George Spencer is an Assistant Professor in the Department of Administration, Leadership, and Technology at NYU’s Steinhardt School. He holds a PhD and MA from Harvard University’s Graduate School of Education, and a BA from Northwestern University. His research focuses on college access, policy evaluation, and student pathways, with a particular emphasis on socioeconomic disparities and policy levers to improve educational outcomes. His work has been supported by grants from AERA, TIAA Institute, and the Bill & Melinda Gates Foundation. Notable awards include the AERA Dissertation Fellowship (2015-2016) and Russell Sage Foundation Pipeline Grant (2021). Prior to academia, Spencer directed programs for high school students with the I Have a Dream Foundation and worked at the Consortium on Financing Higher Education. Research interests include dual enrollment policies, articulation agreements, transfer student trajectories, and the effectiveness of individualized learning plans. His scholarship appears in top journals like American Educational Research Journal and Review of Higher Education.
Jennifer Widom is the Frederick Emmons Terman Dean of Stanford University's School of Engineering and holds the Fletcher Jones Professorship in Computer Science and Electrical Engineering. She previously served as Chair of the Computer Science Department (2009–2014) and Senior Associate Dean (2014–2016). Widom earned her Ph.D. in Computer Science from Cornell University (1987) and completed her undergraduate degree in Music at Indiana University (1982). She joined Stanford in 1993 after research at IBM Almaden. Education: Ph.D., Computer Science, Cornell University, 1987 MS, Computer Science, Cornell University, 1985 MS, Computer Science, Indiana University, 1983 BS, Music, Indiana University Jacobs School of Music, 1982 Research Interests: Widom's work focuses on nontraditional data management, including data streams, uncertain databases, crowdsourcing, and query processing systems like STREAM and Deco . She has pioneered methods for managing and querying uncertain data, optimizing graph algorithms, and integrating human computation into data systems. Key Contributions: Developed the STREAM system for real-time data stream management Advanced techniques for crowdsourcing quality management Contributed to foundational work in uncertain databases and provenance tracking Awards & Recognition: ACM Fellow (2005) Member, National Academy of Engineering (2005) Edgar F. Codd Innovations Award (2007) ACM-W Athena Lecturer (2015) EPFL-WISH Erna Hamburger Prize (2018) Teaching & Leadership: Widom teaches courses on data analytics and database systems, advising students like Arnav Joshi. She has led major initiatives in computational education and institutional leadership at Stanford.
Lea R. Winter is an Assistant Professor in the Department of Chemical and Environmental Engineering at Yale University's School of Engineering & Applied Science. Her research focuses on electrified processes at the nexus of food, energy, water, and climate, with emphasis on sustainable CO 2 conversion, green nitrogen fixation, wastewater valorization, and plasma-electrochemical systems. She leads an active research group and mentors multiple PhD students, postdocs, and undergraduates. Ph.D., Columbia University B.S., Yale University Dr. Winter's research interests lie at the intersection of sustainability and chemical engineering. She pioneers electrified membrane technologies, plasma-activated reactions, and catalytic processes for converting waste streams (CO 2 , nitrates, wastewater) into valuable fuels, chemicals, and fertilizers. Her work integrates electrochemistry, plasma chemistry, and heterogeneous catalysis to develop distributed, circular solutions for environmental challenges. Key themes include green ammonia production , on-demand fertilizer synthesis , and electrified water treatment with resource recovery. Analysis of her recent publications reveals a strong focus on electrified membranes for nitrate and CO 2 conversion, plasma-activated co-processing of N 2 and C 1 gases, and single-atom catalysis for environmental applications. Her research spans fundamental reaction mechanisms to scalable engineering solutions, often published in high-impact journals such as Nature Water , PNAS , and Joule . The work demonstrates a consistent trajectory toward enabling a distributed hydrogen and nitrogen economy through sustainable electrochemical and plasma-driven technologies. Scientific Awards: Beckman Young Investigator Award (2024) Department of Energy Early Career Award (2024) Caltech Young Investigators Lecture Series Award (2022) NEWT Distinguished Postdoctoral Fellowship (2020) NSF Graduate Research Fellowship (2015) North American Catalysis Society Kokes Award (2019) Dr. Winter actively mentors students and has advised several who have gone on to PhD programs and faculty positions. Her lab receives significant research funding, as evidenced by her early-career awards from DOE and NSF. She leads projects on mining nontraditional water sources for hydrogen, plasma-based fertilizer synthesis, and electrified membrane systems. The Winter Lab fosters a collaborative, creative, and safe research environment centered on the principles of CRISP: Creativity, Respect, Investment, Safety, and Partnership. She also contributes to scientific discourse through invited viewpoints on climate education and critiques of emerging technologies like seawater electrolysis. Her lab collaborates widely, including with researchers at Columbia, Caltech, and international institutions.
