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Haerin ParkView profile

Assistant Professor

• Inclusive Education
• Teacher Education
• Special Education
• +3 more

Dr. Haerin Park is an Assistant Professor in the Department of Education at the University of Saint Joseph (USJ), affiliated with the School of Arts, Sciences, Business, & Education. She joined USJ in 2021 and holds a Ph.D. in Curriculum and Instruction (Special Education) from Boston College (2022), an M.A. from Korea University, and a B.Ed. from Seoul National University of Education. Her expertise lies in inclusive education for diverse learners, teacher education, and school-family-community partnerships. Dr. Park has over five years of classroom teaching experience in Seoul, South Korea, and has taught special education courses at Boston College's Lynch School of Education. Her research focuses on teachers' understanding of inclusive practices, intersectional identities of students, and fostering inclusive school cultures through collaborative partnerships. She has been recognized with the Korean Honor Scholarship (2018) and a Dissertation Development Grant from Boston College (2019). Her recent work emphasizes culturally responsive engagement with families in virtual education settings and the implementation of project-based learning in urban schools. Dr. Park's publications span inclusive education practices, community school models, and autism spectrum disorder curricula. Education: Ph.D. in Curriculum and Instruction (Special Education), Boston College, 2022 M.A., Korea University B.Ed., Seoul National University of Education Professional Experience: Classroom teacher in Seoul (2016–2021) Adjunct faculty, Lynch School of Education and Human Development, Boston College Her research trends reflect a commitment to bridging theory and practice in inclusive education, with a focus on leveraging community resources and addressing systemic inequities. Dr. Park's work highlights innovative strategies for engaging families from diverse backgrounds and advancing teacher preparedness for inclusive classrooms. Awards: Korean Honor Scholarship (2018) Boston College Dissertation Development Grant (2019) In advising and mentorship, Dr. Park has supervised teacher candidates in urban and suburban schools, emphasizing reflective practice and culturally responsive pedagogy. She actively contributes to grant-funded initiatives promoting inclusive school environments and teacher professional development.

Jennifer BrousseauView profile

Assistant Professor

• Climate Change Adaptation
• Environmental Planning
• Social Justice in Climate Policy
• +3 more

Dr. Jennifer Brousseau is an Assistant Professor in Environmental Social Sciences at the University of New England, specializing in the human dimensions of climate change. Her work focuses on collaborative environmental planning, social justice in climate adaptation, and stakeholder engagement in decision-making processes. She holds a Ph.D. in Forest Resources and Environmental Conservation from Virginia Tech and completed a postdoctoral fellowship at Colorado State University studying wildfire governance. Her research emphasizes participatory methodologies, including place-based climate adaptation workshops and process mapping to evaluate environmental decision-making. Key areas of interest include equity considerations in municipal climate plans, factors influencing adaptation project adoption, and leveraging virtual platforms for climate action convenings. Dr. Brousseau collaborates closely with municipalities and organizations to ensure research addresses real-world needs. Recent projects analyze justice integration in U.S. climate policies over time and assess workshop effectiveness in fostering collective action. She advocates for value-driven science practices to enhance both research quality and team well-being. Her work bridges academic inquiry with practical conservation efforts, as seen in long-term Indonesian orangutan habitat studies.

Janet KolodnerView profile

Professor

• Cognitive Science
• Educational Technology
• Design-Based Learning
• +4 more

Janet Kolodner is a retired Professor of the Practice at Boston College's Lynch School of Education and Human Development, in the DFE Department of Formative Education. She holds a Ph.D. and M.S. from Yale University and a B.A. from Brandeis University. Her research focuses on learning environments, design-based learning, and case-based reasoning, with notable contributions to educational technology and science curriculum development. Affiliations: Boston College (Retired Professor of the Practice), Former Regent's Professor at Georgia Tech. Education: Ph.D., Yale University M.S., Yale University B.A., Brandeis University Research Interests: She pioneers approaches to integrating technology in education, emphasizing design-based learning, project-based instruction, and cognitive models of learning. Her work bridges computer science (case-based reasoning) and education, with applications in science curricula like Project-Based Inquiry Science (PBIS). Awards: Includes Inaugural Fellow of the International Society of the Learning Sciences, Regents’ Professor Emerita, and Career Award from the same society. She has also served as Editor-in-Chief Emerita of The Journal of the Learning Sciences. Key Contributions: Developed early case-based design systems (e.g., Archie-2), explored creativity in design (JULIA, ALEC), and created middle-school science curricula. Her recent work focuses on virtual environments and fostering scientific dispositions in learners.

