Normand Roy is a Full Professor at the Department of Psychopedagogy and Andragogy within the Faculty of Education at Université de Montréal. Holding a PhD in Education from Université de Montréal (2011), he specializes in educational technology, virtual reality applications, learning analytics, and innovative pedagogical strategies. Current research focuses on immersive technologies in history/geography education Expertise in mixed-methods research and digital textbook analysis His work explores flipped classrooms, AI tutoring systems, and video games' role in learning motivation. Recent projects include large-scale studies on digital literacy infrastructure and international collaborations with Brazilian researchers. Grants from FRQSC, SSHRC, and MITACS support his research teams across Quebec. Professor Roy supervises doctoral and master's students in education, examining topics like AI adoption, screen impacts on youth, and augmented reality in postsecondary science. He co-leads interdisciplinary research units like CRIFPE and LIRES, with a strong emphasis on co-creation and multimodal educational spaces.
ChongWoo Park is a Professor of Management Information Systems at the James M. Hull College of Business, Augusta University. He holds a Ph.D. in Computer Information Systems from Georgia State University (2008) and an MS in Information Resources Management from Syracuse University (2000). Education: Ph.D., Computer and Information Sciences, Georgia State University, 2008 MS, Information Resources Management, Syracuse University, 2000 His research focuses on technology adoption, sharing economy platforms, IT project management, and pedagogical applications of information systems. Recent work explores social dynamics in online learning and consumer behavior on peer-to-peer platforms. His publications span journals like Decision Sciences , Journal of the Association for Information Systems , and Computers in Human Behavior , reflecting interdisciplinary engagement with computer science, education technology, and behavioral economics. Scientific Awards: Education Innovation Fund (EIF) Grant, Division of Instruction and Innovation, 2024 High Impact Award for Excellence, Hull College of Business, 2021 Outstanding Faculty Award, Augusta University, 2021 Research Award for Excellence (x2), Hull College of Business, 2021 and 2019 He has served on university committees including the Executive Committee (2021–2025) and led initiatives like the SEM Plan - Retention Workgroup. His teaching portfolio includes courses on database systems, business intelligence, and enterprise process integration.
Andreas Grein is a Professor of Marketing and International Business at the Allen G. Aaronson Department of Marketing & International Business, Zicklin School of Business, Baruch College (CUNY). He holds a PhD in Marketing from New York University and has extensive experience in international marketing strategy, ethics, and education. PhD, Marketing, New York University (1994) MIB, International Business, University of South Carolina (1989) BBA, Business Administration, University of New Brunswick (1986) His research focuses on international marketing strategy , country-of-origin effects , ethical marketing practices , and global brand management with applications in the automotive industry and cross-cultural consumer behavior . Recent work explores how nationalism , trust , and corporate social responsibility influence global marketing decisions. Grein's publications span journals like the Journal of International Business Studies , Journal of International Marketing , and Journal of Macromarketing . Key themes include global advertising ethics , market reforms in Russia , and impact of corruption on country clusters . He has also investigated glocalization and globally integrated marketing communications (GIMC) . Baruch College Presidential Award for Distinguished Teaching (2008) Zicklin School of Business Teaching Excellence Award (2008) Beta Gamma Sigma Faculty Inductee (2022) Visiting Professor, Universite Paris Diderot (2019) Fellowships: Social Sciences and Humanities Research Council of Canada Doctoral Fellowship (1990-1993) Grein has supervised independent study students and served on doctoral committees. He contributes to academic governance as a member of the Faculty Senate Executive Committee, Zicklin Strategy Implementation Committee, and Learner Success Lab leadership. He also co-organizes the International Business Research Seminar Series and advises on curriculum development.
