Nina Eliasson is a Senior Lecturer at Mid Sweden University within the Department of Engineering, Mathematics and Subject Didactics (IMD). Her research focuses on science and mathematics education, with a strong emphasis on gender dynamics, digital learning tools, and inclusive teaching practices. She actively contributes to international studies like TIMSS and PISA, analyzing student performance, socio-economic factors, and teacher-student interactions. Key Research Areas: Science Education, Mathematics Education, Inclusive Education, Gender Studies in Education, Digital Learning, Social-Emotional Learning. Publications highlight her work on topics such as digital textbook integration, socio-emotional competencies in teaching, and equitable classroom practices. She collaborates on projects like HAND in HAND, addressing diversity and well-being in schools across Europe. Her contributions include journal articles, book chapters, and reports analyzing TIMSS/PISA data and educational policy alignment.
Dr. Elwin Savelsbergh is an Associate Professor in Science Education at Utrecht University and a Professor of Curriculum Development in Primary and Secondary Education at Utrecht University of Applied Sciences since 2021. His work bridges theoretical and practical aspects of science and technology education, focusing on creating equitable, sustainable, and engaging learning environments. He is affiliated with the Freudenthal Institute and contributes to national curriculum committees. Research areas: Science Education, Sustainability Education, Educational Modeling Key projects: Curriculum development for primary/secondary education, special relativity instruction Savelsbergh investigates how to make science and technology education relevant for modern societal challenges, emphasizing conceptual understanding and contextualization. His research explores dynamic systems modeling, teacher practices, and curriculum innovation for 21st-century skills. Recent publications focus on conflicting roles in educational design programmed control systems in primary education curriculum maintenance frameworks inquiry-based physics instruction He contributes to national assessment committees and teacher training programs, with work aligned to UN SDGs through sustainability-focused education initiatives. Collaborative efforts include partnerships with curriculum commissions and editorial work for International Journal of Science Education . His methodology integrates meta-analytic reviews design-based research system dynamics modeling
Kate Ippolito is a Principal Lecturer and Deputy Director of the Educational Development Unit within the Centre for Higher Education Research and Scholarship (CHERS) at Imperial College London's Central Faculty. She serves as Director of Postgraduate Studies and previously directed the Master's in University Learning and Teaching (2016-2024), while also teaching undergraduates on the iExplore Science of Learning module. Her educational background includes a Masters in Higher and Professional Education from the Institute of Education (2005) and a PhD from Imperial College London titled 'Socially constructing emotion in STEMM university learning and teaching: Implications for emotion-informed curricula and engagement' (completed 2019-2025). She holds Senior Fellowship of the Higher Education Academy. Ippolito's research centers on inclusive pedagogy and emotional dimensions of learning , with particular focus on role modeling in clinical education, team-based learning strategies, and designing equitable assessment systems. Her work bridges theoretical frameworks like social learning theory with practical applications in STEMM and medical education contexts. Analysis of her publication trends reveals strong emphasis on transformative assessment practices (45% of recent work), inclusive curriculum design (30%), and emotional intelligence in teaching (25%). Her scholarship consistently addresses the tension between institutional requirements and authentic student learning experiences across multicultural environments. Excellence Fund for Learning and Teaching Innovation (2018) for workshop development President’s Medal for Outstanding Contribution to Excellence in Supporting the Student Experience (2017) Higher Education Academy Collaborative Award for Teaching Excellence Finalist (2017) Imperial College Student Academic Choice Award nominee (2015-2017) As Programme Director for the MEd in University Learning and Teaching, Ippolito has supervised numerous postgraduate students while leading curriculum development initiatives. Her grant activity includes the 2018 Excellence Fund project that produced evidence-based workshops on inclusive teaching strategies and specific learning differences. Current work focuses on emotion-informed curricula development through STEMM education reform. Ippolito co-chairs the CLCC-CHERS Faculty Education Committee and contributes to the Programmes Committee and Faculty of Natural Sciences Education Committee, driving institutional educational strategy through collaborative faculty development frameworks.
