Hemant Tiwari is a full-time Professor of Biostatistics at the University of Alabama at Birmingham (UAB) School of Public Health , with simultaneous senior scientist appointments at multiple UAB research centers including the Nephrology Research & Training Center and Center for Clinical and Translational Science (CCTS) . Holding a PhD in Mathematics from the University of Notre Dame, he transitioned to statistical genetics through postdoctoral work at LSU Medical Center and Case Western Reserve University, joining UAB in 2002. Doctor of Philosophy, Mathematics - University of Notre Dame (1986) His research focuses on genetic epidemiology , epigenetics , and multi-omics analysis of complex diseases like stroke, obesity, and autoimmune disorders. He has pioneered methods for polygenic risk score calibration and ancestry-specific genomic studies , particularly in African American populations. Recent work highlights include machine learning stroke prediction models for Sub-Saharan Africa and African ancestry-specific BMI risk alleles . Grants from the National Heart, Lung, and Blood Institute and American Heart Association support his research on cardiorenal genomics and stress-induced epigenetic modifications. As Vice Chair for Research and Faculty Development , he oversees academic initiatives while maintaining active collaborations across UAB's Comprehensive Diabetes Center , Cancer Center , and other multidisciplinary hubs.
Riikka Hirvonen is a Senior Researcher at the University of Eastern Finland (UEF) in the School of Applied Educational Science and Teacher Education, part of the Philosophical Faculty. She holds a PhD in Psychology and has been at UEF since 2019, previously working at the University of Jyväskylä. Her research focuses on primary and secondary students’ academic behaviors, emotions, and well-being, particularly exploring how temperament and learning environments influence achievement and adjustment. She is affiliated with the Motivation, learning, and well-being (MoLeWe UEF) research group and leads projects like 'Sustainable Food Education and Food Waste' and 'STAIRWAY study.' Her educational background includes a PhD in Psychology, with no listed formal degrees beyond this. Research interests span academic emotions, self-regulation, statistical modeling, and teacher education roles. Notable projects investigate motivation dynamics during educational transitions and pandemic impacts on student well-being. Riikka’s work emphasizes practical pedagogy in teacher training schools, balancing subject expertise with mentorship for student teachers. Recent publications (2021–2025) highlight themes like teacher educator roles, maternal homework involvement, and adolescent mental health interventions. She collaborates widely, co-authoring studies on classroom climate, perfectionism, and remote learning during the pandemic. Key contributions include developing programs like the 'Youth Compass' for adolescent mental health and analyzing bidirectional influences between family involvement and academic motivation. Her research bridges theory and practice, aiming to improve support systems for students with learning or adjustment challenges.
Anna Maria Rawlings is a postdoctoral researcher and grant-funded researcher at the University of Eastern Finland , affiliated with the School of Applied Educational Science and Teacher Education within the Philosophical Faculty. She coordinates the Finnish Multidisciplinary Doctoral Training Network on Educational Sciences ( FinEd ) and contributes to the Motivation, Learning, and Well-being (MoLeWe UEF) research group.
Kirstin Mulholland is an academic at Northumbria University, serving as Initial Teacher Education (ITE) Subject Lead for English and Languages, and Module Leader for the BA Primary Education program's Educational Research and Enquiry strand. She also leads a module on the Professional Doctorate in Health, Education, and Society. Kirstin holds an EdD and MEd from the University of Newcastle, an MLitt in Latin American Literature, and is a National Centre for Excellence in the Teaching of Mathematics (NCETM) Research and Innovation Lead. Her research focuses on evidence-based educational practices, simulation-based teacher training, and participatory research with educators and students. Key interests include metacognition through peer collaboration, perceptions of teaching/learning, and student voice in pedagogy. She co-leads the Education Endowment Foundation (EEF) project on school leaders' use of research evidence and chairs the National Simulation Network. Kirstin collaborates with organizations like the Maths Hub Network and serves on the Royal Society's Advisory Committee for Mathematics Education. Her work emphasizes innovative professional development approaches, including low-technology simulations (e.g., SimulatEd) and virtual reality tools for pre-service teacher training. Recent publications highlight her contributions to teacher preparedness, pandemic-era education ethics, and metacognitive strategies in mathematics. Professional Roles: Senior Associate at EEF, NCETM National Lead, School Governor. Research Networks: National Simulation Network, Royal Society Mathematics Education Committee. Key Projects: 'Using Research Evidence: A Concise Guide' (EEF, 2024), SimulatEd simulation suite development. Her interdisciplinary work bridges theory and practice, emphasizing practical tools for educators while advancing research on evidence use and pedagogical innovation.
