Soosan Beheshti is a Professor and Program Director in the Department of Electrical, Computer, and Biomedical Engineering at Toronto Metropolitan University. She holds a B.S. from Isfahan University of Technology and M.S./Ph.D. from MIT. Her research focuses on signal processing, statistical learning, and information theory, with applications in biomedical systems, data denoising, and system modeling. She has received awards such as the Dean's Teaching Award (2010) and the EECS Carlton E. Tucker Award (1998). Education: B.S., Electrical Engineering, Isfahan University of Technology (1996) M.S. & Ph.D., Electrical Engineering, MIT (2002) Research Interests: Statistical Signal Processing Information Theory Data Denoising & Compression System Modeling & Control Machine Learning Applications Awards: Dean's Teaching Award (2010) Gold Paper Award (PacRim 2009) Best Paper Award (Remote Sensing 2008) MIT Teaching Excellence Award (1998) Teaching: Courses include Signals and Systems, Control Systems, and Statistical Inference. She has supervised numerous graduate students and postdocs in her Signal and Information Processing (SIP) Lab. Labs/Teams: Director of the SIP Lab, conducting research in signal processing, information theory, and biomedical applications. Collaborates with industry partners like Myant Inc. and Huawei Technologies.
Dr. Nancy L. Sin is an Associate Professor in the Department of Psychology within the Faculty of Arts at the University of British Columbia. She teaches undergraduate and graduate courses in health psychology and supervises students at multiple levels. She is Co-Chair of the Antiracism Task Force for the Society for Biopsychosocial Science and Medicine and a member of the Steering Committee at the UBC Edwin S.H. Leong Centre for Healthy Aging. Previously, she served on the Executive Committee for the American Psychological Association's Division on Adult Development and Aging and established the Diversity Mentorship Program. PhD, University of California, Riverside, 2012 Dr. Sin's research focuses on biological and behavioural pathways linking daily well-being and stress to health. Her work demonstrates that emotional responses to daily stressors are associated with inflammatory, neuroendocrine, and autonomic mechanisms implicated in aging-related conditions like cardiovascular disease. She investigates daily positive events as protective factors for stress processes and health, with particular interest in emotional well-being and aging, stress-sleep cycles, and health equity. Her research spans multiple disciplines including health psychology, gerontology, and social psychology. Analysis of Dr. Sin's recent publications reveals consistent focus on daily stress processes, positive emotions, and health outcomes across the lifespan. Her work increasingly examines pandemic-related stressors, social determinants of health, and health disparities, with strong emphasis on methodological rigor through daily diary and longitudinal approaches. The publications demonstrate interdisciplinary collaboration across psychology, public health, and medicine, with growing attention to diversity, equity, and inclusion in health research. Distinguished Alumni Award, Department of Psychology, University of California, Riverside (2025) Fellow, Gerontological Society of America (2025) Innovative Research on Aging Award (Bronze Award) from the Mather Institute (2021) Michael Smith Foundation for Health Research Scholar (2020) Springer Early Career Achievement Award in Research on Adult Development and Aging (2019) Gerontological Society of America's Behavioral and Social Sciences Student Research Award Editor's Choice article at Annals of Behavioral Medicine Dr. Sin actively supervises undergraduate, MA, and PhD students, with a current focus on Health Psychology graduate students specializing in adult development and aging, stress, and health equity/disparities. Her research has been supported by significant grants as PI or Co-I from the U.S. National Institute on Aging, Social Sciences and Humanities Research Council of Canada, Canadian Institutes of Health Research, Canada Foundation for Innovation, and the Michael Smith Foundation for Health Research. She has established a strong research program examining daily experiences and their health implications across adulthood. Dr. Sin directs the UPLIFT Health Lab (Understanding Pathways Linking Inter- and Intraindividual Factors To Health), which explores psychosocial well-being and biobehavioural mechanisms underlying healthy aging. The lab investigates how daily positive events promote health through lower inflammation, adaptive cortisol profiles, and better health behaviors, with particular attention to how positive emotions buffer stress processes. The lab actively recruits community participants for studies on daily experiences and health, contributing to intervention development for promoting psychological and physical well-being across adulthood.
