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Adrian RodriguezView profile

Lecturer

• Multibody Dynamics
• Contact and Impact with Friction
• Nonlinear Dynamics
• +4 more

Dr. Adrian Rodriguez is a full-time Lecturer in the Walker Department of Mechanical Engineering at The University of Texas at Austin. He also works as an Engineering Content Developer for zyBooks (a Wiley brand), focusing on interactive textbook development. Research Focus Multibody Dynamics and Contact Mechanics Nonlinear Dynamics of Mechanical Systems Electro-Mechanical System Modeling Innovative Engineering Education Methods Accessibility in STEM Materials His publications reveal a strong emphasis on educational technology, with 12/15 articles addressing interactive learning tools, DEI initiatives, and accessibility solutions for EFL and visually impaired students. This aligns with his professional development work in modern teaching practices. Academic Journey B.S. in Mechanical Engineering from UT Austin M.S. and Ph.D. in Mechanical Engineering from UT Arlington Prior teaching roles at University of Texas at Arlington (2014-), Austin Community College (Adjunct Professor), and outreach programs Specialized Expertise Dr. Rodriguez bridges mechanical engineering research (notably in frictional contact dynamics) with educational innovation through his dual roles in academia and zyBooks content development.

Maja ElmgrenView profile

Senior Lecturer

• Chemistry Education Research
• Physics Education Research
• Higher Education
• +8 more

Maja Elmgren is a Senior Lecturer in Physical Chemistry and Educational Developer at Uppsala University's Department of Chemistry and Faculty of Science and Technology. Since 2009, she has directed the Council for Educational Development (TUR), focusing on academic leadership, chemistry education, and scholarly teaching. Her research spans physical chemistry, chemistry/physics education, and higher education development. Research Interests: Leadership in higher education and doctoral assessment Educational expertise in academia Student learning in thermodynamics and kinetics Chemistry education through international cooperation Quantum mechanics conceptualization Thermal phenomena visualization via infrared cameras Article Trends: Recent publications highlight interdisciplinary learning (chemistry-mathematics), assessment reform in doctoral education, student-centered pedagogy, and technological tools in science education. Subfields include mathematical modeling, entropy understanding, and VR-funded projects on science teacher roles. Scientific Awards: Medal for Merit from Uppsala Science and Technology Student Union (2011) Distinguished Teaching Award from Uppsala University (2001) Academic Roles: Director, Council for Educational Development (TUR) since 2009 Author of "Academic Teaching" (2018) and "Universitetspedagogik" (2016) International collaborations with IUPAC and VR-funded projects Specializes in entropy/thermodynamics education and infrared camera applications

Darin HaytonView profile

Associate Professor

• History of Science
• Astrology
• Byzantine Science
• +4 more

Darin Hayton is an Associate Professor of History at Haverford College, specializing in the history of the sciences of the stars and mathematical sciences in pre-modern Europe and Byzantium. His research examines the intersection of science, politics, and courtly culture. Education: Ph.D. in History and Philosophy of Science, University of Notre Dame M.A. in History, C.S.U. Long Beach B.Sc. in Chemistry, C.S.U. Long Beach Research Interests: Professor Hayton investigates how rulers like Emperor Maximilian I employed astrology as a political tool and how Byzantine scholars like Nikephorus Gregoras revived mathematical sciences in Constantinople. His work also explores the cultural and pedagogical dimensions of astrology, astrolabes, and early scientific instruments. Teaching: He offers courses such as Introduction to the History of Science , History of the Scientific Revolution , and Science of the Stars before the Telescope , blending mathematical astronomy with cultural contexts. Key Publications: The Crown and the Cosmos. Astrology and the Politics of Maximilian I (University of Pittsburgh Press, 2015) Recent articles on Byzantine astrolabes, comets in Renaissance Hungary, and astrology in 1970s counterculture. Affiliations: Member of the Editorial Board for Lever Press, an open-access scholarly press.

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.

