Dr. Samita Arora is an Assistant Professor in the Department of Early Childhood Education at George Mason University , part of the College of Education and Human Development (CEHD). Her work focuses on early childhood education for diverse learners, special education, and inclusive curricula. She teaches courses such as Introduction to Early Childhood Special Education , Medical and Developmental Aspects of Disabilities , and Family-Centered Assessment . Dr. Arora's expertise spans language and literacy development in young learners, assessment strategies, and policies in early childhood education. She holds a terminal degree in the field and is affiliated with the Fairfax Campus, specifically Thompson Hall 1200. Key areas of teaching include curriculum design for inclusive settings, early intervention for infants and toddlers with disabilities, and engagement with families of diverse learners. Her courses emphasize evidence-based practices and culturally responsive teaching methods.
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.
Melissa Koenig serves as Professor and Director of Graduate Studies at the University of Minnesota's Institute of Child Development (ICD), where her research examines social and testimonial learning mechanisms in children through investigations of trust, cultural learning, memory, language, and cognitive development. As a first-generation college student, she prioritizes supporting students navigating academic systems through collaborative mentorship. Education PhD (2002), University of Texas at Austin Her research program spans cognitive development, cross-cultural studies, early childhood, language acquisition, theory of mind, and social-emotional development across peer, parent, and romantic contexts. The lab employs interdisciplinary, multi-method approaches with explicit cultural analysis to advance developmental science, particularly examining how children evaluate information sources and integrate testimony into moral frameworks. Analysis of her 2021-2024 publications reveals dominant themes in epistemic trust development, including how children assess informant credibility through moral behavior, group affiliation, and cultural context. Key trajectories show increasing sophistication in distinguishing epistemic versus practical reasoning, cross-cultural variations in trust attribution, and the developmental emergence of resistance to power-based corruption like bribery. Advising & Mentorship Accepts new PhD students for Fall 2026 cohort Requires prospective students to contact prior to December 1 application deadline Public advising statement details mutual expectations and support structures Specializes in guiding students through academic navigation and hidden curriculum challenges She directs the Early Language and Experience Lab, which maintains a collaborative research environment focused on uncovering constraints and supports for children's social learning across diverse contexts, with particular attention to cultural and socioeconomic variables in developmental processes.
Professor Heiko Spallek is Head of School and Dean at the University of Sydney’s Sydney Dental School, leading the school’s integration with the Faculty of Medicine and Health. He also serves as Academic Lead for Digital Health and Health Service Informatics at the faculty level. His research focuses on advancing dental informatics, teledentistry, and evidence-based practice, while advocating for improved oral health policy and public health initiatives. He holds roles including director at Community Connections Australia and membership in the Charles Perkins Centre. Education: DMD, Dr. med. dent., MSBA(CIS), FACD, FAIDH Leadership: Oversees Sydney Dental School’s academic and clinical programs, emphasizing interprofessional education and digital health innovation. Research interests include leveraging big data and machine learning in dentistry, improving access to oral healthcare through teledentistry, and addressing systemic issues in dental education and policy. He has led projects on laser dentistry applications, dental caries prevention, and healthcare workforce regulation. Notable contributions include the OpenWide conference series, the BigMouth dental data repository, and advocacy for equitable dental funding in Australia. Grants include initiatives on oral hygiene in aged care and analysis of healthcare advertising perceptions. Media engagements highlight his role in public discourse on dental access and policy, including commentary on Australia’s dental crisis and aged care reforms. He actively promotes interdisciplinary collaboration through platforms like the Dental Informatics Online Community. Labs/Teams: Directs the Sydney Dental School’s research programs in informatics and public health, collaborating with national and international networks such as the National Dental PBRN.
Barbara Given is a University Distinguished Professor in the College of Nursing at Michigan State University. Her research focuses on the interplay between formal healthcare systems and informal caregiver networks, particularly in oncology and geriatric populations. She has secured over 34 years of NIH funding, including grants from the National Cancer Institute, NIMH, and others. Dr. Given earned her Ph.D. at MSU, following a BSN and MSN from Ohio State University. Her work centers on caregiver burden, symptom management in chronic disease, and caregiver-patient communication. She developed the Caregiver Burden Instrument, widely used in research and clinical settings across multiple languages. Key research interests include: 1) caregiver stress and support systems, 2) symptom management in cancer patients, and 3) healthcare coordination challenges in aging populations. Her NIH-funded projects address adherence to oral chemotherapy, fall prevention in cancer survivors, and psychosocial outcomes post-treatment. Recent articles emphasize innovation in symptom tracking (e.g., text messaging for adherence), caregiver mental health barriers, and longitudinal symptom analysis. Awards/fellowships are not explicitly stated, though her sustained NIH support reflects significant recognition. Dr. Given advises on grants and mentors nurse researchers. She collaborates on interdisciplinary teams focused on palliative care, gerontology, and technology-based interventions. Her work bridges clinical practice and policy, advocating for integrated care models to reduce caregiver burden.
