Gioacchino Cafiero is an Associate Professor at the Department of Mechanical and Aerospace Engineering (DIMEAS), Polytechnic University of Turin. His research focuses on data-driven experimental fluid mechanics, particularly applying machine learning techniques like deep reinforcement learning and genetic algorithms to control turbulent flows and optimize fluidic actuators. As a member of the Fluid Dynamics research group, he leads projects such as GREENER (drag reduction via sinusoidal riblets) and WINDED (drone wind investigation), while also directing commercial research on friction stress measurement methodologies. Specializes in turbulent flow control and machine learning applications Teaches PhD courses on Machine Learning for Flow Control Supervises students in aerospace engineering programs Recent publications analyze jet turbulence with explainable AI, heat transfer fluctuations in channel flows, and riblet-induced drag reduction. His work bridges aerospace engineering and fluid dynamics, contributing to SDG goals 9 (Industry Innovation) and 13 (Climate Action). Scientific awards include the Learning to Teach (L2T) Open Badge from Politecnico di Torino.
Dr. Carlos Montalvo is an Associate Professor in the Department of Mechanical, Aerospace, and Biomedical Engineering within the College of Engineering at the University of South Alabama. His research focuses on the intersection of flight dynamics, control engineering, and air vehicle design. He leads the Facility for Aerospace Systems and Technology (FAST) Lab, which conducts cutting-edge research in unmanned aerial systems. Education: Ph.D. in Aerospace Engineering, Georgia Institute of Technology M.S. in Aerospace Engineering, Georgia Institute of Technology B.S. in Aerospace Engineering, Georgia Institute of Technology Dr. Montalvo's research interests center on dynamic simulation, control system design, and flight testing, with particular emphasis on developing new flight control algorithms and vehicle designs to improve autonomous air vehicle performance. His work spans fixed-wing aircraft, rotorcraft, projectiles, parafoil vehicles, and multi-body systems. The FAST Lab, which he directs, specializes in controls of multi-body systems including aircraft, quadrotors, parafoils, projectiles, spacecraft, and tethered systems. Analyzing his recent publications reveals a consistent focus on innovative aerospace control systems across multiple platforms. His research bridges theoretical control algorithms with practical implementation in diverse aerospace applications, from electric sails for space propulsion to advanced UAV control systems. A notable trend is his work on multi-body systems and unconventional aircraft configurations, demonstrating expertise in complex dynamic systems. Dr. Montalvo serves as faculty advisor for the American Institute of Aeronautics and Astronautics (AIAA) Student Chapter and USA Launch Society Student Chapter. His research has been supported by collaborations with NASA, most notably his contribution to the Mars 2020 mission that successfully landed the Perseverance rover on Mars in February 2021. At the FAST Lab, Dr. Montalvo oversees research projects involving dynamic simulation coupled with applied estimation of custom-made aircraft, design of control systems and mechanisms, and experimental testing to improve autonomous aerospace vehicle performance. His lab has been involved in significant projects including NASA's Mars 2020 mission and development of fixed-wing unmanned aerial surveillance aircraft in partnership with the Disaster Preparedness Program.
Katharine Hill serves as Professor in the School of Social Work within the Morrison Family College of Health at the University of St. Thomas, concurrently holding the administrative role of Associate Vice Provost for Faculty Advancement and Research. She oversees faculty development, grants management, sponsored programs, and the Institutional Review Board while advancing university-wide diversity and inter-professional initiatives. Her academic credentials include: PhD and MSW from University of Minnesota-Twin Cities BA from Macalester College Dr. Hill's research pioneers political social work , focusing on nonpartisan voter engagement among college students and marginalized populations, alongside advocacy for children with disabilities in child welfare systems. Her work integrates macro practice with policy analysis, emphasizing community-based interventions, program evaluation, and nonprofit administration to cultivate social workers as change agents. Her 2018 publications reveal a concentrated research trajectory bridging voter mobilization and child welfare policy , demonstrating how educational settings can drive civic participation while addressing systemic inequities for vulnerable youth. These works establish social work's critical role in democratic engagement and policy reform. Key recognitions include: Distinguished Early Career Grant for voter engagement research Campus Election Engagement Project funding for student voter mobilization President’s Civic Engagement Stewardship Award for institutionalizing civic mission As former BSW Program Director and School of Social Work Director, Dr. Hill has shaped curriculum and mentored students through high-impact initiatives like the voter engagement project, where she supervises student fellows in nonpartisan registration drives and ballot education. Her grant leadership spans competitive internal funding and national partnerships advancing civic participation. She spearheads St. Thomas' voter engagement ecosystem through the Center for the Common Good, collaborating with Campus Election Engagement Project to implement campus-wide voting initiatives that connect students with electoral processes through value-aligned civic education.
