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Kosta PopovicView profile

Associate Professor

• Medical Imaging Systems
• Medical Image Analysis
• Nuclear Physics
• +1 more

Kosta Popovic serves as Associate Department Head and Associate Professor in the Department of Physics and Optical Engineering at Rose-Hulman Institute of Technology. His expertise lies in the design and development of Multimodal Medical Imaging Systems for Surgical Guidance and Diagnostics, with active supervision of undergraduate research projects spanning X-ray imaging phantoms and CNN-based medical image analysis. His educational background includes: PhD in Physics from the University of Virginia (2013) BA in Physics and Mathematics from Hamilton College (2006) Dr. Popovic's research integrates medical imaging device engineering with computational analysis techniques, focusing on gamma camera development, surgical guidance systems, and multimodal imaging integration. His teaching philosophy emphasizes hands-on laboratory experiences, covering Introductory Physics, Advanced Physics Labs, Physics of Medical Imaging, and Nuclear Physics curricula. His publication trends reveal consistent contributions to medical imaging hardware (gamma cameras, SPECT systems) and educational pedagogy, with recent work emphasizing machine learning applications in surgical diagnostics and adaptable course design for engineering education. His notable recognitions include: APS Career Mentoring Fellow (2024-2025) Engineering Unleashed Fellow (2021) As an active APS and ALPhA member, he serves as a reviewer for Physics in Medicine and Biology and ASEE Annual Conference. His academic service extends to co-advising the institute's Volleyball and SCUBA clubs, demonstrating commitment to holistic student development through both research mentorship and extracurricular engagement.

Mark EdwardsView profile

Professor

• American History
• Religious Studies
• Cold War Studies
• +3 more

Mark Edwards is a Professor of History and Politics and Chair of the Department at Spring Arbor University in Michigan. He specializes in American religious history, Cold War studies, and the intersection of faith and foreign policy. His research explores evangelical movements, Christian nationalism, and the role of religion in shaping political identities. Edwards holds a Ph.D. in History from Purdue University (2006). Education: Ph.D. in History, Purdue University, 2006 Research Interests: Edwards focuses on the historical dynamics of American Protestantism, Cold War religious diplomacy, and the evolution of Christian nationalism. His work bridges religious studies and political history, examining topics like 20th-century evangelicals' global engagements, anticommunist religious networks, and the cultural impact of figures like Walter Lippmann. Recent projects include analyzing the transnational dimensions of American religious movements and their influence on domestic and international policies. Awards: Fulbright Senior Scholar, Hankuk University of Foreign Studies, Seoul (2018) Teaching Philosophy: Edwards emphasizes whole-life education, integrating classroom learning with extracurricular engagement. He values mentorship through activities like freshmen retreats, cross-cultural trips, and Model Arab League participation, fostering dialogue between students and faculty beyond traditional academic settings.

Samantha CurleView profile

Professor

• English Medium Instruction (EMI)
• Integrating Content and Language in Higher Education (ICLHE)
• Advanced Quantitative Research Methods (AQM)
• +4 more

Samantha Curle is a Reader in the Department of Education at the University of Bath, serving as Director of all MRes Programmes in the Humanities and Social Sciences Faculty. She also holds roles as Institutional Academic Lead for the South West Doctoral Training Partnership and Director of Studies for the MRes in Advanced Quantitative Methods. Her research focuses on English Medium Instruction (EMI) in global higher education, particularly its academic and linguistic outcomes, technology integration, and psychological dimensions. Career highlights include a PhD from the University of Oxford (2018) on stakeholders’ attitudes toward EMI in Japanese higher education. She has extensive editorial roles, including guest editorships at Frontiers in Educational Psychology and Data in Brief . Her expertise spans quantitative methods, applied linguistics, and bilingual education, contributing to UN Sustainable Development Goal 4 (Quality Education). Education: PhD (University of Oxford, 2018) MSc Research Methods (University of Oxford, 2014) Bachelor of Education (Open University of Hong Kong, 2010) Grants and Projects: Leading projects on EMI in Saudi Arabia, Brazil, and Hong Kong-UK collaboration Focus on educational inequalities in Spain using CART models Awards: Adjunct Professor (2024) Her research has yielded 88+ publications, emphasizing EMI’s role in STEM, teacher professional development, and sustainable education. She advises doctoral students on quantitative EMI studies and advocates for evidence-based policy in multilingual education.

