Stephanie Goldenberg is the Academic Chair of the Entrepreneurial Studies Institute within the School of Business and Law at Anne Arundel Community College. With a career dedicated to fostering student innovation, she leverages her expertise in marketing and project management to help aspiring entrepreneurs transform ideas into real-world ventures. Her approach emphasizes accessibility to resources and personalized mentorship. Education Master of Science in Marketing — Johns Hopkins University Bachelor of Arts in Communication Arts — Salisbury University Graduate Certificate in Community College Leadership — Old Dominion University Research Focus Goldenberg's work centers on practical applications in entrepreneurship education and business development. Key areas include: Curriculum design for entrepreneurial studies Cause-related marketing strategies Resource allocation for student startups Community college leadership methodologies Student Advising Philosophy She prioritizes individualized support, proactively connecting students with tools, networks, and collaborative opportunities. Her mentorship—often praised by students—focuses on resilience and real-world problem-solving, enabling learners to navigate business challenges effectively.
Daniel S. Whitman serves as Associate Professor in the Rucks Department of Management at Louisiana State University, where he holds the prestigious Ourso Professorship in Management. His work bridges organizational behavior and psychological science through rigorous quantitative analysis. His educational foundation includes a PhD in Psychology from Florida International University (2009) and a BA in Psychology from the University of Georgia (2006), establishing his expertise in psychological frameworks applied to management contexts. Professor Whitman's research centers on Collective Constructs, Leadership, and Personality and Individual Differences, with particular emphasis on meta-analytic examinations of organizational phenomena. He investigates how collective justice climates affect authority figures' well-being, analyzes the Dark Triad's workplace manifestations through identity-reputation lenses, and synthesizes evidence on emotional intelligence's role in leadership effectiveness. His methodological rigor in meta-analysis provides robust insights into unit-level counterproductive behavior and satisfaction-performance relationships. Recent publications reveal a trend toward integrating personality psychology with organizational theory, notably exploring agglomeration effects on venture performance and monetary incentives' behavioral impacts. His work consistently addresses practical implications for organizational design and personnel management. His scientific recognition includes the distinguished Ourso Professorship in Management, reflecting significant contributions to management scholarship. Professor Whitman actively mentors through collaborative research, evidenced by co-authored publications across institutions. His conference presentations at Academy of Management and Society for Industrial & Organizational Psychology events demonstrate ongoing scholarly engagement and knowledge dissemination.
Dr. Alana N. Cook is a Registered Psychologist (College of Psychologists of BC) maintaining private practice while holding dual academic appointments: Adjunct Faculty in Simon Fraser University's Department of Psychology and Instructor at the Justice Institute of BC's School of Criminal Justice and Security. Her career bridges clinical forensic practice, academic instruction, and psycholegal policy development across British Columbia's mental health and justice systems. Her educational foundation includes: Ph.D. in Clinical-Forensic Psychology, Simon Fraser University M.Sc. in Clinical Psychology, Pacific University Post-Doctoral Fellowship with joint appointments at SFU's Mental Health Law & Policy Institute, BC Forensic Psychiatric Service Commission, and ProActive ReSolutions Dr. Cook's research focuses on forensic risk assessment at psychology-law intersections, particularly evidenced by her development of the Suicide Assessment Manual for Inmates (SAMI) . This structured professional judgment tool addresses critical gaps in custodial suicide prevention through evidence-based risk factor analysis. Her clinical methodology integrates assessment of serious mental illness and personality disorders within forensic contexts, emphasizing practical application in correctional and legal settings. As an educator, she trains mental health professionals through SAMI certification programs covering risk formulation, case management, and implementation protocols for 5 CE credits. Her supervision extends to graduate students in forensic psychology and criminal justice programs, with emphasis on evidence-based assessment techniques applicable to real-world legal scenarios.
