Christie Curtis is an Associate Professor at Biola University's School of Education , currently serving as Interim Dean . She holds a Ph.D. from Azusa Pacific University, an M.A. from Biola University, and a B.A. from the University of California, Riverside. Ph.D. in Curriculum and Instruction (Azusa Pacific University) M.A. in Education (Biola University) B.A. in English (University of California, Riverside) Her research focuses on grammar and writing curriculum development , with particular emphasis on supporting international students and improving communication strategies in educational settings. Recent publications analyze cognitive development linked to writing proficiency among international student populations. Key article trends include: Empirical studies on cognitive skills in highly selective universities Development of comprehensive K-12 grammar/writing textbook series Focus on practical pedagogy and language mechanics for academic success Curtis actively contributes to academic discourse through presentations at conferences like the Association of Christian Schools International and the American Educational Research Association . She serves on Biola University's Graduate Curriculum Committee and Graduate Services Council , and participates in the President's Administrative Council .
Christie Toth is an Associate Professor in the Department of Writing & Rhetoric Studies at the University of Utah . Her research focuses on two-year college composition studies, transfer student writing experiences, writing assessment and placement, settler colonial studies, and tribal college writing instruction. Education: PhD in Education from the University of Michigan (2014) MA in English from Portland State University (2008) BA in Anthropology from Bowdoin College (2004) Research Interests center on equity in writing assessment, transfer student literacy sponsorship, and the intersection of settler colonial studies with writing pedagogy. She advocates for transformative practices in community college-university partnerships and guided pathways reforms. Recent Publications explore writing placement equity, transfer student experiences, and the role of two-year colleges in shaping writing studies. Her work emphasizes social justice frameworks and systemic reform. Scientific Awards include the Robert A. Goldberg Endowed Prize in the Humanities (2024), Best Book Award from the Council of Writing Program Administrators (2022), and multiple teaching and leadership accolades from the University of Utah and national organizations. Grants supported initiatives like the Transfer Student Success Fellowship and Martha Bradley Evans Teaching Fellowship, focusing on writing studies and pedagogical innovation.
Dr. Yuan He is an Assistant Professor at the James I. Perkins College of Education, Stephen F. Austin State University, specializing in Early Childhood Education and Comparative International Education . Her work bridges curriculum design, teacher education, and cross-cultural analysis. Doctorate from University of Maryland Eastern Shore (Education Leadership) Doctorate and Master of Science from Nanjing Normal University (Early Childhood Education) Research focuses on: Curriculum and instruction in early childhood education Teacher education frameworks Body image representation in children's media Comparative analysis of international educational practices Recent publications (2021-2025) emphasize: Body weight representation in picturebooks Positive body image strategies Cross-cultural teacher training curricula Child development in Chinese kindergarten contexts Her work integrates theoretical foundations (e.g., Montessori, hermeneutics) with practical applications, particularly in bilingual and culturally responsive education.
Dr. Barbara Spector is a Professor of Science Education at the University of South Florida (USF) College of Education, where she has served since 1985. Her work focuses on educational change, qualitative research methods, and science education reform through innovative course development and community engagement. Research Interests: Science Education Reform Inquiry-Based Teaching and Learning Integration of Science, Technology, and Society (STS) Marine Science Education Qualitative Research Methodologies Professional Development for Educators Scientific Awards & Leadership: National Institute for Science Education Fellow NSTA Research Director NASTS Research Director AETS Director-At-Large Consultant to Federal, State, and Local Education Agencies Contributor to National and State Science Standards Dr. Spector has developed 25 graduate-level science education courses and co-created nationally recognized preservice teacher education courses. Her career spans NSF-funded initiatives like the Center for Ocean Sciences Education Excellence Florida and leadership in multiple university research centers.
