Kurtulus Izzetoglu is an Associate Professor in the School of Biomedical Engineering at Drexel University, with affiliated faculty status in the School of Education. He holds a PhD in Biomedical Engineering from Drexel University and has academic affiliations in Electrical Engineering from Middle East Technical University. PhD, Drexel University (Biomedical Engineering) MS & BS, Middle East Technical University (Electrical Engineering) His research focuses on functional brain imaging , human performance assessment , and medical sensor development , with applications in neuroergonomics , aviation psychology , and clinical translational research . He specializes in fNIRS technology for workload monitoring in high-stakes environments like UAV operation, surgical training, and anesthesia care. Recent publications highlight multimodal neuroimaging in aviation, VR-based training assessment , and portable optical sensors for field care. His work bridges biomedical engineering with human-system teaming in operational contexts. Dr. Izzetoglu has served as a principal investigator for FAA Centers of Excellence (TTHP, UAS-ASSURE) and contributed to grants involving neurotechnology applications in training and performance assessment. He actively participates in program committees for conferences like the International Symposium on Aviation Psychology.
Dr. Ann X. Huang is an Associate Professor in the Special Education program at Duquesne University's School of Education, specifically within the Department of Educational Foundations and Leadership. Her work focuses on assessments and education for children with Autism Spectrum Disorders (ASD) and Learning Disabilities (LD), emphasizing evidence-based behavioral interventions grounded in Applied Behavior Analysis (ABA) and Positive Behavior Supports. Education: She earned her Ph.D. in Applied Behavioral Analysis from Tennessee Technological University in 2007. Her research has been consistently funded through grants from organizations like the Pennsylvania Department of Public Welfare, Autism Speaks, and the ALCOA Foundation, totaling over $300,000 in principal investigator roles. Research Interests: Dr. Huang's work addresses transition planning, social skills training, and inclusion strategies for adolescents and young adults with disabilities. She has pioneered university-based transition programs and explored barriers faced by immigrant families accessing ASD services. Her studies include analyzing self-awareness in high-functioning ASD individuals and examining disparities in mental healthcare access for immigrant children with ASD. Grants & Contributions: Over 15 grants since 2008 highlight her leadership in transition planning research, including a focus on STEM support for college students with ASD. Her collaborative projects with colleagues like Dr. T. Hughes have explored ASD in criminal justice contexts and sexual offender populations. Labs/Teams: While specific lab names aren't listed, her work is conducted through Duquesne's educational programs and partnerships with agencies like the Bureau of Autism Services. She serves as an Associate Editor for Frontiers in Educational Psychology and maintains active memberships in ABAI, ACEI, and the Autism Society of America.
Joshua Korenblat serves as an Associate Professor in the Design Department at the State University of New York at New Paltz, maintaining an office in OL 203 with contact available via phone (845) 257-2875) and email (korenblj@newpaltz.edu). His academic profile centers on innovative design applications that address complex societal and environmental challenges through human-centered methodologies. His research program encompasses several interconnected domains: Transformation Design systems focused on care-based interventions Visual Literacy (Graphicacy) frameworks for inclusive communication Educational Game Design for literacy development Anthropocene-responsive design practices Participatory design for community engagement Korenblat's scholarly output reveals consistent exploration of design as a catalyst for social change, particularly through embodied experiences and visual communication. His recent publications demonstrate how walking pedagogy can address environmental crises, how tablet-based games foster literacy, and how visualization fluency creates more accessible learning environments. This body of work consistently bridges theoretical design concepts with practical applications in education and community contexts. While specific award histories and grant funding details remain undocumented in available sources, his publication record indicates sustained contribution to design scholarship through interdisciplinary approaches that merge social innovation with visual communication theory.
John Gruber-Miller, the Edwin R. and Mary E. Mason Professor of Languages at Cornell College, is a distinguished scholar in classical studies with a focus on Latin and Greek pedagogy. He has taught courses ranging from beginning language instruction to advanced seminars on classical culture, archaeology, and gender studies, while advising Cornell’s classical studies program and leading faculty-student research initiatives. PhD in Classics (The Ohio State University, 1987) MA in Classics (The Ohio State University, 1982) Honors AB (Xavier University, 1979) His research bridges classical pedagogy, digital humanities, and spatial technologies, creating innovative resources like the Visual Latin Reading Library and Imagining Ancient Corinth . His work emphasizes multimodal learning, textbook design, and integrating cultural context into language instruction. Recent publications explore Latin vocabulary acquisition, gender representation in curricula, and standards-based integrative learning. Scientific awards include the 2023 Merens Award for service to Classics, a 2012 Ovatio from CAMWS, and the 2012 APA/SCS Excellence in Teaching Award. He has secured grants from NEH, Fulbright, and the American Council of Learned Societies. Gruber-Miller mentors students in projects like digital commentaries, geospatial reconstructions of antiquity, and classical animation. His leadership roles span the Society for Classical Studies, American Classical League, and editorial boards for pedagogical journals.