Jørn Hetland is an Associate Professor in Work and Organizational Psychology at the Department of Social Psychology, University of Bergen's Faculty of Psychology. He is actively involved in multiple research groups including the Social Influences on Adolescent Behavior and Health (SIPA) Research Group, the Research Group for Work Environment, Management and Conflict (FALK), and the Bergen Bullying Research Group. Professor Hetland's research primarily focuses on workplace bullying, leadership dynamics, job crafting, and the relationship between work environment and mental health. His work frequently employs quantitative diary designs to capture daily fluctuations in work experiences and their psychological consequences. He has made significant contributions to understanding how daily leadership behaviors, work pressure, and interpersonal conflicts affect employee well-being and performance. His recent publications (2020-2023) demonstrate strong productivity with numerous articles in top organizational psychology journals, often in collaboration with international researchers. The research shows consistent themes around workplace bullying mechanisms, leadership effects, and work design, with methodological strengths in daily diary approaches and sophisticated statistical modeling. Professor Hetland teaches several core courses including PSYK 110 Work and Organizational Psychology, PSYK 106 Personnel Psychology, and various research methods and leadership development courses. His teaching appears closely aligned with his research expertise in work psychology and organizational behavior. As an active researcher with over 100 publications, Professor Hetland has established himself as a significant contributor to work and organizational psychology, particularly in the Scandinavian context. His research bridges theoretical understanding with practical applications for improving workplace environments and employee well-being.
Professor Hermann Laßleben is a distinguished faculty member at Reutlingen University's ESB Business School, where he serves as Professor of Human Resource Management and Programme Director for the MBA International Management Full-Time program. With over two decades of academic service since joining in 2000, he has established himself as a leading expert in international and comparative human resource management. Professor of Human Resource Management at Reutlingen University since 2000 Programme Director: MBA International Management Full-Time Member of Reutlingen Research Institute (RRI) Visiting Professor at universities in China, Canada, Croatia, and Russia Fellow of the Academy for Global Business Advancement (AGBA) Professor Laßleben's academic journey began with studies in Sociology at the Universities of Regensburg and Bielefeld, followed by a doctorate (Dr. rer. soc.) from the University of Konstanz. Before entering academia, he gained valuable industry experience as an Organization Designer at Wacker-Chemie GmbH and as an HR Business Partner at Intel GmbH. His research focuses on International HRM, Comparative HRM, Sustainable HRM, and addressing current challenges in human resource management. Recent work examines Gen Z talent attraction, job insecurity effects on innovative behavior, and employer branding strategies of multinational companies. Professor Laßleben maintains an active publication record with multiple articles in 2023-2024 in respected journals such as Gender in Management , Current Psychology , and Behavioral Sciences . Professor Laßleben serves on the editorial boards of several prestigious journals including Human Resource Management Review and Journal for Global Business Advancement. He is a regular reviewer for major HR conferences and journals, and has presented research at international conferences across Europe, North America, and Asia. His extensive network includes visiting professorships at institutions in China, Canada, Croatia, and Russia, reflecting his global perspective on human resource management. Fellow of the Academy for Global Business Advancement (AGBA) Editorial board member for 5 international journals Reviewer for DAAD scholarship selections and AQAS accreditation processes Extensive international conference participation across 10+ countries As an educator, Professor Laßleben teaches Human Resource Management, Advanced Human Resource Management, International Human Resource Management, and Business Research Methods. His practical industry experience at Intel and Wacker-Chemie informs his teaching approach, ensuring students receive relevant, real-world knowledge applicable to multinational business environments. Through his role as Programme Director for the MBA International Management program, he shapes the educational experience for future global business leaders.
Emma Harley, M.A., is a Term Instructor in Communication Studies & Modern Languages at Southeast Missouri State University. She earned her bachelor’s degree in communication studies with a focus on rhetoric and public speaking and her master’s degree in English from the same institution. She previously served as an undergraduate tutor and graduate assistant at SEMO's Center for Writing Excellence. Research interests: Emma’s work centers on communication studies, rhetoric, public speaking, and English language and literature. Her teaching philosophy emphasizes student ownership of learning and proactive engagement with resources. Contact: Email: ekharley@semo.edu . Office hours: Monday and Wednesday, 9:30 a.m. - 11:30 a.m. Personal: She enjoys spending time with her family, walking campus, and practicing self-care through sunshine and exercise.
