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Channing MathewsView profile

Assistant Professor

• Community Psychology
• Ethnic-Racial Identity
• Critical Consciousness
• +5 more

Channing Mathews serves as Assistant Professor in the Department of Psychology at the University of Virginia, specializing in Community Psychology. Her research examines how ethnic-racial identity and critical consciousness drive STEM engagement and activism among youth of color during adolescence and emerging adulthood. Her scholarship integrates theoretical frameworks from psychology, education, and African American studies with three central foci: (1) ethnic-racial identity and critical consciousness as dual promoters of positive development for Black and Latinx youth; (2) their influence on STEM orientation; and (3) the complexity of identity and critical action behaviors including STEM-based activism. This work employs mixed-methods approaches across diverse educational contexts. Dr. Mathews demonstrates significant publication impact in developmental psychology and STEM equity research, with recent articles examining identity-science intersections through latent class analyses, longitudinal designs, and intervention studies. Her work consistently addresses racialized barriers in STEM while highlighting youth agency and resistance strategies. She actively mentors future scholars, accepting postdoctoral fellows through the University of Virginia Rising Scholars Program and graduate students for the 2023-2024 cycle. Her research extends to collaborations with informal STEM learning sites and examination of digital activism among immigrant youth of color.

Alva H. TaylorView profile

Associate Professor

• Business strategy
• Technology
• Innovation management
• +3 more

Alva H. Taylor serves as Associate Professor of Business Administration at the Tuck School of Business, Dartmouth College, where he has been tenured since 2010. He holds the dual leadership roles of Senior Associate Dean for Executive Learning and Faculty Director of the Glassmeyer/McNamee Center for Digital Strategies, Tuck's flagship initiative examining how digital technology impacts business strategy. Previously, he served as Assistant Professor (2000-2005) and Associate Professor (2005-2009) at Tuck, and as Visiting Assistant Professor at Kellogg Graduate School of Management (1997-2000). Professor Taylor earned his PhD from Stanford University's Graduate School of Business in 2000, following an MBA, ME, and BS from Cornell University in 1984, 1983, and 1982 respectively. Before academia, he worked as a Senior Manager at KPMG's consulting division, specializing in business strategy and information technology for growing companies. His research focuses on innovation processes, entrepreneurship, technological change, and strategic decision-making in fast-changing environments . Taylor has made significant contributions to understanding how organizations manage creative groups for sustained innovation, organizational learning in information-rich environments, and digital transformation in traditional enterprises. His work with comic book creators demonstrated that creators with cross-genre experience achieve greater success than specialists, highlighting the value of diverse experience in creative fields. His recent scholarship examines how nonprofits can implement digital-first strategies to enhance social impact, emphasizing the importance of aligning technology with organizational mission. Taylor teaches courses including Design Thinking for Strategic Innovation and Strategic Change in the Turbulent Digital Age in both MBA and Executive Education programs. He designed and directs the Digital Excellence for Minority Entrepreneurs Executive Education Program in partnership with Google, demonstrating his commitment to inclusive digital transformation. His research has been featured in prominent publications including the Wall Street Journal and Stanford Social Innovation Review, where he emphasizes that digital strategy must begin with a clear understanding of organizational goals before technology implementation. As Faculty Director of the Center for Digital Strategies, Taylor leads initiatives that bring together executives, academics, and students to advance management theory and practice in the networked economy. The Center explores technology's impact on product development, supply chains, marketing, and business model transformation, addressing challenges throughout the extended enterprise including globalization, information security, and organizational change. Under his leadership, the Center has hosted events like the Dartmouth AI Conference and developed programs that bridge academic research with corporate application.

• Multimedia Learning Interventions
• Conceptual Change
• Refutation Texts
• +3 more

Anna-Sophia Dersch is a Researcher at the Professorship for Teaching and Learning with Media, part of the Faculty of Educational Psychology at Justus-Liebig-Universität Gießen. She teaches courses including Educational Psychology for B.Sc. Psychology students, Basic Concepts of Psychology for student teachers, and Scientific Writing for student teachers in German as a foreign language. Her research focuses on multimedia learning interventions, conceptual change, gender stereotypes in education, and adaptive learning technologies. She has been recognized with the Oral Presentation Award at the SIG 15 Conference (2024) and the Junior Researcher Award from DGPs (2022). Her work addresses teacher misconceptions about multimedia learning and math-gender stereotypes, emphasizing personalized refutation strategies and intercultural educational practices. Dr. Dersch collaborates internationally, including at the University of São Tomé and Príncipe, and actively engages in science communication through teacher trainings and workshops. She also serves as the local Equal Opportunities Officer for the Department of Psychology.