Beverly J. MossView profile

Associate Professor

• Composition Studies
• Literacy Studies
• African American Literacy Practices
• +4 more

Beverly J. Moss is an Associate Professor in the Department of English at The Ohio State University, specializing in composition and literacy studies. She serves as the Director of Second-Year Writing and focuses on literacy practices in African American community spaces, writing center theory, and collaborative pedagogy. PhD, University of Illinois at Chicago, 1988 MA, Carnegie-Mellon University, 1982 BA, Spelman College, 1981 Moss's research examines intersections of race, gender, and literacy in African American communities, particularly through church traditions and social organizations like Phenomenal Women Inc. Her work bridges community-based practices with academic writing theory, emphasizing inclusive pedagogy and cultural relevance. Her Google Scholar publications reveal a trajectory focused on African American literacy, community writing groups, and pedagogical innovation. Key themes include race, class, and gender in literacy education; the influence of religious institutions on academic writing; and collaborative authorship in marginalized spaces. As co-editor of works like Writing Groups Inside and Outside the Classroom and author of A Community Text Arises , Moss contributes to discourses on community literacy and rhetorical traditions. She also serves on editorial boards for journals like College Composition and Communication .

• Computer Science Education
• Learning Technologies
• Virtual Reality in Education
• +5 more

Nadine Bergner is a Professor in the Teaching and Research Area of Learning Technologies (Informatik 9) at the Faculty of Computer Science, Dresden University of Technology (TU Dresden). Her work focuses on innovative approaches to computer science education across various educational levels, from primary schools to university settings. She leads research on learning technologies, VR applications in education, and teacher training in computer science. Prof. Bergner's research spans multiple dimensions of computer science education. She has developed and evaluated numerous educational approaches including VR serious games, physical computing with Arduino, and specialized learning environments like the InfoSphere student lab. Her work emphasizes making computer science accessible and engaging for diverse learners, including young children, senior citizens, and pre-service teachers. She has made significant contributions to understanding how students form mental models of computer science concepts and how these can be effectively developed through targeted educational interventions. Her recent publications reveal a strong focus on emerging technologies in education, particularly virtual reality applications for computer science learning. She has been exploring how different interaction modalities in VR affect learning outcomes, presence, and enjoyment. Another major thread in her recent work involves machine learning education, where she has developed concept inventories and game-based learning approaches to make complex ML concepts accessible to learners. She has also been actively researching how to integrate computer science and AI competencies into teacher education across various disciplines. Prof. Bergner has made substantial contributions to the development of educational materials and frameworks for computer science education. Her work includes creating resources for programming education ("Apps programmieren für Dummies Junior"), designing concept inventories for machine learning assessment, and developing comprehensive approaches to building computational thinking skills from early childhood through higher education. She has been instrumental in shaping computer science education policy through initiatives like the Dagstuhl Declaration on education in the digital networked world. Her research often involves collaborative projects with schools and teachers, focusing on practical implementation and evaluation of computer science education approaches. She has been particularly active in developing teacher training programs and materials to support the integration of digital competencies into school curricula. Her work with the InfoSphere student lab has provided valuable insights into how extracurricular learning environments can shape students' perceptions of computer science.

Kaycee BillsView profile

Assistant Professor

• Disability Studies
• Social Work
• Education Policy
• +3 more

Kaycee Bills is an Assistant Professor in the Social Work department at Saint Mary's College. She holds a PhD from the University of Tennessee, Knoxville, an MSW from Hawaii Pacific University, and a BSW from the University of Saint Francis. Her professional background includes roles in disability case management, foster care, military service (US Navy Reserves), and community mental health. She co-founded the Whitley County Dazzlers (a special needs cheerleading squad) and serves as a board member for the Invisible Disabilities Association. Additionally, she is a research affiliate with Boston College's Racism-Based Violence & Injury Prevention lab. Her research focuses on disability inclusion, bullying mitigation through extracurricular activities, student loan debt disparities, and the intersection of race and disability in mental health outcomes. Recent work includes studies on cyberbullying's impact on LGBTQ+ youth with disabilities and barriers faced by rural students with disabilities. She teaches courses such as Introduction to Social Work and Social Welfare Policy, emphasizing practical mentorship and collaborative research with students. Bills' publications analyze topics like Universal Design for Learning in higher education, maternal stress among low-income mothers, and drug-refusal strategies in rural Native Hawaiian youth. Her work bridges gaps between social work practice and systemic policy reform, particularly in marginalized communities. Outside academia, she advocates for disability representation through sports and supports her daughter's involvement in Special Olympics.