Dr. Lauren Emberson (she/her/hers) is an Associate Professor in the Department of Psychology at the University of British Columbia, Faculty of Arts. She directs the Baby Learning Lab, which is part of UBC's Early Development Research Group, a consortium focused on infant and child development. Prior to her position at UBC, Dr. Emberson was an Assistant Professor at Princeton University where she co-founded and co-directed the Princeton Baby and Princeton Kid Labs. Education: Postdoctoral Associate, University of Rochester (PI Aslin) Ph.D, Cornell University (PIs Amso, Goldstein, Spivey) B.Sc, University of British Columbia Dr. Emberson's research focuses on learning, perception (audition, vision, crossmodal or multisensory), language development, face/object perception, and attention in infants. She investigates these capacities using behavioral and neuroimaging techniques, particularly fNIRS (functional near infrared spectroscopy), working primarily with very young infants (birth through 1 year) and preterm/premature infants. Her work examines how infants' learning capacities contribute to rapid development of perception in ecological contexts, with implications for understanding how early life experiences affect later outcomes. Analysis of Dr. Emberson's recent publications reveals a consistent focus on infant perception, learning mechanisms, and neuroimaging methodology. Her work increasingly incorporates advanced fNIRS techniques while maintaining focus on fundamental questions about how infants learn from their environment. There's a growing emphasis on individual differences, cross-cultural comparisons, and applications to infants facing developmental challenges. Dr. Emberson serves on the editorial board of Infancy (journal of the International Congress of Infancy Studies) and is a consulting editor for the Journal of Cognitive Neuroscience . Her research has been published in top journals including PNAS, Current Biology, Psychological Science, Cognition, Developmental Science, and the Journal of Neuroscience. Dr. Emberson has secured significant research funding from prestigious organizations including the Bill and Melinda Gates Foundation, James S. McDonnell Foundation, Natural Sciences and Engineering Research Council (NSERC), Canadian Institutes of Health Research (CIHR), and the National Institutes of Health (NIH). She collaborates with clinicians at BC Women's and Children's Hospitals to understand how different early life experiences impact learning and brain development. Dr. Emberson is currently accepting graduate students into her research program. The Baby Learning Lab, under Dr. Emberson's direction, is part of UBC's Early Developmental Research Group and collaborates with multiple institutions. The lab strives to provide interactive research experiences for infants and families while advancing scientific understanding of early cognitive development. The lab acknowledges that it operates on the traditional, ancestral, and unceded territory of the xʷməθkʷəy̓əm (Musqueam) people.
Geoffrey Hinton is a Professor in the Department of Computer Science at the University of Toronto , where he has been a pivotal figure in advancing artificial intelligence research. His work focuses on neural networks, deep learning, and machine learning, revolutionizing how machines process information and learn from data. With collaborations spanning institutions like NYU and IIT Mumbai, Hinton’s influence extends beyond academia into public discourse through lectures like the Romanes Lecture (2024) . His research explores Deep Belief Networks , Gradient Methods , Neural Network Architectures , and Probabilistic Models , with recent publications addressing novel algorithms like the Forward-Forward Algorithm and frameworks for Panoptic Segmentation . Though he no longer accepts students, current advisees include Jimmy Lei Ba and Cem Anil. Hinton’s contributions to AI are complemented by media engagements, including CBS 60 Minutes (2023) and CNN Amanpour (2023) , reflecting his role as a thought leader. His technical outputs, such as Nature Deep Learning Review (2015) with Y. LeCun and Y. Bengio, remain foundational texts in the field.
