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Renée DesjardinsView profile

Associate Professor

• Translation Studies
• Digital Humanities
• Social Media
• +5 more

Renée Desjardins is an Associate Professor at the Translation School of the University of Saint-Boniface. Her work bridges Translation Studies , Digital Humanities , and Food Studies , with a focus on multilingual communication in digital spaces. She teaches courses in general and specialized translation, translation theories, and academic/professional writing. Her research explores the role of translation in: social media and the creator economy Canadian cultural identity and linguistic policy food studies and culinary discourse pandemic communication strategies Desjardins has secured significant grants from SSHRC and CRSH for projects like Translation in the Creator Economy and Translation as a Framework for Analyzing Social Media . Her work has been recognized with the 2022 University of Saint-Boniface Research Excellence Award . Key trends in her recent publications include: the intersection of translation and social justice analysis of digital geographies in translation methodologies for translating pandemic-related content theoretical frameworks for social media and inter-semiotic practices Awards: 2022 - Research Excellence Award, University of Saint-Boniface Her outreach includes keynote presentations at international conferences on topics like Translation and Social Media , Crisis Translation , and Linguistic Inclusion , reflecting her commitment to public engagement and interdisciplinary collaboration.

Erin Marie FurtakView profile

Professor

• STEM Education
• Science Education
• Formative Assessment
• +4 more

Erin Marie Furtak is a Professor of STEM Education at the University of Colorado Boulder, School of Education. She transitioned from high school teaching to academic research, focusing on formative assessment in science education and equitable classroom practices. Her work emphasizes how teachers design and use assessments to improve student engagement and learning outcomes. Education: PhD in Curriculum and Teacher Education, Stanford University (2006) MA in Education, University of Denver (2001) BA in Environmental, Population, and Organismic Biology, University of Colorado Boulder (1999) Research Interests: Formative assessment design, equity in STEM education, teacher professional development, and learning progressions. She leads the Aspire Partnership (NSF-funded) and Elevate Project , studying teacher-student interactions and equitable assessment practices. Her work bridges educational theory with classroom application, particularly for emergent bilingual learners. Selected Awards: 2011 Presidential Early Career Award for Scientists and Engineers (PECASE) German Chancellor Fellowship (Alexander von Humboldt Foundation, 2006) Teaching & Service: Courses include EDUC 4060/5060: Classroom Interactions and EDUC/MCDB 4811/5811: Teaching & Learning Biology . She serves as Associate Dean of Faculty at the School of Education and advises national initiatives like the Sandra K. Abell Institute and National Academies' Updating America’s Lab Report . Labs/Teams: Aspire Partnership, Elevate Project, and collaborations with school districts nationwide to integrate formative assessment into science curricula.

Kenneth D. ForbusView profile

Professor

• Qualitative Reasoning
• Analogical Reasoning
• Spatial Reasoning
• +6 more

Ken Forbus is the Walter P. Murphy Professor of Computer Science and Professor of Education at Northwestern University. He earned his Ph.D. in Artificial Intelligence from MIT in 1984, along with S.M. and S.B. degrees in Computer Science from the same institution. Current research focuses on qualitative reasoning , analogical reasoning , spatial reasoning , sketch understanding , and the Companion cognitive architecture . He has made foundational contributions to qualitative physics , compositional modeling , and cognitive simulation through systems like CyclePad and Companions . His work spans AI, cognitive science, and education technology with applications in intelligent tutoring systems , educational software , and interactive entertainment . Awards and Fellowships: Humboldt Research Award AAAI Fellow Cognitive Science Society Fellow ACM Fellow AAAS Fellow Herbert A. Simon Prize recipient Research trends in recent publications include analogical reasoning frameworks, normative modeling, pretense simulation, qualitative spatial representations, and applications in education and cognitive systems. Articles frequently address intersections between AI, cognitive science, and human-computer interaction. Teaching activities include core courses like Cognitive Science 207 , Design of Problem Solvers , and Conversational AI . He co-developed the open-source Freeciv game framework for AI research in strategy games.

