Danielle R. Thomas is a Systems Scientist at the Human-Computer Interaction Institute within Carnegie Mellon University . She leads the PLUS — Personalized Learning Squared project, a hybrid human-AI tutoring initiative, and serves as Director of Research to Practice at The National Tutoring Observatory . Her research focuses on: Hybrid human-AI tutoring systems Scalable tutor assessment using LLMs Equity in AI-driven education AI-enhanced teacher training Supporting marginalized learners Recent publications highlight advancements in: LLM-based feedback mechanisms Automated tutor behavior analysis Redesigning assessment frameworks Addressing bias in AI ground truth data Expanding access for underrepresented groups Scientific recognition includes: Best Demo Award at AIED2023 Google DeepMind funding (2025) for AI tutor assessment She collaborates with Carnegie Learning, Inc. and Stanford University , and actively contributes to: Workshops on AI ethics in education International conferences (AIED, ECTEL, LAK) Public outreach via NBC News and Snapchat
Dr. James A. Grand is an Associate Professor in the Department of Psychology at the University of Maryland, specializing in Social, Decision, and Organizational Sciences. He holds a PhD from Michigan State University (2012), an MA (2008), and a BA (2006) from Auburn University. His research focuses on complex systems, team cognition, learning processes, and computational modeling. He has pioneered theories linking individual and team-level dynamics in healthcare, military, and organizational contexts. Education: PhD in Organizational Psychology, Michigan State University (2012) MA in Organizational Psychology, Michigan State University (2008) BA in Psychology (Summa Cum Laude), Auburn University (2006) His work emphasizes interdisciplinary approaches, integrating psychology with computer science and engineering. Key research themes include team leadership in emergency medicine, stereotype threat effects on learning, and Bayesian methodologies. He has developed computational models to study emergent processes in teams and authored influential papers on simulation-based training and team performance assessment. Dr. Grand’s recent articles explore trauma resuscitation leadership, gender equity in medical teams, and computational modeling for diversity initiatives. He actively collaborates with healthcare institutions and has contributed to training programs improving team adaptability and patient outcomes. His lab resources focus on leveraging synthetic learning environments for real-world problem-solving.
Michael C. Johanek is a Senior Fellow in the Education, Culture, and Society program at the University of Pennsylvania Graduate School of Education (Penn GSE). He directs initiatives like the Inter-American Educational Leadership Network (RILE) and co-teaches a MOOC on education reform history. Previously, he held leadership roles at the College Board and Teachscape, managing programs impacting hundreds of thousands of educators. His research focuses on leadership judgment, urban education reforms, and global professional infrastructure in education. Education: Extensive career history includes teaching and administrative roles in the U.S., Peru, and Colombia. Academic affiliations include Perry World House and the Center for Latin American and Latinx Studies at Penn, as well as teaching roles at NYU and universities in Chile and Colombia. Research Interests: Explores situated judgment in leadership, historical analysis of urban reforms, community-centered education approaches, and global leadership frameworks. Recent work includes a Fulbright-supported study on Mexican-American educational networks in Chicago and collaborations with Chilean institutions on leadership training platforms. Publications: Authored/co-authored key texts on school choice (2019), practitioner-led leadership (2018), and educational history (2006/2001). His work bridges theoretical inquiry with practical educational policy. Awards/Grants: Recipient of the Fulbright Grant supporting research in Chile. Supported by the Spencer Foundation for studies on Chicago’s educational reforms. Advisory Roles: Served on boards for Research for Action, the Loyola School, and the Annenberg Commission. Currently advises initiatives like the Inter-American Teacher Education Network and the National Science Foundation-funded leadership projects. Labs/Teams: Leads The Judgment Project and collaborates on the Educational Leadership Simulations Program (ELS), developing virtual tools for leadership training.
