Greg Walton is a Professor of Psychology at Stanford University, specializing in social psychology and psychological interventions. His research focuses on reducing social inequality through targeted interventions addressing discrimination, crime, and poverty policy. He holds a Ph.D. in Psychology from Yale University (2005). Walton's work emphasizes 'wise interventions'—simple yet powerful strategies that foster belonging, reframe challenges, and promote equity. Key areas include improving academic retention for marginalized groups, reducing workplace bias, and design of policies that align with psychological principles. His book Ordinary Magic explores how small acts can drive large-scale social change. His research has influenced education reform, criminal justice policy, and organizational practices. Notable contributions include interventions to enhance college student belonging, combat name-based sentencing biases, and improve outcomes for first-generation learners. Walton collaborates across disciplines to translate psychological insights into actionable solutions for systemic inequities. Walton's scholarship spans domains like identity threat reduction, dynamic norms for behavior change, and ethical policy design. His lab develops tools to measure and improve institutional climates, with applications in schools, workplaces, and justice systems.
Dr. Christopher O'Bryan is a conservation scientist at the School of the Environment, University of Queensland. With a PhD completed in 2020 on "The exposure and contribution of predators and scavengers to humans," his research focuses on the complex interactions between humans and wildlife, particularly in the context of conservation and environmental management. His research interests include: Human-wildlife conflict and coexistence strategies Invasive species management and ecological impacts Predator and scavenger ecology and their contributions to human well-being Conservation planning in multi-actor systems Social-ecological systems and collaborative governance Global biodiversity conservation challenges Dr. O'Bryan's recent publications reveal a strong focus on developing practical conservation solutions that address both ecological and social dimensions. His work often employs interdisciplinary approaches, combining ecological field studies with social science methods to understand complex conservation challenges. A significant portion of his research examines how collaborative networks can improve invasive species management outcomes and how human activities impact wildlife populations globally, with particular emphasis on African ecosystems. His scientific contributions have been published in high-impact journals including Nature Ecology & Evolution, Proceedings of the Royal Society B, Global Change Biology, and Communications Biology. His work has practical applications for conservation policy and management, particularly regarding human-wildlife interactions and invasive species control. Dr. O'Bryan is actively involved in international research collaborations across multiple continents. His work frequently addresses conservation challenges in developing countries, with particular emphasis on African ecosystems and communities affected by human-wildlife interactions. He has contributed to both theoretical frameworks and practical conservation tools that help bridge the gap between scientific research and on-the-ground management.
Hassan Khosravi is an Associate Professor in Data Science and Learning Analytics at The University of Queensland with primary appointment in the School of Electrical Engineering & Computer Science. He additionally holds affiliate Associate Professor positions in the Faculty of Humanities, Arts and Social Sciences, specifically with the School of Education and Humanities and Social Sciences. His academic work bridges computer science with educational innovation, focusing on how artificial intelligence can transform learning experiences and enhance student outcomes. Dr. Khosravi earned his PhD from Simon Fraser University and has built an extensive teaching career across three leading institutions: Simon Fraser University, University of British Columbia in Canada, and The University of Queensland in Australia. He has coordinated 30 different course offerings across 10 distinct courses for approximately 7,000 students, with class sizes ranging from 50 to 700. His teaching portfolio spans introductory programming, data structures and algorithms, artificial intelligence, database management systems, and graduate-level data science courses. His research program focuses on the intersection of data science, learning analytics, and educational technologies. Dr. Khosravi draws on theoretical insights from learning sciences and techniques from human-centered AI to develop technological solutions that enhance student learning. Key research areas include: Educational Technologies and Learning Analytics Human-AI Interaction in educational contexts Explainable AI for educational applications Crowdsourcing approaches to educational system development Statistical-relational learning applications in education Peer assessment and feedback systems enhanced by AI Analysis of Dr. Khosravi's recent publications (2024-2025) reveals a significant shift toward practical applications of generative AI in educational settings. His work demonstrates increasing focus on large language models for feedback systems, peer assessment enhancement, and student content creation. His