Janna Parker is a professor in the Department of Marketing at James Madison University, specializing in digital marketing, retailing, and nonprofit marketing. With a career transition from political campaigns, she focuses on social media's role in personal and professional branding. Her research examines work-personal social media boundaries, employer governance policies, and volunteerism in nonprofit contexts. Education: Bachelor's in History (California State University Sacramento), Master's (Cameron University), Doctorate (Louisiana Tech) Teaching Interests: Digital marketing education, social media strategy, nonprofit marketing Her scholarly work spans social media governance, volunteer engagement, and retail dynamics, with recent emphasis on digital marketing pedagogy and cancel culture implications. Parker has contributed to academic journals through empirical studies and conceptual commentaries. Key article trends include: Digital marketing education evolution (2024) Social media governance in corporate and nonprofit contexts (2024) Online teaching satisfaction in higher education (2022) Volunteer brand community dynamics (2020) Consumer behavior frameworks (2019) Her media appearances include expert commentary on holiday retail strategies and social media research, reflecting practical applications of her academic work.
Genesea M. Carter serves as the Associate Director of Composition and Associate Professor in the English and University Composition Program at Colorado State University. She holds a PhD from the University of New Mexico. Her research focuses on administrative systems in higher education, including curriculum design, teacher training, and workload equity, and their impact on instructors’ well-being. She also investigates how students from diverse backgrounds navigate academia, with a focus on working-class pedagogy and identity development. Her recent co-edited collection Systems Shift: Creating and Navigating Change in Rhetoric and Composition Administration (2023) addresses institutional transformation. Earlier work includes Class in the Composition Classroom: Pedagogy and the Working Class (2017), exploring socioeconomic diversity in education. Her articles span topics like digital literacy, interdisciplinary pedagogy, and critical theory in composition studies. Dr. Carter’s scholarship emphasizes equity, intersectionality, and dismantling neoliberal structures in academia. She has contributed to journals such as Composition Studies , Journal of Teaching Writing , and Open Words , and her work bridges practical administration with theoretical frameworks in rhetoric and composition.
Dr. Rebecca Pratt is a tenured Professor in the Department of Foundational Medical Studies at Oakland University William Beaumont School of Medicine (OUWB), where she has been a faculty member since January 2018. She previously held professorial roles at Michigan State University College of Osteopathic Medicine (MSUCOM), where she taught anatomy, embryology, neuroanatomy, physiology, and histology, and served as Associate Professor and Director of Histology at the West Virginia School of Osteopathic Medicine. She also held appointments at Grand Valley State University and completed postdoctoral training at Purdue University. Ph.D., Cell Biology and Oncology, Purdue University B.S., Zoology and Botany/Plant Pathology, Michigan State University Dr. Pratt's research focuses on the fascial system and its role in whole-body health, including fascial continuity, muscle attachment, somatic pain transmission, and biochemical communication. She integrates radiology into anatomy education and advocates for evidence-based medical curricula. Her work bridges clinical anatomy, histology, embryology, and physiology with modern educational practices. Her recent publications reflect a strong emphasis on fascial anatomy, medical education innovation, and the integration of imaging in teaching. Themes include plastination, generational learning trends, and fascia’s role in women's health and athletic performance, published in journals like Clinical Anatomy and Anatomical Sciences Education , as well as in Women and Men’s Health and NIKE magazines. Scientific awards and honors include: Basmajian Award (American Association of Anatomy) Keith and Marion Moore Award (AAA) Five consecutive Golden Apple Teaching Awards at MSUCOM Golden Apple Award at OUWB Dr. Pratt has served in major leadership roles, including President of the International Fascia Research Society, Board Member of the American Association of Anatomy (AAA) and the American Association of Clinical Anatomy (AACA), and Chair of multiple AAA committees. She is a Visiting Anatomy Professor at Weill Cornell and St. George’s University School of Medicine, and faculty advisor for the Docapellas at OUWB. She has been an invited speaker internationally and contributed to high-impact projects like the BodyWorlds Fascial Net Plastination Project. She actively serves on OUWB’s Admissions and Student Promotion and Retention Committees. Dr. Pratt leads and organizes major international initiatives, including the Women's Clinical Health Summit in Rio de Janeiro (2024) and the Fascia Research Congress in New Orleans (2025), fostering global collaboration in fascial science. Her lab and research team focus on fascial anatomy and medical education, working closely with institutions in Italy (University of Padova) and Germany (BodyWorlds project).
