Find Academic Supervisors

Frank L. Hammond IIIView profile

Assistant Professor

• Adaptive Robotic Manipulation
• Soft Robotics
• Wearable Robotics
• +5 more

Frank L. Hammond III serves as Assistant Professor at Georgia Tech's Woodruff School of Mechanical Engineering since April 2015, directing the Adaptation Robotic Manipulation (ARM) Laboratory. A Carnegie Mellon PhD graduate, he previously held postdoctoral positions at MIT and Harvard as a Ford Fellow. His interdisciplinary work bridges mechanical engineering, biomedical applications, and computational design. Education Ph.D. in Mechanical Engineering, Carnegie Mellon University M.S. in Mechanical Engineering, University of Pennsylvania M.S. in Electrical Engineering, University of Pennsylvania B.S. in Electrical Engineering & Biomedical Engineering, Drexel University Hammond's research pioneers adaptive robotic manipulation (ARM) systems that operate in unstructured human environments through bioinspired computational design. His lab develops xenomorphic (non-biomorphic) robots using soft pneumatic actuation, flexible electronics, and machine learning to achieve biological-level versatility. Key application domains include wearable human augmentation devices , haptic-enabled surgical teleoperation , and autonomous soft platforms for medical and industrial use. The ARM methodology integrates empirical biomechanics characterization with simulation-driven optimization and rapid prototyping. Analysis of his 15 most recent publications (2023-2025) reveals three dominant trends: (1) Medical rehabilitation breakthroughs through intention-driven exoskeletons with soft bioelectronics, (2) Novel locomotion strategies for soft robots in complex environments (sand, water, cluttered spaces), and (3) Advanced haptic feedback systems leveraging multimodal sensory substitution for proprioceptive restoration. These works consistently bridge biomechanics, control theory, and human factors. Awards Ford Postdoctoral Research Fellowship at Harvard School of Engineering Hammond actively mentors graduate researchers including PhD candidates Lucas Tiziani (soft actuators) and Bangyuan Liu (earthworm robotics), and Master's student Alex Hart (pediatric haptics). His lab secures research funding for projects like tunable mechanical interfaces for neuropathy treatment and cognition-focused wearable devices, with strong industry and clinical partnerships evident in co-authored medical device publications. The ARM Lab maintains robust collaborations across Georgia Tech's robotics, neuroscience, and biomedical engineering communities. The Adaptation Robotic Manipulation Laboratory operates from Whitaker Building Room 4102, housing specialized facilities for soft robot fabrication (3D printing, shape deposition manufacturing) and biomechanics testing. Current projects include pediatric haptic feedback displays, biomimetic swimming robots, and kirigami-skinned earthworm robots for subsurface locomotion. The lab emphasizes translational research with multiple pending medical device patents and active participation in K-12 STEM outreach programs.

Yasmin KafaiView profile

Professor

• Computational Thinking
• Artificial Intelligence Education
• STEM Equity
• +3 more

Yasmin Kafai is a Professor at the University of Pennsylvania's Graduate School of Education (GSE), Department of Learning Sciences. Her research focuses on computational thinking, AI education, and equitable K-12 computing pedagogy. She has pioneered work on integrating electronic textiles (e-textiles) and participatory design into STEM education to engage youth in critical perspectives of technology. Kafai's recent work emphasizes algorithmic literacy, youth-led auditing of machine learning systems, and bridging technical and societal dimensions of computing. Key research areas include: computational empowerment, AI ethics in education, youth agency in technology design, and culturally responsive computing curricula. Her projects often involve hands-on making activities, such as constructing generative AI models or debugging e-textile systems, to foster both technical and critical understandings. Publications from 2024-2025 highlight trends in youth engagement with generative AI, algorithm auditing frameworks, and the intersection of physical computing with growth mindset practices. She has also explored the role of storytelling methodologies in reimagining computing narratives for marginalized groups. Kafai collaborates extensively with teachers to develop scalable professional development programs addressing equity in CS education. Her work frequently appears in learning sciences and computing education journals, with a focus on practical classroom implementations and systemic educational reforms. Ongoing efforts include designing 'Hour of Code' activities that integrate critical AI literacy and fostering youth as co-designers of ethical technology solutions.