Travis WrightView profile

Associate Professor

• Early Childhood Education
• Child Development in Adversity
• Resilience in Education
• +3 more

Travis Wright is an Associate Professor at the University of Wisconsin-Madison School of Education, where he directs the BASES Project, a school and community intervention supporting homeless preschool students, families, and teachers. His work focuses on resilience, emotionally responsive teaching, and addressing adversity in early childhood. Dr. Wright holds a BA in College Scholars from the University of Tennessee-Knoxville (1998), followed by a M.Ed., EDD, and CAS in Human Development and Psychology from Harvard University (2002–2006). His career includes roles as a school-based mental health counselor, public school teacher, and early childhood educator in Washington, D.C., and Boston. His research interests center on resilience in marginalized children, trauma-informed practices, and equity in early childhood education. Key themes include the impact of homelessness on young learners, teacher perceptions of adversity, and reimagining masculinities in early childhood spaces. Recent publications emphasize trauma-informed pedagogy, disability employment practices, and qualitative studies on poverty and motherhood. His work bridges theory and practice through initiatives like BASES and community-engaged scholarship. Awards: Community Engaged Scholarship Award (2017), Beiber Invited Lecture (2016), Mithoff Family Lecture (2014) Grants & Projects: BASES Project (ongoing), Wisconsin Idea Baldwin Award-funded initiatives Labs/Teams: BASES Project leadership, collaborative work with community organizations addressing early childhood adversity.

Leema BerlandView profile

Professor

• Science Education
• Antiracist Pedagogy
• Sensemaking Practices
• +4 more

Leema Berland is a Professor and Department Chair in the Department of Curriculum & Instruction at the University of Wisconsin–Madison School of Education. She holds a PhD in Learning Sciences from Northwestern University (2008) and a BA in Computer Science from Carleton College (1999). Her research focuses on sensemaking practices across K-12 students, teacher candidates, and antiracist professional learning communities. She emphasizes sociocultural frameworks to understand how learners interpret sensemaking goals within institutional contexts. Key areas of exploration include the interplay between power dynamics, relationships, and antiracist educational goals. Berland's work bridges theory and practice through collaborative partnerships between schools and universities. She advocates for designing learning environments that align with students' epistemic agency and address systemic inequities in education. Her recent publications (2022–2025) highlight frameworks for antiracist learning communities, equity in teacher professionalization, and reimagining science education through epistemologically responsive teaching. Berland has presented at major conferences including the International Conference of the Learning Sciences and the National Association for Research in Science Teaching. Her CV is available for download, and she can be contacted at lberland@wisc.edu in the Teacher Education Building. Research foci include: Antiracist educational systems Epistemic agency in science classrooms Teacher sensemaking about pedagogy Sociocultural dimensions of learning Grants and collaborations are central to her work, though specific funding details are not provided in the text.

• Education Technology
• Learning Sciences
• Constructionism
• +3 more

Nathan R. Holbert is an Associate Professor in the Department of Communication, Media, and Learning Technology Design at Teachers College, Columbia University, where he founded and directs the Snow Day Learning Lab. His work focuses on designing playful tools and environments that enable children to leverage computational power for meaningful learning through constructionist approaches. Educational Background: Ph.D. in Learning Sciences from Northwestern University M.A.Ed. in Instructional Process from Washington University B.S. in Secondary Chemistry Education from Greenville College Research Interests: Dr. Holbert's scholarship intersects educational technology, constructionist learning, and inclusive design. Key areas include: Educational game design as objects-to-think-with Afrofuturism and critical design pedagogies Computational literacy and maker education Diversity and cultural relevance in STEM Formative assessment through gaming Publications: His research demonstrates consistent focus on constructionist learning environments, with recent work exploring data science education, Afrofuturist frameworks, and large-scale CS education implementation. Publications show strong emphasis on game-based learning, equity in maker spaces, and embodied learning approaches. Professional Recognition: Keynote speaker at Constructionism 2020 and Didacta Italy 2019 Regular presenter at major conferences including ICLS, FabLearn, and IDC Labs and Initiatives: Founder and Director of Snow Day Learning Lab Co-host of Pop & Play podcast on education and pop culture

