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Kristine StiphanyView profile

Assistant Professor

• Urban Design
• Informal Housing
• Rental Market Dynamics
• +4 more

Kristine Stiphany is an Assistant Professor in the Department of Architecture at the University of Buffalo (SUNY), holding dual affiliations with the School of Architecture and Planning. She directs the Design for Resilient Environments Lab and co-leads the MArch/MUP dual degree program. Her research focuses on urban design, informal housing production, rental market dynamics, and equitable urban redevelopment in Latin America, particularly Brazil. She is a licensed architect in Texas and New York, with professional experience at Studio Gang and academic positions at Texas Tech University and UT Austin. Education: PhD in Urban Planning, The University of Texas at Austin Master of Architecture, The University of Texas at Austin Bachelor of Fine Arts, University of Michigan Her research examines how rental markets shape urban form, informal housing resilience, and policy impacts on marginalized communities. Recent projects investigate Rust Belt housing conversions, U.S.-Mexico border colonias, and post-redevelopment economies in Latin America. Her work bridges academic scholarship with practical design, advising on projects for São Paulo’s Secretariat of Housing and community nonprofits. Key Themes in Publications: Over 15 peer-reviewed articles analyze informal urbanization, rental market inequities, participatory planning paradoxes, and Brazil’s Minha Casa Minha Vida housing program. Recent work emphasizes urban greening through rental densification and the role of infrastructural insurgency in marginalized areas. Awards & Recognition: 2021 Texas Society of Architects Award for Sparks Oasis Community Resilience Hub National Science Foundation Postdoctoral Fellowship (UT Austin) Fulbright Fellowship (University of São Paulo) Her teaching includes studios like ‘Reimagining Casco Bay’ (coastal resilience) and ‘Housing Hybrids’ (São Paulo peri-urban margins). She leads the Design for Resilient Environments Lab, which develops actionable frameworks for equitable urban futures.

Stephanie Grote-GarciaView profile

Professor

• Literacy Education
• Science of Reading
• Teacher Preparation
• +3 more

Dr. Stephanie Grote-Garcia is a Professor at the University of the Incarnate Word (UIW), specializing in literacy education. She previously served as a Visiting Professor at Texas A&M University-Corpus Christi (2009-2010) and held roles as an Elementary Reading Specialist and Dyslexia Coordinator in Texas public schools. Her leadership includes co-founding the Texas Literacy Collaborative for Educator Preparation (TXLCEP) and serving as past-president of the Specialized Literacy Professionals. Education: Ph.D. in Curriculum and Instruction (Reading specialization) from Texas A&M University-Corpus Christi, alongside M.S. and B.S. degrees in related fields. Research Interests: Dr. Grote-Garcia focuses on evidence-based literacy practices, teacher preparation in reading instruction, and addressing educational equity through inclusive curricula. Her work emphasizes the Science of Reading, diversity in literacy education, and policy implications affecting educators. Recent Scholarly Contributions: Her publications explore trends in literacy education, including book bans, diversity measures, and the intersection of explicit instruction with cultural responsiveness. She has contributed to journals like Literacy Research and Instruction and Reading Psychology . Awards and Recognition: Bishop Claude Marie Dubuis Award (2023) Exemplary Faculty Practices Recognition (2013) Mission Continues Award (2016) Sister Theophane Endowed Chair (2014–2017) Service and Leadership: Chair of UIW’s Quality Enhancement Plan Implementation Committee, Texas Association for Literacy Education (TALE) co-founder, and active member of organizations like the International Literacy Association (ILA). She also leads initiatives like the Charles Butt Scholar Program and Teacher Education Recruitment Task Force.