Thomas J. Vicino serves as dean of the Andrew Young School of Policy Studies and professor in the Urban Studies Institute at Georgia State University, with prior leadership roles at Northeastern University including associate dean, political science department chair, and MPA program director. He also held faculty positions at Wheaton College and the University of Texas at Arlington. His educational background: Ph.D. in Public Policy, University of Maryland, Baltimore County M.P.P. in Public Policy, University of Maryland, Baltimore County B.S.C. in Political Science and Communication Studies, University of Miami (FL) Vicino's research centers on the political economy of cities and suburbs, examining metropolitan development, housing policy, and demographic transformations. His work bridges urban sociology, political science, and public policy, with emphasis on immigration dynamics, suburban decline, and global urban challenges. He is particularly recognized for analyzing how race, class, and governance shape metropolitan landscapes. His publications (2006-2020) demonstrate an evolving focus from foundational metropolitan studies to contemporary urban crises, increasingly incorporating international perspectives—especially Brazilian urbanism—with recurring themes of spatial inequality, policy innovation, and community resilience in rapidly changing urban environments. Key recognition: U.S. Fulbright Scholar to Brazil (2014) Vicino has mentored numerous graduate and undergraduate students while leading the study abroad program "The Twenty-First Century City" across Rio de Janeiro, Tokyo, and London. His grant-funded initiatives emphasize global experiential learning, with significant Brazilian research partnerships stemming from his Fulbright appointment and Portuguese fluency. As chief executive officer and chair of the Urban Affairs Association's Governing Board, he directs the premier international network for urban scholars and public service professionals, fostering collaborative research and policy engagement worldwide.
Edward Golob is a Professor of Psychology in the College for Health, Community and Policy at the University of Texas at San Antonio (UTSA), where his research bridges cognitive psychology with critical healthcare and military applications. His work focuses on spatial cognition, attention mechanisms, and perceptual processes in both healthy and neurologically impaired populations. His academic foundation includes: Postdoctoral Fellow, University of California, Irvine Ph.D. in Experimental Psychology, Dartmouth College B.A. in Psychology, Capital University Dr. Golob's research program investigates spatial hearing in 360° environments , attentional modulation under sensory constraints , and cognitive mechanisms in medical diagnostics . His recent work demonstrates how hearing protection devices impair military personnel's spatial awareness and how targeted training can mitigate these deficits. In radiology, he pioneers eye-tracking methodologies to quantify expertise and reduce diagnostic errors. His studies on auditory attention reveal fundamental asymmetries between front and back spatial processing, while his work on listening effort identifies distinct fatigue and mood dimensions that impact communication. Analysis of his 2023-2025 publications shows a consistent pattern of translational cognitive science - taking laboratory findings into real-world settings like radiology suites and military operations. His research integrates machine learning with psychophysical methods to develop objective assessment tools, particularly in visual search optimization and spatial hearing rehabilitation. The cross-cutting theme is enhancing human performance through cognitive training and technology-assisted feedback. His professional recognition includes: Psychonomic Society Fellow (2017) While specific grant details and current advisees aren't documented in the source material, his active publication record in high-impact journals like Military Medicine and the Journal of the American College of Radiology indicates ongoing research leadership. His work directly addresses compliance barriers in hearing protection and diagnostic accuracy challenges in medical imaging through empirically validated interventions.
Mary Pietrowicz is a Teaching Assistant Professor in the Department of Biomedical and Translational Sciences at the University of Illinois and a Senior Research Scientist at the Illinois Applied Research Institute. Her interdisciplinary research integrates computational methods with health sciences, focusing on acoustic and behavioral signal analysis for conditions like ALS, schizophrenia, and depression. She earned a Ph.D. in Computer Science from the University of Illinois, an M.S. in Computer Science from Florida Atlantic University, and a B.S. in Electrical Engineering from Purdue University. Her research explores computational modeling of human expression through speech, movement, and creativity to develop scalable health assessment tools. Key areas include: Machine learning for disease state detection via vocal and kinetic biomarkers Deployable telehealth systems using ubiquitous devices (phones, sensors) Cross-disciplinary applications in neurology, psychiatry, and addiction science Cultural computing through interactive art and sonic installations Her publications reveal a consistent focus on acoustic signal processing applied to neurodegenerative/psychiatric disorders, with innovations in laughter analysis, verbal fluency testing, and real-time health monitoring. Trends include machine learning refinement for clinical diagnostics and multimodal data fusion. She contributes to patented technologies in sensor security, geolocation systems, and speech characterization. At the Illinois Applied Research Institute, she develops deployable health-assessment frameworks and collaborates on interdisciplinary projects bridging engineering, medicine, and digital art.