Gary NihanView profile

Visiting Associate Professor

• teacher evaluation
• curriculum design in physical education and health education
• instructional strategies
• +3 more

Dr. Gary Nihan serves as a Visiting Associate Professor in the Department of Sport and Movement Science at Salem State University . With a 36-year career in public education, he previously held leadership roles including K-12 Director of Health and Physical Education in Danvers Public Schools and administrative positions in Reading Public Schools. His expertise spans curriculum design , standards-based assessment , and bullying prevention in athletics . Education: Doctorate in Education (Curriculum Leadership) from Northeastern University Current Responsibilities: Supervising teacher candidates and teaching courses like First Responder and Fundamentals of Fitness Grant Work: Provides technical assistance for Carol M. White Pep Grants in Massachusetts and Maine Dr. Nihan's research focuses on evidence-based approaches to bullying prevention , instructional strategies in physical education, and pre-service teacher training . His publications and presentations emphasize sequential K-12 curriculum development and student growth measurement through NASPE PE Metrics. He also explores the integration of physical activity into community education programs. Recent works highlight interdisciplinary connections between physical education, health promotion, and behavioral science. His editorial contributions address systemic gaps in physical education programming and youth driver education policies. Dr. Nihan collaborates with institutions on grant management and sustainability strategies, while maintaining active teaching roles in both academic and community settings. Personal interests include cycling, skiing, golf, and fiction reading.

Oliver SchmitzView profile

Professor

• Plasma Edge Physics
• Plasma Wall Interaction
• Three-Dimensional Plasma Edge Transport
• +6 more

Oliver Schmitz is a Professor in the Department of Nuclear Engineering & Engineering Physics at the University of Wisconsin-Madison, where he leads research in plasma edge physics for magnetic confinement fusion and next-generation particle accelerators. His work bridges experimental plasma science, computational modeling, and diagnostic development with applications in both tokamaks and stellarators. Education: PhD (2006), Heinrich-Heine-Universität Diploma (2003), Rheinische Friedrich-Wilhelms-Universität Professor Schmitz's research focuses on 3D plasma edge transport phenomena, plasma-wall interactions, and helicon plasma generation for wakefield accelerators. His group employs advanced computational tools like EMC3-EIRENE for 3D plasma edge modeling and develops active spectroscopic diagnostics to measure plasma parameters through atomic emission analysis. Key themes include resonant magnetic perturbation effects in tokamaks, inherent 3D physics in stellarators, and high-density plasma sustainment for accelerator applications. He actively develops atomic models to interpret spectroscopic data and operates helicon plasma test stands for fundamental process studies. Recent publications reveal strong emphasis on experimental-computational integration for fusion boundary physics, with significant contributions to ITER divertor solutions, stellarator exhaust optimization, and plasma-facing materials. The work shows growing focus on wakefield accelerator diagnostics through helicon plasma sources and advanced spectroscopy, alongside persistent innovation in 3D modeling of plasma-material interfaces. Scientific Awards: 2020 Thomas and Suzanne Werner Chair Professorship 2018 UW Madison Teaching Academy Fellow 2017 ITER Science Fellowship & Vilas Mid-Career Award 2015 DOE Early Career Award & NSF CAREER Award 2011 Torkil Jensen Award (General Atomics) 2007 Günther-Leibfried-Preis (Jülich) Professor Schmitz directs multiple DOE/NSF-funded research programs including his UW Madison laboratory and AWAKE project contributions at CERN. He mentors graduate students through NE 890/990 thesis research courses and has developed nationally recognized K-12 outreach including the "Plasma Show" for elementary schools and "Plasma Academy" for high-school educators developing AP Physics curriculum modules. His leadership extends to university governance through the Kaufman seminar on academic leadership. His research group operates helicon plasma test stands and computational facilities for EMC3-EIRENE simulations, with current efforts focused on high-density plasma sources for accelerators and resilient divertor solutions for stellarators. The group maintains strong international collaborations with ITER, CERN, and major fusion facilities worldwide.