Arul MishraView profile

Professor

• Consumer Behavior
• Judgment and Decision-Making
• Risk Perception
• +4 more

Arul Mishra is a David Eccles Professor of Marketing at the University of Utah , affiliated with the David Eccles School of Business . Her academic career spans roles such as Faculty Fellow and Emerging Scholar , focusing on consumer behavior and decision-making processes. Ph.D. in Marketing , University of Iowa MBA in Marketing Bachelor in Mathematics and Physics Her research explores consumer decision-making , behavioral promotions , risk perception , and financial decision-making , utilizing methodologies like predictive analytics and machine learning . Recent publications investigate topics such as clustering algorithms , temporal decision-making , and spatial bias . Arul Mishra has received prestigious awards including the David Eccles Professor title and the Outstanding Reviewer Award from the Journal of Consumer Research . Her work has been featured in top-tier journals like Marketing Science and Psychological Science , with popular mentions in Scientific American and The Wall Street Journal .

Steve OneyView profile

Associate Professor

• Human Computer Interaction
• Programming Education
• Accessibility and Computing
• +5 more

Steve Oney is an Associate Professor at the University of Michigan School of Information and Computer Science and Engineering (by courtesy). His research focuses on enabling and encouraging more people to write and customize computer programs by creating new programming tools and exploring usability issues in programming environments. With a strong background in Human-Computer Interaction, he bridges the gap between theoretical research and practical applications in programming education, accessibility, and developer tool design. Dr. Oney completed his Ph.D in Human-Computer Interaction at Carnegie Mellon University's Human-Computer Interaction Institute under Professor Brad Myers and Dr. Joel Brandt. He also earned an M.Eng in Computer Science and SB degrees in Computer Science and Mathematics from MIT. His research spans multiple interconnected areas with a unifying theme of making programming more accessible and understandable. Key focus areas include programming education tools that help instructors understand student code at scale, web automation systems that simplify repetitive tasks, accessibility research addressing challenges faced by visually impaired programmers, and innovative VR programming environments. His work consistently emphasizes the human aspects of programming, exploring how tools can better support diverse programming needs and contexts. Dr. Oney's research output shows a strong trajectory toward increasingly sophisticated tools that integrate AI capabilities while maintaining a focus on human-centered design principles. Recent publications demonstrate growing emphasis on inclusive design, educational applications, and the integration of generative AI in programming environments. L@S 2024 Best Paper Award for CFlow CHI 2023 Honorable Mention for VizProg UIST 2024 Best Short Paper (EdCode) VL/HCC 2019 Best Short Paper Recognition for Contribution to Diversity and Inclusion (CSCW 2021) UMSI Excellence in Instruction Award (2021) University of Michigan President's Postdoctoral Fellowship (2015) As a mentor, Oney advises multiple Ph.D. students and postdoctoral researchers, with several successful graduates including Dr. Lei Zhang (June 2024). His research has secured over $1 million in funding from the National Science Foundation, Google, and Adobe, supporting projects that address critical challenges in programming education, accessibility, and developer tool design. He leads the Programming Tools Lab at the University of Michigan, where his team develops innovative tools that help programmers work more effectively. Current projects focus on AI-enhanced programming education, web automation, accessibility for diverse user groups, and next-generation programming environments for virtual and augmented reality.

Ellen MarkmanView profile

Professor

• Language and thought
• Early word learning
• Categorization and induction
• +3 more

Ellen Markman is the Lewis M. Terman Professor of Psychology at Stanford University , where she has served as Professor since 1988. A member of multiple prestigious institutions including the National Academy of Sciences and American Academy of Arts and Sciences, her work bridges developmental psychology , language acquisition , and health behavior interventions . Ph.D., University of Pennsylvania (1973) B.A., University of Maryland (1969) Her research explores: Language-cognition interface in early development How intuitive theories shape health decisions Gender stereotype acquisition through linguistic structures Conceptual change in social and health domains Causal reasoning in children's understanding Recent publications reveal consistent themes in cognitive modeling , educational interventions , and cross-cultural comparisons . Her team develops innovative approaches to modify health behaviors through theory-based explanations . Scientific recognition includes: 2013 William James Lifetime Achievement Award 2011 National Academy of Sciences membership 2003 American Academy of Arts and Sciences membership Mentoring Award from APA (2004) Through the Markman Lab , she supervises research assistants and graduate students, focusing on experimental paradigms in conceptual development and pragmatic reasoning . Her work appears in journals spanning psychology, cognitive science, and public health.

