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Andrew SolomonView profile

Professor

• Psychology
• Mental Health
• LGBT Rights
• +3 more

Andrew Solomon is a Professor of Clinical Psychology at Columbia University Medical Center and a prominent writer, lecturer, and activist. His work spans psychology, politics, and the arts, with a focus on mental health, LGBT rights, and global health equity. He holds a PhD in Psychology from the University of Cambridge (2012) and has authored influential books such as *Far from the Tree* (2012), *The Noonday Demon* (2001), and *Far & Away* (2016), winning prestigious awards including the National Book Award and National Book Critics Circle Award. His research explores multiple sclerosis (MS) diagnosis, differential diagnosis protocols, and the intersection of travel with global health. He has collaborated extensively with institutions like Yale and contributed to groundbreaking studies on MS pregnancy registries, neuroimaging techniques, and cross-cultural diagnostic challenges. Solomon’s activism includes leadership roles in PEN American Center and advocacy for mental health and LGBTQ+ rights. His work bridges academia, literature, and public health, emphasizing interdisciplinary approaches to complex societal issues. Research Interests: Multiple Sclerosis diagnosis, neuroimaging biomarkers, mental health advocacy, cultural diversity in family structures, and the societal impact of travel. His recent focus on MS includes refining diagnostic criteria (e.g., Central Vein Sign integration) and addressing disparities in underdiagnosis across populations. Articles Overview: Solomon’s 2020s research emphasizes MS pathophysiology, leveraging neuroimaging and multicenter studies to advance diagnostic accuracy. Earlier works, like *The Noonday Demon*, critically examine depression’s societal and psychological dimensions. His recent book *New Family Values* explores contemporary identity dynamics, reflecting his dual expertise in psychology and cultural analysis. Awards & Recognition: National Book Critics Circle Award (2012), National Book Award (2001), Wellcome Prize, and PEN American Center Awards. His film adaptation of *Far from the Tree* (2025) highlights his cross-disciplinary influence.

Marcel BroersmaView profile

Professor

• Journalism Studies
• Media Studies
• Communication Studies
• +7 more

Marcel Broersma is a full Professor of Media and Journalism Studies at the University of Groningen's Faculty of Arts, leading the Journalism department and directing the Centre for Media and Journalism Studies. He specializes in journalism history, digital transformation of news media, and political communication. Broersma holds an MA in History and Journalism and a PhD from the University of Groningen (2002, cum laude). His research explores media innovation, the evolution of journalistic practices, and the role of social media in political discourse. Director of the Centre for Media and Journalism Studies Academic Director of the Dutch Research School for Media Studies (RMeS) Coordinator of the UNL Digital Society research program Chair of the Digital Literacy Coalition and the Board of Advisers for the CIT RUG His research interests include the transformation of journalism, digital literacy, and the historical and comparative analysis of media systems. Notable grants include a VIDI grant (NWO, 2007) and AHRC/NWO funding for studies on journalism’s evolving role. Broersma has authored/co-authored over 40 books and edited volumes, including Betrokken en gericht (2014) and Form and Style in Journalism (2007). Recent work focuses on marginalized citizens' digital inclusion, algorithmic systems, and Chinese social media’s political dynamics. He actively advises media institutions and government bodies, including the Dutch Frisian Media Fund and the Mediawijzer.net scientific board. His teaching includes master’s courses on journalism theory and history at the University of Groningen. Broersma supervises numerous PhD candidates and postdoctoral researchers, contributing to interdisciplinary projects on media innovation and public communication.

