Ozkan Eren is a Professor of Economics at the University of California, Riverside. His research spans labor economics, education policy, public health, and criminology, often analyzing the long-term societal impacts of educational reforms, judicial decisions, and gender dynamics in teaching. Research Trends: His recent articles explore intersections of economic conditions with criminal behavior, curriculum changes affecting health outcomes, and enduring consequences of educational interventions like grade retention. Keywords include Economic Booms Recidivism Curriculum Reforms Infant Health Juvenile Justice Teacher Gender Effects Media Coverage: His work has been featured in prominent outlets such as Fortune Magazine , The Washington Post , and New York Times , highlighting studies on judicial bias, homework impacts, and teacher gender effects on student achievement.
Col Nathan B. Terry, PhD, is a Senior Military Professor and Director of the Center for Space Research and Assurance at the Air Force Institute of Technology (AFIT). He holds a PhD in Physics from AFIT (2007) and has extensive military and academic experience, including roles as Assistant Professor at the U.S. Air Force Academy, Research Physicist, and Program Manager for high-energy laser initiatives. His research spans lasers, educational psychology, nuclear deterrence, plasma physics, and precision navigation technologies. Col Terry has authored over a dozen peer-reviewed publications and received multiple military awards. Education: Bachelor of Science, Brigham Young University (2000) Master of Science, Brigham Young University (2001) PhD in Physics, AFIT (2007) Completed Air Command & Staff College and Air War College Research Focus: Terry's work emphasizes interdisciplinary applications of physics, including laser technology for defense systems, improving STEM education through empirical studies, and advancing nuclear deterrence strategies. His educational research explores learning gaps and homework efficacy in physics education. Publications Trends: His articles highlight laser dynamics, semiconductor device modeling, and pedagogical innovations. Recent work examines hypersonic technology's implications for nuclear weapons systems and SRS beam cleanup in fiber optics. Awards: Meritorious Service Medal (2x) Air Force Commendation Medal (2x) Joint Service Achievement Medal Current Roles: Leads AFIT's space research initiatives and oversees transition of defense technologies from basic research to practical applications. Previously managed the High Energy Laser Scaling Initiative and served in OSD's Defense Research and Engineering division.
John Griffith is an Associate Professor Worldwide in the Department of Mathematics, Science, and Technology at the College of Arts and Sciences, Embry-Riddle Aeronautical University. His work centers on improving educational and emergency service systems through research in online learning, applied statistics, and instructional efficiency. Educational Background: Ph.D. in Applied Training, Technology and Development, University of North Texas (1998) M.S. in Administration, Central Michigan University (1987) B.S. in Health Care Management, Southern Illinois University (1986) A.A.S. in Aircraft Maintenance, Community College of the Air Force (1984) A.A. in General Studies, Cuyahoga Community College (1984) Dr. Griffith's research focuses on online and distance education , particularly in STEM disciplines . He investigates how course design elements—such as quizzes, homework, and engagement tools—affect student performance and retention. His work emphasizes reducing extraneous cognitive load and improving instructional efficiency in virtual classrooms. His recent publications reveal a consistent focus on online STEM education , student engagement , assessment strategies , and course workload optimization . Trends include data-driven decision-making in teaching, analysis of learning behaviors, and innovations in feedback mechanisms. Scientific Awards: Prize (including medals and awards) – 2024 Dr. Griffith has been actively involved in professional development and academic service. He has led roundtable discussions at national teaching conferences and contributed to the scholarship of teaching and learning. While specific grant details are referenced in his CV, his work has been supported through institutional and professional recognition. He is also engaged in multiple scholarly communities. Professional Memberships: American Statistical Association (2017–present) Phi Kappa Phi (1998–present) International Association of Fire and Emergency Services, Higher Education (2014–2019) International Association of Emergency Managers (2014–2017) International Association of Women in Firefighting and Emergency Services (2014–2019) He teaches online courses and continues to influence pedagogical practices in higher education, particularly in the context of asynchronous learning environments.
