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Peter HastieView profile

Professor

• Physical Education
• Sport Pedagogy
• Teacher Education
• +3 more

Peter Hastie is a Wayne T. Smith Distinguished Professor in the School of Kinesiology at Auburn University. With over 224 peer-reviewed publications, he is recognized as the top physical education scientist in the United States and ranks fourth globally. His work focuses on innovative pedagogical approaches, particularly the Sport Education Model, and has been adopted internationally across diverse educational contexts. Expertise: Sport Education Model, physical education curriculum design, teacher development, and motor skill progression in children. Global Impact: Implemented educational frameworks in Saudi Arabia, Russia, Spain, Ireland, Portugal, and China, contributing to widespread curriculum adaptations and teacher training programs. Hastie’s research emphasizes student engagement, inclusive education, and interdisciplinary integration (e.g., combining mathematics with PE). He co-created Auburn’s ActiveU and ActiveMe online physical education resources, now adopted by institutions nationwide and in multiple languages. Awards & Recognition: 2024 Creative Research and Scholarship Award from Auburn University. Inducted into the National Academy of Kinesiology, reflecting his status as a leading scholar and practitioner. Hastie has delivered keynote speeches on six continents, advanced the understanding of skill development in children with disabilities, and contributed to policy discussions on health-related fitness education. His work bridges research and practice, influencing both academic discourse and real-world teaching methodologies.

• Human-Computer Interaction
• Auditory & Speech-Based Interfaces
• Accessibility Technologies
• +3 more

Ian Pitt is a Lecturer in Usability Engineering and Interactive Media at University College Cork (UCC). He leads the Interaction Design, E-Learning and Speech (IDEAS) Research Group, focusing on multimodal human-computer interaction, auditory interfaces, and accessibility solutions for visually impaired users. Pitt holds a D.Phil from the University of York, followed by research fellowships at Otto-von-Guericke University in Germany before joining UCC in 1997. His research interests include speech-based interfaces, e-learning systems, and accessibility technologies for blind users. Key projects include the EU-funded ENABLE Network (2011–2014) and prototype development for UniWink. He has secured significant grants, including €72,009 from IRCSET for voice analysis research and €19,478 from the EU for ICT-supported learning initiatives. Pitt has advised numerous PhD students, including Flaithri Neff (2011), Emma-Kate Crowley (2014), and current candidates Aine Kearns and Patrick Egan. His publications span journals like International Journal of Game-Based Learning and conferences such as ICCHP and ACM SIGACCESS. He has contributed to committees for conferences like CHI and the Irish HCI conference. Teaching modules include Usability Engineering, Human-Computer Interaction, and Digital Media Development. His work emphasizes inclusive design principles, with projects addressing navigation systems for blind students and adaptive e-learning frameworks. Recent research trends focus on ICT-delivered aphasia rehabilitation, emotional BCI interfaces, and multimodal learning systems. Collaborations include international partners through EU grants, reflecting his global impact in accessibility and educational technology.

Katherine RogersView profile

Senior Lecturer

• Bioscience Education
• Molecular Oncology
• Pharmacology
• +3 more

Dr. Katherine Rogers is a Senior Lecturer in the School of Nursing and Midwifery at Queen’s University Belfast. Her research focuses on bioscience education for healthcare professions and cancer-related projects, with a particular emphasis on pharmacology and epidemiology. She holds a PhD and has authored/edited over 10 textbooks and numerous peer-reviewed articles. Notable awards include the Rising Star Teaching Award (2011) and Senior Fellow of the Higher Education Academy (2021). Dr. Rogers supervises PhD students in healthcare education and oncology, with current projects exploring disaster management education and enquiry-based learning in midwifery. Her pedagogical work emphasizes student engagement through innovative methods like podcasts, digital games, and interprofessional physiology events. She co-designed a pancreatic cancer awareness game and led the Physiology Health Check initiative. Professional activities include academic promotions mentoring and involvement in the Queen’s Communities and Place (QCAP) STEAM Summer Scheme. Dr. Rogers has mentored several successful students, including Fatmah Kreedi (Kuwaiti nurse education) and Anita Byrne (midwifery curriculum innovation). Her lab collaborations span pancreatic cancer awareness and clinical competency evaluation. She is actively involved in the Chronic Illness and Palliative Care Research Initiative and open to PhD applicants in bioscience education or cancer-focused research.

