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Pedro NavaView profile

Associate Professor

• Urban and rural schooling inequality
• Critical pedagogy and critical race theory
• Immigration and education
• +2 more

Dr. Pedro Nava is an Associate Professor and Director of Educational Leadership in the School of Education and Counseling Psychology at Santa Clara University. His scholarship centers on educational equity for Chicanx/Latinx and immigrant communities, combining critical race theory, participatory action research, and community-engaged methodologies. Education Ph.D. in Urban Schooling – University of California, Los Angeles, 2012 Ed.M. in Administration, Planning, and Social Policy – Harvard University, 2003 B.A. – California State University, Fresno, 1996 Research Interests Dr. Nava’s research interrogates systemic inequalities in urban and rural schooling, emphasizing critical pedagogy and critical race theory . He investigates how immigration status intersects with educational opportunity, and he collaborates with families and communities to co-construct transformative practices through participatory action research . His work also explores family-school-community engagement , leveraging community cultural wealth frameworks to amplify migrant and undocumented voices in educational policy and practice. Publication Trajectory Across more than two decades, Dr. Nava’s publications trace the evolution of critical scholarship in education. Early works examine institutional barriers for Chicano students, while recent studies integrate quantitative ethnography and testimonio methodologies to illuminate intersectional experiences of Latinx youth, undocumented graduate students, and farmworker families. Scientific & Community Awards No formal awards are enumerated in the provided text. Advising & Grants While specific grants and advisees are not listed, Dr. Nava’s leadership role as Director of Educational Leadership implies extensive mentoring of master’s and doctoral students, as well as oversight of grant-funded initiatives that advance equity-focused leadership preparation. Labs, Teams & Centers Dr. Nava directs the Educational Leadership programs within the School of Education and Counseling Psychology, fostering interdisciplinary collaboration and community-engaged research teams that partner with local schools, nonprofits, and migrant organizations.

Heidi AshtonView profile

Associate Professor

• Creative Industries Policy
• Freelance Workers' Rights
• Social Security Access
• +3 more

Dr. Heidi Ashton is an Associate Professor in Cultural and Creative Ecologies at the University of Warwick's Centre for Cultural and Media Policy Studies (CCMPS). She holds a concurrent role as a global research fellow at the Creative Industries Policy and Evidence Centre (PEC). Her work bridges academic research with practical insights from over 25 years of experience as a freelance dancer, choreographer, and producer across global creative sectors. Key affiliations include Director of Education for SCAPVC and external PhD evaluator at Bahria University, Pakistan. Research interests focus on freelance workers' rights within creative industries, social security access, and policy impacts on arts education and cultural participation. Notable projects include collaborations with Equity Union on social security challenges and with Prof. Prue Huddleston on arts education policy. Her work has influenced UK policy debates, including House of Lords citations and Guardian features. Teaching responsibilities span undergraduate and postgraduate levels, including modules on creative industry workplaces and policy analysis. Current PhD supervision explores cultural policy-labour dynamics and digital platforms' role in creative work. Recent projects include the 'Urban Village' community arts initiative in Coventry and pandemic impact studies on cultural sectors. Publications address freelance worker vulnerabilities, comparative cultural policies (e.g., UK vs USA), and educational apartheid critiques. Her 2024 co-authored 'State of the Arts' report provides a UK-wide cultural sector health check, presented to DCMS officials and arts leaders.

