Gerald K. LeTendre is the Harry Lawrence Batschelet II Chair of Educational Administration at Pennsylvania State University, where he has served as a Professor of Education and International Affairs since 2015. He co-edits The American Journal of Education and contributes to global dialogues on teacher quality, educational policy, and technology integration. Education : BA in Sociology from Harvard University, MA in Sociology and PhD in Education from Stanford University. Research Focus : Comparative international education, teacher policy, ICT/social robots in classrooms, and globalization’s impact on teaching professions. His work analyzes how information and communication technology (ICT) —particularly social robots—reshapes teacher roles worldwide. Recent publications examine teacher leadership in Nordic and East Asian contexts, robot-human interactions in project-based learning, and cross-national policy coherence . He emphasizes globalization’s cultural logics and educational equity in rural districts. Notable awards include multiple Fulbright Scholarships (Bremen, Sophia University), a Spencer Post-doctoral Fellowship , and the Johann Jacobs Young Scholar Award . His research bridges comparative education and technology policy , addressing teacher professional status and ICT’s transformative potential in education systems.
Joanna Dziekońska is a Lecturer at the Department of Didactics and Early Education, Faculty of Social Sciences, University of Warmia and Mazury in Olsztyn. Her work focuses on digital education, childhood studies in digital environments, and special education practices. PhD candidate in Pedagogy at the University of Warmia and Mazury (2020–present) Master's in Journalism and Social Communication (2010) Bachelor's in Journalism and Social Communication (2008) Postgraduate studies in Logopedics at the University of Warmia and Mazury (2012) Bachelor's in Early Childhood Education at the University of Warmia and Mazury (2011) Her research examines digital upbringing, hybrid childhood experiences, and the role of new technologies in education. She has published extensively on children's internet communication, digital culture implications, and intensive parenting in digital eras. Joanna's publications explore digital native integration, digital communities, and educational technology trends. Key themes include digital literacy, hybrid learning environments, and media influence on child development. She has presented at national pedagogical conferences and contributed to reports analyzing digital society impacts on education and parenting strategies. Joanna has been a research and teaching staff member at the University of Warmia and Mazury since 2015, preceded by roles as a preschool teacher and speech therapist in Olsztyn and Myszyniec.
Shelly Gulati is a Professor of Bioengineering in the School of Engineering and Computer Science at the University of the Pacific, where she bridges technical bioengineering research with transformative educational practices. Her academic credentials include: Post-doctoral training at Imperial College London (2007-2009) PhD in Bioengineering from the University of California, Berkeley and San Francisco (2006) BS in Chemical Engineering from John Hopkins University (2000) Professor Gulati's research spans Microfluidics , Biological Fluid Flow , and Engineering Education . Early work focused on micro-droplet dynamics, drug dissolution testing, and biological fluid applications using microfluidic platforms. Her recent trajectory emphasizes pedagogical innovation, including curriculum redesign, advising models, and initiatives supporting underrepresented students. She integrates entrepreneurial-minded learning into bioengineering education while developing frameworks for self-regulated learning and online community building. Publication trends reveal a strategic pivot from bioengineering fundamentals (2016-2018) toward educational scholarship (2021-2024). Recent work addresses first-year experience transformation, integrative advising, and equity-focused learning practices, reflecting her commitment to reshaping engineering education through evidence-based approaches. Gulati actively reimagines academic advising through initiatives like the "Thriving Tigers" model, which unifies faculty, academic, and career services. She designs targeted interventions such as book clubs for female engineering students and remote rapport-building activities, demonstrating holistic investment in student development beyond traditional classroom boundaries. While earlier microfluidics research likely involved experimental laboratory work, her current leadership centers on educational program development and assessment within the School of Engineering and Computer Science.
