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Sonja LaineView profile

Lecturer

• Educational Psychology
• Mindset Research
• Teacher Education
• +3 more

Sonja Laine is a University Lecturer in the Department of Educational Sciences at the University of Helsinki, specializing in the Learning, Culture & Interventions (LECI) School pedagogy research group. She serves as a supervisor in the Doctoral Program in School, Education, Society and Culture. Dr. Laine's primary research interests include educational psychology, mindset research, teacher education, inclusive education, and educational neuroscience. Her work examines how teachers' mindsets, particularly regarding growth mindset and neuroplasticity, influence educational practices and student outcomes in Finnish educational contexts. She has conducted significant research on growth mindset interventions in elementary schools, teacher conceptions of neuroplasticity, and language learning mindsets in higher education settings. Her recent publications demonstrate a strong focus on mindset interventions in educational settings, with particular attention to growth mindset programs in Finnish elementary schools, teacher conceptions of neuroplasticity, and language learning mindsets in higher education. Her research often employs mixed-methods approaches combining psychological, educational, and neuroscientific perspectives to address complex educational challenges. Article of the Year Award (2020) PhD award (2017) Master's degree award (2007) Special recognition award (2023) Dr. Laine is actively involved in major research projects including 'Equity and Diversity in Teacher Educators' Professional Development' (2023-2026) as Co-Principal Investigator, and the long-running 'CoPErNicus: Changing Mindsets about Learning' project. Her scholarly activities include frequent conference presentations, peer review for academic journals, and participation in workshops on brain and learning. She collaborates extensively with researchers including Kirsi Tirri, Elina Kuusisto, and Inga Puusepp.

Ronald D. AdelmanView profile

Professor

• Geriatrics
• Palliative Care
• Patient-Physician Communication
• +3 more

Ronald D. Adelman, M.D. serves as the Emilie Roy Corey Professor of Geriatrics and Gerontology and Professor of Clinical Medicine at Weill Cornell Medical College, Cornell University. He holds multiple leadership roles including Co-Chief of the Division of Geriatrics and Palliative Medicine at New York-Presbyterian Hospital/Weill Cornell Medical Center, Executive Medical Director of the Center on Aging, and Director of both the Center for Aging Research and Clinical Care and Adult Palliative Care services. Education: M.D., Albert Einstein College of Medicine of Yeshiva University (1978) A.B., University of California, Berkeley (1974) Dr. Adelman's research program centers on critical issues in geriatric and palliative care, with particular focus on patient-physician communication dynamics, caregiver experiences across diverse populations, and end-of-life care optimization. His work addresses systemic challenges in hospice services, cultural disparities in symptom management, and innovative interventions for caregiver support. Recent publications reveal growing emphasis on racial health equity, with dedicated studies examining Black caregivers' unique experiences in home hospice settings and developing culturally tailored educational tools. Analysis of his 15 most recent publications (2020-2025) demonstrates consistent investigation into caregiver strain mechanisms, particularly among those managing chronic conditions like hypertension and diabetes. His work increasingly incorporates pandemic-responsive palliative care models while maintaining focus on communication barriers for limited English proficient patients. The research portfolio shows strong methodological diversity, spanning national consensus conferences, pilot interventions, and large cohort studies like REGARDS. Scientific Awards: None explicitly documented in source materials. As Executive Medical Director of the Center on Aging, Dr. Adelman oversees comprehensive geriatric care programs and research initiatives. His divisional leadership integrates clinical services with academic training, though specific grant funding details and student mentorship records are not provided in available documentation. Board certified in both Internal Medicine and Geriatric Medicine, he maintains active clinical practice focused on aging populations. Dr. Adelman directs multiple synergistic entities including the Center for Aging Research and Clinical Care, which bridges translational research with direct patient services, and the Adult Palliative Care program that serves as a clinical training ground for future specialists. His administrative framework emphasizes interdisciplinary collaboration across geriatrics, palliative medicine, and primary care settings.