research shows expanding interdisciplinary reach, connecting computer science with chemistry education, cognitive psychology, and research ethics. The publications indicate a clear progression from foundational machine learning work toward applied educational technologies that address real classroom challenges. Dr. Khosravi has been recognized with a Senior Fellowship from the Higher Education Academy, awarded in recognition of his contributions to effective teaching approaches and his coordination, supervision, management, and mentoring of others in educational contexts. As a research supervisor, Dr. Khosravi currently advises four PhD students as principal or associate advisor, with research topics spanning dataset building, cyber safety education for seniors, complex problem-solving with GenAI, and learning analytics applications in chemistry education. He has successfully completed supervision of seven PhD students whose work focused on synergizing learning sciences with analytics, insightful action recommendations in dashboards, AI for peer review improvement, and language learning behaviors. His supervision approach emphasizes interdisciplinary collaboration, often working with co-advisors from education, psychology, and domain-specific fields. Dr. Khosravi is actively engaged in major research funding initiatives, currently as a key participant in the ARC Training Centre for Information Resilience (2021-2026). Previously, he contributed to an ARC Discovery Grant focused on data analytics tools for self-regulated learning (2022-2025) led by Monash University. His work is organized around developing practical educational technologies, particularly through the RiPPLE platform and other systems that leverage learnersourcing and adaptive learning approaches to create scalable educational solutions.
Dr. Reyne Pullen is a Senior Lecturer (Education-Focused) in the Faculty of Science at The University of Sydney. With a career spanning secondary education and university teaching, their work focuses on enhancing student experiences in chemistry education through innovative pedagogical approaches. Key areas of interest include online learning, assessment strategies, and science communication. Dr. Pullen's research explores the impact of digital transitions in education, particularly during the pandemic, and investigates tools like virtual reality (VR) and natural language models to improve learning outcomes. They have contributed to national initiatives such as the ACDS Teaching and Learning Project, focusing on examination guidelines and curriculum development. Publications highlight their expertise in online assessment design, audience engagement in science events, and the evaluation of sessional academic experiences during crises. Their work bridges practical teaching innovations with theoretical frameworks in discipline-based education research (DBER). Current projects focus on refining educational practices in chemistry labs, leveraging technology to create inclusive learning environments, and documenting lessons learned from rapid shifts to remote education.
Dr. Shane Wilkinson is an education-focused Lecturer at The University of Sydney’s School of Chemistry. He holds a BSc (Honours I) from the University of Sydney (2006) and a PhD from the Australian National University (2010), where he developed enzymes for drug metabolite analysis. His research spans emerging educational technologies like augmented reality (AR) for laboratory instruction and data-driven personalized teaching. Previously, he worked on medicinal chemistry targeting neurodegenerative diseases and synthetic cannabinoid analysis, including a highly cited review on designer drugs. In 2014, he transitioned to an educational role as Senior Technical Officer in 2nd Year Laboratories, later becoming a dedicated education-focused academic. His work balances innovative pedagogical tools with hands-on research in neuropharmacology and drug testing. Education: BSc (Honours I) in Chemistry, University of Sydney (2006) PhD in Medicinal Chemistry, Australian National University (2010) Research focuses on leveraging technology to enhance science education while maintaining strong ties to medicinal chemistry. Key areas include AR applications for lab accessibility, pre-laboratory simulations, and digital assessment tools. He has published extensively on synthetic cannabinoids, P2X7 receptor antagonists for neuroprotection, and lab pedagogy innovations. Recent work explores pandemic-era teaching adaptations and inclusive learning strategies for students with disabilities. Publications Trends: Recent articles emphasize educational technology (e.g., labtorials, AR tools) alongside ongoing pharmacological research. Earlier work concentrated on drug metabolite synthesis and synthetic cannabinoid pharmacology, reflecting his transition from research to education. Awards: No awards explicitly mentioned, but notable contributions include a top-access article in the Australian Journal of Chemistry (2015) and impactful work on synthetic cannabinoid dangers. Grants/Advising: Collaborations with Prof. Michael Kassiou on medicinal chemistry projects and leadership in developing innovative laboratory curricula. No specific grants cited, but active in educational innovation initiatives. Laboratory contributions include designing accessible lab experiences and integrating digital tools for student engagement. Current focus is on equitable education practices and hybrid learning environments.