Rebecca Malatesta, Ph.D., serves as a Lecturer and Student Success Coordinator/Chief Academic Adviser in the Department of Psychology at Oakland University. She also coordinates internships and field experiences while providing holistic academic support to psychology students through course selection guidance, graduate school preparation, and career development resources. Education: PhD in Industrial and Organizational Psychology, Wayne State University (1995) MA in Industrial and Organizational Psychology, Wayne State University (1993) BA in Psychology, Central Michigan University (1989) Her expertise centers on Industrial and Organizational Psychology with strong specialization in Social Psychology, Research Design, and Psychometric testing. She teaches foundational courses including Introductory Psychology, Social Cognition, and Industrial/Organizational Psychology while emphasizing practical applications of psychological principles in academic and professional settings. In her advisory role, Dr. Malatesta provides comprehensive student support covering research assistant opportunities, Psi Chi honor society membership, study abroad programs, and internship placements. She develops tailored academic pathways for students pursuing careers in psychology through structured field experiences and graduate school application guidance.
Joseph S.B. Mitchell is a SUNY Distinguished Professor at the Department of Applied Mathematics and Statistics, State University of New York at Stony Brook. His office is located in Math Tower, Room P-138A. His research spans computational geometry, algorithms, optimization, and related fields. Research Interests: Prof. Mitchell's work focuses on fundamental and applied problems in geometric computing, including: Algorithm design for spatial optimization (e.g., art gallery problems, dispersion) Robotics applications (multi-agent path planning, sensor deployment) Efficient solutions for geometric data structures and visibility constraints Recent Publications: His 15 most recent articles (2024-2025) demonstrate a consistent focus on geometric optimization, visibility problems, and algorithm design for polygons and networks. Common themes include approximation algorithms, multi-robot coordination, and combinatorial solutions for spatial challenges. Awards: SUNY Distinguished Professor (recognizing exceptional academic contributions)
Louise Whitaker, Associate Professor in Social Work at Southern Cross University's Faculty of Health, is a renowned scholar dedicated to transformative mental health approaches. She holds qualifications including a BSocWk, MSocWk from the University of Queensland, and a PhD from the University of Sydney. BSocWk, MSocWk - University of Queensland PhD - University of Sydney Her research program bridges cooperative inquiry methods, mental health practice, and pedagogy, emphasizing rights-based frameworks and Indigenous epistemologies. She studies severe mental distress conditions like schizophrenia and bipolar disorder through action-oriented methodologies. Recent publications highlight trends in trauma-informed care, co-design learning, and democratizing online education. Her collaborative research with Principal Supervisor roles includes studies on peer support workers, refugee women's empowerment, and telehealth practices. Best Pedagogical Article (2017) First Prize for Excellence - Anglicare Australia (2021) Community Impact Award (2019) Inspiring Educators Award (2021) Outstanding Teaching Award (2024) Louise leads the Australian Association of Social Workers National Research Committee and the International Network for Cooperative Inquirers.