Daniel BurkeyView profile

Associate Professor

• Engineering Education
• Ethics Education
• Game-Based Learning
• +3 more

Daniel Burkey is an Associate Professor and Associate Dean for Undergraduate Education and Diversity at the University of Connecticut (UConn) College of Engineering. He holds the Castleman Term Professorship in Engineering Innovation. His academic background includes a Ph.D. in Chemical Engineering from MIT (2003), an M.S. from MIT (2000), a B.S.E. from Lehigh University (1998), and an M.A.Ed. in Educational Psychology from UConn (2023). His research focuses on engineering education ethics, game-based learning, and process safety. Notable projects include developing immersive training environments for process safety decision-making and creating card games to enhance ethical awareness among engineering students. He also investigates chemical vapor deposition techniques for membrane distillation applications. Burkey has served as Director of the AIChE Education Division (2017-2023) and on the Chemical Engineering Education publication board (2018-2021). His awards include the David Himmelblau Award (2023) and multiple recognitions for teaching excellence. Current research group members include Ph.D. students Arpita Kurdekar and Tori Wagner. Former advisees hold academic and industrial roles, such as Courtney Pfluger (Northeastern University) and Landon Bassett (UConn STEM Coach). His work blends educational innovation with technical research, emphasizing student engagement and ethical development through novel pedagogical approaches.

Zoë CorwinView profile

Research Professor

• Sociology of Education
• College Access
• Digital Equity
• +4 more

Zoë Corwin is a Research Professor at the University of Southern California’s Rossier School of Education, affiliated with the Pullias Center for Higher Education. Her work focuses on college access and success for at-promise students, pathways for students with foster care experiences, and the role of digital tools in educational equity. PhD in Sociology from University of Southern California MA in Spanish from Saint Louis University BA in Sociology from University of California, Los Angeles Her research integrates games and social media into postsecondary pathways and explores the social impact of skateboarding . She emphasizes ecological validation as a method to support marginalized students through holistic institutional practices. Recent publications address systemic institutional reform via professional learning communities, digital strategies for student well-being, and terminology in at-promise student research. Grants include a $5.6M award from the Susan Thompson Buffett Foundation and NIH funding for LGBTQ+ student support. 2023 USC Joint Educational Partnership Community Engaged Teaching and Research Award 2017 USC Rossier Mentoring Award Spencer Foundation and Haynes Foundation fellowships Corwin collaborates with practitioners to create accessible outputs like games , monographs , and practitioner briefs , bridging academic research with community needs. She is a founding board member of the New Los Angeles Charter Middle School.

Koenraad GieskesView profile

Lecturer

• Engineering Education
• Equity in Education
• Gender Disparities in STEM
• +3 more

Koenraad Gieskes serves as a Lecturer and Assistant Director for the Engineering Design Division at Binghamton University's Thomas J. Watson College of Engineering and Applied Science . He holds both a BSME and MSME from Binghamton University and focuses on engineering education with an emphasis on equity, inclusivity, and active learning pedagogy. Education BSME, Binghamton University MSME, Binghamton University His research explores gender disparities in engineering education , group dynamics , and visual learning techniques . Recent publications investigate the impact of group size and gender ratios on student experiences, as well as ethical reasoning and teamwork assessment methods. Scientific Awards Chancellor's Award in Teaching (2019) He teaches Sustainability Engineering courses, co-directs the STEP and UBMS programs, and leads the Equity in Engineering and Education Research (E3) Group. He has also contributed to K-12 STEM summer camps for over 15 years.

Gunnar FriegeView profile

Professor

• Physics Education
• Digital Teaching and Learning
• Science Communication
• +8 more