Cinzia Balit-Moussalli is a Professor of Finance and Economics in the Department of Business and Accounting at Huntingdon College, a United Methodist Church-affiliated liberal arts institution. She holds a Ph.D. from Touro University International, an MBA from the American University of Beirut, and a B.S. from Beirut University. Her academic career is deeply rooted in economic theory, financial systems, and pedagogical innovation. Ph.D., Touro University International M.B.A., American University of Beirut B.S., Beirut University Her research focuses on financial crises, exchange rate regimes, capital controls, institutional variables, and the role of international financial institutions like the IMF and World Bank. She also explores the European Monetary Union, leadership culture, and its impact on economic productivity. In recent years, her work has increasingly centered on the transformation of higher education, particularly the integration of generative AI in teaching, student engagement strategies, and the future of the workforce and higher education by 2035. Her recent publications and presentations reflect a strong trend toward educational innovation, with a focus on AI in the classroom, active learning, and the ethical dimensions of economic education. She frequently contributes to national forums such as the American Economic Association, the Federal Reserve Bank of St. Louis, and Harvard Business Publishing Education, demonstrating her leadership in economic pedagogy. She has served on the editorial and advisory boards of Scientific Journal International and has presented at numerous academic conferences, including the World Congress of Social Economics and the Gulf Coast Economics Association. Her scholarly work includes publications on financial contagion, current account imbalances, and the role of ethics in economics education. Cinzia Balit-Moussalli is actively involved in mentoring students and enhancing curriculum design. She has participated in professional development workshops related to accreditation (SACSCOC), institutional effectiveness, and online teaching. While no formal lab or research team is mentioned, her engagement with national economic education initiatives positions her as a key contributor to the advancement of economic literacy and teaching excellence.
Gerda Hagenauer is a University Professor of Educational Science at the Paris Lodron University of Salzburg since October 2018. She currently serves as Deputy Head of the Department of Educational Science, School Research and School Practice (BIWI) and as Head of the School of Education since January 2022. Her career spans international experiences at Murdoch University and Friedrich Schiller University Jena, with habilitation from the University of Bern (2016). Research Focus Emotions and motivation in schools Teacher-student relationship dynamics Mixed-methods in educational research University didactics and school internships Intervention studies in educational settings Notable Projects : EMRiS (school practice emotions), OPEN EDU COOP (cooperative course concepts), StuvLiS (student satisfaction in teacher training). She contributes methodological innovations in mixed-methods research and interventions. Scientific Recognition European Academy of Sciences and Arts (2021–present) Board member of Austrian Society for Research and Development in Education (ÖFEB) since 2022 Active in EARLI, GEBF, and SGBF associations Her publications emphasize pedagogical psychology, classroom dynamics, and teacher-student interactions. She supervises major educational research projects and leads editorial work in Frontiers in Education and Forum Qualitative Social Research .
Olga Volckaert-Legrier is a Lecturer in Psychology at the University of Toulouse Jean Jaurès, affiliated with the Cognition, Languages, Language, Ergonomics (CLLE) research unit. Her work bridges Developmental Psychology and Digital Communication , focusing on how adolescents' use of SMS and electronic communication impacts language acquisition, spelling skills, and learning processes. She has conducted extensive longitudinal studies on text messaging patterns and their implications for educational technology . Her research themes include: Adolescent digital writing practices Effects of SMS on cognitive production Learning disabilities and technology Comparative analysis across regions (e.g., French Guiana vs. Metropolitan France) Key publication trends highlight her expertise in language registers , textism usage , and the pragmatic functions of SMS . She has collaborated with institutions like the École Pratique des Hautes Études and participated in projects such as sms4science and ANR AdEN . Her work informs policies on digital educational tools and supports initiatives like the CREM ELN thematic groups .