Thomas FarmerView profile

Professor

• Special Education
• Educational Psychology
• Developmental Science
• +5 more

Thomas Farmer serves as Professor and Chair of the Department of Foundations of Education at Virginia Commonwealth University School of Education, where he integrates educational psychology, developmental science, and special education to create responsive classroom environments for diverse learners within their socio-cultural contexts. His academic journey includes a B.A. in Philosophy from the College of William & Mary, followed by M.A. and Ph.D. degrees in Special Education from the University of North Carolina at Chapel Hill. Farmer's research centers on social inclusion of diverse learners, teacher management of classroom social dynamics, and research-practice partnerships. Key frameworks include the BASE (Behavioral, Academic, and Social Engagement) model and SEALS (Supporting Early Adolescent Learning and Social Strengths) intervention, emphasizing rural education contexts , adaptive evidence-based practices , and developmental responsiveness . His work prioritizes teacher attunement to students' dynamic needs within multi-level ecological systems. Analysis of his 2022-2025 publications reveals three dominant trends: (1) addressing teacher burnout through social network analysis and classroom dynamics management; (2) advancing targeted universalism to address systemic oppression for youth of color; and (3) developing tiered adaptive support systems that prioritize contextual implementation over rigid fidelity, particularly in rural schools. Farmer directed the National Research Center on Rural Education Support (NRCRES, 2004-2011) and co-edits the Journal of Emotional and Behavioral Disorders (2012-present). He completed the presidential line of the Council for Exceptional Children's Division for Research (2018-2022), demonstrating sustained leadership in special education scholarship. His grant portfolio includes NRCRES and development of the BASE/SEALS models, implemented through research-practice partnerships with rural school districts. Farmer's laboratory focuses on classroom social network analysis, utilizing tools like the 'scouting report' process to help teachers understand peer dynamics and adapt interventions in real-time, ultimately enhancing student engagement and social inclusion.

Erin Wolf ChambersView profile

Professor

• Computational Topology
• Computational Geometry
• Algorithms
• +3 more

Erin Wolf Chambers is a Professor in the Department of Computer Science and Engineering at the University of Notre Dame, with a concurrent appointment in the Department of Applied and Computational Mathematics and Statistics. She holds the Snyder Family Mission Collegiate Professorship. Previously, she was at Saint Louis University (SLU) as a Professor in Computer Science and Mathematics. Her research focuses on computational topology and geometry, combinatorial algorithms, and improving STEM education inclusivity. She earned her Ph.D. in Computer Science from the University of Illinois Urbana-Champaign in 2008. Dr. Chambers teaches courses such as Topological Data Analysis and Algorithms. She has been recognized with the Rev. Edmund P. Joyce Award for Excellence in Undergraduate Teaching and serves as an editor for the Journal of Computational Geometry and Journal of Applied and Computational Topology. She is actively involved in initiatives like SafeToC and the Society for Computational Geometry. Her research includes NSF-funded projects, with notable contributions in topological data analysis, geometric algorithms, and educational equity. Over 40 publications span topics like Reeb graphs, medial axis analysis, and plant root morphology. She advises students on cutting-edge interdisciplinary research and advocates for fostering inclusive academic environments.

Hae Jin GamView profile

Professor

• Sustainability Development
• Consumer Behavior
• Apparel Product Design
• +3 more

Hae Jin Gam is a Professor and Coordinator of the Undergraduate Program for Fashion Design at the University of North Texas (UNT), part of the Michael W. Faircloth Fashion Design Program. She holds a Ph.D. in human environmental sciences from Oklahoma State University, an M.S. in clothing and textiles from Chung-Ang University, and a B.S. in computer sciences from Seoul Women's University. Her research focuses on sustainability in the apparel industry, consumer behavior related to eco-friendly purchasing, creative product development, and teaching methodologies. Dr. Gam has over five years of professional experience as a fashion designer in South Korea and has taught for 11 years at Illinois State University before joining UNT in 2018. She is an associate editor for the Family and Consumer Sciences Journal and serves on the editorial board of the Clothing and Textile Research Journal . She is also affiliated with the International Textile and Apparel Associations, Costume Society of America, and the American Association of Family and Consumer Sciences. Her work emphasizes interdisciplinary approaches, such as integrating virtual reality into design education and promoting sustainable entrepreneurship via micro-factory models. Her research highlights the alignment of educational practices with industry needs and consumer trends in sustainable fashion. Dr. Gam’s contributions span scholarly publications, editorial roles, and professional engagement, reflecting her commitment to advancing both academic and practical dimensions of fashion design and sustainability.