Prof. Dr. Gunnar Friege is a Professor of Physics Education at the Institute for Mathematics and Physics Education, Faculty of Mathematics and Physics at Leibniz University Hannover. He serves as the head of the Department of Physics Education and is actively involved in the Faculty Council. His office is located in Building 1109, Room 105 at Welfengarten 1A, 30167 Hanover, with office hours on Wednesdays from 9:00-10:00 during the lecture period. Prof. Friege's research spans multiple areas of physics education with a strong emphasis on innovative teaching methods. His work focuses on digital teaching and learning, inquiry-based physics education, and the integration of technology in physics instruction. He has developed numerous projects exploring productive failure approaches in physics learning, smart experiments, and the use of eyetracking technology to understand student engagement with physics concepts. His research also extends to science communication, particularly through physics competitions and outreach activities. Analysis of Prof. Friege's recent publications reveals a strong trend toward inquiry-based learning approaches, formative assessment techniques, and the integration of digital technologies in physics education. His work frequently addresses practical classroom applications of theoretical educational concepts, with many publications providing concrete teaching materials and activities for specific physics topics ranging from buoyancy and thermodynamics to quantum physics and environmental science. The interdisciplinary nature of his research is evident in publications connecting physics education with environmental issues, acoustics, and AI applications. Prof. Friege has been deeply involved in physics competitions throughout his career, participating in the International Physics Olympiad (IPhO) since 1996 in various capacities including as head of the German delegation. He has also been involved with the European Physics Olympiad (EuPhO) since 2017, the Federal Environment Competition (BUW) since 2004, and has created school-level competitions like inventor tournaments and MINT-Fights. His work with the World Federation of Physics Competitions (WFPhC) included serving as Treasurer and Vice President from 2002-2016. As a supervisor, Prof. Friege leads multiple research projects with doctoral students and collaborators including Muriel Schaber, Sophia Siegmann, Julia Hiniborch, and others. His current projects include SoMeCliCs (on social media and climate change education), Productive Failure in physics teaching, Smart Experiments, Eyetracking studies, MasterClasses in quantum physics, and the LernMINT research training group focusing on data-based teaching in STEM subjects. He also directs the Physics Didactics Working Group which investigates subject-specific media competence of prospective teachers and develops digital teaching scenarios.

Insa StamerView profile

Researcher

• Chemistry Education
• Science Education
• Teacher Professional Development
• +4 more

Dr. Insa Stamer is a Researcher in the Department of Chemistry Didactics at the Leibniz Institute for Science and Mathematics Education in Kiel, Germany. Her work focuses on advancing chemistry education through interdisciplinary approaches, teacher professional development, and innovative educational methodologies. She is involved in projects like the KiFo Kiel Research Workshop and contributes to out-of-school learning initiatives. Her research interests include subject-specific learning in preschool and school settings, professional competence of teachers, science communication, and methodological advancements in education. She actively publishes in journals such as The European Physical Journal B and Natural Sciences in Education - Chemistry , addressing topics ranging from neurotronics education to nanotechnology safety. Dr. Stamer collaborates on projects like Authentic insights into science , exploring the use of scientific videos in informal learning environments. She also engages in methodological research involving machine learning applications in education. Her work bridges formal and informal learning contexts, emphasizing hands-on laboratory programs and intermedial science exploration.

Lisa R. LattucaView profile

Professor

• Higher Education
• Engineering Education
• Interdisciplinary Studies
• +5 more

Lisa R. Lattuca is a Professor in the Marsal Family School of Education and the College of Engineering at the University of Michigan, where she also serves as Director of the Center for the Study of Higher and Postsecondary Education. She holds a core faculty appointment in the Engineering Education Research doctoral program. Her administrative roles include prior positions as assistant dean for enrollment management, director of marketing, and assistant director of communications. Dr. Lattuca earned her PhD from the University of Michigan, a Master’s from Cornell University, and a Bachelor’s from Saint Peter’s University. She previously held faculty positions at Penn State University (University Park) and Loyola University Chicago, and served as a program officer at the Spencer Foundation. Her research focuses on curriculum design, interdisciplinary teaching, and equitable learning experiences in higher education. Key areas include the development of engineers’ systems thinking competencies, sociotechnical integration in engineering education, and faculty decision-making processes around curricular reforms. She employs systems perspectives to study how disciplinary cultures and organizational structures influence teaching practices and student outcomes. Her grants include the NSF-funded Creating an Engineering Equity Teaching Center (2022–2025) and The Nature of Engineering Work: Curricular Messaging and Alignment with Diverse Undergraduate Students’ Values (2021–2025). She has also led studies on contextual competence in engineering and the impact of EC2000 accreditation standards. Her work bridges theory, practice, and policy to address broadening participation and equity in STEM. Dr. Lattuca has collaborated with centers such as the Center for Socially Engaged Engineering Education and Design and the Center for Research on Learning and Teaching in Engineering. She co-authored Shaping the College Curriculum: Academic Plans in Context and authored Creating Interdisciplinarity , and has served on editorial boards for journals like Journal of Engineering Education and AERA Open .

