Charlotte Axelsson is the Center Director of the Digital Learning Center at Zurich University of Teacher Education (PH Zurich), where she leads initiatives to develop technology-supported, human-centered educational concepts. With a Master of Arts in Art Education (ZHdK, 2013) and a Diploma in Communication Design (FH Mainz, 2008), she bridges pedagogy and design to create agile, creativity-driven digital learning frameworks. Her doctoral studies in Educational Technology at the University of Zurich (since 2023) focus on aesthetic and design principles in learning technology. Education: PhD (in progress) in Educational Technology, University of Zurich Master of Arts in Art Education, Zurich University of the Arts (2013) Diploma in Communication Design, Hochschule Mainz (2008) Erasmus Stipendium in Marketing, Hogeschool Inholland (2005–2006) Her research explores digital learning as a dynamic process that stimulates creativity and curiosity. Key areas include human-AI collaboration , ethics in digital education , and interdisciplinary synergies between pedagogy and design. Her 15 most recent publications examine topics like regenerative AI applications, sensory digital environments, and ethical implications of AI in assessment, with a focus on aesthetic and experiential methodologies. Awards include the 2024 German Design Award (Gold), 2023 Digital Shapers eTeacher Award (Digitalswitzerland), and 2022 Digital Shapers Connectors Award. She has received multiple grants from the Swiss National Science Foundation for projects such as LernLabor Hochschuldidaktik (2021–2025) and Labor|Digital (2024). Her work emphasizes agile educational strategies and future-oriented digital competence development .
Kimberly A. Smith, PhD, is an Assistant Professor in the Department of Family and Community Medicine at the University of Alabama at Birmingham (UAB) School of Medicine. She also serves as Director of Evaluation at the UAB Center for Clinical and Translational Science (CCTS). Her roles include developing program evaluation models focused on outcome measurement, implementation, and study design. She holds a PhD in Education from the University of Southern Mississippi, with concentrations in Research, Evaluation, Statistics, and Assessment, along with master’s degrees in Educational Research Studies and Human Performance (Exercise Physiology). Dr. Smith’s research focuses on advancing translational research and outcomes in healthcare delivery, particularly through collaborative programs addressing cardiovascular health disparities and public health initiatives. She leads teams in designing research agendas, capacity assessments, and evaluation plans to drive evidence-based practices. Her expertise includes advanced statistical methodologies, program evaluation, and quality improvement projects across disciplines. Her professional activities include membership in the NSCA’s Long-Term Athletic Development Special Interest Group Executive Council and roles in journal reviewing (e.g., Journal of Clinical and Translational Science ). She has secured grants from the Alabama Department of Public Health and NIH-funded CTSA programs, emphasizing rural health engagement and cardiovascular disease reduction. As an educator, Smith teaches courses like Research Methods and Applied Multivariate Statistics, mentoring graduate students in doctoral committees. Her teaching philosophy emphasizes active, goal-oriented environments to foster lifelong learning and community impact.
Dr. Desiree Bertrand is an Assistant Professor at the College of Nursing, Augusta University, specializing in Prelicensure Nursing education. With a Ph.D. in Nursing (2017) from the Medical University of South Carolina and prior academic credentials including MSN (2002) and BS in Nursing (1995), she brings extensive clinical and educational expertise to her role. Ph.D., Nursing - Medical University of South Carolina (2017) MSN, Nursing Education - Midwestern State University (2002) BS, Nursing - University of the Virgin Islands (1995) Her research focuses on health disparities , cultural competence , and maternal-child health , particularly among underserved populations. She has pioneered work in advance care planning and intimate partner violence interventions within diverse communities. Dr. Bertrand's scholarly contributions include publications on lethal violence risk factors in Black women's relationships and community health education strategies. Her work demonstrates strong engagement with public health policy and health equity issues. Augusta University College of Nursing Outstanding Faculty Member, 2025 American Academy of Nursing Jonas Policy Scholar, 2018 Robert Wood Johnson Foundation Future of Nursing Scholar, 2014 She has served as Committee Chair for multiple Caribbean Exploratory Research Center Health Disparities Institutes and developed a Community Health Education Toolkit for the U.S. Virgin Islands. Her teaching portfolio includes graduate courses in Evidence-Based Practice and Research Methods , alongside undergraduate nursing education in maternal-child and geriatric care.
