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Gladis KersaintView profile

Professor

• Mathematics Education
• Teacher Education
• Educational Technology
• +2 more

Dr. Gladis Kersaint is Vice Provost for Strategic Initiatives and Professor of Mathematics Education at the University of Connecticut's Neag School of Education. Previously serving as Dean from 2016 to 2021, she led initiatives that maintained the school's top-20 ranking, raised over $10 million for scholarships, and enhanced diversity. Her academic background includes a Ph.D. in Mathematics Education from Illinois State University, an M.S. in Education from the University of Miami, and a B.S. in Mathematics from the same institution. Her research focuses on mathematics education, teacher preparation, educational technology, rural women's development, and diversity initiatives. She has secured approximately $30 million in grants from NSF, DOE, and Florida DOE, supporting collaborative STEM projects involving school districts and university faculty. Dr. Kersaint has published extensively on topics including multilingual mathematics education, technology integration, and teacher retention. Her scholarship demonstrates consistent focus on improving educational outcomes through innovative pedagogical approaches and systemic reforms. She serves on national boards including the National Council of Teachers of Mathematics and the American Association of Colleges for Teacher Education. Prior to academia, she taught high school mathematics in Miami-Dade County Public Schools.

Richard E. HaydenView profile

Professor

• Head and Neck Surgery
• Head and Neck Oncology
• Endocrine Surgery
• +7 more

Dr. Richard E. Hayden is a Professor in the Department of Otolaryngology-Head and Neck Surgery at Mayo Clinic College of Medicine and Science, Mayo Clinic, Phoenix, Arizona. He holds leadership roles as Associate Dean at Mayo Clinic School of Health Sciences and Education Director at the Mayo Clinic Center for Regenerative Biotherapeutics. His clinical and academic work centers on head and neck oncology, reconstructive surgery, and regenerative medicine. Dr. Hayden earned his MDCM from McGill University in 1974 and completed fellowships in Head and Neck Surgery-Oncology at M.D. Anderson Hospital and Radiation Oncology at Princess Margaret Hospital. He also holds advanced training in facial plastic surgery. His research spans head and neck cancer, microvascular and reconstructive surgery, transoral laser microsurgery, and regenerative medicine. He has pioneered techniques in flap reconstruction and contributed significantly to understanding postoperative outcomes and surgical innovations. His work emphasizes oncologic safety, functional preservation, and minimally invasive approaches. His recent publications (2018–2024) reflect a strong focus on transoral surgery, flap reconstruction (including submental and free flaps), mucosal-sparing radiation, and regenerative medicine education. Themes include surgical outcomes, reconstructive innovation, and interdisciplinary training in emerging therapies like CAR-T cells and regenerative healthcare. Dean's Award, Mayo Clinic Graduate School of Biomedical Sciences (2022) Distinguished Educator Award, Mayo Clinic Arizona (2016) Distinguished Service Award, American Academy of Otolaryngology - Head and Neck Surgery (2006) Honorary Member, German Society of Laryngology-Head and Neck Surgery (2007) Multiple Visiting Professorships and Keynote Speaker invitations Dr. Hayden has mentored numerous trainees and led major educational initiatives, including regenerative medicine and CAR-T curricula. He has held leadership positions such as Chair of Otolaryngology (2002–2014) and active roles in national societies. His research is supported by institutional affiliations and collaborative grants, particularly in regenerative biotherapeutics. He is involved in multiple labs and teams focused on head and neck reconstruction, surgical innovation, and regenerative medicine translation.

Geoffrey CohenView profile

Professor

• Social Psychology
• Education
• Belonging and Identity
• +4 more

Geoffrey Cohen is the James G. March Professor of Organizational Studies in Education and Business, and Professor of Psychology at Stanford University's Graduate School of Education. He holds a courtesy appointment in Organizational Behavior at the Graduate School of Business. His research focuses on identity, belonging, and interventions to address social inequities in education, healthcare, and workplace settings. Cohen earned his Ph.D. in Psychology from Stanford University (1998) and a B.A. in Psychology from Cornell University. Education: Ph.D., Stanford University, Psychology (1998) Bachelor of Arts, Cornell University, Psychology Research Interests: Cohen investigates how identity threats and belonging shape behavior, particularly for marginalized groups. His work emphasizes scalable interventions to improve academic outcomes, reduce disciplinary disparities, and foster inclusive environments. He is author of Belonging: The Science of Creating Connection and Bridging Divides (2022), which explores belonging's role in education, healthcare, and societal contexts. Key Contributions: Cohen's interventions, such as social-belonging exercises and self-affirmation techniques, have demonstrated long-term impacts on academic success, mental health, and social cohesion. His studies span disciplines including education, medicine, and public health, with findings published in top journals like Science Advances and Journal of Personality and Social Psychology . Grants & Teaching: Cohen teaches courses on social psychology, intervention design, and belonging. He mentors doctoral students and postdocs investigating identity processes and scalable solutions to social problems. His lab collaborates with schools and healthcare systems to implement evidence-based strategies. Labs/Teams: Cohen leads a research group at Stanford's Graduate School of Education, affiliated with the Institute for Human-Centered Artificial Intelligence (HAI) and the Wu Tsai Human Performance Alliance. His work bridges theory and practice, aiming to create real-world impact through psychologically informed interventions.