Florian Müller is an Associate Professor at the Institute for Teaching and School Development (IUS) at Alpen-Adria University Klagenfurt. His research focuses on learning motivation, interest, and emotions in education, with a particular emphasis on teacher training and university pedagogy. He has led key projects like Career Counselling for Teachers (CCT) and contributes to understanding the intersection of autonomy support, basic psychological needs, and educational outcomes. Education: Master's in Educational Sciences (University of Munich), Ph.D. (Habilitation) in Educational Science. Roles: Former Head of IUS (2020-2023), Chair of the Austrian Society for Research and Development in Education (ÖFEB) (2015-2019), and active in editorial boards for journals like Journal for Educational Research Online . Müller’s work bridges self-determination theory with practical applications in teacher education, including methodological training and statistics. His recent publications analyze motivation in music instruction, pandemic-related remote learning, and longitudinal trends in pre-service teacher retention, often employing person-centered approaches to identify motivational profiles. He is involved in advisory roles for educational initiatives such as the Austrian Social Data Archive (AUSSDA) and structured doctoral programs like 'Education & Transformation.' His leadership in projects like eLABoration Wood and TEDCA underscores his commitment to evidence-based educational reform.
Dr. Kirsten Davis is an Assistant Professor of Engineering Education at Purdue University’s College of Engineering. Her work focuses on global engineering program design, experiential learning, and systems thinking assessment. She holds degrees from Clarkson University (B.S. in Engineering & Management) and Virginia Tech (M.A.Ed., M.S. in Systems Engineering, Ph.D. in Engineering Education). Her research explores how study abroad programs, global virtual teams, and interdisciplinary courses impact student development. Notable awards include the 2020 Virginia Tech Graduate Teaching Excellence Award and the 2019 Harold Josephson Award for professional promise in international education. Dr. Davis has led or evaluated global programs like the Rising Sophomore Abroad Program and NSF-funded IRES initiatives. Her grants focus on reimagining international research experiences and assessing program impacts through innovative methods like longitudinal video reflections and scenario-based assessments. Labs/Teams: Research Lab WANG 3569 (Purdue). Active collaborations include global engineering education networks and cross-disciplinary teams studying systems thinking pedagogy.
Olivier Desrichard is an Associate Professor in Psychology at the University of Geneva. His research spans social psychology, health psychology, educational psychology, and cognitive aging, with a focus on behavioral interventions, addiction recovery, and social identity factors. He has collaborated extensively with researchers like Loris Moussaoui, Jérôme Blonde, and Matthias Kliegel. Key Research Areas: Social psychology, health behavior change, educational interventions, cognitive aging, and addiction recovery mechanisms. Notable Collaborations: Worked with teams across France, Switzerland, and international settings in public health and educational psychology. Publications: Over 20 peer-reviewed articles in 2024–2020, covering topics like smoking cessation, blood donation motivation, and cooperative learning in schools. Methodology: Specializes in experimental designs, longitudinal studies, and validation of psychological scales (e.g., Need for Uniqueness, Memory Self-Efficacy).
Reem Khamis is a Professor in the Department of Communication Sciences and Disorders at the Ruth S. Ammon College of Education and Health Sciences, Adelphi University. Her research focuses on neurophysiological investigations of language processing in specific sociolinguistic situations, particularly Arabic diglossia, and evidence-based practices for Arabic-speaking populations. Education: Ph.D., Speech and Language Pathology, Teachers College, Columbia University (2007) M.S., Communication Disorders, Tel-Aviv University (2000) B.A., Communication Disorders, Tel-Aviv University (1995) Dr. Khamis is a certified Speech-Language Pathologist (CCC-SLP) with research interests in Arabic diglossia, neurophysiological language processing, and culturally appropriate assessment methods for Arabic-speaking children. She investigates language assessment in Arabic heritage speaking children in the United States, aphasia recovery in spoken and Modern Standard Arabic, emergent literacy development, and phonological development in Moroccan Arabic speaking children. Her work consistently emphasizes interprofessional collaboration with Arabic linguists and neuroscientists. Her publication record shows a progression from theoretical investigations of Arabic language structure to applied clinical work addressing cultural considerations in speech pathology. Recent publications focus on cultural competency training for speech-language pathologists working with Arab Americans and the development of language assessment tools for Arabic-speaking populations. Selected Awards and Grants: HIP grant ($12,000) on interprofessional Education (2016) ASHA's Grant Program for Multicultural Activities ($10,000) (2011) Faculty Development Grants from Adelphi University (2014, 2008-2009) Spencer Research Training Grant ($3,000) (2006-2007) Dr. Khamis has chaired dissertations including research on neurophysiological indices in children with Type 1 Diabetes Mellitus. She has secured multiple grants focused on multicultural aspects of speech-language pathology and has collaborated with international institutions including McGill University on developing the Bilingual Aphasia Test for Arabic variants. She directs the NSLPLab (Neuroscience of Speech, Language, and Processing Lab) at Adelphi University, which serves as the hub for her collaborative research with linguists and neuroscientists investigating language processing in diglossic contexts.
