Dr. Yang Zhou is Assistant Professor of Economics at the University of North Texas and Assistant Director of the Economics Research Group. His research spans public economics, urban/regional economics, and applied machine learning, with a focus on housing markets, political economy, and policy evaluation. His work examines how institutions and policies shape economic outcomes, with recent studies on housing values, economic freedom, and crisis resilience. Methodological approaches include text analysis, spatial econometrics, and machine learning applications. Recent publications explore pandemic economics, craft brewery impacts on property values, and facial recognition in labor markets. Awards include the Don Lavoie Prize (2019) for political economy research. Research collaborations focus on policy-relevant questions with implications for community development and institutional reform. Current projects investigate migration patterns, censorship effects, and economic resilience frameworks.
Tom Smeets is a Full Professor of Clinical Psychology at the Tilburg School of Social and Behavioral Sciences (TSB), Tilburg University. He serves as Head of the Department of Medical and Clinical Psychology and Scientific Director of the Centre of Research on Psychological disorders and Somatic Diseases (CoRPS). University : Tilburg University School : Tilburg School of Social and Behavioral Sciences Department : Medical and Clinical Psychology Email : T.Smeets@tilburguniversity.edu His research focuses on stress and trauma-related psychopathology, neurobiology of learning and memory, instrumental behavior, avoidance, fear conditioning, and EMDR. He explores how neurological, psychophysiological, and psychological markers of resilience interact with stress-related disorders, including studies on acute stress effects and memory systems. Recent publications (2025) highlight his work on virtual reality interventions for childhood anxiety, climate anxiety measurement inconsistencies, cognitive biases in depression/anxiety, emotional information-processing in mental disorders, and Tetris-based trauma interventions. His datasets include Boosting long-term effects of degraded memories via acute stress and Tracking fear levels during the coronavirus pandemic . Scientific Awards : NWO Brain and Cognition Grant NWO RUBICON Grant NWO VENI Grant NWO VIDI Grant External Roles : Board Member, RINO Zuid (2021–2029) Board Member, Experimental PsychoPathology (2020–2028) Grant Reviewer for NWO, ZonMW, DFG, FRS-FNRS, NIAS-Lorentz He leads the Follow the Dot to Beat Anxiety project and contributes to Prof. A. Jansen’s NWO-funded Gravitation Programme , advancing digital mental health tools and stress-related disorder interventions.
Stephan Hartmann is Chair of Philosophy of Science and Alexander von Humboldt Professor at Ludwig-Maximilians-Universität München (LMU Munich), where he also serves as Head of the Munich Center for Mathematical Philosophy. His academic journey spans multiple prestigious institutions across Europe, establishing him as a leading figure in contemporary philosophy of science. Hartmann received his academic training at Justus-Liebig University Giessen, where he completed a Diploma in Physics (1991), a Master in Philosophy (1991), and a PhD in Philosophy (1995). Prior to joining LMU Munich in 2012, he taught at Tilburg University, the London School of Economics, and the University of Konstanz, with visiting appointments at the University of California at Irvine, Lund University, and the Center for Philosophy of Science at the University of Pittsburgh. Hartmann's research program centers on the application of formal methods to philosophical problems, particularly through Bayesian frameworks. His work bridges philosophy of science, philosophy of physics, formal epistemology, social epistemology, and cognitive science. He has developed influential models for understanding reasoning, argumentation, deliberation, and scientific explanation using probabilistic and mathematical approaches. His current research focuses on the philosophy and psychology of reasoning and argumentation, the philosophy of physics (especially open quantum systems), and formal social epistemology (particularly models of deliberation). His extensive publication record reveals a consistent trajectory of applying formal methods to philosophical questions, with increasing emphasis on Bayesian approaches across multiple domains. Hartmann's work demonstrates remarkable integration of mathematical precision with philosophical depth, particularly in addressing traditional problems in epistemology and philosophy of science through computational and probabilistic frameworks. His research shows strong continuity in exploring how formal models can illuminate fundamental questions about scientific reasoning, evidence, and rationality. Alexander von Humboldt Professor President of the European Philosophy of Science Association (2013-2017) President of the European Society for Analytical Philosophy (2014-2017) Hartmann leads the Munich Center for Mathematical Philosophy, which serves as a hub for interdisciplinary research at the intersection of philosophy, mathematics, and formal methods. Under his direction, the center has become a prominent institution for advancing mathematical approaches to philosophical problems, fostering collaborations between philosophers, mathematicians, physicists, and cognitive scientists. His work has significantly influenced how formal methods are applied to traditional philosophical questions, particularly in epistemology and philosophy of science.
