Neha Miglani is an Assistant Professor at the UvH (likely University of Humanistic Studies), focusing on sociology of education. Her research interests include well-being, technology, public pedagogy, citizenship, and moral education. She collaborates with Mumbai University on educational technology studies. She teaches courses like 'Citizenship and Moral Education' and 'Introduction to Ethics'. Her academic background includes prior work in the United States and multidisciplinary approaches at UvH through chair groups. She emphasizes intercultural adaptation, having transitioned from the U.S. to a Dutch-speaking academic environment. Colleagues accommodate her non-native Dutch background by switching to English. Research collaborations include comparative studies on EdTech in Europe and India. Her work bridges sociology with philosophy, cultural anthropology, and history, reflecting her interdisciplinary training.
Ekaterina Sudina is an Assistant Professor of Second Language Acquisition at the University of Maryland, College Park, affiliated with the School of Languages, Literatures, and Cultures. Her research focuses on individual differences in second language acquisition, combining applied psychometrics with methodological synthesis and meta-analysis. She emphasizes open science practices and research ethics in both her work and student mentorship. Her educational background includes a Ph.D. from Northern Arizona University. Key research themes include survey methodology quality, L2 anxiety measurement, and the role of digital tools like Duolingo in language learning. She has published extensively in journals such as TESOL Quarterly and Studies in Second Language Acquisition . Recent work examines data collection methods (e.g., in-person vs. crowdsourced surveys), grit's role in attrition, and pronunciation research standards. She collaborates actively with peers, as evidenced by co-authored publications like the 2025 study on crowdsourcing's impact on self-reported metrics. No formal awards are listed, though her commitment to open science reflects a dedication to advancing reproducible research. She advises students on methodological rigor and quantitative techniques, though specific advisee names are not provided in the text. Her research lab or collaborative groups are not explicitly mentioned, but her work frequently addresses pedagogical implications for language educators.
Dr. habil. Ina Krause is a Professor and Deputy Chair of the Department of Business Education (Higher Education Didactics and Development) at Paderborn University. She leads the Chair of Business Education, focusing on university didactics and development. Her research spans vocational training, labor market dynamics, and the structural transformation of work environments, particularly in the context of digitalization and remote work. Her work emphasizes the interplay between stability and flexibility in labor markets, corporate continuing education cultures, and the evolution of work organization. Recent studies explore remote work's impact on professional development, decoupled working environments, and the historical adaptability of vocational training systems. Dr. Krause has contributed to edited volumes and journals on topics like sustainable vocational training design, crisis management in education, and the socio-economic implications of hybrid workspaces. Her interdisciplinary approach addresses both theoretical frameworks and practical applications in educational policy and workplace innovation.
Kimberly Hieftje, PhD, is an Assistant Professor in the Department of Pediatrics at Yale School of Medicine and co-director/co-founder of XR Pediatrics and the Yale Center for Immersive Technologies in Pediatrics . Her research focuses on developing and evaluating videogame interventions using extended reality (XR) for adolescent health prevention, behavior change, and medical education. Current projects include interventions targeting Vaping prevention HIV/STI testing programs Alcohol harm reduction Transition readiness for chronic disease patients She serves as Editor-in-Chief of the Games for Health Journal and has extensive experience in implementation science, particularly through her K12 Scholar role in the Yale Implementation Science Program (YSIS). Key collaborators include Dr. Asher Marks and Dr. Veronica Weser. Scientific awards include the John R. Endwright Alumni Service Award from Indiana University. Her lab is located at 55 Church Street, Basement Floor, Room B04, New Haven, CT.
Prof. Svetlana S. Ćurčić is a Full Professor at the Faculty of Pedagogical Sciences, University of Kragujevac in Jagodina. She holds a Doctorate in Applied Biology (2022) following a Master's in Biology/Ecology (2003) and Diploma in Biology (1989). Her academic career includes teaching at undergraduate and doctoral levels, focusing on Natural Sciences fundamentals, Ecology, and Environmental Development. Education History: 1989: Biology Diploma, Faculty of Natural Sciences and Mathematics, Kragujevac 2003: Master's in Biology/Ecology, Faculty of Natural Sciences and Mathematics, Kragujevac 2022: Doctorate in Applied Biology, Faculty of Pedagogical Sciences, Jagodina Research interests span applied biology, ecology, and educational technology integration. Her work explores plant allelopathy effects, phenolic compound variability in olive trees, and antipsychotic drug interactions. She actively promotes science education through practical curricula and extracurricular facilities like the Faculty's botanical park. Publications emphasize interdisciplinary approaches, bridging ecological studies with educational innovation. Notable contributions include smart classroom development and electronic document management systems in education. She is a member of the Serbian Biological Society and contributes to professional development programs for educators.