Nenad RadakovicView profile

Associate Professor

• STEM Education
• Transdisciplinary Learning
• Mathematics Education
• +5 more

Nenad Radakovic is an Associate Professor of STEM Education at Queen's University's Faculty of Education. His research focuses on transdisciplinary approaches in mathematics and STEM education, emphasizing how interdisciplinary integration can enhance learning across PK-12 and post-secondary contexts. He holds a PhD in Curriculum Studies and Teacher Development from the Ontario Institute for Studies in Education (OISE), University of Toronto, and has taught secondary mathematics in Croatia and Canada. Prior roles include Associate Professor at the College of Charleston and Sessional Lecturer at the University of Toronto, where he instructed courses on holistic mathematics pedagogy and curriculum design. Dr. Radakovic’s research interests span transdisciplinary curricula, risk education, mathematics teacher training, and the role of technology in education. He is a STaR Fellow with the Association of Mathematics Teacher Educators and contributes to professional organizations like NCTM and PMENA. His work explores how mathematics education can address societal challenges through critical pedagogy and inclusive practices. Key publications include edited volumes on transdisciplinarity in mathematics education and borders in teacher training. His recent articles address STEM curriculum innovation, inclusive pedagogical frameworks, and the application of feminist theory to educational research. Collaborations include transdisciplinary projects blending arts and mathematics, such as using 3D printing to explore cultural heritage through art.

Anna DanielssonView profile

Professor

• Science Education
• Gender Studies
• Identity in Education
• +3 more

Anna Danielsson is a Professor of Science Education at Stockholm University's Department of Teaching and Learning, where she also serves as head of the science education section. Her academic career spans prestigious institutions including Uppsala University, King's College London, and the University of Cambridge, with her current research focusing on equity and inclusion in science education contexts. Professor Danielsson earned her PhD in physics education research from Uppsala University in 2009. Her educational journey includes a two-year postdoctoral fellowship at the University of Cambridge's Faculty of Education, followed by positions as senior lecturer at Uppsala University and Reader in Science Education at King's College London during 2016/17. She was promoted to Professor in Curriculum Studies at Uppsala University in January 2018 before joining Stockholm University. Her research program centers on critical examinations of gender, identity, and power dynamics in science and technology education. As leader of the Science Education Equity research group, she investigates inclusion-exclusion patterns and participation barriers for minoritized learners in science, with particular emphasis on physical sciences. Her work employs innovative narrative and discourse methodologies to explore how students construct identities within science learning contexts. Analysis of her recent publications reveals a sustained focus on identity construction in physics education, particularly examining how underrepresented students navigate disciplinary spaces. Her scholarship bridges theoretical frameworks from post-structuralism, cultural studies, and critical discourse analysis with empirical research in both formal and informal learning environments. A notable trend is her increasing attention to mathematics education and cross-disciplinary identity formation, as evidenced by her 2025 work on mathematics capital. Principal Investigator for 'In(ex)clusion in higher education mathematics and physics: Identity enactment in educational trajectories and scientific practices' Lead researcher on 'The unlikely scientists: Exploring what has enabled students from under-represented groups to continue to higher education science studies' (Swedish Research Council, 2019-2023) Collaborator on multiple Swedish Research Council-funded projects examining identity, gender, and equity in STEM pathways Professor Danielsson directs the Science Education Equity research group, which creates interdisciplinary spaces for examining how marginalized learners engage with science education. The group's work combines theoretical innovation with practical implications for creating more inclusive science classrooms and curricula, particularly focusing on how physical sciences can become more accessible to diverse student populations.