• Artificial Intelligence
• Natural Language Processing
• Multimodal Dialogue Processing
• +6 more

Cecilia O. Alm is a Professor in the Department of Psychology within the College of Liberal Arts at Rochester Institute of Technology (RIT), where she serves as the Artificial Intelligence Program Director. She holds multiple leadership roles including Director of the Center for Human-aware AI and Director of the Computational Linguistics and Speech Processing Lab (CLaSP). Her institutional affiliations span the School of Information, Ph.D. Programs in Cognitive Science and Computing and Information Sciences, Department of Computer Science, and MS in Data Science program. Dr. Alm earned her Ph.D. from the University of Illinois at Urbana-Champaign. Her research focuses on human-centered artificial intelligence with particular emphasis on linguistic and multimodal sensing, affective computing, and natural language processing. She investigates how AI systems can better understand and respond to human communication through multimodal dialogue processing, with applications in accessibility, education, and healthcare. Her recent publications demonstrate a strong trend toward developing inclusive AI systems, particularly through projects addressing Deaf community needs (MULTICOLLAB-ASL), subtle emotion recognition (FUSE corpus), and bias mitigation in NLP. The work consistently integrates multimodal data streams (speech, gaze, gesture) to create more responsive human-AI interaction frameworks. Current research directions emphasize diversity in AI education, visual prosody in sign languages, and human-in-the-loop AI development. Dr. Alm leads several significant NSF-funded initiatives including the AWARE-AI program, IRES AI-PROWIL international research experience, and collaborative projects with Gallaudet University focused on Deaf scientist-centered AI research. She has secured over $2.5 million in external funding for her work on human-aware AI systems. She directs the CLaSP lab which provides research opportunities for PhD, MS, and undergraduate students, with graduates employed at major technology companies including Amazon, Apple, Microsoft, and Facebook. The lab focuses on real-world AI applications in accessibility, human-robot interaction, and multimodal communication systems.

• Science and Technology Studies
• Science Policy
• Gender Equity in STEM
• +6 more

Cassidy R. Sugimoto is the Tom and Marie Patton Professor and School Chair at the Jimmy and Rosalynn Carter School of Public Policy at Georgia Institute of Technology. She previously held a professorship in Informatics at Indiana University Bloomington (2010–2021) and served as Program Director for the Science of Science and Innovation Policy at the National Science Foundation (2018–2020). Her research focuses on knowledge production systems, equity in STEM, scientific collaboration dynamics, and research evaluation metrics. She holds degrees from the University of North Carolina at Chapel Hill including a B.Mus. in Music Performance, M.S. in Library Science, and Ph.D. in Information and Library Science. Research interests include: Structural inequities in science and technology Ethical authorship practices Global scientific collaboration patterns Open science initiatives Gender and diversity in academic careers Notable awards include the 2020 Bicentennial Service Award from Indiana University and 2014 Trustees Teaching Award. Her recent work examines intersectional disparities in science, AI ethics, and systemic barriers to equity in academic publishing. Key contributions include co-authoring Equity for Women in Science (2023) and foundational scholarship on alternative metrics beyond citation counts. She advises on science policy matters related to institutional equity and open access publishing.

Alison Slinskey LeggView profile

Teaching Professor

• STEM Education
• Equity in Education
• Improvement Science
• +3 more

Alison Slinskey Legg, Ph.D., is a Teaching Professor and Center Director at the University of Pittsburgh, specializing in expanding access to STEM education through large-scale interventions. She founded the Broadening Equity in STEM Center, a collective impact initiative bridging academic and professional sectors, and serves as Principal Investigator for the $10 million NSF INCLUDES ALLIANCE: STEM PUSH Network. Developed national network of pre-college STEM programs using improvement science Pioneered accreditation model for out-of-school STEM programs Created cross-program research on STEM student enrollment trends Her outreach initiatives include Pitt-Kits curriculum, mobile laboratories serving 10,000+ students annually, and teacher professional development programs. She co-created the PBS pilot Science Mission 101 , winning Pennsylvania Excellence in Broadcasting Award (2010). Recent research focuses on racial equity in STEM spaces, program quality standards, and pandemic-era educational continuity. Her work spans STEM education, equity frameworks, and interdisciplinary curriculum development. Notable awards include: Pennsylvania Excellence in Broadcasting Award for Children’s Programming (2010) Dr. Legg’s lab initiatives include the STEM PUSH Network, Gene Team summer research program, and a tri-state mobile laboratory network. She advocates for evidence-based practices in pre-college STEM education through scholarly publications and practitioner collaborations.

