Caitie Finlayson is an Associate Professor in the Department of Geography at the University of Mary Washington. She holds a Ph.D. in Geography from Florida State University (2012) and a B.A. in Philosophy and Religious Studies from Winthrop University (2007). Her research focuses on Cultural Geography, with specific emphasis on the Geography of Religion, nature-society interactions, and geographic theory. Education: Ph.D. in Geography (Florida State University, 2012), B.A. in Philosophy and Religious Studies (Winthrop University, 2007) Her scholarly work explores sacred spaces, affective geographies, and the intersection of spirituality with environmental studies. She has co-organized sessions at the Association of American Geographers' annual meetings and published in journals like Environment and Planning A and The Professional Geographer . Her teaching portfolio includes World Regional Geography, Introduction to Human Geography, Sacred Spaces, and Environmental Studies courses.
Michael Paulsen is an Associate Professor at the Department of Design, Media and Educational Science of the University of Southern Denmark, leading the Centre for Understanding Human Relationships with the Environment (CUHRE) and the general didactics research group for Danish Gymnasium teacher education. Holding a Ph.D. in Social Philosophy, his work bridges conceptual development with experimental practices in Environmental and Sustainability Education. Department: Design, Media and Educational Science University: University of Southern Denmark Research clusters: SDU Climate Cluster Research Themes: Paulsen's scholarship focuses on reimagining education through life-friendly pedagogies, ecoliteracy, and Anthropocene-specific educational philosophies. His practice-oriented approach integrates theories of Bildung with experimental learning methods addressing climate change and environmental crises. Wilding pedagogies More-than-human education Regenerative gardening Climate fiction roleplaying Existential presence in education Projects: Currently co-leading three major initiatives: Playing With Disaster (climate fiction roleplaying), Digging for the Climate (regenerative agriculture), and Voices of Nature (nature-based teaching in Danish schools). His work spans from 2021–2025 with international collaborators. SDU Climate Cluster member EU Training Course participant Anthropocene educational theory
Dominik Baumann is an Assistant Professor at the Department of Electrical Engineering and Automation at Aalto University in Espoo, Finland. His research focuses on the interplay of systems and control theory with machine learning and communication networks, with a current emphasis on causal inference in control systems. Education: Diploma in Electrical Engineering from TU Dresden, Germany (2016) PhD from KTH Stockholm, Sweden (2020), supervised by Sebastian Trimpe (Max Planck Institute) and Karl H. Johansson Postdoctoral positions at RWTH Aachen University (1 year) and Uppsala University with Thomas Schön (1 year) Dr. Baumann's research bridges theoretical foundations with practical applications in robotics, wireless networks, and decision-making systems. His work spans safe reinforcement learning, event-triggered control systems, causal inference in dynamical systems, and ergodicity economics perspectives on long-term decision-making. He applies mathematical rigor to address challenges in resource-constrained environments, particularly focusing on safety guarantees and computational efficiency for real-world implementation. His recent publication record demonstrates a strong trajectory in safe learning-based control, with increasing focus on ergodicity economics in reinforcement learning, multi-agent coordination, and human-robot interaction. The research consistently balances theoretical guarantees with practical implementation constraints, particularly in bandwidth-limited wireless control systems and robotics applications. Scientific Awards: Best Paper Award for 'Feedback control goes wireless: Guaranteed stability over low-power multi-hop networks' at ACM/IEEE International Conference on Cyber-Physical Systems (2019) Dr. Baumann maintains extensive international collaborations, evidenced by numerous seminar invitations worldwide including Oxford University, ETH Zürich, University College London, and institutions across Asia. His research program addresses fundamental challenges in cyber-physical systems with applications in industrial automation, robotics, and the Internet of Things, securing research funding for projects focused on safe learning in control systems and wireless cyber-physical systems. His research group at Aalto University develops both theoretical foundations of learning-based control and practical algorithms for real-world deployment, with active software repositories on GitHub related to predictive triggering, causal structure identification, and ergodic reinforcement learning.
