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Aryan KaushikView profile

Associate Professor

• Signal Processing
• 5G/6G Wireless Communications
• Integrated Sensing and Communications
• +7 more

Dr. Aryan Kaushik is an Associate Professor at Manchester Metropolitan University (Manchester Met), UK, since 2024, affiliated with the Department of Computing and Mathematics. He also serves as Chief Advisor at RakFort, Ireland, since 2025. Previously, he was an Assistant Professor (senior grade) at the University of Sussex, UK, from 2021-24, and held roles as Recruitment and Admissions Tutor and Academic Advisor there. His academic journey includes a Research Fellow position at University College London (2020-21), and a PhD in Communications Engineering from the University of Edinburgh (2019). He holds an MSc in Telecommunications from the Hong Kong University of Science and Technology (2015). Education: PhD in Communications Engineering, University of Edinburgh (2019) MSc in Telecommunications, Hong Kong University of Science and Technology (2015) Professional Roles: Chair of IEEE ComSoc ETI on Electromagnetic Signal and Information Theory (since 2024) Core Member of IEEE P1955 Standard on 6G-Empowering Robotics Editorial roles across multiple IEEE journals and conferences His research focuses on 5G/6G wireless communications , integrated sensing and communications , reconfigurable holographic surfaces , non-terrestrial networks , and AI-driven network optimization . He has led UKRI-funded projects on topics like AI-assisted ISAC and Net Zero 6G, and collaborates globally with institutions like IIIT-Delhi, University of Bologna, and Imperial College London. Dr. Kaushik has received awards including the Top Editor Award 2025 (IEEE IoT Magazine), Best Editor Awards 2023-2024 (IEEE Open Journal), and was shortlisted for teaching excellence awards at Sussex. He actively contributes to standardization, serves on over 14 IEEE conference committees, and has delivered 110+ keynote/tutorial talks worldwide. His leadership extends to roles like TPC Co-Chair at IEEE ICC 2025 and Chair of Special Interest Groups on AI-driven Non-Terrestrial Networks and Fluid Antenna Systems.

Emily BouckView profile

Professor

• Special Education
• Mathematics Education
• Technology in Education
• +5 more

Emily Bouck is a Professor and Associate Dean for Research at the College of Education, Michigan State University. Her research focuses on mathematics education for students with disabilities and at-risk populations, emphasizing response to intervention (RtI), virtual manipulatives, and technology integration. She holds a Ph.D. from Michigan State University. Her work addresses instructional strategies for students with disabilities, including virtual manipulatives, non-immersive VR, and evidence-based practices in math interventions. Key areas include life skills development, transition planning for students with intellectual disabilities, and online education post-pandemic. Bouck’s research spans elementary to secondary levels and explores topics like fraction instruction, algebra support, and computational fluency through games and technology. Bouck advocates for inclusive education practices and has contributed to systematic reviews on math interventions for autism spectrum disorder (ASD) and intellectual disabilities. Her studies often compare virtual and concrete manipulatives, emphasizing accessibility and generalization of skills. Recent work highlights the use of video modeling, schema-based instruction, and collaborative teacher leadership in special education settings. Her role as Associate Dean for Research underscores her commitment to advancing research in special education policies, transition services, and technology-driven solutions for students with extensive support needs.

Emilia BarakovaView profile

Associate Professor

• Social Robotics
• Cognitive Robotics
• Artificial Intelligence
• +3 more

Emilia Barakova is an Associate Professor at the Industrial Design Department of Eindhoven University of Technology. She leads the Social Robotics Lab and Transdisciplinary Research & Design cluster, focusing on robotics for autism intervention and cognitive assistance. PhD in Mathematics & Natural Sciences (University of Groningen, 1999) MSc in Electronics & Automation Engineering (Technical University of Sofia, Bulgaria) Her research merges robotics, cognitive science, and AI to develop embodied agents for social skills training in autistic children and well-being enhancement for people with disabilities. She co-developed the TiViPE programming environment for customizable robot therapy scenarios. Key publication trends show emphasis on: Human-robot interaction for autism therapy Emotion recognition via movement analysis Visual programming frameworks for robot customization Multi-agent systems in social training She serves as Associate Editor for journals including International Journal of Social Robotics and Transactions of Human-Machine Systems , and has held academic positions at RIKEN Brain Science Institute and German-Japanese Robotics Research Lab.