Dr. Rita Pidani serves as a Senior Lecturer in Business and Program Coordinator at the Newcastle Business School within the College of Human and Social Futures at the University of Newcastle, Australia. With over 15 years of academic experience since joining in 2010, she transitioned from sessional teaching roles at the Australia campus to full-time lecturing at the Singapore campus in 2014, establishing herself as a key educator in business programs across international settings. Her academic credentials include a Bachelor of Economics, Master of Business Administration, and Ph.D. in Economics, all earned at the University of Newcastle, Australia. These qualifications form the foundation for her specialized expertise in economic development and business education. Dr. Pidani's research centers on Small and Medium Enterprise (SME) development with particular emphasis on women's enterprise, local economic growth, and financial models in developing economies. Her work investigates critical dimensions including MSME performance drivers, export-led development strategies, cluster formations, productivity enhancement, innovation pathways, and financing mechanisms. As an active member of both the Economic Society of Australia (ESA) and Economic Society of Singapore (ESS), she maintains strong professional engagement in economic policy discourse. Analysis of her publication record reveals a distinct focus on Southeast Asian economies—particularly Indonesia—with significant contributions spanning digital learning adaptation during the pandemic, gender-inclusive business development, and cross-cultural management practices. Her collaborative research approach is evident through frequent international partnerships, reflecting a global perspective on economic challenges. Dr. Pidani has secured four competitive research grants totaling S$51,344.08, demonstrating sustained research productivity. Her funded projects include the 2023 Vaccine Hesitancy Research Project (S$20,000), the 2021 digital well-being study for online learners (S$10,000), the 2019 China-Africa export analysis (A$19,650), and the 2016 ASEAN board diversity investigation (S$5,000). These grants highlight her ability to address timely economic issues while securing institutional support for her research agenda.
Robert Starr is a Senior Lecturer in Policing and Criminology at the School of Social Sciences, University of the West of England. With a 28-year career as a police officer in London's Metropolitan Police and West Midlands Police, he brings extensive operational experience to his academic role. His research focuses on terrorism, organized crime, mental health crisis management, and male violence against women and girls. Qualifications: PhD (University of Warwick), M.A. (Dist.), B.A. (Hons. First) (University of Central England), PGCAPP (University of the West of England), PGCE (Lifelong Learning) (Canterbury Christ Church University) Collaborations: Palgrave Macmillan, Ibidem Press, Prof. Matthew Feldman, Dr. Anne Eason, Open University Press His work emphasizes the intersection of language and policing, advocating for learner-centred approaches to enhance problem-solving and critical thinking in law enforcement. Recent publications analyze police education reforms, including knowledge-skills-behavior (KSB) frameworks and diversity initiatives. Scientific awards: Fellow of the Higher Education Academy Starr welcomes collaborations on research projects and PhD supervision in policing, terrorism, and mental health-related disciplines.
Damla ÇETİN serves as a Researcher at Trakya University's Faculty of Education, Department of Special Education in Edirne, Turkey, specializing in inclusive educational practices and disability studies. Her doctoral work culminated in 2025 with a practice guide for teacher candidates in inclusive education. Her academic credentials include: Bachelor of Social Studies Education from Trakya University Faculty of Education (2012) Master in Educational Administration, Supervision, Planning and Financing from Trakya University Institute of Social Sciences (2017), thesis: 'Investigation of the relationship between school administrators' technostress perceptions and their individual innovative features (Edirne case)' Doctorate in Disability Studies from Trakya University Institute of Social Sciences (2025), thesis: 'Development of a Practice Guide and Website for Preparing Classroom Teacher Candidates for Inclusive Education During Teaching Practice' ÇETİN's research critically examines barriers and solutions in special education, with emphasis on teacher preparation for inclusive classrooms, technological interventions for neurodiverse learners, and administrative challenges in educational settings. Her work bridges theoretical frameworks with actionable strategies for classroom implementation, particularly focusing on autism spectrum disorders and developmental disabilities. Analysis of her 2017-2024 publications reveals consistent thematic progression: early work on technostress in school leadership evolved into specialized studies on inclusive teaching methodologies, culminating in her 2024 guide for teacher candidates. Her research demonstrates methodological diversity spanning literature reviews, comparative analyses of international frameworks like IDEA, and technology-assisted pedagogical interventions.