Dr. Nienke Smit is an Assistant Professor in the Department of Education at Utrecht University's Faculty of Social and Behavioural Sciences. Her research focuses on scaffolding processes, adaptive teaching, and classroom observational research from a complex dynamic systems perspective. Specializes in teacher-student interaction Expert in adaptive instruction and observational methods Collaborates with Data Science department Develops tools for classroom observation Research interests include language learning and teaching , judgment and decision-making in education , and professional development of teachers . She leads projects like Eye Get It (joint attention in classrooms) and a replication study on adaptive instruction effectiveness. Her work applies dynamic systems theory to second language development and foreign language pedagogy. Recent publications address translanguaging in multilingual classrooms, replication studies , and process-oriented research . She teaches at Utrecht's Graduate School of Teaching and works on initiatives to reduce teacher shortages through improved training programs.
Andrea Korda, PhD (University of California, Santa Barbara), is an Associate Professor of Fine Arts & Humanities and Associate Dean (Research) at the Augustana Campus of the University of Alberta. Her academic career bridges art history, material culture studies, and pedagogical innovation. Educations: BA in Fine Arts, Queen's University MA in Art History, Concordia University PhD in Art History, University of California, Santa Barbara Research Focus: Dr. Korda specializes in 19th-century visual and material culture, with a focus on education's visual dimensions, children's literature, and community-engaged projects like the award-winning Crafting Communities initiative. She co-curated the virtual exhibition Photographies (Bruce Peel Special Collections) and explores hands-on learning through historical crafts. Teaching: Courses include modern art history (AUART 220), photography theory (AUART 225), and special topics in visual culture (AUART 382). She emphasizes experiential learning and digital humanities integration, as seen in her work with the Getty Museum Challenge and OER projects. Collaborations: Leads interdisciplinary teams on projects like Crafting Communities , blending scholarship with public engagement. Her research bridges historical methodologies with contemporary pedagogical practices, fostering connections between academia and communities.
Nathaniel Street is Associate Professor and Writing Minor Coordinator in the English Department at Mount Saint Vincent University. He holds a PhD in English (Composition and Rhetoric) from the University of South Carolina. His research examines the intersections of philosophy, rhetoric, and pedagogy, with particular focus on the performative power of writing. Street's scholarly work analyzes persuasion mechanisms and figuration in rhetorical traditions, drawing on thinkers like Deleuze and Guattari. His recent publications explore philosophical approaches to writing practice and pedagogical frameworks. His articles demonstrate consistent engagement with rhetorical theory across historical and contemporary contexts, examining writing as both theoretical concept and practical discipline. No awards listed
Professor Sara Baker is a Professor of Developmental Psychology and Education at the University of Cambridge's Faculty of Education and a Fellow at Darwin College, where she served as Vice Master from 2021-2024. She is also a 2022 Senior Fellow in the Science of Learning with UNESCO-IBE/IBRO. Her work bridges cognitive science and educational practice, focusing on how children develop executive functions and self-regulation skills. Baker leads the Early Years Library project, co-founded the Research Centre for Play in Education, Development and Learning (PEDAL), and is a founding member of the Global Executive Functions Initiative. Sara Baker specializes in the science of learning, with research aimed at improving children's lives by identifying factors at home and school that support their agency over learning. Her work emphasizes developing executive functions and self-regulation through playful learning approaches. She uses lab-based experiments and collaborates with educators to translate cognitive science research into educational contexts. Her research spans multiple countries including the UK, USA, Mexico, Denmark, Slovakia, South Korea, Ghana, Rwanda, Nigeria, Kenya, South Africa, and more, reflecting a strong commitment to culturally relevant and globally applicable educational practices. Analysis of Professor Baker's recent publications reveals a strong focus on executive functions, self-regulation, and playful learning across diverse cultural contexts. Her work increasingly addresses cultural adaptation of assessment tools and educational practices, particularly for Global Majority countries. There's a clear trajectory from basic cognitive research toward practical applications in educational settings, with growing emphasis on teacher training, culturally relevant assessment, and the role of play in early childhood development. Her interdisciplinary approach connects developmental psychology, educational theory, and practical classroom applications. 2022 Senior Fellow in the Science of Learning with UNESCO-IBE/IBRO Professor Baker leads the doctoral program in the Faculty of Education and serves as an Academic Project Director in the School of Humanities and Social Sciences. She is the Cambridge academic lead on the Close the Gap partnership between Cambridge and Oxford, focused on postgraduate widening participation. Her research has been funded by prestigious organizations including the Newton Trust, Cambridge Humanities Research Grant, Economic and Social Research Council, LEGO Foundation, Nuffield Foundation, and Office for Students/Research England. She actively supervises doctoral students and seeks highly motivated candidates for October 2026 entry whose research aligns with her focus areas. Professor Baker co-founded and is actively involved with the Research Centre for Play in Education, Development and Learning (PEDAL), which investigates how children's play affects their development. She leads the Early Years Library project, a curated collection of evidence-based practices for early years educators, and is a founding member of the Global Executive Functions Initiative. Her work with the Connections international professional learning network focuses on self-regulation, while the Close the Gap project addresses widening participation in postgraduate education between Oxford and Cambridge.