• Biology Education
• Science Education
• Teaching/Learning Research
• +4 more

Prof. Dr. Annette Upmeier zu Belzen is a Professor at the Institute of Biology at Humboldt University of Berlin, where she has been serving since October 2005. She leads the working group on Biology Didactics and Teaching/Learning Research within the Department of Biology Didactics. Her academic work is situated in the Faculty of Mathematics and Natural Sciences at one of Germany's most prestigious research universities. Her educational background includes: Promotion Dr. paed. from the Institute for Biology Education at Westfälische Wilhelms-University Münster (1997) Master of Arts in School Management from Technical University of Kaiserslautern (2005) Studies in biology, education and psychology at the University of Münster, culminating in the First State Examination (1992) Prof. Upmeier zu Belzen's research primarily focuses on biology education, with special emphasis on models and modeling in science education. Her work explores how students develop scientific reasoning skills through model-based learning approaches. She investigates the cognitive processes involved in understanding biological phenomena through modeling activities and examines how these processes can be effectively supported in classroom settings. Her research has significant implications for science teacher education, as she develops frameworks for assessing and fostering model competence among pre-service teachers. Through her work, she bridges theoretical perspectives on scientific modeling with practical classroom applications, contributing to both educational theory and practice in science education. Her recent publications reveal a strong focus on model-based learning, scientific reasoning, and teacher education. She has been increasingly investigating the role of abductive reasoning in modeling biological phenomena as complex systems. Her work spans formal classroom settings, museum education environments, and teacher professional development contexts. A notable trend in her recent work is the integration of cognitive science perspectives with educational research to better understand how students and teachers engage with scientific models and practices. Prof. Upmeier zu Belzen holds several significant professional roles: Deputy spokesperson of the Interdisciplinary Center ProMINT-Kolleg Scientific Director of Humboldt Explorers Editor of Science Education Review Letters (SERL) Member of the Council of the Humboldt University of Berlin She is actively involved in educational policy and standards development, serving as a consultant for various national and international organizations including the Organisation for Economic Co-operation and Development (OECD) for the PISA Science Framework 2025. Her expertise is sought after for developing educational standards and frameworks across multiple German educational institutions. Prof. Upmeier zu Belzen leads and participates in several research teams and laboratories focused on science education. Her work with the Humboldt Explorers program creates innovative learning environments, while her involvement with the Interdisciplinary Center ProMINT-Kolleg supports STEM education initiatives across Berlin and Brandenburg.

Robb W LindgrenView profile

Professor

• Embodied Learning
• Educational Technology
• Mixed Reality Simulations
• +5 more

Robb W Lindgren is a Professor at the University of Illinois at Urbana-Champaign with appointments in Curriculum and Instruction and Educational Psychology . He serves as Associate Dean for Research in the College of Education and holds affiliations with the National Center for Supercomputing Applications (NCSA) , Beckman Institute for Advanced Science and Technology , and Center for Social & Behavioral Science . His research focuses on Embodied learning through gesture and physical interaction Design of mixed/augmented reality educational systems Collaborative STEM education with immersive technologies Recent publications highlight his work in: Biochemistry simulations using haptic feedback (2024) VR-based spatial reasoning for astronomy education (2023) Metaverse learning environments with theory-driven design (2023) Climate change simulations with full-body tracking (2022) His research group explores how physical movement and gestural interfaces shape scientific understanding and conceptual change. Key collaborations include work with Jee Hyang Park , Jun Kang , and Thomas Kim , focusing on Gesture-mediated collaboration XR learning analytics Agency in embodied design

• Fintech
• Blockchain
• Decentralized Finance
• +3 more

Andrea Barbon is an Assistant Professor of Finance at the University of St. Gallen (HSG) , affiliated with the Center for Financial Services Innovation (FSI-HSG) . His research and teaching focus on Fintech , Blockchain , Decentralized Finance (DeFi) , Asset Pricing , and Monetary Policy . Education: Bachelor's Degree in Pure and Applied Mathematics - University of Padua, Italy Master's Degree in Pure Mathematics - WU Vienna University of Economics and Business, The Netherlands Ph.D. in Financial Economics - Università della Svizzera italiana (USI) Lugano and Swiss Finance Institute Barbon's research bridges financial economics with machine learning and cryptocurrency market dynamics . He explores topics such as Bitcoin and altcoin trading strategies , stablecoin rate responses to monetary policy , and liquidity provision in ETFs and options markets . His work also extends to NFTs , non-standard errors in financial data , and market quality in crypto exchanges . His publications reflect a strong emphasis on cryptocurrency , algorithmic trading , and monetary policy transmission . He has contributed to debates on NFT bubbles , DeFi's policy challenges , and gamma fragility in options markets . Barbon teaches advanced courses in Mathematics for Finance (PhD) and Financial Technology (Master's). Barbon is affiliated with the Center for Financial Services Innovation (FSI-HSG) , a hub for research on financial technology and innovation. His work often intersects with blockchain and machine learning applications in finance.

