James A. Foster is a University Distinguished Professor of Biology in the Department of Biological Sciences at the University of Idaho. His research spans computational biology, evolutionary algorithms, and stochastic modeling. Key interests include neural ODE optimization, high-order SDE solvers, microbiome influences on health, and viral evolution modeling. Recent computational work focuses on improving efficiency and accuracy in stochastic simulations. Applications extend to pediatric nutrition (INSPIRE study), sepsis diagnostics, and COVID-19 variant analysis. Biological investigations cover gamete preparation and fertilization mechanisms.
Ann M. Stacks, Ph.D. is a Professor at Wayne State University, serving as Director of the Infant Mental Health Program and Associate Director at the Merrill Palmer Skillman Institute. Her research focuses on caregiving dynamics that foster early childhood social-emotional development, particularly for at-risk families. She integrates clinical practice, community engagement, and academic research to address infant mental health. Michigan Association for Infant Mental Health Michigan's Early Childhood Courts Early Head Start partnerships Dr. Stacks holds licenses in marriage and family therapy and specializes in reflective functioning assessments. Her work bridges academia and policy through grants from SAMHSA, HRSA, and NICHD, addressing issues like trauma-responsive parenting and maltreatment prevention. Scientific Awards: Esther Dean Callard Award Hiram E. Fitzgerald Emerging Scholar Betty Tableman Award She has led grants totaling $4.5M+ across diverse domains: child welfare systems, trauma-informed court teams, and home-visiting programs. Her publications highlight the interplay between caregiver mentalization and infant outcomes, with community partnerships to scale interventions.
Dr. Emma Head is a Lecturer in Sociology at Keele University's School of Social Sciences, where she served as Acting Undergraduate Programme Director (January-July 2019). Her research focuses on the sociology of the family, motherhood, care, paid/unpaid work, poverty, and social exclusion. She holds a PhD from the University of Bristol (2005) and previously held an ESRC postdoctoral fellowship at the University of Leeds. Her work emphasizes sociological approaches to lone mothers' lives, complementing policy-driven research. Teaching responsibilities include modules like SOC 10009 (Social Inequalities), SOC 10012 (Researching British Society), and SOC 30030 (Sociology of Parenting). She has published extensively on topics such as sustainable food transitions, digital parental engagement, and infant feeding practices. Her research methods expertise includes ethics in qualitative inquiry. Dr. Head’s academic contributions bridge theoretical frameworks with practical societal issues, particularly addressing family dynamics and social policy. She actively engages in curriculum development and student mentorship through her module leadership roles.
Serra Acar is an Associate Professor and Graduate Program Director in the Department of Curriculum & Instruction at the University of Massachusetts Boston. Her work focuses on culturally responsive early childhood education, particularly for linguistically diverse and marginalized populations. She holds expertise in early intervention, bilingual/dual language learning, and executive function development in young children. Dr. Acar has contributed to international research on autism education in low-resource settings and refugee child development programs. Her research emphasizes family-centered approaches, including parental involvement in special education and assessment practices for diverse populations. She has investigated pandemic impacts on families of children with disabilities and innovative teaching strategies in remote learning environments. Dr. Acar’s work bridges theory and practice through collaborative solutions for infants with substance exposure, migrant Head Start programs, and urban early intervention training. Notable areas include translanguaging pedagogy in inclusive classrooms, longitudinal studies on preterm birth impacts, and global perspectives on early childhood intervention systems. Her publications address policy gaps in refugee education, linguistic assessment validity, and cross-cultural autism interventions.
