Lisa M. Jones is a Research Associate Professor of Psychology at the University of New Hampshire , affiliated with the Crimes Against Children Research Center (CCRC) and Family Research Lab . With over 20 years of experience, she specializes in child victimization, abuse, trafficking, and digital safety. Education: Ph.D. in Clinical Psychology – University of Rhode Island (1999) M.A. in Clinical Psychology – University of Rhode Island B.A. in Psychology – University of Virginia Research Focus: Dr. Jones's research spans child abuse and neglect , commercial sexual exploitation of children (CSEC) , human trafficking , youth internet victimization , and digital citizenship education . She leads multiple large-scale studies funded by the CDC, NIJ, WHO, and private foundations, focusing on prevention, intervention, and policy development. Current Projects: She is Principal Investigator on: A 5-year CDC-funded RCT evaluating youth-focused trafficking prevention education in Minnesota. An NIJ-funded quasi-experimental evaluation of Love 146’s services for trafficking victims. An NIJ-funded study on improving national surveillance of child sexual abuse in youth-serving organizations. Private RCTs evaluating digital citizenship programs like Common Sense Education and Google Be Internet Awesome. Publications & Impact: With over 100 publications, her work has shaped national and international discourse on child protection, digital safety, and trauma-informed practices. She regularly presents at national and international conferences. Contact: Email: lisa.jones@unh.edu Address: Crimes Against Children Research Center, 10 West Edge Dr., Suite 106, Durham, NH 03824, USA
Neil Selwyn is a Professor in the Faculty of Education at Monash University with over 30 years of research experience focusing on the integration of digital technology into educational settings. His work centers on the 'real-life' constraints and problems faced when implementing technology-based education, with expertise in AI, automation, data-driven education, and digital degrowth. His primary research interests span digital technology and society, the use of digital technologies in educational settings, digital sociology of education, and environmental sustainability issues associated with digital technology use. Professor Selwyn is recognized internationally for his critical approach to educational technology and has led numerous nationally-funded projects examining educational data, learning analytics, and AI technologies. His recent publications reflect a growing focus on the environmental implications of AI in education, digital degrowth, and the practical challenges teachers face when implementing AI tools in classrooms. This work demonstrates a shift toward examining the sustainability and ethical dimensions of educational technology. Fellow of the Academy of Social Sciences in Australia (2024) Professor Selwyn serves as a media commentator for major outlets including the NYT, WSJ, CNN, Guardian, BBC, and ABC, and hosts the 'Education Technology Society' podcast. He maintains significant international collaborations, currently holding visiting positions at Lund University (2025), University of Oxford (2023-2027), and previously at the University of Gothenburg (2016-2017).
Douglas K. Snyder is a Professor in the Department of Psychological and Brain Sciences within the College of Liberal Arts at Texas A&M University. He previously served as Director of Clinical Training from 1991 to 2012 and has been internationally recognized for his research on marital assessment and outcome research on marital therapy, particularly through his development of the Marital Satisfaction Inventory. Dr. Snyder earned his bachelor's degree from Wittenberg University in 1974, received his doctoral degree from the University of North Carolina at Chapel Hill in 1978, and completed his internship at Duke University Medical Center. Prior to his appointment at Texas A&M, he served on the faculty at Wayne State University in Detroit and at the University of Kentucky in Lexington, where he also served as Director of Clinical Training and Associate Dean in the College of Arts and Sciences. Dr. Snyder's research emphasizes the assessment, treatment, and prevention of couple relationship distress. His work centers on the Marital Satisfaction Inventory, a multidimensional measure of relationship accord now published in several languages and used worldwide. His treatment research focuses on tailoring therapy to specific partner and relationship characteristics by integrating cognitive, behavioral, emotion-focused, and insight-oriented interventions. His specific clinical interests include treating difficult couples with emotional, behavioral, and health problems, with particular attention to military and veteran couples and those dealing with infidelity. Dr. Snyder's recent publications demonstrate continued leadership in couple therapy, with emphasis on evidence-based approaches, treatment of infidelity, military couples, and cross-cultural applications of couple assessment tools. His work spans theoretical advancements and practical clinical applications. Outstanding Research Publication Award, Association for Marriage and Family Therapy, 1991 Professor of the Year Award, Texas Psychological Association - Division of Students, 1993 Award for Distinguished Contributions to Family Psychology, American Psychological Association, 2005 Outstanding Contributions to Science Award, Texas Psychological Association, 2008 Distinguished Alumnae Award, University of North Carolina (Chapel Hill), 2012 Distinguished Psychologist Award for Lifetime Contributions to Psychotherapy, American Psychological Association, 2015 Fellow of the American Psychological Association (Divisions 5, 12, 19, 29, 43) Fellow of the Association for Behavioral and Cognitive Therapies Fellow of the Society for Personality Assessment Dr. Snyder has served as Editor of the Clinician's Research Digest and as Associate Editor for the Journal of Consulting and Clinical Psychology and the Journal of Family Psychology. His research has been supported by the National Institute of Mental Health, with significant focus on military couples and relationship distress. He has developed evidence-based approaches for assessing and treating relationship problems across diverse cultural contexts. Dr. Snyder is affiliated with the Personality Processes research cluster at Texas A&M University, focusing on objective personality assessment and clinical assessment of couples and families. His work bridges research and clinical practice, with emphasis on developing practical assessment tools and treatment approaches for clinicians working with distressed couples.