Dr. Friederike Wolf serves as an Academic Employee and Deputy Head of the Department of Technology at the University of Education Schwäbisch Gmünd since September 2024, working part-time. Holding a PhD in Technology Education (magna cum laude, 2020), she actively contributes to teacher training and research while maintaining secondary school teaching duties at Realschule Schenkensee since 2021. Her academic qualifications include: First state exam in Geography, Technology, and Ethics (2016) from Pädagogische Hochschule Ludwigsburg First state exam in Physics (2017) from Pädagogische Hochschule Ludwigsburg PhD in Technology Education (2020, magna cum laude) from Pädagogische Hochschule Heidelberg and Ludwigsburg Wolf's research centers on technology education with specialized focus on student conceptions in electrical engineering and building technology, teacher competence assessment, and situated learning approaches. She investigates pre-instructional conceptions and develops methodological frameworks for technology teaching, particularly through out-of-school learning environments. Her work emphasizes diagnostic tools for identifying learner misconceptions and enhancing pedagogical content knowledge. Analysis of her 14 publications (2016-2025) reveals consistent empirical research on technology teacher education, featuring longitudinal assessment of teacher competencies using vignette-based instruments. Key thematic clusters include diagnostic methodology for electrical engineering concepts (batteries, thermal insulation), contextual learning strategies, and competence development during school practicums. Her work demonstrates strong interdisciplinary connections between educational psychology, subject didactics, and practical teacher training. No scientific awards are documented in the provided information. While actively supervising teacher trainees during school practicums, no formal PhD/Master's student advisement is indicated. Her research has been supported through the FuN-Kollegs EKoL initiative, though specific grant details aren't provided. Wolf maintains significant involvement with the FuN-Kollegs EKoL (Effective Competence Diagnosis in Teacher Education), a multi-university research consortium across Baden-Württemberg focusing on longitudinal assessment of teacher competencies through innovative vignette methodologies.
Kwame Porter Robinson serves as Assistant Professor of Technology, Information Systems and Analytics at Wayne State University, where he develops community-based economic systems through co-designed AI and automation. His work bridges academic research with practical applications in digital sustainability and generative justice, informed by prior experience as a Department of Defense data scientist and NGO consultant. His educational background spans technical and creative disciplines: Ph.D. in Information, University of Michigan (2024) M.S. in Computer Science, University of Maryland (2012) B.S. in Electrical Engineering (honors), New Mexico State University (2008) B.F.A. in Graphic Design (magna cum laude), Boston University (2002) Research focuses on decolonial computing and community economies , examining how human-AI collaboration can create unalienated labor systems in artisanal contexts. His methodology emphasizes bottom-up technology co-design with communities, particularly evident in Detroit-based artisan studies and blockchain implementations for economic empowerment. Publications since 2019 reveal accelerating focus on computational reparations and generative justice, with recent work exploring fractal scaling in AI governance and worker-owned AI ecosystems. Key themes include decolonial transitions, circular value flow, and environmental sustainability in crafting economies. Scientific recognition includes: Rackham Merit Fellowship (2019-2024) with multiple research grants AWS Cloud Credits for Research (2019) Best Student Talk award for ethical AI (2023) National Intelligence Meritorious Unit Citation (2012) Teaching includes Business Information Systems and Blockchain & CyberSecurity courses, reflecting his industry-academia synthesis. While specific grant details beyond Rackham awards aren't provided, his DoD background and AWS credits indicate strong industry partnerships. Collaborative work with scholars like Ron Eglash demonstrates interdisciplinary team engagement in justice-oriented computing initiatives.