• Educational Psychology
• School Psychology
• Psychology Learning and Teaching
• +4 more

Lenka Sokolová is a Professor at the Faculty of Social and Economic Sciences , Comenius University in Bratislava, with a focus on Educational Psychology and School Psychology . Her career spans teaching, research, and leadership in promoting well-being and inclusive education. PhD in Educational Psychology (2006, Comenius University) doc. (2019) and prof. (2025) degrees in Educational Psychology (Charles University, Czech Republic) Her research bridges educational psychology , mental health , and teacher training , with recent work on neurodiversity, social support systems, and pandemic-era teaching adaptations. She leads the STRAWS project (funded by UK’s Arts and Humanities Research Council) and contributes to European psychology education frameworks. Key article trends include: Adolescent mental health and social inclusion Teacher resilience and classroom dynamics Neurodivergent student support Cross-cultural psychology education Technology integration in psychology teaching Preventive psychological interventions Scientific contributions include: President of the European Federation of Psychology Teachers’ Associations (2019-2022) Board member of EFPA Educational Affairs (2017-2023) International conference leadership (EARLI, Coalition of Schools for Mental Health) She mentors through continuing professional development courses and collaborates globally, including Erasmus+ mobility programs and Monash University’s Visiting Scholar initiative. Her work emphasizes participatory research and qualitative methodologies.

Benjamin ZwicklView profile

Associate Professor

• Physics Education Research
• Career Pathways in STEM
• Quantum Technology Education
• +3 more

Benjamin Zwickl is an Associate Professor of Physics at the Rochester Institute of Technology (RIT) , located within the School of Physics and Astronomy under the College of Science . He also serves as Co-Director of the Center for Advancing Scholarship to Transform Learning (CASTLE) . His research focuses on Physics Education Research (PER), career pathways in STEM, and quantum technology education. Dr. Zwickl holds a Ph.D. in Physics from Yale University (2012) and a B.S. from Purdue University. His research interests include preparing students for careers in quantum technology, optics, and photonics, as well as improving laboratory education and understanding graduate student development. He has led initiatives to develop quantum education curricula and has secured grants such as an NSF-funded postdoctoral fellowship program. Zwickl’s work emphasizes bridging the gap between academic training and industry needs, particularly in fostering computational literacy and equity in STEM education. His publications highlight trends in PER, including analyses of remote research experiences, graduate student career decisions, and the role of admissions metrics in PhD outcomes. He actively contributes to RIT’s efforts to establish quantum education programs, including a minor in quantum information science and technology. Zwickl teaches courses like Quantum Technology Principles and Physics Education Research , reflecting his commitment to advancing pedagogy and student success.

David M. MaloneView profile

Professor

• Educational Psychology
• Service-Learning
• Experiential Learning
• +4 more

David M. Malone is a Professor of the Practice of Education at Duke University, affiliated with the Trinity College of Arts & Sciences. He holds a Ph.D. from Duke University (1984). His research focuses on educational psychology, service-learning, and innovative teaching approaches in higher education. Malone has led initiatives like the Duke University Service Learning Program and Partners for Success Tutoring Program, emphasizing community engagement and teacher preparation. He has received recognition for his contributions to service-learning and community engagement, including an award in 2017. Malone’s academic career includes roles such as Director of Undergraduate Studies in Education (2007–2017) and Director of the Program in Education (2021–2022). He teaches courses like EDUC 240 (Educational Psychology) and has advised numerous grants, including the 2010–2013 'Preparing Tomorrow's Teachers with Transformative Practice' project. His publications explore service-learning applications in gifted education, teacher cognition, and social entrepreneurship education. Malone’s professional activities include leadership roles in the Duke-Durham Neighborhood Partnership and Bass Connections projects on political polarization and charter schools. He has been featured in news articles for his work on interdisciplinary education and community outreach initiatives.