Yasmiyn IrizarryView profile

Associate Professor

• Race and Racism
• Quantitative Sociology
• Education (K-16)
• +5 more

Dr. Yasmiyn Irizarry serves as Associate Professor in the Department of African and African Diaspora Studies at The University of Texas at Austin (College of Liberal Arts) and as Associate Director of the Institute for Urban Policy Research & Analysis. She founded the Numbers 4 Justice Lab to advance racial equity through quantitative methods. Education Bachelor's degree from The Ohio State University Master's and Doctorate in Sociology from Indiana University Research Focus As a leading QuantCrit (critical quantitative methods) scholar, Dr. Irizarry examines race and racism across four interconnected domains: K-16 schooling contexts; categorization, identity, and ascription; social attitudes, prejudice, and discrimination; and justice, marginalization, and social control. Her work employs an intersectional framework analyzing race, ethnicity, immigration, class, and place within systems of power, with particular emphasis on Black women's experiences and census data methodologies. Publication Trends Her recent publications (2021-2025) demonstrate consistent focus on police violence against Black women, critical quantitative methodologies in education, and reexamination of racial categories in US Census data. Key themes include mental health impacts of racial profiling, race-shifting in demographic data, and racialized dynamics in STEM education and school safety, reflecting her commitment to transforming quantitative research through critical race perspectives. Research Funding National Science Foundation (current projects on school safety, STEM education, and population policies) Robert Wood Johnson Foundation (revising OMB race/ethnicity standards) Bill and Melinda Gates Foundation (past) Ford Foundation (past) American Educational Research Association (past) Academic Leadership Dr. Irizarry directs the Numbers 4 Justice Lab, which develops and applies quantitative tools to address racial inequities. She teaches graduate courses including Theories of Race/Ethnicity and Sociology of Education across multiple departments (AFR, SOC, WGS), emphasizing critical approaches to quantitative research in racial justice contexts.

• Physics Education Research
• Astrophysics and Cosmology
• Quantum Mechanics
• +3 more

Andrew F. Heckler is a Professor and Vice Chair for Administration in the Department of Physics at The Ohio State University, within the College of Arts and Sciences. He holds a B.S. in Physics from Ohio State (1986) and a Ph.D. in Physics from the University of Washington (1994). His research focuses on Physics Education Research and Astrophysics/Cosmology, emphasizing cognitive processes in STEM learning, assessment methodology, and educational equity. Key areas include student response time analysis, mastery-based learning, and curriculum design. He leads initiatives in digital education tools, such as online vector practice platforms and equitable assessment instruments. His work explores how self-efficacy and social comparison impact academic performance, particularly in physics courses. Heckler has developed frameworks to improve graduate-level physics instruction, addressing misconceptions in quantum mechanics and materials science. Publications highlight analysis of procrastination patterns, pandemic-era digital divides, and the role of concreteness in educational examples. His research bridges educational psychology with physics pedagogy, aiming to enhance student success through evidence-based interventions. He actively contributes to national projects like QuSTEAM, advancing quantum information science education.

• Mathematics Education
• Educational Sciences
• Technology in Education
• +3 more