Dr. Jillianne Code is an Associate Professor at the University of British Columbia's Faculty of Education, Department of Curriculum & Pedagogy, directing the ALIVE Research Lab. Her work focuses on learner agency, educational technologies, and social media's impact on student success. Specializes in immersive virtual environments for assessment Researches self-regulated learning and formative feedback Investigates health education through digital interventions Her recent publications examine pandemic-era educational transitions, digital literacy in teacher training, and cognitive tools in virtual reality. She has received Outstanding Paper Awards for her work on immersive assessment. Dr. Code leads research projects on learning analytics, student engagement in digital spaces, and technology education sustainability. Her work bridges educational theory with practical interventions through digital badges, mobile health applications, and 3D learning environments.
Dr. Sarah Benson is an Associate Professor in the Department of Disability, Inclusion and Special Needs at the University of Birmingham, based at the Dubai Campus. She serves as Programme Lead for the Inclusion and Special Education Needs PGCert and Masters in both the UK and Dubai, and is affiliated with the School of Education. Educational Background: PhD in Special Education, University of Virginia, 2020 MA in International Education, The George Washington University, 2010 BA in English and Special Education, James Madison University, 2002 Her research focuses on inclusive education policy and practice, particularly in the Middle East and North Africa (MENA) region. She explores teacher development, inclusive science curriculum for primary students, and autism support in Gulf countries. Her work is deeply informed by cross-cultural experiences, including Peace Corps service in Jordan and a Fulbright year in Norway. Dr. Benson's recent publications reveal a strong trend in inclusive teaching strategies, policy analysis in Jordan and the UAE, and the integration of science education with special needs pedagogy. Her research emphasizes practical implementation, teacher preparedness, and equity in educational access. Scientific Awards and Honors: Fulbright Scholar (2013) President, Curry School of Education and Human Development (University of Virginia) Dr. Benson is actively involved in research leadership, serving as Principal Investigator for the ESRC-GCRF Bhutan Inclusive Employment and Social Participation Project and Co-Investigator on the Disability Under Siege Network and a study on teachers' perceptions of autism in Ras Al-Khaimah. She currently supervises PhD candidates and contributes to international scholarly communities such as the Council for Exceptional Children and the Comparative International Education Society. She is also engaged in commissioned research, including a report on autism teaching preparedness in Ras Al-Khaimah, and teaches modules on cross-cultural special education, inclusion, and policy analysis.
Paulo Blikstein serves as Associate Professor of Communications, Media and Learning Technology Design at Columbia University. Previously, he was Assistant Professor of Education and (by courtesy) Computer Science at Stanford University and co-founded the Lemann Center for Brazilian Education (2008-2018). Education: Ph.D. in Learning Sciences, Northwestern University (2009) M.A. in Media Arts & Sciences, MIT Media Lab (2002) M.Eng. in Electronic Engineering, University of São Paulo (2000) B.S. in Metallurgical Engineering, University of São Paulo (1998) His research pioneers constructionist learning environments through digital fabrication, educational robotics, and tangible interfaces—focusing on equitable access for underserved communities. Inspired by Paulo Freire and Seymour Papert, he develops open-source tools like the GoGo Board robotics platform and leads the global FabLab@School initiative establishing fabrication labs in schools across four continents. Current work emphasizes multimodal learning analytics to study student interactions in maker-centered classrooms. Publications reveal strong focus on democratizing invention through maker education, with recurring themes in constructionist theory application, multimodal assessment, and context-specific technology adaptation. Brazilian education reform and low-cost computational solutions form significant threads, particularly in 2016-2017 publications. Scientific Awards: Two Google Faculty Awards National Science Foundation Early Career Award (highest U.S. government honor for early-career scientists) Blikstein directs the Transformative Learning Technologies Lab (TLTL) and co-founded Stanford's Center for Educational Entrepreneurship and Innovation in Brazil. His FabLearn conference established the first academic forum on Maker Movement applications in education. While specific grant details aren't listed, the NSF CAREER Award signifies major federal research funding. He spearheads the FabLab@School project deploying advanced fabrication labs in K-12 institutions worldwide and founded the FabLearn conference series. His work integrates teams of engineers, educators, and designers to create scalable solutions for resource-constrained learning environments.
