Timo Berse is a Professor of Psychology, Training of Social Competencies, and Professional Role Reflection at the University of Applied Sciences for Police and Public Administration North Rhine-Westphalia . His research focuses on the interplay between physical activity and cognitive performance , student satisfaction in dual study programs , and diversity management in police training . He is affiliated with the Studienerfolg research group and has collaborated with the BDP Sektion Aus-, Fort- und Weiterbildung in Psychologie on educator training workshops. Research Interests include: Executive function enhancement through physical exercise Psychotherapy education and anxiety intervention Diversity in police recruitment and training Student success metrics in public administration education Publications reveal a consistent focus on: Physical activity's impact on neurocognitive development in adolescents Longitudinal studies on dual-degree program outcomes Workshop-based interventions for psychology educators Personality trait interactions with exercise-based cognition improvements
Earl Riggins is a Lecturer in the Department of Psychology at Christopher Newport University, affiliated with the College of Natural and Behavioral Sciences. He teaches courses in Abnormal Psychology, Adult Development and Aging, Educational Psychology, and Statistical Applications in Social Science Research. Research Interests: Dr. Riggins focuses on adult attachment styles, personality and personality disorders, features of DSM disorders, and the psychology of aging. His work bridges clinical and educational psychology, particularly in teacher training contexts. Publication Trends: His recent publications (2017–2019) center on educational psychology and teacher efficacy, especially in reading instruction and career and technical education. These works reflect an applied research focus on preservice teacher development and educational policy in Virginia. Scientific Awards: No awards mentioned. Advising and Grants: While no formal students are listed, Dr. Riggins is actively involved in sponsored research. He contributed to the grant-funded project Perceptions of Career and Technical Education , supported by the Dominion Energy Charitable Foundation, Newport News Shipyard, and Southern Company Gas. Labs and Teams: No specific lab or research team is mentioned, but he collaborates with Linda Waldron, Jane Rochmes, Laine Briddell, and Jaime Harris on educational research initiatives.
Dr. Alan Ralph is an Honorary Principal Fellow at the School of Psychology , University of Queensland, Australia. With over two decades of contributions to evidence-based parenting programs, he specializes in preventing behavioral and emotional problems in children and adolescents through initiatives like the Triple P (Positive Parenting Program) . Current academic affiliation: School of Psychology, University of Queensland Email: a.ralph@psy.uq.edu.au Phone: +61 7 336 57290 His research focuses on: Parenting interventions for adolescents Self-regulation approaches in family therapy Cross-cultural implementation of behavioral programs Development of assessment tools like the Parent-Adolescent Relationship Scale (PARS) and Adolescent Functioning Scale (AFS) Key publication trends include: Collaboration with Matthew R. Sanders on Triple P adaptations Focus on school transitions and boarding environments Validation of multi-perspective assessment tools
Patsy Egan, PhD serves as the ATLAS (ABE Teaching and Learning Advancement System) Director at Hamline University, where she has been an Adjunct Professor since 2002. She holds a BA in Russian Language from the University of Nebraska, an MA in English as a Second Language , and a PhD in Curriculum & Instruction (Second Languages & Cultures) from the University of Minnesota. Specializes in literacy development and teacher education for adults Expert in Adult Basic Education (ABE) and English as a Second Language (ESL) Former President of LESLLA (International Literacy Education and Second Language Learning for Adults) Recipient of the 2013 Harold B. Allen Award Her research focuses on second language acquisition , standards implementation , and project-based learning for adult learners. She has contributed to national initiatives like the English Language Proficiency Standards (OCTAE, 2016) and the Teaching Skills that Matter initiative. Key publications include: LESLLA frameworks (2025) Professional development models for ESL teachers (2023) Cross-contextual teacher learning (2016-2018) Egan’s work emphasizes collaborative teaching practices and connecting classroom actions with educational theory . She previously published under the name Patsy Vinogradov before 2017.