Cristina Ortiz Ceberio serves as a Professor in the Department of Humanistic Studies within the College of Arts, Humanities and Social Sciences at the University of Wisconsin-Green Bay. Her academic profile spans interdisciplinary teaching in contemporary culture, Spanish language instruction, and Spanish-language literature courses. Her educational foundation includes: Bachelor's Degree in Humanities from the University of the Basque Country (San Sebastián) PhD in Romance Languages and Literatures from the University of Cincinnati (Ohio, USA) Ortiz Ceberio's research centers on gender dynamics in Hispanic contexts with specialized focus on Basque cultural production. She examines artistic representations of violence through feminist lenses, particularly analyzing how Basque women process political conflict through literature and cinema. Her scholarly work bridges literary criticism, film studies, and critical theory while maintaining strong regional expertise in Iberian and Latin American cultural studies. Analysis of her publication trajectory reveals persistent engagement with memory politics, gendered violence, and cultural identity across diverse media forms. Her work consistently connects historical contexts with contemporary socio-political issues, demonstrating methodological versatility through analyses of diaries, films, literary texts, and cultural spaces like the Basque pelota court. Scientific awards: No awards documented in source materials Regarding academic mentoring and research funding, available documentation provides no specifics about graduate students or grant-supported projects. Her professional activities appear centered on independent scholarship and classroom instruction within the humanities curriculum. No institutional research facilities, laboratories, or collaborative teams were referenced in the source documentation.
Katy Ilonka Gero is a Lecturer at the University of Sydney's School of Computer Science, with a PhD in Computer Science from Columbia University (2022). She holds a BSc in Mechanical Engineering from MIT, where she received the Carl G. Sontheimer Prize for Excellence in Innovation and Creativity. Education : BSc (MIT), PhD (Columbia) Her research focuses on Human-Computer Interaction , Creative Writing , and AI Ethics , particularly examining how language models impact writing processes, ownership, and agency. She advocates for community-driven language models trained on consensual data and explores technical innovations for personalized AI tools. Recent publications span language model ethics (Nature Machine Intelligence 2023), generative AI (CHI 2025 Best Paper), and creative collaboration (CHI 2023). Key trends include user-centered AI design , creative ownership , and data ethics . Scientific Awards : NSF Graduate Research Fellowship, Brown Institute for Media Innovation, Amazon Research Award, CHI Best Paper (2025), CHI Honorable Mention (2024) As co-founder of Ensemble Park and former taper editor, she bridges computational poetry and traditional literary practices. Her work at startups Rest Devices and Soofa demonstrates technical innovation in consumer and urban tech.
J. Elliott Casal serves as an Assistant Professor in the Department of English at the University of Memphis, where his research centers on applied linguistics with emphases in corpus linguistics, discipline-specific writing, and genre-based language pedagogy. His work bridges theoretical frameworks with practical applications for language teaching and academic literacy development across diverse disciplinary contexts. His academic credentials include: Ph.D. (2016-2020) from Pennsylvania State University M.A. (2012-2014) from Ohio University B.A. (2004-2008) from Ohio University Casal's research investigates functional linguistic conventions in professional communication, development of discipline-specific literacies, and corpus tool integration in language education. His scholarship critically examines syntactic complexity, phraseological patterns, and academic literacy across disciplines through both quantitative corpus analysis and qualitative assessments of learner agency, creativity, and intentionality in writing development. Analysis of his 15 most recent publications (2019-2024) reveals consistent focus on corpus-driven methodologies applied to academic writing across STEM and humanities disciplines. Key trends include syntactic complexity development in L2 legal writing, AI-writing detection ethics, frame-based formulaic features in academic genres, and cross-disciplinary variation in research article structures, demonstrating evolving applications of corpus linguistics to contemporary language education challenges.
Jimmy Jaldemark is a Professor at the Department of Education, Mid Sweden University, Sundsvall, Sweden. He serves as Research Leader of HEEL (Higher Education and E-Learning) and Head of Subject for the Discipline of Education. His roles include membership in the Faculty Board of Humanities and representation in the university-wide Education Council. He co-founded GRADE, a national graduate school in digital education, and leads the EARLI Centre for Excellence in AI in Learning and Instruction (AILI). His research focuses on AI, digitalization, lifelong learning, and networked learning. He co-edited *Networked Professional Learning* (2019) and guest-edited special issues in the *British Journal of Educational Technology*. He is an editor for that journal and serves on editorial boards for *Educational Research Review*, *Postdigital Science and Education*, and others. He supervises doctoral students and teaches in Behavioral Science and Education programs. Current projects include HEaD (Higher Education and Digitization) and BLAD (Need-based Learning through Adapted Participation). He collaborates internationally, notably in the AILI network exploring AI's educational impacts. His work spans educational development, organizational learning, and policy frameworks for lifelong learning in the digital era.
