Russell Weili Chan is an Assistant Professor at the Digital Society Institute and Cognition, Data and Education department. His research focuses on meditation's effects on cognitive control during motor sequence learning, with contributions to Neuroscience, Cognitive Psychology, and Neuropsychiatry. He has published 15 articles since 2012, exploring topics like mindfulness in sports performance, neuroimaging of motor tasks, and humor comprehension in mental disorders. He serves on editorial boards for Behavioural Brain Research and Frontiers in Psychology . His work bridges cognitive science with clinical applications, emphasizing interdisciplinary approaches to motor learning and mental health. Key Research Areas: Meditation neurophysiology, motor sequencing, neuroimaging, mental disorders, and cognitive neuroscience. Editorial Roles: Behavioural Brain Research (Editor), Frontiers in Psychology (Peer Review).
Diane Reay is Professor of Education at the University of Cambridge's Faculty of Education, renowned for her sociological research on educational inequality with a steadfast commitment to social justice. Her work critically examines how social class intersects with gender and ethnicity within educational systems, employing Bourdieu's theoretical frameworks to address systemic disparities across primary, secondary, and higher education contexts. Her academic qualifications include: BA Hons in Politics and Economics from Newcastle University PGCE from Newcastle University MA in Human Rights and Education from London University PhD in Social Sciences from South Bank University Professor Reay's research program centers on social class theory, particularly white middle-class identities in urban schooling and working-class experiences in elite universities. She investigates pupil peer group cultures, educational choice mechanisms, and psychosocial dimensions of class through ethnographic and theoretical approaches, consistently emphasizing how material conditions and affective experiences shape educational trajectories. Her scholarship bridges sociology, education policy, and critical race theory to develop actionable insights for equitable educational practice. Analysis of her 2006-2012 publications reveals sustained focus on Bourdieusian applications to British educational contexts, with increasing attention to intersectional class-race dynamics in urban schooling and higher education access barriers. Her work demonstrates methodological innovation in capturing students' lived experiences while advancing theoretical understandings of cultural and emotional capital. Her professional recognition includes: Election as Fellow of the Academy of Social Sciences (AcSS) Professor Reay has supervised PhD candidates on diverse topics including Jewish women teachers, psycho-analytic approaches to social class, and nursery parental involvement. She has directed multiple ESRC-funded projects such as the Social Identities Project on White Middle Classes (2005-2007), TLRP research on working-class students in higher education (2006-2008), and current investigations into white middle-class educational choice patterns, securing substantial research grants for longitudinal studies on educational transitions. Within Cambridge's Faculty of Education, she actively contributes to research networks focused on sociology of education and social justice, collaborating through centers like the Cambridge Journal of Education editorial collective where she serves as executive editor alongside roles on the Journal of Education Policy and Cultural Sociology boards.
Richard Gonzalez is the Amos N. Tversky Collegiate Professor of Psychology and Statistics at the University of Michigan, with joint appointments in Statistics and Marketing. He is affiliated with the Research Center for Group Dynamics, Center for Human Growth and Development, UM Comprehensive Cancer Clinic, and Center for Computational Medicine and Bioinformatics. He leads the Biosocial Methods Collaborative at the Institute for Social Research and co-founded the Design Science Program. He earned his Ph.D. in Psychology from Stanford University in 1990, with research focusing on judgment and decision making, applied statistics, and medical decision making. His work bridges theoretical models with practical applications in healthcare technology, product design, and aging studies. His recent research emphasizes AI-driven medical diagnostics (e.g., dementia detection via Vision Transformers), caregiving dynamics, and social determinants of health. He collaborates across disciplines, integrating methods from psychology, statistics, and computational science to address complex societal challenges. His affiliations span multiple centers, reflecting a commitment to interdisciplinary research. His work on dyadic health profiles and pandemic caregiving adaptations highlights his focus on systemic and relational aspects of health.
