Tranum Kaur is a Professor in the Department of Chemistry and Biochemistry at the University of Windsor's Faculty of Science. She specializes in Medical Biotechnology and has been recognized for her contributions to teaching and educational innovation. Kaur actively promotes interdisciplinary collaboration through initiatives like the Biotechnology Entrepreneurship Symposium and the Bio Innovative Solutions competition. She has received notable awards, including the Dr. Alan Wright Award for Exemplary Digital Teaching (2023) and the Excellence in Mentoring Award (2018). Her work emphasizes open educational resources and fostering student engagement through events like the Fall Fiesta, which cultivates cultural diversity and community among graduate students. Her research interests intersect biotechnology with business and education, as seen in her organizing symposiums on biotechnology-enterprise intersections and workshops on inclusive digital teaching practices. Kaur is also involved in advancing equity in education through initiatives like open-access learning materials and anti-racism allyship panels. In academic leadership, she collaborates with industry partners (e.g., Apotex tours for students) and supports graduate programs in Medical Biotechnology, integrating business acumen into scientific training to enhance student employability. Her mentorship and organizational efforts reflect a commitment to both academic excellence and community-building within STEM.
Vincas Grigas is an Associate Professor at the Department of Digital Cultures and Communication , Faculty of Communication , Vilnius University. His work focuses on media and information literacy, book piracy dynamics, scholarly communication, and digital culture transformations. He holds a PhD and has extensive international collaboration through ERASMUS programs and research visits to institutions like HTWK Leipzig and the University of Osijek. Research Interests: Media and Information Literacy Book Piracy Mechanisms Scholarly Publishing Practices Digital Transformation of Publishing Accessibility in Publishing Recent work analyzes digital piracy's societal impacts, challenges in small-language publishing ecosystems, and the transition from print to digital scholarly journals. He co-authored Lithuanian Scientific Periodical Publishing: From Printed Journals to Digital Ecosystems (2024) and has published in Publishing Research Quarterly , Information & Media , and LOGOS . Awards : Recognized as the Best Lithuanian Young Librarian (2011) and winner of the EU Journalist Award for Diversity (Lithuania) . Holds roles in professional bodies like the Lithuanian Library Council and Crossref Board.
Corey Peltier is an Associate Professor of Special Education in the Department of Educational Psychology at the University of Oklahoma, affiliated with the Jeannine Rainbolt College of Education . His work focuses on enhancing mathematical outcomes for students with disabilities through rigorous research methodologies like single-case experimental designs (SCEDs) and meta-analyses. He collaborates on initiatives such as The Science of Math and co-founded the open-access journal Single-Case in the Social Sciences to advance evidence-based practices. Research Interests: Effective interventions for students with disabilities in mathematics Methodological rigor in single-case research designs Systematic reviews and meta-analyses to inform educational practice Recent work emphasizes: Disseminating research through accessible platforms Addressing implementation barriers in special education Advocating for inclusive pedagogy and policy alignment Key contributions include frameworks for mathematics interventions, critiques of graphing practices in SCED studies, and collaborations to improve teacher preparation. His research bridges gaps between academic theory and classroom practice, particularly in high-need areas like rural education and behavioral disorder support.
Niko Mäkitalo is an Assistant Professor at the University of Jyväskylä's Faculty of Information Technology and a member of the University Consortium Chydenius. His research focuses on advancing cyber-physical systems through innovative software architectures for AI, IoT, and the Cloud-Edge Continuum, with significant emphasis on hardware and network infrastructures. He teaches and mentors graduate students in these areas. Research Interests: Mäkitalo's work centers on creating intelligent environments via novel software frameworks, engineering methodologies for distributed AI/ML applications, and addressing ethical/privacy challenges in edge computing. He explores the intersection of agile development practices, third-party code management, and industry standards like IDSA/GAIA-X for AI integration. Key Contributions: His recent work includes studies on software ownership dynamics, regulatory-aware AI deployment, and liquid AI systems. He leads the Empirical Software Engineering Research group and collaborates on initiatives like 6GSoft for edge-cloud software solutions. Advising & Grants: Mäkitalo supervises Master's and Ph.D. candidates in software engineering and systems architecture. His projects often involve industry partnerships to address real-world challenges in smart manufacturing, autonomous systems, and networked environments. Labs/Teams: Active in the Empirical Software Engineering Research group, contributing to cross-disciplinary projects at the University of Jyväskylä's tech innovation ecosystem.