Prof. Dr. Sarah Teige-Mocigemba serves as University Professor and Head at the Department of Psychological Diagnostics (Teige-Mocigemba Group) within the College of Psychology at Philipps-University of Marburg. She holds a W3 professorship in psychological diagnostics since 2023, having declined a similar position at Albert-Ludwigs-University Freiburg in the same year. Current affiliation: Philipps-University of Marburg Academic rank: Full Professor Research focus: Implicit psychological processes in attitudes, stereotypes, self-concept, and systemic approaches to psychological diagnostics Research Interests: Her work centers on developing and analyzing implicit psychological assessment methods, including: Theoretical analyses of implicit procedures Construct-independent factors affecting implicit measures Social categorization and prejudice Prejudice reduction interventions Expectation violations and stereotype maintenance Context effects in psychological assessment Systemic approaches to psychological diagnostics (in collaboration with Beatriz Arias Martin) Publication Trends: Her 15 most recent articles (2004-2025) demonstrate consistent focus on: Implicit bias measurement techniques Validation of psychological assessment tools Expectation violation models Prejudice and stereotype research Cognitive processes in aggression Online self-assessment methodologies Scientific Awards: Notable recognitions include: Spokesperson for DFG Graduate College 2271 (2017-2026) Brigitte-Schlieben-Lange Program Stipend (2017) Baden-Württemberg Foundation Postdoctoral Grant (2011-2014) Eugen-Fink Early Career Award (2009) Academic Leadership: She supervises doctoral students Paul Bacher, Violetta Biermann, and Kiara Roth. Her research team includes Dr. Manuel Becker and Dr. Massimo Köster. She has served in various academic governance roles including: Mentor in ProProfessur Mentoring Program (since 2022) Chair of the Equal Opportunities Commission (since 2020) Member of the Steering Committee for Graduate College 2271 (since 2019) Member of Marburg's Faculty Council (2018-2022)
Anne Lambright is the Paul Mellon Distinguished Professor of Hispanic Studies and Department Head at Carnegie Mellon University's Dietrich College of Humanities and Social Sciences. She specializes in Andean literature, Indigenous studies, and human rights, with a focus on Peru's cultural and social dynamics. Her research integrates critical theory and decolonial perspectives, emphasizing the role of art and literature in advancing social justice. Education: Ph.D. and M.A. in Latin American and Iberian Literatures from the University of Texas, and a B.A. in Spanish, History, and Latin American Studies from Southern Methodist University. Research Interests: Race and ethnicity in Andean culture, transnational Indigenous networks, translation studies, and contemporary Latin American literature. Current projects include studies on Chickasaw storyteller Te Ata Thompson and Quechua cultural networks. Publications: Award-winning books include Andean Truths (2015, MLA prize) and Creating the Hybrid Intellectual (2007). She has co-edited volumes on women's urban narratives and contributed to pedagogical Spanish textbooks. Awards: Recognitions include the Katherine Singer Kovacs Prize, Charles A. Dana Professorship, and National Endowment for the Humanities Fellowships. Service: Leadership roles in academic initiatives like the Hospitality Initiative at CMU’s Center for the Arts in Society and editorial boards for PMLA and Chasqui . Labs/Teams: Engaged with interdisciplinary collaborations exploring Indigenous cultural production and global indigeneity.