Mark Edward Borsuk is the James L. and Elizabeth M. Vincent Professor in the Department of Civil and Environmental Engineering at Duke University’s Pratt School of Engineering. He leads the Borsuk Lab, which specializes in interdisciplinary modeling of coupled social, environmental, and technical systems. His research spans climate change, ecosystem services, water resources, land use, and environmental health, using advanced methods such as Bayesian networks, agent-based modeling, game theory, and risk analysis. He co-directs the Center on Risk within Duke’s Science & Society Initiative and is an Associate of the Duke Initiative for Science & Society. B.S.E. in Civil Engineering and Operations Research, Princeton University, 1995 M.S. in Statistics and Decision Sciences, Duke University, 2001 Ph.D. in Environmental Science and Policy, Duke University, 2001 Postdoctoral Training, EAWAG (Swiss Federal Institute for Aquatic Science and Technology), Systems Analysis, Integrated Assessment, and Modelling (SIAM) Dr. Borsuk’s research focuses on integrating scientific data across disciplines to support decision-making under uncertainty. He is a leading expert in Bayesian network modeling applied to environmental and human health regulation. His work combines risk analysis, game theory, and agent-based modeling to assess climate change and environmental policy. He has developed novel frameworks for valuing ecosystem services, modeling landowner behavior, and assessing geoengineering risks. His lab emphasizes interdisciplinary collaboration, stakeholder engagement, and quantitative decision support. His recent publications reflect a strong trend toward integrating machine learning, causal inference, and spatial modeling into environmental assessment. Topics include solar radiation modification governance, land-use policy forecasting, invasive species impacts, and urban green space valuation. His work increasingly leverages big data (e.g., Zillow, remote sensing) and probabilistic programming to enhance model transparency and predictive accuracy. Chauncey Starr Distinguished Young Risk Analyst Award, Society for Risk Analysis, 2013 Early Career Research Excellence Award, International Environmental Modelling and Software Society, 2008 Earl I. Brown Outstanding Civil Engineering Faculty Award, Duke University, 2018 Best Paper, Integrated Environmental Assessment and Management Journal, 2012 Excellence in Mentoring Award, Dartmouth College Postdoctoral Association, 2010 Best Paper in Integrated Modelling, Environmental Modelling & Software Journal, 2008 Dr. Borsuk has been a principal investigator on grants from NSF, EPA, NIH, NIEHS, and USFS. He mentors a diverse group of graduate students and postdoctoral fellows, including Kim Bourne, Jon Holt, Chris Krapu, and Ryan Calder. He teaches courses such as Risk and Resilience Engineering, Engineering Economics, and Independent Study in Civil and Environmental Engineering. He is actively involved in advising and curriculum development through the Bass Connections Energy & Environment Research Team. He leads the Borsuk Lab, a dynamic research group focused on systems, risk, and decision analysis. The lab is a key contributor to the Bridge Collaborative—a partnership between Duke, The Nature Conservancy, IFPRI, and PATH—where it develops quantitative models to support cross-sectoral decision-making. The lab also investigates landowner decision-making in New England forests and the governance of solar geoengineering, using agent-based and deliberative modeling approaches.
João Ricardo Vissoci is an Associate Professor in Emergency Medicine, Global Health, and Neurosurgery at Duke University School of Medicine. He co-directs the Global Emergency Medicine Innovation and Implementation (GEMINI) Research Center, serves as a faculty member of the Research Design and Analysis Core (RDAC) at the Duke Global Health Institute, and leads the Geoprocessing and Technology research group (GETS) at the State University of Maringá/Brazil. His work bridges data science, technology, and healthcare equity in low-resource settings. PhD in Social Psychology from Pontificia Universidade Catolica de Sao Paulo/Brazil Postdoctoral fellowships in data science at University of Sao Paulo and Duke Global Health Institute Dr. Vissoci's research focuses on leveraging data analytics and mixed-methods research to address healthcare access disparities, particularly through technology-enabled solutions. His global mental health work emphasizes daily activity-based interventions for mental health reintegration, while his population health research spans Brazil (health systems and quality of care) and East Africa (traumatic brain injury, mental health, and technology integration). Recent publications highlight his interdisciplinary approach: neuroimaging studies on substance use disorders, cross-cultural validation of mental health screening tools, epidemiological analysis of post-COVID symptoms, and implementation science frameworks for equitable healthcare delivery in resource-constrained environments. Dr. Vissoci teaches graduate courses in global health at Duke, including Global Injury and Prevention , Implementation Science , and Grant Writing . He actively contributes to the Division of Translational Health Sciences within Duke's Department of Emergency Medicine.
Ignacio Hernández is a Professor and Director of the Ed.D. Program in the Department of Educational Leadership at California State University, Fresno. He holds a Ph.D. in Educational Leadership from Iowa State University (2013) and master's and bachelor's degrees from California State University, Long Beach (2009, 2006), with an associate degree from Mt. San Antonio College (2002). His research focuses on community college leadership, transfer student experiences, and graduate education in student affairs. He has held editorial roles and fellowships with organizations like the American Association of Hispanics in Higher Education and the WSCUC Assessment Leadership Academy. Dr. Hernández has received awards for his teaching and research, including the 2018 Promising New Faculty award from Fresno State and the NASPA Latinx/a/o Knowledge Community's Outstanding Faculty honor. His methodological expertise includes survey design, exploratory spatial data analysis, and narrative analysis. He teaches courses such as Assessment in Higher Education and Contemporary Issues in Higher Education. His publications span topics like community college transfer policies, critical geographies in education, and leadership development frameworks. He actively promotes social justice in education through his work with marginalized student populations.