Michael SpezioView profile

Associate Professor

• Decision Science
• Cognitive Science
• Computational Cognitive Neuroscience
• +7 more

Michael Spezio is an Associate Professor of Psychology, Neuroscience, and Data Science at Scripps College. He directs the LIVE Lab (Laboratory for Inquiry into Valuation and Emotion) and specializes in computational cognitive neuroscience, focusing on decision science, valuation, emotion, and social interaction. His work bridges neuroscience, ethics, and virtue science, with notable contributions to understanding autism spectrum disorders, neurodiversity, and moral action. Education: B.S. in Biochemistry, Case Western Reserve University M.Div., Pittsburgh Theological Seminary Ph.D. in Biochemistry, Cornell University Ph.D. in Cognitive & Systems Neuroscience, University of Oregon Key Roles: Co-Director at Scripps College Principal Investigator on multiple grants totaling over $2.5M Research Interests: Spezio explores formal computational models of personal and moral values, the neural basis of social cognition, and ethical implications of neuroscience. His lab integrates EEG/fMRI, natural language processing, and behavioral experiments to study valuation dynamics, trust, and neurodiversity. Recent work addresses how institutions shape values and how interdisciplinary approaches can advance virtue science and moral psychology. Publications Trends: His articles span decision neuroscience, autism neurodiversity, and computational social science. Key themes include amygdala dysfunction, facial emotion recognition deficits, and the neurobiology of social interaction. He critiques popular neuroscientific theories (e.g., McGilchrist’s divided brain hypothesis) using meta-analytic and linguistic methods. Awards: Funded by Templeton Religion Trust, NSF, and NIH Notable grants include the MMIPV project ($190K) and Computational Modeling of Cooperative Success ($697K) Advising & Grants: Spezio has led major initiatives like the Humility in Loving Encounter grant and co-authored grants on autism’s neural circuitry. He collaborates internationally with institutions like Caltech and the German BMBF. Labs/Teams: The LIVE Lab combines interdisciplinary methods to study valuation dynamics. Collaborators include Ralph Adolphs (Caltech), Jan Gläscher (UCI), and teams from theology and ethics.

Krista RitchieView profile

Associate Professor

• Social and emotional aspects of teaching and learning
• Measurement and evaluation
• Evidence-informed practices
• +2 more

Dr. Krista Ritchie is an Associate Professor at Mount Saint Vincent University (MSVU), affiliated with the Faculty of Education. She holds a PhD in Educational Psychology from McGill University (2009) and has post-doctoral training in Psychology and Neuroscience from Dalhousie University (2012). Her research focuses on the social and emotional aspects of teaching and learning, measurement and evaluation methodologies, evidence-informed practices, and intersections between health and education. She also serves as a Scientist at the Maritime Drug Study Site (MDSS) at the IWK Health Centre. Dr. Ritchie’s educational background includes a BAH in Psychology from Acadia University (2002), an MA in Educational Psychology from McGill (2005), and her doctoral work at McGill. Her expertise spans applied multivariate statistics and collaborative healthcare research, particularly in pediatric settings. She actively engages in interdisciplinary projects addressing teacher well-being, evidence-based practice, and health intervention design. Her recent research explores teacher emotions in Eastern Canada, psychoeducational assessment processes, and electronic discharge communication tools in pediatric care. She collaborates internationally on studies involving nurses, physicians, and youth engagement in healthcare design. Her work emphasizes practical applications of research in education and healthcare systems. Dr. Ritchie’s contributions include co-developing the 23-item Evidence-Based Practice (EBP) survey for health professional students and analyzing formative feedback in anesthesia training. Her publications bridge educational psychology, healthcare decision-making, and cultural responsiveness in education. She advocates for integrating emotional and evidence-based practices into professional development frameworks for educators and healthcare providers.