Prof. Dr.-Ing. Jörg M. Haake is a full Professor of Cooperative Systems at the Faculty of Mathematics and Computer Science, FernUniversität in Hagen (since 2001). He serves on the Executive Board of the CATALPA Research Center, where he previously held the position of Deputy Scientific Director (2021-2024). His research develops adaptive collaborative learning environments for diverse learners. Education: Doktor-Ingenieur (PhD equivalent) with distinction, Computer Science, Technische Universität Darmstadt (1995) Diplom-Informatiker (MSc equivalent) with distinction, Computer Science, Universität Dortmund (1987) Research Focus: Haake specializes in adaptive educational technologies for collaborative learning and working environments. His work emphasizes: 1) Dynamic support for diverse learners through personalized assignments and group processes, 2) Interdisciplinary collaboration frameworks for complex problem-solving, and 3) Scalable solutions for distance education. His LA-DIVA project exemplifies this through adaptive group formation algorithms and feedback systems. Publication Trends: Recent work (2020-2025) demonstrates strong focus on educational technology innovations: 62% of publications address self-assessment systems and feedback mechanisms, while 38% explore collaborative learning dynamics. Key methodological themes include learning analytics, automated item generation, and interaction pattern analysis in digital environments. Awards & Honors: Diploma in Computer Science with distinction (Universität Dortmund) Doctor of Engineering with distinction (TU Darmstadt) Leadership & Projects: Leads the CATALPA-funded LA-DIVA project and previously directed APLE I/II initiatives. Manages research teams developing Moodle plugins for self-assessment and collaborative writing tools. Holds leadership roles in the German Computer Society's Educational Technology division.
Dr. Molly M. Jameson is an Associate Professor in the School of Psychological Sciences at the University of Northern Colorado's College of Education and Behavioral Sciences. She holds a PhD in Educational Psychology from Ball State University with emphases in human development and statistics/research methodology. Her teaching focuses on Psychological Measurement, Learning Principles, Educational Assessment, and Educational Psychology for current and future educators. Her research examines math anxiety across the lifespan, particularly its relationship with self-efficacy and academic performance. Dr. Jameson pioneered the Children's Anxiety in Math Scale (CAMS), the first developmentally appropriate assessment for math anxiety in young children. Additional research explores how teaching styles, testing practices, and stereotypes influence math anxiety, and how these factors impact STEM participation. Recent work investigates AI applications in education, alternative grading systems, and community-engaged learning. Dr. Jameson's recent publications (2024-2025) demonstrate expanding interests in educational technology integration, artificial intelligence literacy, alternative assessment models, and inclusive pedagogical practices. Her work consistently bridges educational psychology with practical teaching innovations across STEM and social science disciplines. She serves as Faculty Assessment Fellow and coordinates assessment initiatives across the university, promoting the integration of assessment practices with instructional design. Her professional website is available through the University of Northern Colorado's faculty directory.
Gökhan Deniz Dinçer serves as an Assistant Professor in the Open and Distance Learning Department at Anadolu University's Open Education Faculty since 2025, following his promotion from Lecturer (2023-2025) and 21 years as a Lecturer (2002-2023) in the Distance Education Department. His academic journey includes a Doctorate (2013-2023), Postgraduate (2005-2008), and Undergraduate (1998-2002) degrees all from Anadolu University in related education fields. Doctorate: Anadolu University, Social Sciences Institute, Distance Education (2013-2023) Postgraduate: Anadolu University, Social Sciences Institute, Distance Education (2005-2008) Undergraduate: Anadolu University, Faculty of Education, Computer and Instructional Technologies Education (1998-2002) His research centers on Open and Distance Learning with specialized focus on virtual communities, social networks in education, digital transformation, and photography pedagogy. Current projects include developing AI acceptance scales for distance learners and analyzing forced migration memories through photo competitions. His 23 WoS publications demonstrate consistent contributions to educational technology literature, particularly examining interaction frameworks, accessibility design, and lifelong learning systems. Dinçer's scholarly impact includes 3 WoS citations with h-index 3, and active participation in international conferences like AAOU and IODL. His managerial roles include serving as Press and Public Relations Deputy Director (2019-2021) and Public Relations Unit Manager (2021-2022) at Anadolu University. Beyond academia, he contributes to artistic communities as Treasurer of Short Film Directors Association and participates in international photography exhibitions across Spain, Georgia, and Ukraine.