Laura AlbertView profile

Professor

• Operations Research
• Public Safety
• Emergency Management
• +4 more

Laura Albert is a Professor of Industrial & Systems Engineering at the University of Wisconsin-Madison and former David H. Gustafson Department Chair (2021-24). She serves as a Fellow of AAAS and IISE, and previously held the INFORMS presidency. Her research focuses on optimizing public-sector systems, with applications in critical infrastructure protection, emergency response, and cybersecurity. She advocates for public engagement through op-eds and blogs like 'Punk Rock Operations Research.' Education: PhD in Industrial Engineering, University of Illinois at Urbana-Champaign (2006) MS in Industrial Engineering, University of Illinois at Urbana-Champaign (2001) BS in Industrial Engineering, University of Illinois at Urbana-Champaign (2000) Research Interests: Dr. Albert’s work bridges operations research and public policy, addressing challenges in emergency medical services, voting system security, law enforcement strategies, and opioid treatment diversion programs. She employs mathematical optimization, game theory, and stochastic modeling to design resilient systems. Awards: INFORMS Impact Prize (2018) NSF CAREER Award (2011) Fulbright Award (2020) AAAS Fellow (2020) Advising & Grants: While explicit student names aren’t listed, her research has been supported by grants from the NSF, Army Research Office, and other agencies. She advises on interdisciplinary projects involving public health, cybersecurity, and disaster management. Labs/Teams: Engaged in collaborative efforts across the College of Engineering, including affiliations with the Electrical & Computer Engineering department. Leads initiatives on resilient infrastructure and emergency response systems.

Raquel CamposView profile

Assistant Professor

• Information and Communication Technologies
• Organizational Economics
• Personnel Economics
• +3 more

Dr Raquel Campos is an Assistant Professor (Education) of Management at the Department of Management, London School of Economics and Political Science (LSE). Her work focuses on the impact of information technologies on institutional performance across firms and universities. She holds dual expertise in economics (PhD, MSc from Universidad Rey Juan Carlos) and engineering (BSc in Electrical Engineering and Computer Science). Prior to academia, she worked in IT project management and consulting in Spain and the US. Key qualifications include a PhD in Economics (2013) and MSc in Economics (2009), both from Universidad Rey Juan Carlos. She also completed the University of London’s BSc in Economics and Management via its external program. Her multidisciplinary background spans electrical engineering, computer science, and law. Research interests center on organizational economics, personnel economics, and ICT applications in labor markets. Notable works include studies on hurricane impacts on academic collaborations, internet recruitment strategies in Spain, and gender disparities in engineering careers. She has presented at major labor economics workshops and serves as a referee for Economics of Innovation and New Technology . Teaching responsibilities include leading the Strategy module (MG301) at LSE, where she received top teaching awards including the 2019 Excellence in Education Award. Her professional experience includes roles as Visiting Researcher at University of Kent (2015-2017), and prior IT project management roles in sectors like banking and real estate. Awards highlight her educational contributions: Top 10% performer in LSE Management Department teaching evaluations (2018-19) and Excellence in Education recognition. Current research explores missing skills for EU entrepreneurs/managers using PIAAC data in collaboration with M. Arrazola and J. de Hevia.

