Graham Dove is an Assistant Professor at New York University (NYU) , affiliated with the Center for Urban Science and Progress (CUSP) . His work focuses on human-centered design approaches to AI , data-enabled products , and community science initiatives . He co-directs the Human-Centered Technology, Innovation, and Design PhD program and teaches courses like Digital Civics for Social Innovation and Design for Innovation with AI and ML . His research spans healthcare technology (e.g., MS care design with clinicians), urban environmental advocacy (e.g., NYC Chinatown air quality projects), and open data applications in civic innovation. He emphasizes participatory design and has collaborated with organizations like NYC Open Technology Institute (OTI) and BetaNYC. Currently, he explores how technology can address societal challenges through civic quality of life , remote patient monitoring , and environmental resilience . His lab ( People+Technology Lab ) integrates interdisciplinary methods to create equitable tech solutions. Notable projects include SONYC Urban Sound Tagging (sonic data for city planning) and community science frameworks to mitigate environmental risks. He advocates for transparency in smart city deployments and ethical AI design .
Liang Zhang is a Professor of Higher Education at New York University's Steinhardt School, specializing in higher education economics, finance, and public policy. He previously taught at the University of Minnesota, Vanderbilt University, and Penn State University. His research examines the role of governments and institutions in shaping institutional performance and student outcomes, with a focus on college access, labor markets, and policy efficacy. Dr. Zhang holds dual PhDs from Cornell University (Economics) and the University of Arizona (Higher Education). His work has been published in leading journals such as Review of Higher Education , Economics of Education Review , and Harvard Education Review . Key research areas include the impact of state policies on college enrollment, peer effects in academic decisions, and the global dynamics of scientific productivity. Recent studies highlight his analysis of the Post-9/11 GI Bill’s effects on veteran education access and outcomes, as well as the stratification of faculty employment in U.S. higher education institutions. His work consistently bridges economic theory and policy practice, offering actionable insights for institutional leaders and policymakers.
Lili Liu is the Dean of the Faculty of Health and a Professor at the University of Waterloo. Her research focuses on leveraging technologies to support older adults and family caregivers, particularly those living with dementia. She leads projects funded by Age-Well NCE, including apps for dementia risk management, usability scales for locating missing persons, and national data strategies. Collaborating with Ryerson University, she develops drone algorithms for locating cognitively impaired individuals. Education: PhD, MSc, and BSc in Rehabilitation Science and Occupational Therapy from McGill University. Research interests emphasize assistive technologies, caregiver support, smart home systems, and mixed-methods approaches. She explores ethical challenges in tech adoption, such as privacy concerns in alert systems and guardianship implications. Recent work includes digital storytelling interventions and frameworks for autonomy and independence in aging populations. Publications span dementia-related wandering, technology acceptance, and fall detection, with a focus on translational research. She advocates for policy changes through initiatives like Alberta’s Bill 210 (Silver Alert system). Current lab activities include the Aging and Innovation Research Program (AIRP), focusing on tech solutions for aging challenges.
Kiyohito Iigaya is an Assistant Professor at the Department of Psychiatry at Columbia University, affiliated with the Neurobiology and Behavior Program, Center for Theoretical Neuroscience, and Mortimer B. Zuckerman Mind Brain Behavior Institute. He is also connected to the Health Analytics, Computing Systems for Data-Driven Science, and Computational Social Science centers. Ph.D. in Physics, Columbia University (advisor: Stefano Fusi) Postdoctoral training at University College London (Gatsby Computational Neuroscience Unit, Max Planck Centre for Computational Psychiatry and Ageing) and Caltech (advisor: John O’Doherty) The Iigaya lab specializes in computational psychiatry, studying computational principles of learning and decision-making in mental disorders. They integrate reinforcement learning models, neural circuit models, and empirical research (e.g., fMRI) through collaborations with clinical and basic neuroscience labs. Kyo’s research bridges algorithmic and neural implementation levels of analysis, focusing on mental health applications. His work aligns with data-driven science and computational social science. Key affiliations include: Neurobiology and Behavior Program Center for Theoretical Neuroscience Mortimer B. Zuckerman Mind Brain Behavior Institute Health Analytics Computing Systems for Data-Driven Science Computational Social Science His academic journey combines physics, theoretical neuroscience, and translational psychiatry research. The lab’s website ( iigayalab.com ) provides further details.
