Sangyoo Lee is an Assistant Professor of Education and Child Development at the Munroe-Meyer Institute, University of Nebraska Medical Center (UNMC) , and an Affiliated Researcher at the Center for Benefit-Cost Studies of Education (CBCSE) at the University of Pennsylvania Graduate School of Education. She holds a Ph.D. and M.P.P. in Public Affairs-Public Policy from the University of Minnesota, alongside a B.A. in Economics from the same institution. Formerly a Postdoctoral Researcher at UPenn CBCSE (2021–2023) Demography Predoctoral Trainee at Minnesota Population Center (2017–2020) Her research focuses on early childhood interventions , immigrant children’s academic trajectories , and policy evaluation , with a focus on socio-economically disadvantaged groups. Key projects include: Cost-effectiveness analysis of early childhood programs for refugee children in the Middle East/South Asia Longitudinal study of early life conditions (birth–age 5) on educational outcomes Evaluation of the Child-Parent Center (CPC) program in urban districts She explores themes such as implementation fidelity in scaled programs and the immigrant paradox in educational success.
Daniel E. Ho holds multiple prestigious positions at Stanford University: William Benjamin Scott and Luna M. Scott Professor of Law Professor of Political Science Professor of Computer Science (by courtesy) Senior Fellow, Stanford Institute for Economic Policy Research Senior Fellow, Stanford Institute for Human-Centered Artificial Intelligence Faculty Fellow, Center for Advanced Study in the Behavioral Sciences He serves on the National Artificial Intelligence Advisory Commission (NAIAC), as Senior Advisor on Responsible AI at the U.S. Department of Labor, and as a Public Member of the Administrative Conference of the United States (ACUS). Ho earned his J.D. from Yale Law School and Ph.D. from Harvard University, completing a clerkship with Judge Stephen F. Williams on the U.S. Court of Appeals for the District of Columbia Circuit. His research bridges artificial intelligence, law, and public policy with emphasis on: Regulatory governance frameworks for AI systems Fairness and bias mitigation in algorithmic decision-making Environmental enforcement using satellite imagery and computer vision Methods for estimating racial disparities without direct demographic data Legal AI reliability and statutory research systems Analysis of his 2025 publications reveals a consistent focus on practical AI governance tools addressing real-world regulatory challenges. Key themes include developing benchmarks for legal applications, mitigating hallucination in legal AI tools, and creating systems for statutory research. His work demonstrates strong integration of technical AI methods with policy implementation, particularly in environmental enforcement and fairness assessment. As Director of the Regulation, Evaluation, and Governance Lab (RegLab), Ho leads interdisciplinary research partnerships with government agencies. While specific grant details aren't provided, RegLab's operational model indicates substantial research funding for policy-relevant AI projects. No student advisees are mentioned in available materials. Ho's leadership extends to national advisory roles where he shapes federal AI policy through evidence-based recommendations, particularly regarding environmental protection and civil rights enforcement mechanisms.
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.
Matthias Parey is a Professor in the Department of Economics at the University of Surrey. He holds additional roles as a Research Fellow at the Institute for Fiscal Studies (IFS) and the Institute for the Study of Labor (IZA), a Researcher at the ESRC Research Centre on Micro-Social Change (MiSoC), and a Research Associate at ZEW. His research spans Labour economics Economics of education Micro-econometrics Inequality Economics of innovation . His recent publications analyze high-skilled migration selection, trade shocks, cannabis market size estimation, and gasoline demand elasticity. He has contributed to journals like Review of Economics and Statistics , Economica , and Journal of the European Economic Association . Scientific awards include fellowships at IFS and IZA. His work on trade shocks examines gender-specific labor supply responses to Chinese import competition, while his cannabis market research introduces a forensic economics approach using legal inputs. Earlier studies focus on maternal education impacts on child development and the long-term labor market effects of Erasmus student exchanges.