Professor Panos Papanastasiou is affiliated with the Department of Civil and Environmental Engineering at the University of Cyprus, within the School of Engineering. He has held significant administrative roles including founding President of his department, Dean of the School of Engineering, and founding Director of the Master's Program in Natural Gas Engineering. PhD in Civil Engineering, University of Minnesota (1990) MS in Civil Engineering, University of Minnesota (1986) BSc in Civil Engineering, National Technical University of Athens (1984) His research focuses on geomechanics across petroleum engineering, energy transition, and environmental applications. Key areas include hydraulic fracturing , wellbore stability , sand production , and CO2 geological storage . He also investigates green hydrogen storage , photovoltaic cracking , and offshore pipeline dynamics . Recent publications highlight his leadership in hydraulic fracturing modeling (2025), green hydrogen integration (2024), and geomechanical analysis of faulted reservoirs (2025). His work spans computational mechanics, energy systems, and environmental risk assessment. Scientific Recognition : Top 2% scientist worldwide in Geoscience, Energy and Engineering (Stanford University ranking)
Robin A. Costello is an Assistant Professor in the Department of Biological Sciences at the University at Buffalo, part of the College of Arts and Sciences. His research focuses on identifying systemic barriers to student success in postsecondary biology courses and evaluating evidence-based interventions to reduce these barriers. He employs experimental and quantitative methods to study the social aspects of learning and student persistence in STEM fields. Dr. Costello holds a BA in Biology from Dartmouth College, a PhD in Behavioral Ecology & Evolutionary Biology from the University of Virginia, and completed a postdoctoral fellowship in Biology Education Research at Auburn University. His work addresses topics such as ideological awareness in curricula, humanizing scientists in course materials, and challenging racial misconceptions in genetics education. His research has been published in journals like Research in Science Education , CBE—Life Sciences Education , and International Journal of STEM Education . He leads the Costello Lab, which investigates pathways to equity in STEM education and the role of social networks in ecological systems. Notable contributions include studies on counterstereotypical scientist role models, test anxiety reduction strategies, and demographic disparities in STEM degree attainment. His interdisciplinary approach bridges education research and evolutionary biology, reflecting his dual expertise in pedagogy and ecological systems.
Daniel B. Shank is an Associate Professor of Psychological Science at Missouri University of Science & Technology, where he specializes in social psychology and technology interactions. His research primarily focuses on social psychological interactions with and perceptions of artificial intelligence, including morality, emotions, relationships, impressions, and behavior toward AIs. He has received over $3 million in external and internal grants including major funding from the National Science Foundation and the Army Research Office. Dr. Shank's educational background includes a PhD and MA in Sociology, an MS in Artificial Intelligence, all from the University of Georgia, and a BA in Computer Science from Harding University. He previously served as a postdoctoral research fellow at the University of Alabama Birmingham and at the University of Melbourne in Australia. His research interests span social psychology, artificial intelligence, human-computer interaction, technology and emotions, morality and AI, smart home technology, and digital sociology. He has published over 50 peer-reviewed articles in psychology, sociology, and behavioral science technology journals such as Computers in Human Behavior, Journal of Personality and Social Psychology, and Journal of Experimental Psychology Applied. In 2025, he published the book The Machine Penalty: The Consequences of Seeing Artificial Intelligence as Less Than Human with Palgrave-Macmillan, which argues that comparing AI to humans leads us to diminish similar outcomes from AI across various situations. His publication record shows a consistent focus on human perceptions of AI, particularly examining how people judge AI morality compared to humans, emotional responses to AI, and everyday ethical issues with AI rather than just theoretical dilemmas. His recent work has increasingly focused on real-world AI ethics, smart home technology adoption, and the affective impressions people form of AI systems. Professional Recognition: 2024 Faculty Excellence Award, Missouri S&T 2023 Experiential Learning Award, Missouri S&T 2023 Innovative Teaching Award, College of Arts, Science, and Education, Missouri S&T 2021 Research Award, College of Arts, Science, and Business, Missouri S&T 2019 Faculty Research Award, Missouri S&T Dr. Shank actively involves students in his research, as evidenced by his 2021 award for involving students in research. His grant funding from organizations like the National Science Foundation and Army Research Office supports both his research agenda and student participation in meaningful scholarly work.