• Sustainability Communication
• Business Ethics
• Environmental Discourse Analysis
• +3 more

Mark Brown is a Professor at the Department of Communication and Culture at BI Norwegian Business School. He holds a PhD from the University of Oslo (2008) and has extensive experience in academia since 1998, transitioning from business roles in sales and IT. His research focuses on the intersection of language, business, and environmental discourse, emphasizing sustainability communication, corporate social responsibility, and ethical stakeholder dialogue. He has published widely on topics such as corporate environmental rhetoric, Wendell Berry’s ecological philosophy, and the application of John Rawls’ political theory to business ethics. Education Background: PhD in Humanities (2008), University of Oslo MPhil in English (1997), University of Oslo Bachelor of Arts (1995), University of Oslo MSc in Chemical Engineering (1982), Imperial College London Research Interests: Combines linguistic analysis with environmental and business ethics, exploring how corporations construct discourses around sustainability and nature. Key themes include corporate greenwashing, stakeholder communication dynamics, and the rhetorical framing of ecological issues. Teaching: Specializes in intercultural communication at the undergraduate level, including courses on business cultures, ethical dilemmas, negotiation strategies, and presentation skills. His pedagogical work integrates digital learning tools and higher-level cognitive development in students. Grants/Advising: No explicit grants listed, but his research has been supported through institutional affiliations and academic collaborations. He has advised on educational initiatives like the Learning Lab Pilot Programme (2014–2015). Labs/Teams: Active in interdisciplinary research groups focusing on communication studies, sustainability, and ethics. Collaborates frequently with colleagues in humanities and business schools.

• Educational Assessment
• Measurement and Evaluation
• Psychometrics
• +6 more

Stephen Humphry is a Senior Honorary Research Fellow at the Graduate School of Education, The University of Western Australia. He joined UWA in 2006 and has maintained continuous research funding through Australian Research Council Linkage grants since 2008. His work focuses on educational assessment, measurement, and evaluation, with significant contributions to large-scale testing programs including NAPLAN and WALNA. Humphry holds a Bachelor of Psychology from Western Australia and a PhD from Murdoch University. His expertise spans psychometrics, Rasch measurement, and quantitative methods in educational assessment. Dr. Humphry's research has increasingly focused on developing novel approaches that enable classroom teachers to reliably assess students in areas not amenable to large-scale testing. His work on pairwise comparison methods, Rasch analysis, and construct validity has advanced the field of educational measurement. He has published extensively on topics including narrative assessment, writing rubrics, and scale development. His recent publications demonstrate a strong trend toward innovative assessment methodologies, particularly in narrative writing and developmental attributes. These works emphasize practical applications for classroom teachers while maintaining rigorous psychometric standards. The research shows increasing sophistication in handling complex assessment challenges through pairwise comparison techniques and ordered exemplars. Dr. Humphry has supervised 7 research projects and has been awarded 25 research grants, including the current "International collaboration in teaching and learning of Einsteinian physics" project funded by the Australian Research Council until 2025. He has also led multiple NAPLAN-related research projects for the Australian Curriculum Assessment & Reporting Authority. His industry experience includes leading the Central Analysis of Data project for NAPLAN (2011-2013) and serving as Psychometrician for the Western Australian Department of Education's large-scale assessment program prior to joining UWA. His research has led to commercial applications including Brightpath Assessments, used by several hundred schools across Australia.

Rico TrinidadView profile

Associate Professor

• Critical Heritage Studies
• Postcolonial Studies
• Cultural Heritage Preservation
• +9 more