Lisa Österling is a Senior Lecturer and Program Manager for KPU90/KPU60 at Stockholm University's Department of Subject Didactics. She has been employed as a lecturer in mathematics didactics since 2021, previously working as an assistant professor in mathematics didactics at Stockholm University, and before that as a high school teacher in mathematics and Swedish. Her research focuses on mathematics teacher education, with particular interest in how language, communication, and inclusive collaboration shape teaching and learning. She is actively involved in several research groups: LeTME – Language Transitions in Mathematics Education: Investigating how the language of mathematics changes as students move between school levels LUGN – Teacher Education Group: Focusing on mathematics teacher education across all teacher education programs Professional development in VFU: Examining how student teachers' professional development is shaped during placement SOCAME – Social and critical aspects in mathematics education: Researching mathematics education as a social, cultural and political phenomenon Dr. Österling's research examines the intersection of theory and practice in teacher education, particularly how conceptual knowledge becomes visible (or invisible) in mathematics teacher preparation. Her work addresses issues of inclusion, diversity, and accessibility in mathematics education, with a focus on how student teachers develop their professional identities. She is particularly interested in how language, communication, and inclusive collaboration can enhance mathematics teaching. She is involved in several significant research projects: IM2PACT – In(Ex)kludering och materialitet i matematik och fysik: Investigating who feels at home in mathematics and physics education at universities, with focus on underrepresented groups Net-DiMaTE – Research network on diversity and inclusion in mathematics teacher education REMath – Researching Practice-Based Mathematics Teacher Education TRACE – Tracking mathematics teacher education in practice Dr. Österling teaches mathematics didactics for subject teacher programs, KPU and CL programs at KTH. She is responsible for VFU courses, conducts lesson observations, and facilitates three-party conversations during students' VFU. She supervises degree projects at undergraduate, advanced, and master's levels. Her teaching emphasizes making content accessible through language and providing access to both academic and applied knowledge for teachers. Her publications consistently address how teacher education can be made more accessible, exploring tensions between theoretical knowledge and practical application, and examining images of the 'desired teacher' across different educational contexts. Her doctoral dissertation 'Desires for mathematics teachers and their knowledge' highlighted how conceptual knowledge often remains invisible in teacher education, creating barriers to access.
Megan Hicks is an Assistant Professor at Wayne State University's School of Social Work, conducting critical research on health disparities and juvenile justice outcomes among Black youth in Detroit. Her work examines adverse childhood experiences (ACEs), community risk factors, and relational protective mechanisms influencing healthy development, with leadership roles in evaluating the Wayne County juvenile justice system and studying social determinants of health in Black families. Her academic credentials include a PhD in Human Development and Family Science from The University of Georgia (2017), an MS in the same field (2014), and a BA in Sociology from The Ohio State University (2011). Dr. Hicks' research program centers on structural and interpersonal determinants of health in Black communities, employing complex quantitative methods to investigate juvenile justice involvement, mental health disparities, and protective factors. Her expertise spans program evaluation, prevention science, and community-based intervention development for Black youth and families, with methodological rigor in longitudinal analysis and large urban datasets. Her 15 most recent publications (2021-2025) reveal consistent thematic focus on racial discrimination, trauma exposure, and systemic inequities affecting Black populations. Key methodological strengths include advanced statistical modeling of ACEs impacts, intersectional analysis of gender/race effects, and evaluation of criminal legal system interventions, demonstrating translational potential for policy reform. Notable recognitions include: Society for Prevention Research 2018 Minority Travel Award Student and New Profession Best Paper Award (2017) Sloboda and Bukoski SPR Cup Winner for rapid data analysis (2017) Dr. Hicks currently directs two major externally funded initiatives: a comprehensive evaluation of Wayne County's juvenile justice system and a community-engaged study of social determinants of health among Detroit's Black families. She mentors graduate students in research methods and evaluation, with grant-writing expertise supporting community-partnered projects aimed at reducing health disparities through evidence-based interventions.
Dr. Andrew Pendola serves as an Associate Professor in the Department of Educational Foundations, Leadership, and Technology at Auburn University's College of Education. His research centers on educator labor markets, school policy, finance, and equity, with particular emphasis on teacher recruitment and retention patterns to address educator shortages and workplace satisfaction dynamics. Dr. Pendola's scholarly work investigates large-scale patterns in educator mobility, examining how policy decisions impact teacher placement and retention. His research spans rural leadership practices, special education labor markets, and socioecological factors influencing school achievement. He teaches graduate-level courses in school law, budgeting, politics, and leadership ethics, connecting theoretical frameworks with practical administrative challenges. Analysis of his recent publications (2023-2025) reveals consistent focus on teacher retention strategies across diverse contexts, including Alabama-specific interventions and cross-cultural comparisons of rural leadership. His work frequently employs large-scale data to identify resilient schools, examine funding impacts, and develop practical solutions for educator shortages. Key thematic threads include the intersection of mental health and education, STEM graduate student support through the QMER Learning Community, and economic implications of school finance decisions. Dr. Pendola has received significant recognition for his contributions: College of Education Outstanding Faculty Award for Outreach (2022) for improving inclusion, efficacy, and belongingness for graduate students through the QMER Learning Community His research has been featured by prominent organizations including the Scholars Strategy Network, American Academy for the Advancement of Science, and National Association of Secondary School Principals. Dr. Pendola's work provides actionable insights for school administrators addressing teacher shortages and leadership challenges, particularly in high-need and rural educational settings.
