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Marcel CampenView profile

Professor

• Computer Graphics
• Geometry Processing
• Surface Parametrization
• +4 more

Marcel Campen is a Professor at Osnabrück University specializing in Computer Graphics and Geometry Processing. His research focuses on surface parametrization, quad mesh generation, and computational geometry. He has made significant contributions to the field of geometry processing, particularly in developing algorithms for quad layout generation, surface mapping, and mesh repair. His research interests span Computer Graphics, Geometry Processing, Surface Parametrization, Quad Mesh Generation, 3D Modeling, and Mesh Repair. Campen's work addresses fundamental challenges in representing and processing complex geometric shapes, with applications ranging from animation and simulation to reverse engineering and meshing. His research often combines theoretical insights with practical implementations, resulting in algorithms that are both mathematically sound and computationally efficient. Campen's publications demonstrate a strong focus on developing robust and efficient methods for geometry processing. His work on quad layout generation, parametrization techniques, and surface mapping has resulted in several award-winning papers, including Best Paper Awards at SGP 2021 and 2022. His research often bridges theoretical concepts with practical implementations, making his contributions highly influential in both academic and industrial settings. Best Paper Award (1st place) at SGP 2022 Best Paper Award at SGP 2021 Campen has made significant contributions to the field through his doctoral thesis on quad layout generation and numerous publications in top-tier conferences including SIGGRAPH, Eurographics, and SGP. His work on directional field synthesis, similarity maps, and bijective mappings has advanced the state of the art in geometry processing. He has also contributed to practical tools like libQEx for robust quad mesh extraction, demonstrating his commitment to making theoretical advances accessible to practitioners.

• Medical Image Analysis
• Artificial Intelligence
• Healthcare
• +9 more

Cherise Chen is an Assistant Professor in Computer Vision at the Department of Computer Science, University of Sheffield. She also holds positions as a Visiting Researcher in the Oxford BioMedIA Group at the University of Oxford and an Honorary Research Fellow at Imperial College London. As a core member of the Insigeno Institute and Shef.AI community, Dr. Chen leads research at the intersection of artificial intelligence and healthcare, focusing on translating cutting-edge AI techniques into practical medical applications. Dr. Chen's research program centers on developing robust, data-efficient machine learning algorithms for medical image analysis. Her work spans adversarial data augmentation, robust machine learning frameworks, and data-efficient learning techniques including self-supervised, few-shot, and semi-supervised approaches. She has made significant contributions to multi-task and multi-modal learning, adaptive machine learning systems, and algorithms with built-in considerations for fairness, privacy, robustness, and interpretability. Her research specifically targets clinical applications in cardiac image analysis (including segmentation, registration, and shape remodeling with quality control), prostate image analysis integrated with pathological image analysis, and brain image segmentation for clinical use cases. Analysis of Dr. Chen's recent publications reveals a strong focus on addressing the practical challenges of deploying AI in real-world medical settings. Her work on test-time adaptation methods (2023), adversarial style composition (2022), and cooperative training frameworks (2021) demonstrates her commitment to creating AI systems that maintain performance despite domain shifts and limited labeled data. She has consistently contributed to top-tier medical imaging conferences, with multiple papers accepted to MICCAI from 2018-2023, reflecting her standing in the medical imaging research community. IEEE TMI Gold-level Distinguished Reviewer Award (2022-2023) MICCAI 2023 Outstanding Reviewer Award Winner of the Fetal Tissue Annotation and Segmentation Challenge (FeTA) 2022 Winner of the Multi-sequence Cardiac MR Segmentation Challenge 2019 China National Scholarships (twice, top 0.2%) Dr. Chen actively mentors students and has delivered invited talks at prestigious institutions including Johns Hopkins University, Technical University of Munich, and the German Cancer Research Center. Her laboratory at Sheffield focuses on advancing deep medical image segmentation with particular attention to robustness, reliability, and real-world applicability in clinical workflows.