Filip Biljecki is an Assistant Professor jointly appointed at the Department of Architecture within the College of Design and Engineering and the Department of Real Estate at the NUS Business School, National University of Singapore. He is the founder and principal investigator of the NUS Urban Analytics Lab and was awarded the prestigious NUS Presidential Young Professorship in 2020. With over 150 peer-reviewed publications, his research bridges geomatic engineering, geospatial technologies, and urban data science to advance digital twins and data-driven urban planning. Dr. Biljecki's educational background includes: PhD in 3D GIS (cum laude), Delft University of Technology, Netherlands (2017) MSc in Geomatics, Delft University of Technology, Netherlands (2010) BSc in Geodesy and Geoinformatics, University of Zagreb, Croatia (2008) His research interests focus on emerging urban data sources, particularly urban imagery, and their application in 3D city modeling, digital twins, and GeoAI. He explores how crowdsourcing and open science can inform cutting-edge techniques for urban sensing and analytics at city-scale. His work significantly contributes to establishing smart cities through innovative methods that integrate recent advancements in computer science, geomatics, and urban data science. Analysis of his recent publications reveals a strong focus on street view imagery applications for urban analytics, digital twin development, and geospatial AI. His research spans multiple domains including urban morphology, environmental assessment, public health applications, and urban comfort analysis. The interdisciplinary nature of his work is evident in collaborations with researchers from diverse fields, producing impactful studies that address complex urban challenges through innovative methodological approaches. His notable scientific achievements include: Annual Teaching Excellence Award (ATEA), 2025 College Educator Award AY2023/2024, 2025 Urban Informatics Paper of the Year Award, 2023 Top 2% scientists worldwide (Stanford University), 2021 Presidential Young Professorship (NUS), 2020 As an educator, Dr. Biljecki has supervised dozens of students leading to publications in leading journals and placements at top universities and organizations. He has delivered talks at over 120 universities and organizations worldwide including MIT, Stanford, Harvard, and ETH Zurich. His research is supported through various grants and affiliations including his role as Principal Investigator at the Future Cities Lab Global at the Singapore-ETH Centre. The NUS Urban Analytics Lab, which he established, brings together scholars from diverse disciplines to drive research on making cities smarter and more data-driven. The lab has developed innovative tools like ZenSVI for street view imagery analysis and has produced influential research on urban digital twins, urban morphology, and GeoAI applications. Through his leadership, the lab continues to pioneer methods that advance data-driven urban planning and smart city development.
Dr. Prerna Arora is Associate Professor of Psychology and Education at Teachers College, Columbia University, within the Graduate School of Education, Health & Psychology and the Department of Health Studies & Applied Educational Psychology. She directs the School Mental Health for Minoritized Youth and Families (SMILE) Research Lab, where she leads innovative research on mental health equity for immigrant-origin, racial and ethnic minoritized, and historically marginalized youth. Ph.D. in School Psychology – University of Texas at Austin M.A. in Educational Psychology – University of Texas at Austin B.S. in Biology – Arizona State University Predoctoral Internship – Children’s Hospital of Philadelphia Postdoctoral Training – University of Maryland School of Medicine Dr. Arora’s research focuses on culturally tailored mental health interventions, school-based services, barriers to care, and trauma-informed, equity-driven practices. Her work is grounded in participatory action research and mixed methods, aiming to bridge research-practice gaps and empower communities. She has led major funded projects from the Spencer Foundation, National Institute of Mental Health (NIMH), and the U.S. Department of Education, including a $4.9 million grant to train clinicians in culturally responsive services. Her recent publications reflect a strong thematic focus on mental health disparities, cultural adaptation of interventions, school climate, and help-seeking behaviors among AAPI, Latino/a, and immigrant youth. The body of work demonstrates a commitment to advancing equity, social justice, and measurement-based care in school psychology. American Psychological Association Minority Fellowship Program Spencer Foundation Research Grant NIMH Funding U.S. Department of Education OSEP Grant ($4.9 million) Dr. Arora actively mentors PhD and graduate students, many of whom co-author her publications. She has secured major grants that support training, research, and community partnerships. Her leadership extends to editorial roles as Associate Editor of School Mental Health and Consulting Editor of School Psychology Review , and she is a vocal advocate for diversity, equity, and inclusion in academic training and practice. She collaborates extensively with NYC-based organizations, building community-driven research models through the SMILE Lab.