Sara GreenView profile

Associate Professor

• Philosophy of Science
• Precision Medicine
• Consumer Medicine
• +4 more

Sara Green is an Associate Professor at the Department of Science Education, University of Copenhagen, specializing in the Section for History and Philosophy of Science . Her work bridges philosophy, biology, and biomedical ethics, focusing on the epistemic and social implications of datafication in healthcare and the ethical challenges of precision medicine and consumer health technologies. Green holds a PhD in Science Studies from Aarhus University and was a postdoctoral fellow at the University of Pittsburgh’s Center for Philosophy of Science. She leads the PROMISE and COPE projects and contributes to EU-funded initiatives like DataSpace , TRANSCEND , and REDESIGN . Research Themes: Philosophy of precision medicine and data-driven healthcare Ethics of patient-derived organoids and organ-on-chip technologies Epistemic standards in consumer medicine Interdisciplinary integration in systems biology Article Trends: Recent publications explore organoid ethics , datafication in medicine , and philosophical frameworks for emerging health technologies . Key sub-fields include biobanking, cross-border data governance, and temporal dimensions of personalized medicine. Scientific Recognition: DFF Research Project 1 (2020) Semper Ardens Accellerate Grant (2023) Silver Medal, Royal Danish Society of Science and Letters (2024) Werner Callebaut Prize (2015) EU SwafS-Horizon stipend (2020) Teaching & Supervision: She teaches philosophy of science to students in biology, chemistry, and sports science, supervising projects on philosophy of biology and medicine and co-supervising science communication research. Collaborative Networks: Green collaborates across Denmark, the EU, and the U.S., particularly on cross-border health data infrastructure and reduction of animal models through organoid technologies.

Andrea GroverView profile

Associate Professor

• Citizen Science
• Information Systems
• Open Collaboration Systems
• +3 more

Dr. Andrea Grover is an Associate Professor in the Department of Information Systems and Quantitative Analysis at the University of Nebraska Omaha’s College of Information Science & Technology. Her research focuses on citizen science, technology design, and collaboration systems in data-intensive environments. She holds a Ph.D. in Information Science & Technology from Syracuse University, an MS in Information from the University of Michigan, and a BA in Mathematics from Alma College. Her research interests include organizational impacts of technology, open collaboration frameworks, and ethics in information systems. She teaches courses on management and IT ethics, employing ungrading techniques to enhance student engagement. Notable contributions include work on citizen science data quality, cyber-security tools leveraging crowdsourcing, and barriers in STEM education equity. Dr. Grover has been recognized with the 2022 Rising Star Distinguished Ecologist award and serves on editorial boards (e.g., Frontiers in Ecology) and conference committees (e.g., ACM CSCW DEI Co-chair). She has secured grants such as the NSF-funded “Streamlining Embedded Assessment to Understand Citizen Scientists' Skill Gains” (2017–2019) and contributed to media discussions on citizen science via National Public Radio. Her recent publications explore hybrid human-AI tools, agile citizen science methodologies, and systemic barriers in education. She actively participates in interdisciplinary initiatives, bridging technology, ecology, and social sciences to advance participatory research practices.

LAM YulinView profile

Associate Professor

• Bioorganic Chemistry
• Medicinal Chemistry
• Green Chemical Synthesis
• +5 more

Associate Professor LAM Yulin is affiliated with the National University of Singapore (NUS), specializing in bioorganic and medicinal chemistry with a focus on green synthesis methodologies. His research interests include developing anti-cancer, anti-inflammatory, and neurological agents, alongside creating recyclable catalysts for sustainable organic transformations. He holds a Ph.D. (1992) and B.Sc. (1987) from NUS, with prior research fellowships at the Institute of Molecular and Cell Biology (1994–1996) and The Scripps Research Institute (1992–1994). Teaching contributions include courses such as CM2122 Organic Chemistry, CM3225 Biomolecules, and CM5224 Emerging Concepts in Drug Discovery. His research highlights include synthesizing chondroitin sulfate analogs for molecular recognition via surface-enhanced Raman scattering (SERS) and developing fluorous boronic acid catalysts for amide bond formation under eco-friendly conditions. Research focuses on glycosaminoglycan structure-function relationships, novel mycobacterial inhibitors, and autophagy-inducing agents. His work bridges organic synthesis with biomedical applications, emphasizing sustainability and translational potential.