Mario Solis-Garcia is an Associate Professor in the Department of Economics at Macalester College. He holds a PhD in Economics from the University of Minnesota (2011), alongside earlier degrees from ITESM Monterrey (BA, 1997), El Colegio de México (MA, 2001), and the University of Minnesota (MA, 2010). His research focuses on government policy impacts on macroeconomic dynamics, particularly the shadow economy and business cycle fluctuations. He has collaborated extensively on projects measuring informal economic activity using dynamic general equilibrium models. Teaching responsibilities include advanced macroeconomics, monetary economics, and modeling courses. He has designed courses such as Macroeconomic Modeling (DSGE tools) and Open Economy Macroeconomics , and has taught at institutions like the Universidade Católica de Brasília through the Fulbright Specialist Program. His pedagogical work emphasizes innovative teaching methods, including integrating DSGE frameworks into undergraduate curricula. Research interests span fiscal policy effects, economic growth drivers, and the interplay between taxation and informal sector dynamics. His work has been published in journals like Macroeconomic Dynamics and Journal of Macroeconomics , with contributions to the Routledge Handbook of the Informal Economy . Current projects explore employment volatility, shadow economy impacts in developing economies, and fiscal policy expectations. Students interested in letters of recommendation are advised to engage actively in coursework, pursue research opportunities, and provide comprehensive application materials well ahead of deadlines. His teaching philosophy prioritizes fostering analytical skills and connecting theory to real-world economic challenges.
Dana Reisboard is an Associate Professor at Widener University, specializing in critical literacy, culturally responsive education, and teacher training. Her teaching philosophy integrates cognitive processing theory, transactional theory, and Freirean critical literacy principles to foster inclusive, student-centered learning environments. PhD in Literacy from Temple University (2008) MA in Applied Psychology and MA in Special Education from Rutgers and New York University (1995) BA in Psychology from New York University (1993) Her research focuses on praxis—transforming societal structures through education—with emphasis on culturally responsive pedagogy, mindfulness in teaching, and community-building practices. She has explored core reading programs, children's literature, and critical literacy integration in teacher education. The trends in her publications highlight critical literacy, culturally responsive instruction, and reflective practice. Key subfields include urban education, inclusive curriculum design, reading specialist training, and family literacy engagement. Borislow Community-Engaged Faculty Research Fellowship Award (2018) Edward Fry Fellowship (2004) International Reading Association May Member of the Month (2014) Reisboard has received multiple Faculty Development Grants (2004–2023) and advocates for community-engaged research. She is affiliated with organizations like the Pennsylvania Educators Diversity Consortium and the International Literacy Association.
Andrew Begel is an Associate Professor in the Software and Societal Systems Department (S3D) at Carnegie Mellon University's School of Computer Science. He is also affiliated with the Human-Computer Interaction Institute (HCII) at CMU and holds an Affiliate Professor position at the University of Washington's Information School. Previously, he spent 16 years as a Principal Researcher at Microsoft Research, focusing on software engineering and human-computer interaction. Education: Ph.D. in Computer Science, University of California, Berkeley (2005), advised by Susan L. Graham M.Eng. in Electrical Engineering and Computer Science, MIT (1997), advised by Mitchel Resnick B.S. in Computer Science and Engineering, MIT (1996), advised by Mitchel Resnick Research Focus: His work centers on creating inclusive workplaces for neurodivergent individuals and people with disabilities. Current projects include: AI tools for real-time communication support between autistic/non-autistic individuals Neurodiversity-aware educational programs (e.g., game coding camps for autistic students) VR training for neurotypical allies to understand sensory challenges faced by autistic colleagues Adaptive coding instruction for neurodivergent learners Awards & Recognition: ACM Distinguished Member (2019) National Merit Scholarship (1992) Leo V. Dustman Award in Mathematics Advising & Labs: Runs the VariAbility Lab at CMU Currently advising Jiwoong (Joon) Jang and Darren (Ren) Butler Key Contributions: Pioneered programming-by-voice systems for developers with disabilities Developed collaboration tools like Deep Intellisense and StarLogo for inclusive education Advocated for neurodiversity inclusion in software engineering workplaces