Matthew Lee Smith is a Professor at the Texas A&M School of Public Health , part of Texas A&M University . He is a core faculty member of the Center for Community Health and Aging (CCHA) and the Center for Health Equity and Evaluation Research (CHEER) , and serves as the Director of the Texas Research, Analytics, Innovations, and Research Lab (TRAIL) . Education: Post-Doctoral Fellowship, Health Science Center, Texas A&M University (2010) PhD in Health Education, Texas A&M University (2008) MPH, Indiana University Bloomington (2004) BS in Public Health Education, Indiana University Bloomington (2002) Research Interests: Dr. Smith’s research focuses on aging , chronic disease management , and evidence-based public health interventions . He is particularly interested in health behavior change , health risk assessment , and survey research methodology . His translational work bridges research and practice across healthcare, aging services, and public health systems. He has a strong focus on social determinants of health , including social isolation , caregiving , diabetes self-management , and fall prevention among older adults. His work often targets underserved populations, particularly Black/African American men and rural communities . Scientific Awards: Immunization Neighborhood Champion Award (2024) Responsible Research in Management Award (2023) J. Mayhew Derryberry Award (2022) Consumer Education Program Award (Silver) (2022) Bluebonnet Award (2021) Innovators in Aging Award (2019) Redefining American Healthcare Award (2019) Community ConnecTivity Award (2019) Phillip G. Weiler Award for Leadership in Aging and Public Health (2018) Leadership & Mentorship: Dr. Smith holds leadership roles in several national and state-level initiatives. He is the Co-Director of the Advancing Gerontology through Exceptional Scholarship (AGES) Program and serves on the Steering Committees of the Texas Falls Prevention Coalition , Texas Alzheimer’s Research and Care Consortium , and Texas Social Isolation and Loneliness Coalition . He is also the Director of the Research Scholars & Mentorship Program (RSMP) at the American Academy of Health Behavior. Labs & Centers: He leads the Texas Research, Analytics, Innovations, and Research Lab (TRAIL) , which focuses on developing and evaluating community-based interventions. He is also affiliated with: Center for Community Health and Aging (CCHA) Center for Health Equity and Evaluation Research (CHEER)
Olof Bälter is a Professor in Computer Science at KTH Royal Institute of Technology, affiliated with the Division of Media Technology and Interaction Design within the School of Electrical Engineering and Computer Science. He is the founder of the Technology-Enhanced Learning research group and holds a focus on learning engineering and human-computer interaction. His research interests center on technology-enhanced learning , question-based learning , learning analytics , AI in education , and inclusive pedagogy . A consistent theme in his work is improving efficiency in education and daily life through digital tools. He developed the Pure Question-Based Learning (Pure QBL) methodology, a digital Socratic approach that enhances student engagement and learning outcomes. His work extends to wellness in education through initiatives like walking seminars, and he investigates digital interventions for mental health, such as online Cognitive Behavioral Therapy (CBT) courses. His recent publications highlight trends in AI-generated educational content , learning efficiency , digital pedagogy , and inclusive course design , with applications in computer science education, language instruction, and global development. His research often employs experimental and data-driven methods, including randomized controlled trials and learning analytics. Teacher of the Year at the Surveying program KTH's Pedagogical Prize Higher Education Hero STINT Excellence in Teaching Scholarship (2008 and 2013) Olof Bälter has supervised numerous courses in programming, computer science, media technology, and learning engineering. He has collaborated with institutions such as Stanford University, Williams College, Region Stockholm, Stockholm University, and organizations like Promobilia and Begripsam. His projects aim to scale effective learning methods globally and make education more accessible and efficient. He leads research on the effectiveness of Pure QBL for students with ADHD and is involved in developing digital tools for health literacy and professional development in Ethiopia and Rwanda. His work bridges theory and practice, aiming to transform educational delivery through innovation and evidence-based design.