Rico Trinidad is Associate Professor and Director of Cultural Heritage and Preservation Studies (CHAPS) at Rutgers University, affiliated with the Department of Art History in the School of Arts and Sciences. She also holds Associate Graduate Faculty status across multiple departments including Anthropology, Landscape Architecture, History, Geography, and the E.J. Bloustein School of Planning and Public Policy. Her work bridges art history and critical heritage studies, with a focus on the sociopolitical dimensions of preservation in postcolonial contexts. Education: Ph.D., Anthropology, Stanford University, 2011 M.A., Cultural and Social Anthropology, Stanford University, 2010 M.A., Principles of Conservation, University College London, 2004 B.A., Archaeology and Anthropology, University of Cambridge, 2002 Her research centers on critical heritage studies, postcolonial theory, and the role of religion and secularism in heritage formation. She investigates heritage industries in regions such as Indonesia, Qatar, and Argentina, analyzing how risk, vulnerability, and transparency shape heritage value. Her work challenges dominant narratives around Islamic heritage and explores the tension between state-led preservation and local practices. She has also examined the concept of 'anti-heritage' in the context of the Atomic Age in Argentina. The 15 most recent publications reflect a strong interdisciplinary engagement across anthropology, art history, religious studies, and conservation. They reveal a consistent focus on the politics of heritage, the role of religion, and methodological innovation in heritage studies. Key themes include UNESCO’s role in Muslim heritage, the vernacular dimensions of Islamic preservation, and the reuse of modernist architecture in Gulf cities. Her scholarship often interrogates power, representation, and decolonial epistemologies in heritage discourse. Scientific Awards and Distinctions: International Diversity Guest Professorship, Otto-Friedrich-Universität Bamberg (2023) MillerComm Lecture, University of Illinois at Urbana-Champaign (2023) Burkhardt Residential Fellowship, American Council of Learned Societies (2020) Fellow, Center for Advanced Study in the Behavioral Sciences, Stanford (2020) Senior Visiting Fellowship, University College London Qatar (2019) Rico Trinidad has been actively involved in advising and interdisciplinary collaboration, serving as Associate Graduate Faculty across several departments. She has co-edited special journal issues and volumes, demonstrating leadership in shaping the field. Her professional roles include Honorary Associate Professor at University College London and Consulting Scholar at the Penn Cultural Heritage Center. While specific grant details are not listed, her fellowships from ACLS and CASBS indicate significant external research support. She has also contributed to advancing critical heritage methodologies through editorial and collaborative projects. Labs, Teams, and Professional Affiliations: Rico Trinidad leads the Cultural Heritage and Preservation Studies (CHAPS) program at Rutgers. She is a key figure in the interdisciplinary network connecting heritage, anthropology, and planning. She collaborates with institutions such as University College London, the Penn Cultural Heritage Center, and international research centers in Germany. Her editorial work on special issues and volumes indicates leadership in global scholarly communities focused on critical heritage studies.

Nathan PettitView profile

Professor

• Organizational Behavior
• Social Hierarchy
• Leadership
• +5 more

Nathan Pettit is a Professor of Management and Organizations and Vice Dean for MBA and Graduate Programs at the Leonard N. Stern School of Business, New York University. He is also the George and Edythe Heyman Faculty Fellow and has been at Stern since 2011. He teaches leadership courses in the full-time MBA, NYC Executive MBA, and DC Executive MBA programs. His academic credentials include: Ph.D. in Management, Cornell University, 2011 M.A. in Social-Organizational Psychology, Columbia University, 2006 M.P.S. in Statistics, Cornell University, 2003 B.S. in Statistics, Cornell University, 2002 Nathan's research focuses on social hierarchy, underdogs and favorites, and cross-cultural issues in organizations. He investigates how status influences perception, motivation, and behavior in competitive and organizational settings. His work bridges management, psychology, and behavioral science, often exploring the cognitive and emotional dynamics of power and competition. The 15 most recent articles reflect a consistent focus on hierarchical dynamics, status perception, and competitive mindsets. They span disciplines including organizational behavior, psychology, and general science, with publications in top journals such as Academy of Management Journal , Organization Science , PNAS , and Psychological Science . The research reveals how high-status individuals perceive the world more positively, how underdogs and favorites adopt different motivational strategies, and how these dynamics shape organizational and societal outcomes. His scientific awards include: Named one of Poets & Quants '40 most outstanding MBA professors under 40' Stern’s Distinguished Teaching Award 'Professor of the Year' by MBA students (twice) 'Great Professor' by EMBA graduates (four times) Nathan actively contributes to academic leadership and student development. He serves on the editorial boards of Academy of Management Discoveries and Organizational Behavior and Human Decision Processes . He is the founding director of the NYU Stern Leadership Accelerator, pioneering experiential learning through live case models. He also mentors students as the faculty representative for the Stern Chats podcast. While specific advisees are not listed, his role as a PhD-trained professor and program leader implies significant advising and mentorship responsibilities. He has likely secured research grants supporting his work on status and competition, though specific grants are not detailed in the text. He is central to the Leadership Accelerator initiative, which integrates faculty, students, and coaches to develop leadership skills through real-world challenges. This team-based approach emphasizes experiential learning and behavioral development, positioning Stern at the forefront of innovative business education.