Dr Jude Maher is a Senior Lecturer in Nutrition and Dietetics at the School of Health, University of the Sunshine Coast. With over 20 years of clinical and health promotion experience in both nursing and dietetic fields, she brings extensive practical knowledge to her academic role. She is also a Member of the Centre for Bioinnovation at UniSC and actively contributes to research in maternal and child nutrition. Dr Maher holds the following educational qualifications: PhD from the University of the Sunshine Coast Master of Nutrition and Dietetics from Griffith University Bachelor of Nutrition from Queensland University of Technology Her research interests center on understanding, enabling and enhancing maternal nutrition during pregnancy, birth and beyond, recognizing this period's significance for both short and long-term outcomes for women and their children. She employs a socioecological and sustainability perspective in her research, examining how human behaviors are influenced by broader contexts. Her work focuses on maternal and child nutrition, sustainability issues in nutrition, and dietetic practice and education. She has special expertise in areas including maternal nutrition, infant nutrition, experiential learning, local food systems, sustainability issues, vegetables, ultra-processed food, and community gardening. Analysis of Dr Maher's publication record reveals a consistent focus on community-based nutrition interventions, particularly those involving community pharmacies as settings for public health nutrition. Her research demonstrates a progression from examining pharmacy-based interventions for maternal nutrition (2008-2010) toward more sustainability-focused approaches in nutrition education (2017) and contemporary issues like vegetable intake during pregnancy (2020). A notable thread throughout her work is the emphasis on practical, accessible interventions that can be implemented in everyday community settings. Dr Maher teaches in both the Bachelor of Nutrition and the Bachelor of Nutrition and Dietetics programs, with a strong focus on public health nutrition theory and practice underpinned by a health promotion framework. She employs authentic and experiential teaching methods to develop critical thinking practitioners. Her teaching areas include NUT306 Nutrition Communication and NUT301 Advanced Public Health Nutrition. She is an active member of professional organizations including: Dietitians Australia Health in Preconception, Pregnancy, and Postpartum Early and Mid-career Researcher Collective International (HiPPP EMR-C International)
Danita Wilmott is a Senior Lecturer at Manchester Metropolitan University's School of Nursing and Public Health within the Faculty of Health and Education. She currently co-leads the Master of Global Public Health (MGPH) programme and serves as the departmental academic lead for international student support. Her clinical background spans haematology nursing, midwifery, and health visiting, maintaining a contract as a health visitor with a Greater Manchester NHS Trust. Education: BSc Nursing (University of Manchester), MPH (University of Salford), current doctoral studies in Public Health. Her research focuses on public health and global health challenges, particularly child health inequalities, sexual health, and haematological conditions like haemoglobinopathy. She has contributed to landmark studies on infant mortality reduction in Greater Manchester and the impact of ICT in nursing education. Her work bridges clinical practice and academic research, emphasizing equity and evidence-based practice. While no awards are explicitly listed, her publications reflect sustained engagement with critical public health issues. Her advisory roles include supporting international students and overseeing clinical partnerships with NHS Trusts. She collaborates with the Pennine Care NHS Foundation Trust and contributes to work-integrated learning initiatives.
Ian Howard is Associate Professor of Computational Neuroscience at University of Plymouth's School of Engineering, Computing and Mathematics. His multidisciplinary research examines brain development across motor systems, from infant speech acquisition to adult motor learning, using robotic interfaces and computational modeling. Research spans multiple periods of brain development and motor systems: infant speech acquisition, adult arm movement learning, and robotic interface design. Current projects investigate motor imagery benefits, haptic feedback in skill acquisition, and voice pathology detection using machine learning. Robotics innovations include novel manipulanda for sensorimotor research and 3D-printed robotic segments with variable-stiffness actuators. Publications demonstrate consistent focus on computational modeling of biological learning processes. Teaches machine learning, control engineering, and mobile robotics. Professional affiliations include societies for neuroscience and robotics research. Research collaborations extend internationally through robotic interface sharing.
Professor Lennie Barblett AM serves as Professor of Early Childhood Education at Edith Cowan University's School of Education, Mount Lawley campus. With formal affiliations including the WA Schools Curriculum and Assessment Authority and Early Childhood Australia, she holds significant leadership roles in national early childhood initiatives. Her educational background includes a PhD from Edith Cowan University, a Bachelor of Education (Upper Second Class Honours) from the same institution (1993), and a Bachelor of Arts from The University of Western Australia (1990). Barblett's research centers on play-based pedagogy, quality curriculum development, teaching standards, integrated service delivery, social-emotional learning, and early childhood policy. Her work consistently emphasizes child agency, family engagement, and equity-focused approaches across diverse educational contexts. Analysis of her recent publications reveals strong thematic trends in digital literacy integration, transition-to-school frameworks, participatory research methodologies, and culturally responsive pedagogy. Her scholarship increasingly focuses on co-design approaches with children and families, particularly regarding health literacy and policy development. Winner, Engagement Australia Excellence Awards in the category of Outstanding Engagement for Research Impact (2021) for the 'Better Beginnings' family literacy program partnership Longstanding editorial role with the Australasian Journal of Early Childhood Key contributor to national framework updates including Australia's Early Years Learning Framework Her supervision portfolio includes doctoral research on infant-toddler teaching excellence, trauma-informed practice, and digital health literacy. Major funded projects demonstrate sustained engagement with the Association of Independent Schools of WA, State Library of WA, and Australian Research Council, with recent grants totaling over $1.2 million focused on transitions, digital tools, and family literacy initiatives. Barblett actively contributes to the Partners in Literacy and Numeracy (PLaN) program, creating university-community partnerships that directly impact educational practice.
