Paula Stickles serves as a Professor of Mathematics at Millikin University within the School of Mathematics & Computational Sciences, where she focuses on advancing pedagogical practices in mathematics education through rigorous scholarship and classroom innovation. Her research centers on mathematics education , with particular expertise in college algebra instruction, secondary mathematics methods, and teacher development. Key investigations include the efficacy of online homework systems, textbook necessity in foundational courses, authentic teaching experiences for pre-service educators, and the integration of technology in mathematics instruction. Her work consistently addresses practical challenges in mathematics teaching across secondary and post-secondary contexts, emphasizing evidence-based approaches to curriculum design and assessment. Analysis of her 14 publications (2006-2017) reveals a cohesive research trajectory focused on improving mathematics instruction through empirical studies of teaching tools, resource allocation, and pedagogical strategies. Her scholarship spans methodological diversity—from Markov chain analyses of games to semiotic examinations of classroom culture—while maintaining practical relevance for mathematics educators. Dr. Stickles has no documented scientific awards in the provided materials. Her professional contributions appear centered on teaching excellence and educational research rather than competitive grant funding or graduate student supervision, as no such activities are referenced in available sources.
Joe Moore is an Assistant Teaching Professor in the Department of Civil and Environmental Engineering at Carnegie Mellon University (CMU), where he also earned his Ph.D. and M.S. degrees. He previously taught high school science through Teach For America and holds a BA in Biology and French from Wabash College. His research focuses on active learning strategies, climate-resilient environmental systems, and engineering education equity, particularly supporting marginalized students. Moore is passionate about interdisciplinary approaches to education and has been recognized with a National Science Foundation Graduate Research Fellowship and National Academy of Sciences/Engineering Science Ambassadorship. Education: Ph.D., Civil and Environmental Engineering, CMU M.S., Civil Engineering, CMU B.A., Biology and French, Wabash College Research Interests: Moore's work spans active learning methodologies in engineering education, climate adaptation technologies, and environmental microbiology. He emphasizes practical skill development through projects like smart city sensor systems and wastewater treatment innovations. His recent efforts include fostering diversity and inclusion in STEM fields and developing curricula that bridge academic-industry gaps. Scientific Contributions: His publications highlight advancements in microbial coal-to-methane production, nanoparticle toxicity mechanisms, and student-centered pedagogical frameworks. Notable projects include a WEFTEC-winning wastewater solution developed by his student team and curriculum reforms for sensing skill development in engineering education. Awards and Recognition: National Science Foundation Graduate Research Fellowship National Academy of Sciences and Engineering Science Ambassador Advising & Grants: Moore mentors students like Labdhi Kagdi and Megan Johnston, focusing on interdisciplinary problem-solving. His grant-funded work includes NSF-supported research on educational equity and nanomaterial environmental impacts. He actively collaborates with local professionals on urban infrastructure projects, such as revitalizing Craig Street in Pittsburgh. Labs & Teams: Leads initiatives in the CEE Department's undergraduate program, integrating hands-on projects across the curriculum. Collaborates with interdisciplinary teams on topics ranging from smart cities to microbial energy systems.
Navid Ghaffarzadegan is an Associate Professor in Industrial and Systems Engineering at Virginia Tech, College of Engineering. He holds a PhD in Public Policy (System Dynamics) from SUNY Albany, an MBA from Sharif University of Technology, and a B.S. in Mechanical Engineering from the same institution. His research focuses on applying system dynamics modeling to address complex policy challenges in health, science, and socio-technical systems. He has led grants from NIH and industry partners like Dell, Inc., and co-edits the *System Dynamics Review*. Notable awards include the College of Engineering’s excellence award for outstanding new Assistant Professors (2016). Research interests include epidemic modeling, science policy, and behavioral dynamics. His lab, SoDA, explores complex systems using system dynamics, agent-based models, and data analytics. Recent work addresses post-traumatic stress disorder (PTSD) dynamics, behavioral responses to epidemics, and data-intensive service systems. Collaborations with Dell and NIH highlight his applied focus on real-world policy solutions. Students under his guidance have contributed to impactful studies in healthcare, workforce policy, and infrastructure systems. Grants include NIH-funded projects on science workforce modeling and Dell-sponsored research on service adoption dynamics. His articles span policy analysis, health systems, and complex systems modeling. He actively mentors PhD and master’s students, fostering interdisciplinary approaches to systemic challenges.