Christopher Emdin is a Professor of Science Education and Maxine Greene Chair for Distinguished Contributions to Education at Teachers College, Columbia University. He directs the STEAM, DREAM & IdeaLab initiatives. Emdin holds a B.S. in Physical Anthropology/Biology/Chemistry from Lehman College (2000), an M.S. in Natural Sciences from Rensselaer Polytechnic Institute (2003), and a Ph.D. in Urban Education from the CUNY Graduate Center (2007). His research focuses on urban STEM education , culturally responsive pedagogy , and Hip-Hop Education (HipHopEd) . Emdin has received prestigious awards including the Strage Prize (2011) and PDK International Outstanding Dissertation Award (2008) . He pioneered projects like the Science Genius B.A.T.T.L.E.S. , using rap battles to engage urban students in science. His work bridges theory and practice, emphasizing reality pedagogy and cosmopolitan ethics . Key contributions include over 50 publications on urban science education, equity, and hip-hop pedagogy. He is a leader in professional organizations such as NARST and AERA. Emdin’s grants include collaborations with NSF and Fund for Teachers, focusing on science agency and leadership in urban schools. His lab, IdeaLab , advances innovative teaching strategies rooted in youth culture.
Ksana Blank is a Senior Lecturer at Princeton University’s Department of Slavic Languages and Literatures. She coordinates the Russian Language Program and directs the Princeton-in-Petersburg Program, fostering academic exchange and interdisciplinary research. With a PhD in Russian Literature (Columbia University, 1997) and a BA in French Philology (St. Petersburg State University, 1979), her academic career spans over two decades at Princeton, preceded by teaching roles at Hunter College and Middlebury College Russian Summer School. Education: PhD, Russian Literature, Columbia University (1997) BA, French Philology, St. Petersburg State University (1979) Her research centers on Russian literature, emphasizing stylistic analysis and interdisciplinary connections with music, visual arts, folklore, and religious philosophy. Notable works include studies on Dostoevsky’s dialectics, Gogol’s The Nose , and the interplay between Russian modernism and Western art movements. She has authored multiple books and articles, many translated into Russian, and has published in academic journals across Russia, Europe, and China. Recent publications explore Dostoevsky’s paradoxes, Gogol’s linguistic innovation, and the intersection of Russian literature with music (Shostakovich), art (Malevich), and philosophy. Her 2023 book Парадоксы классики expands traditional interpretations of classic works through interdisciplinary lenses, while her 2021 The Nose guide deciphers Gogol’s wordplay and its narrative function. Earlier works address Tolstoy’s spiritual crisis and Bakhtinian dialogism in Russian literary theory. While no scientific awards are listed, her contributions to pedagogy include advanced Russian language courses and graduate-level Tolstoy studies. She currently works on Leo Tolstoy’s The Prisoner of the Caucasus and teaches courses on Russian literature, spirituality, and translation.