Maria Chiara PassolunghiView profile

Professor

• Developmental Psychology
• Educational Psychology
• Mathematical Cognition
• +5 more

Maria Chiara Passolunghi is a Full Professor in Developmental and Educational Psychology (MPSI/04) at the University of Trieste's Department of Life Sciences. She serves as a member of the Department's Board, Boards of Studies, and multiple Doctoral Studies Boards for the Neural and Cognitive Sciences program across various cycles (XXVIII-XXXIX). She leads the Evolutivamente LAB research group focused on typical and atypical development during the lifespan within the Psychology research area. Her primary research interests center on developmental mathematics and mathematics learning disabilities in children, with particular focus on working memory and mathematical cognition. Her work spans five main research lines: precursors of mathematical learning and their training, math-gender stereotypes, the Approximate Number System and its relationship with mathematics, math anxiety, and Executive Functions in both typical and atypical development. She investigates cognitive and emotional aspects involved in mathematical learning, with emphasis on early identification of risk factors and development of intervention programs. Analysis of her recent publications reveals consistent focus on mathematical cognition, with particular attention to the intersection of cognitive and emotional factors in mathematical learning. Her work demonstrates strong emphasis on practical applications, including development of training programs for math anxiety, executive function interventions, and assessment tools for early identification of mathematical learning disabilities. The research spans diverse populations including typically developing children, those with mathematical learning disabilities, and children in highly deprived contexts such as Yazidi genocide survivors. Professor Passolunghi has secured significant research funding from multiple sources including A.B.C. Associazione per i Bambini Chirurgicos del Burlo Onlus, Auxilia Onlus, AIPD Associazione Italiana Persone Down, and Fondazione Beneficientia Stiftung. She also collaborates with institutional partners including Trieste Town Hall, Region FVG, and I.R.C.C.S. Burlo Garofolo of Trieste on various projects related to cognitive development, math learning, and interventions for at-risk populations. She leads the Evolutivamente LAB research group which includes Researcher Sandra Pellizzoni and PhD students Chiara De Vita, Martina Fontana, and Marjia Zivkovic. The lab focuses on exploring domain-specific and domain-general abilities involved in learning, with particular emphasis on precursors of mathematical ability and disability, working memory and number sense training, and emotional-motivational factors influencing learning disabilities. Current projects include studies on math anxiety in early primary school and development of specific training programs.

• Education
• Psychology
• Behavioral Science
• +7 more

Tommaso Feraco is an Assistant Professor at the University of Padova , focusing on the intersection of education , psychology , and behavioral science . His work examines how social, emotional, and behavioral skills (SEBS) influence academic performance, well-being, and developmental outcomes across diverse populations, including adolescents, adults, and individuals with specific learning disabilities. Research trends highlight his contributions to character strengths , self-regulated learning , and adaptability in educational contexts. He has also developed methodological tools to address clustering analysis limitations in data science. His recent publications investigate SEBS applications in career readiness , pro-environmental behavior , and mental health resilience .

Marie Tejero HughesView profile

Professor

• Special Education
• Literacy Instruction
• Bilingual Education
• +4 more

Marie Tejero Hughes is a Professor in Special Education at the University of Illinois at Chicago , focusing on graduate literacy instruction for educators in urban communities. Her work centers on comprehension strategies for culturally/linguistically diverse students and Latino family engagement . PhD in Reading and Learning Disabilities MSEd in Elementary Education BSEd in Early Childhood/Elementary Education Her research examines: Spanish literacy interventions for English learners Teacher leadership in special education MTSS/PBIS implementation in high-need schools Latinx family perspectives on autism education Coaching models for literacy development Recent publications highlight: Teacher leadership frameworks Bilingual literacy outcomes Latinx family expertise in math education Parent training programs in Colombia Technology-enhanced play interactions She has directed multiple US Department of Education grants focused on special education teacher recruitment and retention, and frequently collaborates with Colombian researchers on autism family support systems.