James S. Kim is a Professor of Education at Harvard University's Graduate School of Education, where he conducts policy-relevant research focused on improving literacy outcomes for low-income students and struggling readers. With an Ed.D. from Harvard University (2002), he leads the READS Lab (Research Enhances Adaptations Designed for Scale in Literacy), a research team that partners with school districts to solve literacy challenges through evidence-based interventions. Dr. Kim's research centers on understanding how building students' domain knowledge and reading engagement can foster long-term improvements in reading comprehension. His work emphasizes experimental design and evidence-based interventions, with a particular focus on addressing educational inequality. His research interests include early education, education policy, evidence-based intervention, human development, inequality and education gaps, informal and out-of-school learning, language and literacy development, and teachers and teaching. Kim's most significant contribution is the Model of Reading Engagement (MORE), a spiraled and sustained content literacy intervention co-developed with schoolteachers that has been shown to improve first to third-grade students' reading comprehension in science, English language arts, and math. Notably, research on MORE meets WWC (What Works Clearinghouse) standards without reservation, and long-term follow-up suggests the intervention's impact persists through fourth grade. His publications reveal a consistent focus on content literacy, domain knowledge development, and transfer effects in reading comprehension. Research on MORE meets WWC standards without reservation Long-term effects of MORE persist through fourth grade Commitment to Open Science principles (open data, open materials, preregistration) As a servant leader, Kim builds long-term partnerships with school districts to implement literacy interventions at scale. His READS Lab promotes open science practices while developing practical solutions to literacy challenges. His research on summer reading interventions, parental text messaging, and classroom-based content literacy approaches demonstrates his commitment to translating research into practice. Kim's current work includes scaling the MORE intervention to improve reading comprehension for high-needs students in moderate to high poverty schools through a Department of Education-funded project (2024-2028).
Lesya Ganushchak is Assistant Professor in Educational Sciences at Erasmus School of Social and Behavioural Sciences, Erasmus University Rotterdam. Her research employs cognitive neuroscience methods to examine language processing, reading development, and educational interventions. Using EEG/ERP and eye-tracking methodologies, she investigates cognitive mechanisms underlying self-monitoring, lexical access, and sentence production. Recent publications demonstrate her focus on evidence-based educational interventions: Meta-analyses of reading proficiency interventions (2024) Inference-making development in early readers (2023) Behavioral nudges improving online learning engagement (2022) Her ORCID profile documents extensive research output with collaborative networks spanning cognitive psychology and education research.
Sven Bölte is a Professor at Karolinska Institutet where he leads the research group focused on Autism, ADHD and other developmental neurological conditions as part of the Center for Neurodevelopmental Disorders (KIND). His work bridges clinical research, education, and practical implementation of evidence-based approaches for neurodevelopmental conditions. Professor Bölte's research spans multiple domains within neurodevelopmental disorders, with particular emphasis on implementing the International Classification of Functioning, Disability and Health (ICF) Core Sets for autism and ADHD using digital solutions. His group has developed and evaluated social skills training programs (KONTAKT, SKOLKONTAKT, iKONTAKT) for autistic children and adolescents, conducted twin research through the Roots of Autism and ADHD Twin Study in Sweden (RATSS), and advanced diagnostic instruments for autism, ADHD, social cognition, and adaptive behavior. His recent publications reveal a strong focus on translating research into practice, with significant work on strengths-based approaches, social inclusion, neurodiversity-affirmative assessment, and the development of practical tools for clinicians and educators. The research demonstrates increasing attention to adult experiences of autism, cross-cultural validation of interventions, and the integration of digital technology in assessment and intervention. Bölte's group also delivers extensive educational components for professionals through KI-Utbildning (Assignment Education), making it one of the largest providers of training on diagnosis and support for individuals with developmental neurological conditions within Karolinska Institutet. His work frequently addresses policy implications, as evidenced by participation in Swedish parliamentary discussions about autism and ADHD.