Georges Louis Baron is a University Professor at Paris Cité University, specializing in digital technologies in education. His work spans educational informatics, digital literacy, programming in primary education, and the didactics of computer science. He is actively involved in research networks such as GTnum and projects like Adjectif.net, SUPERE-RCF, and RéVEA. His research interests include the integration of digital tools in teaching and learning, teacher training, and the evolution of ICT in education, particularly in the Global South. He has contributed extensively to academic discourse through publications, editorial roles, and collaborative research. The recent articles highlight a strong focus on digital transformation in education, the use of ScratchJr and Bee-Bot in early programming education, digital assessment tools, and equity in digital learning. His work bridges theory and practice, emphasizing pedagogical innovation and teacher collaboration. Notable scientific contributions include studies on student data literacy, digital humanities in education, and the socio-political dimensions of educational research. He has also contributed to understanding how mobile technologies are adopted in schools and how digital resources are co-created by teachers. While no formal list of students or awards is provided, his editorial roles and leadership in research projects suggest a significant mentoring and advisory role. He is actively engaged in shaping the future of digital education through scenario-based research and curriculum development.
Massou Luc is a full-time Professor at the University of Lorraine , affiliated with the Crem research unit and the Pixel team . He focuses on digital technology in education, particularly its sociotechnical analysis, professional practices, and educational applications. His work spans higher education, digital humanities, and international collaborations. Research Interests : Luc Massou investigates the use and non-use of digital tools in professional contexts, hybrid learning environments, open educational resources (OER), and digital inclusion. He emphasizes interdisciplinary frameworks, connecting information science, pedagogy, and sociotechnical systems. Recent Article Trends : 2025–2023: Hybrid learning models and typologies 2024–2022: Open education, African health communication websites 2021: Collaborative interfaces, language learning, and globalization impacts Scientific Roles : Co-manager of the Communication collection (University of Lorraine Publishing House, 2024–) Scientific advisor to the French Directorate for Higher Education (2020–) Co-founder of TiceMed and H2PTM conference series Projects : Contributor to CAP-CONTROVERSES (public engagement in environmental debates) Advisor in the FAM-WEST project on West Syndrome families Involved in European Erasmus+ and ANR-funded initiatives Teaching Leadership : Head of Master's in Audiovisual, Interactive Digital Media and Games (2021–2024) Responsible for work-study programs in digital media (2023–) Co-design of courses on digital project creation (2018–2024) Collaborations : Active in French and international research networks, including the GIS Éducation et Formation Grand Est and the European Communication Research and Education Association . He serves as an expert for journals like International Journal of Technologies in Higher Education and Terminal .
Todd G.E. Melnick is a Clinical Associate Professor of Law and Director of the Law Library at Fordham University School of Law . He specializes in Legal Research , Copyright Law , and Law Library Administration , with a focus on Environmental Sustainability and Access to Justice in legal institutions. Education: BA (Summa Cum Laude) from Brandeis University, JD from UCLA School of Law, M.Ed. from UCLA School of Education, and MLS in Library and Information Science from Rutgers University. Career: Former Law Clerk for the New York Department of Investigation and Senior Law Clerk at the Los Angeles County Public Defender’s Office. Reference Librarian at George Washington University School of Law before joining Fordham in 2005. His research explores the intersection of Library Science , Legal Education , and Technological Innovation , including Project COUNTER for digital resource metrics and reviews on antitrust, copyright, and information ethics. Recent work emphasizes environmentally sustainable law libraries and consumer advocacy through legal scholarship. He teaches Basic Legal Research , Advanced Legal Research Workshop , and courses on Electronic Resources , Copyright , and Trademark , reflecting his expertise in evolving legal information systems.
Yanja Dajsuren is an Assistant Professor and Program Director of the PDEng Software Technology program at Eindhoven University of Technology's Department of Mathematics and Computer Science. Her work bridges academic research and industry applications in software engineering and mobility systems. Education: PhD in Computer Science (2015), TU/e PDEng in Software Technology (2005), TU/e MBA (2002), Maastricht School of Management Research Focus: Yanja specializes in software architecture for autonomous and cooperative driving systems, with a focus on model-driven development, functional safety, and system modularity. Her work contributes to Cooperative Intelligent Transport Systems (C-ITS) and aligns with UN Sustainable Development Goals related to smart cities and innovation. Projects: Current projects include i-CAVE (Project #6) and Horizon 2020 C-MobILE, addressing challenges in automotive software integration and cooperative driving systems. Past projects at Philips Research, NXP Semiconductors, and CWI demonstrate her long-term expertise in industrial software development. Academic Contributions: She co-founded the International Workshop on Automotive Software Architectures (WASA) and launched the Journal of Automotive Software Engineering (JASE). Her collaborations span academia and industry, including partnerships with ASML, Philips Hue, and international research teams.