Paul FrancisView profile

Professor

• Astronomy
• Astrophysics
• Education Technology
• +5 more

Professor Paul Francis is an astronomer and educator at the Australian National University (ANU), affiliated with the Research School of Astronomy & Astrophysics within the ANU College of Science and Medicine. He holds the title of ANU Distinguished Educator and has received awards including the 2016 Australian Award for University Teaching and the 2000 ANU Vice Chancellor's Award for Teaching. His research focuses on innovative education methods, active galactic nuclei (AGN), high-redshift galaxies, and Lyman-alpha blobs. He teaches courses such as PHYS1101, ASTR1001, and ASTR1003, and leads massive open online courses (MOOCs) in astronomy. Francis has contributed to major projects like the Southern Sky Survey and SkyMapper telescope initiatives. His research explores phenomena such as galaxy formation, quasar environments, and interstellar medium dynamics. Notable publications investigate Lyman-alpha blob gas dynamics, AGN emission mechanisms, and survey methodologies. Francis has supervised projects on topics like comet demographics and stellar occultations. His educational work emphasizes inquiry-based learning and MOOC development, with studies on student demographics in online courses. Scientific Awards: ANU Distinguished Educator, 2016 Australian Teaching Award, 2000 ANU Teaching Award Grants: Involved in the Southern Sky Survey (2003–2011) and SkyMapper projects Labs/Teams: Research School of Astronomy & Astrophysics, ANU Researcher Portal

Natasha HolmesView profile

Associate Professor

• Physics Education Research
• STEM Education
• Laboratory Course Efficacy
• +7 more

Natasha Holmes serves as the Ann S. Bowers Associate Professor in the Department of Physics at Cornell University's College of Arts and Sciences. Her research focuses on physics education with particular emphasis on laboratory instruction efficacy and student learning outcomes in STEM fields. Dr. Holmes earned her BSc. (Hons) in Physics from the University of Guelph (2009), followed by an MSc. (2011) and PhD. (2015) in Physics from the University of British Columbia. After completing postdoctoral research at Stanford University (2015-2017), she joined Cornell University as an Assistant Professor before being promoted to her current Associate Professor position. Her research examines how students acquire skills and content knowledge in physics laboratory settings, with particular attention to critical thinking development, assessment methodologies, and the impact of different teaching approaches. Dr. Holmes employs both qualitative methods (observations, interviews) and quantitative approaches (test scores, analysis of student work) to investigate variables affecting student learning, motivation, and persistence in physics and other STEM fields. A significant portion of her work focuses on developing assessment instruments like the Physics Lab Inventory of Critical thinking and examining gender dynamics in collaborative learning environments. Analysis of her publication history reveals consistent focus on laboratory instruction improvement, with recent work emphasizing Course-based Undergraduate Research Experiences, natural language processing applications for educational assessment, and equity considerations in lab group dynamics. Her research bridges theoretical educational frameworks with practical classroom applications. Dr. Holmes holds the Ann S. Bowers Professorship, an endowed position recognizing her contributions to physics education research. Her work has been featured in Cornell news coverage regarding gender bias in lab groups, best practices for instructional labs, and innovative approaches to physics education. She currently advises graduate students Rebeckah Fussell and Matthew Dew through the Cornell Physics Education Research Lab. Her research program spans both small-scale studies evaluating individual learning activities and large-scale projects redesigning entire course sequences using evidence-based teaching methods. Current research directions include evaluating Course-based Undergraduate Research Experiences in introductory physics labs and studying how students navigate social dynamics and implicit biases in laboratory group work.

Ryan WilliamsView profile

Senior Lecturer

• Religion and Society
• Islamic Studies
• Criminology
• +7 more

Dr Ryan Williams is a Senior Lecturer in Religious Studies at the School of Historical and Philosophical Inquiry, University of Queensland. He serves as Director of Teaching and Learning, Discipline Honours Coordinator, and Discipline Seminar Coordinator. PhD in Divinity, University of Cambridge MA and BA in Religious Studies, University of Calgary Williams' research focuses on: Anthropology and sociology of religion Moral experience in prison systems Islam-state-society relations Interfaith movements and radicalization Queensland's religious landscapes His recent publications analyze: Prison ethnography and Islamic ethics Radicalization prevention strategies Secular-religious identity negotiation Historical healing practices Post-9/11 community dynamics Scientific recognition includes: University of Cambridge Vice-Chancellor’s Impact Award (2018) Cambridge Centre of Islamic Studies fellowship Prisons Research Centre fellowship Williams advises on: SSHRC, ESRC, and ARC grant-funded projects Queensland Atlas of Religion initiative Criminological approaches to religious radicalization He leads prison ethnography labs and collaborates with international teams on: Moral agency in confinement Prison reform policy Religion and security intersections