Nils Wilde is an Assistant Professor in the Faculty of Computer Science at Dalhousie University, Halifax, Canada. He specializes in robotics, AI, and human-computer interaction, with a focus on cognitive robotics, multi-robot systems, and human-robot interaction. His research integrates planning, optimization, control, and machine learning to develop interactive and adaptive robotic systems. His educational background includes: BSc and MSc in Computer Science or related field from Technical University Berlin (2012, 2016) PhD in Electrical and Computer Engineering from the University of Waterloo (2016–2020), co-supervised by Dana Kulić and Stephen L. Smith Postdoctoral Fellow at TU Delft (2021–2024) in the Autonomous Multi-Robots Lab with Javier Alonso-Mora Postdoctoral Fellow at the University of Waterloo’s Autonomous Systems Lab (until August 2021) Nils Wilde's research centers on enabling robots to learn from human feedback and adapt to user preferences in dynamic environments. His work spans preference learning , multi-objective planning , motion planning , task assignment in multi-robot systems , and human-robot interaction . He develops algorithms that allow robotic systems to balance competing objectives such as efficiency, safety, and user comfort, particularly in service robotics applications like hospitals and industrial facilities. His recent publications (2020–2024) demonstrate a strong trajectory in top robotics venues (T-RO, RA-L, ICRA, IROS, CoRL, CDC, WAFR), with a focus on multi-objective optimization, dynamic vehicle routing, sensor scheduling, and learning user preferences. A key theme is improving the quality of service in robotic systems by optimizing metrics like waiting times, statistical distinctness of plans, and user satisfaction, often through novel cost functions and learning frameworks. Nils is actively building a new robotics lab at Dalhousie University, with funded PhD positions and an interdisciplinary research environment. He is involved in organizing academic workshops, such as the upcoming 2025 RSS workshop on Multi-Objective Optimization and Planning in Robotics. He mentors prospective students and encourages applications from diverse backgrounds.
Pouya Bashivan is an Assistant Professor in the Department of Physiology at McGill University's Faculty of Medicine. His research focuses on developing computational models to explain and regulate neural responses during visual tasks requiring memory, combining machine learning, neuroscience, and cognitive science. Education : Ph.D. in Computer Engineering (2016), Postdocs in Machine Learning (2020) and Computational Neuroscience (2016-2020) His lab investigates: Topographical neural networks for visual cortex simulation Massively-multitask models for prefrontal cortex Saccade-driven visual exploration models Predictive hippocampus models for episodic memory Recent publications explore adversarial robustness, memory-augmented networks, and brain-state decoding. Current projects emphasize causal models, brain-AI alignment, and translating computational neuroscience into therapeutic applications. The lab is located in the McIntyre Medical Sciences Building, Room 1117, Montreal, Quebec.
Laura Collins is an Associate Professor in the Department of Education at Concordia University, specializing in applied linguistics. Her research focuses on input processing in second language acquisition, pedagogical grammar, and cross-linguistic influence among bilingual speakers. She has extensive international teaching experience across diverse age groups and serves as the 2nd VP of the American Association for Applied Linguistics and Chair of the IRIS digital repository advisory board. PhD in Humanities, Concordia University MEd in Second Language Teaching, University of Ottawa BEd in Second Language Teaching, University of Toronto BA in History, York University Collins' current projects examine the use of speech technologies to extend second language classrooms and document longitudinal grammatical development in school programs. Funded by SSHRC Insight Grants, her work bridges cognitive approaches with practical pedagogical applications. Recent publications highlight trends in classroom input optimization, frequency-based phonological learning, and intensive language program efficacy, with subfields spanning morpheme perception, vocabulary distribution, and task-based interaction dynamics. Her academic leadership includes editorial roles in The Modern Language Journal and contributions to major handbooks. She teaches courses ranging from classroom-based SLA research to pedagogical grammar, emphasizing practical applications of theoretical insights.