Kelly Day is a Teaching Professor in the Faculty of Nursing at the University of New Brunswick. Her educational background includes a Nurse Educator Masters Degree (2013) and specialized certifications in virtual simulations, Indigenous health, perinatal mental health, and clinical instruction. She actively contributes to nursing education committees including CASN Simulation Interest Group and UNB Simulation Strategy Working Group. Her research focuses on perinatal/pediatric care and simulation-based education. Key interests include neonatal intensive care protocols, cultural humility in health assessment, environmental toxin impacts on child development, and innovative simulation methodologies to enhance clinical training. Her work bridges theoretical knowledge with practical healthcare applications. Publications consistently address simulation pedagogy and perinatal care advancements. Recent works demonstrate evolving focus on cultural competence in neonatal assessment and optimizing simulation design for clinical decision-making. Articles reflect interdisciplinary collaboration across nursing specialties. Awards & Grants: ARCASN Education Award (2012) Teaching and Learning Priority Fund (2021, 2022) She mentors students in clinical practicums and research projects, though specific advisee names are undisclosed. Grant-supported initiatives explore simulation integration and educational innovation. Professional service includes executive roles in provincial nursing associations and curriculum development committees.
Dr. Liza van Eijk is a Senior Lecturer in Psychology at James Cook University (JCU) with a focus on neuroimaging and neuropsychology. She leads projects funded by TAAHC and JCU grants, collaborating with institutions like CSIRO and the University of Queensland. Her research emphasizes biomarkers for improving patient outcomes, particularly in preterm infants and neurodevelopmental disorders. She teaches cognitive neuroscience courses and has a visiting researcher role at the Australian e-Health Research Centre. Research Interests: Dr. van Eijk’s work spans neuroimaging applications in clinical settings, sex differences in brain structure, and predictive modeling of neurological outcomes. Her collaborations involve developing quantitative MRI tools for neonatal brain assessments and exploring therapeutic interventions for conditions like PTSD and traumatic brain injury. Professional Activities: As CIA on multiple projects, she oversees initiatives like neonatal MRI implementation and EEG-based studies across campuses. She actively mentors students in neuroimaging, neuroscience, and neuropsychology, guiding doctoral research on topics like mindfulness in policing and machine learning in mental health diagnostics. Awards: While noted for 14 awards, specific names are not detailed in the text. Grants include TAAHC Seed (2021, AUD 50k) and JCU Cross Campus (2021, AUD 20k).
Dr. Alice O'Toole is the Aage and Margareta Møller Professor and Endowed Chair in the School of Behavioral and Brain Sciences at The University of Texas at Dallas. Her research focuses on face recognition in humans and machines, neural processing of faces and bodies, and computational models of perception. She holds a PhD in Experimental Psychology from Brown University (1988) and has held tenure since 1999. Her work bridges cognitive neuroscience with AI, emphasizing algorithmic comparisons to human performance. Dr. O'Toole's research interests include: Face recognition mechanisms in humans and deep learning systems Neural correlates of high-level visual processing Forensic facial identification expertise Bias mitigation in face recognition algorithms Body shape perception and social trait inferences Notable achievements include: Alexander von Humboldt Research Fellowship (1994–1996) French Embassy Postdoctoral Fellowship (1988–1989) Over $2.5M in federal research funding (NIH, DoD, NIST) Editorial roles at British Journal of Psychology and IEEE Transactions on Biometrics Her lab, the Face Perception Research Lab, collaborates internationally and has produced influential work on cross-race effects, algorithmic bias, and forensic facial analysis. Current projects include comparing human/expert performance to state-of-the-art AI systems in face recognition tasks.