Amy E. StichView profile

Associate Professor

• sociology of education
• qualitative methodologies
• social theory
• +4 more

Amy E. Stich is an Associate Professor of Higher Education and Director of Graduate Studies at the Louise McBee Institute of Higher Education at the University of Georgia. She also serves as an affiliate faculty member with the Interdisciplinary Qualitative Studies program and as a Research Fellow at the Georgia Policy Labs. Dr. Stich employs sociological perspectives and qualitative methodologies to investigate mechanisms that stratify and reproduce inequality in higher education. Her research interests include: Sociology of education Qualitative research methodologies Social theory applications Higher education inequality Educational stratification systems Postsecondary tracking mechanisms Class dynamics in educational settings Dr. Stich's scholarly work reveals consistent themes around how social structures and institutional practices create and maintain educational inequalities. Her publications demonstrate sophisticated applications of Bourdieusian theory to analyze educational tracking, social reproduction, and efforts to democratize access to higher education. Recent work examines democratic research practices, school counseling responses to dual enrollment policies, and the relationship between middle-class aspirations and higher education pathways. Her significant research contributions have been recognized through: 2016 National Academy of Education/Spencer Foundation Postdoctoral Fellowship Exemplary Reviewer Recognition by the Journal of Higher Education (2025) Dr. Stich serves on the editorial boards of the British Journal of the Sociology of Education, The Journal of Higher Education, and The Review of Higher Education. As Director of Graduate Studies, she plays a pivotal role in mentoring graduate students and shaping academic programs. She teaches advanced courses in qualitative research and social theory (EDHI 8990, EDHI 8930, EDHI 9060) that emphasize critical analysis of educational inequality. Current research includes a William T. Grant Foundation-funded project examining postsecondary debt repayment inequalities and an NSF-funded study on geographic influences on experiential learning opportunities.

Eunjung LeeView profile

Assistant Professor

• Educational Technology
• Gifted Education
• Teacher Education
• +3 more

Eunjung Lee serves as Assistant Professor of Business Analytics in the College of Business at Lewis University, bringing extensive industry experience from Samsung and LG alongside prior academic roles at Indiana State University. Her expertise bridges business analytics and educational technology with a pronounced focus on equity-driven research. Her educational foundation includes: Ph.D. in Information Technology Management, University of Wisconsin-Milwaukee M.B.A., Korea University B.S., Kwangwoon University Dr. Lee's research trajectory evolved from business analytics toward educational equity, with recent work emphasizing computational thinking in mathematics education, teacher preparation models, and machine learning applications for gifted identification. She investigates how digital tools transform pedagogy while addressing systemic barriers for underrepresented students. Analysis of her 2022-2025 publications reveals dominant themes in equitable gifted identification through cross-cultural validation of the HOPE rating scale, computational thinking integration in teacher training, and longitudinal studies of enrichment program impacts. Her methodology consistently combines quantitative analysis with equity-centered frameworks. No scientific awards were documented in available sources. While specific advising details remain unreported, her courses in Business Intelligence and Forecasting demonstrate applied analytics instruction. Research grants weren't specified in source materials. Collaborative structures like the Lowell Stahl Center for Entrepreneurship provide institutional context, though dedicated labs or research teams weren't explicitly referenced.