Ji-young Shin serves as an Assistant Professor in the Teaching Stream within Education Studies at the University of Toronto Mississauga's Department of Language Studies. Her position integrates teaching, research, and practical application in language education with emphasis on assessment innovation and technology integration. Her academic credentials include: PhD in English / Second Language Studies & ESL from Purdue University, USA MS in Educational Psychology & Research Methodology from Purdue University, USA MA in Teaching English to Speakers of Other Languages (TESOL) from Hankuk University of Foreign Studies, South Korea BA in English Education (Japanese minor) from Hankuk University of Foreign Studies, South Korea Shin's research program focuses on language assessment, corpus linguistics, and technology-mediated pedagogy. She employs mixed methods with quantitative emphasis, utilizing corpus-informed computational analysis and latent-trait modeling complemented by qualitative discourse analysis. Her work addresses critical gaps in second language acquisition, educational measurement, and digital learning environments, particularly regarding AI applications and test validation across diverse language contexts. Her publication trajectory from 2017-2025 demonstrates consistent innovation in language assessment methodologies and technology integration. Key themes include AI-powered chatbots for L2 Korean instruction, online vocabulary testing for Spanish, and corpus-based writing pedagogy. Her work shows increasing focus on artificial intelligence applications and cross-linguistic validation studies, reflecting evolving priorities in language education research. Shin has secured competitive research funding including: Global Classrooms Grant (2025–2026) for VR-enhanced intercultural competence Black, Indigenous, and/or Racialized Scholar Grant (2025–2026) for cross-border AI language learning IRCC Engage3 Project (2022–2024) as Co-PI on VR/AI educational advancement Advancement Fund Plus (2022) for generative AI in teacher education British Council Award (2019) for technology-mediated assessment development She teaches advanced courses including 'The Future of Ed Tech: Active Learning Classrooms and Artificial Intelligence' (EDS285) and supervises community-based experiential learning (EDS388). Her grant portfolio indicates active supervision of research assistants and collaboration with international teams focused on AI implementation and assessment validation. Current projects explore generative AI for language learning across diverse contexts and virtual reality applications in teacher education. While specific laboratory infrastructure isn't documented, her collaborative publications with researchers across Korea, Spain, and the United States suggest participation in international research networks focused on language assessment technology and corpus applications.
Jennifer Jakobi is a Professor at the School of Health and Exercise Sciences , Faculty of Health and Social Development, UBC Okanagan. She serves as Director of the Institute for Healthy Living and Chronic Disease Prevention and holds the NSERC Chair for Women in Science and Engineering . Her work bridges neuromuscular physiology and STEM diversity initiatives . Research Themes : Frailty, aging in place, sex-differential muscle function, and motor unit modulation. Labs : Leads the Healthy Exercise and Aging Lab (HEAL) and coordinates the iSTAND diversity program. Publications focus on aging biomechanics, cannabis impacts in elderly populations, social VR interventions, and pandemic-era health behaviors. Her NSERC-funded basic research examines cortical-spinal pathways, while UBCO grants support applied studies on vibration therapy and assistive technologies. Scientific Contributions : Identified sex-specific force steadiness mechanisms Developed prehabilitation frameworks for functional independence Advocated for gender-inclusive STEM education Outreach includes youth STEM camps, equity workshops, and community partnerships on aging-in-place policies. Current research explores VR-based social engagement and cannabis safety protocols for seniors.
Jaynie Yang, PhD, is a full Professor in the Department of Physical Therapy, Faculty of Rehabilitation Medicine at the University of Alberta, where she has served since January 1990. She additionally holds adjunct appointments in the Department of Biomedical Engineering and is an active member of the Neuroscience & Mental Health Institute and the Women and Children’s Health Research Institute. She has previously acted as Graduate Coordinator for the thesis-based MSc and PhD programs and as Acting Chair of the Department of Physical Therapy. Education Post-doctoral Fellowship, Neuroscience, University of Alberta (1987–1989) PhD, Kinesiology, University of Waterloo (1987) BSc, Physical Therapy, Queen’s University (1978) Research Interests Dr. Yang’s research centres on how the nervous system controls human walking and how this control is altered following injury to the central nervous system. She investigates three inter-related themes: (1) neural mechanisms underlying gait control in healthy humans and how these are disrupted by spinal cord injury or perinatal brain injury; (2) optimization of task-specific training paradigms—such as intensive early therapy in infants with perinatal stroke or powered exoskeleton training in adults with spinal cord injury—to drive neuroplasticity and improve walking; and (3) developmental aspects of motor learning, comparing how children and adults acquire and retain novel walking patterns on split-belt treadmills. Recent Publication Trends Over the past decade her team has produced a high-impact portfolio that blends mechanistic studies of neural plasticity with pragmatic clinical trials. Common keywords across recent papers include “perinatal stroke,” “cerebral palsy,” “spinal cord injury,” “powered exoskeleton,” “functional electrical stimulation,” and “neuroplasticity.” The work spans bench-to-bedside translation, from rodent studies of critical periods through multi-centre randomized controlled trials evaluating early intensive rehabilitation protocols in infants and gait-retraining paradigms in adults. Current Studies & Funding Multi-centre RCT (Edmonton & Calgary) examining early, intensive leg training in children Cohort studies investigating cortical and spinal neuroplasticity induced by powered exoskeleton (ReWalk, Ekso) training in adults with chronic SCI. Split-belt treadmill studies comparing motor learning retention across children, young adults, and older adults. Laboratory & Team Dr. Yang leads an interdisciplinary group that integrates neurophysiology, biomechanics, and clinical rehabilitation. The lab is embedded within the University of Alberta’s Neuroscience & Mental Health Institute and has active collaborations with the Glenrose Hospital, Alberta Children’s Hospital, and Children’s Hospital of Eastern Ontario. At present she mentors one graduate student and is not accepting additional trainees for the upcoming cycle. Teaching She is the instructor for PTHER 500 – Movement Analysis, a core course in the MScPT curriculum covering mechanical and analytical concepts essential for physical therapy practice (scheduled for Fall Term 2025).