Associate Professor Helen Adam is a leading academic in the School of Education at Edith Cowan University (ECU), specializing in culturally responsive pedagogy and the role of children’s literature in fostering equity and inclusion. She holds a PhD in Early Years Education (2019) and has extensive experience in primary education and literacy research. Her career includes roles as a teacher, researcher, and leader in teacher education, particularly in addressing systemic inequities through literature. She is Board President of the Primary English Teaching Association of Australia (PETAA) and actively contributes to national and international educational initiatives. Research interests focus on diverse children’s literature, social-emotional development, and dismantling prejudice through books. Notable projects include a Churchill Fellowship (2022) exploring global practices in children’s literature and equity-driven education. Her work has been recognized with awards such as the 2023 Churchill Fellowship and multiple ECU research accolades. Helen supervises postgraduate research in literacy and diversity, including projects on postmodern picturebooks and culturally diverse family representation. She collaborates with institutions like ECU’s Kurongkurl Katitjin Centre for Indigenous Education, emphasizing allyship and support for marginalized groups.
Björn Ross is a Lecturer in Computational Social Science at the University of Edinburgh's School of Informatics, where he is affiliated with the Institute for Language, Cognition and Computation. He serves as Director of the SMASH research group and is part of the management team for the Centre for Doctoral Training in Natural Language Processing (CDT in NLP). His educational background includes: PhD (2019) from the University of Duisburg-Essen MSc in Computer Science (2016) from the University of Münster Exchange year (2014-2015) at the University of Strasbourg BSc in Information Systems (2013) from the University of Münster Ross's research focuses on computational social science, particularly using natural language processing, social network analysis, and agent-based modeling to study social media phenomena. His work examines misinformation, hate speech, bot activity, and the ethical implications of computational methods. He also investigates how social media can be leveraged for social good, especially in crisis communication contexts. A significant portion of his recent research addresses bias and fairness issues in AI systems, particularly regarding marginalized communities and LGBTQ+ identities. His work spans both technical development of computational methods and critical examination of their societal impacts. Analysis of his recent publications reveals a strong trend toward examining bias in AI systems, particularly regarding marginalized communities. His work spans multiple methodologies including computational analysis of social media data, development of NLP techniques, and critical examination of AI ethics. He frequently collaborates across disciplines, working with researchers in computer science, social sciences, and healthcare domains. His professional recognition includes: Best Paper Award at the Hawaii International Conference on System Sciences (HICSS) in 2018 Associate Editor for Business & Information Systems Engineering Active membership in professional organizations including AIS, ACL, and ACM Ross currently supervises multiple PhD students including Agostina Calabrese, Eddie Ungless, Sandrine Chausson, Wendy Zheng, Seraphina Goldfarb-Tarrant, and Mahmoud Ibrahim. At the University of Edinburgh, he teaches courses such as 'Text Technologies for Data Science' and 'Evidence, Argument and Persuasion in a Digital Age,' reflecting his expertise at the intersection of computational methods and social implications.
Gavin Schwarz is a Professor and Head of School at the School of Management and Governance within the UNSW Business School . He specializes in organizational change , organizational failure and inertia , and the dynamics of virtual teams , with a focus on how organizations fail during change processes and how to develop applied strategies for change management . His work spans diverse sectors including healthcare, technology, and education, with publications in leading journals such as Academy of Management Learning and Education and Administrative Science Quarterly . Education : PhD in Management (University of Queensland), MPhil (Hons) in Management (University of Auckland), BA in Management and English (University of Auckland). Grants : 2020 Brock University grant for "University communication in times of COVID-19" , 2020 UNSW Medicine grant for "Translation and change: Embedding effective change management in health" , and earlier Australian Research Council and Gordon J. Samuels Fellowship awards. His research explores the development of knowledge in organizational theories , with an emphasis on collective responses to change , HR management during crises , and technology strategy . He has contributed to understanding organizational communication , team innovation , and structural inertia . His 15 most recent publications cover topics from AI’s role in organizational change to pandemic-driven research adaptation, with keywords spanning management science , behavioral economics , and digital transformation . Scientific Awards 2021-2023 : Outstanding Reviewer Awards (Academy of Management Review) 2017-2020 : Best Reviewer Awards (Journal of Organizational Behavior) 2019, 2013, 2011 : Best Paper Finalist/Awardee (Academy of Management divisions) 2007, 2006 : Editorial Board Excellence (Academy of Management Journal) and Gordon J. Samuels Fellowship As an active supervisor in organizational change and HR development , his work supports healthcare innovation and digital transformation. He serves as Editor-in-Chief for the Journal of Applied Behavioral Science and is on the editorial boards of Academy of Management Review , Journal of Management , and Journal of Organizational Behavior . Contact: g.schwarz@unsw.edu.au