Robert Kaplan is an Advanced Senior Lecturer and Associate Director at Stony Brook University’s Program in Writing & Rhetoric, affiliated with the College of Arts and Sciences and Department of English. His work bridges academic writing pedagogy, writing transfer studies, and interdisciplinary research in Euro-American intellectual history, early American literature, queer theory, and poetry. Fields of Interest: Writing in the disciplines, writing transfer, eighteenth-century rhetoric, queer theory, HIV-related public health research. Research & Grants: Co-PI for the Writing Research Lab (2017–present), focusing on writing skills for non-native English speakers and cross-curricular transfer. Collaborated on NIH-funded workshops (D43TW000233) in Kyiv, Ukraine (2013). Scientific Awards: New York State English Council Mini-Grant (2017–18) Presidential Mini-Grant for Diversity Initiative (2016) FAHSS Interdisciplinary Award (2014) Presentations & Contributions: Active in conferences on writing pedagogy, including the Conference on College Composition and Communication, and interdisciplinary studies of moral philosophy and early American literature.
Hannie A. Gijlers is an Associate Professor at the Digital Society Institute, affiliated with the Department of Instructional Technology in the Faculty of Behavioral, Management and Social Sciences at the University of Twente. Her work bridges technology and education, focusing on innovative learning environments and collaborative processes. Academic Rank: Associate Professor Institution: University of Twente Research Institute: Digital Society Institute Department: Instructional Technology Her research interests center on computer-supported collaborative learning (CSCL) , technology-enhanced STEM education , inquiry-based learning , and the role of emotions and feedback in learning. She investigates how digital tools and agent-facilitated environments support students and teachers in collaborative settings, often through cross-cultural comparisons. Her work integrates physiological and gaze-based data to understand implicit learner emotions, pushing the boundaries of learning analytics. The recent publications (2021–2024) reveal a strong focus on teacher guidance models , gamified STEM apps , clinical reasoning in medical education , and climate change literacy . These works span disciplines including educational psychology, computer science, and environmental education, indicating interdisciplinary collaboration. Keywords across these articles include collaborative learning, emotion detection, technology integration, and cross-cultural studies, reflecting a consistent research trajectory in digital pedagogy and learner support. While no specific awards are listed in the provided text, her sustained publication record in high-impact venues and leadership in collaborative research projects suggest recognition within the academic community. Hannie Gijlers actively supervises research, as evidenced by co-authored works with junior researchers and contributions to practitioner research models. Her involvement in datasets and conference presentations indicates ongoing grant-funded or institutionally supported research activities. She has contributed to both theoretical frameworks (e.g., four-phase mentorship model) and applied tools (e.g., Science Chaser app), demonstrating a balance between scholarship and practical innovation. She is part of a vibrant research network at the University of Twente, collaborating with scholars like T.H.S. Eysink, A.W. Lazonder, and N. Janssen. Her team explores agent-facilitated learning, gamification in STEM, and teacher development, often in international collaborations (e.g., Dutch-Finnish studies). These efforts are supported by digital infrastructure and interdisciplinary datasets, positioning her at the forefront of digital society research in education.