Joseph P McCleery is an Associate Professor in the Department of Psychology at Saint Joseph's University and Executive Director of Academic Programs for the Kinney Center for Autism Education and Support. His research spans three primary themes: social processing in individuals with and without Autism Spectrum Disorder (ASD), genetic influences on brain and behavioral functioning, and the development of behavioral interventions for ASD. PhD, Psychology (Experimental), 2006 - University of California, San Diego MA, Psychology (Experimental), 2006 - University of California, San Diego BA, Psychology, 2000 - Rutgers University, Camden Dr. McCleery's work utilizes methodologies such as ERP, eye-tracking, and genetic analysis to explore cross-lifespan differences (infants, children, adults) in ASD. His publications in journals like Autism Research and Nature Reviews Genetics highlight his interdisciplinary focus on combining clinical psychology, neuroscience, and genetics. His research has been funded by organizations including the National Institutes of Health, Autism Speaks, and the Leverhulme Trust, emphasizing its impact on both academic and applied domains in autism research.
Dr. Desia Bacon is an Assistant Professor in the Department of Psychology at San José State University, specializing in developmental psychology with a focus on the intersection of language and social development. She leads the Pediatric Development and Language (PeDaL) Lab, investigating how young children use perceptual and social cues in their environment to learn language, emphasizing the impact of life diversity on developmental processes. Education: Ph.D., Psychology, University of Wisconsin - Madison (2023) M.S., Psychology, University of Wisconsin - Madison (2019) B.S., Psychology, University of Central Florida (2017) Research Interests: Dr. Bacon’s work explores how environmental information influences learning, particularly in early childhood. Her research employs diverse methodologies to study language acquisition, social-cognitive development, and the role of cultural and social contexts in shaping learning processes. Current projects examine how gender and group membership of informants affect children’s word-learning abilities, leveraging experimental paradigms such as preferential looking studies. Lab & Collaborations: The PeDaL Lab integrates interdisciplinary approaches to study language development across ages, from infancy to adulthood. The lab emphasizes community-engaged research, prioritizing accessibility for diverse families and participants.
Jacob Jaremko is a Professor in the Faculty of Medicine & Dentistry at the University of Alberta, specializing in Radiology & Diagnostic Imaging. As a pediatric musculoskeletal radiologist and Canada CIFAR AI Chair, he holds cross-appointments in Computer Science. His clinical practice is with Medical Imaging Consultants, Canada's largest radiology partnership. He co-founded MEDO.ai (now part of Exo Imaging) and the Collaborative for Ultrasound Deep Learning (CUDL). His research integrates deep learning with medical imaging, focusing on pediatric musculoskeletal development, arthritis quantification, and AI automation for ultrasound and MRI analysis. Key areas include hip dysplasia screening using 3D ultrasound, arthritis scoring systems (HIMRISS/KIMRISS), and ethical AI implementation in radiology. He has received significant recognition including the Canada CIFAR AI Chair (2021-2026) and Alberta Health Services Endowed Chair in Diagnostic Imaging (2011-2021). His work bridges engineering and medicine, developing AI tools for point-of-care ultrasound that expand diagnostic access globally. Dr. Jaremko mentors graduate students in radiology, biomedical engineering, and computer science. His lab focuses on translating AI research into clinical practice, particularly in resource-limited settings. Current projects include implementing hip dysplasia screening AI in primary care and developing quantitative MRI biomarkers for arthritis progression.
Hope Casto is Associate Professor and Chair of Education Studies at Skidmore College. Her scholarship examines how schools cultivate community partnerships to advance educational equity, particularly in rural contexts. Research analyzes policy implementation mechanisms for early childhood programs and systemic approaches to school-community revitalization. She developed frameworks for 'community-aware' educational policies that simultaneously enhance individual outcomes and community vitality. Current projects investigate leadership practices that bridge institutional and community contexts to address resource disparities in rural districts. Her publications demonstrate consistent focus on spatial dimensions of educational opportunity, including child care deserts in New York and administrative perceptions of rurality. Methodologically, she employs institutional analysis to examine policy implementation dynamics within complex community ecosystems.
