Dr. Justin L Hess is an associate professor in the School of Engineering Education at Purdue University, where he leads research on empathic and ethical formation in engineering education. He previously served as assistant director of the STEM Education Innovation & Research Institute at IUPUI and holds degrees from Purdue University’s School of Engineering Education and Civil Engineering department. His research focuses on pedagogical methods to enhance engineering students' ethical development, particularly in empathy-driven decision-making and societal impacts. He has co-authored NSF-funded projects including the I-CELER framework for STEM curriculum transformation and studies on ethical engineering practice evaluation. Dr. Hess has received awards such as the NSF Graduate Research Fellowship (2012) and ASEE Best Paper Award (2016). He leads the Liberal Education/Engineering & Society Division at ASEE and chairs the ASCE Committee on Sustainability’s Formal Education subcommittee. Education: PhD & MS in Engineering Education (Purdue), BS in Civil Engineering (Purdue) Grants: NSF CCESTEM #1737157, #1737303; NSF IUSE #1701132 Research Group: Focuses on socially responsible engineering culture, sustainability, and inclusion
Viral V. Acharya is a Professor of Finance and the C.V. Starr Professor of Economics at New York University's Leonard N. Stern School of Business. He is affiliated with several leading research institutions, including the Centre for Economic Policy Research (CEPR), the European Corporate Governance Institute (ECGI), and the National Bureau of Economic Research (NBER). His research spans critical areas in financial economics, with a focus on systemic risk, financial regulation, banking stability, corporate governance, liquidity risk, sovereign debt, and the implications of unconventional monetary policy. His work frequently addresses real-world financial crises and regulatory challenges. The trends in his scholarly output reveal a consistent emphasis on understanding the interconnectedness between financial institutions and broader economic stability. His publications explore topics such as credit derivatives, shadow banking, securitization, market freezes, and climate-related financial risks, often combining theoretical models with empirical analysis to inform policy. Notable contributions include seminal papers on measuring systemic risk, the design of prudential regulation, the role of liquidity in asset pricing, and the real effects of sovereign debt crises. His recent work continues to address pressing issues such as banking stress in 2023 and the rise of shadow banking in China.
Prof. Dr. Katharina Frosch holds the professorship for General Business Administration with a focus on Human Resource Management at the Brandenburg University of Technology since March 2015. She also serves as the overall project leader for the SCALE-C initiative and has held a research professorship in the field of "Digital- and AI-supported learning at the workplace" since September 2024. Additionally, she has been a member of the Senate of the Brandenburg University of Technology since October 2023. Her research focuses on digitally supported human resource management tools for small and medium-sized enterprises (SMEs), human resource economic analyses in knowledge-intensive sectors, and AI-supported workplace learning. Key research areas include testing digitally supported onboarding processes in SMEs, hybrid approaches to work-integrated learning, and developing low-threshold digital HR tools for the Brandenburg-Berlin metropolitan region. Her work emphasizes professionalizing interactions between HR managers and employees at critical points to improve recruitment, motivation, and retention of skilled workers. Prof. Frosch's recent publications demonstrate a strong trend toward AI-enhanced learning solutions, particularly in microlearning, conversation training, and cybersecurity education. Her research increasingly examines how AI technologies can transform workplace learning while maintaining human elements of communication and trust. The SCALE-C project represents a significant interdisciplinary effort combining cybersecurity, artificial intelligence, and learning design to create semi-automated microlearning content. Best Paper Award at eLmL 2023 for 'Scan to Learn: A Lightweight Approach for Informal Mobile Micro-Learning at the Workplace' Best Paper Award at ICDS 2023 for 'Taking the Matter in Their Own Hands – Can Business Unit Developers Fullfill their Digital Demands with Low-Code Development Platforms?' Prof. Frosch actively collaborates with SMEs and public institutions in the Brandenburg-Berlin metropolitan region, leading a community of researchers, students, and HR practitioners developing Open HRM tools. She offers numerous opportunities for students to participate in research through project work, theses, and the SCALE-C initiative. Her teaching portfolio includes courses on Human Resources and Organization, Strategic Personnel Management, and Applied Research in Personnel Psychology, with a special focus on the Open HRM Hackathon. She leads the Open HRM Community, which conducts regular hackathons to develop functional HR app prototypes. Current projects include scientific support for the Federal Office for Foreign Affairs in implementing psychologically supported digital onboarding approaches, developing digital learning laboratories for workplace competence acquisition in SMEs, and implementing digital HR processes for companies like Autohaus Mothor GmbH.
Dr Dominic Edsall serves as an Honorary Senior Research Fellow in the Department of Curriculum, Pedagogy and Assessment at the UCL Institute of Education. His current research investigates the impact of artificial intelligence on higher education and English as a Foreign Language (EFL) instruction, conducted in collaboration with Professor Sandra Leaton Gray. Appointed from September 2024 to September 2026, he maintains active scholarly output despite the non-salaried nature of his honorary position. His research centers on Learner Autonomy, TESOL, and Higher Education pedagogy, with specialized focus on Japanese university contexts. Key themes include the negotiation of learner autonomy by EFL teachers, transitions from dependent test-taking to autonomous learning, and critical challenges posed by AI in academic integrity. His work bridges theoretical frameworks like game theory and legitimation code theory with practical classroom applications, emphasizing sociocultural dimensions of education. Analysis of his 2023-2025 publications reveals a strategic pivot toward AI ethics in education, while maintaining core expertise in learner autonomy. The 2025 article on AI-based digital cheating exemplifies his timely intervention in emerging academic integrity crises, proposing ethical pedagogical responses rather than technical fixes. Earlier works establish foundational contributions to autonomy theory through Japanese EFL case studies and complexity-aware research methodologies. Dr Edsall explicitly states he cannot accept or supervise doctoral students in his current role. He is available for collaborative projects, conference speaking, consultancy, and journal reviewing. His professional background includes secondary science teaching in the UK and extensive EFL instruction in Japanese higher education, providing unique cross-disciplinary and cross-cultural perspectives.