Melissa Ianetta is the Class of 1958 Professor of Communication and Executive Director of the Writing and Communication Program at the School of Literature, Media, and Communication, Georgia Institute of Technology . She has co-authored foundational texts like The Oxford Guide for Writing Tutors and received awards for editorial and leadership excellence. Education: PhD in Rhetoric and Composition, The Ohio State University Her research focuses on disciplinarity , peer tutoring , writing program administration , and academic editing , with a strong emphasis on rhetoric, communication, and pedagogical innovation. Her recent work explores postdoctoral teaching fellowships in English Studies and classical rhetorical models in writing center administration. Scientific Awards: Phoenix Award for Significant Editorial or Design Achievement (Writing Center Journal) Ron Maxwell Leadership Award (National Council for Peer Tutoring in Writing, 2020) Marion Barry Distinguished Graduate Alumni Award (Bridgewater State University, 2020) Assistant Chair of the Conference on College Composition and Communication (2024-2025) Dr. Ianetta has edited College English (2017-2022) and co-edited the Writing Center Journal . She teaches courses on peer tutoring and first-year writing seminars, integrating empirical research with writing culture. Her work bridges classical rhetoric, modern pedagogy, and interdisciplinary collaboration.
Konstantinos Alexakos is a Professor and Program Coordinator for General Science (GSCI) and Science Education (covering biology, chemistry, physics and earth science for grades K-12) at the School of Education, Brooklyn College, City University of New York (CUNY). He also holds a professorship in The Ph.D. Program in Urban Education at the Graduate Center, CUNY. His academic work focuses on science education, teacher development, and the integration of mindfulness practices in educational settings. His educational background includes: B.S. in Physics from The City College of New York - CUNY (1989) M.A. in Education in Physics and General Science from New York University (2000) M.Phil. in Science Education from Columbia University (2004) Ph.D. in Science Education from Teachers College, Columbia University (2005) Alexakos's research interests span multiple interconnected domains within science education. He has made significant contributions to understanding mindfulness and wellness in educational contexts , particularly how contemplative practices can enhance teaching and learning environments. His work explores emotional dimensions of science education , examining how teachers and students navigate emotional landscapes in classrooms. He has pioneered research on cogenerative dialogue and coteaching as mechanisms for improving educational practice. His scholarship also addresses diversity, equity, and inclusion in science education, with particular attention to race, gender, and cultural considerations. Alexakos investigates teacher identity formation and the challenges science educators face in urban settings, while also developing frameworks for authentic inquiry that empower teachers as researchers. His recent work increasingly focuses on holistic approaches to education that integrate physical, emotional, and intellectual dimensions of learning. Analysis of his recent publications (2017-2022) reveals a clear trajectory toward integrating contemplative practices with science education. His scholarship demonstrates a consistent focus on teacher development through authentic inquiry, with increasing emphasis on wellness, mindfulness, and emotional dimensions of teaching and learning. The publications show a progression from theoretical frameworks to practical applications of heuristics and contemplative practices in educational settings. His collaborative work with Kenneth Tobin forms a substantial portion of his output, indicating a productive research partnership focused on transforming educational practices. The publications span multiple formats including books, book chapters, and journal articles, demonstrating versatility in scholarly communication. His scientific awards and recognitions include: Brooklyn College Student Technology Fee Award for "Science Lab Probes" ($12,000) PSC-CUNY Research Award (PSCREG-38-335) for "Self and Science Teacher Attrition" ($6,000; 2007-08) PSC-CUNY Research Award (PSCOOC-37-30) for "The Science Teacher, Subjective Constructs of Science Teaching, and the 'Organic Link'" ($5,990; 2006-07) Alexakos has been actively involved in mentoring students through various teaching practicums and research activities. His courses include Natural Science for Early Childhood & Childhood Education, General Science for Child & Elementary School, Physical Science for Childhood Teachers, and multiple student teaching practicum courses. He has developed the master of arts in teaching (MAT) in science education program at Brooklyn College that infuses research and practice in science teaching in urban settings. His grant activities include research projects on teacher attrition, the science teacher as the organic link, and wellness practices in educational contexts. He has also secured funding for technology implementation in science education through the Student Technology Fee Award. While not explicitly mentioned as leading a specific laboratory, Alexakos is deeply involved with the Urban Science Education Research Seminar at the CUNY Graduate Center, where he has presented and organized numerous sessions. He has collaborated extensively with colleagues including Kenneth Tobin, Maria Powietrzynska, and Leah Pride on research related to emotions, mindfulness, and wellness in educational settings. His work with the Association of Greek American Professional Women (AGAPW) on "Inspiring Women in Science, Technology, Engineering, and Mathematics (STEM)" demonstrates his commitment to supporting underrepresented groups in STEM fields.