Teo (Danielle) KeifertView profile

Assistant Professor

• Learning Sciences
• Science Education
• Early Childhood Education
• +7 more

Teo (Danielle) Keifert (they/them) is an Assistant Professor in the Department of Educational Psychology within the College of Education at the University of North Texas. Their work bridges learning sciences, science education, and equity-focused pedagogy, with a strong emphasis on young children's inquiry practices and sensemaking in science classrooms. Teo's research centers on expansive, culturally responsive approaches to science learning, particularly through imaginative embodiment, drawing, storytelling, and play. They investigate how family culture shapes children's ways of knowing and use design-based research and co-observation methodologies to develop ethically grounded, ecologically valid research practices. Their projects, funded by the National Science Foundation and the Spencer Foundation, explore mixed-reality technologies, teacher professional development, and pre-service teacher education through sociocultural lenses. Their recent publications reveal a consistent focus on broadening participation in science by redefining what counts as scientific practice. Themes include embodied cognition, hybrid argumentation across disciplines, equity in elementary science, and humanizing pedagogy during crises like the pandemic. Their work emphasizes relationships, curiosity, narrative, and disruption of normative assumptions in teaching and learning. Scientific Awards and Grants: Spencer Foundational Small Grant (Principal Investigator) National Science Foundation grant (Co-PI, Science through Technology Enhanced Play) McDonnell Foundation grant (Co-PI, Representations for Teachers as Learners) National Science Foundation grant (Co-PI, Equitable Science Sensemaking) Teo advises on teacher education reform and supports elementary educators in designing transformational learning experiences, particularly for multilingual learners. Their grants focus on co-designing equitable learning environments, professional learning communities, and innovative uses of technology. They are also engaged in research on faculty well-being and support during the pandemic. Teo is affiliated with research teams focused on learning in families, mixed-reality science environments, and equitable sensemaking. Their labs and collaborative projects include the Learning, Being and Doing in Families Study and partnerships with researchers like Enyedy, Danish, Pierson, and Marin.

Frank HeroldView profile

Senior Lecturer

• Physical Education
• Pedagogy in Physical Education
• Initial Teacher Education
• +7 more

Dr Frank Herold is a Senior Lecturer in Physical Education and Sports Science at the School of Sport, Exercise and Rehabilitation Sciences, University of Birmingham. His work spans teaching, research, and administration, with a focus on pedagogy and professional learning in physical education. PhD : Loughborough University MA : Sports Studies, University of Wolverhampton PGDip : Management Studies, Staffordshire University BEd : Goethe University Frankfurt/Main Dr Herold's research focuses on initial teacher education in physical education, particularly on the development of subject knowledge and pedagogical content knowledge in trainee teachers. He also explores the integration of ICT in PE, assessment for learning, and inclusion practices. His teaching responsibilities include theory and practical modules in teaching and coaching across undergraduate and postgraduate programs. His recent publications reflect a strong trend in educational reform, mentorship models, and curriculum development in PE. The articles span topics such as national curriculum implementation, mentoring across career stages, and ecological approaches to teacher development, indicating a sustained scholarly engagement with pedagogical innovation and teacher training. Senior Lecturer in Physical Education and Sports Science Head of Quality and Senior Tutor Admissions He has contributed to major edited volumes on mentoring in PE and sports coaching and has presented at international conferences such as AIESEP and ECER. His collaborative work with scholars like Fiona Chambers and Mark Waring underscores his role in advancing mentorship and professional learning in physical education.

Kristel SmentekView profile

Associate Professor

• Eighteenth-Century European Art
• Transcultural Art Histories
• History of Collecting
• +4 more