Steve Ulrich is an Associate Professor in the Department of Mechanical and Aerospace Engineering at Carleton University and Director of the Spacecraft Robotics and Control Laboratory. He holds a B.Eng. and M.A.Sc. in Electrical Engineering from Université de Sherbrooke and a Ph.D. in Aerospace Engineering from Carleton University. His research focuses on spacecraft guidance, navigation, and control (GN&C), computer vision-based navigation systems, and space robotics. He has contributed to ESA’s PROBA-2 spacecraft systems and MIT’s space systems laboratory experiments. Education: B.Eng, Electrical Engineering, Université de Sherbrooke (2004) M.A.Sc, Electrical Engineering, Université de Sherbrooke (2006) Ph.D, Aerospace Engineering, Carleton University (2012) Research Interests: Spacecraft GN&C algorithms/software Proximity operations and formation flying Attitude dynamics and control Robotics and computer vision Solar drag and perturbation management His recent work emphasizes deep learning for autonomous capture systems, real-time vision-based navigation, and adaptive control strategies for space robotics. Articles highlight advancements in obstacle avoidance, optimal guidance, and experimental validation of control algorithms. The Spacecraft Robotics and Control Laboratory develops technologies for on-orbit servicing and debris removal. Advising focuses on graduate students in aerospace robotics and control systems. His lab collaborates with industry on projects like tether-based debris capture and CubeSat navigation systems.
Ineke Mennen is Professor of Applied English Linguistics at the University of Graz, where she heads research in phonetics and bilingualism. She previously held the Chair of Bilingualism and Linguistics at Bangor University and positions at Edinburgh, Newcastle, and Queen Margaret universities. Her research investigates intonation systems across languages, examining how differences emerge in speech production, perception, and acquisition. Current FWF-funded project 'When your native language sounds foreign' explores L1 phonetic attrition. Her work combines acoustic analysis with perceptual experiments to understand bilingual speech patterns. Dr. Mennen has secured funding from ESRC, AHRC, FWF, and British Academy. She supervises doctoral research on L1 attrition, bilingual acquisition, and sociophonetic variation. Recent publications examine plasticity of native intonation in migrant populations.
Suzanne Bost is a Professor and Chair of the English Department at Loyola University Chicago, with affiliations in Women’s Studies and Gender Studies. Her research bridges interdisciplinary fields, focusing on Latinx Studies, Ethnic Studies, and Feminist Theory, with a particular emphasis on Gloria Anzaldúa’s archives and posthumanist ethics. She holds a BA from the University of Texas at Austin and an MA/PhD from Vanderbilt University. Her work explores intersections of disability, decolonial thought, and embodiment in literature. Recent projects include analyzing ethical alternatives to liberal humanism through queer ecologies and trans-species narratives. Her book Shared Selves: Latinx Memoir and Ethical Alternatives to Humanism (2019) exemplifies her innovative approach to cross-genre scholarship. Bost’s publications span journals like Disability and the Global South and Frontiers: Journal of Women’s Studies , with a focus on topics such as healing justice, archival methodologies, and feminist pedagogy. She won the 2010 NWSA Gloria E. Anzaldúa Book Prize for Encarnación: Illness and Body Politics in Chicana Feminist Literature . Her teaching prioritizes transformative education, emphasizing experimental methodologies and collaborative learning. She has advised students on interdisciplinary projects but no formal advisee list is provided. Bost’s work often intersects with public scholarship, advocating for embodied and socially engaged intellectual practices.
Judy Watts serves as an Assistant Professor at the University of Kansas' William Allen White School of Journalism and Mass Communications, where her research examines media's impact on emotional responses, attitudinal shifts, and knowledge acquisition across diverse populations. Her work bridges health communication, narrative persuasion, and developmental media studies with particular focus on sensitive health contexts. Her educational background includes: B.S. in Radio-TV-Film from the University of Texas at Austin M.S. in Public Service from the Clinton School of Public Service at the University of Arkansas Ph.D. in Communication from The Ohio State University Watts' research centers on narrative persuasion mechanisms in health communication, particularly regarding medicated abortion, end-of-life care, and HPV education. She investigates how narrative versus non-narrative formats affect knowledge retention and attitude formation, while also exploring children's media comprehension and the role of family communication in health information sharing. Her experimental approach often examines emotional processing pathways and demographic moderators. Analysis of her 15 most recent publications (2022-2025) reveals consistent focus on high-stakes health communication scenarios where narrative messaging influences knowledge and behavior. Key patterns include comparative analysis of narrative/non-narrative efficacy in reproductive health contexts, investigation of source credibility dynamics (especially celebrity vs. expert sources), and examination of how ethnic-racial media representation shapes parental socialization practices. Her work increasingly addresses misinformation correction and the psychological functions of nostalgic media.
Jacqueline M. Chen is an Associate Professor in the Department of Psychology at the University of Utah's College of Social and Behavioral Science. She directs the Social Cognition and Intergroup Perception (SCIP) Lab, investigating diversity, intergroup relations, and social perception processes across cultural contexts. Her research examines categorization dynamics in diverse social interactions, impression formation across racial boundaries, and psychological impacts of multicultural experiences. Current projects explore accent diversity, racial ambiguity perception, and identity complexity in multiracial individuals. Recent publications demonstrate a focus on reducing social biases through experimental interventions, with recurring themes of prejudice reduction, identity negotiation, and institutional influences on intergroup attitudes. Methodologically, this work combines behavioral experiments with cross-cultural comparative frameworks.