Prof. Dr. Birgit Eickelmann is a Professor of School Pedagogy at the Institute of Educational Science within the Faculty of Arts and Humanities at Paderborn University. She has held this position since October 2012, initially as a W2 professor until January 2014, and then as a W3 professor (full professor) from February 2014 onward. Her research focuses on school and lesson development in the digital age, school pedagogy under digital transformation conditions, empirical school research, teacher education, and school leadership with emphasis on digital learning leadership. Her educational background includes a habilitation in Educational Science in May 2012, a PhD in Educational Science with summa cum laude in July 2009, and state examinations for teaching Mathematics and Physics in December 1996 and January 1999. Prof. Eickelmann's research centers on the digital transformation of educational systems, particularly examining how schools develop digital competencies among students and teachers. Her work emphasizes equitable access to digital learning opportunities, the role of school leadership in digital transformation, and the development of computational thinking skills. She investigates how schools can become resilient in the face of digital challenges, with special attention to organizational factors that support successful digital integration. Her publication record reveals a strong focus on international comparative studies, particularly the IEA's ICILS (International Computer and Information Literacy Study) across multiple cycles (2013, 2018, 2023). Her research spans digital literacy assessment, school-level factors influencing digital competence development, and policy implications for educational systems undergoing digital transformation. Prof. Eickelmann leads several major research initiatives including the National Research Center for the IEA Study ICILS 2023 (2021-2026), the German coordination of the Horizon-2020 project 'DigiGen' (2019-2022), and previous leadership of ICILS 2018 (2015-2021) and ICILS 2013 (2012-2015). She is actively involved in policy advising regarding digital education in Germany. She is a member of numerous scholarly organizations including the World Educational Research Association (since 2021), the Society for Empirical Educational Research (since 2016), and the German Society for Educational Science (since 2014), among others. Her work bridges academic research with practical implementation in schools through projects like 'Navigator Bildung Digitalisierung' and 'schultransformNEXT'.
Daniel Kreisman is an Associate Professor of Economics at Georgia State University and a faculty affiliate at the University of Milan. His research focuses on labor economics, education finance, and policy, particularly examining school funding, career and technical education (CTE), and student loan repayment systems. Kreisman founded the Career & Technical Education Policy Exchange (CTEx), a multi-state consortium under Georgia Policy Labs, which analyzes CTE policy impacts. He holds a Ph.D. in Public Policy from the University of Chicago and a B.A. in History and Philosophy from Tulane University. Prior to academia, he taught high school English in New Orleans. His education includes a PhD from the University of Chicago (Public Policy) and a BA from Tulane University (History and Philosophy). Research Interests: Educational Finance and School Funding Mechanisms CTE Program Design and Equity Student Loan Repayment Behaviors Labor Market Signaling and Economic Outcomes Public Policy Evaluation CTEx collaborations include state partners in Massachusetts, Michigan, Montana, Tennessee, Texas, Washington, and Atlanta, focusing on data-driven policy to enhance CTE programs. Advising & Grants: Kreisman’s work bridges academia and policy, with grants supporting research on CTE alignment, financial aid impacts, and loan repayment systems. His lab affiliations enable applied policy analysis. Labs/Teams: Director of CTEx and active member of Georgia Policy Labs, emphasizing evidence-based education policy.
Prof. M. Danish Shakeel is a Professor and Director of the E. G. West Centre for Education Policy at The University of Buckingham, UK. He is also a Research Fellow at Harvard University's Program on Education Policy and Governance. His research focuses on K-12 education policy, particularly in the U.S., with expertise in systematic reviews, meta-analyses, and the political economy of education. Key areas include civic outcomes of private schooling, social capital, charter schools, and non-cognitive traits. His work has been featured in prestigious journals like Journal of School Choice and Education Next , and widely cited in media outlets such as Wall Street Journal and Washington Post . He collaborates globally, presenting at conferences like the American Political Science Association and Association for Education Finance and Policy. Prof. Shakeel advises prospective doctoral students on rigorous quantitative methods and policy-oriented research. His guidance includes structured abstracts, empirical methodology focus, and policy implications. Students pursuing a PhD must demonstrate advanced econometric skills and secure their own funding. His research has influenced philanthropic investments and policy discourse, highlighting gains in U.S. student achievement and the role of charter schools in improving outcomes for marginalized groups.
Philip Bell is a Professor in the Learning Sciences & Human Development at the University of Washington College of Education . He holds the Shauna C. Larson Endowed Chair in Learning Sciences and serves as Director of the Institute for Science + Math Education . Additionally, he co-directs the LIFE Science of Learning Center , focusing on equity-driven innovation in STEM education. Education : PhD and MEd in Human Development & Cognition, Science/Math Education from UC Berkeley (1998, 1996); BS in Electrical Engineering & Computer Science from University of Colorado Boulder (1989). Bell’s research emphasizes cognitive and cultural approaches to learning across diverse environments, including everyday science expertise , learning technology design , culturally expansive instruction , and large-scale educational reform . His work bridges formal and informal learning contexts , addressing equity through participatory design research. Recent research trends include culturally sustaining pedagogies , climate justice science education , and systemic equity in STEM . His team develops STEM Teaching Tools and collaborates with national networks to improve science standards and instructional coherence. Scientific Awards : Shauna C. Larson Endowed Chair in Learning Sciences. Bell mentors a diverse group of doctoral students and has advised numerous PhD/MEd graduates now in academic and research roles. His projects span K-12 STEM innovation , science communication , and equity-focused policy , including contributions to the Next Generation Science Standards . He leads the Institute for Science + Math Education and collaborates with the Research+Practice Collaboratory , Seattle/Renton school districts, and national teams to scale equitable science education.