Maria NavarroView profile

Teaching Professor

• High-Impact Practices (HIPs)
• Interdisciplinary Education
• Curriculum Development
• +4 more

Maria Navarro is a Teaching Professor at the University of Georgia's College of Agricultural & Environmental Sciences, specifically within the Department of Agricultural Leadership, Education & Communication. She holds a Ph.D. in Agricultural Education from Texas A&M University (2004) and a BS/MS equivalent in Agricultural Engineering from Universitat Politècnica de Catalunya, Spain (1992). Ph.D., Agricultural Education, Texas A&M University (2004) BS/MS, Agricultural Engineering, Universitat Politècnica de Catalunya (1992) Her research focuses on High-Impact Practices (HIPs), interdisciplinary education, and integrating STEM with social sciences to create globally conscious curricula. She has led transformative projects in curriculum operations, faculty development, and student equity, with recent work emphasizing sustainable food systems and biocultural diversity. 2018 Fellow, Association for International Agricultural and Extension Education 2017 D.W. Brooks Faculty Award for Excellence in Teaching 2016 Outstanding Graduate Faculty Mentor Award 2014 UGA Richard B. Russell Award for Excellence in Undergraduate Teaching Dr. Navarro has secured competitive grants totaling over $1.1 million from USDA-NIFA-HEP for projects like 'Interdisciplinary graduate research and education in sustainable food systems' and 'Integrating humanistic studies into engineering education.' Her teaching includes international study-abroad programs, graduate seminars, and first-year courses, with a focus on experiential learning and curriculum innovation.

Mark G. ReithView profile

Assistant Professor

• Cybersecurity
• Cyber Education
• Game-based Learning
• +16 more

Dr. Mark G. Reith is an Assistant Professor of Computer Science at the Air Force Institute of Technology (AFIT), part of the U.S. Air Force’s Air University. He is based at Wright-Patterson Air Force Base, Ohio, within the Graduate School of Engineering and Management. Dr. Reith holds a Ph.D. in Computer Science from the University of Texas at San Antonio (2009), an M.S. in Computer Science from AFIT (2003), and a B.S. in Computer Science from the University of Portland (1999). Ph.D., Computer Science, University of Texas at San Antonio, 2009 M.S., Computer Science, Air Force Institute of Technology, 2003 B.S., Computer Science, University of Portland, 1999 Dr. Reith's research focuses on cybersecurity, cyber education, game-based learning, and multi-domain operations. He investigates operational cybersecurity in space systems, software factories, and military training through serious games. His work emphasizes trust management, cyber risk assessment, and defense acquisition innovation. He actively promotes STEM outreach and cyber workforce development within the Department of Defense. His recent publications reflect a strong trend in defense-oriented cybersecurity research, particularly in the domains of space system security, military software acquisition, and gamified cyber training. Articles span journals such as Air & Space Operations Research , Defense Acquisition Research Journal , and International Journal of Serious Games , highlighting interdisciplinary work bridging computer science, military strategy, and education. Dr. Reith has received notable recognition, including: AFA Colonel Charles A. Stone Award (2023) DAF Outstanding STEM Outreach Champion Award (2023) AFIT Team of the Quarter (2017) Bernard A. Schriever Essay Contest Winner (2017) He has advised numerous graduate students, many of whom are co-authors on his publications, particularly in the areas of cyber risk, space cybersecurity, and educational games. Dr. Reith has also contributed to research grants and initiatives focused on improving cyber hygiene, military IoT security, and multi-domain command and control. He is a frequent invited speaker on topics such as game-based learning and industry-academia collaboration in cybersecurity. Dr. Reith is actively involved in research labs and teams at AFIT, particularly those focused on cyber education, serious games (e.g., Battlespace Next), and operational cybersecurity. His work often involves collaboration with students and faculty across engineering, systems, and defense domains.