Dr. Nina Effenberger is a Postdoctoral Researcher in the Climate Physics group at ETH Zurich, led by Professor Reto Knutti. She previously completed her Ph.D. at the University of Tübingen under Nicole Ludwig’s Machine Learning in Sustainable Energy Systems group and was affiliated with the International Max Planck Research School for Intelligent Systems (IMPRS-IS). Her work bridges climate science, machine learning, and energy modeling to address challenges in renewable energy systems under climate change. Her research focuses on multi-decadal wind power forecasting using climate models (CMIP6) and Gaussian Processes, with a particular emphasis on turbine-location-aware downscaling techniques. She has also contributed to mental health advocacy in academia, including co-authoring a 2023 publication in Plos One on stress and well-being among Ph.D. students. Her recent work includes arXiv preprints on climate data selection and temporal resolution impacts in wind power predictions. Dr. Effenberger is an alumnus of the sustainAbility Ph.D. initiative and trained in mental health first aid. She can be contacted via email at nina.effenberger@env.ethz.ch .
Morgane Barbara Domanchin is a Research Fellow at the University of Oslo, specializing in immersive educational technologies within secondary and higher education contexts. Her work investigates how digital tools like VR and AR reshape social interactions, spatial awareness, and attention in learning environments through sociocultural frameworks. Education: Ph.D. in Applied Linguistics, University of Lyon, France (2020) Research Focus: Domanchin employs multimodal video analysis to examine meaning-making processes in technology-enhanced settings, with particular emphasis on hybrid collaboration and the design of student-centered learning spaces. Her methodology bridges sociocultural theory with practical applications of emerging technologies to reveal how digital tools transform educational practices. Publication Trends: Analysis of her 11 publications (2022-2024) shows concentrated exploration of VR/AR integration in upper secondary education, co-design methodologies for immersive experiences, and group dynamics in hybrid doctoral seminars. Key themes include interdisciplinary collaboration, prototyping in educational innovation, and spatial cognition in virtual anatomy learning. Projects & Teaching: She actively contributes to the DigiLiv project, Immersive Learning across School and Community (ILASC) initiative, and the Living and Learning in the Digital Age (LiDA) research group. Domanchin teaches courses PED4591 and PED2540/PED4501, directly applying her research on technology-enhanced pedagogy in classroom contexts.
Professor Martin White is a distinguished academic at Newcastle University with an extensive research portfolio spanning public health, epidemiology, and health inequalities. His work focuses on understanding and addressing health disparities through interventions targeting obesity prevention, diabetes management, smoking cessation, and nutrition policy. Professor White has established himself as a leading researcher through numerous collaborations with colleagues including Jean Adams, Vera Araujo-Soares, Falko Sniehotta, and Ashley Adamson. Professor White's research interests center on population health approaches to prevent chronic diseases and reduce health inequalities. His work examines how socioeconomic factors influence health behaviors and outcomes, with particular attention to food environments, weight management strategies, and preventive healthcare interventions. He employs diverse methodologies including randomized controlled trials, longitudinal studies, qualitative analyses, and policy evaluations to investigate how environmental, social, and behavioral factors impact population health. His research has significantly contributed to understanding how to design effective public health interventions that address health disparities across different socioeconomic groups. Analysis of Professor White's recent publications reveals a consistent focus on practical interventions to improve population health through environmental and behavioral approaches. His work spans multiple domains including food policy (particularly regarding ultra-processed foods and takeaway environments), weight management interventions, smoking cessation programs (especially during pregnancy), and diabetes prevention initiatives. A notable trend is his emphasis on implementation science - examining not just whether interventions work, but how they can be effectively implemented in real-world settings and how different population subgroups respond to them. His research often incorporates economic evaluations and process evaluations to provide comprehensive assessments of public health interventions. Professor White has made substantial contributions to understanding how socioeconomic factors influence health behaviors and outcomes. His work has informed policy development in areas such as food marketing, obesity prevention, and healthcare delivery for vulnerable populations. He has been instrumental in developing and evaluating interventions targeting health inequalities across multiple domains of public health. Throughout his career, Professor White has demonstrated exceptional leadership in mentoring junior researchers and fostering interdisciplinary collaborations. His work consistently bridges the gap between academic research and practical application, ensuring that findings translate into meaningful improvements in public health policy and practice. He has been particularly effective in developing interventions that address the complex interplay between individual behaviors and environmental factors that influence population health.