John Eastwood is a **Clinical Professor** affiliated with the **University of Sydney** (School of Public Health) and holds adjunct roles at UNSW Sydney and Griffith University. He specializes in **public health, child health policy, and integrated care**, with a focus on vulnerable populations. His current roles include Director of Community Paediatrics at Sydney Local Health District, Director of the Early Years Research Group, and leader of the Healthy Homes and Neighborhoods Integrated Care Initiative. **Education**: PhD, MBChB (Medicine), DCH (Diploma of Child Health), and multiple other credentials in public health and health management. **Research Interests** include: - Sector capacity building - Trans-generational health transmission - Integrated care models for children and families - Maternal and child health equity **Grants & Projects**: Secured $29M in government funding for initiatives like Aboriginal home visiting programs, perinatal coordination, and place-based interventions in disadvantaged communities. Recent work includes a $1.5M grant (2015-17) for integrated care for vulnerable families. **Professional Activities**: Executive member of the International Society for Social Paediatrics, chairs NSW Regional Committee of the Australasian Faculty of Public Health Medicine (AFPHM), and advises the WHO on child health. **Research Collaborations**: Leads the Sydney-based Early Years Research Group (affiliated with multiple universities) conducting projects such as EMR data linkage studies, refugee child longitudinal studies, and evaluations of integrated care programs.
Mélanie Ouvry is an Associate Professor and Dean of Faculty at MBS Education since 2017. With over 15 years of experience in higher education, she has held roles as program director for specialized master's programs, department head for marketing and interim management, and served as a communication strategy consultant at Publicis Group. Her research focuses on consumer behavior, retail dynamics, and cross-cultural marketing experiences. Her academic expertise includes strategic marketing, buyer behavior analysis, and advertising strategy. Key research themes explore multi-store shopping behaviors, consumer experience valuation, loyalty mechanisms, and the cognitive dimensions of retail environments. She has conducted extensive studies in retail distribution systems, communication strategies, and tourism-related consumer behavior in historical commercial districts like the Medina of Sousse. Her publications span topics from grocery shopping decision-making to television audience engagement, reflecting her interdisciplinary approach bridging marketing, cognitive science, and cultural studies. Teaching responsibilities include advanced marketing strategy courses and consumer behavior analysis modules.
Craig A. Bond is a Professor at the RAND School of Public Policy, a Senior Economist at RAND Corporation, and Editor-in-Chief of the RAND Journal of Economics. His work bridges military resource allocation and environmental economics through advanced econometric modeling. Current Roles: Research QA Manager (RAND Arroyo Center), Senior Economist Methodological Expertise: Stochastic dynamic programming, discrete choice modeling, non-market valuation Key Research Themes: Military readiness, coastal resilience, green infrastructure, post-disaster recovery Research Interests: Craig Bond specializes in natural resource economics , environmental economics , and applied welfare economics , with recent work focusing on: Risk modeling for defense acquisitions and personnel strategy Resilience dividend valuation frameworks Green infrastructure cost-benefit analysis Climate adaptation in coastal communities Publication Trends: His 15 most recent works (2017-2025) show interdisciplinary focus across: Military Economics: Recruiting optimization, training requirements, economic multipliers Environmental Policy: Coastal land loss, invasive species impact, water management Resilience Modeling: Disaster recovery frameworks, adaptive systems
Steven D. Levitt is a Professor at the University of Chicago 's Booth School of Business and director of the Becker Center on Chicago Price Theory . His work spans economics, criminology, education, and behavioral science, with a focus on empirical analysis of real-world issues. Education: BA from Harvard (1989), PhD from MIT (1994) Key Research Areas: Crime economics, educational incentives, behavioral economics, and market dynamics Scientific Awards: 2004 John Bates Clark Medal, Time Magazine's 100 Most Influential People (2006) Levitt's article portfolio includes groundbreaking studies on topics like early childhood education (CogX program), abortion's impact on crime , cheating detection algorithms , and behavioral economics in education . His work often challenges conventional wisdom through unconventional data analysis. Prior research collaborations with Roland Fryer , John List , and Chad Syverson have produced influential papers on racial disparities , real estate markets , and juvenile crime . His NBER working papers demonstrate consistent methodological rigor and innovation.