T. Philip Nichols is an Associate Professor of English education in the Department of Curriculum & Instruction at Baylor University, specializing in the intersection of literacy, technology, and educational equity. His research critically examines how scientific and technological infrastructures reshape teaching practices, administrative systems, and public discourse in K-12 education. Dr. Nichols' educational background includes: Ph.D. in Literacy, Culture, and International Education (2018) from the University of Pennsylvania M.A. in History & Sociology of Science (2016) from the University of Pennsylvania M.A.Ed. in English Education (2010) from Arcadia University His research program centers on three critical domains: (1) Deconstructing how 'innovation' rhetoric drives school reform agendas and their equity implications, as explored in his 2022 book Building the Innovation School ; (2) Analyzing platform technologies' transformation of literacy education through data infrastructures and adaptive software; and (3) Tracing the 70-year political history of media education's connections to Cold War aesthetics and social science. His approach synthesizes critical pedagogy, science and technology studies, and literacy scholarship to advocate for democratized educational futures. Recent publications reveal a cohesive scholarly trajectory examining 'platformization' across educational contexts—documenting how digital infrastructures reconfigure writing instruction, literacy assessment, and policy implementation while exposing power asymmetries between platform corporations, educators, and students. His work consistently interrogates equity implications within emerging 'edtech ecologies' and proposes critical frameworks for navigating technological dependence. Dr. Nichols' contributions have been recognized with prestigious honors: Media Literacy Award (2024) from the National Council of Teachers of English Early Career Achievement Award (2022) from the Literacy Research Association Spencer Postdoctoral Fellowship (2021) from the National Academy of Education Spencer Dissertation Fellowship (2017) from the National Academy of Education He actively mentors doctoral students in literacy and technology research while leading significant scholarly initiatives, including editing Contemporary Issues in Technology & Teacher Education (2021-2024). His Spencer Fellowships supported foundational research on innovation discourses and platform governance, demonstrating sustained external funding for critical edtech scholarship. Current collaborations span institutions including University of Pennsylvania, UC Davis, and Deakin University. Dr. Nichols teaches advanced seminars including Media Literacy (Graduate), Advanced Qualitative Methods (Doctoral), and Design-Based Research (Doctoral), while maintaining active engagement with practitioner communities through English Journal and Education Week . His forthcoming co-edited volume Literacies in the Platform Society (Routledge, 2025) further establishes his leadership in platform literacy studies.
Candace Walkington Simmons is a Professor and Annette and Harold Simmons Centennial Chair in the Department of Teaching & Learning at Southern Methodist University (SMU) . Her research focuses on mathematics education, particularly on personalizing instruction to students' out-of-school interests and integrating embodied cognition through AR/VR technologies. She has secured over $12 million in grants from the NSF, U.S. Department of Education, and U.S. Department of Defense. Ph.D. in Mathematics Education, University of Texas at Austin Former community college mathematics professor IES Postdoctoral Fellow at University of Wisconsin-Madison Executive Editor of Cognition and Instruction Her work examines how abstract mathematical concepts can be anchored in students' concrete experiences, including through Large Language Models (LLMs) for personalized middle school math instruction and motion capture games for geometric reasoning. She teaches courses for pre-service and in-service mathematics teachers and chairs the STEM Programs Committee at SMU. Recent publications analyze the impact of AR/VR on collaborative geometry learning, the role of gestures in mathematical cognition, and AI-driven personalization. Grants include NSF iTEST and AISL awards for technology-enhanced math education. Presidential Early Career Award for Scientists and Engineers (PECASE), 2019 Spencer Postdoctoral Research Fellowship Grant NSF-GK12 Fellow IES Postdoctoral Fellowship She has presented at conferences including AERA, NCME, and ISLS, often collaborating with researchers on embodied cognition, equity in STEM, and AI applications in education.