Ann RivetView profile

Associate Professor

• Science Education
• Earth and Environmental Science Teaching and Learning
• Inquiry and Project-Based Science Learning
• +4 more

Ann Rivet is an Associate Professor of Science Education at Teachers College, Columbia University, and serves as the Associate Director of the Center for Sustainable Futures. She previously held the role of Program Officer in the Directorate for STEM Education at the National Science Foundation from 2016 to 2019. Her expertise lies in science education, particularly in Earth and environmental science, curriculum design, and urban school reform. Education: Ph.D. in Science Education, University of Michigan M.S. in Science Education (Earth Science), University of Michigan Sc.B. in Physics, Brown University Research Interests: Dr. Rivet's research focuses on how students develop deep understandings of Earth and environmental science concepts. She examines the intersections of scientific reasoning, instructional design, and assessment, primarily at the middle and secondary school levels. Her current work investigates how crosscutting scientific concepts influence students’ understanding of core disciplinary ideas, and how phenomena-based instructional approaches can support learning about large-scale Earth systems. She is actively involved in supporting the adoption and implementation of the Next Generation Science Standards (NGSS) through policy and practitioner-level initiatives, including the development of free, open-source curriculum materials for middle and high school science. Publications & Trends: Her work has been published in leading journals such as Science , the Journal of Research in Science Teaching , and the American Educational Research Journal . Her publications span topics from learning progressions in science to contextualizing instruction for urban students, reflecting a deep commitment to both theoretical and applied aspects of science education. Grants & Funding: Principal Investigator, NSF: "Collaborative Research: Bridging the Gap Between Tabletop Models and the Earth System" ($982,080) Science Team Member, GE Foundation: "Harlem Schools Partnership for Science and Math Education" ($5,000,000) Co-Principal Investigator, Carnegie Foundation: "Enhancing Teacher Preparation for Adolescent Literacy" ($100,000) Co-Principal Investigator, NSF: "GSE/RES Girls’ Science Practices in Urban High Poverty Communities" ($499,334) Principal Investigator, NSF (subaward): "Developing the Next Generation of Middle School Science Materials" ($137,198) Leadership & Outreach: Dr. Rivet has led multiple federally funded projects aimed at improving science education in urban schools. She has also contributed to national policy discussions through her role at the NSF and continues to shape science education standards and practices through her research and curriculum development efforts.

Daniel E. KoditschekView profile

Professor

• Dynamical Systems and Control
• Hybrid Control Systems
• Legged Locomotion
• +7 more

Daniel E. Koditschek is the Alfred Fitler Moore Professor in the Department of Computer and Information Science at the University of Pennsylvania’s School of Engineering and Applied Science. He also holds primary appointments in the Department of Electrical and Systems Engineering and a research affiliation with the Department of Mechanical Engineering and Applied Mechanics. He is a leading figure in the GRASP Lab, where he leads the Kod*lab, a specialized group focused on physical interaction and locomotion in autonomous robots. His research lies at the intersection of dynamical systems theory and robotics, emphasizing legged locomotion, hybrid control systems, and bio-inspired design. Koditschek's work integrates formal mathematical modeling with empirical testing of physical robots that run, jump, climb, and manipulate objects. He actively explores how biological insights into animal mobility can inform robotic autonomy and control. His group maintains strong collaborations with biologists and emphasizes embodied intelligence in machine behavior. The recent publications reflect a strong trend in applying theoretical control frameworks—such as hybrid dynamical systems, averaging methods, and navigation functions—to practical robotic challenges in unstructured environments. Topics include terrain adaptation, energy-efficient locomotion, reactive planning, and affordance-based interaction. There is a clear focus on bridging abstract mathematical models with real-world robotic performance, particularly in legged and mobile manipulation systems. IEEE RAS Pioneer Award Heilmeier Research Award AFOSR MURI Award (2010) Daniel Koditschek has advised numerous PhD students and postdoctoral researchers, many of whom now hold faculty positions or leadership roles in robotics companies like Ghost Robotics and Boston Dynamics. His research is supported by major grants from the NSF and AFOSR, including the MURI award and REU/RET programs that engage K-12 and undergraduate educators. He has also been involved in international outreach, including activities at the Penn Wharton China Center. Koditschek leads the Kod*lab within the GRASP Lab’s PERCH facility, which houses advanced legged robots such as the Ghost Minitaur, XRHhex, Inu, Delta Hopper, and Jerboa platforms. The lab emphasizes experimental validation of control theories using custom hardware and real-world terrain challenges.