Truong Q. NguyenView profile

Professor

• Image/Video Processing
• 3D Video Technology
• Wavelets and Filter Banks
• +5 more

Truong Q. Nguyen is a Professor in the Electrical and Computer Engineering (ECE) Department at the University of California San Diego (UCSD), affiliated with the Jacobs School of Engineering. He holds positions at the Center for Wireless Communications and the California Institute for Telecommunications and Information Technology. His research focuses on image/video processing, wavelets, 3D video technology, and applications in healthcare and robotics. He has authored influential textbooks like Wavelets & Filter Banks and pioneered low-power video processing algorithms for mobile devices. Nguyen earned his B.S., M.S., and Ph.D. in Electrical Engineering from the California Institute of Technology (1985–1989). He held roles at MIT Lincoln Laboratory and Boston University before joining UCSD in 1998. His honors include the IEEE Signal Processing Paper Award (1992), NSF Career Award (1995), IEEE Fellow (2005), and UCSD’s Distinguished Teaching Award (2019). His research interests span 3D video processing, machine learning for health monitoring, and biomedical imaging. Notable contributions include wavelet-based compression techniques and AI-driven medical image analysis. He leads the UCSD Video Processing Lab, exploring computer vision, robotics, and generative AI applications. Nguyen is committed to educational innovation, co-creating programs like the Hands-on Curriculum, Summer Research Internship Program (SRIP), and Project-in-a-Box (PIB) for K-12 students. Nguyen’s work bridges academia and industry, with patents in wavelet design and signal analysis. Recent projects include NSF-funded initiatives to develop inclusive engineering curricula and collaborate on graduate pathways programs through the Inclusive Engineering Consortium (IEC).

Matthew J. MayhewView profile

Professor

• Higher Education
• Student Affairs
• Impact of college on student learning
• +7 more

Matthew J. Mayhew serves as the William Ray and Marie Adamson Flesher Professor of Educational Administration within the Department of Educational Studies at The Ohio State University's College of Education and Human Ecology. He received his BA from Wheaton College, Illinois; his master's degree from Brandeis University; and his PhD from the University of Michigan in 2004. Dr. Mayhew maintains an active research agenda examining how collegiate conditions, educational practices, and student experiences influence learning and democratic outcomes. Dr. Mayhew's research interests span higher education's impact on moral reasoning, pluralism, productive exchange across worldview differences, and innovation capacity. His work particularly focuses on religious, spiritual, and secular diversity in higher education settings, examining how these dimensions shape campus climate and student development. He has developed significant assessment tools such as the Interfaith, Spiritual, Religious, and Secular Campus Climate Index (INSPIRES) to measure institutional commitment to diverse worldview identities. His recent publications reveal a strong emphasis on innovation capacity development in students, religious pluralism in college settings, and the impact of campus environments on diverse student populations. The research demonstrates increasingly interdisciplinary approaches, with collaborations spanning engineering education, sustainability initiatives, and international comparisons of educational systems. American Educational Research Association Religion and Education SIG Emerging Scholar Award Diamond honoree by ACPA-College Student Educators International Dr. Mayhew has successfully secured over $20 million in research funding from prestigious sources including the National Science Foundation, the Ewing Marion Kauffman Foundation, the Andrew C. Mellon Foundation, the Templeton Religion Trust, and the Arthur Vining Davis Foundations. His major research projects include EDiCTS (Enhancing Diversity in Career and Technical STEM), EDiCTS 2.0, EmPOWERment, and InFORM (Including Faculty on Religious, Spiritual, & Secular Mattering). He serves as editor of the Digest of Recent Research and has held editorial board positions for the Journal of Higher Education, Research in Higher Education, and the Journal of College Student Development.

Didar ZowghiView profile

Researcher

• Artificial Intelligence Ethics
• Data Quality Management
• Requirements Engineering
• +4 more

Didar Zowghi is a Senior Principal Research Scientist and Science Team Leader at CSIRO Data61, Australia's national science agency. His work focuses on advancing ethical AI systems, data quality frameworks, and requirements engineering methodologies. He leads research initiatives addressing challenges in AI governance, diversity/inclusion in technology, and human-centered AI development. Research interests include AI ethics, data completeness in healthcare systems, and the application of machine learning in requirements engineering. His contributions span theoretical frameworks for responsible AI patterns, empirical studies on user perceptions of AI tools like M365 Copilot, and analysis of AI's role in global diplomatic practices. Zowghi has published extensively on topics ranging from blockchain in supply chains to pedagogical innovations in software engineering education. His work often bridges technical systems and societal impacts, emphasizing real-world implementation challenges through collaborative industry-academia projects. Notable outputs include the Responsible AI Pattern Catalogue and studies examining barriers to data quality in IoT platforms. He has pioneered frameworks linking innovation initiatives to occupational skill requirements and developed tools like Elica for dynamic requirements knowledge extraction in agile teams.