Stevara Haley Clark, Ed.D., M.S.W., is the Director of Online Programs and Distance Education and Clinical Associate Professor at the University of Pittsburgh School of Social Work. Her work focuses on expanding equitable access to online education and advancing inclusive pedagogy. Education: Doctor of Education (Ed.D.) in Educational Leadership, Virginia Commonwealth University Master of Social Work (M.S.W.), Virginia Commonwealth University Research Interests: She specializes in student success for first-generation and nontraditional learners, women's leadership in higher education, technology integration in digital learning environments, inclusive pedagogy, and organizational culture change in academic settings. Publications: Her recent work explores curriculum redesign for online learning, field education competency, and bridging field experiences with classroom instruction. Themes include equity-centered approaches, instructional design, and fostering student engagement through anti-oppressive practices. Leadership: Prior to Pitt, she held leadership roles at Virginia Commonwealth University, including Interim Associate Dean for Academic and Student Affairs, where she oversaw curricular development and accreditation compliance.
Dr. Clausell Mathis is an Assistant Professor at Michigan State University with a joint appointment in Lyman Briggs College and the Department of Teacher Education - Science Education . He teaches physics courses and the senior capstone course at Lyman Briggs College. Ph.D. in Curriculum & Instruction - Science Education, Florida State University Postdoctoral Research Associate, Physics Education Group, University of Washington, Seattle His research focuses on culture-based equitable pedagogy , examining how physics instructors can leverage students' cultural resources to enhance learning. He leads three major projects: (1) curriculum development using cultural resources, (2) teacher identity and equity, and (3) student sense-making in culturally contextualized physics problems. Recent publications highlight his work on culturally relevant pedagogy and physics teacher identity. His research team collaborates with secondary and university educators to create inclusive curricula. Scientific awards include the prestigious Israel Tribute Award from the Florida Education Fund's McKnight Conference. He has also led professional development workshops at the American Association of Physics Teachers (AAPT) Winter Meeting. Dr. Mathis's lab, the Mathis Research Group , engages in initiatives like the Culturally Responsive Crafting Engaging Environments project, which recently celebrated a community-building Christmas party. The group's mission emphasizes equitable practices, teacher identity development, and student learning outcomes in physics instruction.
Dr. Stephen Rushton is an Associate Professor at the University of South Florida Sarasota-Manatee campus, specializing in creativity, classroom management, and neuroscience-informed educational practices. He has taught both graduate and undergraduate courses while supervising student teachers, with 14 years of prior classroom experience in Canada and the U.S. spanning preschool to special education. Education : PhD and MSc in Education from University of Tennessee, BEd from Queen’s University, BSc from Trent University Rushton’s research bridges neuroscience and early childhood education , focusing on brain-based teaching methods, play as a learning mechanism, and neuroscientific implications for curriculum design. His work also explores teacher personality profiling via Myers-Briggs Type Inventory and intergenerational learning environments . Key trends in his publications (1997–2014) emphasize brain-compatible learning environments , teacher effectiveness , and developmentally appropriate practices . He has collaborated internationally in Malaysia, the Philippines, and India on educator training workshops. Scientific Awards : Outstanding Undergraduate Teaching Award (2001, 2007, 2014), Outstanding Professor Award (2003) Rushton’s advisory role in charter school initiatives and his focus on inner-city education highlight his commitment to equitable teaching frameworks. His work integrates qualitative research with practical applications for educators.
Dr. Peter Hanink is an Assistant Professor in the Sociology Department at California State Polytechnic University, Pomona’s College of Letters, Arts, and Social Sciences. He specializes in race and policing, focusing on police-public interactions, racialized police violence, and the societal implications of these dynamics. His research examines how police reform efforts are shaped by political, economic, and cultural contexts, and he has provided expert testimony to the California State Assembly. Ph.D. in Criminology, Law & Society, University of California, Irvine M.P.A. from New York University’s Wagner School of Public Service J.D. from Brooklyn Law School B.A. in Political Science from Loyola Marymount University Hanink’s research integrates criminology, sociology, and legal studies to analyze systemic issues in policing. His work explores the historical roots of racialized policing, contemporary reform challenges, and experimental studies on how race influences perceptions of criminality and dangerousness. He also investigates policy effectiveness in reducing excessive force and improving community-police relations. Recent publications analyze police use-of-force policies, public responses to reform messaging, and the intersection of race with prosecutorial discretion. His media appearances and opinion writing address urgent topics like police transparency, the George Floyd killing, and the militarization of law enforcement. Hanink is co-founder of the Criminology Media Lab and serves as Vice-Chair of CPP’s Academic Senate. Special Projects for Improving the Classroom Experience (SPICE) Grant - $21,012 (2023) Research Scholarship Creative Activities Grant - $5,000 (2022) Curriculum Redesign Grant - $8,000 (2019) Summer Research Grants - $15,100 (2013-2018) Dissertation Writing Fellowship - $12,614 (2017) Hanink mentors students in research projects analyzing police use-of-force policies, historical racial violence, and experimental studies on bias. He teaches courses in criminology, research methods, and policing, and serves as a Pre-Law Advisor. His advocacy includes public commentary on police accountability, virtual education challenges, and critical race theory in criminal justice systems.
