Jason Parkin is an Assistant Professor in School Psychology at Seattle University's College of Education, Department of Psychology. He joined the faculty in 2018 and holds a doctoral degree in school psychology from the University of Missouri. His research focuses on family/school collaboration in special education processes and the use/interpretation of psychometric tests. His work has appeared in the Journal of School Psychology and Psychoeducational Assessments. As an educator, Parkin aims to support students' developing skill sets and their practice in school-based settings. His practitioner experience includes work in Texas, Missouri, and Washington state schools.
Jesse Cougle is a Professor of Psychology at Florida State University, focusing on anxiety disorders , obsessive-compulsive and related disorders (OCRD), and problematic anger . He leads the Cougle Lab, which develops computerized treatments and investigates distress intolerance , courage , and transdiagnostic factors . Education: University of Texas at Austin (2008), Oxford University (postgraduate) Research: Cognitive-behavioral mechanisms in anxiety disorders, technology-based interventions for social anxiety and BDD, and biological processes in problematic anger Students: Mentoring Tapan Patel, James Zech, Victoria Swaine, and others His work spans interpretation bias modification , safety behavior reduction , and 'not just right' experiences in OCRD. Recent publications emphasize digital interventions for mental health and distress tolerance as a key transdiagnostic factor. Scientific Awards: President’s New Researcher Award (ABCT) Graduate Faculty Mentor Award (FSU) He serves as Editor-in-Chief of the Journal of Obsessive-Compulsive and Related Disorders and holds editorial roles in major journals. The Cougle Lab explores anxiety , perfectionism , and appearance-related psychopathology through multimodal research .
Li Cai is a Professor and Director at the National Center for Research on Evaluation, Standards, and Student Testing (CRESST) within the Graduate School of Education and Information Studies at the University of California, Los Angeles (UCLA). His work focuses on quantitative methods in education, particularly psychometrics and statistical modeling. Ph.D. in Quantitative Psychology from the University of North Carolina – Chapel Hill Research and teaching interests center on psychometrics, latent variable models, item response theory, nonlinear mixed models, and statistical computation. His methodological work addresses advanced techniques for educational assessment and model evaluation. His representative publications include studies on covariance structure models, item response theory, bifactor analysis, and goodness-of-fit testing. These works often emphasize computational algorithms and practical applications in educational measurement. Li Cai is affiliated with CRESST at UCLA, a leading center dedicated to rigorous research, assessment design, and evaluation methodology across diverse educational contexts.
Peter F. Halpin is an Associate Professor in the Department of Learning Sciences and Psychological Studies at the University of North Carolina at Chapel Hill School of Education. He holds a PhD in Psychology (Theory and Methods) from Simon Fraser University and completed postdoctoral research at the University of Amsterdam. His research focuses on psychometric methodology, educational measurement, and statistical approaches to analyzing collaborative learning and teacher practices. Halpin has been recognized with awards including the National Academy of Education/Spencer Fellowship and NYU's High Merit Distinction in Research. Key research areas include developing statistical models for small group collaborations, analyzing educational technology data, and improving measurement tools for early childhood development (e.g., IDELA assessments). His work bridges theoretical psychometrics with applied educational research, addressing challenges in global education measurement and program evaluation. Halpin has authored over 20 peer-reviewed articles and contributed to open-source software projects like the scirt and hawkes R packages. He has advised numerous graduate students and led grants totaling over $2 million, including IES-funded studies on collaboration assessment and UNESCO-linked projects measuring educational outcomes in low-resource settings. Halpin also serves on editorial boards for journals like Psychometrika and Journal of Educational Measurement , and has presented globally at venues including the Psychometric Society and NCME conferences.