Denes Szucs is a Professor of Cognitive Neuroscience and Psychology at the University of Cambridge, with over 20 years of academic leadership in education and psychology. He holds a PhD (2003) and MSc (1998) from ELTE, Hungary. Current roles: Editor-in-Chief of Current Research in Behavioural Science , Official Fellow at Darwin College (since 2007). Leadership: Served on research councils in Hungary, UK, Norway, and the Netherlands. Research Focus: Numerical cognition, developmental dyscalculia, mathematics anxiety, and cognitive electro-physiology. His recent work emphasizes research reproducibility, meta-science, and educational neuroscience, including large-scale meta-analyses and multi-lab replications. Scientific Awards: Elected Fellow of the Association for Psychological Science (2020) IBRO/UNESCO Senior Fellow in the Science of Learning (2018) Visiting Professor at Stanford University (2018) and University of Padova (2014) James S. McDonnell Foundation competitive research award (2013) Editorial & Societal Contributions: Founding member of the Society for Research on Learning Disorders (SRLD), Action Editor for multiple journals, and special issue editor for Current Opinion in Behavioural Science .
Rachel Ayieko is an Associate Professor in Mathematics Education at Duquesne University's School of Education, Department of Instruction & Leadership in Education. She serves as the Program Director for the Institute for Citizens & Scholars' WW Teaching Fellowship Program. Her research focuses on teaching practices that enhance conceptual understanding of mathematics, algebra instruction, teacher quality, and the use of large-scale datasets like the Teacher Education and Development Study of Mathematics (TEDS-M). She holds a Ph.D. in Curriculum, Teaching, and Education Policy from Michigan State University (2014). Her academic affiliations include memberships in AERA, NCTM, AMTE, and CIES. Ayieko has been recognized with the Phi Beta Delta International Honor Society (2013) and received the AERA Dissertation Research Grant (2013-2014). Her work frequently explores cross-national educational comparisons, teacher preparation programs, and the impact of curriculum design on student outcomes. Recent research trends include investigating how pre-service teachers' learning opportunities shape their mathematical knowledge and beliefs, as well as analyzing algebraic understanding through contextual tasks. Her publications span topics like technology integration in teacher education, pandemic-era instructional challenges, and comparative studies of fraction magnitude understanding across nations. Ayieko teaches courses such as Numeracy Pedagogy (PK-4), Mathematics Content Knowledge for Grades 4-8, and Teaching Secondary Mathematics. Her work emphasizes bridging theory and practice in mathematics education, particularly in under-served communities.
Dr. Janet McLean is a Senior Lecturer in Psychology at the Department of Sociological and Psychological Sciences, Abertay University. She holds a PhD in Psychology from Lancaster University (1999) and a BSc in Maths and Psychology from Newcastle University (1994). Her research focuses on language acquisition, mathematics learning in children, and cognitive development. She teaches modules such as Introductory Psychology, Developmental Psychology, and Language, Education, and the Early Years, serving as module leader for the latter. Her research interests span two core areas: math learning (numeracy, dyscalculia, math anxiety) and language production (syntax, dialogue dynamics, and syntactic priming in children). She has secured notable grants, including £476,817 from the ESRC (2020) and £99,753 from the Ministry of Defense (2019). She also led a Royal Society-funded project on educational apps in primary schools (2015). Dr. McLean collaborates with institutions like the University of Edinburgh and frequently presents at conferences. Her work bridges cognitive science and education, emphasizing practical applications in learning environments.