Kevin PanView profile

Associate Professor

• Business Analytics
• Data Analytics in Finance
• Data Analytics in Accounting
• +5 more

Kevin Pan is an Associate Professor of Quantitative Analysis at Samford University’s Brock School of Business, where he teaches and researches at the intersection of business analytics, finance, accounting, management, healthcare, education, and Christian faith integration. Education Ph.D. in Biomedical Informatics, Stanford University M.S. in Electrical Engineering, Stanford University B.S. in Electrical Engineering (minor Mathematics), National Taiwan University Research Interests Dr. Pan’s work centers on leveraging data analytics to solve real-world problems in business and society. He explores financial fraud detection, corporate social responsibility, healthcare quality, and the ethical implications of data-driven decision making. A distinctive thread in his scholarship is the integration of Christian worldview with business analytics education and practice. Publication Trends His recent articles (2017-2023) reveal a dual focus: methodological contributions in data visualization and analytics education, and applied studies addressing opioid prescribing, hospital fraud, congregational fraud, and pandemic ethics. The work spans accounting, finance, healthcare, pharmacy, and business ethics journals. Service & Outreach He actively volunteers with Hope Heals , a Christian disability ministry founded by Samford alumni, and participates in local church activities in Birmingham, Alabama.

Eva ErikssonView profile

Associate Professor

• Human-Computer Interaction
• Participatory Design
• Interaction Design
• +7 more

Eva Eriksson is an Associate Professor at Aarhus University, affiliated with the School of Communication and Culture and the Department of Digital Design and Information Studies. Her work bridges design, technology, and social values, focusing on participatory and human-centered approaches. Her research interests center on Human-Computer Interaction (HCI) , Participatory Design , and Design for Sustainability . She explores how co-design methods can empower youth, support children with learning differences like dyscalculia, and integrate more-than-human perspectives—considering non-human actors such as nature and technology—in design processes. Her work emphasizes ethical, inclusive, and reflective design practices. The recent publications highlight a strong trend in co-design with youth , XR and AR for education , sustainable technology , and methodological innovation in design research . These works span case studies, scoping reviews, and conceptual provocations, often published in top-tier venues like CHI and Interacting with Computers . Honourable Mention Award at CHI 2020 Honorable Mention, Design Space, CHI 2021 Most Cited Paper of 2021, International Journal of Child-Computer Interaction Eva Eriksson leads and contributes to externally funded research projects such as COMPILE (focused on dyscalculia and AR) and MOVA (on more-than-human values in design education), supported by the Independent Research Fund Denmark and Erasmus+. She supervises student projects and teaches courses such as Co-design and Bachelor Project . She also serves on international PhD examination and evaluation panels, demonstrating her active role in the global academic community. She is a core member of the Center for Computational Thinking & Design (CCTD) , a multidisciplinary research center at Aarhus University that fosters innovation in design, education, and technology.

Michael RussellView profile

Professor

• Educational Measurement
• Systemic Racism
• Social Justice in Education
• +5 more

Michael Russell is a Professor in the Department of Measurement, Evaluation, Statistics & Assessment at Boston College's Lynch School of Education and Human Development. His expertise spans educational measurement, systemic racism in testing, and accessibility in assessment design. He holds a Ph.D. and M.Ed. from Boston College and a B.A. from Brown University. Russell leads research addressing racism in educational measurement, including his book Systemic Racism and Educational Measurement (2023), which critiques the influence of systemic racism on testing practices. His work emphasizes anti-racist methodologies, intersectionality, and equitable assessment design. Key research interests include innovative uses of computer-based technologies, large-scale assessment design, and Universal Design principles. Russell has published extensively on topics like differential item functioning, deficit narratives in quantitative research, and the social justice implications of testing. He collaborates on redesigning graduate programs to prepare scholars for anti-racist research. His courses include Foundations in Research Methodology and Assessment Programs . Russell's work bridges critical theory with practical assessment tools, advocating for equitable educational practices.

