Brent Page is an Associate Professor (tenured) in the Faculty of Pharmaceutical Sciences at the University of British Columbia (UBC) and maintains a research group at the Karolinska Institute , Department of Oncology and Pathology. His dual affiliation underpins a trans-Atlantic program that integrates cutting-edge chemical biology with medicinal chemistry for anti-cancer drug discovery. Education & Training PhD in Chemistry – University of Toronto (2013) HBSc in Chemistry (Honours) – University of British Columbia (2008) CIHR Postdoctoral Fellow – Karolinska Institute, Sweden (2008–2016) Assistant Professor (non-independent) – Karolinska Institute, Department of Oncology-Pathology (2017–2021) Research Focus Dr. Page’s laboratory operates at the interface of medicinal chemistry and chemical biology , aiming to identify and optimize small-molecule inhibitors for proteins previously considered “undruggable.” Core targets include STAT3, CLIC3, NUDT5/15 and SRPK3 . The group employs cellular thermal shift assays , isothermal ligand-induced resolubilization (ILIRA) , and CeTEAM technologies to quantify target engagement and refine structure–activity relationships in physiologically relevant models of breast cancer, triple-negative breast cancer, leukemia and atopic diseases . Funding & Collaborations His program is supported by Canadian Institutes of Health Research (CIHR) and other national and international agencies. Dr. Page actively participates in UBC’s Accelerated Translational Opioid Research Cluster and welcomes interdisciplinary collaborations and undergraduate research involvement. Equity, Diversity & Inclusion Committed to fostering an inclusive environment, Dr. Page mandates EDI training for all lab members and actively encourages participation from equity-deserving groups.
Dhruv Shah is an Incoming Assistant Professor of Electrical and Computer Engineering at Princeton University starting January 2026 and currently serves as a Senior Research Scientist at Google DeepMind. He is also an Associated Faculty member in Princeton's Center for Statistics and Machine Learning, focusing on the convergence of machine learning and robotics for real-world deployment. His academic credentials include a Ph.D. and M.S. in Electrical Engineering and Computer Sciences from the University of California, Berkeley (2024) and a B.Tech. (Honors) in Computer Science and Engineering from the Indian Institute of Technology, Bombay (2019). Shah's research pioneers foundation models for robotics, emphasizing large-scale robot learning, out-of-distribution generalization, and long-horizon reasoning. His group adopts a full-stack methodology spanning algorithmic innovation to system design, drawing from cognitive science to develop physical AI systems at the perception-learning-control interface. Key focus areas include reinforcement learning, human-robot interaction, and continual learning for challenging environments. Analysis of his 15 most recent publications reveals dominant trends in foundation models for visual navigation, language-conditioned policies, and multi-agent systems. His work increasingly integrates multimodal inputs (vision, language) while addressing generalization gaps in real-world settings, with strong emphasis on efficient data curation and scalable robot learning frameworks. His accolades feature the Microsoft Future Leaders in Robotics & AI Fellowship (2024), two IEEE ICRA Best Conference Paper Awards (2024), multiple ICRA finalist awards across cognitive robotics and manipulation categories, and the Berkeley Fellowship (2019-2024). Shah will recruit PhD students for Princeton's upcoming admissions cycle, establishing a research group dedicated to full-stack robotics development. While specific grant details aren't provided, his trajectory indicates significant funding for AI-robotics convergence projects, particularly in foundation model development and real-world deployment challenges. His laboratory at Princeton will integrate algorithmic innovation with system design, focusing on physical AI systems that bridge perception, learning, and control while maintaining strong ties to cognitive science principles for human-aligned robotic intelligence.