Professor Chris Lee is a faculty member in the Department of Transportation Science and Engineering at the University of Windsor's Faculty of Engineering. His research focuses on advancing transportation safety through the analysis of driver behavior, traffic flow dynamics, and the integration of emerging technologies like autonomous vehicles and machine learning. Key areas include collision risk prediction, driver vigilance assessment, and the development of advanced car-following models. He has contributed to initiatives such as the Transportation Science and Engineering scholarship program, supporting student research in innovative technologies like driving simulators for lane change behavior studies. His work bridges engineering and human factors, addressing challenges such as driver response to autonomous systems, heavy vehicle traffic management, and cross-cultural automotive design. Lee's interdisciplinary approach leverages data analytics, physiological signals, and machine learning to solve real-world transportation problems. His research has implications for policy-making, infrastructure design, and vehicle safety standards. Lee has collaborated extensively on projects analyzing crash precursors, variable speed limits, and the impact of ITS (Intelligent Transportation Systems) on safety. His publications span over two decades, demonstrating a commitment to both academic rigor and practical applications in transportation engineering. Notable contributions include refining car-following models, studying driver aggression, and evaluating the effectiveness of traffic management strategies.
Thomas Lemieux is a Professor at the Vancouver School of Economics within the Faculty of Arts at the University of British Columbia , where he has been affiliated since 1999. Previously, he taught at MIT and the Université de Montréal. Born in Quebec City, he earned his Ph.D. from Princeton University. Research Interests: His work focuses on labor economics and econometric methods , particularly analyzing earnings inequality , unionization effects , regression discontinuity designs , and educational returns . He employs advanced decomposition techniques to study wage dynamics across gender, immigration status, and sectoral divides. Scientific Awards: Fellow, Royal Society of Canada Fellow, Society of Labor Economists Research Fellow, Institute for the Study of Labor (IZA) Research Associate, National Bureau of Economic Research (NBER) Publications: He has published extensively in top journals like the Quarterly Journal of Economics , Econometrica , and Journal of Labor Economics , with recent work examining: Union wage premiums using matched employer-employee data Spillover effects of minimum wage policies Changes in task prices and occupational wages Top income dynamics in Canada Immigrant wage gaps across education sources Regression discontinuity identification challenges Canadian labor market responses to the Great Recession
Gigi Luk is Professor and Program Director for M.Ed. Concentrations in Educational Psychology and Human Development within the Department of Educational and Counselling Psychology at McGill University's Faculty of Education. Her research program investigates the cognitive consequences of bilingualism across the lifespan, bridging scientific understanding with practical educational applications to cultivate inclusive environments for linguistically diverse learners. Her educational background includes: Ph.D. in Psychology (Developmental and Cognitive Processes) from York University M.A. in Psychology (Developmental and Cognitive Processes) from York University Specialized Honors B.A. in Psychology from York University Dr. Luk's research centers on bilingualism's cognitive and neural mechanisms, with three interconnected thrusts: (1) characterizing bilingualism beyond English proficiency in communities, (2) examining cognitive skills supporting language/literacy outcomes, and (3) establishing neural correlates of learning in diverse language learners. Her work integrates cognitive neuroscience with educational practice to address real-world challenges in multilingual classrooms, emphasizing culturally responsive pedagogy that respects linguistic diversity. This dual focus on basic science and practical implementation defines her contributions to understanding how bilingual experiences shape cognitive development and educational equity. Analysis of her 15 most recent