Emma MercierView profile

Associate Professor

• Computer-Supported Collaborative Learning
• Social Interaction and Learning
• Classroom Technology
• +3 more

Emma Mercier is an Associate Professor and Associate Head & Director of Graduate Programs in the Department of Curriculum & Instruction at the University of Illinois, Urbana-Champaign's College of Education. She also holds a secondary appointment in the Department of Educational Psychology, demonstrating her interdisciplinary approach to educational research. Dr. Mercier's research focuses on the relationship between social interaction and learning, with particular emphasis on collaboration and computer-supported collaborative learning (CSCL) in classroom settings. Her work examines how technology influences group interactions and learning, especially through the use of multi-touch tables in classrooms. She investigates between-group and whole-class interactions, device ecologies, teacher tools, and classroom contexts that shape learning opportunities in technology-enhanced environments. Her research spans K-12 and higher education settings, with significant contributions to engineering education and the design of collaborative learning spaces. Analysis of Dr. Mercier's recent publications reveals a strong focus on orchestration tools that support instructors in facilitating collaborative learning, the role of technology (particularly augmented and virtual reality) in collaborative problem solving, and the design of effective collaborative tasks in engineering education. Her work bridges educational theory with practical classroom applications, often employing design-based implementation research methodologies. A notable trend is her increasing focus on machine learning applications to analyze and support collaborative interactions in real-time classroom settings. Dr. Mercier has been actively involved in mentoring graduate students and teaching courses related to educational research methods, child development and technology, and advanced study of education. Her work has involved significant collaboration with researchers across institutions and disciplines, particularly in the fields of educational technology, learning sciences, and engineering education. Her research has been supported through various projects, including the CSTEPS (Collaborative Support Tools for Engineering Problem Solving) initiative, which has developed and evaluated tools to support collaborative learning in engineering classrooms. This work has involved partnerships with teaching assistants, course assistants, and faculty to implement and refine collaborative learning approaches in undergraduate engineering courses.

• Economic Policy
• Gender Equality
• Labor Economics
• +4 more

Tindara Addabbo is a Full Professor at the Department of Economics 'Marco Biagi' of the University of Modena and Reggio Emilia. Her academic roles include teaching and research in economic policy, labor economics, and gender equality. She coordinates courses such as 'Introduction to Macroeconomics,' 'Sustainability Report,' and 'Labour and Industrial Economics' at both undergraduate and master's levels. Her research focuses on gender wage gaps, LGBTQI+ workplace inequalities, gender budgeting, and inclusive teaching methodologies like Team-Based Learning (TBL). Her educational background aligns with her academic career, though specific details are not explicitly stated. She actively participates in institutional reforms to promote gender equality in academia, including the development of Gender Equality Plans (GEPs) and gender-auditing frameworks. Research interests span labor market dynamics, policy impacts on well-being, and sustainable development goals. Notable projects include analyzing gender disparities in wages and employment, the role of corporate policies in reducing inequality, and the effects of the green transition on work quality. Her publications emphasize evidence-based approaches to gender equality, academic inclusivity, and policy evaluation. She collaborates with international organizations and contributes to EU initiatives on social and economic policy.

Janet WalkoeView profile

Associate Professor

• Mathematics Education
• Algebra Teaching & Learning
• Teacher Noticing
• +3 more

Dr. Janet Walkoe is an Associate Professor in the Department of Teaching and Learning, Policy and Leadership at the University of Maryland. Her work focuses on mathematics education, particularly algebra teaching and learning, and the role of teacher noticing in responsive instruction. She holds a Ph.D. in Learning Sciences from Northwestern University (2013), an MS in Mathematics from the University of Illinois at Chicago, and a BA in Mathematics from the University of Chicago. Before academia, she taught high school mathematics for a decade, earning National Board Certification. Her research emphasizes how teachers attend to student algebraic thinking during instruction and how pre-service teachers can develop noticing skills through video analysis. Key areas include teacher responsiveness, multimodal algebraic thinking, and computational thinking integration in mathematics education. She has led the NSF-funded CAREER grant (2020) exploring teacher noticing of student thinking, and co-authored influential works like Lenses for examining students’ mathematical thinking (2014), which earned an NCTM award. Notable Grants: NSF CAREER DRL 17-537 ($736,914), INFACT Subaward ($250k), Spencer Foundation Grant ($44k) Teaching: Courses include Interdisciplinary Teaching in Middle Grades (TLPL 423/424), Elementary Mathematics Education (EDCI 652), and Foundations of Mathematics Education (EDCI 751) Professional Development: Develops video-based tools for teacher reflection and computational thinking integration Walkoe advocates for culturally sustaining pedagogy and equity in teacher education. Her recent work bridges computational thinking with mathematics instruction, emphasizing interdisciplinary approaches to foster student engagement.