Alba Llauró Moliner is an Associate Professor at the La Salle School of Engineering , Universitat Ramon Llull, specializing in Academic Analytics and Human-Environment Research . Her work bridges educational data mining , dropout prevention , and STEAM education , with a focus on personalized learning strategies. Research Interests: Academic Analytics University Dropout Prevention Student Motivation and Self-Regulation STEAM Education Biomechanics and Sports Technology Notable Projects: IADE: Integrating AI and Data Literacy in Education (Multidisciplinary collaboration) IA3T4DOR: AI Models to Predict Dropout (Aristos Campus Mundus grant) Análisis Biomecánico del Servicio en Tenis (Biomechanics research) Aliances - InnovAI Project (Digital transformation in SMEs) Academic Contributions: Published in Lecture Notes in Educational Technology and International Journal of Interactive Multimedia and Artificial Intelligence . Focus on data-driven interventions and predictive modeling for student retention.
Corentin Gonthier is a full Professor of Psychology at the University of Nantes, holding a prestigious position as a member of the Institut Universitaire de France (IUF). He conducts research at the Laboratoire de Psychologie des Pays de la Loire (LPPL) where he leads investigations into cognitive variability across development and individual differences. His research program explores three interconnected domains of high-level cognition: intelligence (particularly strategy use in reasoning tasks), working memory (focusing on strategic processes and measurement innovation), and cognitive control (examining developmental shifts from reactive to proactive control). Gonthier has developed significant expertise in psychometrics, creating adaptive cognitive assessments and innovative scoring methods like the edit distance approach for memory span tasks. With 54 peer-reviewed publications (46 in Q1 journals), Gonthier's work demonstrates consistent high-impact contributions across cognitive, developmental, and differential psychology. His recent publications (2023-2025) reveal continued productivity across multiple research streams, with particular emphasis on giftedness research, intelligence testing methodology, and cognitive development. Member of Institut Universitaire de France (IUF) Editorial board member for Journal of Experimental Psychology: Learning, Memory, and Cognition Editorial board member for Psychonomic Bulletin & Review Associate editor for L'Année Psychologique Over 150 peer reviews for more than 50 journals Gonthier actively supervises master's and doctoral students in research areas including cognitive development, intelligence, working memory, and high intellectual potential. His methodological expertise spans advanced statistical modeling (profile analysis, mixed models, GAM), psychometric test development, and innovative cognitive assessment approaches. The Laboratoire de Psychologie des Pays de la Loire provides the institutional context for his research program, which bridges theoretical cognitive psychology with practical applications in educational and clinical settings.
Dr. Qingyao Zhang serves as a Lecturer in the School of Teacher Education at Ningxia University (Yinchuan, China), holding a PhD in Psychology from Beijing Normal University (2017-2024) and prior psychology degrees from Shaanxi Normal University. Her academic trajectory demonstrates specialized expertise in educational and developmental psychology within Chinese contexts. Educational Background: PhD in Psychology, Beijing Normal University (2017-2024) Master's in Psychology, Shaanxi Normal University (2014-2017) Bachelor's in Psychology, Shaanxi Normal University (2010-2014) Her research program centers on psychological well-being in educational ecosystems, with three interconnected pillars: (1) Coping mechanisms and mental health among Chinese college students, (2) Attachment dynamics across developmental stages using culturally validated instruments, and (3) Social identity threats in academic environments including gender disparities in engineering. Methodologically, she integrates survey design with advanced statistical modeling to address context-specific challenges in China's education system. Analysis of her 7 publications (2017-2025) reveals evolving methodological sophistication from cross-sectional studies to longitudinal mediation models, with increasing focus on intervention-relevant outcomes. Recent 2025 work on engineering classrooms marks a strategic expansion into STEM equity research while maintaining her core expertise in identity threat mechanisms. Scientific Awards: No awards or fellowships documented in current profile Dr. Zhang maintains active research through institutional collaborations with Beijing and Shaanxi Normal Universities, evidenced by her publication pipeline. Her 43 citations indicate growing scholarly recognition, particularly for psychometric validation work. While specific grant details are unavailable, her research topics align with national priorities in Chinese student mental health and educational equity, suggesting sustained funding potential. Supervision likely occurs through Ningxia University's graduate programs with emphasis on quantitative research training. Though no dedicated laboratory is documented, her research group operates within Ningxia University's School of Teacher Education, focusing on survey-based psychological investigations. Current projects appear centered on gender dynamics in STEM education and longitudinal tracking of coping strategies, leveraging partnerships with major Chinese psychology departments.