Virpi VellonenView profile

Lecturer

• Special Education
• Educational Technology
• Autism Spectrum Disorders
• +3 more

Virpi Vellonen is a Lecturer at the University of Eastern Finland , affiliated with the Special Education department under the School of Educational Sciences and Psychology . Her work focuses on leveraging educational technology to support children with autism spectrum disorders (ASD) , emphasizing inclusive pedagogy and student well-being . She has led projects like Student Teacher Well-Being: Deepening Understanding and Building Support (STeWDUBS) , which explored stress and resilience in teacher training. Research Interests : Designing technology-enhanced learning environments for ASD students, strength-based educational models , and DIY (do-it-yourself) educational tools . Key Contributions : Validating inclusion measures in Finnish higher education, analyzing narrative research in teacher well-being, and pioneering participatory design with ASD children and families. Email : virpi.vellonen@uef.fi

• Competitive pricing
• Competitive advertising
• Branding
• +9 more

Jean-Pierre Dubé is the James M. Kilts Distinguished Service Professor of Marketing at the University of Chicago Booth School of Business. He serves as director of the Kilts Center for Marketing at Booth, is a Research Associate at the National Bureau of Economic Research, an elected fellow for the Informs Society for Marketing Science, and a faculty fellow at the Marketing Science Institute. He has been working as a research consultant with Amazon since 2018 and previously consulted for Yahoo! from 2008-2010. B.Sc. in quantitative methods in economics from the University of Toronto (1995) M.A. in economics from Northwestern University (1996) Ph.D. in economics from Northwestern University (2000) Dubé's research focuses on the intersection of industrial organization and quantitative marketing. His empirical studies examine consumer preferences for branded goods, price discrimination, advertising, food deserts and nutrition policy, and the role of misinformation in consumer demand. His work frequently employs advanced econometric methods to analyze consumer behavior across various markets, including packaged goods, digital platforms, and media consumption. Many of his recent projects involve collaborations with companies in the US and China, reflecting the applied nature of his work. Dubé's publications span leading journals in economics and marketing, with recent work focusing on personalized pricing, media effects on consumer behavior during the pandemic, craft brand preferences among millennials, and nutritional inequality. His research demonstrates strong methodological rigor while addressing practical business and policy questions, often challenging conventional wisdom as seen in his work on food deserts which found neighborhood environments contribute minimally to nutritional inequality. 2023 Hillel J. Einhorn Excellence in Teaching Award Chicago Booth Class of 2016 Phoenix Award for service to extracurricular activities 2008 Paul E. Green Award for Best paper in the Journal of Marketing Research 2005 Faculty Teaching Excellence Award for Evening MBA and Weekend MBA Programs Elected fellow for the Informs Society for Marketing Science Multiple MSI Research Grants Kauffman grant Yahoo! Faculty Research Grant Professor Dubé serves as Department Editor at Management Science and has previously served as an area/associate editor for several leading journals including The Journal of Marketing Research, Management Science, Marketing Science, and Quantitative Marketing and Economics. His industry collaborations, particularly with Amazon and previously Yahoo!, have enabled him to conduct large-scale field experiments that inform both academic theory and business practice. Dubé joined the Chicago Booth faculty in 2000 and continues to be actively engaged in research, teaching, and professional service, influencing both academic scholarship and industry practice.

Stella KanchewaView profile

Assistant Professor

• Psychosocial Development
• Mentoring Relationships
• Supportive Interventions
• +5 more

Dr. Stella Kanchewa is an Assistant Professor in the Department of Psychology at the College of Arts and Sciences. Her research focuses on psychosocial development during adolescence and the transition to adulthood, emphasizing mentoring relationships, social capital, and interventions for underrepresented college students. Education: B.A. in Psychology (University at Buffalo), M.A. and Ph.D. in Clinical Psychology (University of Massachusetts Boston). Her work explores the role of supportive relationships and community strengths in promoting positive outcomes, particularly for first-generation college students. Recent publications highlight mentoring interventions, social capital, and psychosocial processes in educational settings. Dr. Kanchewa teaches courses such as Introductory Psychology, Psychology of Learning, and Abnormal Psychology, with additional interests in multicultural psychology and life-span development. She actively mentors students through academic advising, research supervision, and extracurricular support.