• Education
• Social Justice
• Epistemic Justice
• +12 more

Shona McIntosh is a Senior Lecturer in the Department of Education at the University of Bath, affiliated with the Centre for Qualitative Research. She holds a PhD in Education and is actively supervising doctoral students. Her work bridges theory and practice in education, with a strong commitment to social and epistemic justice. Research Interests: Climate and Sustainability Education Decolonising Education and Research Methods Global Citizenship and International Education Teacher and Professional Learning Participatory and Feminist Qualitative Research Teaching-Research Nexus in Higher Education Her research is grounded in decolonial, feminist, and sociocultural theories, emphasizing co-construction of knowledge with participants. She employs experimental and mixed methods to explore equity in educational contexts. Recent Research Trends: Her recent publications (2022–2025) reflect a sustained focus on justice-oriented education, particularly in climate change, teacher development during crises (e.g., school closures), and methodological innovation in collaborative and reflexive research. There is a clear trajectory toward developing frameworks for epistemically-just and equitable research practices, often in international and interdisciplinary contexts. Scientific Awards: Jeff Thompson Research Award from the International Baccalaureate Organization (2017) Grants and Supervision: She has secured funding from the British Academy and the British Council for projects on the teaching-research nexus and youth climate concerns. She is Principal Investigator (PI) on multiple projects and a Co-Investigator on international collaborations. She currently accepts doctoral students and has supervised several research outputs and theses. Labs and Research Groups: She is a core member of the Centre for Qualitative Research at the University of Bath, where she contributes to advancing innovative qualitative methodologies and fostering equitable research practices.

• Human-Computer Interaction
• Social Media
• Collective Intelligence
• +11 more

Patrick C. Shih is an Associate Professor of Informatics in the Luddy School of Informatics, Computing, and Engineering at Indiana University Bloomington, where he also serves as the Director of Graduate Studies for Data Science and Co-Director of the Animal Informatics MS and PhD track. He directs the Societal Computing Lab (SoCo Lab) and is a core faculty member of the Health Informatics PhD track. Dr. Shih's research focuses on how to better support health and wellbeing, specifically that of underserved and vulnerable populations, through the design, development, and evaluation of sociotechnical systems and community-based mechanisms. His work also designs technologies to amplify human and animal capabilities in animal-assisted interventions, improve animal welfare, and cultivate empathy for others. His research spans human-computer interaction, social media, collective intelligence, crowdsourcing, and online and geographic communities, with a particular emphasis on leveraging awareness of individual and community activities embedded in social media for civic engagement platforms. His recent publications reveal a strong trend toward health equity research, particularly focused on African American/Black communities, Alzheimer's disease and related dementias, breast cancer survivorship, and autism spectrum disorder. His work increasingly integrates generative AI, mobile health applications, and community-based participatory design approaches to address health disparities in vulnerable populations. ACM Senior Member (2020) NSF CAREER Award recipient Indiana University Trustees Teaching Award (2018-19) IU Groups Scholars Program STEM Mentor of the Year (2018-19) Multiple best paper awards at top-tier conferences Dr. Shih has successfully secured significant funding for his research, including a $3.7 million award to investigate inequities in environmental stressors and cognitive decline in urban and rural older adults. He serves on numerous editorial boards and program committees for leading HCI and computing conferences. His teaching portfolio includes courses on usable AI, mobile and pervasive design, and social computing. He leads the Societal Computing Lab, which focuses on developing technologies that address societal challenges through community engagement and participatory design.