Laurie Ford is an Associate Professor at the University of British Columbia , affiliated with the Faculty of Education and the Department of Educational and Counselling Psychology, and Special Education . She serves as the SACP Admissions Coordinator , Director of Training , and Director of Early Childhood Education . Her work bridges Child and Adolescent Development with Family-School-Community Partnerships , emphasizing culturally responsive practices. Dr. Ford’s research focuses on Early Childhood Assessment , Multi-disciplinary Teams , and Supporting Vulnerable Populations , including immigrants, refugees, and children with chronic health conditions like IBD. She leads the Children, Families, and Communities Lab , where students explore topics such as Cognitive Assessment , Family Engagement , and Community-level Child Development . Her recent publications analyze psychometric tools in diverse populations, assessment feedback communication, and community factors influencing child development. She has presented nationally and internationally on topics like Indigenous Family Engagement and School Belonging for Refugee Students . Dr. Ford has supervised over 75 graduate theses and collaborates with global institutions, including the University of Melbourne on the KIDS in Communities Study (KICS) . Current projects examine school belonging for immigrant/refugee families , supporting children with inflammatory bowel disease , and cross-national assessment norms . She advocates for collaborative approaches to address Early Childhood Mental Health and Multi-cultural Considerations in educational environments.
Amy Vaughan Van Hecke serves as Assistant Chair and Professor in Marquette University's Department of Psychology, leading research on autism spectrum disorder (ASD) and social development across the lifespan using neuroimaging and psychophysiological methods. She directs community initiatives to improve autism services access for underserved Milwaukee populations through the Next Step Clinic. Her academic foundation includes: B.A. in Psychology from Smith College Ph.D. in Developmental Psychology from the University of Miami Dr. Van Hecke's research centers on brain activity, heart rate regulation, and social behavior in individuals with and without ASD, utilizing high-density EEG and MRI to examine neural responses to interventions like PEERS ® . Current projects investigate pandemic impacts on social interaction in autistic adults and neural mechanisms of social isolation remediation. Her work bridges laboratory neuroscience with community-based clinical applications. Publication analysis reveals consistent focus on intervention efficacy (particularly PEERS ® ), neural plasticity measurement, and comorbid conditions across developmental stages. Recent work emphasizes gender-specific outcomes, family impacts, and pandemic-related mental health, demonstrating methodological diversity from EEG asymmetry to community-based participatory research. Her distinguished scientific recognition includes: Kirschstein National Research Service Award (NRSA) from the National Institute of Mental Health Dr. Van Hecke mentors students through her Marquette Autism Project lab and the Next Step Clinic training program while securing major grants from Marquette University, Johnson Controls Foundation, and the Greater Milwaukee Funders’ Collaborative. She teaches undergraduate/graduate courses in developmental psychology and statistics. Advising: Clinical psychology graduate mentorship (excluding 2025 intake); undergraduate research supervision Grants: $500k+ secured for Next Step Clinic serving underserved Milwaukee children She co-directs the Marquette Interdisciplinary Autism Initiative and the Next Step Clinic, which employs a Family Navigation model in Milwaukee's Metcalfe Park neighborhood to provide autism screening, diagnosis, and therapy for children aged 15 months-10 years facing systemic barriers to care.
Professor Moritz Rossner serves as Head of the Department of Molecular and Behavioral Neurobiology at the Department of Psychiatry and Psychotherapy, Faculty of Medicine, Ludwig-Maximilians-Universität München (LMU). His research integrates molecular and behavioral approaches to understand the neurobiological underpinnings of psychiatric disorders, particularly schizophrenia and bipolar disorder. Rossner's research interests focus on molecular neurobiology and behavioral analysis using mouse models. His laboratory employs advanced techniques including mouse genetics , behavioral phenotyping , biosensors , next-generation sequencing , and transcriptomics to investigate psychiatric risk genes and pathways. His work bridges cellular and molecular mechanisms with behavioral outcomes, particularly in schizophrenia and bipolar disorder research. Analysis of Rossner's 15 most recent publications (2025) reveals a strong focus on precision psychiatry , neuroimaging biomarkers , and genetic mechanisms underlying psychiatric disorders. His research increasingly incorporates multimodal approaches combining neuroimaging, genomics, and clinical phenotyping to develop biologically informed diagnostic and treatment frameworks. Key themes include blood-brain barrier dysfunction in schizophrenia, inflammatory contributions to symptom severity, and pathway-specific polygenic scores for treatment prediction. Rossner leads the Molecular & Behavioural Neurobiology working group at LMU's Department of Psychiatry and Psychotherapy, which includes specialized units like the Mouse Behavioral Unit. His research program appears well-funded through multiple collaborative projects focused on understanding the molecular basis of psychiatric disorders and developing novel therapeutic approaches.
