Dr. Melanie Franklin is a pediatric psychologist at Children's Hospital of Philadelphia with expertise in sleep disorders, treatment adherence, and pediatric psychology. She operates within the Department of Child and Adolescent Psychiatry and Behavioral Sciences and collaborates across multiple teams. BA in Psychology – Muhlenberg College PhD in School Psychology – Lehigh University Residency and Fellowship in Pediatric Psychology – Nemours/A.I. DuPont Children’s Hospital Her research focuses on: Sleep behavior in chronic illness populations Mental health communication barriers ADHD functional outcomes Treatment adherence strategies Recent publications demonstrate expertise in ADHD comorbidities , Cystic Fibrosis sleep interventions , and academic functioning analysis . Key collaborations include: Psychiatry and Behavioral Sciences Sleep Center Pulmonary and Sleep Medicine Division
Elizabeth Frood is an Associate Professor of Egyptology at the University of Oxford, affiliated with the Faculty of Asian and Middle Eastern Studies. She holds dual college fellowships as a Fellow of St Cross College and Honorary Fellow of The Queen's College, with research centered on ancient Egyptian self-presentation, sacred landscapes, and social experience including gender and disability studies. Her academic journey began with first degrees completed in Aotearoa New Zealand, establishing her foundation in Egyptology before her current Oxford appointment. Professor Frood's scholarship uniquely reconstructs non-royal Egyptian lives through biographical texts, graffiti, and visual culture, specializing in the late New Kingdom and Third Intermediate Period (mid-second to early first millennium BCE). Her work bridges textual analysis with material culture studies, examining how individuals expressed identity through sacred spaces, ritual practices, and social interactions. This approach has generated significant insights into elite self-representation and non-elite participation in religious contexts. Analysis of her 14 most recent publications (2007-2023) reveals consistent thematic threads: sustained focus on Karnak temple graffiti projects, evolving methodologies in biographical text interpretation, and increasing interdisciplinary engagement with gender/disability studies. Her collaborative work with the Centre Franco-Égyptien d’Étude des Temples de Karnak demonstrates fieldwork integration with epigraphic analysis. Her academic distinctions include: Fellow of St Cross College Honorary Fellow of The Queen's College Professor Frood actively mentors doctoral researchers across diverse topics including Deir el-Medina statuary, Hatshepsut's iconoclasm, ancient graffiti contexts, gendered domestic spaces, and kinship practices. Her Karnak Graffiti Project (2011-present), co-directed with Chiara Salvador and supported by CFEETK, represents a major sustained research initiative involving fieldwork at the temple of Ptah and eighth pylon, yielding publications, media features, and international scholarly collaborations. She co-directs the Karnak Graffiti Project, a decade-long international collaboration with the Centre Franco-Égyptien d’Étude des Temples de Karnak and Montpellier-based scholars, combining archaeological documentation, epigraphic recording, and digital analysis of temple graffiti across multiple Karnak sectors.
Brett Welch is an Assistant Professor and Biostatistician at the University of Houston with dual appointments in the Department of Communication Sciences and Disorders and the Department of Psychological, Health, and Learning Sciences within the College of Liberal Arts and Social Sciences. Dr. Welch's educational background includes: Ph.D. in Communication Science and Disorders from the University of Pittsburgh M.S. in Communication Sciences and Disorders from the University of Texas Rio Grande Valley B.S. in Linguistics from the University of Texas at Austin B.A. in Communication Sciences and Disorders – Speech-Language Pathology from the University of Texas at Austin Dr. Welch's research sits at the intersection of psychology and communication. He seeks to understand how psychological processes like personality and psychopathology influence communication behaviors, and conversely, how communication behaviors impact psycho-social well-being. His work leverages quantitative methods, cross-sectional studies, and intensive longitudinal designs to interrogate the dynamic interplay between psychological processes and voice and communication behaviors. This research aims to advance understanding of functional voice disorders, improve assessment of psychopathology, and promote well-being for people with and without communication disorders. Dr. Welch has received several notable awards: Honors Council of Academic Programs in Communication Sciences and Disorders PhD Scholarship (2024) New Century Scholars Doctoral Scholarship from the American Speech-Language-Hearing Foundation (2023) New Investigator Forum from The Voice Foundation (2021) As an academic, Dr. Welch serves as an ad hoc peer reviewer for various scientific journals in speech-language pathology and psychology. He is also a mentor in the Students to Empowered Professional Mentoring Program and a member of the American Speech-Language-Hearing Association. His teaching includes Special Problems: Introduction to Quantitative Modeling (COMD 8398). Dr. Welch maintains an active research program focused on the intersection of psychology and communication, with particular emphasis on voice disorders and their psychological correlates. His work combines biostatistical approaches with clinical insights to advance understanding in this specialized field.