Ashley Norris serves as Teaching Assistant Professor in the Department of Human Development and Family Science within East Carolina University's College of Health and Human Performance. She holds dual roles as Birth-Kindergarten Instructor and Internship Coordinator, preparing future educators while coordinating field placements. Prior to this position, she worked as an NCPK teacher in rural Eastern North Carolina. B.S. in Birth Through Kindergarten Education, East Carolina University M.S. in Child Development and Family Relations, East Carolina University Her research centers on strengthening early childhood education systems through innovative teacher support models and campus-based childcare solutions. Norris investigates how coaching frameworks enhance teacher confidence in inclusive classrooms, develops assessment tools for early childhood health education, and explores sustainable pathways for recruiting early childhood professionals. Her work bridges academic theory with practical classroom applications, particularly in PreK settings and teacher induction programs. Dr. Norris has secured significant external funding including the $1.2M COMPASS grant (2022-2025) from the U.S. Department of Education and the NC Childcare Stabilization Grant (2021-2023). Her recent publications demonstrate consistent output in teacher education and early childhood systems, with 9 conference presentations in 2024 alone addressing critical challenges in the field. ECU Centennial Award for Excellence (2022) HDFS Teaching Award (2017) As Internship Coordinator, Norris advises Birth-Kindergarten education students while leading grant-funded initiatives that create professional development opportunities. Her COMPASS project establishes campus childcare solutions supporting student-parents, and she consults with state teacher support programs on framework development and program evaluation. These efforts connect academic training with real-world educational challenges. Though not leading a named laboratory, Norris builds research teams around specific grants like COMPASS and collaborates with James Madison University on early childhood coaching initiatives. Her work with the NC New Teacher Support Program and Virginia's educator support systems demonstrates her commitment to strengthening educational infrastructure through practical, partnership-driven solutions.
Jessica Dare Barrow serves as a Teaching Instructor at East Carolina University's School of Social Work within the College of Health and Human Performance. Her academic appointment focuses on instructional responsibilities in social work education, contributing to the university's mission in human services training and community health initiatives. Her professional expertise centers on Social Work with specialized attention to Clinical Practice methodologies, Community Health programming, and Human Services delivery systems. These interests reflect the School of Social Work's commitment to evidence-based interventions addressing behavioral health disparities and social welfare challenges in diverse populations. Her work supports the development of practice-ready professionals through curriculum design emphasizing trauma-informed care and culturally responsive approaches. While specific details about active research grants or laboratory facilities are not publicly documented, her Teaching Instructor position indicates primary responsibility for classroom instruction and student mentorship within undergraduate and graduate social work programs. The absence of research lab information aligns with typical teaching-focused academic roles in professional schools where clinical field placements serve as primary experiential learning environments.
Dr. Emily Huddleston serves as Assistant Professor in the Education Department of Mount Vernon Nazarene University's Human and Public Service Division, with concurrent roles as University Supervisor (2024-2025) and Adjunct Instructor (2025). Her professional journey spans K-12 band direction, graduate teaching, and scholarly research. Her academic credentials include: Ph.D. in Music Education, Michigan State University (2024) Master of Music in Music Education, University of Cincinnati Bachelor of Music in Music Education, University of Cincinnati Dr. Huddleston's research critically examines gender dynamics in music education , particularly the systemic barriers driving women from band directing careers. Her scholarship explores teacher vulnerability, performance anxiety management, and strategies for creating inclusive classroom environments. This work intersects music pedagogy with gender studies, yielding practical frameworks for educator resilience. Her award-winning publications reveal consistent focus on women's experiences in instrumental music leadership, with recent work analyzing how traditional gender expectations ('You're the man' phenomenon) contribute to career attrition. The 2025 International Conference presentation demonstrates ongoing international engagement with these themes. Recognition includes: Excellence in Diversity Award, Michigan State University College of Music (2023) Dissertation Completion Fellowship, Michigan State University College of Music (2023) As an educator, she leverages 8 years of K-12 band direction experience (Brookville Local Schools, 2010-2018) to mentor student teachers through MVNU's field placement program. Her teaching philosophy emphasizes authentic vulnerability as a pedagogical tool, directly informed by her research on emotional expression in music classrooms. Though no formal lab exists, her research collective centers on qualitative inquiry into music educator experiences, with strong connections to national organizations including Society for Music Teacher Education and Women Band Directors International.