Assoc Prof Brendan Luyt is an Associate Professor at the Wee Kim Wee School of Communication and Information, Nanyang Technological University. His research focuses on the intersection of information studies, colonial history, and digital media, with a strong emphasis on Southeast Asia. He has explored topics such as Wikipedia governance, colonial library systems, and the socio-political dimensions of knowledge production in postcolonial contexts. His work examines the historical role of institutions like the Philippine Library and Raffles Museum, analyzing how colonial policies shaped cultural and scientific practices. He has also studied digital platforms like Wikipedia, investigating issues of neutrality, representation, and knowledge gaps in online encyclopedias. His research extends to publishing industries, children’s literature in the Philippines, and the legacy of imperial governance in modern information systems. Prof Luyt’s publications analyze the evolution of scientific journals, the role of photography in colonial Malaya, and the impact of digital divides on access to information. His interdisciplinary approach bridges history, library science, and media studies, offering critical insights into how knowledge is curated, contested, and disseminated in global contexts.
Krista Isaacs is an Assistant Professor in International Seed Systems at Michigan State University's Department of Plant, Soil and Microbial Sciences within the College of Agriculture & Natural Resources. Her work focuses on enhancing seed access for smallholder farmers in Africa and Latin America through participatory approaches integrating crop ecology, gender analysis, and qualitative methods. She teaches courses on Seed and Grain Quality and Agricultural Ecology. Educations: Ph.D. Crop and Soil Sciences, Michigan State University M.P.S. International Agriculture and Rural Development, Cornell University B.A. Rural and Environmental Sociology, University of Montana Research Interests: Dr. Isaacs' program emphasizes transdisciplinary collaboration to address seed system challenges. Key areas include: Gender-responsive crop breeding strategies Farmer-participatory research methodologies Agrobiodiversity conservation through decentralized seed systems Interactions between cropping systems and policy environments Her work bridges crop science with socio-cultural dimensions to ensure inclusive agricultural innovation. Grants & Outreach: 2023: $250K grant from North Central SARE for seed systems research Leading seed systems faculty-student-practitioner networks Labs & Teams: Active in PSM department's interdisciplinary teams focusing on global seed systems and gender equity in agriculture.
Rebecca Jordan is a Professor and Chairperson in the Department of Community Sustainability at Michigan State University (MSU), where she has been since August 2018. She holds a B.S. in Biological Sciences with a focus on Psychology, a Ph.D., and a Master’s in Organismal Biology from the University of Massachusetts Amherst. Her postdoctoral work included fellowships at Princeton University and the University of North Carolina, Chapel Hill. Prior to MSU, she served as faculty at Rutgers University. Her research centers on understanding how individuals engage with scientific data, particularly in environmental decision-making contexts. This includes studies on causal reasoning among students, citizen scientists, and the public. Key areas of interest include participatory modeling, systems thinking, and the role of education in fostering resilience and environmental stewardship. Dr. Jordan is affiliated with the Center for PFAS Research and contributes to initiatives within the College of Agriculture & Natural Resources. Her work has been supported by grants, including over $400,000 awarded for systems-thinking research. She has advised projects linking environmental identity, community engagement, and sustainable practices. Her publications explore topics such as framing effects in citizen science, participatory modeling tools, and the social-ecological dynamics of urban environments. She advocates for inclusive approaches to science education and community-driven environmental solutions.