Dr. Olabisi Oyelana serves as an Assistant Professor in the Department of Nursing Foundations and Science at MacEwan University's Faculty of Nursing in Edmonton, Alberta. A dedicated educator with extensive international teaching experience, she champions learner-centered pedagogy that holistically supports students' physical, emotional, cultural, and spiritual well-being while advancing nursing education excellence. Her academic journey culminated in a PhD from the University of Alberta, where her doctoral research employed narrative inquiry to investigate international graduate nursing students' experiences in Canada. This foundational work ignited her commitment to equity, diversity, and inclusion (EDI) in academic spaces. Dr. Oyelana's research centers on amplifying marginalized voices through narrative methodologies, examining how race, gender, and class shape academic experiences. She investigates international student integration, faculty of color navigation of institutional policies, and anti-racist praxis in nursing education. Her work consistently bridges theoretical frameworks like diffusion of innovation theory with practical applications in maternal health and intercultural education. Her publication trajectory (2016-2025) reveals deepening focus on narrative inquiry approaches to international student experiences, learner-centered teaching evolution, and African maternal health contexts. Recent works demonstrate increasing methodological sophistication in qualitative analysis while maintaining strong community engagement principles. Her scholarly impact is recognized through significant awards including the SSHRC Internal Grant (2023), dual Dr. Olive Yonge Scholarships (2022, 2020), and University of Alberta's Nursing Research Endowment (2021). Earlier career recognition includes Manitoba-based graduate awards (2012-2014) honoring her foundational work. Dr. Oyelana actively mentors senior students through independent studies and serves as a journal reviewer for Africa Journal of Nursing and Midwifery, Canadian Journal of Nursing Research, and International Journal of Caring Sciences. Her research is supported by targeted grants focusing on teaching innovation and nursing scholarship. As a Black Community Research and Innovation Group member at MacEwan, she collaborates across institutions on EDI-focused projects. Her research teams frequently include international scholars, reflecting her commitment to global knowledge exchange in nursing education.
Beth Harn is an Associate Professor in the Special Education program within the College of Education at the University of Oregon, specializing in accelerating learning for students with achievement disparities through evidence-based interventions. Her work bridges educational practice with neuroscience to address reading difficulties and system-level implementation challenges. Her educational background includes: Ph.D. in School Psychology, University of Oregon (2000) M.S. in Psychology (emphasis in School Psychology), California State University, Fresno (1994) B.A. in Psychology (minor in English), California State University, Fresno (1991) Dr. Harn's research centers on three interconnected domains: optimizing schoolwide decision-making systems for data-driven instruction, identifying high-impact instructional variables for reading proficiency (e.g., pacing, error correction), and investigating neural mechanisms of attention in struggling learners. Her approach integrates experimental and correlational methods to develop scalable interventions grounded in both educational theory and cognitive neuroscience. Analysis of her recent publications (2014-2023) reveals dominant themes in multi-tiered systems of support implementation, fidelity measurement, and teacher professional development. Her work consistently examines how contextual factors influence intervention effectiveness across reading and mathematics domains, with growing emphasis on neurocognitive correlates of learning and adolescent literacy engagement. No scientific awards were documented in the source material. Dr. Harn actively mentors doctoral students and conducts research across three primary contexts: K-12 schools for intervention testing, teacher preparation programs for instructional refinement, and doctoral training for leadership development. Her current focus includes video-based teacher coaching and efficient fidelity evaluation methods, with ongoing projects addressing adolescent reading comprehension and mathematics implementation. Her research operates through coordinated efforts in school settings, teacher education programs, and doctoral leadership initiatives, emphasizing practical translation of findings into classroom practice through projects like Project CIRCUITS (Center for improving reading competence using intensive treatments schoolwide).
Francisco José Miranda Gonçalves is an Adjunct Professor at the Polytechnic Institute of Viana do Castelo with concurrent research appointments at multiple institutions including the Polytechnic Institute of Viseu. His work focuses on Physical Education pedagogy , formative assessment , and school-based physical activity interventions . Holding a PhD in Physical Education and Sports Sciences from the University of Trás-os-Montes and Alto Douro, he has published 57 specialized journal articles , authored 5 books , and produced 7 book chapters while organizing 29 academic events . Education PhD in Physical Education and Sports Sciences (2010), University of Trás-os-Montes and Alto Douro Bachelor's in Physical Education and Sports Teaching (2004), University of Trás-os-Montes and Alto Douro His research bridges educational assessment with motor competence development , emphasizing: Strength training integration in school curricula Formative evaluation methodologies Adventure sports safety protocols Playground activity optimization Student motivation and sports participation dynamics Analysis of his publications reveals consistent focus on school physical education reform , pedagogical supervision , and physical fitness measurement through tools like Fitnessgram. He has supervised 72 master's theses and co-supervised 1, while engaging in 76 collaborative research projects . Recent work explores nature-based learning environments and interdisciplinary primary school physical education approaches .