Zoltán András Szabó is an Assistant Professor at the Institute of Educational Sciences, Faculty of Pedagogy and Psychology, Eötvös Loránd University (ELTE). His research focuses on modern and contemporary educational discourses in Central Europe, interdisciplinary methodologies (especially content analysis), and the history of educational science from the 19th to 21st centuries. He also explores network theoretical approaches in pedagogy and educational science discourse analysis. Educational Activities: Teaching: BA in Pedagogy, MA in Educational Science and Human Resources Consulting. Doctoral Supervision: Doctoral School of Education (Educational Sciences). Professional Training: Museum Pedagogical Consultant, vocational training at Illyés Sándor Vocational College. Research Projects: Co-leader of the CENTRAL Workshops 2020 project analyzing Central European urban education in the late 19th/early 20th centuries. Deputy leader of the NKFIH-funded study on Hungarian educational science's development (1970–2017). Publications: Recent works emphasize content analysis methodology, historical educational reforms, and comparative studies. Key themes include Klebelsberg's school reforms, interwar pedagogical discourses, and network theory applications in education. Professional Activities: Editorial roles: Pedagogical Quarterly , Pedagógiai Szemle . Reviewer for international and Hungarian educational journals. Member of the Hungarian Reform Pedagogy Association and MTA (Hungarian Academy of Sciences, corresponding member since 2021). Labs/Teams: Research Group on Historical, Theoretical, and Comparative Pedagogy at ELTE.
CHEHIMI Melinda is an Assistant Professor at MBS Education's Department of Finance & Accounting. She holds a Doctorate in Management Control from the University of Montpellier and a Master in Management from MBS. Fluent in four languages, she brings a multicultural perspective to her work. Previously, she served as a financial auditor at Mazars (Luxembourg), management controller at Schneider Electric, and export sales representative at Areva T&D. Education: Doctorate in Management Control (University of Montpellier), Master in Management (MBS) Her research focuses on strategic piloting tools, management control systems, and corporate social responsibility (CSR), particularly in mission-driven companies. Key themes include Sustainability Balanced Scorecards, strategic alignment of CSR, and barriers to CSR implementation in sectors like healthcare and industry. She has published extensively on these topics in journals like Journal of Environmental Management and Audit Accounting Control: Applied Research . Her teaching includes courses on management accounting and control, with a focus on practical case studies. She has contributed to academic conferences in Washington, D.C., Bergen, and Bedfordshire.
Dr. Ian Bayley is a Senior Lecturer in Computer Science at the School of Engineering, Computing and Mathematics, Oxford Brookes University. He serves as Subject Coordinator for MSc courses in Computing Science, Advanced Computer Science, and Computer Science for Cyber Security. His research focuses on cybersecurity, secure programming, software engineering, and design patterns, with collaborations on topics like LLM evaluation, exploratory testing for machine learning, and agent-oriented programming for microservices. He is affiliated with the Cloud Computing and Cybersecurity Group (CCC) and the Artificial Intelligence, Data Analysis and Systems (AIDAS) Institute. Teaching responsibilities include modules such as Secure Programming (undergraduate/postgraduate) and Professional Programming Practice for first-year undergraduates. He actively supervises cybersecurity projects and students, including Debalina Ghosh (LLM evaluation) and Kieren Stanton (authentication in vehicular networks). Research interests span cybersecurity patterns, software design composability, formal methods for web services, and agent-oriented approaches to microservices. Recent work explores LLM evaluation via scenario-based meta-information and testing challenges in machine learning applications. He co-leads research on design pattern composition and algebraic specifications. Publications span journals like Journal of Systems and Software and IEEE Transactions on Software Engineering , addressing topics from cybersecurity patterns to formal verification of web services. His teaching and research emphasize practical software engineering principles and cutting-edge cybersecurity practices.
Kelly Schiller is a Senior Academic Advisor and Adjunct Assistant Professor at the University of Cincinnati, affiliated with the College of Education, Criminal Justice and Human Services. She has served as a liaison to multiple colleges, including Arts and Sciences and Education, and currently supports students across all majors through the Center for Exploratory Studies. Her work integrates academic advising with student wellness and success programming. M.A. in Community Mental Health and School Counseling, University of Cincinnati, 2004 Her research and professional interests focus on academic advising, first-year student transition, mental health in educational settings, and intergenerational advising. She emphasizes practical skill development and student engagement through advising practices. The publication record shows a focus on integrating mental health support within school and higher education systems, particularly through early triage and counseling frameworks. Her work bridges academic advising with psychological support services. Staff Excellence in Advising Nominee, College of Arts and Sciences, 2014 UCUAADA Member of the Month, December 2017 2018 College of Arts and Sciences Best Student Reviews 2019 UCUAADA Nominee Best Colleague 2020 CARES Award Nominee Pride of the Lion 2023 Sarah Grant Barber Award Nominee 2024 UCUAADA Great Colleague Award 2024 Advising Unit of the Year Kelly Schiller has advised numerous undergraduate students in exploratory and declared majors, though no formal graduate advisees are listed. She has contributed to advising through teaching success courses such as MLTI-1075 and MLTI-123, and has been instrumental in organizing university-wide advising initiatives, including the Annual Advising Conference and Orientation Planning Committee. Her service includes sponsoring student groups like DAAP Design in Mind and participating in diversity and inclusion efforts such as Safe Zone and Trans*Ally programs. Kelly Schiller is actively involved in multiple professional organizations, including the National Academic Advising Association (NACADA), Ohio Academic Advising Association (OHAAA), American College Counseling Association (ACCA), and the University of Cincinnati Undergraduate Academic Advising Association (UCUAADA). She contributes to advising communities through conference presentations, committee work, and leadership in campus-wide student success initiatives.