Mohamed Shaat is an Assistant Professor of Mechanical Engineering in the Engineering Department at St. Mary's University, San Antonio, Texas. Holding a Ph.D. from New Mexico State University (2017), he previously served as Assistant Professor at Abu Dhabi University (2019-2021) and held postdoctoral positions at Southern Methodist University (2022-2024) and Boston University (2021-2022). His research bridges energy storage systems, active matter physics, and advanced materials engineering. His educational foundation includes: Ph.D. in Mechanical Engineering, New Mexico State University, 2017 M.Sc. in Mechanical Engineering, New Mexico State University, 2016 M.Sc., Zagazig University (Egypt), 2012 B.Sc., Zagazig University (Egypt), 2007 Dr. Shaat's research program focuses on interdisciplinary innovation in energy storage (SOFCs & ASSBs), mechanics of active matter, nano-confined fluids, chiral metamaterials, and topological/non-Hermitian mechanics. He integrates machine learning with continuum mechanics to optimize electrochemical systems and additive manufacturing, exploring nontraditional phenomena in complex materials for next-generation engineering applications. Analysis of his 60+ journal articles reveals a dominant trajectory in nonlocal elasticity theory and topological mechanics, with increasing integration of machine learning (2020-2024). His work spans nanostructure mechanics, metamaterial design, and energy storage optimization, demonstrating consistent innovation in theoretical frameworks for complex material systems. His scholarly recognition includes: World's Top 2% Scientist (Stanford University, Mechanical Engineering & Transports, since 2019) Outstanding Graduate Award, New Mexico State University (2017) Merit-Based Enhancement Fellowship, New Mexico State University (2017) Best Master's Thesis Award, Zagazig University (2013) Committed to academic service, Dr. Shaat serves on the editorial board of Scientific Reports and as Specialty Associate Editor for Frontiers in Mechanical Engineering. His extensive peer review for Nature, Nature Communications, and Applied Physics Letters reflects his field authority. While specific grant details aren't disclosed, his postdoctoral appointments and publication volume indicate successful research funding. His teaching includes Materials Engineering and Materials Laboratory courses, emphasizing hands-on student mentorship. Though laboratory infrastructure isn't explicitly detailed, his research scope suggests computational modeling expertise and likely collaboration with experimental teams for materials characterization in energy storage and metamaterials development.
Dr. Shiyan Jiang is an Assistant Professor in the Learning Design and Technology Program at North Carolina State University’s College of Education . She joined NC State in 2019 and specializes in integrating digital literacy into STEM education, particularly through AI-driven curriculum design and technology-enhanced interdisciplinary learning. Her work emphasizes empowering K-12 students with tools like narrative modeling, data visualization, and machine learning to explore STEM identities and career pathways. Education : Dr. Jiang holds a Ph.D. in Teaching and Learning (Specialization: Technology-Enhanced STEM Education) from the University of Miami (2018). Research Focus : Her research centers on: AI and data science education in K-12 classrooms Multimodal composing environments for STEM identity development Technology-mediated interdisciplinary learning Epistemic agency and data literacy Key Achievements : Recipient of NSF Awards #1949110 (2019) and #2241671 (2022) for AI-in-education projects Co-chair of the Technology Committee at the International Society of the Learning Sciences (ISLS) Editorial board member of Journal of Educational Technology Research and Development and Journal of Science Education and Technology Teaching : Courses include Data Visualization, Machine Learning, and Text Mining in Education, alongside doctoral seminars in Learning Sciences. Grants & Outreach : Collaborates with educators and institutions to design AI-infused curricula, such as the i-SAIL (integrated Science and AI Learning) program. She also develops tools like StoryQ for K-12 machine learning education. Labs & Teams : Active in the Friday Institute for Educational Innovation and the Belk Center, focusing on scalable educational technologies.
