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Jarmo HämäläinenView profile

Professor

• Developmental Cognitive Neuroscience
• Reading Difficulties
• Auditory and Speech Perception
• +3 more

Jarmo Hämäläinen is a Professor and Vice Dean of Research at the Faculty of Education and Psychology, University of Jyväskylä. He leads the Department of Psychology, focusing on developmental cognitive neuroscience, particularly auditory and speech perception in children with learning difficulties. His work integrates neuroimaging and longitudinal studies to address reading disabilities and neural mechanisms of learning. Research interests include developmental trajectories of speech perception, auditory working memory, and cross-linguistic comparisons (e.g., Finnish vs. Chinese). He contributes to multi-site neuroimaging projects like the ABCD study and leads initiatives such as the InterLearn Centre of Excellence, studying learning dynamics and intervention strategies. Current projects include ULearn (learning variability), LeADy (dyslexia and aging), and EarlyMath (early mathematical skill development). Publications emphasize neural correlates of language processing, electrophysiological markers of attention deficits, and brain responses to speech variability. He collaborates widely, appearing as co-author in journals like Neuropsychologia and Brain Sciences . His research aims to bridge neuroscience and education, developing practical tools for early learning interventions. Projects like DETECT focus on combating disinformation through educational methods.

Minna TorppaView profile

Professor

• Educational Sciences
• Developmental Psychology
• Learning Disabilities
• +5 more

Minna Torppa is a Professor at the Department of Teacher Education, University of Jyväskylä, within the Faculty of Education and Psychology. Her work focuses on reading, spelling, math development, learning disabilities, and their interplay with motivation and well-being. She investigates intergenerational transmission of skills and the roles of home, daycare, and school environments. Her research includes longitudinal studies on early math and literacy development, such as the EarlyMath project and the VUOKKO follow-up study. She leads the InterLearn research team within the Centre of Excellence for Learning Dynamics and Intervention Research, exploring links between children's learning and mental well-being. She is also involved in the EDUCA Flagship focusing on future education challenges. Key research themes include predictive models for learning difficulties (e.g., using neural networks), the role of home environments in skill transmission, and the long-term effects of childhood learning outcomes on adult well-being. Her work spans international collaborations, such as studies in India and the Netherlands, and emphasizes translational research through tools like mobile apps for special needs education. Her grants and projects include the ULearn initiative strengthening learning research synergies and the LeADy project studying dyslexia in aging populations. She collaborates across disciplines, integrating psychology, education, and neuroscience to address systemic barriers in learning environments.

Barbara L KellarView profile

Assistant Clinical Professor

• Pediatric Physical Therapy
• Clinical Education
• Interprofessional Education
• +4 more

Barbara L. Kellar is a Clinical Assistant Professor and Co-Director of Clinical Education in the Department of Physical Therapy at the University of the Sciences (USciences). She oversees clinical experiences for physical therapy graduate students and teaches courses in Interprofessional Education, Medical Terminology, Medical Ethics, and Pediatrics. Her research focuses on autism treatment, interprofessional education, clinical education, and participation of students with disabilities in educational settings. Dr. Kellar holds a DPT from Temple University, an MSPT from Arcadia University, and a BS in Mathematics/Management from LeMoyne College. Her notable work includes developing the School Trip Accommodations Tool and investigating parental perspectives on student inclusion in school activities. She has been recognized with the APTA Global Health Special Interest Group award for research in Social Responsibility (2020). Kellar’s contributions span textbook chapters on cerebral palsy management across life stages and collaborative educational initiatives integrating pharmacy, occupational therapy, and physician assistant programs. Educational Background: DPT, Temple University MSPT, Arcadia University BS in Mathematics/Management, LeMoyne College Key Research Themes: Disability Inclusion in School Settings Interprofessional Education Strategies Autism Spectrum Disorder Interventions Clinical Education Methodologies Notable Contributions: Co-authored Physical Therapy Case Files: Pediatrics textbook chapters Developed experiential learning frameworks for pediatric physical therapy education Lead researcher on studies addressing burnout in physical therapists and telehealth adaptations during the pandemic Her work bridges clinical practice, education, and research to advance equitable healthcare delivery and inclusive learning environments for students with disabilities.

