Dr. Brittany Shoots-Reinhard is a Research Professor and Senior Lecturer in Social Psychology at The Ohio State University, with a secondary appointment as a Senior Research Associate at the University of Oregon's Center for Science Communication Research. She holds a PhD, MA, and BS in psychology from The Ohio State University (2012, 2008, 2006). Her research focuses on decision-making processes, attitudes, and persuasion, particularly exploring how numeric ability influences outcomes in health, finance, and education. She investigates evidence-based communication strategies to improve behavior change, with applications in tobacco use prevention and safe driving initiatives. Current Projects : NSF-funded work on numeric communication efficacy, driver psychology studies funded by the Risk Institute and ODOT, and advanced driver training evaluations. Labs : Member of CAIDe Lab at both Ohio State and Oregon. Her work addresses topics like numeric confidence disparities, political polarization linked to cognitive ability, and mitigating distracted driving through evidence-based interventions.
Delinda van Garderen is a Professor of Special Education at the University of Missouri, with a strong focus on learners with disabilities and those struggling in mathematics. Her work bridges research and practice in special education, mathematics instruction, and STEM literacy. She is actively engaged in teacher professional development and designing interventions to support diverse learners in science and mathematics. Her research centers on improving mathematical understanding among students with learning challenges, particularly through the use of visual representations in word problem solving. She investigates key developmental concepts such as numerical magnitude and conservation of quantity, and how teachers can scaffold instruction effectively. Her work also extends to promoting argumentation and quantitative reasoning in STEM classrooms. Dr. van Garderen has secured over $6.5 million in federally funded grants and has published extensively, including approximately 50 peer-reviewed articles, a co-authored book, and ten book chapters. Her scholarship informs both teacher preparation and classroom practice in special and general education. She has mentored doctoral students in educational research and has trained numerous graduate and undergraduate students to become effective educators in inclusive settings. Her contributions span research, teaching, and service, with a consistent focus on equity and evidence-based practices in education.
Marta Feijó Barroso is an Associate Professor at the Institute of Physics, Federal University of Rio de Janeiro (UFRJ), where she earned her PhD in Physics. She teaches graduate courses in Physics Learning within the Master's Degree in Physics Teaching program, as well as undergraduate Physics 1 courses and Introduction to Physics A and B for Mathematical and Earth Sciences students. Her research focuses on physics and science teaching methodologies, with particular emphasis on educational assessment frameworks like PISA and ENEM. She has developed computational applications for physics teaching and conducted extensive research on student retention and dropout rates in physics programs. Her work bridges theoretical educational concepts with practical classroom applications. Her publication record from 2003-2009 reveals consistent contributions to physics education research, with particular focus on teacher training, educational technology applications, and assessment methodologies. The research shows a progression from foundational studies on student conceptions of physics concepts toward more comprehensive analyses of educational systems and international comparative studies. As coordinator of the Research and Development Laboratory in Mathematics and Science Teaching, she leads a multidisciplinary team including Tatiana da Silva, Eduardo Gama, Geraldo Felipe, and others. Her laboratory has produced numerous teaching materials, video resources, and computational applications for physics education at various levels. Dr. Barroso has secured funding from multiple sources including MEC/SEB (National Teacher Training Network), FAPERJ (School Support), FINEP (Digital Teaching Materials), and CNPq (Scientific Dissemination) to support her educational research initiatives and extension projects.
Mayra Bonet, Ph.D. serves as Assistant Professor and Information Literacy & Research Services Librarian at St. John's University within the College of Liberal Arts and Sciences. She holds a Ph.D. in Spanish-American Literature and a Master's in Library Science from the University of North Carolina at Chapel Hill, with international research experience spanning South America, Canada, and Russia. Her interdisciplinary research focuses on: Text analysis and visual literacy applications Critical librarianship and feminist pedagogy frameworks Minority health, health equity, and environmental literacy The intersection of climate change, gender, and health justice Artificial intelligence discourse in academic libraries Dr. Bonet's recent scholarly activity includes presentations at national conferences in 2024 on 'Environmental and Health Justice: Minority Groups' Perspectives' and 'Access to Information for Minority Groups: On Health Literacy, Environmental Literacy, and Ecofeminism.' Her work demonstrates a consistent trajectory from literary studies into information science, with growing emphasis on social justice applications of library and information practices. Her teaching portfolio spans romance languages, literature and film, visual culture, and linguistics, informed by her dissertation work that first explored textual analysis through digital frameworks. As an Information Literacy & Research Services Librarian, she bridges theoretical knowledge with practical information navigation skills for diverse student populations. Dr. Bonet has delivered presentations internationally and led numerous workshops on instruction and assessment methodologies, with earlier work including 'Stereotypes of Latina Women in Films' (2018) and 'Transnational Perspectives and Symbolisms of the Veil' (2016), reflecting her longstanding commitment to cultural representation and minority perspectives.