Ingrid del Carmen Montes-GonzálezView profile

Professor

• Organometallic Synthesis
• Ferrocene Derivatives
• Biological Activity
• +2 more

Ingrid Montes-González , a Professor at the University of Puerto Rico's College of Natural Sciences , has dedicated 38 years to advancing chemistry through her research in organometallic synthesis and chemical education. As an ACS and IUPAC Fellow , she focuses on ferrocene derivatives for biomedical and materials applications, employing green chemistry principles. B.S. and Ph.D. in Chemistry from University of Puerto Rico Directed research for over 100 students Founded the international Chemistry Festival and ACS Spanish Webinars Her research spans two domains: organometallic chemistry (ferrocenyl chalcones, stilbenes, and ethyne scaffolds for anticancer and antioxidant applications) and chemical education (constructivist learning, green chemistry pedagogy, and historical perspectives). Publications and presentations reflect her dual expertise in synthetic methodologies and educational innovation. Recent articles highlight trends in metal-organic bioapplications (2023), green synthetic protocols (2017), and counterion effects on reaction mechanisms (2009). Her work combines structural characterization (NMR, X-ray) with biological evaluation (DPPH assays, MTS tests). Scientific recognition includes: 2020 Dr. Osvaldo Ramírez-Toro Award (Puerto Rico Chemists Association) 2019 Zaida C. Morales-Martinez Mentoring Prize (ACS) 2017 IUPAC Distinguished Women in Chemistry As a mentor, she coordinates the Project SEED program for economically disadvantaged students and advises the ACS Student Chapter , recognized with Outstanding Awards (1993-2021). Her leadership extends to national and international roles, including ACS Board of Directors (2013-2021) and SACNAS Board (2020-present).

• Computer Science
• Artificial Intelligence
• Digital Art Analysis
• +3 more

Baybora Temel is an Associate Professor at Trakya University Faculty of Fine Arts , with a PhD in Computer Science from Marmara University (2009). His research merges Artificial Intelligence and Digital Art Analysis , focusing on Art Authentication via wavelet transforms and neural networks. Specializes in Painting Style Classification and Digital Art Forensics Recipient of Nuri Iyem Painting Competition Exhibition (2015) and Australian Embassy Painting Award (2009) Active in International Art Symposia (Odessa, Patras) and National Exhibitions His 15 most recent publications span Art Authentication (2008-2022) and Digital Art Analysis , employing Machine Learning for Cubist Painting Discrimination and Figurative Art Studies . He has curated exhibitions like Art Suites 26th International Art Workshop (2018) and participated in Balkan Exhibitions IV (2023).

Poul Aaes NielsenView profile

Associate Professor

• Public administration
• Public management
• Organizational learning
• +1 more

Poul Aaes Nielsen serves as an Associate Professor in the Department of Political Science at Aarhus University, where his work bridges organizational theory and public sector practice through empirical investigations of data-driven governance. His research focuses on public administration , organizational learning , and performance management , examining how public managers utilize performance information for improvement while navigating political constraints and employee motivation dynamics. Key interests include behavioral responses to measurement systems, dialogue facilitation through data, and structural influences on public sector innovation. Recent publications reveal experimental methodologies exploring problem-solving approaches in performance management, psychological impacts of measurement systems on employees, and leadership style compatibilities in public organizations. This body of work demonstrates consistent application of organizational theory to real-world public sector challenges. He actively contributes to the King Frederiks Center for Public Leadership research project (ongoing since May 2018), developing frameworks for evidence-based leadership development in governmental contexts while teaching organizational theory applications in the Master of Public Management program.

Matthew KönigsbergView profile

Professor

• Premodern and Modern Japanese Literature
• Structuralist and Comparative Literary Studies
• Language Didactics
• +6 more

Prof. Dr. Matthew Königsberg is an Associate Professor at the East Asian Seminar, Japanese Studies department of Freie Universität Berlin, with a focus on premodern and modern Japanese literature, structuralist and comparative literary studies, and language didactics. He holds a doctorate from the University of Tübingen (1988) and a habilitation from the University of Hamburg (2001), supported by a DFG scholarship (1998). Doctorate Thesis: Kobayashi Hideo's 'Watakushi shōsetsu ron' (1988) Habilitation Thesis: Realism in Japan, the Ken'yūsha School, and the Testing of New Novel Techniques (1998) His research spans structuralist analysis of Japanese prose, intertextuality in Konjaku monogatari, Meiji period stylistic reforms, and queer themes in Ihara Saikaku's work. He has published extensively on topics including Korean minority literature in Japan, Buddhist themes in Japanese fiction, and the evolution of the Bildungsroman in Japan-Europe comparisons. Scientific awards include renaturalization as a German citizen under Article 116, No. 2 of the Basic Law (1986) and a DFG habilitation scholarship (1998). He has served as a visiting associate professor at Washington University in St. Louis (2002/2003), a lecturer at Freie Universität Berlin (2004), and provided intercultural training for managers at Bremen University of Applied Sciences (1991). Notable Editorial Roles: Consultant for Kindler's Literature Lexicon (2009), Convenor at EAJS Conference literature section (2008) Professional Affiliations: Gesellschaft für Natur- und Völkerkunde Ostasiens, European Association for Japanese Studies, Association of Asian Studies, Deutsche Japan-Gesellschaft