Manuel Reinhard is a Research Associate at Helmut Schmidt University / University of the Federal Armed Forces Hamburg, affiliated with the Professorship Transformation of Governance in Education and Society since 2020. His research focuses on the sociology of the future, particularly examining the interplay between future imaginaries, anticipatory governance, and political practices in 21st-century Western societies. Education: PhD in Philosophy, Technical University of Darmstadt (2013-2016) Magister Artium in Philosophy, Psychology and Pedagogy, University of Trier (2007-2012) Research Interests: Reinhard's work bridges social theory, political governance, and science/technology studies. His current habilitation project investigates 'Strategic Foresight by Federal Agencies' through ethnographic studies of German defense, climate, and financial policy institutions. Key themes include future-making practices, epistemic cultures of foresight, and the ethics of anticipation in governance systems. Publications: His scholarly output spans sociology of the future, educational technology critique, and philosophical deconstruction. Recent works demonstrate strong focus on speculative societies, predictive governance frameworks, and critical analyses of digital education tools. Collaborative publications with the UNBLACK THE BOX initiative examine transparency and ethics in educational algorithms. Awards & Honors: PhD Scholarship, German Research Foundation (2013-2016) Visiting Scholarship, Harvard University (2014-2015) Visiting Fellowship, University of Cambridge (2014-2015) Undergraduate Scholarship, German Academic Scholarship Foundation (2011-2012) Academic Activities: Reinhard teaches seminars on cultural sociology, qualitative research methods, and classical sociological texts at Helmut Schmidt University. He holds memberships in the German Sociological Association, World Future Studies Federation, and serves on the board of the 'Knowledge Cultures' section at the German Cultural Studies Association.
Bradley George is an Associate Professor of Entrepreneurship at Babson College, renowned for his expertise in strategic decision-making, sustainability, and environmental entrepreneurship. He has held the former John A. Hornaday Term Chair in Entrepreneurship and serves as the faculty advisor for the Butler Launch Pad, a program supporting venture creation. His teaching spans undergraduate and graduate courses, including specialized focuses on sustainable entrepreneurship. Education: Ph.D. in Strategic Management and Entrepreneurship from Indiana University; MBA from the University of Northern Iowa; B.S. and M.Eng. in Mechanical Engineering from the University of Louisville. Research interests include strategic decision-making processes , sustainability , and corporate entrepreneurship . His work explores venture capital dynamics, family business performance, and sustainable business models, often integrating empirical studies and pedagogical innovations. Recent publications in Business Horizons and Entrepreneur.com emphasize market validation and venture feasibility. Key trends in his articles include the intersection of sustainability and entrepreneurship , conflict management in VC-backed firms , and innovative teaching methods like virtual reality and play-based learning. His research frequently addresses global contexts and the practical application of entrepreneurial theories. Scientific Awards : Stevens Institute of Technology Wesley J. Howe Award (2010) Beta Gamma Sigma Honor Society (2008) Academy of Management Outstanding Reviewer Awards (2006, 2005) Kelley School of Business Chancellor's Fellowship (2003) University of Louisville Metro Conference Medallion (1986) As a practitioner, Professor George has advised startups globally and co-founded Attitudes Dance & Fitness. He also serves on boards like the Waterloo-Cedar Falls Symphony Orchestra and has been a visiting professor at Koc University since 2012. His industry experience includes 15 years in the diesel engine sector, with a focus on international markets and business process reengineering.
Stephen J. Aguilar is an Associate Professor at the Rossier School of Education , University of Southern California. He holds a PhD in Education and Psychology from the University of Michigan and focuses on educational technology , learning analytics , and motivation research . His work bridges big data and social justice in education. PhD, Education and Psychology, University of Michigan MS, Psychology, University of Michigan MA, Humanities (Philosophy), University of Chicago BA, Philosophy & Psychology, Georgetown University Dr. Aguilar investigates generative AI applications , digital equity gaps , and data-driven education . His research explores how learning analytics can personalize education while addressing systemic inequities. Current projects include co-leading USC’s Center for Generative AI and Society and authoring Authenticating Intelligence: Preventing AI from Hijacking Education . His publications span educational technology , data ethics , and STEM equity . Recent work examines social media adaptation during the pandemic, feedback mechanisms , and K-12 broadband access . He has secured major grants from the National Science Foundation and AERA . AERA Division C Early Career Award Wilbert J. McKeachie Early Career Award Provost’s Postdoctoral Scholarship As advisor to PhD students in educational data science, he advocates for equitable technology design . His digital equity research influenced California Assembly Bill No. 1176 , expanding internet access for underserved families.