Eunjeong LeeView profile

Assistant Professor

• Linguistics
• Rhetoric and Composition
• Multilingual Literacy Education
• +5 more

Eunjeong Lee is an Assistant Professor of Linguistics and Rhetoric and Composition at the University of Houston's College of Liberal Arts and Social Sciences. Her work focuses on multilingual literacy practices, language equity, and decolonial education. She holds a PhD from Pennsylvania State University and has taught courses like ENGL 1303: Multilingual Lives and Literacies. Education: PhD in Linguistics, Pennsylvania State University MA in English, Texas Tech University BA in English Language Education, Pusan National University, South Korea Research Interests: Lee explores how language ideologies impact marginalized communities, advocating for translingual pedagogies that center multilingualism. Her work critiques racialized language ownership in academia and promotes decolonial approaches to literacy education. She collaborates with organizations like CCCC's Second Language Writing Standing Group. Affiliations: American Association of Applied Linguistics (AAAL) American Education Research Association (AERA) National Council of Teachers of English (NCTE) Grants & Advocacy: Her recent projects include pandemic-era multimodal literacy initiatives and anti-racist pedagogy development. She co-edited a special issue on social justice for multilingual writers and contributes to Koreatimes on language equity issues.

Joel E. CohenView profile

Professor

• Mathematical Biology
• Population Dynamics
• Demography
• +7 more

Joel E. Cohen is the Abby Rockefeller Mauzé Professor at The Rockefeller University, where he leads the Laboratory of Populations. With over five decades of research experience, Cohen has pioneered innovative mathematical approaches to study biological populations and variability. His work bridges mathematics, biology, and environmental science, fundamentally changing how scientists understand population dynamics and the significance of biological variability. Dr. Cohen's research focuses on developing new mathematical tools to address population problems in demography, epidemiology, and ecology. He has made seminal contributions to the understanding of heavy-tailed distributions that describe extreme events like hurricanes and disease outbreaks, challenging traditional statistical approaches. His laboratory has conducted groundbreaking research on the spatial distribution of human populations in relation to geophysical factors, with unexpected practical applications ranging from soap formulation to semiconductor manufacturing. Cohen has also developed mathematical models for Chagas disease control in rural Argentina and created algorithms to predict international migration patterns. Analysis of Cohen's recent publications reveals a sustained focus on Taylor's law of fluctuation scaling, population dynamics, and ecological statistics. His work consistently demonstrates how abstract mathematical concepts can transform our understanding of biological systems, from cellular processes to global population trends. The research spans theoretical mathematics to practical applications in disease control, conservation biology, and environmental management. Olivia Schieffelin Nordberg Prize for excellence in writing in the population sciences (March 1997) Gheorghe Lazar Prize of Romanian Academy (December 2000) As director of the Laboratory of Populations, Cohen has led research on human population growth, infectious diseases, food webs, and international migration. His methods for assessing the uncertainty of population projections have been applied in court cases for predicting future claimants of asbestos-related diseases. Cohen's laboratory has collaborated with the United Nations Population Division on migration studies and developed mathematical models that account for more than half of the variability in annual migration numbers among 229 countries. Current research directions include understanding how demographic, economic, and cultural changes interact with Earth's physical, chemical, and biological environments. The Laboratory of Populations employs a multidisciplinary approach that combines mathematical modeling, statistical analysis, and field studies to address complex population issues. Their work exemplifies how basic quantitative research on populations frequently yields unexpected practical applications, demonstrating the profound connections between theoretical mathematics and real-world challenges in public health, environmental science, and resource management.

Douglas C. OrzolekView profile

Professor

• Music Education
• Instrumental Music
• Conducting
• +2 more

Douglas C. Orzolek is Professor and Department Chair at the University of St. Thomas, where he directs the Graduate Programs in Music Education and serves as Symphonic Band Director. His academic affiliations include the College of Liberal Arts and the Music Department. He holds a Bachelor of Music from Mansfield University, Master of Education from Penn State University, and PhD from the University of Minnesota. His research explores music education methodologies, conducting pedagogy, assessment frameworks, and musical acoustics. Current investigations focus on innovative teaching strategies, ensemble pedagogy, and curriculum development in music education. Recent publications demonstrate strong trends in pedagogical innovation, educational equity, collaborative learning models, and the integration of technology in music education. His scholarly work frequently addresses teacher development, curriculum reform, and inclusive practices. Minnesota Music Educators Association Hall of Fame (2014) Thomas Jefferson High School Fine Arts Hall of Fame (2016) Mansfield University Distinguished Young Alumni Award (2001) Distinguished Educator of the Year (2003) Dr. Orzolek advises graduate students at both master's and doctoral levels, supervising research papers and theses. He maintains active involvement with the Playful Learning Lab and OKGO Sandbox as music education advisor.