Marta Dominguez-Folgueras is an Associate Professor of Sociology at Sciences Po, affiliated with the Centre for Research on Social Inequalities (CRIS) and a member of the Gender Studies Programme Steering Committee. Her research focuses on gender inequality, family dynamics, and domestic work, with empirical studies centered on Spain and France. Her research interests include the sociology of family, gender ideologies, parental leave policies, and the motherhood penalty. She investigates how economic crises, public policies, and cultural norms shape the division of domestic labor and affect gender equality within households. She contributes to Trans Parent, a European research program studying gendered divisions of domestic duties among couples. Her recent publications show a consistent focus on gendered labor divisions, motherhood, and policy impacts, particularly in Southern Europe. Her work combines qualitative and quantitative methods, often analyzing longitudinal data or conducting narrative interviews. She has published in journals such as Social Politics , Journal of Family Issues , and Demographic Research , addressing topics like breastfeeding, cohabitation, and the effects of the pandemic on unpaid work. Resisting Intensive Motherhood? Women's Accounts on Infant Feeding in Spain (2025) Gender Ideologies in Spain: A Latent Class Approach (2025) The Motherhood Penalty in Spain (2022) Division of unpaid work during the pandemic in France (2022) Marta Dominguez-Folgueras has supervised PhD students including Ida Gaede and Clara Le Gallic-Ach, whose theses explore migrant mothers and gender violence reporting in France. She teaches undergraduate courses such as Introduction to Sociology and Sociology of Family at Sciences Po. She has received research funding through projects like Trans Parent and has contributed to policy reports for DREES. She is affiliated with the Centre for Research on Social Inequalities (CRIS) at Sciences Po, a leading interdisciplinary research center focused on social stratification, inequality, and policy. Her work bridges academic research and social policy, particularly in the areas of gender and family.
Jeffrey S. Russell is a Vice Provost for Lifelong Learning, Dean of the Division of Continuing Studies, and Professor of Civil and Environmental Engineering at the University of Wisconsin–Madison. He leads initiatives for lifelong learners, nontraditional students, and online degree programs, including precollege, summer, and international student partnerships. His academic career spans teaching, research, and leadership in construction engineering and project management. Education: Ph.D. and MS in Civil Engineering from Purdue University, BS from the University of Cincinnati. Dr. Russell’s research focuses on construction management , innovative project delivery systems , and construction automation and robotics . His work addresses challenges in project scheduling, resource allocation, and diversity in engineering education. Google Scholar highlights his contributions to out-of-sequence construction analysis, project readiness models, and PM competency frameworks. His publications emphasize agile methodologies , risk mitigation , and data-driven decision-making in construction. These works span themes like project lifecycle optimization , team collaboration , and educational reform . Scientific Awards: ASCE OPAL Lifetime Achievement Award, NSF Presidential Young Investigator, ASEE Glen L. Martin Best Paper Award, and multiple ASCE and NSPE honors. Dr. Russell mentors students and professionals, advocating for lifelong learning and diversity in engineering . He co-founded UW–Madison’s Construction Engineering and Management Program and has received recognition for teaching and leadership, including ASCE’s Distinguished Member and Huber Prize.