Jenny WilderView profile

Professor

• Intellectual Disability
• Communication and Interaction
• Participation
• +5 more

Jenny Wilder is Professor and Head of the Department of Special Education at Stockholm University, with additional research affiliations as Research Associate at the Centre for Augmentative & Alternative Communication, University of Pretoria, and at the Department of Women's and Children's Health, Uppsala University. Her academic leadership includes serving as Director of Research Studies (2018-2022) and Research Coordinator for the Doctoral Programme in Special Education (2018-2020), demonstrating significant institutional impact in Swedish special education. Wilder's research expertise centers on intellectual disability, with particular focus on communication and interaction, participation, support provision, collaboration, and educational transitions. Her work bridges theoretical frameworks with practical applications, examining how children with intellectual disabilities navigate educational transitions and how educators can facilitate meaningful learning experiences. She has developed conceptual frameworks like the 'learning journey' model to analyze children's educational transitions, emphasizing individualized approaches and collaborative processes. Her publication record reveals a strong emphasis on practical interventions for students with severe and profound intellectual disabilities, including innovative approaches like MultiSensory Music Drama. Wilder's research consistently addresses how to enhance participation and influence for individuals with intellectual disabilities across educational and community settings, with recent work examining pandemic impacts on family-school collaboration and developing co-created transition guides for students with special educational needs. As an active mentor, Wilder has supervised multiple PhD students and currently serves as main supervisor for Linn Johnels and Sofia Wallin. She has led research projects funded by the Swedish Research Council, focusing on practical applications that improve educational experiences for children with disabilities. Her work extends beyond academia through collaborations with educational institutions and practitioners to implement evidence-based practices. Wilder maintains active involvement in research networks including the Centre for Augmentative & Alternative Communication and the Research School in Special Education. Her work demonstrates commitment to translating research into practice, developing tools and frameworks that educators can use to support students with intellectual disabilities through critical educational transitions and daily learning experiences.

Péter KiszlView profile

Professor

• Information and Knowledge Management
• Financial Literacy and Libraries
• Business Information
• +3 more

Péter Kiszl is a Hungarian librarian , economist , and university professor at the Institute of Library and Information Science , Faculty of Humanities, Eötvös Loránd University. He serves as Institute Director , Head of Department of Information Science and Library Science , and Doctoral Program Director . His work spans information/knowledge management , financial literacy , digital humanities , and library training programs. Education: MA in Library Science (ELTE, 2001), BSc in Economics (Szolnok College, 2002), PhD summa cum laude (ELTE, 2004), Habilitation (ELTE, 2010) Research focuses on interdisciplinary approaches to information disorders , financial literacy programs in libraries, and digital humanities integration. He has published 200+ works in journals like The Journal of Academic Librarianship and Reference Services Review , with recent studies analyzing AI implementation in academic libraries and global LIS trends . His 15 most recent publications (2022–2025) reveal a conceptual framework for librarian identity in infodemics, innovation strategies in Kenyan libraries, and digital preservation of circus arts. Articles frequently address information ethics , community financial education , and library transformation in crises. Scientific Awards: ELTE BTK Kariné Díj (2020, 2021, 2022) MTA Bolyai János Kutatási Ösztöndíj (2020–2023) ÚNKP Bolyai+ (2020/21, 2021/22, 2022/23) As founding director of ELTE’s Digital Humanities Center (2017–2019) and organizer of the Real Library–Library Reality conference series, he drives international LIS collaborations through COST Action and Ceepus networks. He supervises Stipendium Hungaricum doctoral students and chairs multiple academic committees.

Charlotte GerritsenView profile

Associate Professor

• Artificial Intelligence
• Sentiment Analysis
• Agent-Based Modeling
• +7 more

Dr. Charlotte Gerritsen is an Associate Professor in Artificial Intelligence at the Faculty of Science, Vrije Universiteit Amsterdam (VU), and an affiliated member of the Network Institute. Her research focuses on agent-based modeling of social and emotional dynamics, emotion contagion in virtual environments, and applications of AI in crowd management, mental health, and criminology. She has published extensively on topics such as sentiment analysis, gamification, and the ethical implications of AI in public safety. Her work integrates computational methods with social science theories, addressing challenges like real-time violence detection, avatar-mediated emotion recognition, and serious gaming for resilience training. She has supervised 5 PhD theses and teaches courses on AI and Law, Artificial Intelligence, and Socially Aware Computing. Her research project, 'Integrating sentiment analysis in real-time crowd management,' highlights her commitment to bridging technology with societal needs. Education: PhD in Artificial Intelligence (implied by title 'dr.') Affiliations: Faculty of Science, Network Institute Key Research Areas: Emotion Contagion, Agent-Based Modeling, Crowd Behavior, Gamification Her articles analyze topics like emotion contagion in crowds, AI-driven crowd control, and virtual training systems. While no specific awards are listed, her prolific publication record underscores her academic impact. She advises students on criminological and computational social science projects and collaborates internationally in criminology, healthcare, and AI ethics.