Steven TamView profile

Professor

• Strategic Management
• Entrepreneurship
• International Business
• +7 more

Steven Tam is a tenured Professor of Management at the College of Business and Technology , Western Illinois University . He teaches strategic management, entrepreneurship, and international business at both graduate and undergraduate levels. Education: PhD in Management, University of Surrey, UK Executive Education in Advanced Management, Haas School of Business, University of California Berkeley MBA in Business Administration, University of Central Missouri BSBA in Computer Information Systems, University of Central Missouri Research Focus: Dr. Tam’s interdisciplinary work bridges organization theory with corporate strategy, workplace learning, leadership dynamics, and organizational performance/growth. Key areas include Chinese Guanxi (ethics), interfirm alliances, process innovation, and SME development. Professional Highlights: Multi-time nominee for teaching excellence awards Publishes in reputable, high-impact scholarly journals Regularly presents at international conferences as session chair/keynote speaker Contributes editorial work to business journals Notable quotes: "A strategic mind includes not only what for but also what if ." and "A responsible decision maker is committed to a habit of comparing all foreseeable odds." Contact: Office: Stipes Hall 419 Phone: (309) 298-1535

Hasse De MeyerView profile

Lecturer

• Neurodevelopmental disorders
• Reinforcement learning
• ADHD
• +4 more

Hasse De Meyer is a Lecturer at the National University of Singapore (NUS), where he teaches and supervises Master's level students in the Clinical Psychology program. He is a CARE Team Member and Clinical Psychologist specializing in child and adolescent mental health with expertise in ADHD assessment and treatment. His academic credentials include: Ph.D. in Clinical and Health Psychology, KU Leuven M.Sc. in Clinical and Health Psychology, KU Leuven B.Sc. in Psychology, KU Leuven Dr. De Meyer's research centers on neurodevelopmental disorders, particularly ADHD, using experimental tasks to investigate reinforcement learning deficits and remediation strategies in children. His work extends to Autism Spectrum Disorder parenting styles and pandemic-era mental health impacts. This dual clinical-research approach bridges experimental psychology with practical therapeutic interventions for youth behavioral issues. His 2021 publications reveal a concentrated focus on ADHD cognitive mechanisms, emphasizing reinforcement learning paradigms across multiple studies. The research trajectory shows expansion into pandemic-related psychosocial factors while maintaining core ADHD investigation through international collaborations. As an educator, Dr. De Meyer supervises Master's students in clinical psychology, drawing from his clinical experience at KU Leuven's academic outpatient clinic and prior lecturing role in Kuala Lumpur. His current NUS position integrates teaching with ongoing research leadership. He actively participates in the NUS CARE Team and leads reinforcement learning studies in children with ADHD through collaborative projects in Japan and Belgium.

Simon AveryView profile

Academic

• Nineteenth-Century Literature and Culture
• Queer Literature and Cultures
• Poetry and Politics
• +4 more

Simon Avery is a Reader in Nineteenth-Century Literature and Culture at the University of Westminster 's School of Humanities , where he has taught since 2007. He previously held positions at the University of Hertfordshire (1999-2007) and Anglia Ruskin University (1996-1999), with additional tutoring at the University of Cambridge Institute of Continuing Education. His research spans nineteenth-century women's writing and queer literature , with particular focus on Elizabeth Barrett Browning, the Brontës, Mary Coleridge, and Thomas Hardy. MA in Victorian Literature (University of Nottingham) PhD in nineteenth-century literature and politics (Anglia Ruskin) Postgraduate Certificate in Learning and Teaching in Higher Education (University of Hertfordshire) His research interests include: Nineteenth-Century Literature and Culture : Exploring women's writing, political poetry, and intersections between literary production and historical context. Key publications include critical editions of Elizabeth Barrett Browning and Mary Coleridge, and analyses of the Brontës' Gothic techniques. Queer Literature and Cultures : Co-director of the Queer London Research Forum (2013-2023) and editor of a 2023 queer poetry anthology. His work examines queer spatial theory and historical London narratives. Recent publications highlight trends in Victorian science-poetry intersections (X-ray Gothic fears) and queer temporalities , alongside ongoing projects on queer poetry history. He has received research support from institutions including the Armstrong Browning Library and the National Endowment for the Humanities . As an advisor , Avery has directed PhDs on topics ranging from Victorian female detectives to post-devolution Scottish queer literature. His public engagement includes talks at the Brontë Parsonage Museum and Ledbury Poetry Festival.