Kevin Stange is a Professor of Public Policy and Education (by courtesy) at the University of Michigan's Ford School of Public Policy, where he serves as co-director of the Education Policy Initiative and director of the PhD Program. He is also a Research Associate at the National Bureau of Economic Research and a faculty affiliate of the Center for the Study of Higher and Postsecondary Education at the Marsal Family School of Education. His educational background includes: Bachelor of Science in Mechanical Engineering and Economics, Massachusetts Institute of Technology (1999) Ph.D. in Economics, University of California, Berkeley (2008) Stange's research focuses on empirical labor and public economics within education contexts. He investigates how higher education shapes labor market trajectories, geographic mobility, and responses to skill demand shifts. Current projects examine Michigan's financial aid programs and college major impacts on career outcomes, utilizing large-scale datasets like College and Beyond II to analyze postsecondary pathways and institutional effectiveness. His recent publications (2023-2025) emphasize college major effects on earnings inequality, financial aid efficacy, community college transfer pathways, and graduate mobility patterns. These works leverage administrative data to address policy-relevant questions about educational equity and labor market alignment. Key recognition includes: Robert Wood Johnson Scholar in Health Policy Research Stange has secured major funding from the U.S. Department of Education, National Science Foundation, Spencer Foundation, W.T. Grant Foundation, Robert Wood Johnson Foundation, and Russell Sage Foundation. During 2022-2023, he served as Senior Advisor to the Under Secretary at the U.S. Department of Education, applying his research expertise to federal policy. He co-directs the Education Policy Initiative, which produces evidence-based research for education practitioners, and spearheaded the College and Beyond II dataset containing 50 million course records from 19 universities. This resource enables comprehensive analysis of student pathways and institutional effectiveness across diverse higher education contexts.
Richard Lewis is the John R. Anderson Collegiate Professor of Psychology, Linguistics, and Cognitive Science at the University of Michigan. He directs the Weinberg Institute of Cognitive Science, a hub for interdisciplinary research. His work focuses on computational models of human cognition, particularly language processing architectures, and he co-founded the cognitive science undergraduate major at U-M. Lewis was honored as an Arthur F. Thurnau Professor (2021) for his transformative contributions to undergraduate education. Education: Ph.D., Carnegie Mellon University Research interests span cognitive neuroscience, psycholinguistics, and computational linguistics. His projects investigate how humans process sentences cross-linguistically and adapt predictive models during comprehension. Notable achievements include developing programs that integrate computer science, philosophy, and psychology to study the mind. His articles explore topics ranging from neural noise effects on decision-making to AI's capacity for analogical reasoning. Awards include the Thurnau Professorship, recognizing his dedication to student engagement and curriculum innovation. Lewis advises on interdisciplinary initiatives at the Weinberg Institute and collaborates on projects like icon array communication for public health. His work bridges theoretical models with empirical studies, emphasizing the computational foundations of human cognition.
Aideen Gildea is a Lecturer in Children and Young People's Nursing at Queen's University Belfast's School of Nursing and Midwifery, part of the Faculty of Medicine, Health & Life Sciences. She holds an NMC registration as a Specialist Public Health Nurse (Health Visiting). Her research focuses on child development, parental engagement, and reducing health inequalities through evidence-based interventions. She has led large-scale projects involving longitudinal follow-ups and collaborated with diverse stakeholders using mixed methodologies. Her research interests include school mental health, social and emotional development in children, and early intervention strategies. Gildea supervises PhD students in areas such as safeguarding, school transitions, and parenting programs. She is a member of key committees like the Infant Mental Health Regional Implementation Group and the Crescendo Management Committee. Her work aligns with UN Sustainable Development Goals related to health equity and education. Recent articles highlight interventions addressing intimate partner violence, neonatal care, and school-based smoking prevention. Awards include the Star Recognition Award (2023) and the ARC Accelerator (2020). She contributes to teaching modules on child health law, quality improvement, and community nursing practices.