Zsolt Kira serves as an Assistant Professor in the School of Interactive Computing at Georgia Institute of Technology's College of Computing, with additional affiliations at the Georgia Tech Research Institute and as Associate Director of ML@GT. He leads the Robotics Perception and Learning (RIPL) Lab, driving research at the intersection of machine learning and robotics. Dr. Kira earned his Ph.D. in 2010 under Professor Ron Arkin, establishing foundational expertise in robotics and AI before transitioning to his current academic role after industry experience at SRI International Sarnoff. His research pioneers beyond supervised learning through unsupervised, semi-supervised, self-supervised, and continual/lifelong learning frameworks, while advancing distributed perception via multi-modal fusion and cross-robot information integration. This dual focus addresses core challenges in robotic autonomy and sensor processing. Analysis of his 15 most recent publications reveals dominant trends in embodied AI systems, robust foundation model adaptation, and multimodal learning architectures. Key themes include neural radiance field applications, reinforcement learning for locomotion, and novel benchmarks for memory evaluation in agents. While specific advisees and grants aren't documented in the source material, his RIPL Lab leadership implies active graduate mentorship and research funding acquisition. The lab's work directly enables next-generation robotic systems through algorithmic innovation in perception and learning. The RIPL Lab operates as a hub for developing machine learning techniques that solve difficult perception problems in robotics, with particular emphasis on unsupervised learning paradigms and distributed multi-robot systems that push the boundaries of autonomous operation.
Professor Gavan McNally is a distinguished behavioral neuroscientist at the University of New South Wales, where he serves as a Professor in the School of Psychology. He is actively engaged in research on the fundamental behavioral and brain mechanisms for learning and motivation, with applications to clinical conditions such as addictions, anxiety disorders, and mood disorders. McNally holds several prestigious editorial positions, including Editor-in-Chief of Neurobiology of Learning & Memory and Senior Editor of The Journal of Neuroscience. He also serves as President-Elect of the European Behavioral Pharmacology Society and is a Member of the Australian Research Council College of Experts. McNally's research interests span behavioral neuroscience, focusing on how fundamental brain mechanisms apply to clinical conditions. He employs a systems neuroscience approach, combining well-controlled behavioral approaches with optogenetics, chemogenetics, in vivo calcium imaging, and whole brain circuit mapping in both normal and transgenic animals. His work bridges basic science with clinical applications through collaborations with colleagues at University of Sydney, Sydney Local Health District, Monash University, and Turning Point. McNally's research particularly examines the cellular, circuit, and systems level mechanisms underlying learning, motivation, and their dysregulation in disorders like addiction. His laboratory investigates how these mechanisms translate to human conditions, with a strong emphasis on developing new treatments for psychological disorders. His extensive publication record demonstrates a clear trajectory in understanding punishment learning, addiction mechanisms, and the neural circuits underlying motivated behavior. Recent work has increasingly focused on the cognitive pathways to punishment insensitivity, the role of specific neural circuits in addiction, and translational approaches to understanding maladaptive behaviors. McNally's research bridges animal models with human studies, creating a comprehensive understanding of the neural mechanisms that govern learning and motivation, with particular attention to how these processes go awry in addiction and other psychological disorders. 2008 QEII Fellow, Australian Research Council 2009 Association for Psychological Science, International Rising Star 2010 Fellow, Association for Psychological Science 2010 UNSW Faculty of Science Staff Excellence Award for Research and Training 2011 Pavlovian Research Award, The Pavlovian Society 2012 Future Fellow (Level 3), Australian Research Council 2016 D.G. Marquis Behavioral Neuroscience Award, American Psychological Association 2017 Fellow, American Psychological Association 2019 Fellow of the Academy of Social Sciences in Australia 2021 D.G. Marquis Behavioral Neuroscience Award, American Psychological Association 2022 Ross Day Plenary Lecturer, Australasian Brain and Psychological Sciences 2023 European Behavioural Pharmacology Society Plenary Lecturer 2024 Elspeth McLachlan Plenary Lecturer, Australasian Neuroscience Society 2024 D.G. Marquis Behavioral Neuroscience Award, American Psychological Association Professor McNally actively supervises several students including Bixuan Lin, Si Yin Lui, Hannah Machet, Bart Cooley, Kelly Zhuang, and Alexandra Gregory. His current research is supported by significant funding including an Australian Research Council Discovery Project (2024-2026) on "Risky choices: From cells and circuits to computations and behaviour," another Discovery Project (2025-2028) on "Multimodal mapping of punishment learning," and NHMRC grants including a Synergy Grant on "Linking clinical and basic science discovery to find new treatments for alcohol-use disorder" and an Ideas Grant on "Novel pathways to abstinence from alcohol seeking." These projects reflect his commitment to both fundamental neuroscience and translational applications for treating psychological conditions. His teaching responsibilities include PSYC2081 Learning & Physiological Psychology and PSYC3051 Physiological Psychology. McNally's laboratory employs advanced techniques including optogenetics, chemogenetics, in vivo calcium imaging, and whole brain circuit mapping to investigate the neural mechanisms underlying learning, motivation, and their dysregulation in disorders. His team works at the intersection of basic neuroscience and clinical applications, with strong collaborations across multiple institutions to translate fundamental findings into potential treatments for addiction and other psychological disorders. The lab has made significant contributions to understanding the role of brain regions like the ventral pallidum, paraventricular thalamus, and nucleus accumbens in addiction, fear learning, and punishment sensitivity.