Daniel PioskeView profile

Assistant Professor

• Old Testament Studies
• Biblical Archaeology
• Ancient Hebrew Scribalism
• +2 more

Dr. Daniel Pioske is an Assistant Professor of Theology at the University of St. Thomas, specializing in Old Testament studies, biblical archaeology, and ancient Hebrew scribal practices. He earned his PhD from Princeton Theological Seminary and has participated in archaeological excavations in Israel and Turkey. His research investigates how biblical writers conceptualized the past through material remains and textual traditions. Key interests include: Archaeology-text integration in reconstructing ancient Israel Epistemology of biblical history Materiality of memory in ancient Near Eastern contexts Dr. Pioske's publications demonstrate a consistent focus on methodological innovations in archaeology-text studies. His books 'David's Jerusalem' and 'Memory in a Time of Prose' examine the interplay between ruins, texts, and historical consciousness. Recent work explores royal inscriptions, temporal perception in antiquity, and the epistemic foundations of biblical historiography. No scientific awards are mentioned in the provided materials. No information about student advising, grants, or lab affiliations is available.

Charles LippView profile

Professor

• Early Modern Europe
• Early Modern France
• Atlantic World
• +3 more

Charles Lipp, Ph.D., is a Professor of History at the University of West Georgia, affiliated with the School of Humanities within the College of Humanities, Arts, and Social Sciences. His research focuses on early modern European social and political development, particularly in France and small states like Lorraine. He holds a B.A. (1996) and Ph.D. (2004) in History from the University at Buffalo, SUNY. Dr. Lipp’s research examines nobility strategies, political alternatives in early modern Europe, and transnational histories like the Atlantic World. His notable work includes Noble Strategies in an Early Modern Small State: The Mahuet of Lorraine (2011) and articles on Lorraine governance and British imperialism. He teaches courses on the Reformation, French Revolution, historiography, and the Atlantic World. Recent teaching includes sections of World History, Senior Seminar, and graduate writing. His work bridges traditional historical analysis with digital resources, such as contributions to the World History Matters project.

Veronica GrahamView profile

Lecturer

• Virtual Reality Art
• Experimental Comics
• Climate Change Art
• +5 more

Veronica Graham is a new media artist and printmaker serving as Lecturer in Stanford University's Department of Art & Art History. Based in Oakland and Portland, she founded the design studio Most Ancient in 2010, specializing in experimental comics and exploration games. Her interdisciplinary practice bridges digital media and analog print publishing through poetic world-building that confronts contemporary environmental and social challenges. Her research centers on virtual reality narratives, climate-focused printmaking, and surrealist comics that explore internalized fictions. Key projects include the VR experience Diatribes (2024), examining fears about global warming through a haunted house framework, and the Global Warming Agitprop Posters series (2020-present) using phosphorescent materials to visualize ecological instability. She employs techniques like Wang tile systems for pattern generation and split fountain printing to stretch technical boundaries. 2025 Writer-in-Residence, Writing Space, Chicago 2024 IndieCade Impact Award Nominee for Diatribes 2022 Oculus Launch Pad Grant Recipient 2019 Best American Comics Notable Comics selection 2017 Artist’s Book Residency Grant, Women’s Studio Workshop Graham’s work appears in MoMA, NYPL, and SFMOMA collections. Her VR projects have been presented at Kala Art Institute, Printed Matter (NYC), and Sónar+D. As an educator, she lectures on virtual reality at Stanford and has conducted workshops at institutions including Tufts University and UC Berkeley. Her studio Most Ancient functions as both creative laboratory and publishing platform, supporting collaborative projects like Real Milk (2023) which examines agricultural automation through translucent book design.