Professor Stefan Krumm is a University Professor and Head of the Department of Psychological Diagnostics, Differential and Personality Psychology at the Free University of Berlin since April 2013. He also serves as the Scientific Director of FU Diagnostics, a partner for psychological assessment. His office is located at Habelschwerdter Allee 45, Room JK 26/122 h, 14195 Berlin, with consultation hours on Mondays from 4:00 PM to 5:00 PM, available both in person and online via WebEx. Professor Krumm earned his Diplom in Psychology from Philipps University of Marburg in 2005, followed by a Dr. rer. nat. in 2008 and his Habilitation at Westfälische Wilhelms-Universität Münster in 2013. Prior to his current position, he worked as an Academic Councillor in Organizational Psychology at the University of Münster (2010-2013), a Senior Consultant at the Cologne Institute for Management Consulting (2008-2010), and completed postdoctoral research at Philipps University of Marburg (2008). He also held a visiting scholar position at the Educational Testing Service in Princeton, NJ. His research focuses on three primary areas: Situational Judgment Tests as a method of aptitude diagnostics, technology and technology-based collaboration, and new approaches in psychological diagnostics. His work on Situational Judgment Tests has been supported by DFG funding for projects examining context-dependency and situational construal perspectives. In technology research, he investigates telework, computer-mediated communication, and technology acceptance across age groups. His innovative diagnostic approaches include picture-story exercises and implicit motive testing. Professor Krumm's recent publications (2021-2025) demonstrate a strong focus on psychological assessment methodologies, particularly Situational Judgment Tests, with increasing exploration of AI applications in test development. His work spans multiple disciplines including organizational psychology, personality psychology, communication psychology, and psychometrics, reflecting his interdisciplinary approach to psychological diagnostics. He teaches foundational and advanced courses in psychological diagnostics at both bachelor's and master's levels, including 'Grundlagen psychologischer Diagnostik' and 'Vertiefte psychologische Diagnostik und Begutachtung,' along with seminars on diagnostic procedures and expert report writing. He also regularly offers research colloquia. Professor Krumm leads research projects funded by the German Research Foundation (DFG), particularly on Situational Judgment Tests. His laboratory, FU Diagnostics, serves as a partner for psychological assessment. His team collaborates extensively with researchers like Prof. Dr. Cornelius König, Prof. Dr. Guido Hertel, and Dr. Julia Schulze on projects examining person-situation processes, virtual collaboration, and assessment methodologies.
Stefanie L. Tate serves as Associate Professor and Accounting Chair at UMass Lowell's Manning School of Business, holding a Ph.D. in Accounting from Michigan State University (2001) and BS from Wake Forest University (1990). Her research centers on auditing practices with specialization in nonprofit organizations. Education: Ph.D. in Accounting, Michigan State University, 2001 BS in Accounting, Wake Forest University, 1990 Dr. Tate's scholarly work investigates audit quality measurement in nonprofit sectors, regulatory compliance impacts (particularly SOX Section 404), and restatement consequences. She examines how auditor expertise influences organizational outcomes across domestic and international contexts, with emphasis on internal controls and federal compliance frameworks. Analysis of her 2015-2020 publications reveals consistent focus on nonprofit audit environments, regulatory deadline effects, and auditor reputation dynamics following restatements. Her empirical methodology employs large-scale datasets to identify quality determinants, frequently published in premier journals like Accounting Horizons and The Accounting Review. Research Support: Dr. Tate secured Providence College's Summer Research Grant (2011) and Faculty Development/New Faculty Seed Grants (2003). Current projects include audit firm turnover effects, nonprofit audit partner experience breadth, and weather impacts on financial reporting quality through collaborations with SUNY Binghamton and Florida State University.