Dr. Brittany Singleton serves as an Assistant Professor of Elementary Education at Belhaven University since 2024. Her academic work focuses on curriculum design, culturally responsive teaching, and technology integration in K-12 education, with a commitment to inclusive practices for multilingual learners and special education students. Ed.D., Tennessee State University Ed.S., Mississippi College M.Ed., Mississippi College B.A., Tougaloo College Dr. Singleton specializes in data-driven instruction, teacher leadership, and professional development frameworks. Her research explores strategies for educational transformation through adaptive curriculum design and systemic change management. Her recent publications emphasize preparing educators for unpredictability in school districts, leveraging technology to educate the whole child, and creating accessible learning environments. These works span themes in K-12 professional development, educational reform, and technology-enhanced pedagogy.
Jordan Novak is an Instructor in the Department of Management & Entrepreneurship at DePaul University's Driehaus College of Business. He holds a BS in Public Health and Biology from Northern Illinois University (2009) and an MBA in Management from Elmhurst College (2014). Teaches undergraduate courses in management and strategy Director of Product Design and Development at Capsim Management Simulations With over a decade of experience in product management and business simulation design, Novak focuses on leadership development and business acumen assessment through simulation technology. His work has received industry recognition from EdTech and SIIA CODiE for educational innovation. Key awards include: EdTech Industry Awards SIIA CODiE Awards
Maarten Simons is a full professor at the KU Leuven , affiliated with the Faculty of Psychology and Educational Sciences . He serves as the head of Education and Society and holds the chair of Education, Culture and Society . His research focuses on educational policy, philosophy of education, and the intersection of schools with societal and market dynamics. Projects: School Emancipation , Educational Policy and Commercial Relations , Teacher Agency in (Inter)action Teaching: Offers courses on educational practices and policy His recent publications explore topics like EdTech marketization, school structures in Belgium and DR Congo, and the political dimensions of education through Jacques Rancière. He has collaborated with institutions in Brazil, Argentina, and beyond. Notable roles include membership in the Doctoral Committee and Advisory Committees at KU Leuven, as well as international invitations for lectures and collaborations.
Kai Hockerts is a Professor at Copenhagen Business School , affiliated with the Department of Management, Society and Communication . His research focuses on Social Entrepreneurship , Corporate Social Responsibility , and Impact Investing , contributing toward UN Sustainable Development Goals. Research Interests : Social entrepreneurship frameworks, sustainability performance metrics, impact investing strategies, organizational sustainability, and responsible management education. Recent Activities : Participated in the 2024 SIM Journals sustainability research panel, contributed to media discussions on social innovation (2022-2024), and collaborated on methodologies for citizen engagement and CSR benchmarking. Publications : 85+ research outputs including peer-reviewed articles, book chapters, and working papers on topics like Schumpeterian innovation, behavioral intentions in management, and SDG-aligned entrepreneurial models. Scientific Trends : His recent works analyze replication mechanisms in social entrepreneurship (2025), AI integration in education (2025), and frameworks for impact investing (2023-2024). Earlier research explores organizational sustainability paradoxes, CSR measurement tools, and MOOC-based collaborative learning models.
Вероника Карева е професор по англиски јазик на Факултетот за технички науки на Југозападниот европски универзитет (SEEU) во Тетово, Република Македонија. Нејзините главни академски функции вклучуваат директорство на Центарот за јазици, раководење со Центарот за инструктажна поддршка, и настава на англиски јазик на различни нивоа. Образование: Доктор по филолошки науки (специјалност: Настава на англиски јазик, SEEU, 2011) Мастер по филолошки науки (специјалност: Настава на англиски јазик, Indiana University, 2005) Бакалавар по англиска настава и превод (Ss Cyril and Methodius University, 1986) Нејзините истражувања се фокусирани на интеграција на технологија во наставата , квалитетот на високото образование , и развој на софтверски вештини преку англиски курсеви . Публикациите вклучуваат студии за измерување на академската ефикасност, TQM за подобрување на капацитетите на персоналот, и изазовите за специјализација пред условите на ниска јазична професионалност. Кључни теми во нејзините последни публикации вклучуваат едукација на генерацијата АЛФА , интернационализација на системите за квалитет , и интеграција на студентите во економската реалност . Нејзините истражувања често имаат мултидисциплинарен карактер, поврзувајќи јазично образование, образовна технологија, и институционално менаџмент. Наставни функции: Директор на Центарот за јазици (SEEU, од 2009) Раководител на Центарот за инструктажна поддршка (SEEU, 2007-2009) Лектор за англиски јазик (SEEU, 2001-2007)