Dr. Robin B. Jarrett is a licensed, board-certified clinical psychologist at UT Southwestern Medical Center's Department of Psychiatry. She directs the Psychosocial Research and Depression Clinic, which has received continuous funding from the National Institute of Mental Health (NIMH) since 1989. Her clinical work focuses on short-term, evidence-based psychotherapy with specialization in cognitive behavioral therapy for patients with mood and related disorders. UT Southwestern Medical Center, Department of Psychiatry Director, Psychosocial Research and Depression Clinic (since 1989) NIMH-funded research program Board Certified in Clinical Psychology Dr. Jarrett's research program centers on understanding the role of psychosocial factors in the course of health and illness, particularly in mood disorders. She has dedicated her career to developing and testing cognitive therapy approaches for depression treatment and prevention of relapse. Her work examines various aspects including cognitive therapy skills acquisition, symptom trajectories during treatment, personality factors in depression, and comparative efficacy of different treatment approaches. She has made significant contributions to understanding how psychosocial factors influence depression outcomes and how cognitive therapy can be optimized for preventing relapse. Analysis of Dr. Jarrett's recent publications reveals a consistent focus on cognitive therapy for recurrent depression, with particular attention to treatment mechanisms, predictors of outcome, and methods for personalizing treatment. Her work often examines how specific cognitive therapy skills impact treatment outcomes and how to identify patients who would benefit most from continuation phase treatment to prevent relapse. She has developed measures like the Skills of Cognitive Therapy (SoCT) to assess patient comprehension and use of cognitive therapy techniques. Dr. Jarrett has mentored numerous researchers who frequently appear as co-authors on her publications, including Vittengl JR, Clark LA, and Thase ME. Her NIMH-funded research program has produced a substantial body of work examining both acute and continuation phase cognitive therapy for depression. Dr. Jarrett welcomes collaborators and trainees dedicated to understanding the role of psychosocial factors in health and illness, particularly in mood and related disorders. Her Psychosocial Research and Depression Clinic serves as a hub for research on cognitive therapy mechanisms and relapse prevention strategies.
Catherine Whalen is an Associate Professor at the University of Northern British Columbia (UNBC), affiliated with the NRES Graduate Program. Her research focuses on Administrative Leadership, Organizational Leadership in education, and policies impacting educational systems. Key areas include inclusive education, cultural diversity, special education, and mental health initiatives within schools. Dr. Whalen has secured $300,000 in federal funding through the Social Sciences and Humanities Research Council (SSHRC) via Insight Grant and Insight Development Grant programs, supporting her work on education policies and organizational structures. She contributes to advancing teacher education and comprehensive school health strategies. No specific laboratories, teams, or advisory roles are detailed in the provided information.
Louis Manfra is an Assistant Professor in the Department of Human Development & Family Science at the University of Missouri’s College of Arts and Science. He is affiliated with the Truman School of Government and Public Affairs. His research focuses on early childhood development, school readiness, and the impact of socioeconomic factors on educational outcomes. Manfra’s work emphasizes policy analysis, particularly in low-income and ethnically diverse populations, and explores interventions such as mHealth tools and garden-based education to enhance child development. Key research interests include school readiness predictors, effects of homelessness on academic achievement, and behavioral and language development in preschoolers. He has conducted systematic reviews on topics like childcare quality and Latino child outcomes. Manfra’s methodologies span qualitative studies, longitudinal tracking, and program evaluation, with a focus on policy implications for vulnerable populations. His publications highlight trends in early education disparities, technology-driven interventions, and the long-term effects of preschool experiences. Despite no listed awards, his work contributes significantly to understanding how socioeconomic conditions and policy shape child development trajectories. Advising and grant details are not provided in the text, but his research often involves collaborations with policymakers and community organizations. Manfra’s work is anchored in multidisciplinary approaches, bridging education, public health, and developmental psychology to address systemic inequities in early childhood systems.