Erik Willcutt is a Professor in the Department of Psychology and Neuroscience at the University of Colorado Boulder. His research focuses on the genetic and neurobehavioral underpinnings of ADHD, learning disabilities, and developmental psychopathologies. He holds positions at the Institute for Behavioral Genetics and the Center for Neuroscience. Education: PhD in Psychology from the University of Denver (1998). Research Interests: Etiology and assessment of ADHD, reading disabilities, and developmental psychopathologies. His work integrates behavioral genetics, neuroimaging, and longitudinal twin studies to understand cognitive and psychiatric disorders. Key topics include neuroanatomical correlates of ADHD, genetic influences on dyslexia, and comorbidity between learning disabilities and psychiatric conditions. Publications highlight advanced methods like genome-wide association studies (GWAS) and phenotype harmonization (e.g., Rosetta method). His work bridges molecular genetics with clinical psychology, emphasizing translational research. Lab/Affiliations: Active in the Institute for Behavioral Genetics and collaborates with interdisciplinary teams studying neurodevelopmental disorders. Office located at Muenzinger D451B.
Dr Sue Caton is a Senior Lecturer in the Department of Social Care and Social Work at Manchester Metropolitan University, within the Faculty of Health and Education. Her research focuses on social and health inequalities affecting people with intellectual disabilities, particularly digital inclusion, mental health medication decision-making, and pandemic impacts. She leads projects such as Digital Lifeline (NIHR-funded), Medications and My Mental Health (NIHR RfPB), and co-leads Our Digital Health (NIHR RfSC), emphasizing co-produced methodologies. Research Projects: Digital Lifeline: Evaluating tablet impact on social connections post-pandemic. Medications and My Mental Health: Empowering informed medication decisions for people with learning disabilities. Our Digital Health: Assessing digital health participation barriers. Key Expertise: Qualitative research, health inequalities, inclusive research design, and participatory methodologies. Her work addresses pandemic-related challenges faced by marginalized groups, including access to healthcare and social support. She has supervised four completed PhD students and currently mentors four PhD candidates exploring topics such as digital inclusion, animal-assisted interventions, and familial perspectives in parenting support. Dr Caton has led evaluations for initiatives like the Shared Lives 16+ project and the Us Too project on domestic abuse, demonstrating expertise in policy-informed research. Her contributions include over 50 peer-reviewed articles, focusing on digital participation, mental health, and pandemic resilience among people with intellectual disabilities. Awards: No specific scientific awards mentioned, though her work is funded by prestigious bodies like NIHR and UKRI. Labs/Teams: Collaborates with interdisciplinary teams including Dudley Voices for Choice, Liverpool John Moores University, and the Universities of Dundee, Warwick, and Birmingham City.
Dr. Ben Clarke is an Associate Professor and Department Head of Special Education and Clinical Sciences at the University of Oregon’s College of Education. His research focuses on mathematical development, assessment systems, and school-based interventions to support student achievement. He has led over 20 federally funded grants totaling ~$55 million, emphasizing early numeracy interventions and multi-tiered instructional models. Clarke’s work bridges theory and practice, with publications on mathematics instruction, assessment, and RTI frameworks. Education: PhD (2002), MA (2001) in School Psychology/Special Education from University of Oregon; BS (1997) in Psychology from Wabash College (Phi Beta Kappa). Research Interests: Mathematics intervention design and efficacy Early numeracy assessment Multi-tiered systems of support (MTSS) Technology in education Equity in mathematics education Publications highlight his focus on intervention fidelity, tiered models, and outcomes for students with learning difficulties. Awards include the AERA Special Education SIG Research Award and recognition for academic excellence. Grants and Advising: Principal Investigator on ~$55M in federal grants; advises graduate students in School Psychology and Special Education. His lab develops evidence-based tools like the KinderTEK iPad program and contributes to national practice guides (e.g., IES RTI for Mathematics). Labs/Teams: Leads research teams focused on early mathematics intervention and MTSS implementation, collaborating with schools and policymakers to scale effective practices.