Dr. J. Kenneth Young serves as Associate Professor in the Center for Doctoral Studies in Educational Leadership within Lamar University's College of Education and Human Development. Appointed in January 2009, he maintains an adjunct professorship at Baylor University's School of Social Work since 2010 and previously held positions at University of Mary-Hardin Baylor. Dr. Young earned his Ph.D. in Educational Psychology from Baylor University, complemented by a Master of Divinity and Bachelor of Science degree. His academic journey includes roles as evaluation project coordinator and media center assistant at Baylor University prior to his Lamar appointment. His research program centers on cognitive epidemiology and individual differences in educational contexts, with significant contributions to hiring practices in education, educational leadership, and organizational change. Recent work explores online learning environments, superintendent personality factors, and cultural dialogue in leadership education. Dr. Young employs both quantitative and qualitative methodologies across his investigations, often focusing on practical applications for educational practitioners. With 18 peer-reviewed publications and 22 conference presentations, his scholarly output demonstrates consistent productivity since joining Lamar. His 2017 REG Grant for Creative Works supported pilot research on educational hiring practices, reflecting his focus on evidence-based personnel decisions. Chaired/co-chaired 30+ dissertations Served on 50+ dissertation committees Active reviewer for Frontiers in Psychology and NCPEA publications Co-editor for Education Leadership Review Dr. Young's professional engagement extends to SERA leadership roles and NCPEA award committees, demonstrating his commitment to advancing educational leadership scholarship nationally. His community service includes elementary school volunteering and science fair judging, reflecting his dedication to local educational improvement.
Anne Gibbone serves as Associate Professor at Adelphi University within the Ruth S. Ammon College of Education and Health Sciences. She currently holds dual coordination roles as Physical Activity Studies Coordinator (2021-present) and Physical Activity and Fitness Coordinator (2017-present), following her tenure as Program Director of Physical Education (2015-2017). Her academic credentials include an Ed.D. from Teachers College, Columbia University (2009), complemented by professional certifications: American College of Sports Medicine (ACSM) Certified Personal Trainer (2016-present) and former Certified Adapted Physical Educator (CAPE) (2008-2015). Professor Gibbone's research program centers on Physical Activity Promotion, Physical Activity and Attitude/Motivation, Physical Education Pedagogy, Inclusive Physical Activity, and Technology in Physical Education. Her work investigates how innovative teaching strategies, active gaming technology, and inclusive practices enhance student engagement across diverse populations. Recent studies focus on federal funding impacts, adaptations for neurodiverse learners, and mobile technology applications for at-risk youth. Her publication record demonstrates consistent scholarly output from 2010-2020, with increasing emphasis on inclusive practices and technology integration. The research trajectory shows evolution from foundational pedagogy studies toward specialized interventions for specific populations, particularly students with disabilities and at-risk girls, while maintaining core focus on attitude development and program evaluation. Professor Gibbone actively secures competitive research funding through: Adelphi University Faculty Development Grant (2020) for autism spectrum disorder interventions ($2,500) Allison Keller Technology Grant (2019) and Women’s Giving Circle funding (2019) for Active Panther Partner’s program ($7,310 and $2,114) CAROL M. WHITE PEP GRANTS as university partner with Westport, Freeport, and Rockville Centre public school districts (2011-2016) She involves students in grant-funded projects like the Active Panther Program, providing hands-on research experience in community-based physical activity interventions. Her leadership roles directly connect research to program implementation, creating pipelines for student participation in field research and conference presentations while addressing critical gaps in inclusive physical education practices.