Matthew Fulkerson is an Associate Professor in the Department of Philosophy at the University of California, San Diego. His research focuses on the intersection of emotions, perception, pain, and bodily awareness, with a particular emphasis on the role of touch and haptic exploration in shaping human experience. He investigates how sensory modalities interact, especially concerning self-awareness and the integration of sensory inputs into a coherent sense of self. Key research areas include: Embodied cognition and multisensory integration Philosophical analysis of pain and sensory motivation Epistemological dimensions of tactile perception Conceptual relationships between emotion, perception, and rationality His work often bridges traditional philosophy of mind with empirical findings from cognitive science. Recent publications explore topics like the Molyneux problem, the natural-kind status of pain, and the aggregation model of sensory motivation. Though no specific awards are listed, his contributions reflect sustained engagement with interdisciplinary debates in perception studies. Dr. Fulkerson's research also examines the philosophical implications of peripersonal space and the role of touch in forming bodily self-awareness. He critiques overreliance on visual-centric models, advocating for a more inclusive understanding of human sensory systems.
Dr. Martin Turcotte is an Associate Professor in the Department of Biological Sciences at the University of Pittsburgh. He joined the university in January 2017, following postdoctoral research at the University of Toronto Mississauga (2011–2014) and ETH Zurich (2014–2017), and earned his Ph.D. in 2011 from the University of California, Riverside under David Reznick and J. Daniel Hare. His research focuses on evolutionary community ecology, particularly the interplay between ecological processes and rapid evolutionary changes. Key areas include experimental eco-evolutionary dynamics, species coexistence mechanisms, and the impacts of plant domestication on ecological interactions. Education: Ph.D. in Biology (2011), University of California, Riverside Postdoctoral Training: University of Toronto Mississauga, ETH Zurich Dr. Turcotte’s work explores how rapid evolution affects species interactions, environmental change, and community stability. His lab uses experimental evolution with plant and insect systems to study topics such as eco-evolutionary feedbacks, phenotypic plasticity, and the consequences of domestication. The lab is part of the University of Pittsburgh’s Department of Biological Sciences and collaborates extensively with institutions worldwide. Recent projects include investigations into polyploidy effects on plant performance, duckweed-herbivore interactions, and the development of field research safety protocols. The lab has hosted numerous graduate students and postdocs, contributing to over 30 peer-reviewed publications since 2011. Dr. Turcotte also organizes events like the Tree Rivers Evolution Event to foster interdisciplinary dialogue in evolutionary ecology.
Rosta Farzan is a Professor and Associate Dean for Diversity, Equity & Inclusion at the University of Pittsburgh's School of Computing and Information. She specializes in social computing, focusing on online communities, socio-technical systems, and digital equity. Her work emphasizes empowering marginalized groups through technology design and fostering equitable participation in knowledge production. Education: Ph.D. from the University of Pittsburgh Affiliations: School of Computing and Information, Department of Informatics and Networked Systems Research Interests: Farzan's research integrates computational methods with social sciences to address societal challenges. Key areas include: Designing privacy-centric sensor systems Community-engaged digital equity programs Collaborative platforms for health support and education Recent Contributions: Recent work includes studies on algorithmic governance, LGBTQ+ suicide prevention interventions, and cyberbullying mitigation strategies. She leads projects funded by NSF and the R. K. Mellon Foundation addressing digital divides and hyperlocal community engagement. Awards: Leverhulme Trust Fellowship (2019) Teaching: Courses like Social Computing, Network and Web Data Technologies, and Information Systems Analysis Labs/Initiatives: Leads projects such as 'Critical Data Literacy for Advocacy' and 'Fostering Hyper-local Digital Equity.'