Prof. Dr. Yavuz Yakut serves as full-time Professor and Head of the Department of Physiotherapy and Rehabilitation at Hasan Kalyoncu University's Faculty of Health Sciences since 2016. Previously, he held academic positions at Hacettepe University from 1985 to 2016, progressing from Research Assistant to Professor, while concurrently serving on national committees including the Ministry of Health and Ministry of Finance Budget Implementation Commissions (1997-2003) and YÖK Physiotherapy Sub-Commission (2013-2016). His educational foundation includes a Bachelor's (1984), Master's (1987), and PhD (1990) in Physiotherapy and Rehabilitation, all completed at Hacettepe University. Yakut's research demonstrates exceptional breadth across rehabilitation science, with concentrated expertise in biomechanics and scoliosis rehabilitation . His work significantly advances neurological rehabilitation for conditions like multiple sclerosis and cerebral palsy, while pioneering applications in burn rehabilitation and orthotics/prosthetics . Recent publications reveal strategic integration of biopsychosocial models and telerehabilitation , particularly addressing pandemic-related challenges and chronic disease management across diverse populations. Analysis of his 2023-2025 publications shows consistent interdisciplinary innovation: validating cross-cultural assessment tools (e.g., Turkish translations of scoliosis and ADL questionnaires), developing novel exercise protocols (dance therapy, cognitive exercise therapy), and investigating rehabilitation responses in complex cases including HIV, rheumatic diseases, and post-earthquake trauma. His methodology frequently combines biomechanical analysis with patient-centered outcomes, demonstrating particular rigor in controlled trials for spinal deformities and burn recovery. His leadership extends beyond direct research through committee roles shaping national rehabilitation policy and educational standards, including his current departmental leadership and recent systematic review on physiotherapy distance education during pandemic disruptions.
Zelalem Negeri is an Assistant Professor in the Department of Statistics and Actuarial Science at the University of Waterloo, affiliated with the Faculty of Mathematics. His work focuses on statistical methods for diagnostic test accuracy, depression screening tools, and meta-analytic techniques. He collaborates with groups like DEPRESSD (Depression Screening Data) to improve mental health assessment methodologies. Research interests include robust meta-analysis models for accommodating outliers, optimal cutoff determination for screening tools (e.g., PHQ-9, EPDS), and evaluating diagnostic accuracy across diverse populations. His studies often use individual participant data (IPD) to enhance precision in estimating depression prevalence and screening tool performance. Recent work emphasizes validating shortened screening tools (e.g., EPDS-Dep-5) and comparing depression assessment methods across modes (e.g., self-administered vs. clinician-administered). He also investigates pandemic-related mental health impacts in populations with systemic sclerosis and explores statistical methods to mitigate biases in data-driven cutoff selection. No scientific awards are explicitly mentioned. His contributions span collaborations with interdisciplinary teams, including the Scleroderma Patient-centered Intervention Network (SPIN), and involve developing robust statistical frameworks to address variability in diagnostic studies.
Prof. Dr. Michael Bosnjak leads the Department for Psychological Research Methods at the University of Trier, Germany, focusing on research synthesis methods, theory-driven machine learning, survey methodology, and experimental designs applied to personality psychology (HEXACO model), consumer behavior, and public health. His team includes Dr. Henning Silber (GESIS), Dr. Bernd Weiß (GESIS), and international collaborators at Utrecht University. Affiliation: University of Trier (Department of Psychology) Editorial Roles: Zeitschrift für Psychologie (Editorial Board), Social Science Computer Review (Associate Editor), Frontiers in Psychology (Review Editorial Board) Grants: DFG SFB 884 (co-applicant), DFG Project PaCO (2019-2024, principle investigator), BMBF-funded GESIS Panel Campus His recent publications analyze panel conditioning effects in longitudinal studies, e-commerce privacy dynamics, personality-trait interactions, and psychosis proneness measurement. Scientific awards include the 2016 BMBF infrastructure grant, 2011 Isaac Manasseh Meyer Fellowship, and 2003 Karin Islinger Award. Current projects address data quality in probability-based and opt-in panels, with experimental designs across eight groups testing measurement error mechanisms. He serves as a co-editor for multiple special issues on survey methodology and tourism psychology.