Vicente Talanquer is a University Distinguished Professor in the Department of Chemistry and Biochemistry at the University of Arizona, College of Science. His academic journey includes a B.S., M.A., and Ph.D. in Chemistry from the Universidad Nacional Autónoma de México (UNAM), followed by postdoctoral research at the University of Chicago's James Frank Institute. He has held various academic roles, including Professor and Associate Professor at UNAM before joining the University of Arizona in 2000. His research focuses on chemistry education, particularly student reasoning, assessment, and the development of chemical thinking. Key areas include understanding how students conceptualize chemical reactions, design learning progressions, and improve formative assessment strategies. He has led initiatives such as the Instructional-Teams Model to enhance teaching practices in STEM courses. Dr. Talanquer has received numerous awards, including the ACS Award for Achievement in Research (2021) and Arizona Professor of the Year (2015). He actively contributes to national and international educational committees, editorial boards, and professional societies such as the American Chemical Society and NARST. His work emphasizes curriculum innovation, teacher preparation, and fostering equity in science education. His research is supported by grants from the National Science Foundation and the UA Provost Investment Fund, focusing on active learning, large-enrollment course redesign, and systems thinking approaches. Talanquer's publications span over 200 peer-reviewed articles, textbooks, and educational resources in chemistry education, reflecting his commitment to advancing both research and practice in the field.
Emma Brunskill is an Associate Professor of Computer Science at Stanford University, with a courtesy appointment in Education. She holds a PhD in Computer Science from MIT (2009). Her research focuses on reinforcement learning, educational technology, and healthcare applications, aiming to develop AI systems that support human learning and decision-making. Notable projects include AI tutoring systems, policy evaluation methods, and behavior change interventions using large language models. Her work bridges theory and practice, addressing challenges in off-policy evaluation, fairness-aware decision making, and scalable educational tools. Brunskill has contributed to foundational research in reinforcement learning algorithms and their applications in real-world scenarios such as healthcare, education, and human-AI collaboration. She also leads initiatives to improve equity and efficiency in educational technologies through data-driven approaches. Brunskill's research has been supported by grants such as the NSF RI: Small grant for data-efficient reinforcement learning. She actively explores the ethical implications of AI systems, particularly in healthcare and education settings. Her recent work emphasizes leveraging large language models (LLMs) for personalized feedback and simulated training environments, as seen in studies like GPTCoach and LLM-based counselor upskilling.
Claire Battershill is an Assistant Professor jointly appointed in the Faculty of Information and the Department of English at the University of Toronto. She holds a PhD from the University of Toronto and a BA (Hons) from the University of Oxford. Her research focuses on the history and future of the book, with a particular emphasis on feminist experimental publishing, literary aesthetics, and 20th/21st-century publishing practices. She is Co-Director of the Modernist Archives Publishing Project (MAPP), a critical digital archive of early 20th-century publishers’ records, and Co-Creator of the SSHRC-funded 'Make Believe' research-creation project. Her publications include Women and Letterpress Printing: Gendered Impressions (2022) and Using Digital Humanities in the Classroom (2022). Dr. Battershill has held prestigious roles such as Wendy M. Cecil Professor in VicOne at Victoria College and Fellow of the Royal Historical Society. She has secured grants including the SSHRC Impact Award (2017) and funding from the Canada Council for the Arts. Her teaching spans courses like INF2228H (The Future of Things: Digitization and Remediation) and BKS1002H (Book History in Practice), blending theory with hands-on engagement in digital humanities and book studies. Her research interests span digital humanities pedagogy, collaborative publishing projects, and the intersection of feminist theory with material book culture. She actively contributes to interdisciplinary initiatives like the Critical Digital Humanities Initiative (CDHI) at the University of Toronto.