Kerry Fang is an Associate Professor in the Department of Urban & Regional Planning at the University of Illinois Urbana-Champaign. Her research focuses on economic development, land use policy, and their socio-environmental consequences, with interdisciplinary methods spanning economics, statistics, geography, sociology, and computer science. She examines global contexts including the U.S., China, Australia, and Russia. Education: PhD, Urban and Regional Planning and Design, University of Maryland, College Park (2018) MA, Land Management, Zhejiang University (2013) BA, Land Management, Zhejiang University (2011) Research Interests: Corruption in economic development projects Land use programs for coastal resilience Text-mining of planning literature Her work bridges theory and practice, addressing questions like regional inequality and policy efficacy in job creation and innovation. Her recent articles explore topics such as communication networks in development projects, minority-owned business data utilization, and integrating urban data science into economic development curricula. These contributions highlight interdisciplinary approaches to urban challenges. No scientific awards were explicitly mentioned in the provided text. Teaching and Advising: Teaches courses like UP 545: Economic Development Policy and Land Use and Environmental Planning. She advises students on topics intersecting economic development and spatial policy, though specific advisee names are not listed. Labs/Teams: No specific lab or team affiliations were detailed, though her work likely involves collaborations with interdisciplinary research groups.
Dominik Roeser is a Professor and Associate Dean of Research Forests & Community Outreach at the University of British Columbia's Faculty of Forestry, Department of Forest Resources Management. With over 21 years of experience in forest research and innovation, he has built a comprehensive forest operations research program since joining UBC in 2018, following his tenure as Senior Director at FPInnovations where he managed multidisciplinary teams focused on improving forest sector competitiveness and wildfire management solutions in Western Canada. Professor Roeser's research interests center on sustainable forest management and the bioeconomy, with specific expertise in forest bioproduction, supply chain design, steep slope harvesting, and biomass operations. His work through the Forest Action Lab applies diverse research methods including productivity studies, field trials, and modeling to address sustainability challenges across different operational environments. His research portfolio spans sustainable forest biomass utilization, harvesting in difficult terrain, innovative forest planning tools, operational productivity, carbon management, and community sustainability impacts from reforestation. His publication record shows a strong focus on practical applications of forest science, with recent work emphasizing wildfire management, remote sensing technologies for precision forestry, biomass energy systems, and the socio-ecological dimensions of forest management. His research increasingly integrates advanced technologies like LiDAR and drone-based systems with traditional forest operations to address contemporary challenges in sustainable forest management. Roeser has received the Recognition Award from the Canadian Forest Service (2017) for his contributions to forest science and innovation. His work demonstrates significant impact on both academic understanding and practical implementation of sustainable forest operations across North America and Europe. As an educator, Professor Roeser teaches several key courses including FOPR 264 Introduction to Forest Operations, FOPR 362 Harvesting systems and forest access, FOPR 464 Operational planning and management, and FRST 452 Coastal field school. He considers educating the next generation of forestry professionals one of his passions, bridging theoretical knowledge with practical industry applications. The Forest Action Lab, led by Professor Roeser, represents a multidisciplinary research hub applying diverse methodologies to address forestry stakeholders' needs across British Columbia, Canada, and globally. The lab's work connects academic research with industry implementation, focusing on practical solutions for sustainable forest utilization in varied operational environments.
Scott McCabe is a Professor of Marketing at Birmingham Business School, University of Birmingham. He earned his PhD from the University of Derby in 2001, focusing on visitor motivations in the Peak District National Park, and holds an MA in Leisure and Tourism Studies from the University of North London (1993) and an HND in Leisure Studies from the University of Salford (1991). Current co-editor in Chief of the Annals of Tourism Research Editorial board member of Tourism Management Elected fellow of the International Academy for the Study of Tourism (2019+) His research spans social tourism , responsible tourism , tourist emotions , and socio-linguistic methodology , with significant work on wellbeing outcomes from supported holidays for disadvantaged families. He has contributed to Annals of Tourism Research , Journal of Travel Research , and other top-tier journals. Recent publications address topics like qualitative research sampling , tourism theory , dark tourism motivations , and smart destination engagement . His work combines tourism policy critique , consumer behavior analysis , and methodological innovation . Scientific awards include fellowships and leadership roles in international tourism research committees. He has served as VP for the International Sociological Association's Tourism Research Committee and co-chairs the Academy of Marketing's Tourism Marketing SIG.