Anthony J. Gambino is a Postdoctoral Research Associate in the Department of Educational Psychology at the University of Connecticut. His research focuses on gifted education, teacher evaluation, and multilevel modeling techniques. Ph.D. in Research Methods, Measurement, and Evaluation (University of Connecticut) M.A. in Measurement, Evaluation, and Assessment (University of Connecticut) B.S. in Psychology (Wagner College) His work addresses critical issues in educational equity, including disparities in gifted program identification by race, poverty, and language status. He develops and evaluates statistical tools for multilevel modeling and contributes to understanding the role of teacher rating scales in educational assessments. Gambino’s publications emphasize methodological rigor in educational research, particularly in behavioral interventions like PBIS and analytical frameworks for teacher effects. He maintains active engagement in advancing evaluation curricula for graduate programs.
Jacob Gardner is an Assistant Professor in the Department of Computer & Information Science at the School of Engineering and Applied Science, University of Pennsylvania. His research bridges machine learning and scientific discovery with emphasis on computational biology and molecular design. His primary research interests include: Machine Learning Bayesian Optimization Computational Biology Molecular Design Artificial Intelligence Gaussian Processes Analysis of his 2024-2025 publications reveals a dominant focus on Bayesian optimization techniques integrated with large language models for biological applications. Key trends include therapeutic design using knowledge distillation from scientific literature, RNA splicing prediction, antibiotic development, and scalable Gaussian process methods. His work consistently addresses dimensionality challenges in molecular modeling while improving computational efficiency for high-dimensional biological data. No scientific awards were mentioned in the provided text. No information regarding student advising or research grants was provided in the source material. His research appears supported by institutional initiatives including Penn AI, Innovation in Data Engineering and Science (IDEAS), and the Data Driven Discovery Initiative (DDDI).
Jasmine Begeske serves as Clinical Assistant Professor of Special Education in Purdue University's Department of Educational Studies within the College of Education. She co-founded and directs CREATE: Center for Research and Equipment for Assistive Technology in Education, an AT library and makerspace providing hands-on opportunities for pre-service teachers to develop individualized solutions for students with disabilities using 3D printers, Cricut, and Glowforge equipment. Her educational background includes: PhD in Special Education with Cognate in Art Education from Purdue University MFA in Photography and Related Media from Purdue University MS in Secondary Education (Special Education specialization) from Indiana University Northwest BFA in Photography with Art History minor from Indiana University Dr. Begeske's research program examines inclusive access to arts education through program evaluation and creative assistive technology development. Her experimental printmaking practice integrates individuals with disabilities as co-creators , while her scholarly work validates instruments measuring preschool arts accessibility and develops multisensory adaptations for students with visual impairments. She bridges art education and special education through evidence-based AT interventions . Analysis of her publication history reveals consistent focus on arts/special education intersections with increasing emphasis on empirical validation of accessibility instruments and multisensory adaptations. Her 2023 work on teacher education in art classrooms and multisensory adaptations demonstrates practical applications of her CREATE center's mission, while her 2022 instrument validation study establishes methodological rigor in measuring arts accessibility. Her scientific recognition includes: 2023 USSEA Outstanding Dissertation Award 2023 Purdue Focus Award for equity initiatives 2022 AEAI President's Award for EDI service Multiple Purdue University teaching and discovery awards (2020-2023) With 15+ years of teacher preparation experience spanning 100+ course sections, Dr. Begeske mentors doctoral students while securing grant funding including $100K from Purdue's Instructional Equipment Grant for CREATE. Her professional service encompasses state-level program reviews, academic standards committees, and leadership roles in Indiana Division of Early Childhood and CEC-DARTS. The CREATE center operates as a dual-space AT innovation hub with fixed location in Beering Hall and mobile carts supporting field experiences. It empowers pre-service teachers to prototype solutions addressing specific student needs while advancing Dr. Begeske's mission of making education universally accessible through technology and creativity.