Martin Graff is a Senior Lecturer in Psychology at the Faculty of Life Sciences and Education, affiliated with the Applied Psychology Research and Innovation Group. His research focuses on cognitive styles, online behavior, social media impacts, and educational technology. He has been active since 2000, with notable contributions to understanding internet addiction, social media's role in mental health, and decision-making in online environments. Research interests include analyzing how cognitive styles influence web-based learning, the psychological effects of social media usage, and the long-term impacts of childhood experiences on adult behavior. His work often intersects psychology with emerging technologies, emphasizing practical applications in education and mental health. Recent articles highlight trends in studying internet addiction's effects on students, social media detox strategies, and the dynamics of online relationship jealousy. These studies underscore his focus on bridging psychological theory with digital-age challenges. He has supervised 10 research projects, contributing to academic discourse through collaborative efforts within and beyond his institution. His involvement in the Applied Psychology Research and Innovation Group further emphasizes his commitment to applied psychological research.
Dr. Julie Beston is an Associate Professor in the Biology Department at the University of Wisconsin-Stout's College of Science, Technology, Engineering, Mathematics & Management. She specializes in wildlife biology, conservation, and quantitative ecology, with a focus on human impacts on wildlife populations through activities like wind energy development and habitat restoration. Education: Ph.D. in Wildlife Biology from the University of Montana Research Focus: Wind energy impacts on raptors and bats, population modeling, and habitat management Teaching: Biostatistics, ecology, and wildlife conservation courses emphasizing hands-on learning Her publications analyze demographic vulnerabilities of wildlife species to wind turbines, develop assessment frameworks for renewable energy impacts, and explore conservation strategies for migratory species. While no formal scientific awards are listed in the provided text, her work contributes significantly to sustainable energy and biodiversity conservation policy. She has not explicitly mentioned advising students or leading specific laboratory teams in the given material.
Dominique Ginhac is a Professor of Electrical Engineering at the Laboratory of Electronics, Informatics and Image (Le2i UMR 6306) at the University of Burgundy in Dijon, France. He joined Le2i as an assistant professor in 2000 and was promoted to professor in 2009, also becoming head of the Sensors & Hardware Architectures team. In 2010, he became head of the Electronic department of Le2i, and in 2011, he was appointed Deputy Director of Le2i, overseeing approximately 200 people across three scientific departments: Computer Sciences, Vision, and Electronic. Ginhac holds a Master's Degree in Engineering from Polytech Clermont-Fd (1995) and a PhD in Computer Vision from Blaise Pascal University (1999). In 2008, he received his Habilitation qualification (Accreditation to supervise research) from the University of Burgundy. From 2007 to 2009, he was a visiting professor at Université Libre de Bruxelles in the Consciousness, Cognition & Computation lab, expanding his expertise into cognitive science applications for imaging systems. His research focuses on the development of smart imaging technology where sensing and processing are integrated as closely as possible to achieve low cost, low power, and high processing capabilities. His work spans hardware design of smart vision systems, implementation of real-time image processing applications, VLSI CMOS imaging technology, and embedded image processing on DSP/FPGA platforms. His research activities represent the crossroads between algorithmic and hardware solutions dedicated to real-time embedded image processing applications. An analysis of Ginhac's recent publications reveals a strong focus on smart camera and sensor development, particularly in high dynamic range imaging, single-photon detection, and configurable hardware accelerators. His work shows a clear trajectory from fundamental VLSI image sensor design toward increasingly sophisticated integrated systems combining sensing, processing, and specialized applications in medical imaging and real-time vision. His interdisciplinary approach bridges electronics, computer vision, and application-specific system design. Throughout his career, Ginhac has supervised 8 PhD students and published 20 papers in international peer-reviewed journals, 3 book chapters, and more than 50 conference papers. His research has resulted in several significant projects including VerIDIS (Vertically Integrated Digital Image Sensor), CAPTIvA (Asynchronous Photon-counTing Image sensor Architecture), HDR-ARtiSt (High Dynamic Range Adaptive Real-time Smart camera), and ASTICO (Assistance Textile Cognitive). Ginhac leads the Electronic department at Le2i, which is part of a research laboratory under the supervision of the University of Burgundy and the CNRS. His work involves close collaboration with industry partners and has resulted in practical implementations of smart imaging systems for applications ranging from medical monitoring to automotive vision systems. His current research continues to push the boundaries of integrated vision systems, with particular emphasis on 3D-stacked image sensors and photon-counting technologies.