Daniel FrischemeierView profile

Professor

• Mathematics Education
• Statistics Education
• Data Science Education
• +5 more

Daniel Frischemeier is a Professor of Mathematics Didactics with a focus on Primary Education at the University of Münster's Faculty of Mathematics and Computer Science. He has established himself as a leading researcher in statistics and data science education for primary school students, with extensive contributions to educational methodology and teacher training. University of Münster (2021-present) TU Dortmund (2020-2021) University of Paderborn (2009-2020) Ludwig-Maximilians-Universität München (2017-2018) Dr. Frischemeier completed his doctoral studies at the University of Paderborn with a dissertation on statistical thinking and research using TinkerPlots software. His educational background includes graduate studies in Mathematics and undergraduate studies in Mathematics and Physics for teaching at various school levels. His research focuses on the design and testing of teaching-learning environments for primary mathematics education, particularly in the areas of data analysis, probability, and statistics. He conducts qualitative analysis of learners' cognitive processes related to the guiding principle of 'data and chance' in primary education. His work also includes the design and evaluation of teaching materials in data science and civil statistics, the use of learning videos to promote process-related skills, and the implementation of Fermi tasks and computer science education within primary mathematics lessons. Analysis of Dr. Frischemeier's recent publications reveals a strong emphasis on data literacy development in primary education, with increasing focus on the integration of digital tools and the conceptual understanding of data as models. His work bridges mathematics education with emerging fields of data science, addressing both theoretical frameworks and practical classroom applications. The research demonstrates a progression from basic statistical concepts toward more complex data modeling approaches suitable for young learners. Elected member of the International Statistical Institute (ISI) Chair of the Local Organizing Committees for IASE Satellite 2025 Conference Council-Member of the International Statistical Institute Special Edition Editor of the Statistics Education Research Journal Member of International Program Committees for major statistics education conferences Co-Leader of CERME Thematic Working Group 5 on Probability and Statistics Education Dr. Frischemeier serves in numerous editorial capacities and review roles for prominent journals in mathematics and statistics education. He leads significant research projects including 'Promoting Data Science Education for Teacher Education at the University level (DataSETUP)' and 'Data Science Education in STEAM for Civic Engagement and Social Justice from the Early Years (DataScEd4CiEn)'. His work has substantial impact on teacher education programs and curriculum development in statistics and data science for primary schools. He is actively involved in the development and leadership of the Math Center Münster (MaZ), which promotes mathematical potential for all students. His team includes numerous research assistants and doctoral candidates working on various aspects of mathematics education research, particularly focusing on data literacy and statistical reasoning in primary education contexts.

Collin BrooksView profile

Assistant Professor

• Physical Education Pedagogy
• Teacher Preparation
• Curriculum Design
• +5 more

Collin Brooks, Ph.D., is an Assistant Professor at the University of West Georgia since 2020, affiliated with the Department of Sport Management, Wellness, and Physical Education in the College of Education. He holds a National Board Certification and serves on the Society of Health and Physical Educators America (SHAPE America) Board of Directors, actively contributing to online professional learning through his blog PHYEDagogoy.com. Dr. Brooks earned his BS (2006) and MS (2007) in Exercise and Sport Science/Physical Education from Oregon State University, followed by a PhD in Sport Pedagogy (2021) from the University of Northern Colorado. His research focuses on effective teacher preparation, curriculum design, and innovative uses of technology/social media in physical education. His recent publications explore AI applications in kinesiology, gamification strategies for engagement, cross-cultural physical activity experiences, and virtual professional development challenges. These works highlight trends toward technology integration and global educational practices. Scientific Awards: National Board Certified Teacher In advising and grants, Dr. Brooks has extensive K-12 teaching experience and mentors students through National Board Portfolio courses (EDUC-7001/7002). He teaches courses ranging from elementary physical education foundations (PHED-3671) to legal issues in sports (PHED-7630), emphasizing practical and administrative aspects of the field. His work with SHAPE America and PHYEDagogoy.com demonstrates commitment to professional community-building. Brooks collaborates on initiatives like the Online Professional Development in Physical Education project and contributes to the CMWL-3401 (Technology in Wellness) program. His research lab focuses on digital tools for educator training and student engagement through technology-driven methodologies.