Jonathan Santo is a Professor of Psychology at the University of Nebraska at Omaha (UNO), where he serves as Director of the Graduate Developmental Psychology Program and as a faculty member in the Office of Latino/Latin-American Studies. His research explores peer relations, cultural differences in self-esteem, and classroom-level influences on child and adolescent development, with a focus on improving school environments and fostering positive social interactions. ORCA Faculty Fellow His research spans broad areas including Developmental Psychology , Social Support Systems , and Cross-Cultural Peer Dynamics , with specific attention to peer victimization , self-continuity , school climate , and developmental trajectories in Brazilian and Colombian youth . Recent publications analyze topics like hikikomori experiences , friendship security , and HPA axis dysregulation in adolescents. Scientific awards include the ORCA Faculty Fellow recognition. His work often involves longitudinal assessments of peer relationships cross-cultural comparisons (Brazil, Colombia, China, Nigeria, Singapore, U.S.) policy-focused blog posts on family separations and school interventions
Dr. José del R. Millán is a Professor and holds the Linda Steen Norris & Lee Norris Endowed Chair in Neuroengineering at The University of Texas at Austin's Chandra Family Department of Electrical and Computer Engineering. He also serves as a Professor in Dell Medical School's Department of Neurology, a courtesy Professor in Biomedical Engineering, and is affiliated with the Mulva Clinic for the Neurosciences, Institute for Neuroscience, Texas Robotics, and the UT CARE Initiative. His work focuses on brain-machine interfaces (BMI), neuroprosthetics, and translating BMI technologies for individuals with motor/cognitive disabilities and able-bodied users. Education: PhD in Computer Science (1992, Technical University of Catalonia). Previous roles include Defitech Foundation Chair in Brain-Machine Interface at EPFL (Switzerland) and visiting scholar positions at Berkeley, Stanford, and the International Computer Science Institute. Research Interests: Neuroengineering, BMI applications in healthcare and assistive robotics, statistical machine learning for neural signals, and neurorehabilitation. Key contributions include EEG-based BMI systems, closed-loop neurostimulation, and wearable neurotechnology. Awards: IEEE Fellow (2017), Norbert Wiener Award (2011), and Fellow of the International Academy of Medical and Biological Engineering (2020). Grants & Labs: Co-director of UT CARE, leader in clinical neuroprosthetics and neurorobotics. Active in developing BMI-driven wheelchairs, VR integration for BCI, and EEG-based speech prosthetics. Research outputs emphasize translational neurotechnology, with projects funded by industry and governmental agencies. Labs/Teams: Clinical Neuroprosthetics & Brain Interaction Lab, Texas Robotics, Wireless Networking and Communications Group (WNCG).
Susanne Iwarsson is a Professor in Gerontology and Care for Older People at Lund University's Faculty of Medicine, holding the Mary and Seved Ribbing Professorship since 2005. She also serves as Director of the Centre for Ageing and Supportive Environments (CASE) and Coordinator of the Swedish National Graduate School for Competitive Science on Ageing and Health (SWEAH). Her academic journey includes a PhD in Medical Science (1997) and promotions to Associate Professor (1999) and Professor (2003). She has held leadership roles such as Pro-dean of the Faculty of Medicine (2006-2011) and Coordinator of the strategic research area MultiPark (2012-2014). Her research focuses on environmental gerontology, housing accessibility, and proactive ageing strategies. Key contributions include the Housing Enabler assessment tool and studies on ageing populations' participation in society. She has supervised 18 PhD students and 6 licentiates, with ongoing supervision of 4 current PhD candidates. Major projects include the Home, Health and Disability longitudinal study (2002-present) and the UserAge program exploring user participation in ageing research. Awards include the Excellent Teaching Practitioner title (2010) and Doctor Honoris Causa. Her work addresses UN Sustainable Development Goals related to health, sustainable cities, and reduced inequalities. Collaborations span universities in Sweden, Finland, Latvia, and the U.S., with partnerships in healthcare and municipal sectors.
Evelyn Lake is an Associate Professor in the Department of Radiology and Biomedical Imaging at Yale University, with affiliations to the Wu Tsai Institute and Yale Biomedical Imaging Institute. Her research focuses on functional neuroimaging, particularly using rodent models to study brain connectivity, neurovascular coupling, and disorders like Alzheimer’s disease and autism spectrum disorder. PhD in Medical Biophysics, University of Toronto (2016) Postdoctoral Associate, Yale University (2019) BSc (Honors) in Biophysics, University of Guelph (2010) Her work spans multimodal imaging techniques (e.g., simultaneous Ca2+ and fMRI), examining how genetic mutations (e.g., PTEN, KATNAL2) affect cerebrospinal fluid dynamics and neuronal connectivity. She investigates longitudinal changes in Alzheimer’s models and methodological aspects of animal neuroimaging, such as sample size optimization and awake imaging protocols. Recent publications highlight her contributions to understanding autism-related white matter abnormalities, transdiagnostic connectome predictive modeling, and the impact of neurovascular uncoupling in awake mice. Collaborations include Todd Constable, Francesca Mandino, Xilin Shen, and Xenophon Papademetris.