Niall WintersView profile

Research Fellow

• Educational Technology
• Global Health
• Healthcare Informatics
• +3 more

Niall Winters is a Visiting Fellow at the University of Oxford's Department of Education, previously serving as Professor of Education and Technology and an Official Fellow. His research focuses on socially-just technology innovations, particularly in healthcare and education, supported by over €7 million in funding. He holds a PhD in Computer Science from Trinity College Dublin. Key roles include co-convenor of the Critical Digital Education Research Group, director of the MSc Education (Digital and Social Change), and mentor to Kellogg students. Prior to Oxford, he was a Reader in Learning Technologies at UCL Institute of Education and Deputy Head of the Department of Culture, Communication and Media. His research integrates global health challenges with digital solutions, emphasizing community health workers' training in low-resource settings. Collaborations include the Global Centre on Healthcare and Urbanisation at Kellogg and projects with UNESCO, WHO, and the NHS. He has held fellowships at institutions like Sciences Po and MIT Media Lab Europe. Publications span mobile health technologies, gamification in medical education, and policy frameworks for digital equity. His work bridges theory and practice, advocating for ethical technology design that addresses systemic inequalities in education and healthcare systems.

Payam SheikhattariView profile

Professor

• Public Health
• Community-Based Participatory Research
• Health Disparities
• +4 more

Dr. Payam Sheikhattari is a tenured Professor of Public Health in the School of Community Health & Policy at Morgan State University with nearly two decades of experience in community-based participatory research. He is the founder of the Morgan CARES network and former director of the Prevention Sciences Research Center, fostering sustainable collaborations between academia and community organizations to address health disparities in underserved communities. His educational background includes a Post-Doctoral Fellowship from Johns Hopkins Bloomberg School of Public Health, an MD from Uromia University of Medical Sciences in Iran, and an MPH from Tehran University of Medical Sciences. This diverse training informs his approach to public health research and practice. Dr. Sheikhattari's research focuses on advancing health equity through community engagement, with particular emphasis on tobacco cessation programs, health disparities in marginalized populations, and innovative community-academic partnerships. His work consistently centers on community-based participatory research methods that empower communities to be active partners in the research process. His publication portfolio demonstrates expertise across tobacco control, health disparities, and community engagement, with recent work examining gender differences in quit rates, electronic cigarette use among youth, and intersectional approaches to tobacco advertising exposure. His 2022 book "Practitioner Research for Social Work, Nursing, and the Health Professions" represents a significant contribution to methodological approaches in community health. $41 million (over 10 years) NIH U54 award for ASCEND Training Model $18 million (over 5 years) NIH U54 award for RCMI@Morgan $749k (over 4 years) AHA funding for IMPACT project $226k (over 2 years) Morgan State University funding for Community & Stakeholder Engagement Certificate Program As a dedicated mentor, Dr. Sheikhattari has supervised numerous undergraduate research students through programs like ASCEND and has been instrumental in developing training models to enhance biomedical research opportunities for underrepresented minorities. His leadership extends to establishing physical infrastructure for community engagement through the Morgan CARES initiative, which has become a model for academic-community partnerships in public health research.

• 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.

Kylie PepplerView profile

Professor

• STEM Education
• Maker Culture
• Computational Thinking
• +3 more

Professor Kylie Peppler is a dual Professor of Informatics and Education at the University of California, Irvine, leading the Creativity Labs and the Connected Learning Lab. Her research focuses on leveraging hands-on creativity—such as e-textiles, robotics, and traditional fiber crafts—to enhance STEM education, particularly for marginalized populations. She emphasizes the role of materiality in fostering systems thinking and equity in learning environments. Education: PhD in Education (UCLA), Postdoctoral training at UC Irvine, and prior roles at Indiana University. Her academic journey bridges psychology, art, and technology. Research Interests: Maker culture, computational thinking, STEAM integration, workforce development, and the impact of arts in education. She explores how tools like e-textiles and looms democratize access to STEM while addressing gender disparities. Key Projects: NSF-funded work on computational construction kits, Re-Crafting STEM initiatives, and Future of Work research using AR/VR for manufacturing training. Collaborations include Boeing, Inner-City Arts, and NYSCI. Awards: NSF Early CAREER Award, Mira Tech Educator of the Year, and Indiana Governor's Award. Her work is supported by NSF, Wallace Foundation, and industry partners. Grants & Labs: Over $10M in grants; directs labs advancing connected learning and equity through technology. Recent studies include virtual reality welding simulators and culturally sustaining arts practices. Labs/Teams: Creativity Labs (designing maker tools), Connected Learning Lab (digital equity), and partnerships with museums and industry to scale inclusive learning.