• Transportation Systems
• Smart Cities
• Traffic Simulation
• +3 more

Maria Paz Linares Herreros is a Lecturer at the Universitat Politècnica de Catalunya (UPC), affiliated with the School of Mathematics and Statistics (FME) and the Department of Statistics and Operations Research. She is a member of the IMP (Information Modeling and Processing) research group and collaborates with inLab FIB on intelligent transportation systems. Research interests: Transportation systems, smart cities, traffic simulation, data-driven modeling, environmental impact assessment Specializes in applying machine learning and simulation to urban mobility challenges Her recent publications focus on: Parking availability prediction using deep learning Traffic emission modeling linked to urban policies Dynamic ride-sharing system optimization Integration of IoT data in transportation planning Scientific recognition: Recipient of the IV International Award on Transport Infrastructure Management Research (2018) Active contributor to projects like CitScale and Virtual Mobility Lab Collaborator in European initiatives like KIC Urban Mobility

• Science Education
• Microbiology
• Laboratory Pedagogy
• +4 more

Amy Jo M. Gómez is an Assistant Professor of Instruction in the Department of Biological Sciences at The University of Texas at Dallas, within the School of Natural Sciences and Mathematics. She is actively involved in science education and curriculum development, with a strong focus on microbiology and inclusive teaching practices. Educational Background: Ph.D. in Plant Pathology, Texas A&M University (2011) B.S. in Biology, Texas Woman's University (2006) Her research and scholarly interests center on improving undergraduate science education through innovative laboratory instruction and equitable teaching policies. She has developed comprehensive laboratory manuals for food microbiology and health studies, emphasizing hands-on learning and accessibility. Her work also addresses broader systemic issues in academia, such as support for adjunct faculty and inclusion of service animals in laboratory settings. The recent publications highlight a consistent trend in science education, particularly in microbiology pedagogy, inclusive policies, and curriculum design. Her scholarship bridges practical teaching tools with advocacy for equitable and accessible learning environments in the biological sciences. Scientific Contributions: Author of two widely used laboratory manuals in microbiology education Published on service animal policies in teaching labs Advocate for adjunct faculty rights and recognition Dr. Gómez is actively engaged in educational scholarship and curriculum innovation. While no formal advising or grant information is listed, her publications suggest leadership in pedagogical development and inclusive science education reform. She contributes to shaping best practices in undergraduate biology instruction at UT Dallas and beyond.

Nicholas S. BellView profile

Assistant Professor

• Special Education
• QuantCrit
• Structural Equation Modeling
• +2 more

Dr. Nicholas S. Bell is an Assistant Professor in the Department of Special Education at the University of Connecticut. His research and teaching focus on disrupting educational injustices through anti-racist practices, culturally relevant pedagogy, and advanced quantitative methods. Spencer Foundation Racial Equity Grant Spencer Foundation Conference Grant Dr. Bell’s research spans four key areas: anti-racist special education policies, culturally relevant STEM teaching for students with/without disabilities, special education teacher preparation, and the application of QuantCrit in educational research. His methodological approach combines qualitative, mixed-method, and advanced statistical models like structural equation modeling. Recent publications highlight his work on racialized resegregation in special education, equity-focused teacher training, and culturally responsive STEM instruction. Dr. Bell mentors PhD students and secures grants to advance racial equity in education.

• Educational psychology
• Developmental Disorders
• Anger Management
• +4 more

Professor Keiko Honda is a distinguished faculty member at Waseda University's Faculty of Education and Integrated Arts and Sciences, School of Education. With a Doctorate in Education from Teachers College, Columbia University, she has established herself as a leading expert in educational psychology, particularly focusing on developmental disorders, anger management, crisis intervention, and school counseling. Her educational background includes: Graduate School, Division of Psychology, Counseling Psychology at Teachers College, Columbia University (1994) Faculty of Liberal Arts, Social Study at International Christian University Professor Honda's research focuses on understanding and addressing the challenges faced by children with developmental disorders, particularly in emotional regulation and social interaction. Her work has led to the development of specialized intervention programs including anger management techniques for children with borderline intelligence and social skills training for children with special needs. She has pioneered approaches that combine clinical psychology with educational practices to create effective support systems in school environments. Her research has identified key developmental stages in children's needs and self-control, resulting in categorized intervention strategies. Her work has been particularly influential in developing practical tools for educators and counselors working with children who have difficulties in social interaction and emotional regulation, including VRICS (Violence Risk Check Sheet) and specialized anger management programs implemented in schools and correctional facilities. Professor Honda is actively involved in professional organizations including: Japan Psychological Association Japan School Psychologist Association Japanese Association of Criminal Psychology Japanese Association of Correction Education Japanese Association of Educational Psychology Japanese Association of Learning Disorder She supervises graduate students across multiple departments including the Graduate School of Education and the Graduate School of Letters, Arts and Sciences, teaching diverse courses related to school psychology, educational psychology, and brain-based learning in inclusive classrooms. Her current research projects focus on developing comprehensive systems for inclusive education and prosocial problem-solving strategies for children with developmental disabilities.

