology suggests active engagement in pedagogical innovation. She also teaches music at an elementary school in Wilmington, Delaware, indicating a multidisciplinary educational commitment. Agnieszka Dziedzic is part of the core language faculty at Penn, contributing to the university’s mission of global language education and cultural literacy. Her work supports both academic and community-based language learners.
Jeannine Matz, PhD, is a Professor and Program Chair of Health Science, Healthcare Administration, and Public Health at Mercy College of Health Sciences in Des Moines, Iowa. She holds a PhD and MS from the University of North Dakota and a BA from Saint Mary’s University. Her academic leadership spans curriculum development and instruction in physiology, anatomy, pathophysiology, and healthcare administration. PhD, University of North Dakota MS, University of North Dakota BA, Saint Mary’s University Dr. Matz's research and professional interests focus on physiology, diabetes, heat shock proteins, and innovative approaches to medical and health sciences education. She is particularly engaged in improving educational outcomes for English language learners in higher education settings. Her work emphasizes student engagement, scholarly teaching, and pathways into healthcare professions. The recent publications and presentations by Dr. Matz highlight a strong trend in educational research, particularly in inclusive pedagogy and support systems for underrepresented student populations in health sciences and developmental education contexts. Her work bridges clinical science education with equity-focused teaching practices. Professional Memberships: Beta Beta Beta Zoological Honor Society Delta Epsilon Sigma National Scholastic Honor Society American Physiological Society Sigma Xi Scientific Research Society Iowa Physiological Society Society of Osteopathic Medical Educators American Council of Academic Deans Dr. Matz actively mentors students and leads academic programs aimed at expanding access to healthcare education. She has led curriculum development and faculty training initiatives, particularly in fostering student engagement. While specific grant details are not listed, her involvement in conferences and educational research suggests active participation in academic improvement projects. She teaches core courses in physiology, anatomy, and pathophysiology, and contributes to programmatic leadership in healthcare administration and public health. Dr. Matz is involved in community service, serving as a Catechist and Pastoral Council member at SS John and Paul Catholic Church, and as a board member for Kids Klub in Southeast Polk Schools, reflecting her commitment to education and community development beyond the classroom.
Kimberly McKeirnan serves as Professor of Pharmacotherapy in Washington State University's College of Pharmacy, where she holds dual WSU degrees (PharmD and BS in General Biology) and maintains active licensure as a Board Certified Ambulatory Care Pharmacist. Her academic roles include instructing core pharmacy practice courses (Pharmacy 530/531/541) and advising the Student National Pharmaceutical Association. Education: Doctor of Pharmacy, Washington State University Bachelor of Science in General Biology, Washington State University Dr. McKeirnan's research program centers on expanding community pharmacy services to improve healthcare access, with particular emphasis on immunization delivery systems, medication therapy management protocols, and innovative health screening models in non-traditional settings. Her work bridges public health and clinical practice to address rural healthcare disparities through pharmacist-led interventions. Analysis of her 2014-2017 publications reveals consistent focus on pharmacy education methodologies, vaccine accessibility, hypertension management guidelines, and collaborative practice agreements. Key trends include developing just-in-time training for emergency vaccinations, redesigning community screenings for K-12 institutions, and evaluating pharmacist-physician-patient dynamics in minor ailment management. Scientific Awards: NACDS Faculty Scholar 2015-2016 Teacher of the Year for second-year pharmacy students (2013-2014, 2014-2015, 2015-2016) 2014 Golden Apple Award, University of Washington MEDEX Program Dr. McKeirnan actively mentors pharmacy students through course instruction and professional organization advising while securing significant grant funding. Her current projects include a $323k Better Health Together initiative for rural medication optimization, a Pfizer-funded pneumococcal vaccination program, and Albertsons-sponsored pharmacy technician training. She leads interdisciplinary teams with nursing and medical colleagues to implement community-based health initiatives, particularly in rural Eastern Washington and K-12 school settings, focusing on sustainable models for pharmacist-provided care.
Dr. Martyn Gosling serves as a Lecturer (Teaching) in the School of Marketing and International Business at Victoria University of Wellington, leveraging nearly four decades of professional experience as a journalist, government communications director, and business strategy consultant in both public and private sectors. Education: PhD from Victoria University of Wellington (2018) Masters of Business Administration from Victoria University of Wellington (2006) Research Focus: His scholarly work centers on developing a general theory of markets through social practice perspectives, specifically examining how institutional practices define market boundaries. Using abductive hermeneutic methodology, he investigates market actor performances and boundary parameters that stabilize exchange systems, contributing significantly to service-centric market theorizing with implications for competitive strategy and policy development. Publication Evolution: His research trajectory (2013-2022) demonstrates consistent application of social practice theory across diverse contexts—from e-learning in Islamic cultures to New Zealand telecommunications—while maintaining core marketing theory foundations. The 2022 shift toward sustainability education in information systems reveals expanding interdisciplinary engagement while preserving methodological continuity. Academic Contributions: Gosling actively supervises postgraduate research and delivers comprehensive instruction across marketing curricula, including strategic marketing, consumer behavior, and sustainability-focused social marketing. His teaching schedule through 2026 demonstrates ongoing institutional commitment to developing practical marketing competencies grounded in theoretical rigor.
Andrew Petzold, Ph.D., serves as an Associate Professor at the Center for Learning Innovation (CLI) within the University of Minnesota Rochester and holds the leadership role of Faculty Director for the NXT GEN MED program. His position focuses on advancing innovative medical education frameworks and curriculum development across undergraduate physiology and biology disciplines. At UMR, he operates from the 318 Commons office in Rochester, Minnesota, engaging directly with students and faculty to transform science pedagogy. His academic foundation includes: B.A. in Biology from Hamline University Ph.D. in Comparative Molecular Biology from the University of Minnesota Dr. Petzold's research centers on revolutionizing biology education through evidence-based pedagogical strategies. He pioneers approaches for teaching physiology to non-majors, integrates medical humanities with core scientific concepts, and develops frameworks for effective science communication. His work critically examines socioscientific issues in health education—such as obesity through sociological lenses—and addresses systemic challenges like scientists' communication barriers and authority crises in scientific discourse. A strong emphasis on active learning, reflective practices, and technology-enhanced instruction defines his methodology, particularly in adapting curricula for contemporary challenges including pandemic-era education. Analysis of his 15 most recent publications reveals a cohesive trajectory in educational innovation. His scholarship consistently bridges physiology content with interdisciplinary contexts (medical humanities, sociology, biochemistry), prioritizes student-centered design (asynchronous learning, choice-based topics, exam anxiety reduction), and leverages technology for accessibility (LED-based NMJ models). A recurring theme is dismantling traditional hierarchies in science classrooms while fostering scientific literacy through creative reflection and real-world applications—evident in works like 'Decrowning the Classroom King' and 'Infusing sociology into a physiology classroom'. No scientific awards or fellowships were documented in the source materials. As Faculty Director of NXT GEN MED, Dr. Petzold leads institutional efforts to reimagine medical education pathways, though specific grant details or student advisee lists remain unreported. His research on classroom dynamics—such as quasi-experimental teacher-scholar environments and social self-efficacy in collaborative learning—demonstrates commitment to evidence-based educational practices. Future work appears focused on expanding interdisciplinary curricula that weave medicinal plants, pop culture, and biochemistry into foundational science education, as previewed in his 2025 abstract on 'Should I put that in my body?' The NXT GEN MED initiative under his direction represents a dedicated academic team advancing medical education innovation at UMR. This program cultivates partnerships across health sciences disciplines to develop experiential learning models, though operational specifics of labs or extended teams were not detailed in available sources.