• Human-Computer Interaction (HCI)
• Learning Sciences
• Artificial Intelligence
• +5 more

Hariharan Subramonyam is an Assistant Professor (Research) at Stanford University's Graduate School of Education and Computer Science (by courtesy) . He is also a Faculty Fellow at the Institute for Human-Centered AI (HAI) and a core member of the Stanford HCI Group . His research focuses on augmenting human learning, creativity, and sensemaking with AI, informed by cognitive psychology and collaborative design practices. Research Interests: Human-Computer Interaction (HCI) Learning Sciences Generative AI Educational Technology Assistive Technology Cognitive Psychology Recent Trends: Designing AI tools for education and creative coding Co-developing AI experiences with multidisciplinary teams Ethical and responsible AI frameworks Accessible interfaces for visually impaired users Scientific Awards: Best Paper Award, CHI 2025 Best Paper Honorable Mention, CHI 2025 Best Paper Award, ASSETS 2024 Best Paper Award, UIST 2023 Best Paper Award, IUI 2021 Best Paper Award, CHI 2020 Advising & Grants: Co-advising PhD student Neha Rajagopalan Mentoring 23+ student researchers Principal Investigator on HAI Hoffman Yee Grant (2024) Labs & Teams: Stanford Human-Computer Interaction Group Stanford Institute for Human-Centered AI Collaborative projects with University of Michigan, Georgia Tech, and National University of Singapore

Richard L. HasenView profile

Professor

• Election Law
• Campaign Finance
• Voting Rights
• +3 more

Richard L. Hasen is Professor of Law and Political Science at UCLA School of Law and Director of the Safeguarding Democracy Project. An internationally recognized election law expert, he researches voting rights, campaign finance, legislation, and disinformation's impact on democratic processes. Research analyzes judicial decision-making in election cases, campaign finance deregulation, voting access barriers, and legal remedies against electoral subversion. Recent work emphasizes disinformation's corrosive effects on democracy and proposes regulatory interventions. Publications dominate election law scholarship with recent books including 'Cheap Speech' (2022) on disinformation and 'Election Meltdown' (2020) on electoral integrity. Articles demonstrate increasing focus on democratic resilience, platform governance, and constitutional safeguards against election subversion. National Law Journal's 100 Most Influential Lawyers (2013) Top 100 California Lawyers (2005, 2016) Blawg 100 Hall of Fame (2015) Green Bag Exemplary Legal Writing Award (2018) Scribes Book Award Honorable Mention (2016) NYT Top Books on Disinformation (2022) Directs the Safeguarding Democracy Project, addressing electoral integrity through research and policy advocacy. Regularly contributes legal analysis for major media outlets and maintains the influential Election Law Blog.

Alexander ManshelView profile

Associate Professor

• 20th/21st-Century American Literature
• Multi-Ethnic American Literature
• Sociology of Literature
• +3 more

Alexander Manshel is an Associate Professor in the Department of English at McGill University. His research focuses on 20th/21st-century American literature, multiethnic fiction, and literary institutions. He holds a Ph.D. from Stanford University and has taught at both McGill and Stanford. His first monograph, Writing Backwards: Historical Fiction and the Reshaping of the American Canon (2023), examines how historical recovery politics reshaped literary canons, particularly for writers of color. Current projects include a history of high school English curricula and studies on literary prizes, audiobooks, and television adaptations. Recent publications analyze National Book Award trends, literary anthologies, and the cultural role of audiobooks. Manshel has received teaching awards from McGill (2023) and holds grants from SSHRC and FRQSC for research on race and literary canons. He supervises graduate students interested in contemporary literature, canon formation, and literary institutions. His work bridges digital humanities and traditional criticism, exploring how technology and cultural institutions shape literary production and reception.

• Adolescent Mental Health
• Social Development
• School-Based Interventions
• +3 more

Lucy Foulkes is a Prudence Trust Research Fellow at the University of Oxford’s Department of Experimental Psychology and an honorary lecturer at University College London (UCL). Her work focuses on adolescent mental health, social development, and the unintended consequences of mental health interventions. She investigates how school-based programs may inadvertently exacerbate mental health issues, particularly in vulnerable populations. Foulkes employs experimental, qualitative, and longitudinal methods to address gaps in quantitative research, emphasizing co-produced studies with adolescents. Her research explores topics such as self-diagnosis of mental disorders, the romanticization of mental health problems, and the impact of mental health awareness campaigns. She advocates for evidence-based approaches that account for social context and youth perspectives. Foulkes is a prominent science communicator, having authored books like What Mental Illness Really Is (…and what it isn’t) and contributing regularly to media outlets including The Guardian, BBC Radio, and podcasts. Key projects include analyzing how adolescents perceive mental health interventions, evaluating the role of identity development in symptom reporting, and investigating the psychosocial effects of mindfulness training. She emphasizes ethical considerations in research design, particularly regarding potential harm from universal interventions. Foulkes’ work bridges academic research and public engagement, aiming to inform policy and practice through rigorous, youth-centered methodologies. Her current projects include writing a book on adolescent development (Penguin Random House, 2024) and leading collaborative studies on mental health trends in education settings.