publications (2022-2024) reveals consistent interdisciplinary investigation of bilingualism through cognitive, neural, and sociocultural lenses. Her work spans educational psychology, cognitive neuroscience, and sociolinguistics, with growing emphasis on neural correlates of language processing, methodological rigor in bilingual assessment, and equity implications of bilingual research. Key trends include examination of multilingual children's cognitive development, critical reframing of the "bilingual advantage" discourse, and innovative approaches like music-based literacy interventions. Scientific recognition includes: National Academy of Education/Spencer Postdoctoral Fellowship (2013-2014) Dr. Luk actively supervises graduate students (accepting new students for 2025-2026) and secures competitive research funding, currently supported by the Natural Sciences and Engineering Research Council of Canada (NSERC) and Fonds de recherche Société et culture (FRQSC). Her grant portfolio demonstrates sustained commitment to advancing understanding of bilingual cognition and its educational applications through rigorous empirical work. She directs the Bilingualism.Experience.Education Lab, which functions as an interdisciplinary hub for investigating how language experiences shape cognitive development and educational outcomes. The lab employs diverse methodologies including neuroimaging, behavioral experiments, and classroom-based research to address questions about bilingualism's cognitive effects and practical implications for educators.
Sylvie Nadeau is a Full Professor in the School of Rehabilitation at the University of Montreal's Faculty of Medicine. Her research focuses on locomotor activity assessment, rehabilitation interventions for neurological conditions, and biomechanical analysis of movement. She leads interdisciplinary projects addressing spinal cord injuries, stroke recovery, and mobility challenges in aging populations. Key affiliations include the INTER strategic research group and the REPAR provincial rehabilitation research network. She collaborates with institutions like the Institut de Réadaptation Gingras-Lindsay-de-Montréal (IRGLM) and has secured funding from agencies such as FRQNT, MITACS, and the Rick Hansen Institute. Her work integrates technologies like smart stationary bikes and real-time avatars to enhance rehabilitation outcomes. Research interests span gait analysis, dynamic balance, and sensorimotor rehabilitation. She has supervised over 30 graduate students, contributing to advancements in post-stroke mobility, incontinence management, and telerehabilitation. Recent projects include developing intelligent exercise systems and evaluating environmental impacts on mobility in museum settings. Directed the 2019 SOFPEL international congress Co-led the TRIVEL intelligent cycle prototype development Pioneered studies on bilateral upper limb coordination post-stroke Her teaching includes courses in physiotherapy and evidence-based practice, shaping future generations of rehabilitation professionals. She prioritizes translating research into clinical practice through innovative interventions and technology integration.
Mark Sabbagh is a Professor in the Department of Psychology at Queen's University , Canada. His research focuses on theory of mind , social learning , executive functioning , and conceptual change in preschoolers, as well as theory of mind and social functioning in adults. Education : Ph.D. (1998), M.Sc. (1996) in Psychology from the University of Oregon; B.A. (1993) in Psychology from the University of California, Santa Cruz. Cross-Appointments : Centre for Neuroscience Studies, Queen's University. His work integrates developmental psychology with cognitive neuroscience , examining neural correlates (EEG, fMRI) of social cognition and mental state reasoning. Additionally, he investigates clinical implications of theory of mind, including links to depression and autism spectrum disorders. Recent publications highlight his expertise in ERP studies , word learning , executive function , and neurogenetic influences on social cognition. His lab explores how probabilistic reasoning and environmental factors shape cognitive development. Current roles : Editor-In-Chief of Cognitive Development Journal (since 2014); Board Member, Cognitive Development Society (since 2013). Contact : sabbagh@queensu.ca | Office: 348 Humphrey Hall, Queen's University.