Jacqueline (Jacki) Rohde is an Academic Professional at the School of Electrical and Computer Engineering, Georgia Institute of Technology. She serves as the assessment coordinator, managing accreditation documentation and supporting faculty in educational research and classroom innovations. Her work focuses on student belonging, diversity, equity, and inclusion (DEI) in engineering education. Rohde holds a bioengineering degree from Clemson University and a graduate degree in engineering education from Purdue University. She received the NSF Graduate Research Fellowship for her doctoral research on engineering students’ career decision-making. Her research emphasizes ecological belonging interventions, equity-focused faculty development programs, and pandemic impacts on engineering students. Key initiatives include scalable belonging interventions to improve engineering representation, peer leadership frameworks for first-year students, and multidisciplinary collaborations between engineering and the arts. Her work bridges quantitative methods (e.g., topological data analysis) with qualitative narratives to understand student experiences and systemic barriers. Rohde has contributed to NSF-funded projects like Project ELEVATE (equity-focused faculty support) and AGEP initiatives. Her awards include the NSF CAREER grant for diversity-focused research. She actively advises on course adaptations, equity metrics, and DEI strategies in engineering education.
Hal Gregersen is a Senior Lecturer in Leadership and Innovation at MIT’s Sloan School of Management, a former Executive Director of the MIT Leadership Center, and a fellow at Innosight. He is renowned globally for his work on catalytic questioning, leadership development, and disruptive innovation. Gregersen has held prior academic positions at INSEAD, London Business School, and Dartmouth’s Tuck School of Business. His research focuses on fostering cultures of fearless inquiry, with a focus on organizational change and innovation strategies. Education and Career Highlights: B.A. with Senate internship experience M.A. in Organizational Change Ph.D. in Leadership and Organizational Behavior Research Interests: Gregersen’s work bridges leadership, innovation, and organizational transformation. Key areas include: Catalytic questioning methodologies (e.g., Question Burst) Disruptive innovation frameworks Global leadership development Employee retention strategies Cross-cultural organizational dynamics Article Trends: His recent work emphasizes AI’s role in questioning, leadership transitions, and digital transformation challenges. Themes include leveraging inquiry to drive innovation and addressing organizational identity shifts during change. Awards: Recipient of the 2017 Distinguished Achievement Award for Leadership, Nautilus Award for his book Questions Are the Answer , and Thinkers50 Leadership Award (2019). Ranked among the world’s top 20 management thinkers. Advising and Grants: Advised global firms like Chanel, Disney, and Salesforce on innovation strategies. Co-founded the Innovator’s DNA consulting group, which applies research to corporate culture redesign. Labs/Teams: Led the MIT Leadership Center and collaborates with the World Economic Forum. Active in developing inquiry-driven leadership courses and tools like the Question Burst methodology.
Michelle Michelle is a Golomb Visiting Assistant Professor of Mathematics at Purdue University, mentored by Jianlin Xia and Haizhao Yang. She holds a PhD in Applied Mathematics from the University of Alberta (2022), advised by Bin Han and Yau Shu Wong. Her research focuses on numerical methods for wave propagation, elliptic interface problems, wavelet methods in PDEs and data science, and scientific machine learning. She has taught courses including MA 303 and MA 266 at Purdue and held teaching roles at the University of Alberta. Her research explores advanced numerical techniques for solving Helmholtz equations and electromagnetic scattering problems, with notable contributions to wavelet-based Galerkin methods and stable fast multipole algorithms. Recent work emphasizes high-order accuracy, stability analysis, and applications in computational physics. Michelle has presented at major conferences such as SIAM Applied Linear Algebra (2024) and SIAM Great Lakes Section (2022), focusing on numerical methods for wave equations and algorithmic stability. She has also contributed to workshops like the NSF Computational Mathematics PI Meeting (2024) and ICERM Modern Applied and Computational Analysis (2023). Her publications span journals like SIAM Journal on Numerical Analysis and Applied and Computational Harmonic Analysis.