Chris Blake-Turner is an Assistant Professor of Philosophy at Oklahoma State University (2023–present), previously at the University of Alabama at Birmingham (2021–2023). They hold a PhD from UNC Chapel Hill (2021), a BPhil from Oxford (2018), and a BA from Durham University (2015). Their research focuses on epistemology, philosophy of action, and philosophy of logic, with applied interests in epistemic environments and fake news mitigation. They teach courses on symbolic logic, philosophy of language, and ethical theory. Education: PhD in Philosophy, UNC Chapel Hill (2021) BPhil in Philosophy, University of Oxford (2018) BA in Philosophy, Durham University (2015) Research Interests: Epistemology of reasoning, normativity in logic, logical pluralism, and the philosophical implications of fake news. They argue for frameworks that unify practical and theoretical reasoning, and propose methods to safeguard epistemic environments against misinformation. Teaching: Courses include Symbolic Logic, Philosophy of Language, and Contemporary Epistemology. Emphasizes inclusive pedagogy and nontraditional student support. Develops innovative teaching tools like the 'Discussion Moves Framework.' Languages: Polish
Michael Anthony Turcios serves as an Assistant Professor in the Department of Radio/Television/Film at Northwestern University's School of Communication. He maintains faculty affiliations with the Center for Native American and Indigenous Research and the Latina and Latino Studies Program, while actively contributing to the Northwestern Prison Education Program through specialized course instruction. Education: PhD in Cinema and Media Studies, University of Southern California Professor Turcios specializes in nontheatrical film histories, ephemeral media, and relational anticolonial/antiracist movements. His research centers Indigenous media practices, Chicanx/Latinx film cultures, and postcolonial media studies, with emphasis on cultural preservation, land reclamation, and fabulation as restorative methods across Palestine, the Americas, and Indian Ocean contexts. His methodology integrates archival analysis of nontraditional audiovisual texts with examinations of community-based screenings and non-filmic moving image practices. His recent publications reveal consistent thematic trajectories examining state violence at borders, reparative cinematic frameworks, transnational solidarity movements, and critiques of extractive capitalism. These works bridge film history with critical race theory, environmental justice, and decolonial praxis, demonstrating how marginalized communities deploy media for resistance and cultural continuity. As a first-generation scholar from a working-class background, Professor Turcios prioritizes mentorship for historically excluded students. His teaching portfolio includes graduate seminars in Screen Cultures and undergraduate courses on Documentary Film History, Indigenous Studies and the Moving Image, Third World Cinemas, and Race and Space in Film and Media, with significant engagement through the Northwestern Prison Education Program.
Heidi Brothers, PhD, is an Assistant Professor in the Department of Civil Engineering at the University of Colorado Denver's College of Engineering, Design and Computing. She contributes to the Construction Engineering and Management (CEM) program, which offers undergraduate and graduate degrees with interdisciplinary curricula integrating engineering, architecture, and business principles. Her research focuses on advancing construction education through technology innovation, including Building Information Modeling (BIM), construction surveying, and smart cities infrastructure. The CEM program emphasizes industry engagement, state-of-the-art methods, and flexible academic offerings for nontraditional students. Heidi maintains strong connections with the construction industry through advisory boards, guest speakers, and internship programs. She teaches courses like Construction Technology 1/2 and contributes to the Technology Innovation in Construction minor and certificate programs.
Eladio Bobadilla is an Assistant Professor of History at the University of Pittsburgh, affiliated with the Dietrich School of Arts and Sciences. He holds a PhD from Duke University (2019) and a BIS from Weber State University (2012). His research focuses on social movements, immigration history, labor struggles, and marginalized communities. Bobadilla’s work bridges academic scholarship with public engagement, including op-eds, media commentary, and policy briefs. Key projects include his upcoming book Dangerous Migrations (2026) on Mexican labor and immigrant rights, and studies on California’s Proposition 187 and Latino Kentucky identity. Education: PhD in History from Duke University (2019), with a Certificate in College Teaching; BIS in History, English, and International Politics from Weber State University (2012). Research Interests: Modern U.S. history, labor movements, immigration policy, radicalism, oral history, and veterans’ experiences. Current projects explore community armed defense and soccer supporter culture as sites of resistance. He emphasizes interdisciplinary methods, combining archival research with oral histories. Awards: Mellon Emerging Faculty Leaders Fellowship (2023), Herbert G. Gutman Dissertation Award (2020), and numerous grants from institutions like the Mellon Foundation and the National Endowment for the Humanities. Teaching: Courses on U.S. immigration, social movements, and Latino history at both Pitt and the University of Kentucky. Known for innovative pedagogy supporting undocumented and nontraditional students. Labs/Teams: Co-director of the Staughton and Alice Lynd Working Class History Seminar. Engaged in public-facing initiatives like the Scholars Strategy Network of Kentucky and the Migration Scholar Collaborative.