Philip Bell is a Professor in the Learning Sciences & Human Development at the University of Washington College of Education . He holds the Shauna C. Larson Endowed Chair in Learning Sciences and serves as Director of the Institute for Science + Math Education . Additionally, he co-directs the LIFE Science of Learning Center , focusing on equity-driven innovation in STEM education. Education : PhD and MEd in Human Development & Cognition, Science/Math Education from UC Berkeley (1998, 1996); BS in Electrical Engineering & Computer Science from University of Colorado Boulder (1989). Bell’s research emphasizes cognitive and cultural approaches to learning across diverse environments, including everyday science expertise , learning technology design , culturally expansive instruction , and large-scale educational reform . His work bridges formal and informal learning contexts , addressing equity through participatory design research. Recent research trends include culturally sustaining pedagogies , climate justice science education , and systemic equity in STEM . His team develops STEM Teaching Tools and collaborates with national networks to improve science standards and instructional coherence. Scientific Awards : Shauna C. Larson Endowed Chair in Learning Sciences. Bell mentors a diverse group of doctoral students and has advised numerous PhD/MEd graduates now in academic and research roles. His projects span K-12 STEM innovation , science communication , and equity-focused policy , including contributions to the Next Generation Science Standards . He leads the Institute for Science + Math Education and collaborates with the Research+Practice Collaboratory , Seattle/Renton school districts, and national teams to scale equitable science education.
Soojin Oh Park is an Assistant Professor in the Learning Sciences & Human Development department at the University of Washington College of Education. Her research focuses on equity-driven improvements in early childhood education, family literacy engagement with Dual Language Learners (DLLs), and culturally grounded parenting practices. Ed.D., Human Development and Education, Harvard University M.Ed., Educational Policy and Analysis, Harvard University M.S.Ed., Learning, Teaching, and Literacies, University of Pennsylvania B.A., Psychology, University of Pennsylvania Park’s interdisciplinary work combines qualitative, quantitative, and mixed-methods approaches to address gaps in early childhood education (ECE) and parenting, emphasizing: Family literacy engagement for DLLs’ language and literacy development Culturally sustaining pedagogy to amplify family strengths Equity-oriented reforms in ECE systems and policies Her publications span topics like heritage language maintenance, culturally responsive assessment, and the impact of immigration policy on child development, often utilizing advanced methodologies such as machine learning. Awards include the SRCD Federal Policy Fellowship and Best Article of the Year from the Journal of School Psychology. Outstanding Research Paper Award (Korean American Educational Research Association) Distinguished Paper Award (Washington Educational Research Association) Best Article of the Year Award (Journal of School Psychology) Emerging Scholar Fellowship (National Research Center on Hispanic Children and Families) Park leads projects such as FAMILY (Fathers And Mothers Investing in Learning of Young Children) and BASECAMP (Bolstering Asian Students in Early Childhood by Advancing Multilingual Pedagogies). She teaches courses on language and literacy learning, bilingual development, and parenting impacts on early education.