Ronald F. Rogers serves as Vice Provost for Academic Innovation and Institutional Effectiveness at San José State University, returning to the Psychology Department in 2025 after significant administrative leadership. A member of the SJSU faculty since 1999, he previously held positions as Associate Dean in the College of Social Sciences (2016-21) and Chair of the Department of Psychology (2011-16), demonstrating sustained commitment to academic excellence and institutional advancement. Education: Doctor of Philosophy, Psychology, Rutgers University New Brunswick, 1995 Master of Science, Psychology, Rutgers University New Brunswick, 1993 Bachelor of Arts, Psychology, University of California, Santa Cruz, 1989 Postdoctoral Research Fellow in Behavioral Neuroscience, Indiana University Bloomington, 1995-1999 Dr. Rogers' scholarly journey spans from fundamental neuroscience research to educational innovation. His early career focused on cellular mechanisms of neuroplasticity and eyeblink conditioning, establishing his expertise in learning and memory processes. More recently, his scholarship has centered on the scholarship of teaching and learning, with particular emphasis on statistics education, classroom engagement, and the effectiveness of online learning platforms. His research consistently bridges cognitive principles with practical educational applications, demonstrating how understanding learning mechanisms can improve teaching effectiveness. Analysis of his publication record reveals a strategic evolution from basic neuroscience research to educational innovation. Recent publications focus on online education methodologies, statistics learning interventions, and assessment frameworks, reflecting his administrative role in academic innovation. Earlier works in cognitive neuroscience established his foundational understanding of learning processes. This trajectory exemplifies how deep disciplinary knowledge can be leveraged to address contemporary educational challenges, particularly in developing effective approaches to statistics education and reducing statistics anxiety. Professional Recognition: Committee on Academic Technology and Online Education, CSU Office of the Chancellor, 2024-25 Council for Chief Online Learning Officers, SJSU Representative, UPCEA, 2023-25 Western Psychological Association: Council of Representatives (2004-16), Annual Conference Program Review Committee (2012-19) Reviewer for major publishers including Sage Publications, Prentice Hall, and Journal of the Psychonomic Society Dr. Rogers has mentored over 40 graduate students, chairing seven Master's theses and serving on numerous committees. His mentorship spans cognitive psychology, educational psychology, and statistics education. He has led significant initiatives including the SJSU-Udacity partnership, which developed innovative MOOC-based statistics courses that improved learning outcomes while reducing anxiety. As Vice Provost, he oversees SJSU Online, which provides flexible 100% online degree pathways for working learners, and Global Engagement initiatives including International Student Services and Study Abroad programs. His leadership emphasizes data-driven decision making and continuous improvement in educational practices to expand access to quality higher education.
Valerie Colston is a Lecturer at the School of Information, San Jose State University, where she teaches courses such as INFO 246 – Information Technology Tools and Applications - Advanced, with a focus on Graphic Design for Librarians. She also teaches through Infopeople and American Public University Systems, demonstrating a long-standing commitment to online and continuing education in library and information science contexts. BA in Art, University of California, San Diego (1980) M.A. in Art, San Diego State University (1986) Her teaching and research interests center on graphic design, STEAM education, and makerspace integration in libraries. She emphasizes practical, hands-on design skills tailored for librarians, promoting visual literacy and creative problem-solving. Her work bridges the gap between artistic practice and information science, supporting librarians in developing engaging, visually compelling programs. Her recent publications and art projects reflect a strong trend in collaborative, community-based art and educational design. Themes include cultural storytelling, youth engagement, and interdisciplinary collaboration, particularly within library and educational settings. Valerie Colston is the author of several influential books in the field, including: Graphic Design: A Practical Guide for Librarians (Rowan & Littlefield, 2019) Teens Go Green! Tips, Techniques, Tools and Themes in YA Programming (Barrons, 2012) 200 Projects to Strengthen Your Art Skills (Barrons, 2008) She has advised and developed curricula for numerous online art courses and has been instrumental in advancing graphic design education for information professionals. Her entrepreneurial work includes founding Art Teachers on the Net and Artmuseums.com, supporting art educators globally. She has also led course development initiatives with Infopeople since 2018. Her artistic work has been exhibited in venues such as Valdez High School (Alaska) and the Orange County Center for Contemporary Art, including the 'Traveling Kimono Exhibit' (2019) and the 'HOME Exhibition' (2014). She is actively involved in promoting art education through digital platforms and collaborative networks.