Koen Van Dam is a Research Fellow at Imperial College London's Department of Chemical Engineering, part of the Urban Energy Systems group within the Faculty of Engineering. His work focuses on agent-based modelling of socio-technical systems to support decision-making in urban energy and transport infrastructure design. He leads the SEF05 Urban Energy Systems module in the Sustainable Energy Futures MSc program and co-organizes computational social science summer schools. Koen has held visiting researcher positions at the National University of Singapore and TU Delft, and previously served as president of Eurodoc (European council for doctoral candidates). Education: MSc in Artificial Intelligence (Vrije Universiteit Amsterdam), PhD from TU Delft (2009) with thesis on agent-based modelling of socio-technical systems. Research interests emphasize integrating spatial/temporal data across energy and transport sectors to model urban systems at multiple scales. Projects include: FCDO Climate Compatible Growth (CCG) project COP26 Rapid Response Facility technical lead EPSRC-funded Digital City Exchange (DCE) and IDLES projects resilience.io (DFID project) Key contributions include decision support tools for: Electric vehicle infrastructure planning Low-carbon energy systems Smart district design Post-pandemic urban resilience Awards: None explicitly listed, though his extensive project leadership indicates recognition in sustainability research. Advising: Supervised over 40 MSc/MEng projects on smart cities, energy demand, EVs, bioenergy, and resilient infrastructure. Active in education through master's course leadership and international summer schools. Labs/Teams: Affiliated with Energy Futures Lab, Network of Excellence in Air Quality, and the Artificial Intelligence Climate Compatible Growth initiative.
Xavier Prat-Resina serves as an Associate Professor within the Center for Learning Innovation (CLI) at the University of Minnesota Rochester (UMR), where his office is located at 318 Commons in Rochester, Minnesota. His academic profile reflects a dedicated career bridging computational chemistry foundations with contemporary educational innovation, actively contributing to undergraduate chemistry and biochemistry instruction through evidence-based pedagogy and learning analytics. His educational trajectory demonstrates deep disciplinary expertise: Bachelor of Science in Chemistry, University of Barcelona Master of Science in Theoretical Chemistry, University of Barcelona Doctor of Philosophy in Chemistry, University Autonoma of Barcelona Dr. Prat-Resina's research program centers on visual literacy development in chemical sciences, investigating how students mentally organize biochemical knowledge and translate between representational forms. His work examines cognitive load during modeling activities, the structure of students' neural networks for protein/nucleic acid concepts, and the impact of data-driven approaches like ChemEd X Data on higher-order thinking. This scholarship reveals a strategic evolution from early computational enzymology studies toward pioneering contributions in learning analytics and curriculum design, with particular focus on vertical and horizontal translation skills across undergraduate chemistry curricula. Analysis of his 15 most recent publications (2018-2023) shows a cohesive research trajectory emphasizing educational measurement and tool development. The work systematically addresses visual literacy skill acquisition through neural network analysis, demographic comparisons of learning progression, and cognitive load assessment in modeling activities. His publications consistently connect theoretical frameworks with practical classroom applications, notably through platforms like BoSCO and Models360 that bridge analytics with curriculum design. No scientific awards were documented in the provided materials, though his contributions to educational tool development represent significant scholarly impact. His advising and grant activities center on developing learning analytics infrastructure, including the BoSCO platform for curriculum designers and ChemEd X Data for student engagement with open scientific datasets. These initiatives demonstrate sustained commitment to evidence-based pedagogy and cross-departmental collaboration in science education. Dr. Prat-Resina actively participates in the ChemEd community through web platform development and interdisciplinary curriculum projects, focusing on quantitative reasoning integration and structure-property relationship instruction. His current work emphasizes data-informed approaches to visualize and optimize learning pathways across chemistry and biochemistry programs.