Shichun Huang is an Associate Professor in the Department of Earth & Planetary Sciences at the University of Tennessee at Knoxville. His research focuses on high-temperature geochemistry, igneous and metamorphic petrology, metal stable isotope geochemistry, and cosmochemistry. Huang holds a PhD from MIT (2005) and a BSc from the University of Science and Technology of China (1998). His work integrates experimental and computational methods to study Earth's mantle and the early Solar System, with recent projects exploring mantle plumes, isotope fractionation, and planetary formation processes. Notable contributions include studies on calcium isotope dynamics in mantle melting, Hawaiian plume flux variations, and machine learning applications to mantle thermobarometry. Huang leads sponsored projects funded by NSF and DOE, addressing critical mineral recovery and planetary biosignatures. He coordinates the UTK ICP-MS lab and serves on editorial boards for Geochimica et Cosmochimica Acta and Scientific Reports . His teaching includes advanced courses in geochemical data analysis and seminar series on geochemistry. Recent articles highlight interdisciplinary approaches in mantle dynamics, planetary differentiation, and stellar chemistry. His work bridges field observations, laboratory experiments, and computational modeling to advance understanding of Earth's evolution and extraterrestrial processes.
Alan Fine is a Professor in the Department of Physiology and Biophysics and affiliated with the School of Biomedical Engineering at Dalhousie University. His research focuses on neural information processing and storage mechanisms, particularly synaptic signaling and plasticity. He employs advanced optical imaging methods, including multiphoton and confocal imaging, to study dendritic spines and neurotransmission. His interdisciplinary work explores calcium-induced calcium release (CICR) in spines and the relationship between synaptic plasticity and morphological changes. Education details are not explicitly listed, but his research integrates cellular, molecular, and network-level neuroscience. He investigates long-term potentiation, synaptic plasticity, and the role of calcium signaling in memory formation. While no awards are mentioned, his publications highlight contributions to understanding olfactory development and stochastic neural networks. His work involves developing imaging techniques and collaborating on projects such as zebrafish olfactory conditioning. The lab’s research emphasizes experimental approaches to decode neural circuitry and synaptic dynamics, with applications in neurobiology and neuroimaging technologies.
Dr. Ann X. Huang is an Associate Professor in the Special Education program at Duquesne University's School of Education, specifically within the Department of Educational Foundations and Leadership. Her work focuses on assessments and education for children with Autism Spectrum Disorders (ASD) and Learning Disabilities (LD), emphasizing evidence-based behavioral interventions grounded in Applied Behavior Analysis (ABA) and Positive Behavior Supports. Education: She earned her Ph.D. in Applied Behavioral Analysis from Tennessee Technological University in 2007. Her research has been consistently funded through grants from organizations like the Pennsylvania Department of Public Welfare, Autism Speaks, and the ALCOA Foundation, totaling over $300,000 in principal investigator roles. Research Interests: Dr. Huang's work addresses transition planning, social skills training, and inclusion strategies for adolescents and young adults with disabilities. She has pioneered university-based transition programs and explored barriers faced by immigrant families accessing ASD services. Her studies include analyzing self-awareness in high-functioning ASD individuals and examining disparities in mental healthcare access for immigrant children with ASD. Grants & Contributions: Over 15 grants since 2008 highlight her leadership in transition planning research, including a focus on STEM support for college students with ASD. Her collaborative projects with colleagues like Dr. T. Hughes have explored ASD in criminal justice contexts and sexual offender populations. Labs/Teams: While specific lab names aren't listed, her work is conducted through Duquesne's educational programs and partnerships with agencies like the Bureau of Autism Services. She serves as an Associate Editor for Frontiers in Educational Psychology and maintains active memberships in ABAI, ACEI, and the Autism Society of America.
Kristin Shutts is a Professor and Associate Chair for Undergraduate Studies at the University of Wisconsin–Madison's Department of Psychology. Her research focuses on social cognitive development, particularly how children form social categories and develop intergroup biases. She explores cultural influences on social cognition, mechanisms underlying category formation, and strategies to reduce biases. Her work bridges developmental and social psychology. Shutts leads the Social Kids Lab, investigating topics like parental influence on racial bias, group-based hierarchies, and intuitive sociological understanding. Notable recent publications address White parents' role in mitigating children's biases and children's perceptions of social hierarchies. No scientific awards are explicitly listed. Her advising and grant activities are not detailed here. The Social Kids Lab serves as her primary research unit, emphasizing experimental methods to study child social cognition.