Itahisa Pérez Pérez is a Spanish education researcher who served as a faculty member in the Department of Education and Social Psychology at Universidad Pablo de Olavide (Seville, Spain) between 2009 and 2022. Affiliated with the research groups GIAS (Grupo de Investigación en Acción Socioeducativa) and GEDUPO , she has produced an extensive scholarly record spanning HIV-prevention education, community development, socio-cultural animation, and innovative pedagogies aligned with the United Nations Sustainable Development Goals. Education PhD in Education, Universidad Pablo de Olavide, 2013 – Thesis: "Conocimientos y prácticas de riesgo en VIH-SIDA: una estrategia de Cooperación en Educación para el Desarrollo en Nicaragua" (Supervised by Dr. Juan Agustín Morón Marchena). Research Interests Her scholarly agenda has evolved from early work on HIV-risk behaviours and Nicaraguan youth to a current focus on innovative higher-education methodologies (mind-mapping, flipped classroom, cooperative learning) and the integration of the 2030 Agenda into university curricula. She explores how University Social Responsibility can drive holistic, value-centred educational innovation, and she has become a leading voice in mapping university resources against SDG indicators. Publication Trends Between 2020 and 2023 she authored or co-authored more than twenty peer-reviewed articles, all clustered around three dominant themes: (1) pedagogical innovation (mind maps, flipped classroom, jigsaw techniques), (2) sustainability in higher education (SDGs, social curriculum, best-practice guides), and (3) community-oriented socio-educational action (socio-cultural animation, diversity attention, HIV education). This recent surge reflects a strategic pivot toward institutional transformation and policy-oriented research. Scientific Awards & Recognition No competitive awards or fellowships are explicitly mentioned in the supplied documents. Advising & Grants No doctoral or master’s students are listed, and grant details are absent from the provided sources. Labs, Teams & Networks She has collaborated within GIAS and GEDUPO at Universidad Pablo de Olavide, and her recent publications indicate ongoing cooperation with colleagues at the University of La Laguna , suggesting a cross-institutional network focused on SDG-aligned educational innovation.
Jim McKinley is a Professor of Applied Linguistics at University College London (UCL), specifically within the IOE - Culture, Communication & Media. His career spans 25+ years across the UK, Japan, Australia, Uganda, and the US, focusing on the interplay between globalization, language education, and higher education. Education : PhD from Victoria University of Wellington, MA and BA (Hons) from the University of Sydney and Susquehanna University, respectively. His research bridges applied linguistics and higher education studies, emphasizing English Medium Instruction (EMI), teacher training, and the teaching-research nexus. Funded by the Economic and Social Research Council (ESRC), British Academy, British Council, and John Fell Fund, he explores linguistic challenges in EMI and Content and Language Integrated Learning (CLIL). Recent publications address EMI policy in Ethiopia/Poland/Japan, academic literacy in EMI, and systematic review methodologies. He is Editor-in-Chief of System and co-Editor of Cambridge Elements: Language Teaching . Scientific Awards : Senior Fellow of the Higher Education Academy (2020-present), Honorary Research Fellow at the University of Oxford (2021-2023). Leadership Roles : Former Director of Studies for PhD in Education at UCL, Head of Programme, and leadership in academic organizations.