Kay Brauer is a researcher and academic at Martin Luther University Halle-Wittenberg, affiliated with the Department of Psychological Diagnostics and Differential Psychology within the Faculty of Philosophy I. As Editor-in-Chief of the International Journal of Applied Positive Psychology and holding multiple associate editor positions, Dr. Brauer has established themselves as a significant contributor to psychological research, particularly in personality and relationship psychology. Dr. Brauer's research focuses on several interconnected areas including gelotophobia (fear of being laughed at), gelotophilia (enjoyment of being laughed at), katagelasticism (enjoyment of laughing at others), the Impostor Phenomenon, and adult playfulness. Their work examines how these traits relate to romantic relationships, personality assessment, and dyadic interactions. A substantial portion of their research employs advanced statistical methods like the Actor-Partner Interdependence Model (APIM) to analyze relationship dynamics. Analysis of Dr. Brauer's recent publications reveals a strong emphasis on psychometric validation of assessment tools, cross-cultural comparisons of personality traits, and the application of personality research to real-world contexts including romantic relationships, workplace dynamics, and therapeutic settings. Their work bridges theoretical personality psychology with practical applications in clinical and educational settings. Dr. Brauer has examined doctoral theses for international students and actively contributes to academic service through editorial roles for multiple journals including European Journal of Psychological Assessment, Psychological Test Adaptation and Development, and Current Psychology. They have served as guest editor for special issues on personality and individual differences. In addition to research, Dr. Brauer teaches various courses in differential psychology, psychological diagnostics, and personality assessment at Martin Luther University. They have developed workshops on dyadic data analysis using the Actor-Partner Interdependence Model and promote open science practices. Dr. Brauer's research has received significant media attention, with interviews in major outlets including Frankfurter Allgemeine Zeitung, Süddeutsche Zeitung, Forbes, MDR Wissen, and Psychology Today. Their work on playfulness in romantic relationships and the Impostor Phenomenon has particularly resonated with both academic and public audiences.
Kim MacLin is a Professor of Psychology in the Department of Psychology, College of Social & Behavioral Sciences at the University of Northern Iowa. Holding a Ph.D. from the University of Nevada-Reno, she has established a distinguished research program at the intersection of cognitive and forensic psychology, focusing on real-world applications in legal contexts. Her academic credentials include: Ph.D. in Psychology, University of Nevada-Reno Professor MacLin's research centers on Memory Evidence, Criminal Stereotypes, and Racial Categorization. She investigates how memory for criminal events is influenced by stereotypes and racial biases, impacting eyewitness identification and juror decisions. Her work on racial categorization examines facial feature processing and adaptation effects, while criminal stereotype research explores how preconceived notions shape guilt perceptions. This interdisciplinary approach bridges cognitive theory with forensic practice to improve legal procedures. Her publication record, spanning 25+ years, reveals consistent integration of experimental psychology with forensic applications. Recent work includes the 10th edition of 'Experimental Design in Psychology' (2024), demonstrating enduring methodological expertise. Recurring themes encompass eyewitness memory reliability, face recognition mechanisms, racial perception dynamics, and juror decision-making processes. She has significantly contributed to psychology education through widely adopted textbooks while maintaining empirical research on real-world legal challenges. No scientific awards were specified in the available documentation. While specific student mentorship details and grant funding information were not provided, her active publication record and professorial role indicate ongoing engagement with research trainees and potential external funding support for her forensic psychology investigations. Though no dedicated laboratory was explicitly described, her experimental research profile suggests operation of a cognitive/forensic psychology research facility at UNI where students investigate memory, perception, and legal decision-making phenomena.
Michelle Martin-Raugh is an Assistant Professor of Psychology at The University of Texas at Arlington (UTA) , leading the Employee Assessment, Selection, and Training (EAST) Lab . Her research focuses on developing and validating assessments for personnel selection and training, including situational judgment tests (SJTs), video-based interviews, and performance-based team tasks. Prior to joining UTA, she worked at Educational Testing Service (ETS) as a Research Scientist (2013–2022), where she contributed to projects on career readiness and assessment design. She holds a PhD in Industrial/Organizational Psychology from Rice University (2013). Education: PhD, Industrial/Organizational Psychology, Rice University, 2013 MA, Industrial/Organizational Psychology, Rice University, 2011 BA, Psychology and Hispanic Studies, Rice University, 2008 Research Interests: SJTs, video-based assessments, negotiation skills, ethical behavior in teams, and industrial/organizational psychology. Her work emphasizes the application of technology in assessment, such as automated scoring of interviews and analyzing nonverbal cues. Awards & Honors: Senior Research Consortium Fellow, Army Research Institute (2024) UTA Grant Academy Fellow (2022) ETS SPOT Award (2021, 2014) Rice University Awards (Cervantes, Graduate Fellowship, etc.) Teaching & Advising: Teaches courses on employee selection, psychometrics, and research methods. Advises doctoral and master’s students in industrial/organizational psychology. Current students include Emily Gallegos, Katrisha Smith, and Patrick Rolwes. Grants & Labs: Received federal funding from the Army Research Institute for SJT research. Directs the EAST Lab, which explores innovative assessment methods and their validity in workplace contexts.