Eric Grivel is a Professor at the University of Bordeaux affiliated with the IMS Bordeaux (Integration Laboratory from Materials to Systems). His research focuses on Signal and Image Processing Spectral Analysis Stochastic Process Modeling His work spans theoretical contributions to signal processing and practical applications in radar systems and biomedical signal analysis. Key trends in his recent publications include Optimization of Detrended Fluctuation Analysis (DFA) for Hurst exponent estimation Development of divergence metrics for comparing ARMA and Gaussian processes Waveform design in MIMO OFDM DFRC (Dual Function Radar-Communication) systems Integration of AI tools like ChatGPT in educational signal processing projects Collaborations and industrial partnerships evident in his publications involve institutions such as Indian Institute of Science Thales Airborne Systems STMicroelectronics CEA Leti Slb (Schlumberger)
Dr. Aria Fallah, MD, is an Assistant Professor in Neurosurgery at the University of California, Los Angeles (UCLA), with secondary appointments in Health Policy and Management. His research focuses on Evidence-Based Surgery , Clinical Trials , and Meta-Analyses for pediatric epilepsy surgery outcomes, including prognostic tools and comparative effectiveness studies . He actively participates in international collaborations like the CTSI and has published extensively in journals such as Epilepsia , Neurology , and Clinical Neurophysiology . University: University of California, Los Angeles Department: Neurosurgery Email: afallah@mednet.ucla.edu Dr. Fallah’s research integrates machine learning and deep learning to analyze high-frequency oscillations in epilepsy, aiming to refine diagnostic and therapeutic strategies. His recent work includes developing tools like PyHFO for oscillation detection and HOPS calculator for predicting seizure freedom after hemispherectomy. His publications highlight collaborations across institutions in pediatric epilepsy surgery , hemimegalencephaly , and thalamic neuromodulation . While no explicit awards or student advisement are listed, his contributions span clinical trials , neuroimmunology , and global neurosurgery initiatives , including work in Haiti.
Christof Paar is a Professor of Embedded Security at Ruhr University Bochum's Faculty of Computer Science. His work focuses on hardware security, cryptography, and embedded systems security. He leads the Embedded Security Group within the CASE Cluster of Excellence (Cyber Security in the Age of Large-Scale Attacks), addressing cutting-edge challenges in hardware Trojans, side-channel attacks, and cryptographic engineering. His research spans FPGA and IoT security, with contributions to physical-layer security, wireless jamming defenses, and tamper-resistant systems. Research Interests: Paar's expertise lies in hardware-software co-design for security, with a focus on embedded systems. His work includes analyzing vulnerabilities in FPGAs, developing countermeasures against side-channel attacks, and exploring physical-layer security mechanisms. He also investigates the human factors in hardware reverse engineering and the implications of adversarial machine learning on security systems. Notable Work: Recent publications highlight breakthroughs in detecting hardware Trojans across CMOS generations, breaking industry-standard IP protection mechanisms (IEEE 1735), and proposing novel defenses like IRShield against adversarial wireless sensing. His group actively contributes to standards for secure embedded systems and IoT devices, emphasizing practical implementations.
Gail E. Joseph is a Professor in the College of Education at the University of Washington, with affiliations in Early Childhood & Family Studies and Learning Sciences & Human Development. She teaches courses, advises students, and conducts research on early care and education, focusing on child care quality, social-emotional learning, teacher education, and technology integration. Ph.D., University of Washington Her research projects include statewide surveys on early childhood workforce conditions, studies on digital professional learning tools like Circle Time Magazine, and evaluations of coaching interventions (e.g., FIND in Childcare) to improve teacher-child interactions. She co-created resources such as Teacher Time and the EarlyEdU Alliance, which aims to enhance early childhood education through accessible bachelor’s degrees. Her publications span topics like social-emotional curricula, behavioral interventions, and inclusive education frameworks. She has held leadership roles as Principal Investigator (PI) of the Head Start Center for Inclusion and Co-PI of the National Center for Quality Teaching and Learning (NCQTL). 2018 David R. Thorud Leadership Award (University of Washington) She currently serves as Executive Director of Cultivate Learning at the University of Washington, advancing professional development and quality improvement initiatives nationwide.