Alexander NikolaevView profile

Associate Professor

• Operations Research
• Decision-Making Under Uncertainty
• Machine Learning
• +4 more

Alexander Nikolaev is an Associate Professor in the Department of Industrial and Systems Engineering at the University at Buffalo (University at Buffalo), within the School of Engineering and Applied Sciences. His research focuses on operations research, decision-making under uncertainty, machine learning, social network analysis, causal inference, e-health, and e-learning. He holds a PhD from the University of Illinois at Urbana-Champaign (2008), an MS in Industrial Engineering from The Ohio State University (2003), and dual MS and BS degrees in Applied Physics and Mathematics from Moscow Institute of Physics and Technology (2001 and 1999). His work emphasizes network-based methodologies for addressing societal challenges such as political communication dynamics, healthcare outcomes, and consumer behavior. Recent projects include optimizing security systems, analyzing influenza transmission via agent-based models, and developing causal inference techniques using observational data. He has also contributed to crowdlearning frameworks for collaborative problem-solving at scale. In 2018, he received the INFORMS Impact Prize for impactful research and the 2017 University at Buffalo Teaching Innovation Award for enhancing student learning through pedagogical innovation. His research has been supported by U.S. Air Force fellowships and published in journals like Socio-Economic Planning Sciences and Nursing Outlook . He has advised students who have won multiple awards, including NSF travel grants and ISE Best Poster Awards. His current projects explore disinformation resilience in social commerce, pandemic modeling, and optimizing multi-modal transportation systems using automated fare data.

• Machine Learning
• Artificial Intelligence
• Data Science
• +5 more

Tommi Kärkkäinen is a Professor at the Faculty of Information Technology, University of Jyväskylä. His research focuses on machine learning, artificial intelligence, and their applications in fields such as nanotechnology, healthcare, and education. He leads projects funded by the Research Council of Finland, including initiatives on catalyst design using AI and structural analysis of hybrid nanoparticles. Education: Formal academic qualifications not explicitly listed in the text. Key Projects: Models and Methods of Self-Similar Network Traffic Analysis (2023–2026), High Performing Machine Learning for Novel Catalyst Design (2022–2024), and Structure Prediction of Hybrid Nanoparticles via Artificial Intelligence (2018–2022). Research Interests: Digitalization-driven data processing, machine learning for material science, and AI ethics in education. His work bridges theoretical advancements with practical implementations in healthcare diagnostics, flight training simulations, and educational equity. Notable contributions include developing neural network models for epilepsy detection, AI-driven catalyst design frameworks, and methodologies for evaluating digital competence in healthcare personnel. His work often involves interdisciplinary collaboration across nanoscience, education technology, and cognitive science. Grants: Over €16M secured through Research Council of Finland programs, including Profi3 (2017–2021) and Profi6 (2021–2026). Awards: Received the Best Student Paper Award (2024) for work on smart city place-belongingness strategies. Labs/Teams: Active in follow-up groups like OHTE (Engineering) and HUMBLE (Human-Machine Intelligence).

• Educational Sciences
• Special Education
• Motor Learning
• +5 more

Helena Viholainen is a Senior Lecturer at the Department of Education, University of Jyväskylä. Her research focuses on learning difficulties, particularly motor learning disabilities (dyspraxia), and children's self-efficacy beliefs in educational contexts. She holds a docenture in motor learning disabilities and teaches special education courses across undergraduate, graduate, and advanced levels. Her work emphasizes student guidance, pedagogical innovation, and evidence-based practices in higher education. Key affiliations include the Special Education follow-up group (KASLA/OKL/NORSSI/ERI). Current projects (2025–2027) involve developing collaborative special education curricula and continuous learning opportunities. She has led studies on sand play’s impact on child development and the role of physical activity in academic performance, with over 50 peer-reviewed publications. Her research spans motor skills assessment, reading/math self-efficacy calibration, and interventions targeting learners with neurodevelopmental challenges. She frequently presents at international conferences such as EARLI and DCD, collaborating with experts like Tuija Aro and Pilvi Peura.