Alison Greig is the Director of Education for Sustainability (EfS) at Anglia Ruskin University and leads the EfS research theme at the Global Sustainability Institute (GSI) . She is also the Course Leader for the MSc Sustainability and is actively involved in research supervision. PhD in Physical Geography (Landslides, Hurricanes) from the University of Wales Swansea BSc (1st Class Hons) in Geography from the University of Wales Swansea PgCert (Higher Education) from Anglia Ruskin University Her research focuses on education’s role in fostering sustainability , emphasizing pedagogical innovation , interdisciplinary learning , and measuring educational impact . She explores how formal and informal education systems can empower individuals to drive sustainable transformations. Alison’s recent publications highlight trends in curriculum reform , transdisciplinary education , and community-based sustainability research . Her work bridges environmental science , educational theory , and policy analysis . Scientific awards and memberships include: National Teaching Fellow Principal Fellow of the Higher Education Academy Chartered Water and Environmental Manager Chartered Environmentalist Alison supervises postgraduate research students and collaborates with institutions like the Global Sustainability Institute to advance sustainability education initiatives.
Professor Ann Elisabeth Gunnulfsen works at the Department of Teacher Education and School Research (ILS) , University of Oslo. She focuses on educational leadership , school governance , and curriculum reform through projects like ChangeLead and RE-FORMED . Education: PhD in school governance (2018), University of Oslo Master of Philosophy in Educational Leadership (2010), UiO Research Focus: Policy enactment in schools National testing and accountability Curriculum implementation International comparative studies (e.g., ISSPP ) Her publications (15 recent) analyze leadership responses to reforms like Fagfornyelsen , emphasizing tensions between internal accountability and external policy demands. She co-edited books on reading strategies and school leaders as legal interpreters . Collaborations: Part of the CLEG research group , she leads projects like VIST (video assessment) and contributes to DIVA (digital integration). Guest researcher at UC Berkeley (2015-2016).
Evita Papazikou serves as a Lecturer in Transport Engineering at the School of Engineering, University of the West of England (UWE Bristol), where she contributes to the Centre for Transport and Society and collaborates with the Bristol Robotics Laboratory's Connected & Autonomous Vehicles Centre. Her academic qualifications include: Civil Engineering (BEng and MEng) from Aristotle University of Thessaloniki MSc in Planning, Organisation, and Management of Transport Systems, Aristotle University of Thessaloniki PhD in Automated Systems and Driver Behaviour (Road Safety) from Loughborough University, sponsored by the Insurance Institute for Highway Safety with access to SHRP2 NDS data Dr. Papazikou's research focuses on road safety, connected and automated vehicles, driver behaviour analysis, and smart infrastructure. She investigates accident causation through statistical modeling, develops driver monitoring systems, and explores human factors in transportation. Her work integrates traffic simulation with mobility data fusion from vehicles, sensors, and infrastructure to enhance safety in future mobility systems, particularly in cooperative, connected, and automated environments. Her recent publications (2023-2025) reveal a concentrated research trajectory examining safety impacts of dedicated lanes for autonomous vehicles, parking policy implications in automated eras, and driver fatigue management. She consistently employs naturalistic driving data and traffic microsimulation to analyze driver-vehicle-environment interactions, with increasing emphasis on real-world intervention effectiveness and environmental sustainability in mobility systems. Scientific Awards: No specific awards were mentioned in the provided information. Dr. Papazikou has secured significant research funding through competitive programs including Horizon 2020, Innovate UK, and the Department for Transport. Her project portfolio demonstrates substantial industry collaboration, particularly with Ford, and includes: LEVITATE: Assessing societal impacts of Connected and Automated Vehicles SafetyCube: Developing an innovative road safety decision support tool i-DREAMS: Creating a smart driver and road environment assessment system DDRST: Building a data-driven road safety tool for hotspot identification TRIP: Developing a driver culpability assignment tool for road injury prevention She actively contributes to interdisciplinary research through her affiliations with the Centre for Transport and Society and the Bristol Robotics Laboratory's Connected & Autonomous Vehicles Centre, where she bridges engineering, human factors, and policy development for next-generation transportation systems.