Jessica Young Schmidt is an Associate Teaching Professor in the Department of Computer Science at North Carolina State University, serving as ABET Coordinator since 2017 and Course Coordinator for CSC226: Discrete Mathematics. Her primary focus is undergraduate education, particularly CSC116: Introduction to Computing – Java and CSC226, where she implements flipped classroom models and comprehensive end-of-semester exercises. Her educational background includes: Ph.D. in Computer Science, North Carolina State University, 2012 M.S. in Computer Science, North Carolina State University, 2009 B.S. in Computer Science and Mathematics, Roanoke College, 2007 Dr. Schmidt's research centers on computer science education, emphasizing active learning, instructional design, and software engineering pedagogy. She has pioneered methods like collaborative software engineering exercises for CS1 materials and frameworks for assessing critical thinking, with her work on end-of-semester integration earning a SIGCSE 2020 award. Her publications reveal an evolution from privacy policy analysis (2009-2012) toward educational innovation in recent years. Her scholarly contributions demonstrate consistent focus on curriculum development and assessment, particularly in integrating software testing throughout computer science education and enhancing student comprehension through structured reflection. She has received the following recognition: Third Best Paper, SIGCSE 2020 Technical Symposium (Experience Reports and Tools Track) As ABET Coordinator, Dr. Schmidt drives curriculum assessment and continuous improvement, while her CSC226 coordination ensures pedagogical consistency across sections. Her teaching innovations directly support student success in foundational computer science concepts.
Jisun Rachel Oh is a Lecturer in the Department of Special Education within the College of Education at the University of Illinois. Her work focuses on enhancing teacher preparation practices through culturally responsive frameworks and evidence-based interventions in early childhood education. Research Interests: Special Education equity and inclusion Early Childhood Development and intervention Teacher training for diverse settings Behavioral and language development strategies Mixed methods research in education Recent Research Trends: Her publications highlight interdisciplinary approaches to early childhood special education (ECSE), emphasizing cultural competence in teacher preparation, bilingual language development for children with disabilities, and methodological rigor in journal reviewing practices. Collaborative work with scholars like Cheatham and McLeod demonstrates her focus on practical applications in field experiences and developmental theory. Academic Engagement: Active in peer-reviewed publishing and editorial work, she contributes to journals such as Early Childhood Education Journal and Young Exceptional Children , with a particular interest in bridging research and classroom practice.
Svetlana "Lana" Yarosh is an Associate Professor in the Computer Science & Engineering Department at the University of Minnesota, and a faculty member in the GroupLens Research Center. She holds the distinguished titles of Distinguished University Teaching Professor and McKnight Presidential Fellow, and serves as Director of Undergraduate Studies for Computer Science. Her academic journey began with dual B.S. degrees in Computer Science and Psychology from the University of Maryland, followed by a Ph.D. in Human-Centered Computing from Georgia Institute of Technology. Dr. Yarosh's research focuses on embodied interaction in social computing systems, with particular contributions to Child-Computer Interaction, Online Health Communities, and Pervasive Health applications. She leads the ProDUCT (Prototyping, Design, and Usability of Communication Technologies) research group within GroupLens, where her team explores how technology can enhance social connections, particularly in contexts like intergenerational mentorship, substance use disorder recovery, and health support communities. Her work often integrates embodiment perspectives, such as adding projection and haptics to communication systems. Her recent publications reveal a strong trend toward VR/AR technologies, ethical considerations in children's technology, and applications supporting recovery from substance use disorders. The research spans HCI, social computing, and health informatics, with growing emphasis on ethical design frameworks and participatory approaches to technology development. Morse-Alumni Award for contributions to undergraduate education McKnight Presidential Fellow (2020-2023) NSF CAREER Award recipient Multiple Best Paper and Honorable Mention awards at top venues including CHI, CSCW, and IDC Google Faculty Research Award Dr. Yarosh has successfully advised numerous Ph.D. students who have gone on to tenure-track positions at institutions like Carnegie Mellon University, North Carolina State University, and McMaster University. Her research is supported by significant grants including NSF ER2 ($400,000), NSF REU Site ($404,983), and her NSF CAREER award ($548,228). She is particularly committed to mentoring students interested in computational support for substance use disorders and has established structured pathways for undergraduate and graduate students to join her research lab.