Professor Knut Reinert is a leading figure in algorithmic bioinformatics at the Free University of Berlin, where he holds a professorship in the Department of Mathematics and Computer Science. He also maintains a significant affiliation with the Max Planck Institute for Molecular Genetics in Berlin, where he leads the Efficient Algorithms for Omics Data group. His research spans both institutions through the Reinert Lab, which focuses on developing novel computational approaches for biological data analysis. Reinert's educational background includes a Diploma in Computer Science (1994) and a Doctorate (Dr. Ing./Ph.D., 1999, with honors) from the Max-Planck-Institut for Computer Science and Universität des Saarlandes in Saarbrücken. Prior to his professorship, he worked as a computer scientist under Prof. Gene Myers at Celera Genomics in Rockville, USA (1999-2002). His primary research interests center on algorithmic bioinformatics with specific focus on developing novel algorithms and data structures for biomedical mass data analysis. This includes creating mathematical models for genomic sequence analysis and algorithms for mass spectrometry data to detect differential protein expression between normal and diseased samples. His work bridges the gap between computational tool development and practical biological applications, with particular emphasis on NGS and proteomics data. The publications and projects led by Prof. Reinert demonstrate a consistent focus on advancing computational methods in bioinformatics. His research spans genomic sequence analysis, RNA research (particularly long non-coding RNAs), parallel computing applications, and GPU acceleration for biological data processing. The work shows increasing sophistication in handling large-scale biological datasets through innovative algorithmic approaches. Intel® Parallel Computing Center designation for his lab CUDA Research Center status DFG funding of 530 thousand Euros for RNA research de.NBI funding of 2 million Euros BMBF funded projects 'LIVE-DREAM' and 'EssBar' Prof. Reinert leads multiple significant research projects and has established strong collaborations with international partners including Texas A&M, Kings College London, Eberhardt-Karls Universität Tübingen, Robert-Koch-Institute, and various Turkish institutions. His lab receives funding from major organizations including DFG, BMBF, and Intel. The Reinert Lab maintains active teaching responsibilities at FU Berlin, offering courses at BSc, MSc, and PhD levels using both traditional and innovative learning concepts like e-learning and inverted classrooms. The Reinert Lab consists of two interconnected research groups that work closely with experimental biologists and medical researchers to develop practical computational solutions for real-world biological problems. The lab has established itself as a key player in the German and international bioinformatics community through its development of the widely-used SeqAn library and participation in national infrastructure initiatives.
Sean F. Reardon is the Professor of Poverty and Inequality in Education and a Senior Fellow at the Stanford Institute for Economic Policy Research (SIEPR) at Stanford University . He also holds a Professor (by courtesy) of Sociology . His work focuses on social and educational inequality, including residential and school segregation, racial/ethnic and socioeconomic disparities in academic achievement, and causal inference methods. Education: Ed.D., Harvard University, Educational Administration, Planning, and Social Policy (1997) M.Ed., Harvard University, Educational Administration, Planning and Social Policy (1992) M.A., University of Notre Dame, International Peace Studies (1991) B.A., University of Notre Dame, Program of Liberal Studies; Minor in Honors Mathematics (1986) Research Interests center on the causes and patterns of educational and racial inequality, the effects of school integration policies, and income inequality's social consequences. His Stanford Educational Opportunity Research Lab analyzes achievement gaps and segregation trends across U.S. school districts using large-scale datasets. Recent Publications highlight cross-national achievement gap comparisons, pandemic recovery disparities, and methodological advancements in segregation measurement. His work often integrates Data Sciences and Sociology to address policy-relevant questions. Awards Elected Member, American Academy of Arts and Sciences Elected Member, National Academy of Education Advising includes mentoring Doctoral Students like Tyler McDaniel and Postdoctoral Researchers like Farah Mallah. His Stanford Interdisciplinary Doctoral Training Program in Quantitative Education Policy Analysis (2009–2021) trained future scholars in rigorous policy methods.
Neil Selwyn is a Professor in the Faculty of Education at Monash University with over 30 years of research experience focusing on the integration of digital technology into educational settings. His work centers on the 'real-life' constraints and problems faced when implementing technology-based education, with expertise in AI, automation, data-driven education, and digital degrowth. His primary research interests span digital technology and society, the use of digital technologies in educational settings, digital sociology of education, and environmental sustainability issues associated with digital technology use. Professor Selwyn is recognized internationally for his critical approach to educational technology and has led numerous nationally-funded projects examining educational data, learning analytics, and AI technologies. His recent publications reflect a growing focus on the environmental implications of AI in education, digital degrowth, and the practical challenges teachers face when implementing AI tools in classrooms. This work demonstrates a shift toward examining the sustainability and ethical dimensions of educational technology. Fellow of the Academy of Social Sciences in Australia (2024) Professor Selwyn serves as a media commentator for major outlets including the NYT, WSJ, CNN, Guardian, BBC, and ABC, and hosts the 'Education Technology Society' podcast. He maintains significant international collaborations, currently holding visiting positions at Lund University (2025), University of Oxford (2023-2027), and previously at the University of Gothenburg (2016-2017).