Zehra Keser Özmantar serves as Associate Professor in the Department of Educational Sciences at Gaziantep University's Faculty of Education, specializing in educational management and administration. Her academic journey spans over 15 years with progressive roles from Research Assistant to current faculty position. Her educational foundation includes: Doctorate in Educational Sciences (2011), Gaziantep University Master's in Educational Sciences (2007), Gaziantep University Licence in Classroom Teaching (2003), Hacettepe University Professor Özmantar's research critically examines educational leadership through multiple lenses including crisis management in earthquake-affected schools, talent management in public education, and ethical decision-making processes among school principals. Her work frequently employs qualitative methodologies to explore systemic challenges in Turkish educational institutions while addressing global themes like refugee teacher integration and 21st-century skill development. Her publication portfolio (2017-2025) reveals a strategic evolution from foundational studies on Turkish education problems toward contemporary crises including emergency remote teaching and earthquake zone management. Key thematic clusters emerge around leadership development, accreditation systems, and neoliberal policy impacts on school choice. Her recognition includes: European Commission European Innovative Teaching Award (2022) YÖK Public Abroad Education Scholarship (2010) She has mentored 11 graduate students through doctoral and master's theses addressing critical issues like female administrators' conflict resolution and problem-solving competencies. Her research leadership extends to three major projects including an EU-funded initiative on inclusive school heritage and TÜBİTAK-supported work on applied school leadership development. Through her role as visiting researcher at University of Nottingham and participation in international conferences, she maintains active cross-border scholarly engagement while contributing to national education policy discussions through workshops like Gaziantep 2023 Education Vision.
Bayram Coşkun is a full Professor at Muğla Sıtkı Koçman University's Faculty of Economics And Administrative Sciences, Department of Public Administration. He has been teaching since 1986 and holds a doctorate from Ankara University (2003). His career spans over 30 years in academic research, education, and administration. Bachelor's: Dokuz Eylül University, Faculty of Economics and Administrative Sciences, Business Administration (1986) Master's: Dokuz Eylül University, Institute of Social Sciences, Public Administration (1995) Doctorate: Ankara University, Institute of Social Sciences, Management Sciences (2003) Coşkun's research focuses on strategic public management , digital transformation in governance , local administration reforms , environmental policy , and cultural heritage preservation . His work analyzes institutional changes, administrative ethics, and policy impacts across Turkish municipalities, with comparative studies on European systems. His recent publications examine artificial intelligence applications in education , presidential government reforms , and sustainability in municipal planning . He has contributed to 15+ journal articles and 10+ book chapters on these themes. Örsan Öymen 3rd Prize (2001) Mention Award for Total Quality Management in Local Administrations (1998) Coşkun has supervised 13+ graduate theses and participated in TÜBİTAK projects on digital maturity in municipalities. His editorial roles include journal editorships for Ombudsman Akademik and Elektronik Sosyal Bilimler Dergisi .
Daniel Pettersson is a Professor at University of Gävle specializing in educational science with a particular focus on international knowledge measurements, comparative education, and curriculum studies. His work critically examines the hegemony of comparisons in education, particularly through large-scale assessments like PISA, and explores how these influence educational policy and practice. Professor Pettersson's research spans several interconnected domains within educational science. He investigates how international comparisons shape educational discourse and policy, examining the historical development of assessment practices and their impact on national education systems. His work frequently analyzes the production of educational knowledge through data visualization and quantification, revealing how numbers become authoritative in educational decision-making. A significant portion of his research focuses on Swedish education within international contexts, exploring how global educational trends are adopted, adapted, and contested in national settings. His extensive publication record reveals several key trends in his scholarly work. Over the past two decades, Pettersson has traced the evolution of international large-scale assessments from marginal research tools to central policy instruments. His recent work increasingly examines data visualization techniques in educational research and the historical construction of educational knowledge through quantification. He also explores the intersection of teacher education with international assessment frameworks, revealing tensions between global educational discourses and local teaching practices. Professor Pettersson has made significant contributions to understanding how educational policy is shaped by international comparisons. His research demonstrates how assessment data becomes transformed into policy narratives that influence educational reform. He has documented the historical trajectory of international assessment research, showing how it evolved from marginal academic interest to central policy instrument. His collaborative work with scholars like Sverker Lindblad, Thomas Popkewitz, and Tatiana Mikhaylova has been particularly influential in critically examining the political dimensions of educational measurement. His research activities include extensive work with international research teams, participation in major conferences including the Nordic Education Research Association (NERA) and the International Standing Conference for the History of Education (ISCHE), and contributions to systematic reviews of international comparative research. Professor Pettersson's work bridges historical analysis, policy studies, and critical examination of educational measurement practices, providing valuable insights into how global educational knowledge is produced and circulated.