Jill M Castek is Professor of Literacy, Technology & Bi/multilingual Learners & STEM Education in the Department of Teaching, Learning, and Sociocultural Studies at the University of Arizona's College of Education. As Graduate Advisor for the Second Language Acquisition and Teaching (SLAT) program and Co-Director of the Digital Innovation and Learning Lab (DIALL), she bridges research and practice in digital literacy development. Dr. Castek earned her PhD in Education Psychology (Cognition and Instruction) from the University of Connecticut as a Neag fellow in the New Literacies Research Lab, followed by postdoctoral work at UC Berkeley's Lawrence Hall of Science. Her research examines how digital, visual, and audio storytelling fosters literate capacities across print and digital forms in classrooms and community spaces. Her work centers on digital problem solving , critical media literacy , and equity-centered making practices in STEM education. She investigates intersections of disciplinary literacy, new media, and learning for bi/multilingual students, with strong emphasis on community-based applications through libraries and non-profits like Literacy Connects where she serves on the board. Recent publications (2022-2025) reveal growing focus on AI-era teacher education , digital health literacy , and misinformation challenges , while maintaining core commitments to collaborative problem solving and expansive literacies frameworks. Her scholarship consistently addresses K-12 and adult learning contexts through interdisciplinary lenses. Scientific recognition includes: Neag fellowship during doctoral studies As Principal Investigator on NSF and IMLS grants, Dr. Castek advances digital equity through projects like the Making Equity Network (broadening STEM participation for underrepresented groups) and library-focused digital problem-solving initiatives serving economically vulnerable adults. Her leadership in the Technology Enhanced Language Learning (TELL) cluster hire demonstrates institutional impact. Through DIALL, she cultivates innovations connecting digital storytelling with self-expression at individual and community levels, promoting workforce readiness via creative problem-solving approaches. Her board membership with Literacy Connects extends this community-engaged scholarship to Tucson-based literacy initiatives.
Giorgio Ottonello is a tenure-track Assistant Professor of Finance at NOVA School of Business and Economics (NOVA SBE), part of NOVA University Lisbon in Portugal. His research focuses on empirical asset pricing in fixed-income markets, with emphasis on institutional investor behavior, OTC market dynamics, and credit-liquidity risk interactions. Education: PhD in Finance, Vienna Graduate School of Finance (2019) M.Sc. in Quantitative Finance, Vienna University of Economics and Business (2014) Bachelor of Business Administration, University of Genoa (2012) Research Focus: Ottonello's work employs large-scale empirical methods to investigate institutional investor behavior in fixed-income markets, particularly examining OTC market microstructure and the interplay between credit risk and liquidity risk . His research demonstrates how regulatory changes alter credit rating informativeness and how macroeconomic shocks create reverse causality in credit markets, revealing novel transmission channels between real economy developments and financial markets. Publication Trends: His 10 most recent publications (2019-2024) appear in top finance journals including the Journal of Finance and Review of Corporate Finance Studies, showing consistent focus on fixed-income market anomalies. Key themes include inventory constraints in underwriting, benchmarking effects, and cyber risk transmission, with methodology emphasizing causal identification through natural experiments and high-frequency data analysis. Scientific Recognition: RAPS Best Paper of the Year Award (2022) for groundbreaking work on underwriter inventory constraints Academic Leadership: Ottonello supervises Master's theses at NOVA SBE in empirical asset pricing and sustainable finance, while teaching core investments courses. His exceptional teaching evaluation (5.3/6) reflects effective pedagogy in quantitative finance, building on prior experience teaching at WU Vienna where he received perfect scores (1.0/6) for finance paper writing instruction. He actively contributes to academic discourse through frequent presentations at major finance conferences including FIRS, EFA, and SGF.
Haiyang Ai is an Associate Professor in the Literacy and Second Language Studies program at the University of Cincinnati's School of Education. His research applies corpus linguistics and natural language processing to investigate second language acquisition, writing complexity, and bilingual language processing. His educational background includes a Ph.D. in Applied Linguistics from The Pennsylvania State University (2015), an M.A. in Linguistics & Applied Linguistics from the University of Chinese Academy of Sciences (2006), and a B.A. in English from Shaanxi Normal University (2003). Dr. Ai's research spans corpus linguistics, natural language processing, second language acquisition, and computer-assisted language learning. He specializes in compiling and analyzing native and learner corpora to develop intelligent language learning systems and investigate lexical/syntactic complexity in L2 writing. His methodological approach integrates computational tools with theoretical linguistics to address practical language teaching challenges. His recent publications (2019-2023) demonstrate consistent focus on lexical bundles in professional communication, automating complexity measurement in Chinese, speech perception mechanisms in bilinguals, and grammatical puzzles in English learning. These works bridge corpus-based analysis with psycholinguistic experimentation across diverse subfields including morphosyntax, pragmatic competence, and cognitive processing in L2 acquisition. Dr. Ai has secured multiple University of Cincinnati grants including three CECH Faculty Development Grants ($2500 in 2017-2018 for verb-noun collocation research, $2000 in 2016-2017 for corrective feedback tools) and the NCFDD Faculty Success Program ($3250 in 2017), all supporting his development of computational language learning resources.