• machine learning
• robotics
• machine vision
• +9 more

Dr. Hamidreza Mohades Kasaei is an Associate Professor in the Department of Artificial Intelligence at the University of Groningen, Netherlands. He holds positions in both the Faculty of Science and Engineering and the Faculty of Medical Sciences/UMCG, focusing on Robotics and image-guided minimally-invasive surgery. His work bridges theoretical advances in machine learning with practical robotic applications. Dr. Kasaei's research focuses on developing algorithms for adaptive perception systems through interactive environment exploration and open-ended learning. His specific interests include 3D object perception, grasp affordance detection, object manipulation, and active perception. He has evaluated his research on various robotic platforms including PR2, UR5e, Kinova, Franka robotic arms, and humanoid robots. His work enables robots to learn from past experiences and intelligently interact with non-expert human users using data-efficient techniques. Analysis of his recent publications reveals strong trends toward increasingly sophisticated manipulation capabilities, particularly in dual-arm coordination and handling dense clutter. There's a clear progression toward integrating language models with robotic control systems, as seen in works like 'Lifelong Robot Library Learning' and 'Towards Open-World Grasping with Large Vision-Language Models.' His research consistently addresses real-world challenges in agricultural robotics, assistive technologies, and service robotics applications. Gratama Science Award (2022) Google Research Scholar Award in Machine Learning (2023) Outstanding Associate Editor for IEEE Robotics and Automation Letters (2023) Dr. Kasaei has successfully supervised multiple PhD students including Zhenxing Zhang (thesis on 'Generative Adversarial Networks for Diverse and Explainable Text-to-Image Generation') and Hamed Ayoobi (thesis on 'Explain What You See: Argumentation-Based Learning and Robotic Vision'). His research is supported by significant grants including the Google Research Scholar Award for 'Continual Robot Learning in Human-centered Environments' and various conference organization roles including workshops at RSS 2023 and NeurIPS 2022. He leads the Lifelong Interactive Robot Learning Lab (IRL-Lab), which focuses on six key research directions: Perception and Perceptual Learning, Object Grasping and Manipulation, Lifelong Interactive Robot Learning, Dual-Arm Manipulation, Dynamic Robot Motion Planning, and Exploiting Multimodality. The lab develops cutting-edge approaches for robots to learn in open-ended fashion through interaction with non-expert human users, with applications in assistive robotics for people with disabilities.

• Machine Learning
• Sentiment Analysis
• Online Learning
• +9 more

Aamir Anwar is a researcher affiliated with the University of West London , focusing on interdisciplinary applications of artificial intelligence, machine learning, and human-computer interaction. His work bridges technology with education, healthcare, and cybersecurity, as evidenced by his publications on topics like emotion-aware online learning , malware detection in IoT devices , and smart systems for people with disabilities . Research Interests : Machine Learning, Sentiment Analysis, Online Learning, EEG Signal Processing, Smart Systems, Healthcare Informatics. Key Collaborations : Co-authored studies with researchers in cybersecurity, nursing education, and neuromarketing. Publication Trends : Recent articles span 2021–2024, emphasizing AI in education (emotion detection), deep learning for cybersecurity , and health-focused technologies (frailty assessment, seizure prediction).

Allison Adelle Hedge CokeView profile

Professor

• Creative Writing
• Poetry
• Indigenous Studies
• +5 more

Allison Adelle Hedge Coke is a Distinguished Professor of Creative Writing at the University of California, Riverside, where she leads the UCR Writers Week Festival and directs the VA National Cemetery Administration Legacy Program. She has held visiting or faculty positions at Hartwick College, University of Nebraska, Naropa University, and University of Hawai'i, Mānoa, including roles such as Fulbright Scholar in Montenegro and Dan & Maggie Inouye Chair in Democratic Ideals. Education: MFA from Vermont College (1995), AFAW from Institute of American Indian Arts, post-grad work at VCFA Her research and creative work intersects with Indigenous Studies, disability advocacy, and environmental poetics. She is known for mathematically encoding the prosody of her verse play Blood Run to mirror the Indigenous mound city it protects, and for multimedia projects like the Streaming album and Red Dust documentary. Her recent publications include the award-winning Look at This Blue and the curated anthology series Effigies , which spotlight emerging queer and Pacific Rim poets. Projects often blend community outreach, mental health advocacy, and Indigenous knowledge preservation. Major Awards: American Book Award, National Book Award Finalist, Pen Southwest Book Award, Texas Institute of Letters fellowship, NWCA Lifetime Achievement Hedge Coke’s mentorship spans juvenile facilities, reservations, and refugee communities. She founded the Literary Sandhill Cranefest Retreat and has secured grants for K-12 outreach programs integrating poetry with historical and ecological education.

