Brett Gilley is an Associate Professor of Teaching in the Department of Earth, Ocean and Atmospheric Sciences at The University of British Columbia (UBC), Vancouver Campus. His primary affiliation is within the Faculty of Science. He specializes in geoscience education with a focus on inclusive fieldwork practices, collaborative learning strategies, and accessibility in STEM education. He is currently not accepting students for advising. His research interests span geology and geoscience education, with a strong emphasis on making field experiences accessible for students with disabilities, developing innovative teaching methodologies, and fostering inclusive learning environments. Gilley has contributed to projects like the Earth Science Experiential and Indigenous Learning (EASEIL) initiative, which integrates Indigenous knowledge and community partnerships into curriculum design. Notable trends in his publications include advancing universal design in geoscience field courses, evaluating collaborative testing strategies, and exploring the impact of technology (e.g., ChatGPT) on student research practices. His work often bridges pedagogical innovation with practical implementation in large undergraduate science programs. While no formal awards are listed, his contributions to inclusive education and curriculum development reflect a commitment to equitable STEM education. His professional activities include mentoring faculty through UBC’s evidence-based pedagogy graduate course and participating in interdisciplinary curriculum development teams.
Dr. Angeline Lillard is Commonwealth Professor of Psychology and Director of the Montessori Science Program at the University of Virginia. She leads the Early Development Lab, focusing on children's social and cognitive development, particularly Montessori education's impact on learning and wellbeing. A Fellow of AAAS, APA, and APS, she earned her BA in English Literature from Smith College and PhD in Psychology from Stanford University. Research Interests: Dr. Lillard's work bridges Montessori pedagogy with developmental psychology, analyzing how play, educational environments, and culturally responsive teaching shape child outcomes. She explores standardized testing disparities, discipline equity, and the neurobiological underpinnings of pretend play. Key themes in her 15 most recent publications include Montessori's role in reducing educational inequality, the cognitive effects of fantasy in media, and the use of multilevel modeling to assess school discipline patterns. Her research spans preschool to adult wellbeing, emphasizing self-determination theory and longitudinal data. Scientific Recognition: Awarded the Nancy Staub Award for Puppetry Research (2024) Recognized for her book with the Cognitive Development Society Book Award (2006) James McKeen Cattell Sabbatical Fellow (2005-06) Albert Bandura Graduate Research Award (2016-17) Advising and Grants: Mentored 15+ graduate students including Lee LeBoeuf and Christina Carroll. Secured IES funding for a 600-child study on public Montessori preschools and Arnold Foundation support for kindergarten data collection.
Libby Gerard is an Associate Adjunct Research Professor at the University of California, Berkeley School of Education and a Research Director for the Technology-Enhanced Learning in Science (TELS) Center. Her work focuses on leveraging innovative technologies to enhance science education through student idea capture, automated assessment, and teacher professional development. Doctorate in Educational Leadership (EdD), Mills College (2008) Bachelor’s in English Literature and Philosophy, Emory University (2000) Her research emphasizes: Automated scoring of student essays using NLP to improve science explanations Real-time instructional customization using embedded assessment data Technology-driven professional development for teachers and principals Social justice integration in science pedagogy Collaborative revision frameworks for inquiry-based learning K-12 education adaptation during the pandemic Recent publications highlight trends in educational technology for science learning, with a focus on NLP applications, interactive inquiry modules, and equitable teaching practices. She has authored studies in journals like Science , Review of Educational Research , and Computers & Education , often exploring how automated systems can enhance teacher-student dynamics. Scientific Awards : Best Paper Award at the AI4EDU Workshop (AAAI Conference, 2020) Libby leads funded projects such as: TIPS (NSF, 2021-2025): NLP for science education ARISE (Hewlett Foundation, 2020-2023): Anti-racism in science education STRIDES (NSF, 2018-2022): Responsive instruction for science teachers PLANS (NSF, 2015-2020): Automated learning support systems She contributes to teacher training through courses like Research Methods for Science Teachers and Apprentice Teaching in Science , emphasizing data-driven pedagogy and inquiry-based instruction.