Marcel Mierwald is a Junior Professor at the Technische Universität Braunschweig and researcher at the Leibniz Institute for Educational Media (GEI). His work focuses on the didactics of educational media with a specialization in history, emphasizing digital transformation, empirical research in history teaching, and language-sensitive pedagogy. He contributes to interdisciplinary projects such as Empowering Police Officers and Teachers in Arguing Against Antisemitism (EMPATHIA³) and leads Generative KI als Bildungsmedium (GeKIB). Education: Studied history, politics, and educational science at Freie Universität Berlin and German studies at Ruhr University Bochum. Research: Explores digital educational media, generative AI applications, empirical history teaching, and historical consciousness in the post-digital era. Projects: Leads GeKIB, co-heads the working group Empirische Zugänge der Geschichtsdidaktik , and contributes to INTERXR and HiPBXR . Publications: 2024–2025 works address AI in education, digital source criticism, and migration history. Awards: No specific awards listed.
Dr. Leone Craig is a Lecturer in Applied Health Sciences at the University of Aberdeen, affiliated with the School of Medicine, Medical Sciences and Nutrition and based in the Institute of Applied Health Sciences. She currently leads the MSc Applied Health Sciences programme and is actively involved in teaching, research supervision, and curriculum development. She is accepting PhD students in the areas of Applied Health Sciences, Nutrition, and Health. Education: PhD in Nutrition, The Robert Gordon University, 2005 MSc in Human Nutrition and Metabolism, University of Aberdeen, 1998 BSc (Hons) in Health Sciences with Nutrition, University of Aberdeen, 1997 Her research focuses on public health nutrition, dietary assessment, early life nutrition, infant feeding, childhood obesity, and healthy and sustainable diets. She has led and contributed to numerous studies including the SEATON longitudinal study and the Aberdeen Birth Cohorts (1921 and 1936). Her work often explores socioeconomic disparities in diet and health, sustainable food choices, and interventions to improve nutrition in vulnerable populations. She has developed tools like the VEGANScreener and has contributed to national initiatives such as the Scottish Active Healthy Kids Report Card. Dr. Craig's recent publications reveal a strong trend in examining the intersection of nutrition, sustainability, and public health policy, with an increasing focus on equity, consumer behavior, and methodological innovation in dietary assessment. Her work spans cohort studies, policy evaluations, and tool development, primarily in UK and European contexts. Scientific Awards and Recognitions: Fellow of the Higher Education Academy (FHEA) She has supervised numerous MSc research projects and is a PhD supervisor. Her grants include funding from NHS Grampian, Food Standards Agency Scotland, and industry partners like Baxters. She has held leadership roles in teaching coordination and serves on multiple academic and public health committees, including the Scottish Active Healthy Kids Report Card Team and NHS Grampian Maternal & Infant Nutrition Clinical Group. Labs and Research Teams: She is affiliated with the Postgraduate Education Group and contributes to the Aberdeen Birth Cohorts and the SEATON study. Her research is embedded in collaborative networks focusing on maternal and child nutrition, public health policy, and sustainable diets.
Jordi Muñoz Mari is an Associate Professor in the Department of Electronic Engineering at the School of Engineering, University of Valencia. He is a key member of the Image and Signal Processing (ISP) research group within the Image Processing Laboratory (IPL), a recognized research institute (ERI) at the university. His research focuses on the intersection of artificial intelligence, remote sensing, and environmental science. Key areas include machine learning for Earth observation, biophysical parameter retrieval, crop yield forecasting, climate modeling, and causal inference in ecological systems. He also explores applications of AI in education, particularly generative models for assessment and digital learning tools. The most recent publications highlight a strong trend toward physics-aware machine learning, uncertainty quantification, and large-scale applications using platforms like Google Earth Engine. His work spans climate extremes (medicanes, hurricanes, droughts), agricultural monitoring, biodiversity, and educational technology, demonstrating interdisciplinary innovation. Jordi Muñoz Mari completed his PhD at the University of Valencia in 2004 on telemonitoring systems for cardiac patients. His ongoing research involves advanced signal processing, kernel methods, and AI-driven geoinformation systems.