David Beevers is an Associate Professor of Mechanical Engineering at Grove City College, holding a Ph.D. from Penn State University. He teaches thermal fluids courses and mathematics/physics-intensive engineering courses with emphasis on conceptual understanding over formulaic application. Education: B.S.: Grove City College M.S.: Penn State University Ph.D.: Penn State University His research spans engineering education (growth-focused assessment, digital learning tools), structural mechanics (clevis/lug joint failure analysis), and composite materials (computational conductivity modeling). He employs experimental validation and theoretical frameworks across these domains, connecting pedagogy with mechanical design principles. Recent publications (2021-2024) reveal dual expertise: advancing educational technology through randomized digital assignments while conducting mechanical testing on bolted joints and simulating composite material behaviors. This interdisciplinary approach bridges classroom innovation with fundamental engineering research. He actively mentors undergraduate researchers as co-authors on publications, though no formal graduate students or specific grants are documented. No scientific awards are referenced in the source material.
Lévis Thériault serves as a Lecturer in the Department of Computer Engineering and Software Engineering within Polytechnique Montréal's Faculty of Engineering. He is also a member of the Institute for Data Valorization (IVADO), contributing to Montreal's AI research ecosystem. His academic credentials include a B.Eng., DESS from UQAC, M.Sc.A., and PhD coursework at Polytechnique Montréal. His research spans two dynamic domains: artificial intelligence applications in healthcare (notably the Marvin chatbot system for HIV treatment adherence) and innovative educational technologies for engineering education. Recent work focuses on conversational agents for patient self-management, digital learning environments, and active learning methodologies. His publication trend shows a strategic pivot toward health AI since 2020, with multiple presentations at International AIDS Conferences, while maintaining his educational technology research thread. Dr. Thériault actively supervises graduate students across multiple cohorts, with current advisees working on AI-driven clinical tools and educational software. His supervision record includes 14 professional Master's graduates between 2021-2024 and ongoing PhD and research Master's projects. Student theses demonstrate strong industry alignment, with implementations at organizations including Desjardins, Intact Assurance, and Criteo. Teaching responsibilities include core courses in operating systems, discrete structures, and software design, where he implements his research on active learning strategies. His 2020 publication on smartphone-based assessment for large engineering classes exemplifies his practical approach to educational innovation. The May 2022 press coverage of his AI solution for Alloprof's homework help platform highlights real-world impact of his educational technology research.
Rachel Haine-Schlagel is Professor and Associate Dean for Research in the College of Education at San Diego State University, where she serves in the Department of Child and Family Development. She also holds an investigator position at the Child & Adolescent Services Research Center (CASRC), affiliated with University of California, San Diego and Rady Children’s Hospital-San Diego. Previously, she was Assistant Research Professor in SDSU's Department of Psychology. Her educational background includes: Ph.D. in Clinical Psychology from Arizona State University M.A. in Clinical Psychology from Arizona State University B.A. in Psychology (highest honors) from Emory University Dr. Haine-Schlagel's research centers on family participation in child mental health services, with emphasis on evidence-based engagement interventions for community settings. Her work spans development of measurement tools (e.g., Parent Participation Engagement Measure), implementation strategies for evidence-based practices, and analysis of ethnic disparities in service engagement. She investigates how caregiver involvement impacts treatment outcomes through mixed-methods approaches including RCTs, observational assessments, and stakeholder analyses. Analysis of her 15 most recent publications reveals consistent focus on community-based child mental health systems, with recurring themes of caregiver engagement measurement, implementation science, and culturally responsive interventions. Her work bridges clinical practice and research through tools like the Parent And Caregiver Active Participation Toolkit (PACT) and Training Intervention for Engagement in Services (TIES). As a licensed psychologist (PSY20287) and certified TIES trainer, she maintains strong clinical connections while advancing research. Her mentoring is evident through numerous student/trainee co-authors on publications. She leads the PACS lab, which focuses on developing and testing family engagement interventions through community partnerships. Current projects emphasize toolkit implementation, measurement validation, and strategies to reduce disparities in mental health service participation.