Elisabeth André is a Professor at the University of Augsburg specializing in Human-Computer Interaction and Affective Computing. Her research develops cutting-edge AI systems for socially intelligent interactions, with projects spanning healthcare, environmental sensing, and conversational agents. Key research domains include: Multimodal Affect Recognition : Designing self-supervised architectures for real-world emotion analysis Human-AI Collaboration : Establishing best practices for proactive AI agents (BEHAVE AI initiative) Generative Social Agents : Creating dialogue systems for embodied AI (MeLaX project) Trust in Robotics : Investigating nonverbal cues during human-robot interactions She maintains international collaborations across Europe and Australia, contributing to large-scale challenges like REACT for facial reaction synthesis. Her work emphasizes ethical frameworks and real-world validation.
Dr. Ahmet Alkal is a Lecturer at Bingöl University's Social Sciences Vocational School, where he has served since 2013. He holds a Bachelor's in Guidance and Psychological Counseling from Gazi University, a Master's from Atatürk University, and a Doctorate from Çukurova University, all in the same discipline. Prior to academia, he worked as a Psychological Counselor at Turkey's Ministry of National Education (2004-2013). His research explores Positive Psychology , Counseling Methodologies , and Mental Health Interventions , with specific focus areas including psychological well-being, career adaptation, and interpersonal dynamics. Recent publications emphasize scalable psychological assessments and student-focused mental health solutions. Dr. Alkal actively contributes to academic discourse through conferences including the International Psychological Counseling and Guidance Congress and INES Social Science Congress. He serves as a peer reviewer for Educational Policy Analysis and Strategic Research and Current Psychology journals. Professional affiliations include memberships in both Turkish and international counseling associations. His teaching portfolio covers foundational and advanced topics in psychology, psychotherapy, and behavioral sciences.
Dr. Patricia Lozada-Santone serves in three key capacities at San Diego State University's College of Education: Assistant Dean for Student Affairs (since December 2001) CFD Lecturer Director of the Global/Cultural Experience Program With over 30 years of professional experience in Public Health and Education, she specializes in applying social learning theory to educational and healthcare systems. Her research spans health promotion, disease prevention, urban education, and teacher development with strong emphasis on minority health equity. Her work focuses on: Designing interventions for educationally disadvantaged students Developing culturally responsive international education programs Creating cross-agency partnerships for public health initiatives Addressing systemic barriers through institutional resource coordination Dr. Lozada-Santone has received numerous awards locally, nationally, and internationally for her contributions to minority health programs and public education service. She maintains active consultancy with federal agencies (CDC, NCI, NIH) and Latin American governments. In student affairs, she implements a proactive support model where she personally assesses academic barriers and connects students with tailored resources. Her Global/Cultural Experience Program develops students' cross-cultural competencies through international opportunities aligned with 21st-century citizenship requirements. She maintains deep institutional connections with local schools, districts, and community agencies to advance educational equity.
Sam Russell serves as an Instructor in the Department of Transportation and Welding - Metal Fabrication at Montana State University Billings, where he specializes in hands-on metalworking education. His expertise spans welding techniques, metallurgical processes, and adaptive fabrication methodologies. Russell passionately teaches the integration of chemistry, material science, and precision engineering to transform raw steel into functional structures—from industrial mining equipment to artistic Yellowjacket sculptures—emphasizing both technical mastery and creative application. Key recognition includes: MCIE Award for Support of Students with Disabilities (2024) for pioneering lab modifications Russell demonstrates exceptional commitment to student mentorship through personalized welding instruction and universal design adaptations. His lab modifications for students with disabilities exemplify proactive accessibility integration across all skill levels, fostering an inclusive environment where physical limitations never impede technical education. The welding laboratory under his direction features custom-engineered workstations, adaptive tooling, and sensory-adjusted environments, setting a benchmark for accessible metal fabrication training in higher education.
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