Andrew ChurchView profile

Professor

• Human Geography
• Environmental Science
• Sustainability
• +5 more

Professor Andrew Church serves as Pro-Vice Chancellor (Research and Innovation) at the University of Bedfordshire , where he also holds an academic position as Professor . His research spans Human Geography and Environmental Science , focusing on Cultural Ecosystem Services , Sustainability , and Community Engagement with natural spaces. Andrew has spearheaded the 2022-26 Research & Innovation Strategy , emphasizing interdisciplinary collaboration and societal impact. He leads the University's Sustainability Strategy and is developing a Community Engagement Strategy for 2023. Current projects include the £1.8m Towards Brown Gold initiative (funded by ESRC ), which examines sanitation challenges in Ethiopia, Ghana, India, and Nepal through cross-disciplinary approaches. His recent academic output focuses on art-based research methods , water governance , and environmental perception across urban and global contexts. Andrew actively collaborates with micro-biologists , water scientists , and inclusive artists in international settings. Involvement in : Research & Innovation Strategy (2022-26) Sustainability Strategy implementation £1.8m ESRC-funded Towards Brown Gold project Research Themes : Cultural Ecosystem Services Sanitation & Water Management Community Engagement with Nature Interdisciplinary Environmental Research

Sharon BessellView profile

Professor

• Childhood Poverty
• Social Justice
• Human Rights
• +10 more

Professor Sharon Bessell is a leading academic and social policy expert at The Australian National University (ANU), where she holds dual roles as Professor and Director of the Crawford School of Public Policy. She directs the Children’s Policy Centre and co-hosts the Policy Forum Pod, a platform for policy analysis. Her work emphasizes rights-based approaches to social policy, particularly for children in poverty, and she has pioneered the Individual Measure of Multidimensional Poverty (IMMP/IDM), a groundbreaking tool assessing poverty’s gendered and individual impacts. Bessell is also a Senior Fellow of the Higher Education Academy and has received ANU’s Teaching Excellence Award twice (2016 and 2023). Education: - BA (Hons 1st class, Tasmania) - PhD (Monash University) Research Interests: Sharon’s research focuses on three pillars: Social policy, child rights, and poverty reduction Gendered dimensions of poverty and innovative data collection methods Intergenerational relations and evolving childhoods She has conducted extensive studies in Australia, Indonesia, the Philippines, Fiji, and Southern Africa, collaborating with governments, NGOs, and international agencies to develop child-centered policy frameworks. Her methodologies prioritize ethical engagement with children, ensuring their voices shape policy outcomes. Grants and Projects: - More for Children : Paul Ramsay Foundation-funded research creating a child-centered poverty assessment framework. - IDM Program : Co-led an interdisciplinary team under an Australian Research Council Linkage grant, developing the IMMP/IDM. - Suara Anak (Children’s Voices) : ARC Discovery grant-funded research in Indonesia. Awards and Recognition: - 2019: Australian Financial Review’s 100 Women of Influence. - 2016/2023: ANU College of Asia and the Pacific Award for Teaching Excellence. Teaching and Advocacy: Bessell teaches Global Social Policy (POGO8044) and Development Theories and Themes (POGO8072) . Her courses address poverty, globalization, children’s rights, and gender analysis. She advocates for systemic policy reforms to end child poverty, emphasizing structural barriers and the role of social justice in economic policies. Her work challenges stigmatizing narratives around poverty and promotes inclusive, rights-based solutions.

Ananda MarinView profile

Associate Professor

• Learning Sciences
• Socio-Cultural Studies
• STEM Education
• +3 more

Ananda Marin is an Associate Professor at the University of California, Los Angeles (UCLA), affiliated with the Graduate School of Education and Information Studies. She holds a doctoral degree from Northwestern University and specializes in learning sciences with a focus on socio-cultural dimensions of learning and development. Her work emphasizes Indigenous and non-dominant communities, exploring practices such as family science activities, Native American STEM participation, and culturally responsive methodologies. Marin employs participatory approaches including community-based design research, discourse analysis, and video-ethnography. Her research investigates how mobility, place, and cultural variability influence knowledge-building, with projects like analyzing forest walks as ecological learning contexts and reimagining STEM education through decolonial frameworks. She advocates for ethical validity in co-research practices and dignity-affirming pedagogies. Key themes in her scholarship include relational ontologies, embodied cognition, and the intersection of globalization with Indigenous epistemologies. Recent work highlights walking methodologies, improvisational dance as enactive cognition, and the role of storytelling in collective learning. Marin’s interdisciplinary contributions bridge cognitive science, cultural studies, and educational equity.