Edouard Gentaz is a Professor in the Psychology Section of the Faculty of Psychology and Educational Sciences at the University of Geneva (UNIGE). He leads the Sensory-Motor, Affective and Social Development Laboratory (SMAS), where he conducts research on child development with particular focus on sensory-motor, emotional, and social aspects across typical and atypical developmental trajectories. His research interests span multiple domains of developmental psychology, with emphasis on emotion comprehension in children , tactile exploration skills , social-emotional development , and intervention strategies for children with developmental challenges including autism spectrum disorders, preterm infants, and children with intellectual disabilities. His methodological approach frequently employs eye-tracking technology to assess socio-emotional capabilities in populations with communication limitations. Gentaz's publication record shows consistent productivity with 78 publications spanning two decades, with recent work focusing on screen time effects on young children, emotion training interventions, and sensory processing in neurodevelopmental conditions. His collaborative approach is evident in publications addressing practical applications in educational settings and healthcare contexts. His scientific contributions include research on: Early social-emotional abilities in infants and toddlers Development of emotion discrimination across childhood Interventions for preterm children's emotional and executive competences Multisensory perception in neurodevelopmental disorders Impact of digital media on young children's development Gentaz has supervised 120 academic works, indicating significant mentorship activity. His research demonstrates strong translational potential with applications in educational settings, clinical interventions, and parenting guidance, particularly regarding screen exposure for very young children.
Dr. Matt Offord is a Senior Lecturer in Experiential Leadership Education within the Management department at the University of Glasgow's Adam Smith Business School. As Associate Director for Learning and Teaching (Scholarship of Learning and Teaching), he leads initiatives in educational innovation and mentors teaching-focused academics. His unique background as a former naval officer with nearly 30 years of service informs his practical approach to leadership education. Offord's research centers on experiential learning methodologies, particularly ecopedagogy, outdoor learning, and educational escape rooms. Drawing inspiration from John Dewey's educational philosophy, he creates learning experiences that develop critical reflection about leadership through unconventional settings and simulations. His work bridges theory and practice with a focus on 'wide awake' consciousness in leadership development. His extensive publication record shows a clear trajectory toward innovative educational approaches, with recent work emphasizing ecopedagogy, AI integration in business education, and sustainable leadership practices. Offord has published in journals including Postdigital Science and Education, Open Scholarship of Teaching and Learning, and Palgrave Communications. Shortlisted for Best Innovation Strategy Award (Association of MBAs and Business Graduates, 2024) Shortlisted for Innovation in Business Education Award (QS Reimagine Education, 2023) Distinction in MSc (Digital Education) (University of Edinburgh, 2023) Distinction in Post Graduate Certificate of Academic Practice (University of Glasgow, 2021) Aspect Innovation Fellow (2023) Senior Fellow of Recognising Excellence in Teaching (RET) Certified Management and Business Educator (CMBE) Offord actively mentors early career academics and PhD students while leading the School's academic efforts in Technology Enhanced Learning and Teaching (TELT) and AI. His current supervision focuses on paradoxical leadership, post-heroic leadership, emotional regulation, and leadership expectations. Significant grant funding supports his work, including the Knowledge Exchange Innovation Fund 2025 (£36,000) for educational escape rooms in maritime DEI training and the Chancellor's Fund 2023-2025 for ecopedagogy teaching projects. His teaching practice spans undergraduate, postgraduate, and executive education levels, with expertise in experiential learning through practical ecopedagogy, outdoor learning, serious games, and simulations. Offord has developed educational escape rooms for business education and maritime leadership training, demonstrating his commitment to innovative pedagogical approaches that connect classroom learning with real-world challenges.