Robert A. Jacobs is an Associate Professor in the Department of Human Physiology & Nutrition at the University of Colorado Colorado Springs (UCCS), part of the Helen and Arthur E. Johnson Beth-El College of Nursing and Health Sciences. His research focuses on mitochondrial function in exercise physiology, high-altitude adaptations, and metabolic regulation in skeletal muscle. He is particularly known for studies on mitochondrial respiration in aging, diabetes, and endurance performance optimization. Key research interests include: Exercise-induced mitochondrial adaptations High-altitude effects on muscle and neuroendocrine systems Carbohydrate intake strategies for elite athletes Erythropoietin's role in mitochondrial health and cognition Methodological advancements in high-resolution respirometry His recent work (2020-2024) demonstrates a strong focus on mitochondrial biology, with studies linking metabolic flexibility to aging and disease, and developing predictive models for endurance performance. He has contributed to understanding how environmental stressors like heat and altitude impact human physiology. Publications consistently emphasize translational applications of mitochondrial research, including sports nutrition optimization and disease mechanisms related to mitochondrial dysfunction. His work bridges basic science with clinical and athletic performance contexts.
Dr. Rebecca K. Zoltoski is an Associate Professor of Biological Sciences at the Illinois College of Optometry (ICO), where she has taught since 1997. Her academic roles include instructing biochemistry, neuroanatomy, and evidence-based healthcare. She combines teaching with active research in lens structure/function, age-related ocular changes, and dry eye, supported by federal funding. Educational background: PhD in Pharmacology & Neurosciences (Wake Forest University, 1989), followed by postdoctoral training at UC San Diego and Brock University. BA from University of Pennsylvania (1985). Research focus centers on lens ultrastructure, accommodation mechanisms, and translational optometry. Her work bridges clinical practice and basic science, with over 15 peer-reviewed publications in journals like J Cell Biol , Invest Ophthalmol Vis Sci , and Mol Vis . Key themes include lens fiber organization, cataract pathogenesis, and optical quality metrics. Recipient of 2009 ICO Excellence in Education Award and multiple Teacher of the Year recognitions. Mentor to >100 students, emphasizing collaborative research with clinicians. Active in professional organizations like Association for Research in Vision and Ophthalmology (ARVO). Contributions to ICO include expanding cultural diversity initiatives and student outreach programs. Maintains an active research lab exploring lens biology and translational optometry applications.