Carrie L. La VoyView profile

Teaching Professor

• Mathematics Education
• Teacher Training
• Special Education
• +3 more

Carrie L. La Voy is a Teaching Professor in the Department of Curriculum and Teaching at the University of Kansas School of Education. She joined full-time in 2010 after serving as an adjunct faculty member at multiple institutions, including KU, Johnson County Community College, Ottawa University, and Haskell Indian Nations University. Her expertise lies in mathematics education, focusing on pre-service teacher training and addressing challenges in mathematics learning. She holds a Ph.D., MSE, and BSE from the University of Kansas. Education: Ph.D. in Curriculum and Instruction, University of Kansas, 2009 MSE in Curriculum and Instruction, University of Kansas, 1997 BSE in Elementary Education, University of Kansas, 1989 Research Interests: Methods of differentiating assessment and instruction, reasons for student struggles in mathematics, and improving teacher training. She advocates for multi-sensory approaches to teaching mathematics, particularly for children with learning disabilities, and serves on the professional advisory board at Horizon Academy. Awards & Honors: Dr. Bob Frederick Educator Award (2019) School of Education Faculty Award for Teaching (2018) Teaching & Service: Teaches undergraduate and graduate students in mathematics education. Presented on multisensory teaching methods at the National Council of Teachers of Mathematics regional conference.

Katie Gilligan-LeeView profile

Assistant Professor

• Cognitive Development
• Educational Psychology
• Spatial Reasoning
• +3 more

Katie Gilligan-Lee is an Assistant Professor (Ad Astra Fellow) at the School of Psychology, University College Dublin. She holds a PhD in Developmental Psychology from University College London and previously served as an Assistant Professor at the University of Surrey. Her research focuses on cognitive development, particularly how spatial thinking influences STEM outcomes in children, with a focus on interventions using embodied action and Lego play. She has led projects funded by organizations like the Baily Thomas Charitable Fund and the British Academy. Her research interests include spatial and mathematical development in both typical and atypical populations, including those with Down Syndrome and neurodevelopmental disorders. She advocates for open research practices and has developed educational resources like the Spatial Reasoning Toolkit. Katie coordinates modules in research methods and statistics and has supervised PhD and post-doctoral students. She currently holds grants such as the JEDI initiative funded by Science Foundation Ireland. Key achievements include demonstrating the efficacy of spatial training on mathematics performance and exploring technology use in neurodevelopmental populations. Her work bridges research and practice through teacher training resources and interventions targeting spatial reasoning.

Flavia H SantosView profile

Assistant Professor

• Numerical Cognition
• Math Anxiety
• Educational Neuroscience
• +6 more

Dr. Flavia H. Santos is an Assistant Professor and UCD Ad Astra Fellow at the University College Dublin School of Psychology, leading the UCD Music and Math Cognition Lab. Her research focuses on numerical cognition development, math anxiety, and interventions using music and digital games (e.g., the Arithmós Project funded by the Irish Research Council). She holds grants including the ENIGMA Project (Erasmus+), and is a Research Fellow at the Geary Institute for Public Policy. Her work bridges neuroscience, education, and policy, addressing SDGs 3, 4, 5, and 10. She advocates for inclusive education and has authored/co-edited books on neuropsychology and disability care. Current roles include Director of the UCD MSc Disability program and Chair of the Mathematical Cognition and Learning Society (2023-2026). Education: PhD in Psychobiology, Federal University of São Paulo (2002) Postdoctoral Fellowships at University of Minho (2013–2018) and University of Durham (2001–2002) Certifications: Specialist in Paediatric Psychology (Federal University of São Paulo), Research Supervisor Program (UCD) Research Interests: Neurodevelopmental disorders, numerical cognition, math anxiety, music-cognition interactions, and translational interventions. Recent studies include neuropsychological assessments in disadvantaged contexts and cognitive biomarkers for early dementia. Grants & Awards: UCD Ad Astra Fellowship (2019–2024) Irish Research Council (Arithmós Project) Erasmus+ (ENIGMA Project) Labs/Initiatives: UCD Music and Math Cognition Lab Member of UNESCO Inclusion Policy Lab Co-director of the MSc Disability program

Rajat NagView profile

Assistant Professor

• Environmental Risk Assessment
• Sustainability & Life Cycle Assessment (LCA)
• Climate Change Impact on Health
• +3 more