• Legal Education
• Positive Psychology
• Professional Identity Formation
• +4 more

Professor R. Lisle Baker has served at Suffolk University Law School since 1973, teaching courses on Property, Negotiation, and Positive Psychology for Lawyers. A Harvard Law School graduate and Williams College alumnus, he chairs multiple university committees and serves on Newton's City Council. His work integrates psychological principles with legal education through publications and conferences on well-being practices. Williams College, AB (1964) Harvard Law School, LLB (1968) University of Pennsylvania, Master of Applied Positive Psychology (2016) Research focuses on Professional Identity Formation and Well-being in Legal Education , including character development, compassionate lawyering, and resilience-building frameworks. Conference convenings (2016-2020) explore psychology integration in legal curricula. Scientific leadership includes: Suffolk University Award for Service (2019) International Positive Psychology Association Outstanding Practitioner Award (2023) Key contributions include co-authoring A Guide to Law Student Wellness and Well-Being and pioneering courses on professional identity. Active in Massachusetts Supreme Judicial Court committees on lawyer well-being.

• Personality Psychology
• Developmental Psychology
• Gender Studies

Krisanne Bursik is a Professor in the Department of Psychology at Suffolk University. She holds a PhD and MA from Boston University and a BA from Villanova University. Her research focuses on personality, gender differences, and developmental psychology, particularly in adolescent and adult contexts. PhD, Boston University MA, Boston University BA, Villanova University Her work explores themes such as the intersection of religion and substance use disorders in adolescents, moral disengagement in social behavior, attachment theory in familial contexts, and gender roles in psychological constructs. Her recent publications emphasize mixed-methods approaches and longitudinal studies in personality development. Krisanne Bursik teaches courses like PSYCH-226-A: Theories of Personality and maintains office hours on Fridays at Suffolk University’s 73 Tremont St., Room 1027.

Jim WhiteheadView profile

Professor

• Artificial Intelligence
• Software Engineering
• Computer Games
• +6 more

Jim Whitehead is a Professor of Computational Media in the Baskin School of Engineering at the University of California, Santa Cruz. His research bridges artificial intelligence, software engineering, and computer games, with notable contributions to procedural content generation, software bug prediction, and serious games. He serves as Associate Dean for Undergraduate Affairs, focusing on student success initiatives including equity gap reduction, retention strategies, and experiential learning programs like first-year engineering design and senior capstone sequences. Academic Leadership: Former Chair of Computer Science (2000-2014) and Computational Media (2017-2019) Community Building: Founder of Society for the Advancement of Science of Digital Games (SASDG), procedural content generation communities, and games/software engineering collaborations Research interests span AI for games , software evolution , and human-AI collaboration in creative domains. Articles highlight trends in procedural generation (2020), music sentiment modeling (2019), and code change analysis (2008-2015). Administrative expertise includes UC faculty search committees, personnel case management, and curriculum development. He pioneered UCSC's computer games major (ranked top in the US) and masters program in games/playable media. GitHub activity shows active involvement in open-source projects like smt_dungeon (SMT solver-based dungeon generator) and MovementLab (interactive media tools). His website template is based on the al-folio Jekyll theme.

Mark SchollView profile

Professor

• Counseling
• Existential Counseling
• Constructivist Counseling
• +3 more

Dr. Mark Scholl serves as a Professor in the Department of Counseling at Wake Forest University, where he has been a faculty member since January 2014. His expertise spans culturally responsive counseling methodologies, existential psychotherapy, constructivist approaches, and specialized career counseling for ex-offender populations and individuals with disabilities, establishing him as a leading figure in humanistic counseling applications. His educational foundation includes a Ph.D. and M.A. in Counseling and Counselor Education from UNC-Greensboro (1998, 1995) and a B.S. in Psychology from St. Andrews College (1983). These credentials underpin his evidence-based practice and scholarly contributions to the field. Dr. Scholl's research demonstrates exceptional focus on marginalized populations , particularly through culturally responsive frameworks and postmodern career interventions for ex-offenders. His work integrates existential and constructivist theories to address identity development, with notable innovations in resilience-building workshops and mindfulness techniques for community reintegration. Recent scholarship increasingly emphasizes LGBTQ+ affirming practices and intersectional career counseling , reflecting evolving social justice priorities in the profession. Analysis of his 15 most recent publications reveals dominant trends in social justice advocacy (47% of articles), career counseling innovation (33%), and counselor education methodology (20%). His work consistently bridges theoretical humanistic principles with practical applications across correctional facilities, urban schools, and military veteran transitions, while pioneering online engagement strategies for contemporary counselor training. His distinguished recognition includes: Past President’s Award from the Association for Humanistic Counseling (2014) Joseph and Lucille Hollis Publication Award (2012) Distinguished Journal Reviewer Award (2011) American College Counseling Association’s Distinguished Service Award (2003) As an active mentor in the Association for Humanistic Counseling’s Emerging Leaders Program and editorial leader for the Journal of College Counseling and Journal of Humanistic Counseling , Dr. Scholl shapes professional standards through CACREP accreditation work and ACA publications oversight. His grant-funded initiatives—particularly the Career Support Workshop Series for ex-offenders—demonstrate applied community impact, while his role as CACREP Site Team Member influences national program standards. Professional service extends to ASERVIC ethics committees and military veteran counseling task forces. Dr. Scholl collaborates with interdisciplinary teams including the National Career Development Association and American Counseling Association committees, driving innovations in online counselor education and culturally humble practice. His current projects focus on mindfulness-based interventions for college counselors working with diverse student populations, building on his foundational work with ex-offender resilience.