Jonathan Cannon is an Assistant Professor in the Department of Psychology, Neuroscience & Behaviour at McMaster University's Faculty of Science. His research focuses on timing and rhythm in perception and action, with particular interest in timing-related neural dynamics in the basal ganglia, cerebellum, and supplementary motor area. His work combines mathematical modeling with experimental approaches to understand the neural basis of rhythm perception and production. Dr. Cannon's research interests span timing and rhythm perception , neural dynamics , dynamical systems theory , Bayesian cognition , neural oscillations , and autism research . His approach centers on formulating and simulating neurophysiological and cognitive models, drawing on dynamical systems theory and Bayesian cognitive frameworks. His work incorporates psychophysics, EEG experiments, and collaborations with experimentalists to investigate how the brain processes rhythmic information. Analysis of his recent publications reveals a strong focus on the intersection of rhythm perception, motor control, and autism spectrum disorder. His work demonstrates how beat perception co-opts motor neurophysiology, with particular attention to predictive processes in rhythmic cognition. His research shows reduced precision of motor and perceptual rhythmic timing in autistic adults, while also finding intact sequence learning abilities in certain contexts. Dr. Cannon teaches advanced courses including Machine Learning Methods for Brain Modelling and Neural Data Analysis (PSYCH 734), Computational Models in Neuroscience (NEUROSCI 3MN3), and Neuroscience Seminars. His teaching reflects his interdisciplinary approach that bridges mathematics, neuroscience, and cognitive science. Beyond his academic work, Dr. Cannon is an active musician who performs on violin and guitar, particularly in klezmer and folk music contexts. He has also demonstrated entrepreneurial spirit through founding Flying Leap Games and developing the storytelling game 'Wing It,' which successfully crowdfunded and reached numerous retailers.
Associate Professor Stephen Carter is an Associate Professor in Pharmacy Practice at the University of Sydney's Sydney Pharmacy School within the Faculty of Medicine and Health. He serves as the Program Director for Undergraduate Pharmacy programs and is a registered pharmacist with clinical specialisation in medication management review. Stephen holds qualifications including BPharm, MSc, PhD, and Grad Cert Edu (Higher Ed). He is a Fellow of the Pharmaceutical Society of Australia (FPS), Fellow of the Higher Education Academy (FHEA), and holds other professional accreditations. His research focuses on optimizing the role of pharmacists in healthcare, particularly examining how consumers and caregivers obtain and use medicines, designing effective pharmacist services, and supporting pharmacists throughout their professional journey. His work spans areas including osteoporosis care, medication adherence, service quality in community pharmacies, and the application of advanced statistical methods like Structural Equation Modelling. Stephen's publications demonstrate a strong focus on practical pharmacy interventions, with significant work on osteoporosis management services, perinatal depression screening in pharmacies, and digital health approaches to improve medication adherence. His research employs diverse methodologies including randomized controlled trials, qualitative studies, and advanced psychometric analyses. Early Career Investigator Award Australasian Pharmaceutical Science Association (APSA) for 2017 Lesmuller Award for Best Oral Communication - Pharmaceutical Care Network Europe Working Conference, Berlin, 2013 Recipient of the 2013 Annual Best Paper Award by Elsevier publication, Research in Social and Administrative Pharmacy Best Poster Presentation Award: International Social Pharmacy Workshop, Boston, USA, 2014 Top reviewer, Research in Social and Administrative Pharmacy (2015, 2016, 2017, 2019) Stephen actively supervises several graduate students including PhD candidates Fatima Rezea, Steven Tran, Veronika Seda, Kingston Leung, and Joel Hillman, as well as MPhil student Linda Krogh. He has secured significant research funding, including co-leading a $2.36 million Randomized Controlled Trial and managing four current competitive grant-funded projects totaling over $6.3 million. His work has particular emphasis on translating research into practical pharmacy services that improve patient outcomes. Stephen is actively involved in major research initiatives including the #STOP trial (Safer medicines To reduce falls and refractures for OsteoPorosis) and the TICTOC trial (Timely post-discharge medication reviews to Improve Continuity – the Transitions Of Care stewardship), both focusing on innovative pharmacist-led interventions to improve medication safety and effectiveness.