• Crisis Communications
• Sustainability Literacy
• Hospitality Management
• +3 more

Dr. Laura Zizka is a Professor at the EHL Hospitality Business School, part of the HES-SO university network. She specializes in higher education strategies, crisis communication, and sustainability in hospitality and STEM sectors. Her research bridges academic theory with industry practice, focusing on organizational resilience during crises, digital education transformation post-pandemic, and embedding sustainability literacy in curricula. Education**: BSc HES-SO in Hospitality and Tourism Management Research Themes**: Crisis communication strategies in tourism and hospitality Digital transformation in higher education Pro-environmental behavior in hospitality operations Sustainability integration in STEM and business programs Her work emphasizes bridging educational practices with real-world challenges, such as pandemic communication, stakeholder engagement in sustainability, and employability skills for STEM graduates. Recent studies include analyzing Swiss hoteliers' pandemic communication evolution and exploring AI's role in academic writing through Microsoft Copilot case studies. Grants & Projects**: HES-SO Rectorate-funded project (2019–2020) on destination image and pictorial content impact (CHF 99,000) Longitudinal studies on student/faculty perceptions of digital education (2020–2023) Dr. Zizka collaborates with industry partners like KITRO (food waste tech) and actively contributes to conferences on topics ranging from trauma-informed pedagogy to blended learning models. She advocates for holistic sustainability education and has advised on CSR communication strategies for airlines and hospitality firms.

Daniel A. SassView profile

Associate Professor

• Psychometrics
• Structural Equation Modeling
• Factor Analysis
• +3 more

Dr. Daniel A. Sass is an Associate Dean for Graduate Studies and Associate Professor in the Department of Management Science and Statistics at the University of Texas at San Antonio’s Carlos Alvarez College of Business. He directs the Statistical Consulting Center and focuses on methodological research, including psychometrics, structural equation modeling, and factor analysis. His applied work spans education, public health, and organizational behavior. Education: Ph.D. in Management Science and Statistics, University of Wisconsin-Milwaukee B.A., University of Wisconsin-Milwaukee Research Interests : Dr. Sass specializes in advanced statistical methodologies with applications in education and social sciences. His work emphasizes psychometric validation, measurement invariance, and applied collaborative projects. Key areas include teacher retention, classroom management, and cross-cultural scale adaptation. His research bridges theoretical statistical frameworks with real-world challenges in education and public policy. Publications Trends : Recent work explores pandemic impacts on productivity, educator stress in charter schools, and diabetes management programs. Earlier studies focus on statistical methods like factor analysis and structural equation modeling validation. His articles consistently address practical implications for policy and practice. Advising/Grants : While no advisees are listed, his collaborative projects involve interdisciplinary teams across education, public health, and organizational studies. His Statistical Consulting Center supports UTSA researchers in applying rigorous statistical methods to their work. Labs/Teams : Director of the Statistical Consulting Center, providing methodological support for academic and applied research projects.

• Colonialism
• Racialization
• Indigeneity
• +6 more

Sharla Alegria is an Associate Professor at the University of Toronto (Downtown Toronto campus), specializing in sociological research focused on race, gender, and technology. Her work intersects colonialism, racialization, and indigeneity with computational methods and organizational studies. She examines how systemic inequalities manifest in tech workforces and AI systems, emphasizing intersectional analyses of labor markets and workplace dynamics. Her research interests include the sociology of artificial intelligence, racialized and gendered labor in tech industries, and the sociotechnical reproduction of inequality. She critiques structural barriers in STEM fields and explores pathways to enhance diversity and inclusion in science and engineering workforces through policy and organizational interventions. Key themes in her recent publications (2024–2016) include algorithmic bias in machine learning, gender pay gaps in federal science agencies, and the invisibility of marginalized workers in global tech supply chains. Her work bridges sociological theory with empirical analyses of contemporary technological and organizational challenges. Despite her prolific output, no specific awards or grants are explicitly listed in the provided materials. Her research often engages with interdisciplinary methods, combining quantitative and ethnographic approaches to study systemic inequities in high-tech environments.