Dr. Feras Dayoub is a Senior Lecturer at the School of Computer and Mathematical Sciences (Faculty of Sciences, Engineering and Technology) at the University of Adelaide , specializing in Embodied AI and Robotic Vision within the Australian Institute for Machine Learning (AIML) . He co-directs the CROSSING French-Australian laboratory for human-autonomous agent teaming and holds an Adjunct position at the Queensland University of Technology (QUT) , serving as an Associate Investigator at its Centre for Robotics . Previously, he was a Chief Investigator at the ARC Centre of Excellence for Robotic Vision . His research focuses on advancing reliable deployment of computer vision and machine learning on mobile robots in real-world environments. Applied projects include agricultural automation , environmental conservation , and autonomous infrastructure monitoring . He has published extensively on topics like object detection , domain adaptation , 3D representation learning , and vision-language navigation , with a particular emphasis on robustness in dynamic and partially observed environments. Dr. Dayoub is also an educator specializing in programming , computer vision , and robotic perception . He contributes to open-source robotics research through tools like AARK (Autonomous Racing Toolkit) and has led teams developing solutions for precision agriculture (e.g., Deepfruits fruit detection system) and environmental monitoring (e.g., Crown-Of-Thorns starfish detection ). Key Collaborations : CROSSING Lab, QUT Centre for Robotics Research Themes : Embodied AI, Robust Perception, Domain Adaptation
Nuria Chinchilla is Professor of People Management in Organizations at IESE Business School, University of Navarra, and holder of the Carmina Roca and Rafael Pich-Aguilera Chair of Women and Leadership. She founded the International Center for Work & Family and the I-WIL Initiative (IESE Women in Leadership), which focuses on fostering diversity in business and women's leadership globally. Her educational background includes a PhD in Business Administration and Economics, an MBA from IESE Business School, and a Law Degree from the University of Barcelona. She began her full-time professorship at IESE in 1984 and has maintained an active academic career spanning over four decades. Professor Chinchilla's research focuses on women and leadership, life course integration, family-responsible organizations, personal and professional career management, and organizational change. Her work examines how women leaders contribute to company development, the role of women on boards of directors, work-family balance, and corporate family responsibility. She has developed frameworks for integrating professional and personal life in harmony, emphasizing the conciliation with oneself as a starting point for broader life integration. Her recent publications reflect trends toward understanding talent management in post-pandemic organizations, sustainable business practices, and the impact of technology on work-life balance. Her research connects leadership development with ecological and humanistic approaches to business, exploring how purpose-driven organizations can create meaningful change. Best Female Manager of the Year by FEDEPE Gold Cross from European Development Foundation (AEFE) Member of Royal Academy of Economic and Financial Sciences of Spain (RACEF) since December 2018 Spanish candidate for UN CEDAW 2012 Professor Chinchilla serves as an advisor to numerous companies and government agencies, and is a member of several advisory boards including the VIP Advisory Board of the European Professional Women's Network, the Board of Trustees of UIC, and was a member of IWF-Spain from 2015-2019. She is a frequent speaker at universities and international conferences worldwide and has served as a visiting professor at business schools across Europe, Latin America, and Africa. Her work through the I-WIL network organizes events connecting women leaders at different career stages and investigates women's leadership impact on organizations.
Chenhao Tan serves as an Associate Professor in the Department of Computer Science and the UChicago Data Science Institute at the University of Chicago. His academic journey includes a PhD from Cornell University, followed by a postdoctoral position at the University of Washington, and previous affiliation with the University of Colorado Boulder. Dr. Tan's research focuses on language and social dynamics , human-centered machine learning , and multi-community engagement . He is broadly interested in computational social science, natural language processing, and artificial intelligence. His work explores the paradigm of 'machine-in-the-loop' systems where AI serves as an assistant rather than a replacement for human capabilities, particularly in complex tasks requiring human judgment. His publications demonstrate significant contributions across multiple domains including AI ethics, creative writing assistance, political language analysis, and healthcare applications. His research shows a clear trajectory toward developing AI systems that enhance human capabilities while addressing important ethical considerations in AI deployment. Sloan Research Fellowship Dr. Tan's research program examines how machine learning can be integrated into human workflows to augment human capabilities rather than replace them. His laboratory investigates applications across social media, healthcare, creative writing, and political discourse analysis, with current projects focusing on AI platform moderation, detection of subtle signals in professional communication, and computational analysis of social dynamics.