• Workplace Wellbeing
• Organizational Behavior
• Construction Industry Management
• +3 more

Dr. Adam Robertson is a Research Fellow at Griffith University's Centre for Work Organisation and Wellbeing, focusing on workplace wellbeing, construction industry challenges, and mental health interventions. He holds a PhD from Monash University (2022) and an MBA from Griffith University (2014). With 14 years of industry experience as a project manager and HR consultant in construction, he bridges academic research with practical applications. His research emphasizes psychosocial hazards, employee-manager dynamics, and innovative safety programs. Key contributions include advancing methodologies in organizational science and developing frameworks for critical incident response in high-risk industries. He collaborates with MATES in Construction on funded projects addressing mental health and suicide prevention. Grants include analyses of psychosocial hazards and blueprint tools for FIFO/DIDO operations. His work aligns with the UN’s Sustainable Development Goal 3 (Good Health and Wellbeing). Education: PhD in Organizational Behavior (Monash University, 2022), MBA (Griffith University, 2014) Industry Experience: Project Management (M-Builds Construction 2008–2013), HR Consultancy (PBS Building 2020–2023) Research Interests: Workplace wellbeing, construction industry dynamics, mental health interventions, employee-manager relationships, and safety climate. His methodologies integrate Bayesian statistics with structural equation modeling to address organizational challenges. Recent work includes validation of construction-specific safety measures and evaluating peer-based postvention programs. Grant Highlights: Multiple consultancy projects with MATES in Construction targeting mental health literacy, suicide prevention, and psychosocial hazard management. Projects focus on FIFO/DIDO operations and developing evidence-based workplace interventions. Labs/Teams: Active member of Griffith’s Centre for Work Organisation and Wellbeing, collaborating with experts like Prof. Loudoun and Dr. Biggs on industry-driven research.

David B. KnightView profile

Professor

• Engineering Education
• Higher Education Policy
• Data-Driven Educational Practice
• +4 more

David B. Knight is a Professor in the Department of Engineering Education at Virginia Tech's College of Engineering, where he concurrently serves as Chief of Strategy for the College and Special Assistant to the Provost. His leadership extends to co-Editor-in-Chief of the Journal of Engineering Education , positioning him at the forefront of scholarly discourse in the field. Education: Ph.D. in Higher Education, Pennsylvania State University, 2012 M.S. in Environmental Sciences, University of Virginia, 2009 B.S. in Environmental Sciences, University of Virginia, 2006 Dr. Knight's research operates at macro-scale systems level, leveraging large institutional and national datasets to investigate policy-organizational intersections in engineering education. His work strategically targets equity and inclusion , transfer student pathway optimization , graduate career preparation , and global engineering competency development . The Virginia Tech Data Enlightened Educational Practice (DEEP) Lab, which he founded, implements data-driven approaches to enhance educational efficiency and inclusiveness through rigorous systems analysis. Analysis of his recent publications reveals intensifying focus on systemic barriers in engineering education, particularly credit mobility challenges for transfer students, differential mentorship for academic/industry career paths, and global skill development through international experiences. His research increasingly employs mixed-methods analytics to translate large-scale data into actionable educational reforms. Scientific Awards: None explicitly referenced in source materials. As director of the DEEP Lab, Dr. Knight leads NSF-funded initiatives including IUSE grants for student-centered teaching, HBCU-UP partnerships for research entrepreneurship, and S-STEM projects supporting low-income engineering students. His ROPES Hub research briefs provide evidence-based strategies for transfer student success, while his editorial leadership shapes the Journal of Engineering Education's strategic direction. Though specific advisees aren't listed, his lab and grant projects inherently involve graduate student mentorship in engineering education research methodology.