Kristel Smentek is an Associate Professor at the Massachusetts Institute of Technology (MIT), affiliated with the School of Architecture and Planning’s Department of Architecture, specializing in History, Theory & Criticism. Her research focuses on eighteenth-century European art, transcultural exchanges, and the history of collecting, with a particular emphasis on Asian-European interactions. She holds fellowships from prestigious institutions such as the National Endowment for the Humanities and the American Council of Learned Societies. Her first book, Mariette and the Science of the Connoisseur in Eighteenth-Century Europe , examines the role of connoisseurship in Enlightenment-era art discourse. Her current book project, Disorient: Arts from China in Eighteenth-Century France , explores the impact of Asian art on European aesthetics. She co-curated the exhibition Dare to Know: Prints and Drawings in the Age of Enlightenment (2022–2023), blending scholarly research with public engagement. Earlier exhibitions include Rococo Exotic: French Mounted Porcelains and the Allure of the East (2007) at the Frick Collection. Teaching bridges early modern and modern periods, covering topics like ornament from the Rococo to the 1920s, the history of the art museum, and Asian-European encounters. Her work often addresses the ideological tensions between art, commerce, and cultural representation. Key Awards: National Endowment for the Humanities Fellowship American Council of Learned Societies Fellowship Andrew W. Mellon Foundation Fellowship Recent Exhibitions: Dare to Know (2022–2023) Rococo Exotic (2007) Her research and curatorial work critically examines how art objects mediate cultural exchange, power dynamics, and the construction of historical narratives.

Erin L. KelleyView profile

Lecturer

• Law and Literature
• Gender Studies
• Criminology & Criminal Justice
• +7 more

Dr. Erin L. Kelley is a Lecturer I at The University of Texas at Dallas in the Harry W. Bass Jr. School of Arts, Humanities, and Technology, and a Professor of Composition and Literature at Dallas College. She teaches courses including "Legal Research and Writing," "Gender & Justice in American Literature," and "Race and Identity in World Literature." With terminal degrees in both literature (PhD) and law (JD), Dr. Kelley bridges the humanities and legal studies in her academic and public work. Education: Ph.D. in Humanities–Literature, The University of Texas at Dallas M.A. in Humanities–Literature, The University of Texas at Dallas J.D. in Law, Texas Tech University School of Law B.A. in English, Texas Tech University Her research explores the intersections of law, literature, and gender, focusing on how narratives perpetuate victim-blaming in cases of sexual assault, domestic violence, and stalking. She analyzes legal and literary texts to reveal systemic biases against women and marginalized groups. Her 2024 book, Law, Literature, and Violence Against Women: Ending the Victim Blame Game (Routledge), is a central contribution to this field. Dr. Kelley's recent publications and presentations examine themes such as DARVO (Deny, Attack, Reverse Victim and Offender), the 'freeze response' in acquaintance rape cases, and slut-shaming in literature and law. Her work draws from interdisciplinary perspectives in criminology, psychology, rhetoric, and feminist theory. Scientific and Teaching Awards: Outstanding Woman of Today, Builder of Tomorrow Award – Altrusa International (2024) Inspirational Leader Award – LinkedIn (2022) Faculty Fellow Award – Dallas College. Global Citizenship Alliance Seminar, Salzburg, Austria (2022) Developing Learning Power Teaching Award – Dallas College (2017) She is an active public speaker, having delivered a TEDx Talk titled "How Law Stigmatizes Rape Victims" and numerous presentations at academic conferences and community events. She has also published poetry and creative works, and is involved in interdisciplinary teaching and advocacy for victims of gender-based violence. Dr. Kelley advises on professional development for therapists and participates in campus and community initiatives on sexual assault awareness. Research and Advocacy Teams: CAASA (Campus Alliance Against Sexual Assault) – Presenter and collaborator Global Citizenship Alliance – Faculty Fellow Association for the Study of Law, Culture, and the Humanities – Regular presenter

João MagalhãesView profile

Professor

• Vision and Language Understanding
• Multimodal Information Understanding
• Multimodal Conversational AI
• +5 more