Sara McLaughlin Mitchell is Professor of Political Science and courtesy Professor at the College of Law at the University of Iowa, where she holds the Collegiate Fellow honor. Her interdisciplinary work bridges international relations, political methodology, and gender dynamics in academia. Her educational background: PhD in Political Science, Michigan State University, 1997 BS in Economics and Political Science, Iowa State University, 1991 Professor Mitchell's research centers on international conflict with deep expertise in maritime disputes, identity claims, and climate-conflict linkages. She pioneers political methodology through large-scale datasets like the Issue Correlates of War (ICOW) project, while her groundbreaking work on gender in academia examines citation patterns and career advancement barriers for women scholars. Her analytical rigor spans quantitative conflict modeling and qualitative institutional analysis. Recent publications reveal three dominant trajectories: environmental security (climate volatility impacts on human rights and disasters), geopolitical conflict (Russia-Ukraine War analysis, maritime/river disputes), and gender equity (academic networks, citation practices). She consistently integrates methodological innovation with real-world policy relevance, particularly in disaster response and international adjudication. Her major scientific awards include: Collegiate Fellow, University of Iowa Quincy Wright Distinguished Scholar Award (2015) Foreign Policy Analysis Distinguished Scholar Award (2023) Conflict Processes Lifetime Achievement Award (2023) Distinguished alumni award from Iowa State University A dedicated mentor, Mitchell co-founded the Journeys in World Politics workshop for junior women in international relations, earning university mentoring awards. Her research program is sustained by substantial grants from: Department of Defense National Science Foundation United States Agency for International Development She leads the Issue Correlates of War project and collaborates extensively through the Peace Science Society (where she served as President), driving interdisciplinary research on conflict management regimes and gender equity initiatives across academic networks.
Prof. Gjalt de Graaf is a Full Professor in the Department of Political Science and Public Administration at Vrije Universiteit Amsterdam, leading the New Public Governance (NPG) research group. He holds dual appointments in the Faculty of Social Sciences and Humanities, specializing in public governance quality, integrity, and value conflicts. His work addresses how social media, academic education, and whistleblowing impact governance practices. Research focuses on resolving public value conflicts, particularly in academia and public institutions. He explores governance through lenses like art’s role in policy-making and administrative traditions’ influence on professional ethics. Notable contributions include studies on Dutch justice policy under pressure and cross-national comparisons of academic integrity. Awarded the Best Article Award 2017 Public Integrity and the VU Faculty of Social Sciences Research Prize (2008) , his work aligns with UN SDGs on peace, justice, and strong institutions. He advises 4 PhD theses and leads projects like Veerkrachtige en zinvolle samenlevingen , addressing societal resilience and youth participation. Teaching includes courses on good governance, public administration ethics, and leadership in dynamic environments. He actively engages in media commentary on integrity issues and organizes conferences on anti-corruption and ethical leadership.
Pamela Burnard is a Professor of Arts, Creativities and Educations at the University of Cambridge, UK. She also holds adjunct professorships at the University of Sydney, Western Sydney University, University of Foggia, and Instituto Katarina Gurska. A Fellow of prestigious organizations like the Royal Society of Arts and Chartered College of Teaching, she specializes in creativity research across arts, education, and interdisciplinary fields. Her qualifications include a PhD from the University of Reading and degrees in Music Performance and Education from institutions like the University of Melbourne and Indiana University. Research & Education : Burnard's work focuses on creativities theories, STEAM education, urban musics, and posthumanist approaches. She has supervised over 30 doctoral students and contributed to global projects like the Global Institute of Creative Thinking and the CUMIN network. Her research explores transdisciplinary practices, digital technologies, and policy impacts on education. Publications & Awards : Author/co-author of 20+ books and 120+ articles, she has published in journals like Thinking Skills and Creativity and Music Education Research . Awards include the Hugh Childers' Prize for her DipEd and fellowships in leading academic societies. Advisory Roles : She advises the REF Sub-Panel SP33 and serves on editorial boards for journals like Journal of Thinking Skills and Creativity . Her collaborations span universities globally, emphasizing creative pedagogies and inclusive education. Labs & Teams : Leads the Arts and Creativities Research Group (A&CRG) at Cambridge and contributes to networks like CRiCLE and NRICH. Her work bridges academia, industry, and communities to advance creative practices in education.