Emel Güler is an Assistant Professor in the Department of Lifelong Learning at Anadolu University's Faculty of Education. She holds undergraduate (2004), master's, and doctoral degrees from Anadolu University, specializing in Computer Education and Distance Education. Her career began at Turkey's Ministry of National Education (2005-2011) before transitioning to academia in 2011. She served as instructor and assistant manager in the Learning Technologies R&D Unit prior to her current professorial appointment in 2023. Her research encompasses: Open and distance learning ecosystems AI-driven educational technologies Digital publishing innovations Lifelong learning frameworks Strategic decision-making in flexible education Learning support systems She has produced 41 Web of Science publications spanning educational technology, AI integration, and accessibility solutions. Her work consistently addresses innovation in distance education through emerging technologies. Academic contributions include: Supervision of 9 graduate theses Participation in 1 research project 3 open-access publications Citations across multiple indexing systems (WoS, Scopus, Scholar) No laboratory or team affiliations are documented.
Pauline IREDU is a young doctor and associate researcher affiliated with the Institut de recherche sur l’éducation (IREDU) at Université Bourgogne Franche-Comté. Her work focuses on the professionalization of volunteer firefighters, particularly the impact of their initial training on career development and retention. Research Themes : Informal selection processes in training, educational assessment, adult learning in emergency services, and workforce development for volunteer firefighters. Publications : 2 journal articles (2023) and 15 conference communications (2021–2023), with recent 2024–2025 work on YouTube-based learning interventions and CIFRE thesis applications. Methodology : Mixed methods (survey of 330 active firefighters, interviews with 42 dropouts, and 16 observational sessions) to analyze training appropriation and retention. Her research highlights how internal factors (motivation, perception of training) and external factors (trainer perception, group dynamics, evaluation systems) interact to shape professionalization. She identifies implicit selection mechanisms during initial training that disproportionately affect underrepresented profiles, leading to attrition. Pauline’s 15 most recent publications (2021–2025) span themes like informal selection in firefighter training, YouTube-based pedagogy for student engagement, and structural equation modeling in social sciences. These works emphasize her focus on bridging educational theory with practical workforce development for emergency responders. She collaborates with institutions like the Direction Générale de la Sécurité Civile , CIRNEF , and ADMÉE , and her recent 2024–2025 studies explore gendered selection dynamics and public service professionalization challenges.
Jia Xu serves as Senior Lecturer in Chinese at Columbia University's Department of East Asian Languages & Cultures, teaching since 2012 with current responsibilities in second and third-year Chinese courses. She holds dual administrative roles as third-year Chinese (humanities) coordinator and program coordinator for teaching associates (TAs) within EALAC. Her academic credentials include: EdM in Educational Psychology: Cognitive Behavioral and Developmental Analysis from Teachers College, Columbia University EdM in Curriculum and Methodology of Teaching Chinese as a Second Language from Beijing Language and Culture University BA in Teaching Chinese as a Second Language from Beijing Language and Culture University Specializing in Educational Technology and Cognitive Science applications to language learning, her research synthesizes pedagogical innovation with cognitive behavioral principles to advance Chinese language instruction methodologies. This interdisciplinary approach bridges educational psychology with practical classroom implementation. Her publication record from 2009-2024 demonstrates sustained focus on Chinese language pedagogy, with significant contributions to textbook development (Authentic Chinese series), standardized testing frameworks (HSK/YCT exams), and K-12 curriculum standards. These works collectively establish her expertise in language assessment design and technology-integrated teaching resources for Chinese as a second language. Jia Xu's academic service centers on program coordination for third-year Chinese and TA development within EALAC. While actively mentoring teaching associates, the available information indicates no formal graduate student advising relationships or externally funded research grants.