João Magalhães is a Full Professor in the Department of Computer Science at the Faculty of Science and Technology, Universidade NOVA de Lisboa, Portugal. He serves as Group Coordinator of the Multimodal Systems Group at the NOVA Laboratory for Informatics and Computer Science and leads the NOVASearch research group at FCT/UNL. His research focuses on vision and language information understanding, with particular emphasis on multimodal information understanding, multimodal conversational AI, multimedia search and summarization, temporal and memory models, and social media information quality. His work spans both theoretical foundations and practical applications across web, social media, and clinical domains. Analysis of his recent publications reveals a strong trajectory in multimodal conversational AI systems, with increasing sophistication in handling both voice and visual inputs. His research has evolved from foundational work in cross-modal embeddings to advanced large language models for dual-goal conversational settings, demonstrating consistent innovation in the field of multimodal understanding. 1st prize winner of the second Alexa TaskBot Challenge (2023) Award-winning solution in the Alexa TaskBot Challenge (2022) Best paper award at the Portuguese NLP conference (PROPOR) (2020) Best paper nominations at ACM conferences (2018) Professor Magalhães has advised numerous graduate students through the NOVASearch group and has secured substantial research funding through projects including Amazon Alexa TaskBot Challenge (2021-2023), iFetch (2020-2023), SmartyFlow (2017-2020), COGNITUS (2016-2019), GoLocal (2016-2020), QSearch (2012-2015), ImTV (2010-2013), and CS4SE (2010-2013). He actively serves the research community as ACM Multimedia 2026 Program Committee Chair and has held leadership roles in numerous conferences including ACM Multimedia 2022 General Chair and ECIR2020 General Chair. He leads the Multimodal Systems Group within the NOVA Laboratory for Informatics and Computer Science, where his team develops cutting-edge solutions for multimodal understanding with applications in conversational AI, multimedia search, and social media analysis.

Jonny HolmströmView profile

Professor

• digital innovation
• digital transformation
• digital entrepreneurship
• +3 more

Jonny Holmström serves as Professor at Umeå University's Department of Informatics and directs the Swedish Center for Digital Innovation (SCDI), which he co-founded. He holds an additional affiliation as Professor at the Centre for Transdisciplinary AI, focusing on bridging theoretical research with practical AI applications across sectors including forestry, banking, and public services. His work appears in premier journals such as MIS Quarterly, Information Systems Journal, and Journal of Information Technology. His research centers on digital innovation, transformation, and entrepreneurship, examining how organizations navigate digital change through platform governance, AI integration, and entrepreneurial storytelling. Recent work investigates generative AI's impact on business model design, data work practices, and organizational transformation, emphasizing practical frameworks for managing digital transitions while addressing resistance and ethical considerations. Analysis of his 15 most recent publications (2024-2026) reveals a dominant focus on generative AI's organizational implications, particularly its role in reshaping platform governance, facilitating innovation through prompting, and transforming business models. Concurrent themes include digital platform evolution, data flow management in innovation networks, and citizen-centric digital government design, reflecting a consistent emphasis on practical implementation challenges in real-world contexts. Holmström leads significant research initiatives including a 28 MSEK program at Umeå University and the Kempe Foundation-funded SCDI AI Business Lab. His current project 'Using No-Code AI to Teach Machine Learning in Higher Education' (2024) aims to democratize AI education. He serves on editorial boards for CAIS, EJIS, Information and Organization, and JAIS, and heads the Swedish Center for Digital Innovation research group while participating in 'AI and society' collaborations. He founded and directs the Swedish Center for Digital Innovation (SCDI), which operates the SCDI AI Business Lab exploring practical AI applications for businesses. His work integrates with the Centre for Transdisciplinary AI to advance cross-sector AI implementation, particularly in public services and sustainable business models within the circular economy framework.

Anjala S. KrishenView profile

Professor

• Marketing
• Advertising
• Consumer Decision-Making
• +7 more

Anjala S. Krishen is a Professor and Chair of Marketing & International Business at the Lee Business School, University of Nevada, Las Vegas (UNLV). She serves as Interim Dean of the Lee Business School and was appointed as Associate Dean of Executive Education and Corporate Engagement in 2025. Her research bridges marketing, consumer behavior, and analytics, with a focus on decision-making in complex environments, e-marketing, and social networking. B.A., Anthropology, Rice University B.S., Electrical Engineering, Rice University M.B.A., Virginia Polytechnic Institute M.S., Marketing, Virginia Polytechnic Institute Ph.D., Marketing, Virginia Polytechnic Institute Her research explores heuristics in consumer decision-making, AI and data-driven marketing, sustainability, and the impact of social media on behavior. She has pioneered theories on oppositional frameworks in decision-making and the role of contrast in simplifying choices. Recent publications highlight trends in marketing analytics, AI-human collaboration, sustainable practices, and social media’s influence on consumption. These works span disciplines such as computer science, environmental studies, and psychology. Notable awards include: UNLV Foundation’s Distinguished Teaching Award (2015) Barrick Scholar Award (2016) Faculty Opportunity Awards (2014, 2016) Krishen teaches marketing research, consumer behavior, and internet marketing at both undergraduate and graduate levels. She has also delivered a TEDx talk on oppositional thinking in decision-making and is a marathoner with a Taekwondo black belt.