Dr. Christopher M. Marra serves as Associate Professor of Music and Director of Instrumental Activities at Seton Hill University, where he conducts the Westmoreland Symphonic Winds and teaches music education, conducting, and brass courses. Prior to his university position, he spent 10 years as a high school band and orchestra director in San Jose, California, holding leadership roles with the CMEA Bay Section and California Band Directors Association. His academic credentials include: Ph.D. in Music Education with emphasis in wind band conducting from the University of Michigan (2019) M.M. in Music Education with emphasis in wind band conducting from Northwestern University (2010) B.S. in Music Education from Duquesne University (2005) Dr. Marra's research investigates critical intersections between social dynamics and music learning environments. His work on social influence examines how ensemble identity shapes student engagement, while his teacher retention studies identify systemic supports for music educators. His undergraduate preparation research develops practical frameworks for transitioning student teachers into effective practitioners, often addressing attrition challenges in high school programs through innovative marketing approaches. His 13 publications (2016-2022) reveal consistent focus on practitioner-relevant scholarship, with 60% appearing in top-tier journals like the Journal of Research in Music Education. The work demonstrates evolving sophistication from foundational topics like conducting pedagogy toward complex sociological examinations of music education ecosystems, consistently bridging theory and practice through Oxford University Press book chapters and practitioner-focused resources. As an educator, Dr. Marra mentors undergraduate music education students through field placements and research projects, emphasizing real-world application. His research program operates through university-supported professional development funds rather than major external grants, enabling responsive scholarship that addresses immediate field needs. He maintains active collaborations with researchers at Michigan, Northwestern, and other institutions. Dr. Marra directs Seton Hill's instrumental program with emphasis on intentional community building. His 'Culture by Design' philosophy shapes the Westmoreland Symphonic Winds through structured identity development practices that connect social cohesion to musical excellence, as evidenced in his practitioner presentations at national conferences.
Mariola Belda Antolí is a Lecturer in Physiotherapy at the Catholic University of Valencia Saint Vincent Martyr, where she contributes to the education and research mission of the Department of Physiotherapy. Her academic career spans from 2017 to present, with consistent scholarly output in the field of physiotherapy education. Dr. Belda Antolí's research primarily focuses on clinical education in physiotherapy programs. Her work examines student satisfaction with clinical placements, curriculum design for clinical practices, assessment methods aligned with learning outcomes, and the psychological impact of clinical training on students. She has conducted significant research on gender perspectives in clinical education and has participated in inter-university collaborations to develop standardized clinical practice curricula. Her publications from 2022-2024 reveal a strong emphasis on practical applications in healthcare education, with particular attention to how curriculum design affects student experiences and outcomes. Her research employs both quantitative and qualitative methodologies to assess various aspects of physiotherapy clinical education. Dr. Belda Antolí completed her doctoral research at the Catholic University of Valencia San Vicente Mártir in 2017, with a dissertation focused on biochemical analysis of algae extracts and their medical applications, demonstrating a background that bridges laboratory science with clinical applications. As an educator and researcher, Dr. Belda Antolí contributes to advancing evidence-based approaches in physiotherapy education, with practical implications for curriculum development and clinical training programs across institutions.
Jessie West serves as Satellite Field Practice Coordinator and External MSW Supervisor in Salisbury University's School of Social Work, overseeing program sites across Wye Mills, Cecil, Hagerstown, and Southern Maryland. With extensive clinical background in Eastern Shore communities, she specializes in medical social work across acute, sub-acute, palliative care, and outpatient mental health settings. Her professional focus includes: Clinical supervision methodology Therapeutic modalities implementation Field education program development Palliative care social work practices Mental health service integration As a Maryland Board of Social Work approved clinical supervisor, she provides direct guidance to MSW students in field placements and mentors licensed professionals. Having joined Salisbury University in 2012 as an adjunct instructor, she transitioned to full-time service in 2018 after piloting the university's external supervision program, significantly expanding regional training opportunities for social work students.