Ann Rivet is an Associate Professor of Science Education at Teachers College, Columbia University, and serves as the Associate Director of the Center for Sustainable Futures. She previously held the role of Program Officer in the Directorate for STEM Education at the National Science Foundation from 2016 to 2019. Her expertise lies in science education, particularly in Earth and environmental science, curriculum design, and urban school reform. Education: Ph.D. in Science Education, University of Michigan M.S. in Science Education (Earth Science), University of Michigan Sc.B. in Physics, Brown University Research Interests: Dr. Rivet's research focuses on how students develop deep understandings of Earth and environmental science concepts. She examines the intersections of scientific reasoning, instructional design, and assessment, primarily at the middle and secondary school levels. Her current work investigates how crosscutting scientific concepts influence students’ understanding of core disciplinary ideas, and how phenomena-based instructional approaches can support learning about large-scale Earth systems. She is actively involved in supporting the adoption and implementation of the Next Generation Science Standards (NGSS) through policy and practitioner-level initiatives, including the development of free, open-source curriculum materials for middle and high school science. Publications & Trends: Her work has been published in leading journals such as Science , the Journal of Research in Science Teaching , and the American Educational Research Journal . Her publications span topics from learning progressions in science to contextualizing instruction for urban students, reflecting a deep commitment to both theoretical and applied aspects of science education. Grants & Funding: Principal Investigator, NSF: "Collaborative Research: Bridging the Gap Between Tabletop Models and the Earth System" ($982,080) Science Team Member, GE Foundation: "Harlem Schools Partnership for Science and Math Education" ($5,000,000) Co-Principal Investigator, Carnegie Foundation: "Enhancing Teacher Preparation for Adolescent Literacy" ($100,000) Co-Principal Investigator, NSF: "GSE/RES Girls’ Science Practices in Urban High Poverty Communities" ($499,334) Principal Investigator, NSF (subaward): "Developing the Next Generation of Middle School Science Materials" ($137,198) Leadership & Outreach: Dr. Rivet has led multiple federally funded projects aimed at improving science education in urban schools. She has also contributed to national policy discussions through her role at the NSF and continues to shape science education standards and practices through her research and curriculum development efforts.
Dr Raquel Campos is an Assistant Professor (Education) of Management at the Department of Management, London School of Economics and Political Science (LSE). Her work focuses on the impact of information technologies on institutional performance across firms and universities. She holds dual expertise in economics (PhD, MSc from Universidad Rey Juan Carlos) and engineering (BSc in Electrical Engineering and Computer Science). Prior to academia, she worked in IT project management and consulting in Spain and the US. Key qualifications include a PhD in Economics (2013) and MSc in Economics (2009), both from Universidad Rey Juan Carlos. She also completed the University of London’s BSc in Economics and Management via its external program. Her multidisciplinary background spans electrical engineering, computer science, and law. Research interests center on organizational economics, personnel economics, and ICT applications in labor markets. Notable works include studies on hurricane impacts on academic collaborations, internet recruitment strategies in Spain, and gender disparities in engineering careers. She has presented at major labor economics workshops and serves as a referee for Economics of Innovation and New Technology . Teaching responsibilities include leading the Strategy module (MG301) at LSE, where she received top teaching awards including the 2019 Excellence in Education Award. Her professional experience includes roles as Visiting Researcher at University of Kent (2015-2017), and prior IT project management roles in sectors like banking and real estate. Awards highlight her educational contributions: Top 10% performer in LSE Management Department teaching evaluations (2018-19) and Excellence in Education recognition. Current research explores missing skills for EU entrepreneurs/managers using PIAAC data in collaboration with M. Arrazola and J. de Hevia.
Professor August Evrard is a distinguished academic at the University of Michigan, holding the Arthur F. Thurnau Professorship in Physics and Astronomy. He is affiliated with the Department of Physics within the College of Literature, Science, and the Arts. Known for his contributions to cosmology and astrophysics, he pioneered the Problem Roulette tool, recognized with the Provost's Teaching Innovation Prize. His research focuses on galaxy clusters, dark matter, and cosmological surveys like the Dark Energy Survey (DES) and XXL Survey. He has been honored as an AAS Fellow (2025) and has contributed to advancements in physics education through innovative teaching methods and technologies. In research, Prof. Evrard explores topics such as dark matter halo dynamics, galaxy cluster properties, and weak lensing analyses. His work spans observational cosmology, computational modeling, and multi-wavelength astronomy. Notable projects include studies on galaxy cluster mass distributions, the relationship between X-ray emissions and velocity dispersions, and the application of machine learning to astrophysical data analysis. His contributions to education highlight the integration of AI-driven tools to enhance learning, as seen in initiatives like the Problem Roulette and course recommendation systems. Prof. Evrard's awards include the Provost's Teaching Innovation Prize for Problem Roulette and his AAS Fellowship. His academic leadership and innovative approaches to both research and education solidify his role as a pivotal figure in astrophysics and STEM pedagogy.