Lisa Gjedde is an Associate Professor at Aalborg University's Department of Culture and Learning within The Faculty of Social Sciences and Humanities. She is affiliated with multiple research initiatives including AI for the People, SSH Children and Youth Research Network, Green Societies, and the ILD-LAB research lab for IT and Learning Design. Her work focuses on immersive learning, narrative pedagogy, and culturally sustainable education. Her research explores transformative learning environments through technologies like augmented reality, game-based learning, and digital storytelling. Key projects include the CultureSustain network (2022-2025) analyzing cultural sustainability impacts and the 'Immersive Learning in a 4-D environment' initiative. She leads the Learning Shift - The Future of Learning (2017-2020) project. Dr. Gjedde's work intersects early childhood education, 21st century skill development, and environmental awareness through creative methodologies. She has pioneered frameworks for narrative-driven learning transitions and participatory media engagement. Her 2006 award 'Det Gyldne Snit' recognizes pedagogical innovation in educational design. Active in global academic networks, she organizes conferences like the 2025 LRN International Conference on Immersive Learning. Her research lab collaborations include the Center for Applied Game Research and Dansk Center for Museumsforskning. Current investigations focus on AI ethics in educational technology and sustainability narratives in museums.
C. Shawn Burke is a Research Professor and Director of the TRACE Lab at the Institute for Simulation and Training, University of Central Florida. Her expertise centers on team leadership, adaptability, multicultural dynamics, and team effectiveness in extreme environments like long-duration space missions. She has published over 90 journal articles and book chapters, with funding from NASA, the Army Research Institute, and other agencies. Educated at George Mason University with a doctorate in Industrial/Organizational Psychology, she serves as Associate Editor for the Journal of Trust Research and Consulting Editor for the Journal of Business and Psychology . Her research bridges team cognition, resilience, and training, particularly in contexts requiring rapid adaptation. Current projects include NASA-funded studies on leadership and cultural diversity in isolated teams, and Army Research Institute work on team composition and resilience. She has co-edited books on adaptability and team effectiveness, and contributes to journals like Leadership Quarterly and Human Factors . Burke's work emphasizes practical applications in military, healthcare, and space exploration domains. Her grants total millions from federal agencies, and she advises on team training systems for unmanned aerial systems and multicultural teaming scenarios. She is actively mentoring students and accepts new candidates for Fall 2025.
Bo Zhang is an Assistant Professor at the University of Illinois, holding dual appointments in the School of Labor and Employment Relations and the Psychology Department. His research focuses on psychometrics, personality assessment, and predictive modeling, with a particular emphasis on forced-choice measurement, bifactor models, and item response theory. He has contributed to developing innovative assessment tools, such as game-based evaluations for complex problem-solving and chatbot-driven career guidance systems. His work addresses challenges in measurement validity, response process heterogeneity, and the integration of AI in psychological assessments. Collaborations span organizational behavior, educational psychology, and special education, reflecting his interdisciplinary approach. Media contributions highlight his work on personality assessment tools and stress perception in professional settings. Education details are not explicitly provided but inferred from his academic role. Research interests include faking detection in assessments, contextualization strategies for validity, and the application of statistical models to psychological phenomena. He has published over 48 peer-reviewed articles and actively engages in media dissemination of scholarly findings.