• Inclusive Education
• Special Education
• Pedagogy for Intellectual Disabilities
• +5 more

Dr. Judith Riegert is a Research Associate at the Humboldt University of Berlin, Faculty of Humanities, Social Sciences, and Education, working at the Institute of Rehabilitation Sciences in the Department of Education for People with Intellectual Disabilities. She has been in this position since October 2016, with previous experience as Research Associate and Program Coordinator at the same institution. Her academic journey includes serving as Deputy Professor at Leibniz University Hannover (2016-2018) and as a Visiting Professor at Humboldt University (2019). 1997-2002: Studies at Justus Liebig University of Giessen and Heidelberg University of Education 2003-2004: Traineeship at Seminar for Didactics and Teacher Training Heidelberg 2004-2006: Special education teacher at Carl Orff Special School 2012: Completed doctorate (Dr. phil.) at Humboldt University Dr. Riegert's research focuses on educational theory questions in intellectual disability contexts, trans- and intermediality in inclusive literature teaching, pedagogical professionalization for inclusive subject teaching, and participation of adults with severe disabilities. Her work bridges theoretical frameworks with practical classroom applications, examining how to create meaningful learning experiences across subject areas while maintaining academic rigor. She investigates the tension between educational standards and individualized instruction, particularly in German, history, and mathematics education. Her recent publications demonstrate a strong focus on participation frameworks for people with severe disabilities, inclusive teaching methodologies across subject areas, and the development of pedagogical approaches that bridge educational theory and classroom practice. Her work consistently addresses the challenge of maintaining subject integrity while adapting instruction to diverse learning needs. November 5, 2014: Prize for Good Teaching 2014 from Humboldt University's Faculty of Humanities, Social Sciences and Education February 16, 2016: Honorary certificate from Polytechnische Gesellschaft Foundation for the 'Animals in Numbers' project Dr. Riegert provides academic advising for special education and primary school teaching students (surnames He to Z), supervises bachelor's and master's theses, and offers consultation hours both in person and via Zoom. Her advising focuses on supporting students in the M.Ed. program, particularly addressing application concerns and transcript issues. As a member of the German Society for Educational Science (DGfE), she contributes to research teams examining inclusive education methodologies and implementation of inclusive practices across educational settings.

Darrell EarnestView profile

Associate Professor

• STEM Education
• Mathematics Learning
• Time Concepts in Education
• +4 more

Darrell Earnest is an Associate Professor in the College of Education at the University of Massachusetts Amherst, specializing in the Department of Teacher Education & Curriculum Studies (TECS). He focuses on STEM education, particularly how students conceptualize time and tools like analog clocks, hourglasses, and digital representations. His work emphasizes equity in mathematics education and the interplay between representations, tools, and learning. Education: B.A., Washington University, 1998 M.A., Tufts University, 2002 M.A., University of California, Berkeley, 2007 Ph.D., University of California, Berkeley, 2012 Research Interests: Time as a mathematical and interdisciplinary concept Curriculum design and teacher education Equity in STEM education Cognitive development in elementary mathematics Key Projects: Clock Work : Investigates children’s understanding of time through analog/digital clocks and non-standard tools like hourglasses. Time Literacy Project : Explores time management practices among undergraduate students, focusing on neurodivergent learners and academic success. Lesson Planimation : Examines how preservice teachers adapt curriculum materials into student-centered lessons, using animations to visualize instructional design. Advising & Grants: Supervises graduate students (e.g., Alicia Gonzales, Christine McGrail) and collaborates with institutions like Disability Services. His work has been funded through projects on time literacy and curriculum translation. Labs/Teams: Collaborates with Dr. Julie Amador (University of Idaho) on curriculum design and teacher education initiatives.