Seung Yeob SHIN is a Research Scientist at the Interdisciplinary Centre for Security, Reliability and Trust (SnT) at the University of Luxembourg. He holds a PhD from the University of Massachusetts Amherst (2016), specializing in software engineering with a focus on system modeling and analysis through simulation and model checking frameworks. His work is centered at the Software Verification and Validation (V&V) Lab , led by Prof. Lionel Briand. Research Interests: Software Engineering Methodologies Cyber-Physical Systems Testing Real-Time Systems Analysis AI-Driven Testing Techniques Model Checking & Simulation Key Contributions: Pioneering work on fuzzing techniques for SDN controllers Development of probabilistic WCET estimation methods Advancements in metamorphic testing for CPS Control theory-based stress testing frameworks Publications: Over 30 peer-reviewed articles focusing on testing methodologies for real-time systems, cyber-physical systems, and quantum programming analysis. Recent trends emphasize AI integration in software validation and uncertainty-aware system design. Labs & Teams: Active member of the V&V Lab, collaborating on hardware-in-the-loop testing and embedded system validation projects.
Dr. Shaheen Ahmed is a Professor in the Department of Automotive and Manufacturing Engineering within the College of Science, Engineering & Technology at Minnesota State University, Mankato. He holds a PhD in Industrial and Systems Engineering and is a licensed Professional Engineer (PE), Certified Professional Ergonomist (CPE), and Certified Quality Engineer (CQE). He has previously taught at the University of West Alabama and Mississippi State University. Education: PhD in Industrial and Systems Engineering, 2013, Mississippi State University, USA MS in Industrial and Systems Engineering, 2010, Mississippi State University, USA MS in Automotive Industrial Design Engineering, 2008, Chalmers University of Technology, Sweden BS in Mechanical Engineering, 2004, Bangladesh University of Engineering and Technology Dr. Ahmed's research centers on human factors and ergonomics, with a focus on vehicle ergonomics , workplace and product design , human fatigue in cognitive tasks , and statistical design of experiments . He is particularly interested in designing for physically and cognitively impaired populations and understanding how mental workload evolves over time. His work bridges industrial engineering, safety, and education. His recent publications (2008–2020) reflect a consistent trajectory in ergonomics , cognitive fatigue , driving safety , and educational methodologies . The articles demonstrate interdisciplinary engagement with psychology, occupational health, and engineering education, often using experimental and survey-based methods to assess human performance and discomfort. A growing interest in pedagogical theory is evident in his later work, particularly in the Theory of Sustained Optimal Challenge . Dr. Ahmed has made significant contributions to curriculum development, designing four new engineering technology courses for the University of West Alabama. He has taught a wide range of courses including Design of Experiments , Ergonomics & Work Measurement , Quality Management Systems , and Fluid Power at multiple institutions. While no formal awards are listed, his professional certifications (PE, CPE, CQE) underscore his technical and ergonomic expertise. He advises students through individual study courses, though specific advisees are not named. His outreach extends through The Open Educator platform and various social media channels.
Peter Popov is a Reader at the Centre for Software Reliability (CSR) , City St George's, University of London , where he has been employed since 1997. He specializes in software dependability , fault tolerance , and stochastic modeling of critical infrastructures. Before his current position, he was an Associate Professor at the Bulgarian Academy of Sciences (1990-1997) and a Research Fellow at City St George's. Peter's academic journey began with a PhD in Computer Science from the Kiev National University of Technologies and Design (1989), following his BEng in Computer Engineering from the National Technical University of Ukraine (KPI, 1982). He has worked as a visiting scientist at renowned institutions including the Coordinated Science Laboratory at the University of Illinois at Urbana-Champaign , LAAS-CNRS in Toulouse, and Duke University . His research interests span Software reliability assessment System dependability Software fault-tolerance Performance evaluation Interdependencies of critical infrastructures He has contributed extensively to projects such as ReSIST , IRRIIS , DISPO , and AFTER , focusing on the dependability of composite systems and critical infrastructure resilience. Key publication trends reveal expertise in Stochastic modeling of autonomous vehicle safety Software diversity for fault tolerance Interdependency analysis in critical systems Bayesian reliability assessment Performance evaluation of distributed protocols Security implications in cyber-physical systems Peter has supervised several PhD students , including those researching autonomous vehicle resilience , safety assurance with ML components , and adaptable web services . His professional activities include serving on program committees for ISSRE , SAFECOMP , and EDCC conferences, as well as editorial contributions to CEUR Workshop Proceedings . He is proficient in Bulgarian , English , and Russian , with peer-review capabilities in all three languages.