Jacob Saindon is a Visiting Assistant Professor of Geography at Miami University specializing in digital geographies, science and technology studies, and social theory. His research critically examines intersections between information technologies, market forces, and consumer subjectivities with emphasis on spatial relations and attention economies. His educational background includes: MA in Geography from the University of Kentucky BA in Geographical Studies from the University of Chicago Saindon's research spans digital geographies, geospatial media, new media, and social theory, investigating how information technologies shape consumer subjectivities and spatial relations. His current project analyzes U.S. advertising industries' role in producing attention markets through media technologies that conceptualize and model attentive subjects. Prior work examined digital well-being practices during the COVID-19 pandemic, exploring user relationships with personal technologies amid global crisis. His publications reveal critical engagement with digital life's political dimensions, including care ethics during pandemics, queer-animal theory intersections, critiques of technological repair narratives, and historical analyses of datafication processes. These works demonstrate consistent focus on power relations within digital infrastructures and consumer subject formation. Saindon teaches undergraduate courses in geographies of information/digital technologies, GIS, and social research methods. His pedagogy emphasizes technological fluency and information literacy, preparing students to critically navigate diverse information systems through courses like "Mapping a Changing World" and "How the Internet Works: Digital Places and People".
Assoc. Prof. EMİNE BALCI is an Associate Professor in the Department of Basic Education and Classroom Education at the Faculty of Education, Alanya Alaaddin Keykubat University. She holds a PhD in Classroom Education from Gazi University (2015) and has extensive experience in special education, particularly focusing on learning disabilities, dyslexia, and early literacy development. Her academic roles include serving as Vice Dean and Department Head at her institution. Completed a PhD on 'Evaluation of education programs for dyslexia in the US' (2015) Supervised multiple theses addressing educational challenges like differentiated instruction and fair values teaching Active in curriculum development for Turkish language education in primary schools Her research emphasizes early identification of dyslexia risks, multisensory learning interventions, and teacher training. Recent publications (2023) explore phonological awareness development and creative drama methods for communication skills. Engaged in national workshops for updating Turkish language curricula and textbook reviews. No scientific awards explicitly mentioned. Advisory work includes mentoring 10+ graduate students and participating in over 20 academic conferences. Lab/team involvement includes collaborative projects on educational policy and inclusive teaching methods.
Stephen Ritchie is a Professor in the Department of Science and Mathematics Education at Queensland University of Technology's School of Teacher Education and Leadership. With over 67 publications spanning two decades, his scholarship focuses on the intersection of emotional dimensions and science education, particularly examining how emotional climates shape learning experiences and teacher development. His work bridges theoretical frameworks with practical classroom applications across diverse educational contexts. Ritchie's research interests center on emotional dynamics in science learning environments , context-based curriculum development , and collaborative teacher education methodologies . He has pioneered approaches for measuring emotional climates in classrooms, developed innovative writing techniques for scientific literacy, and explored cross-cultural emotional experiences in teacher education programs. His work frequently examines how metaphors, analogies, and real-world contexts facilitate deeper science understanding while navigating emotional challenges. Analysis of his 15 most recent publications reveals consistent focus on emotional climate measurement across international contexts (including Bhutan), temporal dynamics of learning emotions , and context-based assessment design . His methodological approach combines qualitative depth with multimodal analysis, particularly examining physiological correlates of emotion and longitudinal emotional patterns in both students and teachers. The work demonstrates increasing sophistication in measuring emotional transitions and their relationship to cognitive outcomes. Ritchie has made significant editorial contributions as lead editor of The World of Science Education: Handbook of Research in Australasia (2009) and co-editor of multiple special journal issues. His research collaborations span international networks, with frequent partnerships with Donna King, Alberto Bellocchi, and Kenneth Tobin. Mentorship forms a core dimension of Ritchie's academic practice, evident through sustained collaborations with doctoral students who have become prominent researchers in science education. His projects often involve designing and evaluating professional development programs for pre-service and in-service science teachers, with particular attention to emotional resilience and context-based pedagogy. Ritchie's research teams typically employ multi-method approaches, combining classroom ethnography with physiological measurements and longitudinal narrative analysis to understand the complex interplay between emotion and cognition in science learning.
Karrie Godwin is an Assistant Professor in the Department of Psychology at the University of Maryland, Baltimore County (UMBC). Her research focuses on cognitive and environmental factors influencing children's development and learning, with particular emphasis on attention regulation, executive function, language acquisition, and categorization. She directs the Child Development Lab, which collaborates with the Sherman Center for Early Learning in Urban Communities. Dr. Godwin holds a PhD from Carnegie Mellon University (2015) and an M.Ed from Harvard University (2006). She teaches Research Methods in Psychology courses (PSYC 312, PSYC 710) and actively mentors both undergraduate and graduate students in experimental research methodologies. Her research explores how classroom environments and instructional materials can be optimized to enhance learning outcomes. Key contributions include studies on off-task behavior in elementary students, the impact of visual environments on attention, and the development of category-based reasoning. Dr. Godwin has developed innovative assessment tools like the Monster Mischief video game to measure selective sustained attention in young children. Lab Location: Sondheim 405 Lab Website: childdevelopmentlabgodwin.com Office: Math/Psychology 337 Graduate Program: Applied Developmental Psychology Dr. Godwin's work bridges developmental psychology with educational practice, emphasizing real-world applications of research findings. She is currently accepting graduate students interested in cognitive development's implications for learning.