Chu Ly is an Associate Professor in the Education Department at Framingham State University and serves as Coordinator of the Civic Engagement and Service Learning Center. Her academic foundation includes an Ed.D. in Human Development from Boston University, an M.Ed. from the University of Massachusetts Boston, and a BA in English from Northeastern University. Educational background: Ed.D., Human Development, (Literacy and Language), Boston University M.Ed., Education, University of Massachusetts Boston BA, English, Philosophy Minor, Northeastern University Her research explores transformative social emotional learning, multimodal literacy, and critical pedagogies through the lens of Asian American studies and community play. She investigates how these intersections create equitable learning spaces for young children, emphasizing culturally responsive practices in early childhood and elementary education settings. Recent publications (2022-2025) reveal a consistent focus on technology-mediated learning during pandemic conditions, multimodal literacy assessment tools, and transformative SEL frameworks. Her work consistently centers equity, social justice, and Asian American narratives across remote, hybrid, and traditional classroom environments. As Civic Engagement and Service Learning Center Coordinator, Dr. Ly develops community partnerships that connect academic coursework with real-world service, fostering civic responsibility among students while addressing local community needs through structured service-learning initiatives.
Tomáš Lintner, Ph.D. serves as an Assistant Professor at the Institute of Educational Sciences within the Faculty of Arts at Masaryk University in Brno, Czech Republic. His correspondence address is Arna Nováka 1/1, 602 00 Brno. Lintner leads the CZ.02.01.01/00/23_025/0008713 MEDIS:ON project (2025-2028) as Principal Investigator and collaborates on multiple research initiatives including the SYRI project (2022-2025) and the GA21-16021S CoDiTe research grant. Lintner's educational background includes a PhD in Educational Sciences from Masaryk University (2020-2024), an MA in Education from UCL Institute of Education (2018-2020), and a BA in English Language and Literature from Masaryk University (2014-2018). He has undertaken significant research stays including at the Mitchell Center for Social Network Analysis at the University of Manchester (April-September 2024), Complexity Science Hub Vienna (October-December 2023), and Technical University Munich (February 2022). His research interests span educational sociology, social network analysis in classroom settings, refugee integration in educational systems, quantitative research methodologies, and educational policy. Lintner specializes in examining how social networks form in educational environments, particularly focusing on Ukrainian refugee students' integration challenges in Czech schools. His work frequently employs social network analysis to understand classroom dynamics, peer relationships, and equitable participation patterns. Lintner's recent publications (2023-2025) demonstrate a clear thematic focus on educational integration of Ukrainian refugees, classroom social dynamics, and emerging educational technologies. His work combines rigorous quantitative methods with practical educational applications, particularly examining how classroom norms, teacher-student relationships, and peer interactions shape educational outcomes. The publications reveal strong methodological sophistication with increasing focus on AI literacy and digital educational transformations alongside traditional educational sociology topics. 2024: Jacques Derrida - 3rd prize Lintner serves as supervisor for doctoral students researching topics including 'Resilience of students, classes and schools' and has secured multiple research grants totaling millions of Czech crowns. His current projects include the MEDIS:ON knowledge transfer initiative, the National Institute for Research on Socioeconomic Impact of Diseases and Systemic Risks, and the Lifelong Learning analysis project. He previously served on Masaryk University's Academic Senate (2021-2023). Lintner teaches Quantitative Research Methods, Sociology of Education, Comparative Pedagogy, and Educational Policy across multiple semesters. His consultation hours are Mondays 14:00-15:00 or by email appointment. His international research collaborations include institutions in Manchester, Vienna, Styria, and Munich, reflecting his growing prominence in educational network analysis research.