Ellen Zegura is the Stephen Fleming Chair and Professor in the School of Computer Science at Georgia Tech's College of Computing. She holds multiple degrees from Washington University in St. Louis: BS in Computer Science, BS in Electrical Engineering, MS in Computer Science, and DSc in Computer Science. Her research focuses on computer networking, social responsibility in STEM education, and computing for development. She co-founded the Computing for Good initiative, emphasizing project-based learning to address societal challenges. Zegura is an IEEE and ACM Fellow, and serves on the Computing Research Association (CRA) Executive Board. Her education spans interdisciplinary fields at Washington University, combining computer science and electrical engineering. She has held leadership roles at NSF and CRA, advocating for equitable technology policies. Notable contributions include advancing QoE metrics for video conferencing, analyzing mobile broadband infrastructure disparities, and developing ethics education frameworks for computing curricula. Research interests include network measurement, community-empowered data practices, and bridging technical innovation with social impact. Recent work examines tribal mobility during pandemics, sensor co-design with Indigenous communities, and ethical pedagogy for teaching assistants. Her labs and collaborations, such as CERCS, emphasize interdisciplinary problem-solving. Zegura’s awards reflect her dual impact in technical innovation and societal engagement.
Meisam Asgari is an Assistant Professor in the Department of Medical Engineering at the University of South Florida. He holds a Ph.D. in Mechanical Engineering from McGill University (2015), with postdoctoral training at Northwestern University (2018–2020) and McGill University (2016–2018). His research focuses on biomechanics, cardiovascular diseases, biomimetic design, and functional gradients in biological materials. He teaches courses such as Transport Phenomena in Biomedical Engineering and Biomechanics. Education: Ph.D. Mechanical Engineering, McGill University, 2015 M.Sc. Solid Mechanics, Isfahan University of Technology, 2011 B.Sc. Mechanical Engineering, Isfahan University of Technology, 2007 Awards: NSERC Postdoctoral Fellowship (2018–2020) McGill Engineering International Tuition Award (2011–2014) Outstanding Teaching Assistant Award, McGill (2015) His research integrates experimental and computational methods to study vascular diseases, biomaterials for tissue engineering, and structural adaptations in biological systems like crustacean exoskeletons. Recent work includes developing decellularized aortic grafts and investigating collagen mechanics in diseased tissues. Publications span Acta Biomaterialia , Scientific Reports , and Journal of the Mechanical Behavior of Biomedical Materials , emphasizing biomechanics and material characterization. His work bridges engineering and biology to address clinical challenges in cardiovascular and musculoskeletal systems.
Professor Sylvia Urban is a distinguished academic at RMIT University, serving as a Professor of Chemistry in the School of Science. She leads the Marine and Terrestrial Natural Product (MATNAP) research group and is the Program Manager for the Bachelor of Science degree, the largest and flagship program in the School of Science. Professor Urban also holds significant leadership roles including Reconciliation and Responsible Practice Facilitator in the School of Science (STEM College) and member of the Nugulu Committee at RMIT University. Her expertise spans natural products chemistry and separation science, with particular focus on chromatography for purification and instrumental analysis for structural characterisation and elucidation. Professor Urban's research interests encompass natural product chemistry isolation and structural elucidation, NMR spectroscopy and mass spectrometry for characterisation of natural products, High Performance/Pressure Liquid Chromatography (HPLC) and other chromatographic techniques for natural product purification, hyphenated spectroscopic techniques such as HPLC-NMR and HPLC-MS for natural product profiling, and biological evaluation of natural products for drug discovery applications. Her work primarily focuses on exploring the biodiversity of Australian marine and terrestrial organisms including plants, fungi, sponges, and algae to discover new compounds with therapeutic potential. She has developed various dereplication and chemical profiling strategies to expedite the discovery process. Professor Urban's publication record demonstrates a strong focus on natural products derived from Australian flora and marine organisms, with particular emphasis on their chemical characterisation and biological evaluation. Her research spans ethnobotanical studies of Indigenous Australian medicinal plants, phytochemical profiling of Australian species, anthelmintic and antimicrobial assessments of natural compounds, and development of analytical methodologies for natural product research. The interdisciplinary nature of her work connects chemistry with pharmacology, ethnobotany, and sustainable development goals related to health, education, and gender equality. STEM College Learning & Teaching Award (Award for Values in Action) 2024 STEM College Athena Swan Award 2023 Top STEM College Media Star 2022 School of Science Reconciliation Champion Award for 2021 School of Science Associate Dean's Impact Award (Applied Chemistry) for 2021 STEM Female Educator of the Year Award in the STEM College in 2021 Fellow of the Royal Australian Chemical Institute (RACI) in 2020 2019 Australian Award for University Teaching (AAUT) Citation for Outstanding Contributions to Student Learning Professor Urban actively supervises Masters and PhD students, with recent projects focusing on nanoparticle synthesis, natural product evaluation from Australian plants and marine organisms, food science applications, and biomedical imaging agents. She has received numerous teaching grants including the SteLR Grant 2017 for Pen-enabled, Real-time Student Engagement for Teaching in STEM Subjects, SteLR Plus Learning and Teaching Grant 2016 for Contextualizing Learning Chemistry, and Global Learning by Design (GLbD) Learning and Teaching Grant 2014. As the leader of the MATNAP research group, Professor Urban oversees a team focused on exploring Australian biodiversity for drug discovery. She has been instrumental in establishing the VICS Molecular Resolution Facility (chromatography node at RMIT University) as part of "The Pipeline – An Integrated Approach to Drug Design and Development." Her research involves collaborations both within and external to RMIT University, including Australian and international university and industry partners.