Dr. Caroline Lopez-Perry is an Associate Professor in the Department of Advanced Studies in Education and Counseling at California State University, Long Beach, within the College of Education. She serves as the co-program coordinator of the School Counseling program and Co-Director of the CSU Center to Close the Opportunity Gap. Her work focuses on equity, leadership, and systemic reform in school counseling. Research Interests: Dr. Lopez-Perry's scholarship centers on school counselor leadership, advocacy for educational equity, group counseling, career and college readiness, and the recruitment and retention of school counselors of color. She is committed to transforming school counseling through social justice and systemic change. Recent Research Trends: Her recent publications reflect a strong emphasis on anti-racism, political advocacy, mental wellness, and curricular leadership in school counseling. She explores how counselors can influence policy, design effective classroom interventions, and support underserved students through systemic reforms and inclusive practices. Scientific Awards: 2021 CASC Counselor Educator of the Year 2019 Alabama Counseling Association Research Award Advising and Grants: While specific advisees are not listed, Dr. Lopez-Perry actively mentors doctoral students and engages in research collaborations. She has contributed to major initiatives such as the revision of California’s school counseling standards and the development of best practice guidelines. Her work is supported through professional leadership and institutional partnerships, including with the California Commission on Teacher Credentialing and the California Association of School Counselors. Labs and Teams: Dr. Lopez-Perry co-directs the CSU Center to Close the Opportunity Gap, a collaborative initiative focused on equity in education. She also works closely with school districts, professional organizations, and editorial boards to advance research and practice in school counseling.
Megan Gibson is an Associate Professor at Queensland University of Technology's School of Education, Faculty of Creative Industries, Education & Social Justice. Her career spans teaching, research, and leadership in early childhood education, including roles as Director of an international early childhood centre and Chief Investigator on major ARC-funded studies. Doctor of Philosophy (QUT) Master of Education (QUT) Bachelor of Education (University of Melbourne) Diploma of Teaching (Brisbane College of Advanced Education) Her research focuses on early childhood workforce dynamics, examining professional identities, career pathways, and teacher education frameworks through discursive and ecological lenses. Current projects include the longitudinal Teachers in Early Education (2024-2027) study and international collaborations with Rutgers, UC Berkeley, and Manchester Metropolitan University. Key article trends show expertise in professional identity formation, workforce policy, leadership development, and neoliberal impacts on childcare. Notable partnerships include Early Learning and Care Council of Australia (ELACCA) and Centre for the Study of Child Care Employment (UC Berkeley). HESTA National Early Childhood Education and Care Awards (2018) Women in Research Award (2020) Editorial Board, Contemporary Issues in Early Childhood (2020) Invitation to address Parliament House (2022) Megan supervises doctoral and master's research on Reggio Emilia implementations and poverty education frameworks. She leads the end-user portfolio at QUT's Centre for Child and Family Studies, with funding from Australian Competitive Grants and industry partners.
Jemma Skeat is an Associate Professor and Discipline Lead for Speech Pathology at Deakin University's School of Health and Social Development. She leads the development of the Master of Speech Pathology program and holds a PhD from La Trobe University along with a Graduate Certificate in Higher Education Learning and Teaching from Deakin (2022). Her research focuses on service accessibility for individuals with communication needs, functional outcomes for people with disabilities, and innovations in speech pathology education. Her research interests span: Health systems and service access for communication disorders Clinical education and competency development through authentic learning experiences Co-design methodologies with people with disabilities Qualitative research innovation in rehabilitation sciences Analysis of her 15 most recent publications reveals strong themes in clinical education reform (including telehealth supervision and interprofessional learning), qualitative methodologies in communication disorders, implementation science in speech pathology practice, and inclusive healthcare design. Her work increasingly explores technology integration in education and clinical practice. Honors include: Fellow, Higher Education Academy (2023) Faculty Award for Program Innovation: Ways of Knowing in Healthcare Vice Chancellor's Jim and Alison Leslie Award for Teaching Excellence Multiple School-level teaching excellence awards She has supervised over 30 graduate research projects and one Master's by Research to completion. Grant funding includes NHMRC support for community trials on preschool language delay and internal awards for educational innovation. She founded the international Community of Practice in Qualitative Research in Speech Pathology, connecting 80+ members globally.