Jonathan ZiveyiView profile

Associate Professor

• Quantitative Finance
• Actuarial Science
• Longevity Risk Management
• +4 more

Associate Professor Jonathan Ziveyi is an academic at the UNSW Business School , where he serves as an Associate Head in the School of Risk and Actuarial Studies . He holds a PhD in Quantitative Finance from the University of Technology Sydney and has published extensively in journals like Insurance: Mathematics and Economics and Quantitative Finance . Education PhD in Finance, University of Technology Sydney Graduate Certificate in University Learning and Teaching, UNSW Sydney BSc (Hons) in Applied Mathematics, National University of Science and Technology, Zimbabwe His research focuses on longevity risk management , valuation of guarantees in variable annuities , and option pricing under stochastic volatility . Recent work includes pooled annuity smoothing, hybrid insurance-product designs, and mortality forecasting with stacked regression ensembles. His publications span affine mortality models , regime-switching frameworks , and machine learning applications in actuarial contexts. Key topics include guaranteed minimum withdrawal benefits, longevity bonds, and tax implications in insurance contracts. Grants & Awards Australian Research Council Grant (2021–2023, AUD386,139) Society of Actuaries Grant (2017–2020, US$248,278) Multiple UNSW Business School linkage and research grants Vice Chancellor’s Prize for First-Class Degree (2005) International Postgraduate Research Scholarship (2007) He supervises PhD students including Samuel Thirurajah , Gayani Thalagoda , and Yawei Wang . His teaching includes courses on Asset-Liability Models and Financial Economics for Insurance .

Katherine E. LewisView profile

Associate Professor

• Mathematics Learning Disabilities
• Dyscalculia
• Accessibility in Mathematics Education
• +7 more

Katherine E. Lewis is an Associate Professor in the College of Education at the University of Washington, specializing in Special Education with a focus on high-incidence disabilities teacher education (SPED-TEP) within the Learning Sciences & Human Development area. She holds a Ph.D. and M.A. in Education from the University of California, Berkeley, an M.Sc. in Multimedia Systems from Trinity College, Dublin, and a B.A. in Psychology from the University of Notre Dame. Dr. Lewis's research fundamentally centers on designing accessible educational contexts, particularly for students with disabilities. Her primary research line focuses on students with mathematics learning disabilities (dyscalculia), where she rejects the deficit model in favor of a disability studies approach. She believes individuals are disabled not by neurological differences but by inaccessible spaces and contexts. Her work identifies how students with mathematics learning disabilities develop unconventional understandings of mathematical representations and compensatory strategies to gain access. Her second research line involves designing educational supports for foster and adoptive parents, including the resource website foster-edu.com. A third emerging area examines how American Sign Language can support Deaf students' understanding of mathematics concepts. Her publications reveal a consistent theme of bridging mathematics education and special education, challenging traditional deficit perspectives on learning disabilities. Her work emphasizes designing accessible instruction through detailed analysis of students' unconventional mathematical reasoning rather than attempting to remediate perceived cognitive deficits. She has developed innovative research methods, including clinical interviews and video analysis of one-on-one tutoring sessions, to document students' unique approaches to mathematics. Linking Research and Practice Outstanding Publication Award from the National Council of Teachers of Mathematics, 2018 National Academy of Education - Spencer Postdoctoral Fellow, 2015 Early Career Publication Award of the Special Interest Group on Research in Mathematics, 2015 Spencer Dissertation Fellowship, 2010 Dr. Lewis has created research-recaps to make her work accessible, including visual summaries and videos explaining her reconceptualization of mathematical learning disabilities as differences rather than deficits. She also maintains the research website klewismath.com and the resource site foster-edu.com for foster and adoptive parents. Her personal experience with dyslexia informs her conceptualization of learning disabilities as cognitive differences rather than irreconcilable deficits, driving her commitment to designing accessible educational contexts.

Jakob Eg LarsenView profile

Associate Professor

• Human Computer Interaction (HCI)
• Personal Informatics
• Quantified Self
• +3 more

Jakob Eg Larsen is an Associate Professor at the Technical University of Denmark (DTU), affiliated with the Department of Applied Mathematics and Computer Science (DTU Compute) within the Cognitive Systems Section. He leads the Mobile Informatics and Personal Data Laboratory (MILAB). His research focuses on Human-Computer Interaction (HCI), Personal Informatics, Quantified Self, and Information Visualization, with applications in wearable technology, mental health, and healthcare. He teaches courses in Digital Media Engineering, including user experience, mobile application prototyping, and personal informatics. Education: PhD (2005) and MSc in Computer Science (1999) from the University of Copenhagen, with additional studies in cognitive psychology. Research emphasizes wearable devices for mental health interventions (e.g., PTSD treatment), physical activity tracking in pregnancy, and personalized hearing aid systems. Over 98 publications and 12 supervised PhD projects highlight his contributions to HCI, mHealth, and data-driven healthcare solutions. Labs/Teams: MILAB focuses on mobile informatics and personal data interaction. Collaborations span interdisciplinary fields like audiology, clinical psychology, and public health.