Prof. Dr. Ulrike Wuttke is Professor of Library Science – Strategies, Service Development, and Science Communication at the University of Applied Sciences Potsdam (FHP), where she directs the Bachelor's Programme in Library Science and serves as Internationalisation Officer. Previously, she held an Interim Professorship in Library and Information Technology (2020–2023) and worked as a senior researcher on EU projects including PARTHENOS and Humanities at Scale. Her education includes a Doctoral degree in Literature from Ghent University (2012), a Master's in Library and Information Science from TH Köln (2019), a Master's in Editorial Science from Freie Universität Berlin (2008), and a Master's in Dutch and English Philology from Freie Universität Berlin (2003). Wuttke's research explores digital knowledge ecosystems, focusing on: Digital Humanities methodologies and epistemology Research data management and open science infrastructures Data literacy and scholarly communication Digital transformation of libraries and historical perspectives Science communication via podcasts and social media Her publications reveal interdisciplinary work bridging library science, digital humanities, and medieval studies, emphasizing practical infrastructure development and ethical data practices. Awards: Mgr. Charles De Clercqprijs (2013) for religious history research She actively contributes to EU research consortia including PARTHENOS, RDMO, and NFDI4Culture, and leads FHP's research data management initiatives. As board member of the Digital Humanities Association (DHd) and Deputy Editor of OpenMethods, she shapes scholarly communities across Europe.
Irena Vodenska is Professor of Finance and Director of Finance Programs at Boston University’s Metropolitan College, Department of Administrative Sciences. She holds a PhD in statistical finance and an MA in economics from Boston University, an MBA from Vanderbilt University, and a BS in computer information systems from the University of Belgrade. She is also a Chartered Financial Analyst (CFA) charter holder. Her research is at the intersection of finance, complexity science, and artificial intelligence, focusing on systemic risk modeling, ESG investments, and financial network dynamics. She has led major interdisciplinary research projects funded by the National Science Foundation, the European Commission, and the U.S. Army Research Office. PhD, Statistical Finance – Boston University MA, Economics – Boston University MBA – Owen Graduate School of Management, Vanderbilt University BS, Computer Information Systems – University of Belgrade Dr. Vodenska’s research interests include network theory in finance, systemic risk propagation, AI-powered ESG analysis, cryptocurrency price forecasting, and financial regulation. She employs big data, machine learning, and natural language processing to analyze financial news, market dynamics, and corporate sustainability. Her work investigates how climate disinformation spreads via social networks and influences public policy and governance. The recent articles highlight a consistent focus on modeling financial and economic systems using network science and AI. Trends include systemic stress testing, sentiment analysis in financial markets, cascading failures, and the interplay between macroeconomic indicators and financial networks. Her work spans econophysics, behavioral finance, public health economics, and ethical AI in fintech. National Science Foundation (NSF) research grant (2023) NSF EAGER Award (2014–2015) European Commission FET Open Grant (2012–2014) U.S. Army Research Office (ARO) Grant (2020–2021) MEXT Post-K Computer Grant, Japan (2016–2019) Alexander Hamilton Fulbright Fellowship (1994) Owen Graduate School Fellowship (1995–1996) Dr. Vodenska teaches core finance courses such as Investment Analysis and Portfolio Management, Derivatives Securities, and Financial Regulation and Ethics. She co-developed the MET AD 678 course with Professor Tamar Frankel from BU Law, emphasizing real-world case studies and ethical decision-making. Her research grants have supported innovative work in systemic risk modeling, AI for ESG, and financial network stability. She is actively involved in mentoring, conference organization, and editorial roles in leading journals. She is a key organizer of the International School and Conference on Network Science (NetSci) and the Big Data in Economics, Science, and Technology (BEST) Conference. Her lab and research team focus on complexity in financial systems, bringing together economists, physicists, computer scientists, and data analysts to study global financial stability and sustainability.
Dr. Moni Fricke is an Associate Professor in the Department of Physical Therapy at the College of Rehabilitation Sciences, Rady Faculty of Health Sciences, University of Manitoba. She joined the department in 1999 as a part-time instructor and transitioned to a full-time faculty role in August 2019, also serving as the Director of the Office of Interprofessional Collaboration. Academic Rank: Associate Professor Institution: University of Manitoba – Bannatyne Campus Contact: Room R030, 771 McDermot Avenue, Winnipeg, MB R3E 0T6 Email: moni.fricke@umanitoba.ca Education: PhD in Community Health Sciences, University of Manitoba (2016) MSc in Community Health Sciences, University of Manitoba (1998) Dr. Fricke's research centers on interprofessional collaboration, social accountability, and equity in health education and practice. Her work spans macro, meso, and micro levels, focusing on interprofessional education’s impact on patient-centered care, health equity in academic environments, and access to services for marginalized populations including refugees and First Nations communities. She is committed to decolonizing educational practices and advancing anti-racism in health professions training. Her scholarly contributions include over 38 publications and more than 96 national and international presentations, with 23 as an invited speaker. She actively contributes to professional development through committee work with organizations such as the Canadian Interprofessional Health Collaborative and the Association of Faculties of Medicine-Interprofessional Education Network. Awards and Recognitions: Medal of Distinction, Canadian Physiotherapy Association (2021) Susan A MacDonald Memorial Award, Manitoba Physiotherapy Association (2021) Student Teacher Recognition Award, University of Manitoba (2023) Multiple research and teaching grants from the University of Manitoba and external agencies (2018–2025) Dr. Fricke has secured significant grant funding for initiatives in interprofessional education, anti-racism training, refugee health care, and community-led physical activity programs. She has served as Principal Investigator and Co-investigator on projects addressing systemic inequities in health education and practice. Her leadership extends to journal and grant peer review, and she plays a key role in shaping national competency frameworks such as the CanMEDS26 update. She is actively involved in developing innovative teaching tools, including the conversion of interprofessional curriculum into open educational resources. Her work is supported by a strong network of interdisciplinary collaborators across health sciences and community organizations.