Allison Godwin is a Professor in the Department of Chemical Engineering at Cornell University, joining the faculty in 2023. She holds a B.S. (2011) and Ph.D. (2014) in Chemical Engineering and Science Education from Clemson University. At Purdue University, she was a tenured member of the School of Engineering Education and held a joint appointment in the Davidson School of Chemical Engineering (2020). Research Interests: Engineering identity development, particularly for underrepresented groups Inclusive pedagogies to reduce equity gaps in STEM Engineering workforce diversity and retention strategies Mixed-methods research on belonging and motivation Scientific Awards: 2023 American Institute of Chemical Engineers Award for Excellence in Engineering Education Research 2022 AERA Division I Outstanding Research Publication Award 2021 CEE William H. Corcoran Award 2017-Present NSF CAREER Award 2016 NARST Outstanding Doctoral Dissertation Award Leadership Roles: Past Chair of ASEE Educational Research Methods Division (2021-2023) Associate Editor for Chemical Engineering Education (2020-Present) Co-led Purdue’s Faculty Learning Community for inclusive teaching
Jae Hoon Lim is a Professor in the Department of Educational Leadership/Educational Research, Measurement, and Evaluation at the Cato College of Education, The University of North Carolina at Charlotte. She serves as Program Director for the Post-Master's Certificate in Qualitative Research and teaches qualitative research methods at both introductory and advanced levels. Ph.D., University of Georgia (2002), Elementary Education with Certificate in Interdisciplinary Qualitative Studies M.A., Korea University (1995), Education with focus on Educational Philosophy B.Ed., Seoul National University of Education (1990), Elementary Education Dr. Lim’s research focuses on intersectionality and equity in STEM education , particularly examining identity construction and systemic barriers faced by underrepresented groups including student veterans, Asian international female students, and African American girls. Her work addresses cultural barriers in educational transitions and critiques social/ethical dimensions of engineering education. Recent publications analyze racial disparities in veteran transitions to STEM careers , gender tightropes in transnational STEM education , and pedagogical strategies for marginalized student groups . Themes across her work include qualitative methodologies, educational equity, and intersectional analyses of race, gender, and class. Principal Investigator for $1.6M NSF grant on veteran education Co-PI for Department of Defense grants supporting student veterans Recipient of UNC Charlotte Faculty Research Grant for women veterans study Dr. Lim actively contributes to academic communities as an Associate Editor for the Journal of Women and Minorities in Science and Engineering and as former President/Chair of the Korean American Educational Researchers Association (KAERA). Her work bridges educational theory with practice through collaborations with institutions like Oxford University Press and Teachers College Press.
Dr. Martha Sidury Christiansen is a Professor of Applied Linguistics/TESOL at the University of Texas at San Antonio , where she serves in the College of Education and Human Development . She is the Principal Investigator of Project RESPETO , a NSF-funded initiative exploring racial equity in engineering education. Her work spans sociolinguistics, digital literacies, and raciolinguistic analysis, with a focus on transnational multilingual communities. Born in Veracruz, Mexico Ph.D. in Foreign/Second Language Education (Ohio State University, 2013) M.A. in English Composition (Indiana University, 2007) B.A. in English Language Teaching (Universidad Veracruzana, 2002) Her research examines how transnational youth navigate digital spaces through multiliteracies , challenges Western academic writing norms via Mexican decolonial methodologies , and investigates raciolinguistic intersections in identity formation. The 15 most recent publications reveal a strong focus on digital communication , transnationalism , and critical pedagogy across journals like TESOL Quarterly and Language@Internet . 2023-2025: Expanding raciolinguistic frameworks in digital contexts 2021-2022: Analyzing multimodal identity construction 2019-2020: Exploring Mexican bilinguals' online language use She has received multiple honors including ACUE Fellow (2023), Fulbright Scholar (2017), and Faculty Leadership Fellow (2021-2022). Her presentations at conferences like ICOLLITE and DDVM Lab highlight her expertise in critical sociolinguistic awareness and digital discourse analysis . Dr. Christiansen actively consults for nonprofits on linguistic equity and multilingual education .