Dr. Esther Prins is a Professor of Education in the Learning and Performance Systems department at Pennsylvania State University's College of Education. She serves as Co-Director of both the Goodling Institute for Research in Family Literacy and the Institute for the Study of Adult Literacy (ISAL). Her research employs critical and sociocultural theories to examine various forms of literacies (adult, family, digital, health), adult basic education, rural adult education, and participatory approaches to education, community development, and research. Her scholarship particularly explores the "wider benefits" of adult education and how it reproduces or mitigates inequities rooted in race/ethnicity, class, gender, and immigration status. Her primary focus is on community-based programs in adult and family literacy, including adult English as a Second Language (ESOL). Dr. Prins has recently expanded her research to explore the influence of White Christian nationalism in public education, school board elections, adult education, and literacy studies. Her work spans numerous disciplines with publications in journals such as Educational Researcher, American Educational Research Journal, Adult Education Quarterly, and Rural Sociology. Her research has been supported by major funding agencies including the National Science Foundation, Institute of Education Sciences, and Spencer Foundation. Selected awards: Exemplary Paper Award, Adult Literacy and Adult Education SIG, AERA (2025) Graduate Faculty Teaching Award, Penn State (2019) Mildred B. and Charles A. Wedemeyer Award for Outstanding Scholar in Distance Education (2013) Outstanding Researcher Award, College of Education, Penn State (2011) Imogene Okes Award for Outstanding Research, AAACE (2010) Outstanding Paper by an Early Career Scholar Award, AERA (2007) Dr. Prins has co-authored the book "Teaching and Learning about Family Literacy and Family Literacy Programs" (Routledge, 2022) and co-edited "Family and Intergenerational Literacy and Learning: International Perspectives" (UNESCO, 2025). She is actively engaged in community outreach, presenting her research on White Christian nationalism to churches and community groups.
Susan Scott is an Associate Professor in the Information Systems and Innovation Group at the Department of Management of The London School of Economics and Political Science. Her research focuses on the intersection of digital innovation and organizational change, particularly examining how information systems reshape work practices and risk management in financial services, travel, and publishing sectors. Education : PhD in Management Studies (University of Cambridge, 1993-1998), MSc in Analysis, Design and Management of Information Systems (LSE, 1991-1992), BA in History and Politics (SOAS, 1987-1990) Research Interests Digital Innovation Work Practices and Organizational Structuring Organizational Technologies Strategy, Structures, and Information Infrastructures Managing Change Materiality and Practice Research Her recent publications analyze the materiality of digital systems through case studies in book publishing and travel , while historical studies trace the evolution of financial infrastructure like SWIFT . She explores how metadata, software standards, and social media reshape organizational accountability and risk practices. Scientific Awards ICIS Best Paper in Field Award (2007) Nordic Exchange Scholarship (2000-2001) ESRC PhD Scholarship (1993-1996) Best Paper Nominations (Academy of Management, ECIS, ICIS) Selected for European Research Paper of the Year (2014, 2015) Grants and Professional Roles Recipient of grants from SWIFT , British Academy , and HEFCE . She has served on editorial boards of Information and Organization and Organization Science , and co-chaired conferences like IFIP 8.2 and ICIS .
Professor Isabel Dziobek is a distinguished academic at Humboldt University of Berlin, holding a W3 Professorship in Clinical Psychology of Social Interaction within the Institute of Psychology, Faculty of Life Sciences. She serves as Head of the University Outpatient Clinic for Psychotherapy and Psychodiagnostics and leads the Special Outpatient Clinic for Social Interaction. As Academic Director of the Center for Psychotherapy at Humboldt University and Principal Investigator at the German Center for Mental Health, she plays a pivotal role in shaping mental health research and clinical practice in Germany. Her educational background includes a Diploma in Psychology from Ruhr University Bochum (2000), a Dr. rer. nat. summa cum laude from University of Bielefeld (2006), and Habilitation in Psychology from Free University of Berlin (2014). She obtained her license to practice as a psychological psychotherapist in 2015. Professor Dziobek's research focuses on bio-psycho-social mechanisms of social interaction disorders across autism spectrum disorders, social anxiety disorders, and personality disorders. Her work integrates neurobiological approaches (fMRI, EEG, psychophysiology, eye-tracking, neuromodulation) with the development of diagnostic and intervention procedures including cognitive behavioral therapy, e-mental health, and social robotics. She has pioneered research on therapeutic mechanisms through focused short-term programs involving movement synchronization, social competence training, and brain stimulation augmentation. Analysis of her recent publications reveals a strong emphasis on empathy assessment in autism and personality disorders, development of innovative assessment tools like the Simulated Interaction Task for Children (Kids-SIT), and exploration of novel therapeutic approaches including psychedelic-assisted therapy. Her work increasingly incorporates participatory research methods and cross-cultural validation of assessment tools, reflecting a commitment to making research clinically relevant and accessible. 2016: Teaching Award of the Faculty of Life Sciences, Humboldt University of Berlin 2016: Antistigma-Preis der Deutschen Gesellschaft für Psychiatrie und Psychotherapie 2014: Charlotte- und Karl-Bühler-Preis, Deutsche Gesellschaft für Psychologie 2011: 2nd Place in Brain-Art Competition 2011 2007: Dissertation Award of University of Bielefeld 2007: 1st Prize at Canadian Film Festival "Picture This" Professor Dziobek serves in numerous leadership roles including Spokesperson for Charité Mental Health, Fellow of the Max Planck School of Cognition, and Board Member of Charité Mental Health. She directs the DZPG-funded research group and participates in the Cluster of Excellence Neurocure III. Her lab, the Dziobek Lab (dziobek-lab.org), focuses on developing and evaluating interventions for social interaction disorders while maintaining strong clinical connections through the University Outpatient Clinic.