Nancy C. JordanView profile

Professor

• Mathematics Education
• Learning Disabilities
• Child Development
• +3 more

Nancy C. Jordan is the Dean Family Endowed Chair of Education and Professor at the University of Delaware’s School of Education, specializing in Learning Sciences. She leads research on children’s mathematical learning and interventions for those facing difficulties. Her roles include Chair of the Mathematical Cognition and Learning Society’s governing board and contributions to National Research Council committees. Dr. Jordan holds a Ed.D. in Human Development from Harvard University (1985), an M.A. in Teaching from Northwestern University, and a B.A. from the University of Iowa. Her research focuses on early number sense, fraction learning, and evidence-based interventions like the Number Sense Interventions and Screener for Early Number Sense . Her grants include NSF and IES funding for projects such as Paving the Way for Fractions ($1.7M) and Fraction Sense Intervention ($3.3M). Awards include AERA Fellow (2020) and the Kauffman-Hallahan-Pullen Research Award (2020). Grants: NSF: Paving the Way for Fractions (2020–2024) IES: Fraction Sense Intervention Scaling (2020–2025) IES: Fraction Intervention for At-Risk Students (2016–2020) Awards: AERA Fellow (2020) Kauffman-Hallahan-Pullen Research Award (2020) APS Fellow Her work bridges research and practice, emphasizing accessibility for underserved populations in STEM. She collaborates with schools to implement scalable interventions and advocates for evidence-based educational policies.

Nitisha JainView profile

Researcher

• Knowledge Graphs
• Neuro-Symbolic AI
• Ethical AI
• +3 more

Nitisha Jain is a Postdoctoral Researcher at King's College London's Department of Informatics, part of the Faculty of Natural, Mathematical & Engineering Sciences. She holds a PhD in Knowledge Graphs from the Hasso Plattner Institute (University of Potsdam) and a Master's in Research from the Indian Institute of Science (IISc). Her research focuses on neuro-symbolic AI, ethical AI standards, multimodal knowledge graphs, and knowledge engineering using large language models. Her work includes contributions to the Croissant metadata standard for machine-readable datasets and the development of interpretable embeddings aligned with semantic aspects. She has published extensively in venues like NeurIPS, ACL, and ISWC, and serves on program committees for conferences such as ESWC and DEEM. Key achievements include a spotlight paper at NeurIPS 2024 and a best paper award at DEEM 2024. She supervises students in areas like knowledge graph embeddings and neuro-symbolic methods, and has taught courses on network data analysis and knowledge engineering at both bachelor’s and master’s levels.

• Child Development
• Sensory-Motor Development
• Emotion Comprehension
• +7 more

Edouard Gentaz is a Professor in the Psychology Section of the Faculty of Psychology and Educational Sciences at the University of Geneva (UNIGE). He leads the Sensory-Motor, Affective and Social Development Laboratory (SMAS), where he conducts research on child development with particular focus on sensory-motor, emotional, and social aspects across typical and atypical developmental trajectories. His research interests span multiple domains of developmental psychology, with emphasis on emotion comprehension in children , tactile exploration skills , social-emotional development , and intervention strategies for children with developmental challenges including autism spectrum disorders, preterm infants, and children with intellectual disabilities. His methodological approach frequently employs eye-tracking technology to assess socio-emotional capabilities in populations with communication limitations. Gentaz's publication record shows consistent productivity with 78 publications spanning two decades, with recent work focusing on screen time effects on young children, emotion training interventions, and sensory processing in neurodevelopmental conditions. His collaborative approach is evident in publications addressing practical applications in educational settings and healthcare contexts. His scientific contributions include research on: Early social-emotional abilities in infants and toddlers Development of emotion discrimination across childhood Interventions for preterm children's emotional and executive competences Multisensory perception in neurodevelopmental disorders Impact of digital media on young children's development Gentaz has supervised 120 academic works, indicating significant mentorship activity. His research demonstrates strong translational potential with applications in educational settings, clinical interventions, and parenting guidance, particularly regarding screen exposure for very young children.