Rajat Nag is an Assistant Professor in the School of Biosystems and Food Engineering at University College Dublin (UCD), Ireland. He holds a PhD in Biosystems and Food Engineering and is a Chartered Engineer (CEng) specializing in Civil, Structural, and Environmental Engineering. His research focuses on environmental risk assessment, sustainability (LCA), and the health impacts of climate change. He investigates quantitative microbial risk assessment (QMRA) across air, water, and food pathways, chemical risks from micro/nano-plastics, and integrates LCA with Disability-Adjusted Life Years (DALY) to assess chemical benefits/risk under climate scenarios. Education: BEng in Engineering from IIEST Shibpur, India MSc from University College Dublin PhD in Biosystems and Food Engineering (UCD) Research & Leadership: Dr. Nag leads COST Action CA22160 (BioAQuA) as Ireland’s representative and working group leader. He co-supervises four PhD students and mentors over ten master’s students. As an editorial board member of Science of the Total Environment , he contributes to peer review and policy-relevant research. Expertise: His work spans statistical/mathematical modelling, environmental policy support (e.g., antimicrobial resistance risk frameworks), and interdisciplinary collaborations. He has contributed to policy documents on climate change, food waste, and environmental health in Ireland and globally.

Paul StapletonView profile

Professor

• New Musical Instrument Design
• Music Performance
• Sound Design
• +4 more

Paul Stapleton is a Professor of Music at the Sonic Arts Research Centre (SARC) within Queen’s University Belfast’s School of Arts, English and Languages. His work focuses on new musical instrument design, sound sculpture creation, and critical improvisation studies. He collaborates internationally across disciplines, including art, medicine, and technology. Stapleton holds a Visiting Scholar position at Stanford University’s Center for Computer Research in Music and Acoustics (CCRMA), and regularly presents at conferences such as NIME. He leads AHRC-funded projects like Humanising Algorithmic Listening and co-directed the Translating Improvisation research group. His creative work includes the acclaimed immersive audio-theatre Reassembled, Slightly Askew , exploring brain injury recovery. Education: Practise-Led PhD in The Development of Dialogic Music (2001–2004) at the University of Central Lancashire. Key projects include the Bonsai Sound Sculpture (BoSS) and collaborations with artists like Simon Rose and Ens Ekt trio. Awards include the NIME 2017 Best Poster Award for Virtual-Acoustic Instrument Design . Research interests span instrument design, sound art, and interdisciplinary improvisation. His work bridges technology and human experience, with recent focus on algorithmic listening and embodied aesthetics. Grants include AHRC, EU, and Wellcome Trust funding. Advising PhD students and mentoring emerging artists through practice-based research. Labs/Teams: SARC, collaborations with biomedical teams at Belfast’s Royal Victoria Hospital, and international networks like NIME and SIEMPRE. His albums, such as FAUNA (with Rose), blend experimental soundscapes with improvisational rigor.

Tugba KucukkalView profile

Professor

• Computational Chemistry
• Biophysics
• Drug Discovery
• +3 more

Dr. Tugba Kucukkal is a Professor of Chemistry at Gallaudet University, part of the School of Science, Technology, Accessibility, Mathematics, and Public Health (STAMP). She earned her Ph.D. in computational chemistry from Clemson University (2013) and completed postdoctoral work in biophysics. Her research focuses on computational biophysics, drug discovery, and improving STEM education through innovative teaching methods. She leads the Drug Discovery Lab, funded by NIH and NSF grants, aiming to identify novel PLK1 inhibitors for cancer therapies. Dr. Kucukkal is dedicated to mentoring underrepresented students in STEM, particularly Deaf/HoH individuals, through programs like the American Chemical Society Project Seed. Her teaching spans courses in chemistry and physics, emphasizing accessibility and hands-on research integration. Education: Ph.D. in Computational Chemistry (Clemson University, 2013); Postdoctoral Biophysics Research Research Interests: Computational modeling of protein-ligand interactions Development of selective cancer therapeutics targeting PLK1 Undergraduate research mentorship and curriculum innovation Advocacy for diversity in STEM Her NIH-funded research (1R15GM148942-01) focuses on PLK1 inhibitors, with recent grants including NSF ACCESS supercomputing time and Gallaudet's President’s Research Excellence Award. Dr. Kucukkal has mentored over 20 undergraduate and high school students, with one protégé winning a $130K scholarship. She emphasizes inclusive education, stating, “Diversity without inclusion is exclusion.”