Sarah Attfield is a Senior Lecturer at the University of Technology Sydney , affiliated with the School of Communication under the Faculty of Arts and Social Sciences . Her academic and creative work intertwines themes of working-class identity , social justice , and cultural representation across poetry , media , and literature . Her research critically examines how working-class experiences are portrayed in global cinema , television , popular music , and literature , challenging dominant narratives that render these groups invisible or stereotypical. She advocates for authentic representation and ethical storytelling , particularly in her analyses of Australian Indigenous literature and underground music scenes like UK grime and Australian hip hop . Her recent publications highlight trends in interdisciplinary collaborations (e.g., The WoW Project ), media pedagogy , and cultural politics . She co-founded The Journal of Working-Class Studies and contributes to Working-Class Perspectives blog , emphasizing public engagement and social advocacy . Scientific Awards: Copyright Agency Cultural Fund 'New Writers' Residency (2018–2021) As an educator, she supervises Masters Research and PhD students , teaching creative writing and communication . Her projects often involve partnerships with design students and industry collaborators, merging poetry with visual communication to ignite conversations about equity and social justice .
Dr. Kathryn Rusnak serves as a Clinical Assistant Professor in the Department of Educational Studies within Purdue University's College of Education. She concurrently holds roles as Diversity, Equity and Inclusion Coach, Research and Evaluation Coach, and Student Services Team/MTSS Director at Tindley Accelerated Schools in Indianapolis since 2018, while previously teaching as an Adjunct Professor at Indiana University School of Education (IUPUI). Her academic credentials include: Ph.D. in Education from Indiana University School of Education, Indianapolis (2024) M.Ed. in Secondary Education with urban focus from Indiana University School of Education, Bloomington (2017) B.S. in Education from Indiana University School of Education, Bloomington (2001) Dr. Rusnak's research centers on equity-driven special education practices, emphasizing family-school collaboration and classroom management strategies. Her work directly addresses systemic barriers through actionable frameworks for educators navigating sensitive topics like gender identity, cyberbullying, and discriminatory policies. She pioneers interactive educational tools via the Midwest & Plains Equity Assistance Center (MAP EAC), developing "choose your own adventure" scenarios that model equitable decision-making in real-world classroom conflicts and policy challenges. Her publication trends (2021-2022) reveal a concentrated focus on crisis-responsive equity interventions, particularly around LGBTQ+ inclusion in sports, pandemic-era school reopening, and digital citizenship. These works consistently bridge theoretical social justice principles with practical classroom applications through innovative multimedia formats. No scientific awards are documented in her current professional profile. Dr. Rusnak's advising activities include mentoring K-12 educators through coaching roles at Tindley Accelerated Schools and Indianapolis Public Schools, though doctoral student supervision isn't specified. Her MAP EAC collaborations indicate grant-supported development of equity resources, though specific funding details aren't provided. She leads school-based MTSS teams at Tindley Accelerated Schools while co-creating national equity frameworks through the MAP EAC partnership, demonstrating integrated practice between K-12 systems and higher education research.
Susan Stigall is a Professor of Education at Mars Hill University. She serves as the Coordinator of the Special Education Program, Coordinator of Integrated Education, and Field Experience Coordinator for the Department of Education. B.A. in Psychology, Mars Hill College (1984) M.A. in Special Education, University of South Florida (1986) Ed.D. in Special Education, Nova Southeastern University (1990) With over 30 years of experience in education, Dr. Stigall transitioned from PK-12 special education classrooms to higher education roles. Her expertise focuses on special education, inclusive teaching practices, and field experience coordination for educator preparation programs.