Zachary Simoni serves as Associate Professor of Sociology within the Department of Sociology, Anthropology and Geography at the University of Tennessee at Chattanooga's College of Arts and Sciences, specializing in medical sociology and community-engaged health research. His educational credentials include: PhD in Sociology, University of Alabama at Birmingham (2015) MA in Sociology, Northern Illinois University (2010) BA, North Central College (2008) Research focuses on medicalization processes , social determinants of health , dementia caregiving , and the opioid epidemic , examining how social class, cultural capital, and structural forces shape health experiences through mixed-methods approaches. His work bridges academic scholarship with community health initiatives in Chattanooga. Recent publications reveal intensifying focus on pharmaceuticalization policy impacts , caregiver economic burdens , and medical encounter dynamics , reflecting growing community-partnered research addressing the opioid crisis and health disparities. Service contributions include founding UTC's Alpha Kappa Delta chapter and Sociology Club, serving as department curriculum coordinator, and active roles on Hamilton County's Opioid Abatement and Health Disparities Task Forces, demonstrating deep institutional and community commitment.
Dr. Hyun-Ju Oh is an Associate Professor in the Department of Recreation, Sport Pedagogy and Consumer Sciences at Ohio University's Patton College of Education. She specializes in Physical Education Teacher Education, with teaching responsibilities in skill/fitness development, testing methodologies, and professional internships. Her work targets youth health in underserved regions through evidence-based interventions. Education: B.S. in Physical Education, Ewha Womans University (Korea) M.S. in Sport Coaching, United States Sports Academy (AL) Ph.D. in Sport Pedagogy, University of Utah Dr. Oh's research focuses on combating child obesity and promoting physical activity in rural Appalachian Ohio. She designs innovative school/community interventions, explores teaching strategies like game-based learning and academic conversations, and investigates activity disparities across demographic groups. Her work bridges pedagogy, public health, and rural sociology. Her publications emphasize practical applications in physical education, including activity monitoring (pedometers), Taekwondo instruction, obesity prevention frameworks, and cultural/gender-based activity analysis. Recent work highlights game innovation and cognitive engagement strategies to improve youth fitness outcomes.
Paul Akangah serves as an Assistant Professor of Instruction in the Department of Mechanical Engineering at North Carolina A&T State University's College of Engineering. With a robust academic background including a Ph.D. in Mechanical Engineering from North Carolina A&T State University, he brings extensive expertise in composite materials, wave energy systems, and structural engineering to his teaching and research. His educational journey includes multiple advanced degrees: a Ph.D. in Mechanical Engineering (2011) focusing on "Impact Damage Resistance and Tolerance of Nano-fiber Reinforced Composite Laminates," an M.S. in Mechanical Engineering (2005) from KTH Royal Institute of Technology on "Application of Cleaner Production in Ghana," another M.S. in Mechanical Engineering (1997) from Norwegian University of Science & Technology on "Intelligent Condition Monitoring and Diagnosis of Rotating Machinery," and a B.S. in Mechanical Engineering (1993) from Kwame Nkrumah University of Science & Technology on "Automation of Conventional Lathe Machine." Dr. Akangah's research spans several critical engineering domains with particular emphasis on composite materials, wave energy conversion, and computational modeling. His fingerprint analysis reveals strong contributions in Engineering (100%), Machine Learning Algorithms (50%), Finite Element Analysis (36%), and specialized areas including delamination, tangential stress, structural effects, and biochar applications. His recent publications demonstrate a clear trajectory toward sustainable energy solutions and advanced materials research. His recent scholarly output shows significant activity in renewable energy systems, particularly wave energy conversion, alongside continued work in composite materials and engineering education. The pattern indicates a strategic focus on addressing sustainability challenges through engineering innovation while maintaining strong contributions to mechanical engineering education. Dr. Akangah actively contributes to academic service as a book reviewer (2020-2021), session chair (2019), and professional service officer (2018-2019). His teaching portfolio includes Advanced Strength of Materials, Applied Thermodynamics, Conduction Heat Transfer, and Doctoral Dissertation supervision. His teaching responsibilities include Advanced Strength of Materials, Applied Thermodynamics, Conduction Heat Transfer, and Doctoral Dissertation supervision. His professional service includes book reviewing and session chairing at academic conferences, demonstrating his engagement with the broader academic community.