Oliver Edwards, Ph.D., is a Professor in the Department of Counselor Education and School Psychology at the University of Central Florida (UCF), part of the College of Community Innovation and Education. He coordinates the school psychology program and has held administrative roles in the School Board of Broward County, supervising over 65 school psychologists and social workers. His expertise spans School Psychology, Differential Psychology, Cognitive Science, and Education. Education: Ph.D. in School Psychology, University of Florida Ed.D. in Educational Administration, Florida International University Undergraduate Psychology degree, Florida International University Research Interests: Dr. Edwards focuses on social support networks, health disparities in ethnic minority children, psychosocial development of children raised by grandparents, and intelligence testing methodologies. His work bridges theory and practice to address systemic inequities in education and mental health. Key areas include grandfamily dynamics, bullying prevention, and food insecurity impacts on youth. Research Highlights: His publications address topics like stereotype threat mitigation, family structure effects on child well-being, and translational research frameworks. His work emphasizes culturally responsive interventions and policy development. Awards: McKnight Doctoral Fellow (during Ph.D. studies) Grants & Advising: Though specific grants are not detailed, his administrative experience reflects extensive program coordination. He has advised on practicum supervision models and clinical interventions for at-risk youth. His work with grandfamilies has led to initiatives like the Grandfamily School Support Network. Labs/Teams: Involved in interdisciplinary teams addressing child welfare and educational equity, particularly through UCF's counseling and school psychology programs.
Dr. Sandra Bosacki is a Professor in the Department of Educational Studies at Brock University's Faculty of Education. She specializes in emotional and sociocognitive development, theory of mind, school bullying, gendered self-concept, media literacy, and spiritual development in children and adolescents. She teaches courses including EDUC 5P37 (Developmental and Educational Issues) and EDUC 5P80 (Introduction to Educational Inquiry). Her research focuses on understanding children’s social-emotional worlds, peer relationships, and the role of companion animals in human relationships. She leads the Theory of Mind in Education Lab and has collaborated on studies involving animal-assisted educational programs. Her research interests span topics like bullying, media influence, and humor in youth, with a particular emphasis on how psychological language shapes cognitive development. She has advised students such as Megan Jones (Mitacs scholar) on projects like parent-child relationships and loneliness. Her work has been presented at conferences including the Jean Piaget Society and the Society for Research in Child Development. Awarded no specific scientific prizes are listed, but her contributions to educational research are highlighted through her extensive publication record. She actively engages in transdisciplinary research and global collaborations, hosting visiting scholars through Brock’s Global Scholars Office.
Joseph Ibrahim is an Alumni Distinguished Professor in the Department of Biostatistics at the Gillings School of Global Public Health, University of North Carolina at Chapel Hill, where he has served since 2002. He currently holds dual leadership roles as Director of Graduate Studies for the Department of Biostatistics and Director of the Biostatistics for Research in Genomics and Training Grant. His methodological innovations in Bayesian survival analysis and missing data methodologies have significantly advanced public health research, particularly in cancer genomics applications. Professor Ibrahim's research program centers on developing statistical frameworks for complex clinical and genomic data. His seminal contributions include Bayesian cure rate models, prior elicitation techniques, and diagnostic tools for high-dimensional survival analysis. Current work focuses on integrating multi-omics data with longitudinal tumor burden metrics and refining adaptive clinical trial designs for biomarker-driven populations. These methodologies directly address critical challenges in precision oncology and pharmacovigilance, enabling more robust inference from real-world evidence. His 2025 publications reveal three dominant trends: (1) Advancements in cure rate modeling for joint longitudinal-survival data with change points, (2) Computational innovations for high-dimensional penalized models using autoencoders and R packages like hdbayes, and (3) Methodological refinements for Bayesian trial design incorporating historical controls. These works consistently bridge theoretical statistics with cancer research applications, particularly in tumor phylogeny inference and signal detection for adverse events. Scientific awards include: Samuel S. Wilks Memorial Award (2024) from the American Statistical Association for distinguished contributions to biostatistics Professor Ibrahim has mentored 48 pre-doctoral students and 8 postdoctoral fellows, with exceptional thesis publication records in top statistical journals. As principal investigator of the T32 Cancer Genomics Training Grant since 2004, he has secured funding for 35 doctoral students. His curriculum leadership includes modernizing eight graduate courses and establishing new data science computing sequences since 2015. Current advising focuses on Bayesian methodology development for cancer genomics applications. He directs the department's Biostatistics for Research in Genomics initiative and leads the T32 Cancer Genomics Training Grant team, which integrates statistical methodology development with translational cancer research across UNC's Lineberger Comprehensive Cancer Center and clinical partners.