Prof. Dr. Martin Brunner is a full-time Professor for Quantitative Methods in Educational Sciences at the University of Potsdam (since 2017). He previously held positions as Professor for Evaluation and Quality Management in Education at Freie Universität Berlin (2012–2017) and Professor for Edumetrics/Psychometrics at the University of Luxembourg (2009–2012). His research focuses on cognitive and socio-emotional skills , large-scale assessments , and methodological advancements in meta-analysis , power analysis , and integrated data analysis . He served as Scientific Director of the Berlin-Brandenburg Institute for School Quality (2012–2017) and is affiliated with the Faculty of Human Sciences at the University of Potsdam. Education: PhD in Psychology (Humboldt University Berlin, 2006), MA in Psychology (University of Mannheim, 2002) Research Trends : His publications emphasize quantitative methodologies applied to educational data, including multilevel modeling , cluster-randomized trials , and cross-national comparisons . Recent works address nonlinear relationships between achievement and self-concept and meta-analytic techniques for complex survey data . Leadership & Collaborations : He leads a team at the University of Potsdam, including Dr. Lena Keller, Dr. Julia Kretschmann, and Dr. Sophie Stallasch. His career spans institutions like the Max Planck Institute for Human Development and the University of Luxembourg.
Azzurra Ruggeri is an Assistant Professor of Cognitive and Developmental Psychology at the Technical University of Munich's School of Education and an Assistant Professor in the Department of Cognitive Science at Central European University in Vienna. From 2016-2023, she served as a Max Planck Research Group Leader at the Max Planck Institute for Human Development, where she led the iSearch research group focused on information search and active learning across the lifespan. She is also affiliated with the International Max Planck Research School on the Life Course (LIFE). Her educational background includes dual PhDs in Psychology from Humboldt University of Berlin and in Cognitive Science from University of Siena (both 2012), as well as an MA in Philosophy with focus on Decision Making and Philosophy of Science from University of Pisa (2008). Prior to her current positions, she completed postdoctoral training at both the Max Planck Institute for Human Development and the University of California, Berkeley. Ruggeri's research focuses on how children and adults actively search for information when making decisions, drawing causal inferences, and solving categorization tasks. She investigates how adaptive search strategies are to the structure of tasks and how active information generation impacts learning and understanding. Her work bridges cognitive development, decision science, and educational psychology with strong emphasis on ecological validity. Analysis of her recent publications reveals a consistent focus on children's information search behaviors, particularly how preschoolers and toddlers adapt their exploration to task structures, goals, and information gain. Her research employs both experimental paradigms and computational modeling approaches to understand developmental changes in active learning strategies across the lifespan. John Templeton Foundation Virtual Research Network on the Development of Intellectual Humility ($30,000) Volkswagen Foundation - Artificial Intelligence and the Society of the Future, "Towards a theory of curiosity" (€1,500,000, of which €585,800 to Ruggeri) Innovation funds of Museum für Naturkunde Berlin for "Center for Active Learning in Museums" (€15,500) DFG Focus Program: The active self project "Climbing to yourself" (€350,000) Marie Curie Actions International Outgoing Fellowships ($282,000) Best Early Career Developmental Paper, AIP (Italian Psychological Association) ($1,200) Ruggeri has supervised PhD students including C. De Simone ("Active and ecological learning to navigate the social world") and A. Jones ("Active learning strategies in child- and adulthood: An interdisciplinary perspective"). Her research group has received substantial grant funding supporting work on children's information search strategies, active learning, and the development of curiosity across multiple institutions. Her laboratory work focuses on designing ecologically valid experimental paradigms that capture real-world information search behavior while maintaining experimental control, often using games and interactive tasks to examine exploration behavior across development.
Soo Young Rieh is the Interim Dean and Brook E. Sheldon Professor of Management and Leadership at the University of Texas at Austin's School of Information. Her research focuses on human information behavior, search as learning, creativity in search processes, and AI applications in libraries. She leads the LADDER Project, funded by IMLS, training future faculty in library, AI, and data-driven education. Rieh holds editorial roles at Information and Learning Sciences and JASIST , and previously served as Director-at-Large for ASIS&T and co-chair of CHIIR 2023. Education: Ph.D. in Communication, Information, and Library Studies from Rutgers University. Prior roles include faculty at the University of Michigan School of Information (2002–2019) and Human Factors Research Engineer at Excite@Home. Research highlights include conceptualizing searching as learning, evaluating cognitive processes during web searching, and developing tools like SearchIdea for creative search support. Her work addresses misinformation, information credibility, and library innovation. Awards: Over 10 research honors, including ASIS&T’s Outstanding Contributions to Information Behavior Research (2019), CHIIR Best Paper (2023), and Watson Davis Award (2022). Grants and Projects: PI of LADDER Project (IMLS), BiblioBouts game for research skills, and institutional repository studies. Active in professional service, including ACM SIGIR CHIIR Steering Committee and ASIS&T board roles. Labs/Teams: Leads interdisciplinary research in search systems, AI ethics, and library education through collaborations with academic institutions and industry partners.