Stig Bernt Poulsen is a Professor in the Department of Psychology at the University of Copenhagen, where he has been employed since 1995. He currently serves as the coordinator of the Center for Psychotherapy Research and is the President Elect of the European section of the Society for Psychotherapy Research. His academic career at the University of Copenhagen has progressed from Research Assistant (1995-1999) to Assistant Professor (2000-2002), Associate Professor (2002-2020), and finally Professor (2020-present). He has extensive experience in clinical psychology research and practice, with a particular focus on psychotherapy effectiveness and process. Dr. Poulsen earned his PhD in Psychology from the University of Copenhagen in 2000 and his MSc in Psychology from the same institution in 1989. His early career included clinical work as a psychologist at the Copenhagen Student Counselling Centre (1990-1995) and a trainee position at the Adult Psychiatric Ward of Copenhagen University Hospital (1989-1990). Professor Poulsen's primary research focuses on psychotherapy from multiple perspectives, with special emphasis on eating disorders (particularly bulimia nervosa), client experience of psychotherapy, practice-oriented research in psychotherapy, and psychological assessment. He has conducted numerous randomized controlled trials comparing different therapeutic approaches, most notably the Copenhagen Bulimia Trial which compared psychoanalytic psychotherapy and cognitive behavior therapy for bulimia nervosa. His current research includes studies on feedback-informed therapy, rumination-focused CBT for depression, mentalization-based treatment for adolescents with borderline personality disorders, and psychotherapy in the Danish practice sector. He collaborates extensively with the Danish Regions and the Danish Psychological Association on studies of outcome and therapist responsiveness. Analysis of Professor Poulsen's recent publication record reveals a strong focus on borderline personality disorder, particularly in adolescent populations, with numerous longitudinal studies examining treatment outcomes over 5-year periods. There is also significant attention to treatment personalization, with research exploring how client preferences, therapy activities, and their match influence outcomes. His work increasingly incorporates mentalization-based approaches and examines the role of therapeutic alliance and therapist factors in treatment success. The research spans multiple methodologies including randomized controlled trials, qualitative studies, and psychometric validation studies. Professor Poulsen has received major research grants including: 2008: Research grant from the Ivan Nielsen Foundation for Individuals with Particular Mental Disorders (DKK 105,000) 2002: Research grant with Susanne Lunn from the Egmont Foundation (DKK 1,000,000) 2002: Research grant with Susanne Lunn from the Danish Council for Independent Research | Humanities (DKK 2,138,000) As an educator, Professor Poulsen coordinates teaching in clinical psychology at BA and KA levels, delivers lectures and seminars in clinical psychology and psychotherapy, and supervises Master's and PhD theses. He has been actively involved in administration and evaluation, serving as Coordinator of the Centre for Psychotherapy Research since 2013, evaluator of academic positions since 2004, and member of the Study Board at the Department of Psychology (2002-2006). His leadership extends to the international community as President Elect of the European Chapter of the Society for Psychotherapy Research. Professor Poulsen is a key member of several research groups including the Center for Psychotherapy Research and The Copenhagen Bulimia Trial Group at the Department of Psychology, and he plays a leadership role in the European section of the Society for Psychotherapy Research. His work bridges academic research and clinical practice, with strong connections to the Danish mental health system through collaborations with the Danish Regions and the Danish Psychological Association.