• Transportation and Logistics
• Supply Chain Management
• Operations Research
• +7 more

Prof. Keng Hock, Mark Goh is a Professor at the National University of Singapore (NUS) Business School, holding a joint appointment as Director (Industry Research) at The Logistics Institute-Asia Pacific (TLI-AP). He specializes in logistics, supply chain strategy, and operations research. He earned his PhD from the University of Adelaide on a fully funded scholarship and has held adjunct and visiting roles globally. His research focuses on supply chain risk management, healthcare logistics, and strategic decision-making, with over 400 publications in top journals. Notable contributions include work on multi-criteria supplier selection, supply chain resilience, and AI ethics in e-commerce. He has received the Supply Chain Educator Award and is recognized in global directories like *Who’s Who in Asia and the Pacific Nations*. Prof. Goh advises public and private sector organizations on logistics strategy and sits on industry committees such as the World Economic Forum’s Global Advisory Council on Logistics. His current projects emphasize syncretic value-driven logistics models and sustainable recycling frameworks. He leads collaborative research teams addressing global supply chain challenges through interdisciplinary approaches. His articles reflect cutting-edge advancements in AI-driven decision models, risk networks in construction, and data ownership strategies in digital platforms. These contributions underscore his role as a thought leader in logistics and operations research, blending academic rigor with real-world industry applications.

• Applied Behavior Analysis
• Intellectual and Developmental Disabilities
• Behavioral Interventions
• +5 more

Dr. Ciara Padden is a Senior Lecturer in Learning Disability and Director of Studies for the MSc in Applied Behaviour Analysis and MSc in Positive Behaviour Support at the University of Kent's Tizard Centre (School of Social Sciences). She holds a BCBA-D certification and is a Higher Education Academy Fellow. Her research focuses on evidence-based behavioral interventions for individuals with intellectual/developmental disabilities, caregiver support, and organizational behavior change contexts. Education: BA Psychology (University College Dublin), PhD Applied Behaviour Analysis (National University of Ireland, Galway). Professional qualifications include a Postgraduate Certificate in Higher Education. Research Interests: Skills teaching methodologies, adolescent/adult disability support systems, precision teaching frameworks, and procedural fidelity in behavioral interventions. Her work emphasizes practical applications for improving quality of life through structured behavioral programs and staff training. Publications span 20+ peer-reviewed articles on topics like caregiver stress biomarkers, intervention fidelity, and mathematical skill acquisition for neurodivergent learners. She has contributed to systematic reviews evaluating vocational skills interventions and repetitive behavior treatments in autism. Professional Roles: Consultancy Manager at the Tizard Centre, external examiner for University of South Wales psychology programs, UK-Society for Behavior Analysis board member, and trustee for Positive Behaviour Support for Learning. Active in credentialing initiatives and international research networks like SF-DDARIN. Supervision: Advises PhD/MSc students researching behavioral approaches for disabilities. Consultancy focuses on staff training and behavioral support implementation in clinical settings. Labs/Teams: Central role in Tizard Centre's disability-focused research teams, contributing to both academic output and applied consultancy projects across the UK.

Elisabeth Moser OpitzView profile

Professor

• Special Education
• Inclusive Education
• Mathematics Education
• +3 more

Prof. Dr. Elisabeth Moser Opitz is a Full Professor of Special Education with a focus on Inclusion and Instruction Research at the University of Zurich. She leads the Institute of Educational Science and has held academic roles since 2010. Her research prioritizes inclusive education, mathematics learning difficulties (e.g., dyscalculia), and diagnostic tools for educational assessment. Key projects include SMILE (addressing mathematics difficulties in adolescents) and the Zurich Learning Progress Study (LEAPS) , examining learning trajectories from kindergarten through compulsory schooling. She has authored over 100 publications, focusing on teacher training, special education practices, and social-emotional development in classrooms. Education: 2000: Doctorate in Educational Science (University of Fribourg) 1991: Master's in Special Education (University of Fribourg) 1983: Primary School Teaching Certification Research Interests: Moser Opitz investigates inclusive pedagogical strategies, early numerical competence, and systemic educational equity. Her work bridges theory and practice, emphasizing teacher collaboration and contextual factors influencing student success. Grants/Leadership: Active in Swiss National Science Foundation projects (e.g., SinuS analyzing secondary school inclusion). She directs the LEAPS consortium, combining interdisciplinary expertise from multiple Swiss universities. Her contributions include developing diagnostic tools like the BASIS-MATH-G series for early mathematics assessment. Labs/Teams: Leads projects at the Institute of Educational Science, collaborating with experts in mathematics didactics, educational psychology, and teacher education.