Namkee G. Choi is a Professor and Louis and Ann Wolens Centennial Chair in Gerontology at the Steve Hicks School of Social Work, The University of Texas at Austin. Her research focuses on geriatric mental health, particularly depression treatment for homebound older adults via telehealth, suicide prevention in late life, and health disparities affecting racial/ethnic minorities. She has pioneered studies on telehealth interventions like tele-behavioral activation and tele-problem-solving therapy, demonstrating their clinical and cost-effectiveness in underserved populations. Education: MSW from the University of Minnesota and Ph.D. in Social Welfare from UC Berkeley. Professional experience includes advocacy for long-term care residents and direct work with homebound seniors. She volunteers with Meals on Wheels Central Texas and has served on editorial boards of gerontology journals. Key research areas: Telehealth depression interventions, suicide in late life, substance misuse among older adults, minority aging, and technology integration in aging services. Current projects explore integrated telehealth approaches for depression and fall prevention by lay counselors. Awards: Selected as a scholar of the NIMH-funded Advanced Research Institute in Geriatric Mental Health. Her work has been funded by NIH institutes including NIMH and NIMHD. Grants and Advising: Her research has been supported by grants such as R34 MH083872 (NIMH) and R01MD009675 (NIMHD). She oversees a research team advancing evidence-based practices for aging populations. Labs/Teams: Her lab focuses on telehealth innovations and health equity in aging. Collaborations include aging service organizations and interdisciplinary teams addressing mental health access barriers.
Tugba Karabiyik is a Lecturer at Purdue University's Edwardson School of Industrial Engineering. Her educational research focuses on enhancing engineering pedagogy through simulation-based learning, systems thinking development, and intercultural competence training. Research explores innovative teaching methodologies including project-based learning environments, optimization practice analysis, and hybrid instructional models. Recent work emphasizes climate literacy integration, cybersecurity education enhancement, and pandemic-era teaching adaptations. Publications demonstrate consistent focus on team dynamics in educational settings, design thinking pedagogy, and global competency development. Research employs diverse methodologies including agent-based modeling, process data analysis, and psychometric assessment to evaluate learning outcomes. Teaching activities include systems thinking courses incorporating intercultural modules and collaborative projects. Research collaborations span engineering education and cybersecurity domains.
Susu Zhang is an Assistant Professor in the Department of Statistics and Department of Psychology at the University of Illinois Urbana-Champaign (UIUC). Her research focuses on advancing statistical and psychometric methods for educational and psychological assessments, particularly addressing complex behavioral data analysis. She holds a Ph.D. in Quantitative Psychology and MS in Applied Mathematics from UIUC, alongside BAs in Psychology and Mathematics from Bryn Mawr and Haverford Colleges. Key research areas include latent variable modeling, response time analysis, diagnostic classification models, and longitudinal learning models. She has received prestigious awards such as the Alicia Cascallar Award (NCME 2022) and multiple Excellent Reviewer recognitions. Her work emphasizes practical applications in large-scale assessments like NAEP, with a focus on students with disabilities and learning differences. Teaching responsibilities include courses like STAT 428 (Statistical Computing) and PSYC 490 (Measurement and Test Development Lab). She actively collaborates on grants, including an IES-funded project analyzing NAEP mathematics data to understand test-taking behavior. Her lab develops tools like the Item Response Warehouse, an open repository for educational measurement datasets. Recent publications highlight methodological advancements in compromised item detection, MCMC convergence diagnostics, and digital tool impacts on mathematics performance. She emphasizes bridging measurement theory with machine learning through initiatives like MxML surveys.