Allison GodwinView profile

Professor

• Engineering Education
• Diversity and Inclusion in STEM
• Identity Development in Engineering
• +2 more

Allison Godwin is a Professor in the Department of Chemical Engineering at Cornell University, joining the faculty in 2023. She holds a B.S. (2011) and Ph.D. (2014) in Chemical Engineering and Science Education from Clemson University. At Purdue University, she was a tenured member of the School of Engineering Education and held a joint appointment in the Davidson School of Chemical Engineering (2020). Research Interests: Engineering identity development, particularly for underrepresented groups Inclusive pedagogies to reduce equity gaps in STEM Engineering workforce diversity and retention strategies Mixed-methods research on belonging and motivation Scientific Awards: 2023 American Institute of Chemical Engineers Award for Excellence in Engineering Education Research 2022 AERA Division I Outstanding Research Publication Award 2021 CEE William H. Corcoran Award 2017-Present NSF CAREER Award 2016 NARST Outstanding Doctoral Dissertation Award Leadership Roles: Past Chair of ASEE Educational Research Methods Division (2021-2023) Associate Editor for Chemical Engineering Education (2020-Present) Co-led Purdue’s Faculty Learning Community for inclusive teaching

Catherine White BerheideView profile

Professor

• Work and Occupations
• Organizations
• Women's Studies

Catherine White Berheide is the Tisch Family Distinguished Professor and Professor of Sociology at Skidmore College , focusing on work and occupations, organizations, and women's studies. She holds a Ph.D. and M.A. from Northwestern University and a B.A. from Beloit College . Education Ph.D., M.A. – Northwestern University B.A. – Beloit College Her research explores faculty work-life balance, gender disparities in academia, pandemic impacts on academic productivity, and household labor dynamics. Key themes include: Faculty well-being during crises Gendered division of labor Family-friendly institutional policies Academic career barriers for women Intersectional analysis of race and gender in teaching Recent work analyzes: Emotional labor disparities during remote teaching Career trajectory obstacles in liberal arts colleges Gendered work-life conflict patterns She has contributed to curriculum development through Senior Seminar in Sociology and studies institutional diversity initiatives.

Jennifer PfeiferView profile

Professor

• Developmental Cognitive Neuroscience
• Adolescence
• Puberty
• +10 more

Jennifer Pfeifer is a Professor at the University of Oregon and co-Director of the Center for Translational Neuroscience within the College of Arts and Sciences, Department of Psychology. Her research spans developmental cognitive neuroscience, focusing on adolescence, puberty, self-concept, social cognition, emotion, motivation, and mental health. Her work integrates neuroimaging with behavioral and hormonal data to examine normative and atypical brain development, particularly how social processes and early adversity influence neurobiological models of adolescence. She has secured funding from NIMH, NICHD, NIDA, NSF, and other institutions. Recent publications analyze adolescent social reorientation, pubertal timing, self-disclosure mechanisms, and affective reactivity. Awards and student lists are not explicitly mentioned in the provided text. Her lab emphasizes translational neuroscience applications for mental health prevention and well-being promotion across the lifespan.

Christiane BarzView profile

Professor

• Operations Research
• Revenue Management
• Stochastic Dynamic Optimization
• +3 more

Christiane Barz is a Professor of Mathematics at the University of Zurich's Institute for Business Administration since 2016. Previously, she held academic roles at the UCLA Anderson School of Management, the Chicago Booth School of Business, and the Technical University (TU) Berlin. Her research focuses on stochastic dynamic systems, Markov decision processes, and their applications in revenue management. She emphasizes making mathematical tools accessible and practical for real-world problem-solving, particularly in optimizing decision-making under uncertainty. Education includes a degree in industrial engineering and a doctorate from the University of Karlsruhe (TH), Germany. Her career path includes postdoctoral research at the University of Chicago's Booth School of Business and roles as an Assistant Professor at UCLA. She combines academic excellence with balancing family life, advocating for gender equity in STEM fields. Her research explores risk-sensitive decision-making frameworks, dynamic pricing models for transportation and healthcare, and optimizing resource allocation in complex systems. Recent work includes applications in FlixBus, air cargo networks, and improving patient admission scheduling in hospitals. Barz's teaching philosophy prioritizes demystifying mathematics for students, encouraging critical engagement rather than fear of complexity. She collaborates with industry partners to apply operations research methods to real-world challenges, emphasizing both theoretical rigor and practical relevance.

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.

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.