Lauren MayView profile

Senior Lecturer

• Drug Discovery
• Pharmacology
• GPCR Signaling
• +4 more

Lauren May is a Senior Lecturer and Group Leader in the Department of Drug Discovery Biology at the Monash Institute of Pharmaceutical Sciences, which is part of the Faculty of Pharmacy and Pharmaceutical Sciences at Monash University. Her research focuses on G protein-coupled receptors (GPCRs), with an emphasis on their roles in cardiovascular diseases, neurological disorders, and drug discovery. Key areas include adenosine receptor pharmacology, biased agonism, and the development of novel therapeutics targeting GPCRs for conditions such as heart failure and epilepsy. May has led and contributed to numerous research projects, including the development of adenosine A1 receptor modulators for epilepsy treatment and formyl peptide receptor agonists for myocardial infarction. She is also actively involved in advancing drug discovery methodologies, such as AI-driven approaches for molecular property prediction and drug-target interaction modeling. Her work contributes to UN Sustainable Development Goals related to good health and well-being (SDG 3), particularly through innovative therapeutic strategies. In addition to her research, May holds editorial roles in journals like British Journal of Pharmacology and Purinergic Signalling , demonstrating her leadership in the field. Her projects often involve interdisciplinary collaborations, bridging basic science with translational medicine to address unmet clinical needs.

Radu-Daniel VatavuView profile

Professor

• Human-Computer Interaction
• Gesture Recognition
• Ambient Intelligence
• +2 more

Radu-Daniel Vatavu is Professor of Computer Science at Ștefan cel Mare University of Suceava, Romania, where he directs the Machine Intelligence and Information Visualization Lab (MintViz). His research focuses on human-computer interaction, gesture recognition, ambient intelligence, and accessible computing. Education includes PhD in Computer Science. He develops gesture recognition algorithms including $P and $Q recognizers used widely in HCI research. Awards include Mihai Draganescu Award of the Romanian Academy (2019), Ten-Year Technical Impact Award from ACM ICMI (2022), and multiple ACM CHI Best Paper Awards (2023, 2016, 2015). Research develops new interaction techniques for touchscreens, wearables, and smart environments. Creates open-source tools like Agreement Analysis Toolkit (AGATe) and Gesture Heatmaps Toolkit (GHoST).

Delores KnippView profile

Research Professor

• Space Weather
• Ionospheric Physics
• Solar Wind-Geospace Coupling
• +3 more

Delores Knipp is a Research Professor in the Aerospace Engineering Sciences Department at the University of Colorado Boulder. She is affiliated with the Colorado Center for Astrodynamics Research (CCAR) and the Space Weather Technology, Research, and Education Center. Previously, she served as Editor-in-Chief of the American Geophysical Union's Space Weather Journal and Visiting Professor at CU Boulder. Her professional experience includes roles as Professor of Physics at the U.S. Air Force Academy and Senior Research Associate positions at NOAA and the National Center for Atmospheric Research. Knipp's research focuses on space environment dynamics, solar-terrestrial coupling, and space weather education. She holds a Ph.D. in Atmospheric Science from UCLA (1989) and earlier degrees from the University of Missouri. Her research interests encompass ionospheric responses to geomagnetic storms, satellite drag modeling, and space weather impacts on infrastructure. Notable awards include the International Baron Marcel Nicolet Medal (2019) and Fellow of the American Meteorological Society (2019). Knipp has contributed to major initiatives such as the Space Weather Advisory Group and pioneered data-driven approaches to understanding geomagnetically induced currents (GICs). Recent work includes analyzing extreme historical space weather events (e.g., 1872 and 1972 storms) and applying machine learning to identify superstorm signatures. She emphasizes interdisciplinary collaboration, bridging academic research with operational needs for satellite drag models and space weather benchmarks.

Jonathan CampbellView profile

Professor

• Autism Spectrum Disorder
• Inclusive Education
• Peer Attitudes
• +2 more

Jonathan Campbell is Professor and Director of the PsyD program at Western Carolina University's College of Education and Allied Professions. A licensed psychologist with over 20 years in neurodevelopmental disabilities, his research focuses on autism spectrum disorder (ASD), peer attitudes, and law enforcement interactions. He previously trained at Yale Child Study Center and served on Kentucky's ASD Advisory Council. Education: PhD in Clinical Psychology, University of Memphis MA in Clinical Psychology, Western Carolina University BA in Psychology, University of North Carolina at Chapel Hill Research Focus: Develops assessment tools for ASD stigma, evaluates training programs for law enforcement, and studies inclusive education models. Editorial board member for four psychology journals. Clinical Expertise: Conducts validity studies of ASD screening instruments and develops interventions for school-clinical coordination.