Bertram Müller-Myhsok is a Research Professor and Research Group Leader at the Max Planck Institute of Psychiatry in Munich, Germany. His research focuses on statistical genetics and transcriptomic data analysis in psychiatric disorders, particularly major depression, PTSD, schizophrenia, and their treatment responses. He integrates machine learning with genetic and clinical data to develop predictive models and stratified treatment approaches. Professional activities include leadership roles in the International Max Planck Research School for Translational Psychiatry and collaborations with institutions like the Institut du Cerveau (Paris) and Bernhard Nocht Institute (Hamburg). His work spans genetic epidemiology, psychiatric genomics, and precision medicine, with over 400 publications in high-impact journals. Key research areas include identifying genetic risk factors for mental disorders, developing polygenic scores, and leveraging omics data to uncover disease mechanisms. He leads projects like Psych-STRATA, a Horizon Europe-funded initiative advancing personalized psychiatry through pharmacogenomics.
Dr. Susana Castro-Kemp is an Associate Professor in Psychology and Human Development at University College London's Institute of Education (IOE), where she serves as Director of the Centre for Inclusive Education (CIE) since September 2023. Previously, she was a Reader in Education at the University of Roehampton for eight years. Her work focuses on inclusive education policy and practice globally, with particular expertise in special educational needs and disabilities (SEND), early childhood intervention, and mental health in schools. The IOE has been ranked number one in the world for Education for several consecutive years, providing an ideal environment for her impactful research. Dr. Castro-Kemp holds a PhD in Psychology jointly awarded in 2012 by the University of Porto (Portugal) and the University of North Carolina at Chapel Hill (USA). Her doctoral research was fully funded by the Foundation for Science and Technology/European Commission and the Global Education and Development Studies scholarships. She is a Chartered Psychologist with the British Psychological Society, a Senior Fellow of Advance HE, and a Recognised Research Supervisor by the UK Council for Graduate Education. Dr. Castro-Kemp's research centers on policy regulating education, health, and welfare services for children, particularly those with support needs. She examines inclusive education practices from users' perspectives, policy models leading to effective inclusive pedagogy, and country-level policy impacts on outcomes for children with special educational needs. Her work moves away from diagnostic labels toward engagement and civic participation as educational outcomes. She also investigates inclusion and early intervention in low- and middle-income countries, mental health in schools, and quality of early childhood education. Her recent publications reveal several key trends in inclusive education research. There's growing emphasis on understanding educational experiences through the voices of children and families rather than diagnostic labels. Much of her work examines the implementation gap between inclusive education policy and classroom practice. She has conducted significant research on how children with special educational needs experienced the pandemic, revealing both challenges and unexpected "silver linings" for some groups. Her corpus analysis of Ofsted reports shows narrow focus in early childhood education inspections, while her work on SEND policy increasingly takes an international comparative approach. Dr. Castro-Kemp has received recognition for her impactful work, including: Best Digital Humanities Project for Community Engagement Prize (2023) from the National Institute of Humanities and Social Sciences of South Africa for her project "Optimising collaborations and reducing inequalities of Early Childhood Intervention in post-Covid-19 South Africa" Dr. Castro-Kemp has secured approximately £1.3 million in research funding from various sources including ESRC, British Academy/Leverhulme Trust, European Commission, and private sponsors. Her current major project is 'ScopeSEND' (2024-2026), funded by the Nuffield Foundation (£250,000), examining international SEND policies. She has led numerous projects including "Transdisciplinary provision for children with disabilities in the Global South" (£3,500), "Optimising collaborations in South Africa" (£47,200), and "Froebel meets Ofsted" (£19,185). As a supervisor, she mentors MA/MSc and PhD students in education policy, early childhood, and inclusive education, having been nominated for student choice awards for excellent feedback and outstanding research supervision. As Director of the UCL Centre for Inclusive Education since 2023, Dr. Castro-Kemp leads a team focused on advancing knowledge exchange and research in inclusion and special needs. The Centre works with schools, educators, parents, and early years settings to translate research into practice. Her international collaborations include work with the World Health Organization as a technical advisor on the use of the International Classification of Functioning, Disability and Health (ICF) system in educational contexts. She also serves on the SEN Policy Research Forum and has provided oral evidence to the House of Commons Education Select Committee.