Jessica Shumway is an Associate Professor at the Emma Eccles Jones College of Education and Human Services at Utah State University, affiliated with the School of Teacher Education & Leadership . Her research focuses on integrating mathematics and computer science in early childhood education, leveraging coding toys and digital technology to enhance computational thinking and mathematical reasoning. Her work emphasizes expansive framing corporeal comfort in STEM norming "novelty" in elementary CS robotics-based learning spatial and numerical literacy . Recent publications highlight trends in cross-curricular teaching , digital tool design , and formative assessment for computational thinking. While no explicit awards or student advising details are listed, her research addresses pedagogical gaps in technology-supported K-12 mathematics and coding instruction.
Prof. Hatice Yangin is a distinguished Professor at Akdeniz University's Department of Nursing, specializing in Obstetric Health and Diseases Nursing. She currently serves as Head of Department, Dean, and Rectorate Commissioner at Akdeniz University, demonstrating significant leadership in academic administration alongside her research and teaching responsibilities. Her educational background includes a Doctorate from Hacettepe University's Institute of Health Sciences in Obstetric and Women's Diseases Nursing (2004), along with multiple postgraduate degrees in Nursing from the same institution. With over 132 publications in Web of Science and impressive h-indices across multiple databases (180 in WoS), she has established herself as a prominent researcher in nursing science. Doctorate (2004): Hacettepe University, Institute of Health Sciences, Obstetric and Women's Diseases Nursing Program Postgraduate (1989-1991): Hacettepe University, Institute of Health Sciences, Nursing Program Undergraduate (1982-1986): Hacettepe University, Nursing College Prof. Yangin's research primarily focuses on women's health across the lifespan, with particular emphasis on sexual health, menopause, childbirth experiences, and gynecological cancer care. Her work often applies nursing theories to practical clinical situations, examining how theoretical frameworks can improve patient outcomes. She has developed specialized expertise in qualitative research methods and has increasingly incorporated pandemic-related impacts into her recent studies. Her publication record reveals a consistent trajectory of scholarly contribution, with recent work exploring innovative approaches to sexual health education for visually impaired individuals, the psychological impacts of childbirth fear, and the effects of nursing care programs based on human caring theory for women with gynecological cancer. Her research demonstrates a strong commitment to improving women's healthcare experiences through evidence-based nursing practice. Among her notable scientific contributions: Extensive research on sexual health across various contexts including pregnancy, postpartum, menopause, and cancer Development and validation of assessment tools like the Women's Genital Self-Image Scale Pioneering work on web-based sexual health education for individuals with visual impairments Investigations into cultural differences in menopausal experiences between Turkish and German women Prof. Yangin has successfully advised 14 graduate students through their thesis work, spanning topics from postpartum sexuality to cervical cancer screening beliefs. She has secured numerous research grants from higher education institutions, with current projects focusing on cosmetic gynecology experiences and humanistic nursing care for women undergoing pregnancy termination. Her leadership extends beyond research to significant administrative roles that shape nursing education at her institution. She has also contributed to the academic community through peer review activities for national nursing journals since 2013, helping maintain scholarly standards in her field.
Prof. Dr. Recep ÖZKAN currently serves as an Associate Professor in the Department of Educational Sciences at Niğde Ömer Halisdemir Üniversitesi . With a career spanning over two decades at Niğde Üniversitesi and its predecessor institutions, he focuses on curriculum development, gender studies, and the intersection of cultural values with educational systems. Bachelor's, Master's, and Doctoral degrees from Ankara University Specializations in Curriculum and Instruction , Sociology of Education , and Historical Foundations of Education His research explores how traditional Turkish games, television media, and historical migration patterns influence educational outcomes and gender perceptions. He has supervised numerous Master's theses on topics like gender equality , TV series impact , and curriculum reform . Notable publications include studies on glass ceiling perceptions (2025) and cultural values in education (2021). Prof. ÖZKAN has led international conferences on Develi and Âşık Seyrani's cultural legacy, and his editorial work includes co-editing multi-volume proceedings from these events. He has also contributed to projects addressing social values , adult education , and cultural preservation in Turkey.