• Conservation Biology
• Tropical Forest Ecology
• Primate Ecology
• +3 more

Professor Katharine Abernethy is a Professor in Biological and Environmental Sciences at the University of Stirling. She specializes in tropical forest ecology, primate behavior, and wildlife conservation, with extensive fieldwork in Gabon and Cameroon. Her research focuses on the ecological impacts of climate change, biodiversity conservation, and human-wildlife interactions. She has pioneered studies on mandrills, forest elephants, and the ecological consequences of hunting in Central African rainforests. Educated at the University of Edinburgh (PhD, 1994), she led the Station d’Etudes des Gorilles et Chimpanzés (SEGC) in Gabon from 2000 to 2007. She established the CEDAMM training center and contributed to conservation policy through organizations like IUCN and the Darwin Expert Committee. Her work integrates ecological science with community-based conservation, including eco-tourism projects and anti-poaching initiatives. Her research highlights the vulnerability of tropical ecosystems to climate change and human activities. Notable contributions include studies on fruit availability declines threatening megafauna, pangolin trafficking networks, and the role of forest elephants in shaping ecosystems. She has published over 120 papers, with a focus on long-term ecological monitoring and technological innovations in conservation (e.g., AI-driven camera traps). Awards: British Ecological Society President’s Medal (2023), Edinburgh Medal Address (2022) Roles: Fellow of the Royal Society of Biology, IUCN Primate Specialist Group member Her advisory work spans policy, conservation training, and interdisciplinary collaborations. She emphasizes the need for sustainable practices and equitable community engagement to address biodiversity loss and climate change impacts.

Natalie HoldView profile

Lecturer

• Sustainable Fisheries
• Fisheries Management
• Marine Biology
• +3 more

Natalie Hold is a Lecturer in Sustainable Marine at the School of Ocean Sciences, Bangor University. Her research focuses on sustainable fisheries management, population genetics of marine species, and collaborative approaches with fishing industries. She holds expertise in fisheries science, ecosystem-based management, and gear technology innovation. Educations: MSc in Marine Environmental Protection, Bangor University (2008) PhD in Marine Biology (2012), focusing on scallop fisheries connectivity Research Interests: Marine resource management Crustacean population dynamics Impact of fishing gear on ecosystems Technological innovations for fisheries data collection Her work emphasizes stakeholder collaboration, evidenced by projects like the EMFF-funded Fisher-Scientist collaboration (£1.2m) and the Bass and Ray Ecology in Liverpool Bay initiative (£86K). She contributes to ICES working groups on crustaceans and scallops. Recent publications highlight advancements in gear selectivity, automated data capture, and ecological modeling of fisheries resources. Natalie actively engages with policy frameworks to translate research into actionable management strategies. Key Projects: EMFF Sustainable Fisheries in Wales (Project Manager) Video and Electronic Fisheries Data Collection (£140K grant) Bass and Ray Ecology in Liverpool Bay (£86K grant) She is affiliated with UK management groups for whelk and lobster fisheries, balancing scientific rigor with industry needs to ensure sustainable marine practices.

• Indigenous history
• settler colonial studies
• critical race studies
• +5 more

Kristin Burnett is a Professor in the Department of Indigenous Learning at Lakehead University, where she has worked since transferring from the Department of History in August 2012. A settler scholar, she holds a PhD from York University (2006), following BA and MA degrees in History from the University of Calgary, and completed an SSHRC post-doctoral fellowship at the University of Alberta. BA and MA in History, University of Calgary PhD, York University (2006) Burnett's research centers on Indigenous history, settler colonial and critical race studies, women and gender history, and the social history of health and medicine. She critically examines systemic barriers in healthcare access, social services, and food systems for Indigenous communities in northern Ontario, with particular focus on how colonial structures perpetuate health inequities. Her work consistently bridges academic research with policy advocacy. Analysis of her 15 most recent publications (2018-2024) reveals three dominant thematic clusters: Indigenous food sovereignty (examining traditional foods, land access, and colonial disruption of food systems), healthcare access barriers (including identification systems and vaccine hesitancy), and institutional complicity in colonial violence (particularly regarding Residential Schools and Indian Hospitals). Her methodology increasingly emphasizes community-engaged research and policy-relevant scholarship. Burnett co-founded the Social Science and Aboriginal Research Group (SSARG), dissolved in 2023, and frequently collaborates with Indigenous communities and scholars like Shannon Stettner. She secured notable research funding including an SSHRC post-doctoral fellowship and a YWCA Canada contract for historical research on Residential Schools, though the latter was severely underfunded ($14,500). Her July 2025 media coverage on identification barriers in healthcare demonstrates ongoing policy impact. Her landmark 2022 report "The Role of YWCA Canada in Canada's Residential Schools and Indian Hospitals" faced a two-year embargo before public release in December 2024, highlighting institutional resistance to confronting uncomfortable colonial histories. Burnett maintains that ethical research requires centering Indigenous leadership and adequately funding community-driven work.