Emma MercierView profile

Associate Professor

• Computer-Supported Collaborative Learning
• Social Interaction and Learning
• Classroom Technology
• +3 more

Emma Mercier is an Associate Professor and Associate Head & Director of Graduate Programs in the Department of Curriculum & Instruction at the University of Illinois, Urbana-Champaign's College of Education. She also holds a secondary appointment in the Department of Educational Psychology, demonstrating her interdisciplinary approach to educational research. Dr. Mercier's research focuses on the relationship between social interaction and learning, with particular emphasis on collaboration and computer-supported collaborative learning (CSCL) in classroom settings. Her work examines how technology influences group interactions and learning, especially through the use of multi-touch tables in classrooms. She investigates between-group and whole-class interactions, device ecologies, teacher tools, and classroom contexts that shape learning opportunities in technology-enhanced environments. Her research spans K-12 and higher education settings, with significant contributions to engineering education and the design of collaborative learning spaces. Analysis of Dr. Mercier's recent publications reveals a strong focus on orchestration tools that support instructors in facilitating collaborative learning, the role of technology (particularly augmented and virtual reality) in collaborative problem solving, and the design of effective collaborative tasks in engineering education. Her work bridges educational theory with practical classroom applications, often employing design-based implementation research methodologies. A notable trend is her increasing focus on machine learning applications to analyze and support collaborative interactions in real-time classroom settings. Dr. Mercier has been actively involved in mentoring graduate students and teaching courses related to educational research methods, child development and technology, and advanced study of education. Her work has involved significant collaboration with researchers across institutions and disciplines, particularly in the fields of educational technology, learning sciences, and engineering education. Her research has been supported through various projects, including the CSTEPS (Collaborative Support Tools for Engineering Problem Solving) initiative, which has developed and evaluated tools to support collaborative learning in engineering classrooms. This work has involved partnerships with teaching assistants, course assistants, and faculty to implement and refine collaborative learning approaches in undergraduate engineering courses.

Julia CramerView profile

Assistant Professor

• Quantum Science
• Quantum Technology
• Science Communication
• +7 more

Julia Cramer is an Assistant Professor in the Department of Science Communication and Society at the Institute of Biology Leiden (IBL), Leiden University, with a joint affiliation at the Leiden Institute of Physics (LION). Her research focuses on the intersection of quantum science and technology with society, particularly through the lens of science communication, public engagement, and societal readiness. She leads the Quantum and Society research group and is actively involved in national and European initiatives on the Ethical, Legal, and Societal Aspects (ELSA) of quantum technology. PhD in Applied Physics, Delft University of Technology Member of the Dutch Physics Association (NNV) Co-founder of Women in Quantum Development (WIQD) Chair of the Young Academy Leiden (from 2023) Former member of the CBS communicatie-adviesraad Member of the Physics Scientific Advisory Board of the Lorentz Center Julia Cramer's research interests lie at the intersection of quantum technology and society. She investigates how quantum science is communicated to the public, how societal groups perceive quantum technologies, and how to foster inclusive and responsible innovation. Her work emphasizes broadening youth participation in STEM and enhancing diversity in quantum fields. She is passionate about making quantum accessible to non-expert audiences and ensuring that technological development aligns with societal values. Her recent publications reflect a strong trend in science communication, public perception, and societal integration of quantum technologies. Themes include measuring public attitudes, designing effective outreach interventions, promoting diversity, and addressing ethical implications. The research combines qualitative and quantitative methods to assess communication strategies and societal impacts. Casimir Prize (during PhD) Recognized as one of the Faces of Science by KNAW Julia Cramer supervises several PhD candidates and is involved in mentoring early-career researchers. She has led initiatives such as the Women in Quantum Development (WIQD) and contributes to national science policy through advisory roles. Her research is supported by collaborations with Quantum Delta NL and other European networks focused on responsible quantum innovation. She leads the Quantum and Society research group, which focuses on content analysis of quantum communication, developing attitude measurement tools, and evaluating the impact of public engagement interventions. The group collaborates with physicists, social scientists, educators, and policymakers to ensure a multidisciplinary approach to quantum-society integration.