Alice Leppert is an active Associate Professor in the Department of Media and Communication Studies at Ursinus College, where she teaches courses spanning New Hollywood, Introduction to Film Studies, Sex/Gender in the 1980s, Hollywood Stardom, African American Film, Teen Film/TV, Media and Society, Hitchcock studies, Reality TV, and Public Speaking. She serves as co-editor of the peer-reviewed international journal Celebrity Studies , reflecting her leadership in interdisciplinary celebrity research. Her academic background includes: B.A. from University of California-Santa Cruz M.A. from University of Iowa Ph.D. from University of Minnesota Leppert's scholarship critically examines U.S. film/television history through feminist and race-conscious frameworks, focusing on stardom, reality television, teen media, and representations of gender/family. Her work reveals how 1980s sitcoms pioneered nontraditional family portrayals while masking systemic issues like privatized childcare, as highlighted in Ursinus College's news feature Who Was the Boss? . She extends this analysis to contemporary phenomena like pandemic-era self-branding and Kardashian celebrity economies. Her publication trajectory demonstrates deepening engagement with reality TV's cultural mechanics and historical continuity. Early works on The Hills and teen magazines (2008-2014) laid groundwork for later scholarship connecting 1980s sitcoms to modern entrepreneurial femininity (2015-2019). The 2020-2021 articles pivot to urgent pandemic media analysis while maintaining her signature focus on gendered labor and celebrity authenticity. Journals like Cinema Journal and Celebrity Studies consistently feature her interdisciplinary approach. Leppert co-edits Celebrity Studies and has led special issues on reality TV celebrity. Her editorial work complements scholarly output, including the 2019 book TV Family Values which analyzes 1980s sitcoms as covert commentaries on privatized childcare and gender roles. While no grants or student advising details appear in the source text, her research bridges historical media analysis with contemporary cultural politics through rigorous textual criticism and industry studies.
Dr. Ji HEE HWANG is a Clinical Associate Professor in the Department of Educational Administration & Human Resource Development at Texas A&M University. Her research focuses on lifelong learning, workforce development, and high-impact educational practices, utilizing large-scale datasets to inform policy and practice in education. She holds a Ph.D. in Higher Education from Penn State University and has received prestigious awards including the Charles F. Elton Best Paper Award and AERA Fellowship Program recognition. Dr. Hwang teaches courses like Applied Learning Principles, Program Evaluation, and Learning Analytics. She has advised numerous graduate students and served as an editorial board member for the Journal of College Student Development . Her work emphasizes marginalized populations' transitions between work and education, digital literacy, and interdisciplinary collaboration. Notable contributions include studies on service-learning outcomes, NSSE data analysis, and the Academic Credit Bank System in South Korea. She actively participates in professional organizations like AAACE and AALHE, contributing to research committees and policy discussions.
Dr. Lauren Fine is an Associate Professor in Medical Education at Nova Southeastern University's Dr. Kiran C. Patel College of Allopathic Medicine. She leads the Practice of Medicine I (POM I) course, teaching foundational clinical skills to first-year medical students, and coordinates with problem-based learning (PBL) faculty for integrated medical education. She served as President (2017) and Immediate Past President (2019) of the NSU MD Faculty Council. Education: B.S. in Biology and Minor in Writing from Washington University in St. Louis (2002), MD from University of Miami Miller School of Medicine (2006) Her research focuses on medical education innovations, including interprofessional collaboration, social determinants of health integration, and clinical skills standardization. She has published extensively on asthma, eosinophilic disorders, and technology-enhanced learning. Key publication trends include: Medical education reforms (2015–2025) Clinical skills standardization (2017–2025) Allergy/immunology research (2002–2021) Scientific contributions: Inaugural NSU MD Faculty Council President (2017) Journal of Asthma editorial board member (2014–present) Dr. Fine maintains an active clinical practice in Allergy/Immunology at the William Bill Kling VA Medical Center in Broward County, Florida, while advancing educational frameworks for interprofessional training and competency assessment.
Chelsey M. Bahlmann Bollinger is a Professor in the Department of Early, Elementary, and Reading Education at James Madison University. Her work bridges literacy education, technology integration, and professional development for K-12 educators. She teaches undergraduate and graduate courses including LED 300, LED 350, and the LED MEd program. Education : Bachelor’s in Elementary Education (UNC Greensboro), Master’s in Language and Literacy Education (UNC Wilmington), Doctorate in Language and Literacy Education (University of Georgia). Bahlmann Bollinger’s research focuses on qualitative studies of technology integration in literacy instruction, preservice teacher training, and culturally responsive pedagogy. Her work employs cultural historical activity theory to analyze contradictions in educational practices and design innovative solutions. Recent studies emphasize online learning equity, universal design for learning (UDL), and play-based writing instruction in early childhood classrooms. Her 15 most recent publications (2019-2024) highlight trends in virtual field experiences, emergency remote teaching during the pandemic, and systemic barriers to literacy instruction. These works span keywords like Literacy Education, Educational Technology, and Qualitative Research, with subfields including Digital Pedagogy, Teacher Professional Development, and Inclusive Instructional Design.