Dr Orin Chisholm is a program director at the Sydney Pharmacy School (University of Sydney), an Adjunct Associate Professor at UNSW Sydney, and teaches at Arizona State University. Her work focuses on regulatory science, pharmaceutical policy, and capacity-building in the therapeutics industry. BSc (Hons) in Biochemistry , University of Sydney PhD in Molecular Biology , University of Sydney Graduate Certificate in University Learning and Teaching , UNSW Sydney Her research explores regulatory frameworks for emerging therapeutics, horizon scanning of medical technologies, and competency-based education in pharmaceutical sciences. Recent projects include NHMRC Partnership Grant (2025-2028) for horizon scanning and national medicines policy reviews. Her publications analyze regulatory reforms, benefit-risk methodologies, and educational transformations in pharmaceutical medicine. Key themes include precision medicine , clinical research , and medical device regulation . TOPRA Award for Excellence in Regulatory Education (2017) Senior Fellow of the Higher Education Academy (SFHEA) (2018) Fellow of the Regulatory Affairs Professionals Society (FRAPS) (2021) Fellow of ARCS Australia (FMPP) (2025) She supervises higher-degree research students, including Owen Smith (AAV gene therapies) and Matthew Britland (Medical Affairs and Quality Use of Medicines). Grants include funding for nanoparticle immunotherapy platforms and peptide-drug conjugate manufacturing.
Andrew Lan is an Associate Professor in the College of Information and Computer Sciences at the University of Massachusetts Amherst, where he also serves as the CS Undergraduate Program Director. He was granted tenure by the UMass Board of Trustees in June 2025 and is currently on leave through Spring 2026. His research focuses on developing human-in-the-loop machine learning methods to enable scalable, effective, and personalized learning experiences in education. Dr. Lan received his BS in Physics and Mathematics from the Hong Kong University of Science and Technology, followed by his MS (2014) and PhD (2016) in Electrical and Computer Engineering from Rice University. He completed postdoctoral research at Rice University (2016) and Princeton University's EDGE Lab (2017-2018). His research spans artificial intelligence for education, with particular expertise in educational data mining, knowledge tracing, personalized learning systems, and human-AI collaboration in educational contexts. Dr. Lan's work leverages massive and multimodal learner and content data collected from both traditional classrooms and online learning platforms to develop systems that deliver high-quality, affordable, and personalized learning experiences. He has made significant contributions to areas including computerized adaptive testing, math word problem generation, student affect detection, and automated grading systems. His recent work increasingly focuses on leveraging large language models for educational applications while maintaining rigorous scientific validation of these approaches. Best Student Paper Award at the 2024 AIED Conference (with Alexander Scarlatos) Best Paper Nominee at LAK 2021 Best Student Paper Award at IEEE Big Data 2020 NAEP Math Automated Scoring Challenge Grand Prize Winner Dr. Lan actively mentors graduate students and postdoctoral researchers, with several of his advisees receiving recognition for their work. He has secured substantial funding from the National Science Foundation, including a $90M grant for the SafeInsights project, a secure cyberinfrastructure for educational research. His research group collaborates with institutions including Worcester Polytechnic Institute, University of Pennsylvania, and Rice University. He teaches undergraduate and graduate courses including COMPSCI 240 (Reasoning under Uncertainty) and COMPSCI 590OP (Applied Numerical Optimization), with a focus on the practical application of theoretical concepts in machine learning and artificial intelligence. His educational philosophy emphasizes bridging the gap between theoretical foundations and real-world implementation in educational technology.
Stacey Garrett (she/her/hers) is an Associate Professor in the Counseling, Family Therapy, and Higher Education Department at Appalachian State University’s Reich College of Education. Her research focuses on diversifying higher education through qualitative exploration of faculty, staff, and students of color’s experiences. She advises graduate students across certificate, master’s, and doctoral programs delivered both online and in-person. Member of the Reich College of Education Mentoring Guild Advocate for faculty professional and personal growth Emphasizes institutional leadership strategies for recruitment/retention of diverse faculty Her work highlights challenges like pandemic-era community disruption and burnout prevention through mentorship. Key research themes include Black women faculty navigation, culturally responsive teaching, and systemic barriers faced by marginalized groups in academia.