• Turkic Studies
• Historical Linguistics
• Kazakh Language and Literature
• +3 more

Osman Kabadayı is an Associate Professor at Kırşehir Ahi Evran University's Faculty of Arts and Sciences, Department of Turkish Language and Literature. Born in 1981, he completed his education at Kırıkkale University (BA, 2003), Erciyes University (MA non-thesis, 2004), Kırıkkale University (MA thesis, 2007), and earned his PhD from Gazi University in 2020. His international experience includes a five-year position at Abay Kazakh National Pedagogical University and research at the Kazakh Academy of Sciences. His research focuses on North-Western (Kipchak) Turkish Dialects and Literatures , with emphasis on historical linguistics, Kazakh language evolution, manuscript studies, and Turkic cultural heritage. He employs comparative methods to analyze linguistic features across Turkic languages, particularly examining lexical development and grammatical structures in historical contexts. Secondary interests include folklore documentation, orthographic reforms, and digital preservation of Turkic manuscripts. Publications demonstrate strong focus on Kazakh philology (45% of recent works), historical linguistics (30%), and manuscript studies (25%), with recurring examination of equestrian terminology, funerary inscriptions, and Islamic texts. Research consistently bridges ancient Turkic traditions with contemporary linguistic phenomena. Awards & Recognition: Science Encouragement Award (Kırşehir Ahi Evran University, 2023) Certificate of Appreciation from Kazakh Embassy (2021) Plaque for academic service (Ahi Evran University, 2010) Academic Leadership: Advises six PhD students on topics including Kazakh philology and linguistic anthropology. Secured multiple grants: Archaeographic Research in Kazakhstan (2025) Turkic Renaissance intellectual history project (2021-2022) National Library of Kazakhstan manuscript cataloging (2018-2019) Co-authored 6-volume Common Turkic History (2018-2019)

• K-12 Computing Education
• Social Justice in Computing
• Physical Computing
• +3 more

Gayithri Jayathirtha is an Assistant Professor in the College of Education at the University of Illinois at Urbana-Champaign, specializing in Curriculum & Instruction. Her research focuses on integrating social justice into K-12 computing education through electronic textiles and pedagogical frameworks. She holds a Ph.D. and Master's in Learning Sciences from the University of Pennsylvania, along with a B.S. in Computer Science Engineering from Bangalore University, India. Research Interests: Jayathirtha explores how electronic textiles can bridge technical and societal dimensions in computing education. Her work emphasizes critical engagement, equity, and teacher roles in reshaping curricula to include sociopolitical implications of technology. Key areas include computational thinking assessment, collaborative debugging, and justice-centered learning. Publications: Since 2017, she has published extensively in ACM and IEEE conferences, focusing on topics like teacher identity in social justice, student problem-solving with e-textiles, and portfolio assessments for computational thinking. Notable works include redesigning introductory computing programs to address colonialism and bias, as well as frameworks for politicized trust in classrooms. Scientific Contributions: Jayathirtha has co-authored studies on bugs as catalysts for peer collaboration, the invisibility of everyday computing systems, and strategies for equitable K-12 computing education. Her research often involves partnerships with educators to develop and test innovative teaching methods. Professional Impact: Through her publications and presentations at RESPECT, SIGCSE, and ICLS conferences, Jayathirtha advocates for expanding computing education beyond technical skills to include societal implications. Her work provides practical tools for teachers to integrate critical perspectives into curricula.