Heather A. Jones, Ph.D., serves as Associate Professor in the Department of Psychology within Virginia Commonwealth University's College of Humanities and Sciences, holding joint appointments with the Department of African American Studies, Department of Pediatrics, and Institute for Women's Health. As a licensed clinical psychologist in Virginia, she maintains an active research program focused on reducing mental health disparities through culturally responsive interventions. Ph.D. in Psychology, University of Maryland at College Park (2006) Dr. Jones' research centers on three interconnected pillars: Black children and families' mental health, maternal mental health across the perinatal spectrum, and training culturally competent clinical psychologists. Her work specifically examines ADHD manifestations in Black youth, impacts of racial discrimination on adolescent mental health, and integration of behavioral health services within primary care settings. She employs mixed-methods approaches to address systemic barriers in mental healthcare access for underserved communities. Analysis of her 2023-2025 publications reveals consistent emphasis on health equity through studies of cultural competence in cancer survivorship, ADHD treatment representation gaps, and digital interventions for perinatal depression. Her methodological approaches span latent class analyses of service utilization, content analyses of historical research biases, and clinical trials of integrated care models, all contextualized within structural determinants of health. Dr. Jones has received significant recognition for her contributions: VCU College of Humanities and Sciences Distinguished Teaching Award (2023) VCU Department of Psychology Outstanding Mentoring Award (2023) Elizabeth Fries Young Investigator Award (2016) Clinical and Translational Research Award (2016) She actively mentors students, particularly supporting Black graduate trainees in pediatric psychology as evidenced by numerous student co-authorships. As Principal Investigator, she directs the $1.4M HRSA-funded Primary Care Psychology Training Collaborative providing pro bono services to urban Richmond and rural Virginia communities, recently expanded through an additional $1.1M grant serving Latinx immigrants and refugees. Her federally funded work consistently bridges research, clinical service, and community engagement. Dr. Jones co-directs the Families and Mental Health Research Lab and Primary Care Psychology Training Collaborative, leading interdisciplinary teams comprising psychology graduate students, pediatric residents, and community health workers. These initiatives operate within VCU's integrated primary care clinics, focusing on implementation science to scale evidence-based practices for underserved populations while training the next generation of healthcare providers.
Edward O'Connor is an Assistant Professor in Human Resource Management at Maynooth University's School of Business . His research focuses on Careers, Skilled Migration, Expatriation, and HRM , with particular emphasis on the career motivations and experiences of EU10 migrants in Ireland's SME sector. He has published in journals such as European Management Review , Career Development International , and Human Relations , and presented at conferences like the Academy of Management Annual Conference and EURAM . Education: PhD in Business, Maynooth University BBS (Hons) in Business & Management, Maynooth University Certificate in Teaching and Learning, Maynooth University Research Interests: Career Development of Skilled Migrants HRM in SMEs Repatriation and Career Capital Contextual Influences on Migration Trajectories Publication Trends: His work bridges Talent Management and Migration Studies , analyzing how time, context, and SME environments shape migrant careers. Key themes include career crafting strategies , organizational justice , and repatriate capital utilization . Scientific Awards: Irish Research Council Scholarship (2014) John & Pat Hume Scholarship (2013) Teaching: Human Resource Management (HRM) Strategic HRM International HRM Organizational Theory
W. George Scarlett is a Teaching Professor at Tufts University's Eliot-Pearson Department of Child Study & Human Development within the School of Arts and Sciences . He has held progressive academic roles at Tufts since 1990, including Assistant Professor (1990-1992), Lecturer (1992-2012), Senior Lecturer (2012-2024), and currently as Teaching Professor (2024-present). PhD in Developmental Psychology, Clark University (1978) MDiv in Theology, Episcopal Theological School (1971) BA in Psychology, Yale University (1967) His research focuses on children's development as earth stewards , children's play dynamics , behavioral approaches to challenging childhood behaviors , and lifespan religious/spiritual development . He emphasizes interdisciplinary connections between psychology, education, and environmental stewardship. Key publication trends show consistent contributions to classroom management theory (2015 Sage Encyclopedia), play therapy applications (2017), and spiritual development frameworks (2006-2020). His work integrates developmental psychology with practical educational interventions . He leads Tomorrow's Earth Stewards , an online platform for environmental educators, and has developed artful explanation guidelines merging creative nonfiction with academic analysis to enhance educational leadership.