Adriana Gerarda Bus is a Professor at the University of Stavanger, Faculty of Arts and Education, and a leading researcher at the National Centre for Reading Education and Research. Her work bridges early literacy, digital media, and educational intervention, with a strong focus on how digital picture books can support children's language and reading development. Her research interests include early literacy, digital literacy, multimedia learning, bilingual and multilingual reading, home literacy environments, and educational technology. She investigates how digital enhancements in e-books influence story comprehension and vocabulary acquisition, particularly among young and language-minority children. Her work often employs meta-analytic methods to synthesize evidence across studies. The most recent articles highlight a consistent trend: exploring the efficacy, design, and accessibility of digital picture books across diverse contexts. Themes include screen vs. paper reading, multilingual access, nudging strategies to promote reading, and interventions like Bookstart. Her publications appear in high-impact journals such as AERA Open , Learning and Instruction , and Review of Educational Research . Building a Stronger Case for Independent Reading at School (2024) Nudging to Stimulate Reading in Primary and Secondary Education (2023) Efficacy of digital picture book enhancements... (2023) Free access to multilingual digital books... (2023) A Comparison of Children’s Reading on Paper Versus Screen: A Meta-Analysis (2021) She has received no explicitly mentioned scientific awards in the provided text. Her advising activities are not detailed, but she frequently collaborates with PhD students and early-career researchers. She has been involved in grant-funded projects related to digital literacy, Bookstart evaluations, and cross-cultural studies of reading interventions. She is affiliated with the National Centre for Reading Education and Research, a key hub for literacy research in Norway. Her team engages in both experimental and meta-analytic studies, often in collaboration with international partners from the Netherlands, the U.S., Poland, and Zambia. Future work appears to focus on expanding digital access for multilingual families and refining digital book designs for optimal learning outcomes.
Lucy Ansley is a Senior Research Fellow at De Montfort University (DMU) in the School of Applied Social Sciences, Faculty of Health and Life Sciences. She is actively engaged in research on educational technology, equity, and decolonising curricula, and contributes to teaching and student supervision across undergraduate and postgraduate programmes. She also leads NVivo training for researchers across the university. Education: PhD in Education and Technology, De Montfort University (2018) MA in Learning, Technology and Education (Distinction), University of Nottingham BA (Hons) in Dance and Education Studies (First Class), De Montfort University Her research focuses on educational technology, digital literacy, social justice, and decolonisation in higher education . She employs participatory and creative methodologies, particularly grounded theory, to amplify non-dominant voices and co-create inclusive educational frameworks. Her work often involves collaboration with students, staff, and community stakeholders to drive systemic change. The recent articles and reports reflect a strong trajectory in curriculum decolonisation, racial equity, Muslim student experiences, and digital literacy in education . These works highlight institutional transformation, anti-racist pedagogy, and innovative approaches to inclusive learning environments. Many stem from collaborative, university-wide initiatives such as Decolonising DMU and the Aziz Foundation audit. Scientific Awards: UKRI Green Gowns Diversity, Equity and Inclusion in Sustainability Award (2023) International Green Gowns Award, Highly Commended (2024) Advance HE Collaborative Award for Teaching Excellence (2023) ALT Learning Technologist of the Year (2014) Reclaim Open Learning Innovation Contest recognition by MacArthur Foundation, MIT Media Lab (2013) Lucy supervises student research at BA, MA, and PhD levels and has secured funding from bodies including HEFCE, HEIF5, the Aziz Foundation, and DMU. Her current projects include the Muslim Friendly Universities Audit and ongoing work with the Decolonising DMU initiative. She is affiliated with the Social Sciences Research & Innovation Institute and the Centre for Social Justice and Empowerment at DMU, contributing to interdisciplinary research on equity and social change.