Heidi Hehnly is an Associate Professor in the Department of Biology at Syracuse University's College of Arts & Sciences. She serves as Associate Director of the BioInspired Institute and Director of the Blatt Imaging Center. Her research focuses on cellular mechanisms connecting cytoskeletal dynamics, membrane transport, and centrosome function to control essential cellular processes such as cell division, fate, and polarity. Education: Ph.D., Molecular Physiology and Biophysics, University of Iowa (2009) B.S., Biochemistry and Biophysics, University of Rochester (2003) Dr. Hehnly's laboratory investigates the interface between cytoskeletal dynamics and membrane transport, with particular focus on how these systems co-regulate one another during cellular processes. Her research program addresses the fundamental question: how are ciliated tissues assembled during tissue development? Using zebrafish, mammalian tissue culture, C. elegans, and murine models, her lab employs cell biology, biochemistry, live cell imaging, and high-resolution imaging techniques to study centrosome function, Rab GTPases, and their roles in cellular organization. A major focus is understanding how membrane trafficking events controlled by Rab11 interact with the centrosome to regulate cellular processes. Analysis of Dr. Hehnly's recent publications reveals a consistent focus on the relationship between membrane trafficking (particularly Rab GTPases) and centrosome function. Her work has increasingly incorporated advanced imaging techniques and expanded into studying cellular mechanics, particularly the role of vimentin intermediate filaments. Key themes include the coordination of lumen and cilia formation during development, mechanisms of centrosome positioning, and the role of pericentriolar matrix integrity in cell division. Scientific Awards: Renée Crown Professor in the Sciences & Mathematics, Syracuse University (2022-2025) Inaugural member of the Women in Leadership Cohort, Syracuse University (2022) James K. Dual-Agyeman Award for Outstanding faculty (2022) New Investigator Idea award, DOD (2020) Dr. Hehnly has mentored numerous graduate students, postdoctoral researchers, and undergraduate students, many of whom have gone on to prestigious medical and graduate programs. Her research is supported by multiple significant grants including an NSF NRT-URoL grant (2024-2029) as Co-PI, and several NIH grants as PI including 'Cell Cycle Dependent Mechanisms Triggering Lumen Formation in vivo' (2021-2025) and 'Four-Dimensional Prediction and Quantification of How Physical Forces Impact Organogenesis in Zebrafish' (2020-2025). She has also pioneered BioArt initiatives at Syracuse University, including the CHIMERA Art and Science Exhibition Programming. The Hehnly Laboratory, established in 2015, operates the Blatt Imaging Center at Syracuse University. The lab brings together researchers from diverse backgrounds to study cellular mechanisms using cutting-edge techniques including live cell imaging, optogenetics, and biosensor assays. The lab has developed novel methodologies for in vivo experimentation and maintains strong collaborative relationships with researchers across disciplines to gain novel perspectives on centrosome protein interactions during development.
Dr. Jennifer Archer is an Honorary Senior Lecturer in the School of Education at the University of Newcastle. She holds a PhD in educational psychology from the University of Illinois at Urbana-Champaign and has dedicated her career to researching motivational theory, particularly achievement goals and their interplay with socioeconomic status (SES). Her work explores how SES influences students' academic motivations and future aspirations, bridging psychological and sociological perspectives. Dr. Archer lectures in educational psychology, focusing on developmental changes and cognitive theories to enhance teaching practices. She has held significant administrative roles, including Dean of Students and Assistant Dean (Teaching and Learning), and currently serves as Director of the Student Experience within the Faculty of Education and Arts. Her research spans over 30 years, with notable contributions to understanding student motivation, teacher beliefs, and the role of situational interest in science education. She has supervised over 20 PhD students, many from international backgrounds, focusing on topics like English as a second language, vocational education, and SES disparities in education. Dr. Archer has received the Vice-Chancellor's Award for Supervision Excellence (2015) and has contributed to multiple grants totaling $81,164. She also serves on the editorial board of the Australian Journal of Educational and Developmental Psychology since 2010.
Justin J. Couchman, Ph.D., is a Professor of Psychology at Albright College. He holds a B.A. in Philosophy (with a Mathematics minor) from SUNY Fredonia, an M.A. in Psychology from the University at Buffalo, and a Ph.D. in Cognitive Psychology from the University at Buffalo. His research focuses on cognitive psychology, including metacognition in education, self-agency, human-animal interaction, and comparative metacognition. He has published extensively in journals such as Metacognition & Learning and Animal Cognition , exploring topics like metacognitive performance during exams and self-awareness in primates. Couchman teaches courses including General Psychology, Cognitive Psychology, Cross-cultural Psychology, and Metacognition senior seminars. His work emphasizes student-led research, with projects investigating metacognition in educational settings and the effects of therapy dogs on cognitive processes. Recent presentations include studies on self-efficacy in simulated seizures and the physiological effects of virtual reality experiences. He collaborates with students and researchers at institutions like Georgia State University and the International Society for Anthrozoology.