Bryan H. Choi is an Associate Professor of Law at the University of Colorado Law School , where he bridges law and computer science to address software and AI safety. His work on software liability has influenced national cybersecurity strategy discussions. As an Adviser for the ALI Principles Project on Civil Liability for Artificial Intelligence , he shapes legal frameworks for emerging technologies. Education : JD and AB in Computer Science from Harvard University; clerkships with U.S. Court of Appeals judges Leonard I. Garth and William C. Bryson. Roles : Former joint appointment at Ohio State University Law School and Computer Science Department; Faculty Fellow at UPenn's CTIC; Director of Law and Media at Yale's ISP. Research Focus : Choi's scholarship examines software liability , AI accountability , and privacy law through interdisciplinary lenses. He critiques institutional approaches to software safety and advocates for empirical legal frameworks over participation-based models. Recent Articles address AI malpractice , NIST software standards , and forensic tool validation , reflecting trends in AI regulation and cyber-physical system liability . His 2021 NSF grant funded technical-legal methods for safety-critical systems. Awards & Grants : National Science Foundation (NSF) Grant (2021) Adviser, ALI Principles Project on Civil Liability for Artificial Intelligence Community Engagement : Active in Law and Computer Science communities , serving on committees for the ACM Symposium , Cybersecurity Law and Policy Scholars Conference , and co-organizing the AAAI Bridge Program on AI and Law .
Jennifer C. Dalton serves as Associate Professor and Undergraduate Program Director in the Department of Communication Sciences and Disorders within Appalachian State University's Beaver College of Health Sciences. With over 15 years of higher education experience, she provides strategic leadership in curriculum development, program assessment, and student success initiatives across the undergraduate program. Her educational foundation includes: Ph.D. in Speech and Hearing Sciences, UNC Chapel Hill (2012) M.A. in Communication Sciences and Disorders, Appalachian State University (1999) M.B.A., Appalachian State University B.S. in Speech Pathology and Audiology, Kent State University (1997) Dr. Dalton's research bridges clinical practice and educational innovation, focusing on pediatric speech disorders while advancing scholarship in teaching methodologies. Her work examines how experiential education builds graduate competencies and how employment prospects influence student retention, reflecting her commitment to evidence-based program development. Recent publications demonstrate consistent output in higher education scholarship, with three peer-reviewed articles published between 2023-2024 addressing pandemic-era pedagogy, graduate training, and student retention analytics. These works highlight her dual expertise in clinical communication sciences and educational leadership. Her academic recognition includes: 2021 Beaver College of Health Sciences Outstanding Teaching Award 2023 UNC System Academic Affairs Faculty Fellowship Dr. Dalton actively secures program development grants that enhance student learning outcomes through innovative curriculum design. As program director, she oversees clinical education pathways while maintaining her ASHA clinical certification and Quality Matters online teaching credentials. Her leadership emphasizes inclusive education practices that prepare diverse learners for professional success in dynamic healthcare environments. Though not leading a named laboratory, Dr. Dalton is central to departmental research through her scholarship of teaching and learning, influencing clinical education standards across the discipline.