• Educational History and Philosophy
• Social and Emotional Wellbeing in Children
• Initial Teacher Education (ITE) Pedagogy
• +3 more

Dr Nikki Brunker is a Senior Lecturer at the University of Sydney's Faculty of Education and Social Work. She convenes the MTeach Foundations program and teaches courses like EDMT5676: Teaching and Learning and EDMT5502: Teachers and Learners - School Communities . Her research focuses on children's social/emotional wellbeing, alternative schooling models, and innovative qualitative methodologies. Education Background: PhD (Sydney) and BEd (Hons) (Sydney). Prior to academia, she worked as a teacher and principal in mainstream and alternative schools. Her research explores topics such as ITE pedagogy, democratic education, and transitions from home education to teaching roles. Research Projects: Current initiatives include studies on democratic school teachers' educational philosophies (with QUT's Dr Rebecca English) and the experiences of home-educated individuals entering teaching. She employs post-qualitative and arts-informed methodologies, including Lawrence Lightfoot's portraiture techniques modified with patchwork approaches. Awards: Notable recognitions include the 2014 NSW IER Beth Southwell Award for her PhD thesis on educational portraiture, and Excellence in Teaching Awards from the University of Sydney (2010, 2013 nomination). Supervision & Grants: Oversees Honours projects on topics like teacher wellbeing and inclusion/exclusion dynamics. Secured grants including a 2016 Faculty Education Innovation Grant for assessment practice research. Currently supervises Brett Rolfe's project on disruptive humanistic innovations in schools.

• Autistic Spectrum Disorders
• Educational Psychology
• School Attendance Strategies
• +5 more

Caroline Bond is a Senior Lecturer at the Manchester Institute of Education, University of Manchester, and a core member of the Autism@Manchester research initiative. Her work focuses on autism spectrum disorders, motor skills difficulties, and evidence-based interventions in educational settings. She has contributed to over 80 peer-reviewed publications, with recent emphasis on school attendance challenges, teacher-student relationships, and systemic support for neurodivergent learners. Her research interests include evaluating school programs, particularly those addressing emotionally based school avoidance (EBSA), and promoting collaborative approaches between schools, families, and local authorities. Key projects involve developing tools for early identification of attendance issues and enhancing support for autistic students, especially girls, in mainstream environments. Recent work highlights include a systematic review of teachers’ beliefs about intelligence and their impact on pedagogy, and studies on the effectiveness of creative arts interventions for early years’ parental engagement. Collaborations span UK institutions, focusing on autism education, special needs assessment crises, and policy-driven solutions for equitable education access. Dr. Bond’s contributions extend to professional practice, advising on policy frameworks, video-based guidance for educational psychologists, and training programs for practitioners working with neurodivergent populations. She actively disseminates findings through academic journals like Educational Psychology in Practice and European Journal of Special Needs Education .

Hoda MalekiView profile

Assistant Professor

• Cybersecurity
• Blockchain Technology
• Digital Forensics
• +4 more

Hoda Maleki is an Assistant Professor in the Department of Computer & Cyber Sciences at Augusta University's School of Computer and Cyber Sciences. She holds a Ph.D. (2019) and an M.S. in Computer and Information Sciences from the University of Connecticut. Her research focuses on cybersecurity, blockchain technology, digital forensics, and secure access control systems. She has contributed to frameworks like ForensiBlock, exploring blockchain for data provenance and auditability, and has published extensively on topics including machine learning in healthcare cybersecurity and multi-dimensional encryption techniques. Dr. Maleki serves on Augusta University committees including the Faculty Affair Committee and the MS Cybersecurity degree development workgroup. She advises the Women in Cybersecurity Club and the VIVID team. Her professional service includes roles as a grant proposal reviewer for NSF and CICI-NSF, and committee membership for conferences like CCSW'24 and IPDPS. Her recent work emphasizes integrating blockchain with AI for secure systems, such as DLACB (Deep Learning-Based Access Control using Blockchain) and ForensiBlock. Awards include the 2023 Faculty Inclusive Excellence Initiative and 2022 Faculty Recruitment and Retention honors. She teaches advanced courses on cybersecurity topics like secure pollbook systems and cryptographic protocols.