Lynn E. Cohen is a Professor in the Department of Teaching and Literacy at Long Island University Post, within the College of Education, Information and Technology. She teaches across undergraduate, master’s, and doctoral programs and is deeply engaged in research, mentorship, university-school partnerships, and professional service. Her academic journey includes a B.S. from SUNY New Paltz, an M.S. from Johns Hopkins University, and a Ph.D. from Fordham University, along with specialized certifications in educational leadership and early childhood technology from Tufts University. Dr. Cohen's research centers on early childhood education, with a focus on emergent literacy, play, language development, dual language learners, and technology integration. She employs sociological and philosophical lenses—particularly the work of Mikhail Bakhtin—to examine children’s discourse, social interactions, and identity formation in diverse educational and peer contexts. Her scholarship emphasizes equity, cultural responsiveness, and the transformative potential of play in learning. Her recent publications reflect a strong trend toward interdisciplinary and innovative approaches, including computational thinking in early education, intergenerational play, block play as a vehicle for spatial language, and dialogic reading strategies. These works span developmental, sociocultural, and critical perspectives, often bridging theory and practice in early childhood settings. David Newton Award for Excellence in Teaching – Long Island University/Post (March 2017) Service Award - National Association for the Education of Young Children’s Play, Policy, Practice Interest Forum (November 2015) Patricia Nourot Award, National Association for the Education of Young Children (November 2012) Dr. Cohen has been actively involved in mentoring emerging scholars, securing research grants, and contributing to national discourse through presentations at major conferences like AERA, NAEYC, and the Association for the Study of Play. Her grant-funded projects have explored bilingual fairy tales, dialogic reading, technology-based numeracy, and the implementation of the Tools of the Mind curriculum. She also serves on editorial boards for the Dialogic Pedagogy Journal and the International Journal of Early Childhood Education , and holds leadership roles in professional organizations, underscoring her commitment to advancing the field through collaboration and service. She is affiliated with several research initiatives and professional networks, including the Play, Policy, Practice Interest Forum of NAEYC, the Association for the Study of Play, and the American Educational Research Association. Her work continues to influence both academic scholarship and practical applications in early childhood classrooms.
Keiichi Muramatsu is Associate Professor (tenure-track since 2025) at Waseda University’s Global Education Center, Japan. Holding a Doctor of Human Sciences from Waseda, he has successively served as Assistant Professor at Saitama University and as part-time Lecturer at Bunkyo University. He is an active member of the Japan Society of Kansei Engineering, the Japanese Society for Artificial Intelligence and the Color Society of Japan. Education: Doctoral Program, Human Sciences, Waseda University (2009-2014) Master’s Program, Human Sciences, Waseda University (2007-2009) Bachelor, Department of Human Informatics and Cognitive Sciences, Waseda University (2003-2007) Research interests: Muramatsu integrates Kansei informatics and soft computing to quantify human emotional and aesthetic responses. His work spans colour-emotion modelling for lighting and butterfly aesthetics, bio-signal driven emotion recognition using chaotic fingertip plethysmography, and gait classification via deep learning for personalised rehabilitation and stumble prevention. He also develops ontological frameworks to share emotional knowledge across educational and product-service system design domains. Publication trends: Across 62 Scopus papers (h-index 7), Muramatsu’s recent outputs demonstrate a convergence of affective engineering and AI: convolutional networks visualise gait features for training feedback, neural predictors estimate learner states in intelligent tutoring systems, and psychophysiological models link colour, fragrance and 3-D sound to emotional dimensions. Studies consistently combine subjective evaluations with objective indices such as fNIRS, skin conductance and chaotic exponents. Grants & industry links: He has led JSPS KAKENHI grants and internal Waseda special research projects, collaborated with Toyota on driver affective scales, and contributed to exoskeleton development with Saitama medical device firms. His work on LED automotive lighting and mobility-scooter stress evaluation reflects ongoing industry knowledge transfer. Advising & labs: While specific student names are not disclosed, Muramatsu supervises graduate research on gait-assistive devices, emotion recognition wearables, and ITS architectures within the Global Education Center’s interdisciplinary environment.