Professor Jen Pearson is a faculty member in the School of Mathematics and Computer Science at Swansea University, specializing in Computer Science within the Faculty of Science and Engineering. She leads research in the Future Interaction Technology Lab at the Computational Foundry, focusing on technologies for emerging communities facing challenges like limited internet access, low literacy, and restricted smartphone usage. Her work emphasizes participatory design, sustainable interfaces, and conversational AI in under-resourced settings. Her research collaborations span institutions like IIT Bombay, Université Joseph Fourier, and industry partners including IBM, Microsoft, and Google. Notable achievements include 7 best paper awards, a long-term impact award, and inclusion in EPSRC's 'A Decade of Success in the Digital Economy' report. She is also co-director of research in her department and seconded to the Morgan Advanced Studies Institute (MASI) as a research entrepreneur. Professor Pearson’s teaching focuses on app development, hardware prototyping, user evaluation, and innovative interaction methods. She actively supervises postgraduate research in these areas and has pioneered projects like the 'PV-Pix' smart messaging system and 'UnMute Toolkit' for minoritised languages. Her lab, the Future Interaction Technology Lab, explores cutting-edge topics such as self-powered IoT devices ('Older Generation' project), scent-based interfaces ('Scent InContext'), and speech recognition for unwritten languages. Her work consistently addresses global equity and sustainability challenges.
Susanna Pelagatti is an Associate Professor at the Department of Information Engineering, University of Pisa, and Director of the Laboratorio di Cultura Digitale (LABCD). Her research focuses on assistive technologies for individuals with autism spectrum disorder (ASD), inclusive design, and sensory processing in neurodiverse populations. She has pioneered projects like OBA (an inclusive botanical garden for ASD children) and MyDentist (a system to reduce dental anxiety in ASD patients). Education: Likely holds a PhD in Computer Science or related field, though specific details are not provided. Her work bridges Human-Computer Interaction (HCI), special education, and healthcare technology. Key areas include developing digital tools for ASD diagnosis/therapy, sensory integration studies, and technology-enhanced learning environments. Recent publications emphasize sensory profiles in ASD, mobile gaming for intellectual disability interventions, and smart campus initiatives. Pelagatti has contributed to interdisciplinary books like 'Pionieri fra due culture: Informatica umanistica a Pisa' and collaborates on EU-funded projects like DESIRE. Her work often involves cross-disciplinary teams in engineering, psychology, and education.
Dr. Emily Gregori is an Assistant Professor in the Department of Special Education at the University of Illinois Chicago's College of Education, and a Board-Certified Behavior Analyst. She holds a Ph.D. from Purdue University, with prior roles as a special education teacher and behavioral therapist. Her research focuses on improving behavioral interventions for individuals with developmental disabilities, emphasizing long-term sustainability, staff training, and telehealth applications. Key areas include evidence-based practices for autism spectrum disorder, technology-aided interventions, and caregiver-implemented strategies. Education: Bachelor's and Master's Degrees: Baylor University Ph.D.: Purdue University Research emphasizes methods to enhance behavioral outcomes for adolescents and adults with developmental disabilities. She examines intervention feasibility in natural settings, staff training efficacy, and telehealth-delivered behavioral strategies. Her work bridges clinical practice and educational systems, addressing gaps in inclusive settings and caregiver support. Grants and advising are not explicitly detailed in available texts, though her publications reflect collaborations in special education and behavior analysis. She actively contributes to advancing evidence-based practices through systematic reviews and meta-analyses of interventions.
Professor Margot Brereton is a leading researcher in Human-Computer Interaction at QUT's School of Computer Science. With a PhD from Stanford and over $6M in competitive grants, she specializes in participatory design for humanitarian technologies, focusing on neurodiverse communities, indigenous languages, and aging populations. Her work integrates tangible interfaces and AI to create innovative socio-technical systems. Education includes: PhD Mechanical Engineering Design (Stanford) Masters Technology Policy (MIT) BSc.Eng (Hons) (Bristol) Research explores co-design methods for overlooked communities through long-term engagements. Key areas: Humane AI, tangible interaction, and ecological systems. Recent publications show strong focus on healthcare AI (radiology training, clinical data augmentation), inclusive design (disability systems, dementia care), and environmental interaction (nature networks, phenology). Awards: QUT STEMM Diversity Award (2019) Vice-Chancellor's Research Excellence Award (2019) Supervised 20+ PhD students to completion and leads a vibrant research group. Secured major grants including ARC projects on Ambient Nature Networks and Human-Machine Teaming. Manages collaborative projects with clinical, indigenous, and environmental stakeholders.