• Complex Analysis
• Operator Theory
• Theory of Resource Allocations
• +3 more

Dr. Gerardo Chacón is a Professor of Mathematics at Gallaudet University, affiliated with the Science, Technology, Accessibility, Mathematics, and Public Health school. With eight years of teaching experience, he specializes in fundamental mathematics areas like Complex Analysis and Operator Theory, while also engaging in interdisciplinary work in Data Science and Resource Allocation. He holds a Master's in Data Science and has contributed to curriculum development, including co-creating the Data Science minor at Gallaudet. His academic service includes roles in the Faculty Senate, Faculty Development Committee (where he served as Chair), and various search committees for mathematics positions. He has presented research at major mathematics conferences and secured funding from the National Science Foundation and Simons Foundation. Dr. Chacón regularly advises undergraduate students and teaches courses ranging from Calculus and Discrete Structures to Data Analysis and Mathematical Proofs. Research interests span pure mathematics (e.g., Bergman Spaces, Fock Spaces) and applied topics like nonlinear musical analysis and challenges in STEM education for deaf students. His work bridges theoretical rigor with practical applications in accessibility and interdisciplinary education.

• Algebraic Topology
• Graded Ring Theory
• Cryptography
• +3 more

Dr. Mohammad Obiedat is a Professor of Mathematics and Computer Science at Gallaudet University, serving as Mathematics Program Director since 2021. Previously, he directed the Information Technology Program (2013–2016). He holds dual Ph.D.s in Mathematics (1998, Middle East Technical University) and Computer Science (2015, George Washington University). His teaching spans courses from Intermediate Algebra to Advanced Calculus and Cryptography, with over 22 years of experience at Gallaudet. Research Focus: Algebraic topology, cryptography, data structures, and Java programming Notable Service: Chair of Faculty Welfare Committee (2013), member of multiple institutional committees Grants: NSF-funded GenCyber Camp, DoD STEM workforce initiatives, and pedagogy innovation projects Education Background: Ph.D. Computer Science, George Washington University (2015) Ph.D. Mathematics, Middle East Technical University (1998) M.S. Computer Science, George Washington University (2007) M.S./B.S. Mathematics, Yarmouk University (1992/1990) Research Interests: Explores intersections between pure mathematics and computational applications Advocates for inclusive STEM education through mentorship and program development Pioneer in undergraduate research mentoring for deaf and hard-of-hearing students Key Contributions: Co-authored book chapter on undergraduate research in mathematics for deaf students Designed Gallaudet's Cryptography curriculum emphasizing active learning Recipient of multiple federal grants supporting STEM education initiatives

Kyong-Ah KwonView profile

Associate Professor

• Early Childhood Education
• Child Development
• Teacher Well-being
• +6 more

Kyong-Ah Kwon, Ph.D. is an Associate Professor and Cable Chair in Early Childhood Education at the University of Oklahoma’s Jeannine Rainbolt College of Education. Her research focuses on early childhood experiences, teacher well-being, and the intersection of home and school environments on child development. Dr. Kwon holds a doctoral degree in Developmental Studies from Purdue University and has nine years of teaching experience in early childhood education in South Korea and the U.S. Her work addresses critical issues such as teacher retention, classroom quality, and the impact of socio-cultural factors on learning. She leads the Happy Teacher Project , investigating educator well-being through grants and community partnerships. Dr. Kwon’s research spans global contexts, including studies in Kenya and South Korea, emphasizing cross-cultural comparisons in parenting and education. Key areas of exploration include the effects of teacher working conditions on classroom quality, the role of language and literacy in science learning, and strategies for fostering resilience in children facing adversity. She has published extensively on topics like pandemic impacts on early education, virtual teaching innovations, and the mental health of early childhood educators. Education: Ph.D. in Developmental Studies, Purdue University Previous Affiliation: Georgia State University (Birth Through Five Program) Grants: Multiple internal/external grants supporting early childhood research Labs/Teams: Happy Teacher Project, Early Childhood Well-being Research Group Dr. Kwon’s advocacy extends to policy advocacy for equitable early education systems and professional development for teachers. Her work bridges classroom practice with systemic change, emphasizing holistic teacher support and culturally responsive pedagogy.