• Machine Learning
• Bioinformatics
• Medical Engineering
• +4 more

Susanne Schaller is an Assistant Professor at FH Hagenberg's Research Center Hagenberg, specializing in Medical Engineering and Bioinformatics. She leads interdisciplinary projects focusing on AI-driven solutions in healthcare, including applications in oncology, immunology, and geriatric care. Her work integrates machine learning with genomic data analysis to address challenges in disease diagnosis and treatment. Her research interests include machine learning techniques for gene expression prediction, bioinformatics tool development, and AI applications in chronic disease management. Notable projects include the SmartBeetle initiative (AI-based pest control) and TrainYourBrain Optimizer (Alzheimer’s training software). Projects: 8 active/completed projects (e.g., BF-SigSim, ImmuneProfiler) Collaborations: Interreg Austria-Czech Republic, MAS Demenzservicestellen Key Focus Areas: T-cell signaling, mutation identification in leukemia, and AI-driven healthcare systems Her work bridges computational methods with clinical needs, exemplified by her role in developing IMPI—a tool for low-frequency mutation analysis in chronic myeloid leukemia. She has authored 66+ research outputs, including peer-reviewed articles and commissioned reports on healthcare innovation.

• Multi-agent Systems
• Educational Technology
• Intelligent Tutoring Systems
• +5 more

Demetrio Arturo Ovalle Carranza is a Professor in the Department of Computer Science at the National University of Colombia's School of Engineering. With an academic career spanning over three decades since earning his PhD from Joseph Fourier University in Grenoble, France in 1991, he has established himself as a prominent researcher in multi-agent systems and educational technology. His research focuses on developing intelligent systems for education, particularly in the areas of multi-agent architectures, adaptive learning environments, context-aware educational applications, and learning object recommendation systems. His work bridges artificial intelligence with practical educational applications, creating systems that adapt to individual learner needs and contexts. Analysis of his recent publications (2015-2020) reveals a strong trend toward developing sophisticated multi-agent systems for educational applications, with increasing emphasis on context-awareness, personalization, and adaptive learning techniques. His research demonstrates consistent evolution from foundational multi-agent work to sophisticated educational applications integrating fuzzy logic, ontologies, and collaborative filtering. Ovalle Carranza has mentored numerous researchers who have become active contributors in the field, including Oscar M. Salazar, Néstor D. Duque, Valentina Tabares Morales, and others who frequently appear as co-authors on his publications. His collaborative network extends across Colombian institutions and international research groups. His laboratory work centers around developing and testing multi-agent educational systems, with particular emphasis on creating adaptive learning environments that can respond to individual student needs and group dynamics. Current projects appear to focus on serious games, health-care applications of intelligent agents, and advanced recommendation systems for educational resources.

Alicia CotabishView profile

Professor

• STEM Education
• Gifted Education
• Virtual Coaching Using Bug-In-The-Ear Bluetooth Technology
• +1 more

Dr. Alicia Cotabish is a full-time Professor in the Department of Teaching & Learning at the University of Central Arkansas College of Education , where she directs the Ph.D. in Change Leadership program. A recognized expert in gifted education and STEM pedagogy, she served as Past-President of the Arkansas Association of Gifted Education Administrators (AAGEA) and received national awards including the 2015 NAGC Early Scholar Award and 2012 NAGC Early Leader Award. Ed.D. , University of Arkansas at Little Rock (2007) M.Ed. , University of Arkansas at Little Rock (2003) B.S. , Texas A&M-Texarkana (1996) Her research focuses on STEM education for advanced learners, virtual coaching technologies (e.g., Bug-in-the-Ear Bluetooth), and Next Generation Science Standards (NGSS) alignment with gifted curriculum. Google Scholar publications (2015–2024) highlight her work in K-8 engineering instruction , virtual problem-based learning , and equity in gifted programming . Dr. Cotabish has authored over 100 publications, including the 2022 NAGC Pre-K-Grade 12 Gifted Education Programming Standards (2nd ed.) and the 2017 Designing Innovative Engineering Instruction for High Ability Learners . Her recent articles (2021–2024) emphasize: STEM curriculum for gifted students Virtual coaching efficacy NGSS integration Equity in gifted education Engineering design processes Professional development frameworks Scientific Awards : National Association for Gifted Children Early Scholar Award (2015) National Association for Gifted Children Early Leader Award (2012) She delivers keynotes and workshops nationally and internationally and serves as a NAGC Expert Speaker . Her work bridges gifted education standards with practical implementation, particularly through STEM and virtual technologies.