Janneke Oostrom is a Full Professor of Work & Organizational Psychology and the head of the Department of Social Psychology at the Tilburg School of Social and Behavioral Sciences, Tilburg University. Her expertise lies in personnel recruitment and selection processes, with a focus on fairness, validity, and modern assessment techniques including digital and AI-driven approaches. Dr. Oostrom earned her master's degree in Work & Organizational Psychology from Erasmus University Rotterdam in 2005. After working as a test consultant for two years, she returned to EUR to pursue her PhD. She served as an Assistant Professor at VU Amsterdam from 2012 to 2018, and as an Associate Professor from 2019 to 2023, where she also held leadership roles including co-chair of the HRM and Organizational Behavior section and program director of the MBA in International Business. Professor Oostrom's research centers on recruitment and selection of personnel, with specific interests in situational judgment testing, impression management, diversity and inclusion, and the application of technology in assessment processes. Her work explores how traditional and innovative assessment methods impact hiring fairness and effectiveness, with particular attention to ageism, algorithmic bias, and the validity of new selection techniques. Her recent publications reveal a strong focus on contemporary challenges in personnel selection, particularly the integration of technology like asynchronous video interviews and AI. She examines how these tools affect assessment validity, fairness across demographic groups, and applicant reactions. Her research also investigates leadership emergence, personal branding in the digital age, and the psychological mechanisms underlying hiring decisions. Associate Editor, International Journal of Selection and Assessment Editorial Board Member, Journal of Business and Psychology Editorial Board Member, Journal of Personnel Psychology Editorial Board Member, Personnel Assessment and Decisions Professor Oostrom serves on the board of the NOA foundation, which works to improve hiring chances for ethnic minorities in the Netherlands, and is a member of AON's scientific advisory board on assessments. She previously represented VU Amsterdam on the Dutch Committee on Tests and Testing (COTAN), which audits psychological tests used in the Netherlands. Her work bridges academic research with practical applications in organizational settings.
Dr. Evan Piermont is a Senior Lecturer (Associate Professor) in Economics at Royal Holloway, University of London. His research program centers on decision theory and its applications, with particular focus on modeling awareness, uncertainty, and context-dependent reasoning. Methodologically, he integrates tools from game theory, formal logic, and experimental economics. His publications explore themes of unforeseen contingencies, unawareness in strategic environments, and representations of causal reasoning. Recent work examines how contextual factors shape belief formation and risk perception. Dr. Piermont develops novel frameworks for understanding how agents make decisions when facing vague or incomplete information structures. He holds editorial positions at leading economic theory journals and maintains active collaborations with computer scientists and philosophers on foundations of rational choice.
Kevin Tasa is an Associate Professor of Organizational Behaviour and Associate Dean, Academic at the Schulich School of Business, York University. He holds an MSc in Health Administration and a PhD in Organizational Behaviour from the University of Toronto. His research focuses on negotiation dynamics, team efficacy, and conflict management in health care and organizational contexts. Education: MSc in Health Administration, University of Toronto PhD in Organizational Behaviour, University of Toronto Research Interests: Collective efficacy and team dynamics Interpersonal and intercultural negotiation Conflict resolution in healthcare and business environments Managerial cognition and decision-making His work explores how political skill, cultural beliefs, and goal interdependence influence negotiation outcomes and team performance. Publications Trends: Recent work emphasizes cross-cultural negotiation challenges faced by nonnative English speakers, the role of political skill in team negotiations, and strategies to mitigate conflict in healthcare settings. His research bridges organizational behavior theory with practical applications in management education. Awards: MBA Teaching Excellence Award (McMaster University) MBA Teaching Excellence Award (Schulich School of Business) Advising & Grants: Served as Program Director for the Master of Management and Area Coordinator of Organization Studies. His editorial roles include contributions to journals in organizational behavior and management. Active in textbook co-authorship and curriculum development for graduate business programs. Labs & Teams: Engaged in interdisciplinary research teams focusing on healthcare management and negotiation training. Collaborates with institutions to improve quality improvement practices in organizational settings.