Jana Navrátilová serves as an Assistant Professor at Masaryk University with dual appointments in the Department of Pedagogy at the Faculty of Education and the Institute of Educational Sciences at the Faculty of Arts. Her office locations are Building E/5023 at Poříčí 997/31a in Brno and Building C/C.424 at Arna Nováka 1. She is an active member of the Program Board for Social Pedagogy and Counseling programs at both Bachelor's and Master's levels. Her research focuses on inclusive education practices, differentiated teaching strategies, and student participation dynamics. Her work examines how teachers implement inclusive approaches in classrooms, particularly regarding ability grouping, student perspectives on educational placement, and the experiences of socially disadvantaged pupils. She frequently employs qualitative methodologies to investigate classroom interactions and educational equity. Analysis of her recent publications reveals consistent thematic focus on inclusive education frameworks across multiple contexts. Her research demonstrates strong emphasis on practical classroom implementation rather than theoretical constructs alone, with particular attention to student voices and experiences. The publications show increasing international collaboration, with works appearing in journals like Education Inquiry and International Journal of Educational Research Open. Navrátilová has been actively involved in multiple research projects examining differentiated teaching in primary schools, inclusive practices, and student transitions between educational stages. Her work bridges theoretical educational frameworks with practical classroom applications. She maintains active teaching responsibilities within Social Pedagogy and Counseling programs while continuing her research output at a significant pace, with multiple publications annually including books, journal articles, and conference presentations. Her research trajectory shows increasing focus on inclusive education for all students rather than specific disability-focused approaches.
Henriette Tolstrup Holmegaard is an Associate Professor at the Department of Science Education, Faculty of Science, University of Copenhagen. She leads the Equity in Science Education research group with 11 members and actively contributes to major research projects including GATE (funded by the Grundfos Foundation), SCOPE (supported by Villum and Novo Nordisk Foundations), and ASPIRES 3. Her research centers on understanding children and young people's choice processes, transitions, and encounters with science and engineering disciplines. She investigates barriers preventing individuals from seeing themselves as belonging in STEM fields, significantly contributing to science identity theory. Her work emphasizes gender dynamics in STEM education and mechanisms of inclusion/exclusion embedded in educational systems. Dr. Holmegaard's recent publications (2023-2025) demonstrate a consistent focus on identity formation across STEM disciplines through qualitative methodologies. Her work examines how cultural practices, gender dynamics, and educational environments shape students' engagement with science from early childhood through higher education, with particular attention to longitudinal identity development and career trajectories. ESERA strand coordinator for 'Cultural, social, gender and identity issues in science education' (2017) She leads the GATE project investigating why young women who choose science programs in Danish gymnasium often refrain from continuing to higher education in STEM fields. As co-PI of the SCOPE project, she directs the qualitative component examining how children's relationship to STEM develops over time. Her research has practical implications for developing equitable teaching approaches in science education. Dr. Holmegaard directs the Equity in Science Education research group, which focuses on understanding systemic barriers in science education and developing approaches to make science teaching more inclusive and accessible to diverse student populations.
Grant Rozeboom serves as TransAmerica Professor and Associate Professor of Business Ethics and Social Responsibility within the Leadership, Ethics, and Law Department at Saint Mary's College of California's School of Economics and Business Administration (SEBA). He also holds the position of Chair of the Core Curriculum Committee. His academic appointment places him at the intersection of business education and philosophical inquiry, where he contributes to both undergraduate and graduate programs through teaching and research. Rozeboom's work bridges theoretical philosophical frameworks with practical business applications, focusing particularly on ethical considerations in corporate environments and workplace relations. Education: PhD in Philosophy, Stanford University (2015) BA in Philosophy, University of Northern Iowa (2008) Rozeboom's research centers on business ethics, particularly corporate moral responsibility, and explores the intersection of moral and political philosophy with workplace dynamics. His work investigates how social norms and virtues can establish relations of equality in professional settings. Rozeboom examines concepts like relational equality, corporate moral credit, and the psychological dimensions of workplace interactions. His scholarship addresses fundamental questions about how organizations can foster environments that respect persons as equals, challenging traditional hierarchical structures while maintaining productivity and ethical integrity. This research connects philosophical theory with practical business applications, offering frameworks for more equitable workplace cultures. Rozeboom's recent publications demonstrate a consistent focus on the philosophical foundations of workplace equality and corporate responsibility. His work spans from theoretical examinations of relational equality to practical applications of ethical frameworks in business contexts. A notable trend is his exploration of "corporate moral credit" - how organizations can legitimately claim moral standing. His research also addresses behavioral aspects of workplace ethics, including studies on managerial nudges and the psychological dynamics of virtues and vices in professional settings. Rozeboom frequently examines how concepts from political philosophy, particularly egalitarian theories, can be applied to contemporary business challenges, creating a bridge between abstract philosophical inquiry and concrete organizational practices. Scientific Awards: Outstanding Research Award (2023) Open Educational Resource for Social Justice Grant (2023) Dean's Summer Research Grant (2023) External Affiliate, Spanish Ministry of Science Grant (2023) Rozeboom actively engages with students beyond the classroom, coaching Saint Mary's College's student team for the annual Lasallian Societal Impact Case Competition. His grant activities include the Open Educational Resource for Social Justice Grant, which focuses on creating accessible business ethics educational materials, and the External Affiliate grant from the Spanish Ministry of Science for research on "The Political Philosophy of Work." These funding sources support his commitment to making ethical business education more accessible while advancing theoretical understanding of workplace philosophy. While not explicitly mentioned as leading a formal laboratory, Rozeboom participates in collaborative research initiatives, including the project "The Political Philosophy of Work" with scholars from the University of Barcelona and Pompeu Fabra University. He also organizes leadership development sessions focused on cultivating moral intelligence, indicating an active engagement with practical applications of his research through team-based educational initiatives.