Dr Emma Clarke is a Professor and the Primary PGCE Programme Lead at the Department of Education, University of York. With 17 years of primary school teaching experience, she transitioned to Initial Teacher Education (ITE) and completed her PhD in 2017 on Teaching Assistants' behavior management. Her research spans challenging behavior, marginalized groups, and teacher well-being. University of York Primary PGCE Programme Lead Former roles at York St John University and Bishop Grosseteste University Dr Clarke specializes in qualitative methodologies and creative methods like photo and graphic-elicitation. Her work includes funded projects on trainee teacher well-being, girls at risk of exclusion, and pandemic impacts on NQTs. Recent publications focus on girls' exclusion experiences, systemic vulnerability in transitions from alternative provision, and teacher well-being. Collaborative work includes ERASMUS+ projects with institutions in Finland, Denmark, and Germany. BERA Grant (2022) ERASMUS+ Grants (2018-2023) British Academy Grant (2020) UCET Travel Grant (2020) She supervises PhD and EdD students, serves on the editorial board for Support for Learning , and contributes to teacher training literature through authored books and journal articles.
Dr. Rebecca Cooper is an Associate Professor in the Faculty of Education at Monash University, Australia, specializing in science teacher education and pedagogical knowledge development. With expertise in pedagogical content knowledge, professional learning, and initial teacher education, she contributes to the UN Sustainable Development Goals related to quality education and teacher training. As Past President of the Australasian Science Education Research Association and an accreditation panel chair for teacher education courses, she plays a key leadership role in advancing educational standards. Education: PhD in Science Education (specific institution not mentioned) Her research explores how science teachers develop pedagogical knowledge throughout their careers, focusing on the practices of highly accomplished educators. Recent work includes flipped classroom success factors and international teacher training programs in the UAE and Saudi Arabia. She has published extensively on teacher professional development, co-teaching, and pedagogical reasoning. Scientific awards include the APJTE Outstanding Reviewer of the Year (2023), Best Paper Award at the International STEM Conference (2012), ESERA Early Career Travel Award (2015), and the Jeff Northfield Memorial Award (2008). She has participated in major conferences like AERA and international symposia on science education. Cooper collaborates globally, with recent projects in teacher training partnerships and STEM professional learning initiatives. Her work has been featured in podcasts such as Let's Talk Teaching and in academic media outlets, highlighting her contributions to educational discourse.
Nathan Vanderford, PhD, MBA is an Associate Professor in the Department of Toxicology and Cancer Biology at the University of Kentucky College of Medicine . He serves as Assistant Director of Pathway Programs and Student Success at the Markey Cancer Center and leads initiatives like the Appalachian Career Training in Oncology (ACTION) Program . His work bridges cancer research, education, and health promotion, focusing on disparities in Appalachian communities. Doctor of Philosophy in Biochemistry (2008), University of Kentucky Postdoctoral Fellow (2008–2009), Vanderbilt University School of Medicine Master of Business Administration (2013), Midway University Vanderford’s research addresses cancer disparities , health education , and rural health promotion , with a focus on Appalachian Kentucky. His projects explore cancer literacy, youth mentorship, and workforce development. Recent publications examine mental health perceptions, disparities in cancer incidence, and educational interventions for underserved populations. Scientific awards include the AACE Fellow (2025) , Hartford-Nicholson Award (2020) , and Great Teacher Award (2017) . He has secured grants from the American Cancer Society and National Cancer Institute for programs like the Summer Health Experience (SHE) in Oncology . As an advisor, Vanderford mentors through initiatives like ACTION and contributes to Markey Cancer Center research teams. His collaborative projects span cancer metabolism, clinical protocols, and community outreach.
David Marshall is an Associate Professor in the Department of Educational Foundations, Leadership, and Technology at Auburn University's College of Education, based at 4084 Haley Center with contact email dtm0023@auburn.edu. His research centers on educational psychology, with emphases on teacher morale and mental health, pandemic impacts on education, charter schools and school choice, and AI integration in educational settings. He investigates systemic issues affecting teacher retention, educational policy frameworks, and student/educator well-being through both quantitative and qualitative methodologies. Analysis of his 2023-2025 publications reveals dominant trends in post-pandemic educational recovery, including teacher burnout patterns, student mental health interventions, and accountability system evaluations. Emerging work explores AI's pedagogical implications, particularly in program evaluation and classroom management, reflecting his adaptive research trajectory. Serves on three editorial boards for peer-reviewed journals Former Program Chair of Charters and School Choice SIG for AERA Completed two terms as Chair of Alabama Public Charter School Commission His professional service bridges academic research and policy implementation, notably through leadership roles in charter school governance and scholarly associations, demonstrating commitment to translating research into educational practice.