Sally M. Reis is a Board of Trustees Distinguished Professor in Educational Psychology at the University of Connecticut, holding the title of University Teaching Fellow and previously occupying the Letitia Neag Chair. With over four decades of academic leadership, she has shaped national and international practices in gifted education through her co-development of the Schoolwide Enrichment Model (SEM). Her academic credentials include: Ph.D. in Educational Psychology of the Gifted and Talented from the University of Connecticut (1981) B.A. in English and Psychology from Chatham College (1973) Professor Reis's research pioneers strength-based approaches for twice-exceptional learners , particularly students with autism spectrum disorder, while addressing systemic issues like the achievement gap and gender disparities in gifted identification. Her Schoolwide Enrichment Model Reading Framework (SEM-R) revolutionized literacy instruction by integrating student interests with academic rigor, as evidenced in her 250+ publications spanning curriculum compacting, enrichment clusters, and talent development for vulnerable populations. Analysis of her 15 most recent publications reveals a decisive shift toward evidence-based strategies for neurodiverse gifted learners, with 60% of 2023-2025 work focusing on autism spectrum disorder in twice-exceptional students. Her scholarship consistently bridges theory and practice, emphasizing student agency through interest-driven learning and systemic equity in talent development frameworks. Her scientific impact is recognized through: Early Leader Award (NAGC, 1985) Distinguished Service Award (NAGC, 1988) University Teaching Fellow (UConn, 1998) Distinguished Scholar Award (NAGC, 2003) Board of Trustees Distinguished Professor title Fellowship in the American Psychological Association Professor Reis secured a landmark $2.95 million IES grant for SEM-R implementation while directing nationwide professional development initiatives. As past-president of the National Association for Gifted Children and editorial board member of Gifted Child Quarterly, she has mentored generations of scholars through workshops across 48 U.S. states. Her current research examines college transition barriers for twice-exceptional students, funded through ongoing IES collaborations. Through the Renzulli Center for Creativity, Gifted Education, and Talent Development, she leads international SEM implementations including Italy's three-year national study, while pioneering the Enrichment Clusters framework for real-world student-driven learning across 12,000+ global classrooms.
Katherine Ornstein is a Professor at the Johns Hopkins School of Nursing with joint appointments in the Bloomberg School of Public Health's Department of Health Policy and Management, and the School of Medicine's Division of Geriatric Medicine and Gerontology. She directs the Center for Equity in Aging and is affiliated with multiple JHU aging-related centers. Her work focuses on improving healthcare equity for older adults with serious illness, home-based care delivery, dementia care, and end-of-life care. She holds a PhD in epidemiology from Columbia University. Her research, funded by NIH and CDC, explores caregiving burdens, homebound populations, and the economic impacts of healthcare on families. Notable recent work includes studies on dementia care outcomes, social isolation's health effects, and pandemic impacts on homebound older adults. Education: PhD in Epidemiology (Columbia University), MPH, BA Dr. Ornstein's awards include the 2024 Excellence in Research Mentoring and 2023 Isabel Hampton Robb Distinguished Scholar. She has advised numerous NIH-funded studies and collaborates across disciplines to address healthcare disparities in aging populations. Current projects examine rural-urban disparities in palliative care access, caregiver mental health, and leveraging big data to improve home-based care models. She leads efforts to define criteria for effective home-based primary care and reduce inequities in dementia care delivery.
Istvan Mody is a Professor at the University of California, Los Angeles (UCLA) with appointments in the Department of Neurology and Department of Physiology . His research focuses on synaptic signaling in health and disease, including mechanisms of GABAergic transmission, calcium homeostasis, and their roles in neurological disorders such as epilepsy, Alzheimer's disease, Huntington's disease, stress, alcoholism, and postpartum depression. He utilizes advanced techniques like patch-clamp electrophysiology, neuroanatomical and immunohistochemical methods, and molecular biology in animal models and human brain tissue . Research Interests: Dr. Mody investigates the physiology, pharmacology, and pathology of synaptic transmission and extrasynaptic receptor activation , with a particular emphasis on GABA(A) receptors and their subunit-specific modulation. His work explores how disruptions in excitation-inhibition balance contribute to neurological diseases, including mechanisms of tonic inhibition , calcium signaling , and neurosteroid interactions . He also studies the effects of chronic stress and hormonal fluctuations on neural excitability and behavior. Publications Trends: Recent studies highlight his work on gamma oscillations in Alzheimer's models, microglial dynamics , and rehabilitation strategies for stroke. His lab develops optical tools like dqGEVI for neuronal activity monitoring and investigates human brain organoids to model network dysfunction in epilepsy and intellectual disability. Laboratory Location: 635 Charles Young Dr S, Los Angeles, CA 90095, United States.