Brooke Whitworth is an Associate Professor in the Department of Teaching and Learning at Clemson University’s College of Education, where she also serves as Assistant Chair and Doctoral Program Coordinator. She leads multiple NSF-funded research initiatives focused on science education leadership and professional development. Ph.D. in Science Education, University of Virginia (2014) M.Ed. in Secondary Science Education, Wake Forest University (2002) B.A. in Chemistry, William Jewell College (2001) Her research centers on district science coordinators, teacher leadership, differentiation, and the integration of geospatial technology in science classrooms. She has led prior faculty positions at the University of Mississippi and Northern Arizona University and has extensive K–12 teaching experience in chemistry, physics, and mathematics. Dr. Whitworth's recent publications reveal a strong focus on professional development models, teacher noticing, equity in science instruction, and leadership practices, particularly during the pandemic. Her work spans both practitioner and high-tier research journals, emphasizing the translation of research into practice. NSTA Fellow ASTE Outstanding Science Educator Award Clemson University College of Education Researcher of the Year Over $12.5 million in grant funding Field Editor, The Science Teacher (NSTA) Treasurer-Secretary, National Association for Research in Science Teaching (NARST) She mentors graduate students, teaches doctoral seminars and secondary science methods courses, and delivers professional development nationally. Her leadership in projects like SCAFFOLD, BLAST, and SPLENDIT highlights her commitment to improving science education through systemic support for educators and leaders. She leads active research labs and collaborates with national and international scholars. Her work continues to shape policy and practice in science teacher education and leadership development.
Thomas K. Bias serves as Professor and Associate Director of Program Evaluation in the Department of Health Policy, Management, and Leadership at West Virginia University School of Public Health, with additional responsibilities as Portfolio Director for Medicaid Services at the WVU Health Sciences Center. His academic credentials include: PhD in Political Science from West Virginia University MA in Political Science from West Virginia University BA in Political Science from West Virginia University Dr. Bias specializes in public policy's influence on health outcomes, with three core research pillars: (1) health insurance policy impacts on coverage and access to care, (2) state/local economic and built environment policy effects on public health, and (3) community health needs assessment methodologies. His work demonstrates how policy decisions directly shape healthcare accessibility and population health metrics, particularly within Medicaid systems and health insurance marketplaces. Analysis of his 2015-2017 publications reveals consistent focus on policy evaluation frameworks, with recurring themes in Medicaid beneficiary behavior, health insurance marketplace effectiveness, and community-driven health assessment processes. These works bridge public health practice and policy analysis across multiple disciplinary contexts including health services research, urban planning, and health economics. No scientific awards are documented in the provided materials. Dr. Bias teaches graduate courses including Foundations of Health Policy, Policy Analysis, and Healthcare and Insurance Policy. While actively engaged in program evaluation through the Health Research Center, specific grant funding details and student mentoring relationships are not specified in available records. He contributes to the Health Research Center (HRC), which operates under WVU's Robert C. Byrd Health Sciences Center. The HRC focuses on improving West Virginia community health through policy analysis, program evaluation, and strategic partnerships with state agencies and healthcare providers, emphasizing collaborative research that addresses regional health challenges.
Dr Kenneth Young is a Lecturer and Program Coordinator for the Master of Teaching (Secondary) at the University of the Sunshine Coast . With a career spanning since 2007, he specializes in preservice teacher education and rural teaching contexts. Doctor of Philosophy (Adelaide) Master of Education (South Queensland) Graduate Certificate in Computer Education (Griffith) His research focuses on preservice teacher identity formation , generational dynamics in classrooms , and rural/remote teaching workforce development . Key article trends include school-university partnerships , teacher readiness models , and community integration strategies for educators in regional settings. Recent publications examine: (1) RRR school placement programs , (2) generational perspective frameworks , and (3) professional partnership models for teacher training. Collaborative works with researchers like Catherine Thiele and Peter Grainger address systemic challenges in Queensland's rural education sector. 2005 : Queensland Premier's Smart State Award for Teacher Excellence Professional memberships include the Australian College of Educators and Society for the Provision of Education in Rural Australia . Teaching areas emphasize Industrial Technology and Design alongside Educational Sociology curriculum development.