António Augusto Gaspar Ribeiro serves as Professor at the Polytechnic Institute of Viseu's School of Education, where he has maintained continuous academic service since 1986, progressing from Assistant to current Professor Coordenador rank. His scholarly identity centers on Mathematics Education with specialized expertise in geometry pedagogy and educational technology integration across primary and teacher education contexts. His academic formation includes: Doctorate in Didactics of Mathematics (2005, University of Aveiro) Doctorate in Didactics (2005, University of Aveiro) Master's in Mathematics Teaching Methodology (1995, University of Lisbon) Licenciatura in Mathematics Teaching/Nature Sciences (1987, Polytechnic Institute of Viseu) Ribeiro's research program demonstrates sustained innovation in mathematics education, particularly through dynamic geometry environments like Cabri-Géomètre for primary classrooms. His work bridges theoretical frameworks with practical applications, examining teacher cognition, curriculum implementation challenges, and technology-enhanced learning. Recent scholarship shows expanded focus on interdisciplinary approaches in higher education and the pedagogical potential of humor in mathematics instruction. Analysis of his 25+ publications reveals evolving thematic trajectories: early work (2002-2006) established foundations in geometry education and technology integration; mid-career research (2009-2014) addressed curriculum reform and teacher development; current output (2017-2021) emphasizes interdisciplinary collaboration, early childhood mathematics, and socio-emotional dimensions of learning. His scientific recognition includes: 1º Concurso Nacional de Software Educacional - PUZZLE (1993) 1º Concurso Nacional de Software Educacional - JornalHist (1993) Ribeiro has supervised eight master's theses in Educational Sciences, primarily focusing on geometry education, technology integration, and teacher cognition. He leads the SmartCityKidsLab initiative (2019-present) and previously coordinated the PRINT interdisciplinary project (2017-2018) with Brazilian partners. His research portfolio includes four funded projects through the Center for Research in Education, Technologies and Health. As an institutional leader, he serves on the School of Education's Scientific Council and has held multiple governance roles including Pedagogical Council Secretary (1996-1998) and Vice-President of the School Board (2000-2002). His professional engagement extends to the Association of Mathematics Teachers and international collaborations with Brazilian institutions.

Amy G FroelichView profile

Associate Professor

• Statistics Education
• Psychometrics
• Educational Assessment
• +3 more

Amy G Froelich serves as Associate Professor and Director of Undergraduate Studies in the Department of Statistics at Iowa State University, where she has taught over 3,000 students since joining in 2000. Her academic leadership includes curriculum development for undergraduate statistics programs and oversight of degree requirements. Ph.D. in Statistics, University of Illinois, Urbana-Champaign (2000) B.S. in Secondary Mathematics Education, University of Illinois, Urbana-Champaign (1994) Dr. Froelich specializes in statistics education, psychometrics, and educational assessment with particular expertise in categorical data analysis and probability instruction. Her research develops innovative teaching methodologies for introductory statistics courses and focuses on training future secondary mathematics teachers through specialized curriculum design. She investigates how electronic assessments and resampling techniques enhance student learning outcomes in statistical reasoning. Her publication record (2008-2018) demonstrates consistent contributions to statistics pedagogy, emphasizing practical classroom applications, assessment design, and teacher preparation. Key themes include the development of engaging activities (e.g., M&M's weight analysis, iPod randomness testing), psychometric methods for educational measurement, and curriculum reforms for mathematics educators. Waller Education Award from the American Statistical Association (2010) Multiple teaching and advising awards at Iowa State University Dr. Froelich has secured significant research funding from the National Science Foundation, U.S. Department of Agriculture, and U.S. Department of Education to support her statistics education initiatives. As Director of Undergraduate Studies since 2018, she mentors students through curriculum development projects and advises on academic pathways in statistics. Her co-authorship of Business Statistics and Analytics in Practice (9th ed., 2019) extends her impact to textbook development.

• Multimedia Learning Interventions
• Conceptual Change
• Refutation Texts
• +3 more

Anna-Sophia Dersch is a Researcher at the Professorship for Teaching and Learning with Media, part of the Faculty of Educational Psychology at Justus-Liebig-Universität Gießen. She teaches courses including Educational Psychology for B.Sc. Psychology students, Basic Concepts of Psychology for student teachers, and Scientific Writing for student teachers in German as a foreign language. Her research focuses on multimedia learning interventions, conceptual change, gender stereotypes in education, and adaptive learning technologies. She has been recognized with the Oral Presentation Award at the SIG 15 Conference (2024) and the Junior Researcher Award from DGPs (2022). Her work addresses teacher misconceptions about multimedia learning and math-gender stereotypes, emphasizing personalized refutation strategies and intercultural educational practices. Dr. Dersch collaborates internationally, including at the University of São Tomé and Príncipe, and actively engages in science communication through teacher trainings and workshops. She also serves as the local Equal Opportunities Officer for the Department of Psychology.