Lobsang Tenzin NegiView profile

Teaching Professor

• Tibetan Buddhism
• Compassion Science
• Contemplative Practices
• +7 more

Lobsang Tenzin Negi is a Teaching Professor in Emory University’s Department of Religion and Executive Director of the Center for Contemplative Science and Compassion-Based Ethics (Emory Compassion Center). He leads initiatives integrating Tibetan Buddhist contemplative practices with modern scientific research, including developing programs like Cognitively-Based Compassion Training (CBCT®), the Emory-Tibet Science Initiative (ETSI), and the SEE Learning® framework. Born in a Himalayan region, he holds a PhD from Emory University and a Geshe Lharampa degree from Drepung Loseling Monastery. His work bridges contemplative science, education, and global ethics, emphasizing compassion as essential for human flourishing. Education: PhD, Emory University, 1999 (interdisciplinary dissertation on Buddhist and Western approaches to emotions) Geshe Lharampa, Drepung Loseling Monastic University, 1994 (highest Tibetan monastic degree) MA, Institute for Buddhist Dialectics, 1984 Research & Programs: Compassion Science: Examines compassion’s effects on mental/physical health and social well-being through CBCT®. ETSI: Develops modern science curricula for Tibetan monastics, training them as educators and researchers. SEE Learning®: Global K-12/Higher Ed framework for social, emotional, and ethical education. Mind-Body Sciences Program: Offers study abroad courses in India, integrating Tibetan Buddhism with Western science. Recent Article Trends: Focus on compassion’s applications in healthcare (PTSD, depression, HIV), education (SEL frameworks), and interdisciplinary mind-body research. Studies emphasize measurable impacts on neurology, immune response, and behavioral outcomes. Awards & Honors: While no specific prizes are listed, his leadership roles and global partnerships (e.g., with His Holiness the Dalai Lama) reflect recognition in contemplative science and intercultural education. Grants & Advising: Oversees multi-year initiatives like Tibet Week and the Emory-Tibet Partnership renewal. Advises on global compassion programs and collaborates with institutions like the Piramal Foundation in India. Labs/Teams: Directs the Emory Compassion Center and collaborates with Drepung Loseling Monastery, Emory’s Institute of Tibetan Studies, and international partners to advance compassion-based research and education.

Amir BahadoriView profile

Professor

• Radiation Protection
• Radiation Transport
• Radiation Dosimetry
• +5 more

Amir Bahadori serves as Professor and Nuclear Engineering Program Director in the Department of Mechanical and Nuclear Engineering at Kansas State University's Carl R. Ice College of Engineering, holding the Hal and Mary Siegele Professorship in Engineering. He directs the Radiological Engineering Analysis Laboratory (REAL) and established the Institute for Radiation Health Studies (IRHS) in 2024, focusing on radiation protection, space radiation environments, and radiation health effects. His educational background includes: Ph.D. in Biomedical Engineering, University of Florida (2012) M.S. in Nuclear Engineering Sciences, University of Florida (2010) B.S. in Mechanical Engineering and Mathematics, Kansas State University (2008) Bahadori's research spans radiation transport modeling, dosimetry, and risk assessment with applications in space exploration, medical physics, and radiation epidemiology. He develops computational frameworks for radiation exposure scenarios and biological response prediction, emphasizing space radiation protection for Artemis missions and chronic exposure studies through the Million Person Study collaboration. Analysis of his recent publications reveals dominant themes in space radiation measurement (Artemis missions), radiation epidemiology (Million Person Study innovations), and advanced detection systems (miniaturized neutron spectrometers). His work increasingly integrates big data approaches for radiation risk assessment and electrostatic shielding concepts for deep-space exploration. His scientific recognition includes: NASA Graduate Student Research Fellowship (2009) Certified Health Physicist designation Big 12 faculty fellowship (2022-2023) NCRP council election (2024) Two USPTO patents Bahadori secures substantial research funding from NASA for space radiation instrumentation, Department of Energy projects via the Kansas City National Security Campus, and collaborative epidemiological studies. He mentors nuclear engineering graduate students while leading interdisciplinary teams developing radiation protection solutions for aerospace and medical applications. His laboratory infrastructure includes the REAL with Beocat high-performance computing resources, radiation detectors, and a 3D printer, plus the IRHS with a Precision X-ray XRad320 irradiator and radon chamber. These facilities support collaborations across K-State colleges and external organizations for radiation health effect studies.