Michael SalerView profile

Professor

• Modern European Intellectual History
• Cultural History
• History of Science and Technology
• +5 more

Michael Saler is a Professor of History at the University of California, Davis, specializing in modern European intellectual and cultural history with a focus on intersections between science, technology, literature, and secularism. His work explores how 'wonder' and 'belief' operate in secularizing societies. He holds a Ph.D. from Stanford University and a B.A. from Brandeis University. His research publications include influential works like As If: Modern Enchantment and the Literary Prehistory of Virtual Reality (2012) and The Fin-de-Siècle World (2014), both recognized with prestigious awards. His teaching portfolio includes courses on modern European intellectual history, historiography, and interdisciplinary topics like 'Science Fiction and Modernity' in the Honors Program. Education: Ph.D., History and Humanities, Stanford University, 1992 B.A., History & European Cultural Studies, Brandeis University, 1985 Research interests span modernism, enchantment theory, and the cultural history of science. His writing appears in venues like The Washington Post and Times Literary Supplement . He has received multiple teaching awards including the Academic Senate Distinguished Teaching Award (1999). Awards: Choice Outstanding Academic Title (2015) Huffington Post 'Best Book' (2012) Stanford Humanities Center Fellowship (2001) His advising and grants history, while not detailed here, reflects sustained engagement with graduate mentorship in modern European studies. His work frequently bridges humanities disciplines, emphasizing narrative as a lens for understanding modernity's complexities.

Michael FoxView profile

Assistant Professor

• digital humanities
• philosophy and ethics of AI
• natural language processing
• +5 more

Michael Fox is a Teaching Assistant Professor in the School of Information and Library Science (SILS) at the University of North Carolina at Chapel Hill. Prior roles include Senior Lecturer and Academic Director for the Digital Studies of Language, Culture, and History program at the University of Chicago, and Assistant Editor/Software Architect of the William Blake Archive. He holds a PhD in English and BS in Computer Science. His research bridges literary criticism and information science, focusing on digital humanities, AI ethics, and textual studies. Key areas include graph databases, network analysis, and AI methods in literary history, alongside studies of Aestheticism, poetics, and literary history. His first book examines intersections between literary and historical writing, using computational approaches like graph databases. Michael has contributed to the William Blake Archive, a pioneering digital humanities project, and serves on the editorial board of Textual Cultures . His courses span literature, information science, and their intersections (e.g., Digital Humanities, The Idea of AI). His work earned the ADE 2017 Featured Project award for the Blake Archive's redesign. Grants and advising details are pending explicit mentions in texts.

Christian SchunnView profile

Professor

• Scientific Reasoning and Discovery Learning
• Computational Modeling of Strategy Choice
• Categorization and Causal Reasoning
• +7 more

Christian Schunn is a Professor in the Department of Psychology at the University of Pittsburgh, with a focus on Learning Sciences and cognitive processes. He holds a PhD from Carnegie Mellon University. His research spans scientific reasoning, peer assessment, STEM education, and computational modeling. He leads a lab with active members including Liwei Chen and Jie Cao (PhD students) and former advisees such as Yaron Doppelt and Matt Mehalik. Key research interests include the efficacy of peer feedback in education, design-based learning in engineering, and cognitive strategies in STEM. He has contributed to over 150 publications, emphasizing peer assessment systems like Peerceptiv and their impact on learning outcomes. His work often bridges cognitive science and educational practice, addressing equity in STEM pathways and motivational factors in student performance. Lab activities include studies on team dynamics in design, computational thinking, and the role of analogical reasoning. He collaborates internationally with institutions like Northeast Normal University and the Harbin Institute of Technology. Current grants focus on improving peer feedback mechanisms and their scalability in diverse educational settings. Awards include recognition for contributions to educational technology and learning analytics. His lab is part of the Learning Research and Development Center (LRDC), fostering interdisciplinary research in cognitive and educational sciences.