Ziad Matni is an Assistant Teaching Professor in the Department of Computer Science at the University of California, Santa Barbara (UCSB). He holds a PhD in Information Science from Rutgers University and an MS and BS in Electrical and Computer Engineering from the University of Southern California. Prior to academia, he worked in the tech industry for over a decade as an engineer and manager. Roles: Director of UCSB's Early Research Scholars Program (ERSP), Co-Director of Undergraduate Learning Assistants (ULA) program, Faculty Advisor for the Class of 2026. Research Focus: Computational social science, information-seeking behavior in networked communities, and computer science pedagogy. Teaching: Courses include CMPSC 8/W8, CMPSC 16, CMPSC 32, CMPSC 40, CMPSC 64, CMPSC 110, CMPSC 111, CMPSC 154, and CMPSC 176A. His research integrates interdisciplinary approaches, combining computational analysis with social science theories to study information behavior and educational technologies. Recent work emphasizes leveraging social media data for community well-being and improving undergraduate learning through peer mentorship programs. Ziad’s Erdős number is ≤5 and Berners-Lee number is ≤3, reflecting his academic collaborations. He is passionate about making computer science accessible to all learners, regardless of background. Professional Development: Advises on curriculum design, oversees student research initiatives, and contributes to UCSB’s efforts in computational education.
Karen D'Angelo serves as Assistant Professor and Coordinator of the B.S.W. Program within the Department of Social Work at Southern Connecticut State University, holding office in LA 113 with contact dangelok1@southernct.edu and (203) 392-8373. Her research program critically examines intersections of systemic oppression through multiple lenses: Criminal-legal system impacts on undergraduate student populations Implementation of anti-oppressive frameworks in social work pedagogy Health equity barriers within marginalized communities Recent publications demonstrate methodological rigor in exploring criminal-legal system navigation by students and innovative anti-racist approaches to research methods instruction. These works collectively advance social work's commitment to dismantling structural inequities through both scholarly inquiry and classroom practice. Dr. D'Angelo actively secures external funding for community-centered research, notably serving as Co-Principal Investigator on CDC-funded initiatives addressing: Vaccine access disparities in Black and Latinx Connecticut communities (2021-2022) Barriers to healthcare confidence among racially marginalized populations
Dr. Gabriel Wallin is an Assistant Professor in Statistics at the School of Mathematical Sciences, Lancaster University. Previously, he held postdoctoral positions at Inria and a Research Fellow role at the London School of Economics and Political Science, where he was supervised by Dr. Yunxiao Chen and Professor Irini Moustaki. His academic journey began with a PhD from Umeå University in 2020 under Professor Marie Wiberg. Education: PhD in Statistics, Umeå University (2020) Supervisor: Marie Wiberg Dr. Wallin's research bridges latent variable modeling and statistical learning, focusing on fairness and interpretability in social, behavioral, and health sciences. Key areas include structural learning of latent models, multivariate outlier detection, model-based clustering, algorithmic fairness in education, and change-point detection for latent factors. His methodology development addresses test score equating, robustness analysis, and sparse loadings in factor models. Recent publications highlight trends in propensity score methods for test equating (2025), latent change-point modeling for educational assessment (2025), and sparse rotation techniques for exploratory factor analysis (2023). Collaborative work spans educational testing, psychometrics, and social data science. Scientific Awards: Best Reviewer Award, Psychometric Society (2025) ODA Early Career International Fellowship (2024) Dr. Wallin supervises PhD student Yawen Ma and actively collaborates with researchers like Yunxiao Chen and Marie Wiberg. He has secured grants from EPSRC, Duolingo, and the ODA, with recent projects on test security and fairness in digital learning environments. His service roles include co-editing Psychometric Society proceedings and associate editorships at Teaching Mathematics and its Applications .