Dr. Ariel Lang is a Professor In Residence in the Department of Psychiatry at the University of California San Diego (UCSD) and holds an Adjunct Professor position in the Department of Family Medicine and Public Health. She serves as Co-Director of the Experimental Psychopathology Track in the SDSU/UCSD Joint Doctoral Program in Clinical Psychology, and directs the VA San Diego Healthcare System (VASDHS) Center of Excellence for Stress and Mental Health (CESAMH). She co-leads the VASDHS Advanced Fellowship in Women's Health and specializes in evidence-based psychotherapeutic approaches for anxiety and trauma-related disorders in military populations. Education: Bachelor of Arts (BA), Psychology, Stanford University (1991) Master of Arts (MA), Clinical Psychology, UCLA (1994) Doctor of Philosophy (PhD), Clinical Psychology, UCLA (1998) Master of Public Health (MPH), Public Health (Biometry), SDSU (2007) Research Interests: Dr. Lang's work centers on assessing and treating PTSD, anxiety disorders, and trauma-related conditions with a focus on complementary and integrative approaches. Her studies frequently intersect with military/veteran populations, women's health, and public health issues such as systemic racism and environmental exposures. She has pioneered interventions like Compassion Meditation , Adaptive Disclosure , and Mantram Repetition Program , often using randomized controlled trials (RCTs) to evaluate efficacy. Her research also addresses co-occurring disorders (e.g., PTSD and substance use), pregnancy/postpartum mental health, and intergenerational trauma effects. Publications Trends: Her recent articles emphasize trauma-focused treatments, integrative health modalities, and veteran-specific healthcare challenges. Over 50% of her recent work involves clinical trial methodologies, particularly RCTs evaluating novel interventions. She consistently explores interdisciplinary topics like the intersection of mindfulness and clinical psychology, and the impact of systemic stressors on mental health outcomes. Awards: In 2022, she was honored as the UCSD Dept of Psychiatry Faculty Champion of Diversity . Grants/Advising: She is Principal Investigator on NIH grants exploring compassion meditation and yoga interventions for veterans, and has led projects funded by the VA and DoD. Her role in the 2023 VA/DoD PTSD Clinical Practice Guideline underscores her influence in shaping national healthcare policies. Labs/Teams: Her work is anchored in the VASDHS CESAMH, a multidisciplinary research center focused on stress-related mental health conditions. She collaborates extensively with researchers in public health, neurology, and military medicine, evidenced by frequent co-authorships in these domains.
Alison J. Mackey is Professor and Chair of the Department of Linguistics at Georgetown University, College of Arts and Sciences. She is a leading scholar in second language acquisition (SLA), with a focus on interaction, feedback, research methodology, and language learning across the lifespan. Her research interests include second language acquisition , task-based language teaching , research methodology , interaction and corrective feedback , and language learning in children and adults . She has published extensively in top-tier journals and book series, shaping methodological standards in the field. Her recent publications reflect a strong trend in methodological rigor , interactionist approaches , and practical applications of SLA research. Themes include data elicitation , stimulated recall , task design , and pragmatic development , spanning both theoretical and classroom-based inquiry. Mildenberg Prize (2012) for The Handbook of Second Language Acquisition American Association for Applied Linguistics Distinguished Scholarship and Service Award International Association of Task-based Language Learning and Teaching Distinguished Achievement Award CHOICE Outstanding Academic Title (2012) Alison Mackey has advised numerous scholars through co-authorship and editorial leadership. She is Editor-in-Chief of Cambridge University Press Annual Review of Applied Linguistics and Editor of the Routledge Second Language Research series, guiding the publication of cutting-edge research. While specific grants are not listed, her editorial work and high citation count (>35,000) reflect significant research impact and funding support. She leads and contributes to major research initiatives such as the IRIS Repository , promoting open-access research instruments in SLA. Her work fosters collaboration across institutions and supports methodological transparency and replication in the field.
Lin Fang is a Professor and Factor-Inwentash Chair in Children’s Mental Health at the University of Toronto's Factor-Inwentash Faculty of Social Work (FIFSW). She holds a Ph.D. from Columbia University and founded the Talk It Out Counseling Clinic , which provides free mental health services to marginalized communities. Her research focuses on cross-cultural experiences, immigrant family dynamics, substance abuse prevention, and anti-Asian racism interventions. Education: Ph.D., Columbia University. Research & Projects: Lin’s work includes SSHRC-funded initiatives like Project APPA (combating anti-Asian racism through parent collaboration), This is My Regent Park (youth perspectives on urban redevelopment), and My Script My Voice (addressing anti-Asian racism among Asian youth). She employs community-based participatory and arts-based methodologies. Developed web-based intervention programs for mental health services. Explores neighborhood and structural factors impacting youth well-being. Grants & Partnerships: Principal Investigator for SSHRC grants, collaborating with organizations like Baycrest and Hong Fook Mental Health Association. The Talk It Out Clinic has trained 39 MSW students, serving over 450 clients in Toronto. Awards: Recipient of the 2015-2016 FIFSW Teaching Award for integrating clinical practice with research in pedagogy. Community Engagement: Advocates for mental health access in racialized communities, particularly during the pandemic. Her work bridges academia and grassroots organizing, emphasizing social justice and equity.