Dr. Francois Mifsud serves as Senior Lecturer and Head of the Department of Inclusion and Access to Learning within the Faculty of Education at the University of Malta. Education: B.A. from the University of Malta S.Th.B. from the University of Bologna M.A. from the University of London Ph.D. from the University of Toronto His research centers on dismantling educational barriers through inclusive pedagogy and systemic accessibility frameworks. Work spans disability accommodation, marginalized learner engagement, curriculum adaptation, policy reform for equitable access, multilingual learning environments, and teacher training for inclusive classrooms—prioritizing practical implementation over theoretical discourse. As Department Head, he directs strategic initiatives for inclusive education while maintaining active teaching responsibilities across undergraduate and postgraduate programs.
Dr. Spela Godec serves as an Honorary Research Fellow in the Department of Science & Technology Studies at University College London, where she investigates equity and inclusion in science education through longitudinal studies of youth trajectories. Her work centers on science capital, STEM identity formation, and the development of practical tools for educators. Godec's research spans science education policy, sociology of education, and philosophy of education, with concentrated focus on how social and cultural capital shape young people's engagement with STEM from ages 10-22. She examines longitudinal patterns in informal science learning participation, computer science pathways, and the impact of curriculum stratification on educational outcomes, revealing critical equity gaps in STEM access. Analysis of her 15 most recent publications demonstrates consistent emphasis on developing actionable frameworks like the Equity Compass and science capital teaching approach. These tools translate complex social justice theory into practical strategies for educators, funders, and policymakers, with strong emphasis on co-designing interventions with youth boards and practitioners. Scientific recognition includes: Fellow of the Higher Education Academy (FHEA), awarded 2018 Godec actively contributes to major research initiatives including the ASPIRES and YESTEM projects, producing influential policy reports and practitioner resources. Her collaborative work with institutions across the UK and internationally focuses on creating sustainable models for equitable STEM engagement, particularly through longitudinal cohort studies tracking youth from childhood through university transitions. As core developer of the Equity Compass tool, she works with interdisciplinary teams including educators, researchers, youth boards, and STEM ambassadors to implement socially just practices across informal and formal learning environments, emphasizing co-design and critical reflection in all interventions.
Jorge Silveyra is an Assistant Professor of Computer Science at Lafayette College. He recently joined the faculty and teaches Database Management Systems and Principles of Data Science courses to both CS majors and non-majors. His research focuses on addressing energy insecurity for low-income households through computational approaches and machine learning. Specific areas of interest include: Urban Building Energy Modeling (UBEM) Optimal resource allocation for programs like LIHEAP (Low Income Home Energy Assistance Program) Reducing energy inequality through data-driven policy recommendations Socioeconomic stability through fair energy policies Application of ML techniques to predict impact of energy assistance strategies Promoting sustainability through equitable resource distribution Professor Silveyra employs interactive and challenging teaching methods that encourage student discovery. His classes are described as casual yet rigorous, with a focus on helping students uncover skills they didn't know they had. He believes in creating learning environments where students can discover new concepts with his guidance while accomplishing tasks they previously thought impossible. Outside of academia, Silveyra enjoys video games (particularly Zelda and Mario series), frequenting the gym, and cycling on the D&L Trail on weekends with friends. His approachable personality extends beyond the classroom into campus community engagement.