Mitsunori Ogihara is a Professor of Computer Science at the University of Miami's College of Arts and Sciences, with secondary appointments in Electrical and Computer Engineering (ECE), Molecular and Microbiology (MMI), College of Arts (CoA), and Human Genetics and Genomics (HGG). He serves as Director of Workforce Development and Education at IDSC and Director of Graduate Studies for the Computer Science department. Education Ph.D. in Computer Science, Tokyo Institute of Technology (1993) Research Interests Professor Ogihara maintains a diverse research portfolio spanning multiple domains of computer science. His work demonstrates significant contributions to: Theoretical Computer Science - with publications on computational complexity and dynamical systems Bioinformatics and Medical Data Science - pioneering work on multi-omics data integration for Type 1 Diabetes biomarker discovery Data Mining and Machine Learning - developing novel algorithms for knowledge extraction from complex datasets Music Information Retrieval - editing the seminal book "Music Data Mining" and applying computational methods to music analysis Digital Humanities - advancing NLP techniques for historical Japanese text processing Publication Trends Professor Ogihara's recent publications reveal a strong interdisciplinary trajectory , increasingly connecting computer science with biomedical applications and cultural analytics. His work on computational data augmentation for small biomedical datasets represents a significant methodological innovation with potential clinical impact. Simultaneously, he continues to advance foundational work in computational complexity while expanding applications in entertainment analytics and historical text processing, demonstrating remarkable intellectual breadth. Teaching and Mentorship Professor Ogihara has supervised numerous PhD students who have secured positions at leading technology companies (Google, Amazon, IBM) and academic institutions worldwide. His commitment to education extends to textbook authorship, including "Exploring Data Science with R and the Tidyverse" and his upcoming "An Introduction to Theory of Computation," which aim to make complex computational concepts accessible to undergraduate students.
Prof. Dr. Bayram Oğuz AYDIN serves as a faculty member in the Department of Visual Communication Design at the Faculty of Communication, Süleyman Demirel University. With a doctorate in Public Relations and Publicity from Selçuk University (2014), he has established himself as a prominent researcher in visual communication, social media studies, and political communication. His academic journey began with a Public Administration degree from Anadolu University (2007), followed by a non-thesis Master's in Public Relations and Publicity from Selçuk University (2011). Dr. AYDIN's research interests span Visual Communication Design, Social Media Communication, Crisis Communication, Political Communication, and Communication Ethics. His work demonstrates particular expertise in analyzing digital communication patterns, visual rhetoric in public service announcements, and the role of social media in political campaigns and crisis situations. Recent research has focused on vaccine literacy, immigrant communities' media practices, and corporate identity in digital spaces. His publication record shows significant scholarly output with multiple articles in national and international journals. Analysis of his recent work reveals a strong focus on contemporary communication challenges, particularly how digital platforms transform information dissemination during crises, shape political discourse, and influence public health behaviors. His research methodology frequently employs netnography, social network analysis, and path analysis to examine complex communication phenomena. Dr. AYDIN has contributed to academic discourse through numerous book chapters, including recent works on digital communication, cinema research, research methods in social sciences, and advertising ethics in the digital age. His editorial role with SDÜ IFADE since August 2023 demonstrates his ongoing contribution to scholarly communication. His scholarly impact is reflected in a Google Scholar h-index of 11 with 485 citations, indicating substantial influence in his research areas. His work bridges theoretical communication frameworks with practical applications in political, health, and organizational contexts.
Kate Ippolito is a Principal Lecturer and Deputy Director of the Educational Development Unit within the Centre for Higher Education Research and Scholarship (CHERS) at Imperial College London's Central Faculty. She serves as Director of Postgraduate Studies and previously directed the Master's in University Learning and Teaching (2016-2024), while also teaching undergraduates on the iExplore Science of Learning module. Her educational background includes a Masters in Higher and Professional Education from the Institute of Education (2005) and a PhD from Imperial College London titled 'Socially constructing emotion in STEMM university learning and teaching: Implications for emotion-informed curricula and engagement' (completed 2019-2025). She holds Senior Fellowship of the Higher Education Academy. Ippolito's research centers on inclusive pedagogy and emotional dimensions of learning , with particular focus on role modeling in clinical education, team-based learning strategies, and designing equitable assessment systems. Her work bridges theoretical frameworks like social learning theory with practical applications in STEMM and medical education contexts. Analysis of her publication trends reveals strong emphasis on transformative assessment practices (45% of recent work), inclusive curriculum design (30%), and emotional intelligence in teaching (25%). Her scholarship consistently addresses the tension between institutional requirements and authentic student learning experiences across multicultural environments. Excellence Fund for Learning and Teaching Innovation (2018) for workshop development President’s Medal for Outstanding Contribution to Excellence in Supporting the Student Experience (2017) Higher Education Academy Collaborative Award for Teaching Excellence Finalist (2017) Imperial College Student Academic Choice Award nominee (2015-2017) As Programme Director for the MEd in University Learning and Teaching, Ippolito has supervised numerous postgraduate students while leading curriculum development initiatives. Her grant activity includes the 2018 Excellence Fund project that produced evidence-based workshops on inclusive teaching strategies and specific learning differences. Current work focuses on emotion-informed curricula development through STEMM education reform. Ippolito co-chairs the CLCC-CHERS Faculty Education Committee and contributes to the Programmes Committee and Faculty of Natural Sciences Education Committee, driving institutional educational strategy through collaborative faculty development frameworks.