Dr. Elisha C. Wohleb serves as a Clinical Professor in the Department of Curriculum and Teaching at Auburn University's College of Education, where she teaches Business/Marketing Education courses. Her leadership extends across multiple professional organizations including presidencies of the Alabama Business Education Association, Southern Business Education Association, and International Society for Business Education. Her educational credentials include: Ph.D. in Career Technical Education (Auburn University, 2011) Ed.S. in Business/Marketing Education (Auburn University, 2007) M.Ed. in Business/Marketing Education (Auburn University, 2006) B.S. in Business/Marketing Education (Auburn University, 2006) Dr. Wohleb's research centers on technology integration barriers and solutions across educational contexts, with particular focus on Web 2.0 applications , social media pedagogy , and virtual technology adoption . Her work examines hardware/software implementation challenges while emphasizing practical applications for K-12 and higher education settings. She actively translates research findings into classroom-ready strategies through professional development workshops. Analysis of her publication timeline (2011-2024) reveals an evolving focus from foundational technology integration studies toward pandemic-responsive virtual education models, particularly in specialized fields like radiologic technology. Recent work increasingly addresses cross-disciplinary technology standards and workforce readiness while maintaining consistent emphasis on teacher perceptions and skill development needs. As a Clinical Professor, Dr. Wohleb mentors future business educators through distance-learning courses modeled on best practices in digital citizenship. She develops curriculum materials that demonstrate effective technology integration, including dedicated social media instruction, and facilitates professional learning communities where teachers collaboratively solve technology implementation challenges. Her outreach extends through national conference presentations and workshops targeting both pre-service and in-service educators.
Dr. Chase E Rainwater is Professor and Head of the Department of Industrial Engineering at the University of Arkansas College of Engineering, serving since 2009 while co-directing the Arkansas Security Research and Education Institute. A University of Arkansas alumnus with bachelor's and doctoral degrees in Industrial Engineering from UF, he commands significant research funding and leadership recognition. His educational credentials: B.S.I.E., University of Arkansas Ph.D., University of Florida Rainwater's research integrates large-scale optimization with critical applications in supply chain security, food safety systems, and national infrastructure protection. His work bridges machine learning, cybersecurity, and homeland security through $20M+ in NSF, DoD, and USDA-funded projects, developing algorithms for drug interdiction networks, poultry supply chain safety, and aerial image analysis. Recent publications reveal accelerating interdisciplinary convergence: 2021-2025 works combine computer vision (wildfire segmentation, solar PV monitoring) with operations research (supply chain security, network interdiction). This reflects his strategic pivot toward AI-driven solutions for environmental monitoring and critical infrastructure resilience while maintaining core logistics expertise. Major honors include: University of Arkansas Teaching Academy Fellow (2022) Five-time IE Department Outstanding Teacher (2012,2014,2015,2017,2022) IISE Innovation in Education Award (2021) College of Engineering Collaborative Research Award (2018) Arkansas Academy of IE Outstanding Faculty (2017,2022) FIRST Tech Challenge Compass Award (2017) He has advised six Ph.D. graduates while securing $20M+ in grants including EPSCoR DART ($4.3M), Cybersecurity Workforce Development ($4.6M), and Walmart food safety initiatives ($3.2M+). His leadership spans IISE Board of Trustees, INFORMS committees, and Arkansas FIRST robotics mentorship since 2015. Rainwater co-directs the Arkansas Security Research Institute while mentoring FIRST robotics teams for over a decade, including coaching Team USA at the FIRST Global Challenge. His departmental leadership focuses on data science integration and cross-college security initiatives.