Karin H. James is a Professor and Director of Graduate Studies in the Department of Psychological and Brain Sciences at Indiana University Bloomington's College of Arts and Sciences, actively reviewing applications for Fall 2026 admissions. Her research program investigates how self-generated actions shape cognitive development through neural mechanisms. Her educational background includes: Post Doctoral Fellow, Vanderbilt University (2001-2003) Ph.D. in Psychology, University of Western Ontario (2001) M.A. in Psychology, University of Western Ontario (1998) B.S. in Psychology, University of Toronto (1996) B.A. in History, University of Toronto (1991) Dr. James' research centers on the neural correlates of learning, specifically how motor experience influences visual recognition across domains including object recognition, reading acquisition, language learning, and mathematical understanding. Using fMRI and behavioral methods, she examines how sensorimotor interactions during symbol production (e.g., handwriting) reconfigure brain networks for perception. Her work demonstrates that visual-motor contingency during learning creates lasting neural changes that enhance recognition, with implications for educational practices in literacy and numeracy development. Analysis of her 2018-2021 publications reveals consistent focus on embodied cognition principles, particularly how action-perception loops establish neural representations. Key themes include gesture-based learning in mathematics, visual-motor integration in symbol recognition, and category formation mechanisms, bridging cognitive neuroscience with developmental psychology through innovative methodologies like the MRItab neuroimaging tool. Dr. James maintains active membership in the Society for Research in Child Development (2007-present), Cognitive Neuroscience Society (2004-present), and Vision Sciences Society (2000-present), reflecting her interdisciplinary approach to learning mechanisms. As Director of Graduate Studies, she oversees program development and student mentorship while leading the Cognition and Action Neuroimaging Lab. Her research infrastructure includes specialized neuroimaging tools developed for naturalistic experimental paradigms, supporting investigations into how embodied experiences shape cognitive architecture from childhood through adulthood. The Cognition and Action Neuroimaging Lab develops cutting-edge methodologies like the MRItab touchscreen system to study naturalistic learning during fMRI scanning, focusing on how sensorimotor experiences during symbol production reconfigure neural networks for perception and recognition across developmental stages.
Sara Scott Shields is an Associate Professor and Associate Dean of Academic Affairs in the Department of Art Education at Florida State University (FSU), part of the College of Fine Arts. She holds a PhD in Art Education from the University of Georgia, and earlier degrees from East Carolina University. Her career spans 14 years of teaching at secondary and college levels, with a focus on integrating visual journaling, contemporary art, and community history into civically engaged pedagogy. Shields has been recognized with national awards including the Southeastern Higher Educator of the Year (2019) and Florida Higher Educator of the Year (2018). Education: PhD in Art Education, University of Georgia (Advisor: Dr. Tracie Costantino) MAEd in Art Education, East Carolina University (Advisor: Dr. Alice Arnold) BFA in Art Education and Ceramics, East Carolina University (Advisors: Dr. Nancy House and Seo Eo) Research Focus: Shields’ work emphasizes civically engaged art education , leveraging visual journaling and arts-based research to foster socially just educational practices. She explores how art can bridge personal/community histories with contemporary issues, empowering students and educators to engage in civic discourse. Her interdisciplinary approach integrates qualitative methods, practitioner research, and curriculum design. Recent Scholarship Trends: Her publications (2018–2025) highlight resilience during crises (e.g., pandemic impacts), youth-led artistic research, and digital-age pedagogical strategies. Notable works include frameworks for civically engaged art education and studies on graduate student identity in academia. Awards & Contributions: National & regional teaching awards Leadership in art education policy Advocacy for equity in arts curriculum Teaching & Mentorship: Shields instructs core art education courses such as Contemporary Issues in Art Education and Arts-Based Research . She mentors pre-service teachers in designing inclusive, community-oriented curricula. Labs/Teams: Active in FSU’s Art Education Department, contributing to interdisciplinary initiatives and community art projects.