Abayomi Baiyere serves as an Associate Professor in the Department of Digitalization at Copenhagen Business School (CBS), where he conducts cutting-edge research at the intersection of digital technologies and organizational transformation. His work significantly contributes to UN Sustainable Development Goals through digitally-enabled societal impact initiatives and has yielded 69 research outputs including high-impact publications in premier journals like Information Systems Journal and Information Systems Research . His research program focuses on: Digital transformation frameworks (notably the MIND framework for capability assessment) Platform design and governance mechanisms Smart service systems development Workplace transformation through digital subtraction logic Digital strategy implementation challenges Analysis of his 15 most recent publications (2024-2025) reveals a strong theoretical grounding in institutional and practice-based perspectives, with increasing emphasis on ethical dimensions of digital transformation, AI implementation constraints, and methodological innovations in computational research. His work consistently bridges conceptual rigor with practical applicability for organizational leaders. Dr. Baiyere actively shapes academic discourse through editorial roles including co-editing The Routledge Companion to Management Information Systems (2025) and organizing key events like the African IS Paper Development Workshop (2020). His public engagement includes 6 media contributions discussing digital workplace transformation and strategic implementation challenges, demonstrating commitment to translating research into practical insights for broader audiences. Within CBS, he has supervised 8 academic works while contributing to the department's international recognition in digitalization research. His activities reflect deep engagement with both theoretical advancement in information systems and practical solutions for organizational digital maturity.
Dr. Jonathan T. Overpeck is the Samuel A. Graham Dean of the School for Environment and Sustainability (SEAS) at the University of Michigan, where he also holds the William B. Stapp Collegiate Professorship of Environmental Education. He is a Professor of both Climate and Space Sciences and Engineering, and Earth and Environmental Sciences, with a career spanning climate-vegetation interactions, abrupt climate change, monsoon dynamics, drought hydroclimate, sea level rise research, and interdisciplinary climate assessment. Overpeck has published over 230 works cited 60,000+ times, emphasizing public education, university-community partnerships for climate solutions, and environmental justice initiatives. PhD in Geological Sciences, Brown University MSc in Geological Sciences, Brown University BA in Geology (Honors), Hamilton College His research spans climate-biosphere interactions , climate variability and abrupt change , monsoon dynamics , drought and hydroclimate , sea level rise , climate law , and climate adaptation . Overpeck pioneered studies on megadrought terminology, temperature-driven drought intensification, and the aridification of North America. His work with the NOAA Paleoclimate Program and World Data Center for Paleoclimatology established foundational understanding of climate dynamics through annually-laminated sediment analysis in the Cariaco Basin. Overpeck's 2020-2024 research includes climate aridification , hydroclimate scaling mismatches , and temperature-precipitation interactions , with recent focus on Antarctic heatwaves, Mississippi River Basin changes, and corporate climate accountability. His article trends show concentration in climate attribution , hydrological extremes , paleoclimate modeling , and climate policy analysis . Scientific Honors: 2024 U.S. National Academy of Sciences 2015 American Geophysical Union Fellow 2009 AAAS Fellow 2007 Nobel Peace Prize contributor (IPCC) 2005 Guggenheim Fellowship Multiple U.S. Department of Commerce awards Overpeck has led or participated in significant climate adaptation projects , including NSF grants totaling $5.1M+ for Southwest Hydroclimatic Extremes (2017-2020), Amazon Drought Impacts (2014-2018), and Quantifying Drought Risk (2013-2018). He serves on the Colorado River Research Group (2014-present) and advises Climate Communication (2011-present). Current initiatives include Great Lakes University positioning, Michigan's climate resilience planning, and the Audacious Water podcast series examining Mississippi River Basin transformations. Overpeck actively contributes to climate policy discourse , advocating for science-informed decision-making and stakeholder collaboration across government, military, and corporate sectors.
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