Karl D. Schubert serves as a Professor of Practice and Associate Director of the Data Science Program spanning the University of Arkansas College of Engineering, Sam M. Walton College of Business, and J. William Fulbright College of Arts & Sciences. With a PhD in Engineering from the University of Arkansas, he leads interdisciplinary initiatives connecting multiple academic colleges to develop comprehensive data science education pathways. His administrative roles include directing statewide data science program development and serving on Arkansas' Governor's Innovation Council. BS in Chemical Engineering from University of Arkansas MS in Chemical Engineering from University of Kentucky PhD in Engineering from University of Arkansas Schubert's research focuses on data science and analytics, innovation methodologies, and interdisciplinary project-based learning. His work bridges academic theory with industry applications, particularly in creating educational frameworks that prepare students for real-world data challenges. He has developed statewide data science curriculum from high school through undergraduate levels, emphasizing practical applications across multiple domains including business, healthcare, and engineering. Analysis of his recent publications reveals a strong trajectory toward building comprehensive data science education ecosystems, with emphasis on workforce development, interdisciplinary collaboration, and innovative teaching methodologies. His work increasingly focuses on creating pathways for underrepresented students in STEM fields while addressing industry needs for data-literate professionals. UofA College of Engineering Distinguished Alumni Award (2008) Fellow of the Institute of Engineering & Technology (IET) (2015) Charter member of University of Arkansas Academy of Computer Science and Computer Engineering (2017) Awarded multiple patents in storage systems architecture, data analysis methods, and touch screen technologies Schubert actively secures substantial research funding, currently leading a $24M NSF EPSCoR grant initiative and a nearly $1M NSF grant focused on introducing innovation and data science to underserved STEM students. His grant portfolio demonstrates strong industry and government partnerships aimed at transforming data science education. He advises capstone projects and has established multiple endowed scholarships to support engineering students, particularly focusing on underrepresented populations. As Associate Director of the Data Science Program, Schubert coordinates efforts across three major colleges at the University of Arkansas, working with faculty teams to develop the nation's first known interdisciplinary data science program spanning engineering, business, and arts & sciences. His work with the Arkansas Center for Data Science focuses on creating a cohesive educational pipeline from high school through undergraduate studies.
Lynnette Mawhinney is Chair of the Department of Urban Education and Professor of Urban Education at Rutgers University-Newark, where she also serves as Senior Associate Dean for Strategic Academic Initiatives. She is affiliated faculty in the Africana Studies Department and contributes to the Global Urban Studies/Urban Systems Ph.D. program. Dr. Mawhinney earned her bachelor's degree in Secondary Education/English and Communications from Penn State University, with a minor in Movement Science. She later earned her Masters and Ph.D. in Urban Education from Temple University. Her research focuses on the professional lives of urban teachers and pre-service teachers (with specific attention to teachers of color), the schooling experiences of urban youth, biracial identity development, and autoethnographic approaches in educational settings. She has published extensively in both U.S. and internationally focused peer-reviewed journals, with particular emphasis on diversity, equity, and inclusion practices in K-12 urban schools. Her scholarly work bridges academic research with practical applications for improving educational outcomes. Dr. Mawhinney has received numerous prestigious awards for her scholarly contributions: National Association for Multicultural Education's (NAME) Multicultural Children's Publication Award (2022) Notable Social Studies Trade Book Award for the National Council for Social Studies and the Children's Book Council (2021) American Educational Studies Association's (AESA) Critics Choice Book Award (2020) American Educational Research Association's (AERA) Division K award for Exemplary Research in Teaching and Teacher Education (2018) Bronze Award for The Scholarly/Technical/Scientific Journal for Association Trend (2018) Fulbright Core Scholar at the University of Bahrain (2013-2014) 2025 Huberman Award for Outstanding Scholarship on the Lives of Teachers Dr. Mawhinney actively mentors future educators and has advised numerous students in the Urban Education program. Her consulting work includes school equity audits, program evaluations, and workshops for K-12 students on writing, art, and creativity. She has secured various grants to support her research on teacher recruitment and retention, particularly focusing on teachers of color, and regularly presents her work at national and international conferences.