Angela KellyView profile

Professor

• Equity in STEM Education
• Quantum Information Science and Technology (QIST) Education
• Reformed Teaching Practices in Undergraduate Science
• +3 more

Angela Kelly is a Professor of Physics and Science Education at Stony Brook University and serves as Associate Director of the Institute for STEM Education. She leads the MAT Physics Program, which ranks among the top U.S. producers of physics teachers. Dr. Kelly holds a Ph.D. in Science Education from Teachers College, Columbia University (2006), and has received awards including the SUNY Chancellor’s Excellence in Teaching Award (2015-2016). Her research focuses on equity in STEM education, quantum information science (QIST) outreach, and reformed teaching practices. Current NSF-funded projects include QuEST (Quantum Education for Students and Teachers) and the International Year of Quantum (IYQ) Conferences, advancing QIST education for underserved populations. She also investigates online laboratory learning efficacy, particularly following the pandemic's shift to remote instruction. Dr. Kelly’s work bridges university and K-12 education, collaborating with institutions like Brookhaven National Laboratory. Her initiatives, such as the MAT Physics Program’s PhysTEC 5+ Award (2023), highlight her commitment to teacher preparation. Research outcomes include over 200 high school students and 70 teachers engaged in QIST outreach programs. Grants total $2M, emphasizing equity in STEM access and diversifying the QIST workforce. Education : Ph.D. in Science Education, Teachers College, Columbia University (2006) Grants : NSF DRL 2148467 (QuEST), NSF DRL-2414742 (IYQ Conferences), NSF DUE-2142587 (Online Labs) Awards : SUNY Chancellor’s Award (2015-16), Provost’s Faculty Recognition Award (2010) Her research explores sociocognitive influences on STEM participation and addresses systemic barriers through innovative programs. The IYQ Conferences (2025) aim to replicate QIST education models nationwide.

Kristie JonesView profile

Assistant Clinical Professor

• Special Education Teacher Burnout
• Rural Special Education
• Teacher Retention Strategies
• +4 more

Kristie Jones serves as a Clinical Assistant Professor in the Department of Educational Studies at Purdue University, specializing in Special Education since 2024. Her academic career builds upon extensive K-12 teaching experience across Kentucky and Indiana schools, directly informing her research on critical challenges in special education delivery and teacher sustainability. Education Ph.D. in Curriculum & Instruction, Special Education, University of Louisville (2024) M.A. in Teacher Leadership with endorsement in Autism, Georgetown College (2012) B.S. in Special Education: Moderate to Severe Disabilities, Eastern Kentucky University (2006) Research Interests Dr. Jones' research program addresses systemic challenges in special education through empirically grounded approaches. Her primary focus areas include: Quantifying burnout drivers among rural special education teachers Developing sustainable support frameworks for rural educators and students Implementing evidence-based teacher retention strategies Optimizing mentoring protocols for new special education faculty Validating antecedent physical activity as behavioral intervention Designing multi-tiered academic/behavioral supports for low-incidence disabilities Publications Her 2021 publication on person-centered transition services demonstrates her commitment to collaborative, individualized frameworks for students with disabilities. This work exemplifies her interdisciplinary approach bridging educational psychology, disability studies, and rural education policy, with consistent emphasis on practical implementation in resource-constrained settings. Awards and Honors No scientific awards or fellowships are documented in the current professional profile. Advising and Grants While specific graduate advisees and grant funding are not enumerated in available materials, her clinical faculty role and dissertation research suggest active mentorship of pre-service teachers and potential involvement in teacher preparation initiatives within Purdue's College of Education.

Mehri FadaviView profile

Professor

• Physics
• Physical Science
• Astronomy Education
• +4 more

Mehri Fadavi is a Professor and Chair of the Department of Chemistry, Physics, and Atmospheric Sciences at Jackson State University's College of Science, Engineering, and Technology. With a career spanning over three decades, she has made significant contributions to physics education, teacher training, and observational astronomy infrastructure. Education: Ph.D. in Surface Physics from Keele University (1981); B.S. in Physics from Pahlavi University (1977) Her research focuses on Physics Education , Physical Science , and Astronomy Education . She pioneered Mississippi’s first Licensed Physical Science Education Program and created the Mississippi Academy for Science Teaching (Project MAST) to enhance K-12 science instruction. Her work includes developing the SMART Center with 300+ hands-on science models and upgrading JSU's observatories into state-of-the-art facilities, including the Mehri Fadavi Observatory. Recent publications highlight her work on teacher development, hurricane prediction modeling, and global telescope networking. She was honored with the Outstanding College Science Teacher award (2007-2008) and secured $24 million in external funding as Principal Investigator.