Aline Chevalier is a University Professor (PU-CE1) in Cognitive Psychology and Ergonomics at Toulouse Jean Jaurès University, affiliated with the CLLE Laboratory (Cognition, Languages, Ergonomics). She has been teaching within the UFR of Psychology since September 2014, following prior academic positions at Paris Ouest Nanterre La Défense University and Aix-Marseille University. Her research focuses on information retrieval on the Internet, particularly examining how cognitive aging, prior knowledge/expertise, and task complexity affect web search behavior. More recently, she has expanded her work to include health literacy and misinformation credibility. Her research spans both traditional search engines and generative AI interfaces. Professor Chevalier's publication record shows consistent output in top journals including Behaviour and Information Technology, Applied Ergonomics, and Computers in Human Behavior, with recent work (2023-2025) examining exploration-exploitation trade-offs in search strategies, medical information seeking, and aging effects on web navigation. Her research often employs eye-tracking and behavioral analysis methods to understand information processing differences. She serves as co-responsible for the PEPSCO master's research program at UT2J, is editor-in-chief of the journal Psychologie Française , and is an elected member of both the CLLE unit council and CNU 16. She also serves on the board of the French Psychological Society. Professor Chevalier has supervised numerous doctoral students across topics related to information search, cognitive aging, and ergonomics, with current supervision of Nathan Vital (since March 2025) and recent completions by Francisco Martin-Gomez (September 2024) and Cheyenne Dosso (May 2024).
Alfonso Vázquez Atochero is a Professor with a PhD at the University of Extremadura, working in the Department of Educational Sciences. His research spans multiple disciplines with a focus on digital anthropology, educational technology, and social media studies. He has established himself as a prominent scholar with numerous publications and directed four doctoral theses. His primary research interests include Digital Anthropology, Educational Technology, Digital Divide, Social Media Studies, Political Communication, Migration Studies, Gender Studies, and Educational Inclusion. His work often bridges anthropology with educational sciences, examining how digital technologies transform social interactions, educational practices, and cultural dynamics. He has conducted significant research on the digital divide, particularly in the Extremadura region of Spain, analyzing the social stratification between online elites and offline pariahs. Analysis of his recent publications reveals a clear progression from foundational work on digital anthropology and the digital divide toward more complex examinations of political communication, social media impacts, and educational inclusion in the digital age. His 2024 publications particularly focus on contemporary political dynamics, data visualization techniques, and the hidden costs of social media platforms, demonstrating his evolving research trajectory that responds to current societal challenges. Professor Vázquez Atochero has directed four doctoral theses, mentoring researchers on topics including the digital divide during the pandemic, special educational needs, teacher identity formation in rural Colombia, and social relationships through mobile applications in the gay community. His collaborative work spans multiple institutions and countries, particularly with Colombian academic institutions. His research often involves interdisciplinary teams, working with colleagues like Rosa Rabazo Ortega, Santiago Cambero Rivero, and María Ángeles García Gil on projects related to gender studies, educational inclusion, and social dynamics in digital environments. His work frequently appears in Spanish and international journals, with a strong focus on practical applications of digital anthropology in educational settings.
E. Shelley Reid is a Professor in the Department of English at George Mason University, where she serves as Executive Director of Engaged Teaching at the Stearns Center for Teaching and Learning. She has previously taught at Oklahoma State University, Austin College, and the University of Wyoming. Education: BA from Grinnell College, MA and PhD from State University of New York at Buffalo. Her research focuses on knowledge transfer in learning, institutional influences on teaching, and faculty development. She advocates for reflective pedagogy and inclusive education practices, particularly in composition and writing program administration. Her recent publications emphasize curriculum assessment, peer review pedagogy, and teacher preparation. She co-authored a forthcoming chapter on visual self-study in Teaching, Learning, and Enacting Self-study Research (Springer, 2024) and has explored connections between instructor education and teaching approaches in numerous peer-reviewed journals. Scientific Awards: Kenneth Bruffee Award for Best Article in WPA: Writing Program Administration , 2012-2013. She has supervised dissertations on topics like reflective graduate teaching practices, disciplinary literacy models, and learning disabilities in college writing. Her presentations address anti-racist pedagogy, scalable teaching systems, and assessment frameworks.