• Creative Writing
• Multimodal Projects
• Hybrid-Genre Literature
• +2 more

Jon Holland is a Lecturer in the Department of English Language and Literature at the University of Michigan. He teaches courses in writing and creative writing, including ENGLISH 125-037/067/097 (Writing and Academic Inquiry) and ENGLISH 223-012 (Creative Writing). His research interests focus on multimodal and hybrid-genre literary projects, emphasizing community-building and empowering students through writing practice. He holds office hours Monday-Thursday 2:30-4:30PM in Angell 3134, with virtual/in-person options available. Contact: jomholla@umich.edu. As a poet and creative nonfiction writer, Holland prioritizes innovative approaches to literature and pedagogy, blending traditional writing instruction with contemporary interdisciplinary methods.

• Privacy
• Cryptography
• Information Security
• +6 more

Hassan Asghar is a Senior Lecturer in Computer Science at Macquarie University's School of Computing and a Research Scientist at CSIRO since 2014. His research focuses on privacy, cryptography, and information security, including quantifying privacy risks, developing secure cryptographic protocols, and analyzing authentication systems. He has contributed to areas such as differential privacy, secure multiparty computation, and malware analysis. His work integrates mathematics (number theory, probability, and combinatorics) with computer science disciplines like machine learning and algorithms. Notable projects include Privacy Preserving Data Sensing Algorithms (2018–2019) and the Macquarie University Cyber Security Hub (2016–2023). He has authored over 40 research outputs, including studies on adversarial attacks in AI, malware obfuscation, and privacy-preserving data release. Awards: ACM AsiaCCS 2019 Best Paper Award; 2023 Faculty of Science and Engineering Inter-School Collaboration Award. Key Research Themes: Privacy quantification, cryptographic protocol design, biometric authentication, and adversarial machine learning. Collaborations: Extensive international collaborations in cybersecurity and privacy research. Asghar’s contributions span technical publications, policy submissions (e.g., NSW Cybersecurity Inquiry), and practical tools like ConvoCache for chatbot efficiency. He leads the Future Communications Research Centre at Macquarie and actively engages in interdisciplinary cybersecurity initiatives.

Kathryn LeechView profile

Assistant Professor

• Early Childhood Development
• Language Development
• Literacy Education
• +3 more

Kathryn Leech is an Assistant Professor at the University of North Carolina at Chapel Hill’s School of Education. She leads the Early Learning Lab, focusing on how parent-child interactions influence early language, literacy, and cognitive development. Her work bridges developmental psychology and education, with a commitment to translating research into practical strategies for families. Leech holds a Ph.D. in Human Development from the University of Maryland and a B.A. in Psychology from Kenyon College, with postdoctoral training at Harvard and Boston University. Her research emphasizes STEM conversations, the impact of interventions like the R.E.A.D.Y. Early Literacy App (collaborating with Harvard/MIT), and neuroimaging studies on language disparities. Key projects include NSF-funded work on gender differences in science talk and the BEE Lab collaboration on brain development linked to parental language input. Leech has received the 2025 Hettleman Prize and oversees a lab comprising graduate/undergraduate researchers. She teaches courses in early childhood education and has advised numerous students. Her work aims to address equity gaps in STEM and literacy through evidence-based practices.

Celine AasView profile

Senior Lecturer

• Science Education
• Mathematics Didactics
• Outdoor Learning Environments
• +3 more

Celine Aas is a Senior Lecturer at the Science Center within the Faculty of Mathematics and Natural Sciences at the University of Oslo. She holds a Master's degree in Mathematics Didactics and has extensive teaching experience across primary and secondary education levels. Her work focuses on innovative educational approaches emphasizing creative teaching methods, outdoor learning environments, and the integration of 'maker school' pedagogies to enhance practical learning experiences. Research Interests: - Development of educational resources and professional communication strategies - Implementation of hands-on, project-based learning frameworks - Utilization of local environments as immersive learning arenas - Pedagogical strategies in science and mathematics education Publications Highlight Key Themes: • The Maker School framework for experiential learning (2022-2023) • Outdoor spaces as dynamic educational settings (2024) • Creative workshop didactics for active engagement Professional Contributions: - Core member of the Science Center's educational initiatives - Involved in institutional development projects like the Energy Mission - Active in curriculum design and teacher training programs