Gregory Gay is an Associate Professor in the Interaction Design and Software Engineering division within the Department of Computer Science and Engineering at Chalmers University of Technology and the University of Gothenburg, Sweden. His academic profile spans numerous software engineering conferences where he has served as committee member, program chair, and active researcher since at least 2018. Dr. Gay's research focuses on the intersection of software engineering and artificial intelligence, with particular emphasis on: Software Testing and Analysis Search-Based Software Engineering AI for Software Engineering (AI4SE) AI Engineering Automation of development tasks Software Carbon Footprint and sustainability His recent publications demonstrate a strong trend toward applying AI and optimization techniques to software testing challenges, with increasing focus on sustainability aspects of software development. Many studies take an industrial perspective, examining real-world applications in automotive software systems. His work blends theoretical foundations with practical applications, making significant contributions to both academic research and industrial practice in software engineering. Dr. Gay has been actively involved in numerous top software engineering conferences including ASE, ICSE, ESEC/FSE, ISSTA, and ICST, serving on program committees and organizing tracks. His research methodology typically combines optimization, artificial intelligence, and machine learning to help developers deliver complex systems in a safe, secure, and efficient manner.
Angelos Kanas is a Professor of Finance at the Department of Economics within the School of Economics, Business and International Studies at the University of Piraeus. His academic career spans over two decades with significant contributions to finance, banking, and econometric modeling, supported by continuous research funding from entities including NATO and the European Union. His educational background includes undergraduate studies funded by the Hellenic National Scholarships Foundation (I.K.Y.), an M.Sc. supported by the Bodosakis Foundation, and a Ph.D. financed by the National Scholarships Foundation (I.K.Y.). Kanas specializes in Finance, International Finance, Financial Markets, Financial Risks and Protection, and Banking. His research integrates advanced quantitative methods to analyze systemic risk, market efficiency, and policy impacts, with particular focus on regime-switching models and DEA efficiency measurements. Recent work explores intersections between climate finance, banking stability, and corporate governance. Analysis of his 15 most recent publications reveals an evolving research trajectory: early work (2005-2013) established expertise in exchange rate dynamics and asset pricing, while post-2015 research increasingly addresses banking regulation, systemic risk prediction, and methodological innovations in efficiency analysis. Current work (2022-2025) demonstrates strong engagement with climate-related financial risks and AI applications in finance. Hellenic National Scholarships Foundation (I.K.Y) studentship (undergraduate, three annual) Bodosakis Foundation scholarship (M.Sc.) National Scholarships Foundation (I.K.Y.) scholarship (Ph.D.) Kanas has secured research funding from NATO and EU bodies, reflecting recognition of his work's policy relevance. His extensive refereeing activities across 30+ journals including Journal of International Economics and Journal of Banking and Finance demonstrate scholarly leadership. He teaches core finance courses including International Finance and Special Topics in Finance, and has authored two academic books: Principles of Investment Analysis and Financial Markets (2021) and FinTech and Machine Learning: Basic Principles and Applications (2023).
Dr. Kiley Hamlin is a Professor in the Department of Psychology at the University of British Columbia's Faculty of Arts, where she directs the Centre for Infant Cognition. She holds a PhD from Yale University (2010) and an undergraduate degree from the University of Chicago (2005). Her research explores the developmental origins of moral cognition and social evaluation in preverbal infants, examining how early evaluative processes shape understanding of others' actions, mental states, and personalities. Her secondary focus is Social/Personality psychology. Research Interests: Dr. Hamlin investigates foundational aspects of moral reasoning before language development, cultural influence, and complex cognitive abilities emerge. Key areas include: Infant sociomoral evaluation of prosocial/antisocial agents Neural correlates of moral cognition in infancy Cross-cultural development of social preferences Longitudinal links between infant evaluations and preschool adjustment Publications reflect consistent focus on moral development in early childhood, with trends toward large-scale collaborative studies (e.g., ManyBabies consortium) and novel methodologies like remote infant assessments. Awards and Honors: Canada Research Chair (2011-2021) Society for Philosophy and Psychology Stanton Prize (2018) Killam Faculty Research Prize (2015) APS Rising Star Award (2015) APS Janet Taylor Spence Award (2014) Peter Wall Institute Early Career Scholar (2012) International Congress for Infant Studies Dissertation Prize (2012) Leadership: Dr. Hamlin serves on editorial boards for Infancy , Cognitive Development , Child Development Perspectives , and Cognition , and is Communications Chair for the International Congress for Infant Studies. She co-leads the Early Development Research Group, a seven-lab consortium studying language, learning, and social understanding.
Lawrence D. Cohn is Professor Emeritus in the Department of Psychology at the University of Texas at El Paso's College of Liberal Arts. He holds a PhD from Washington University and specializes in personality development, adolescent risk-taking, and injury prevention. His research examines psychological maturity, meta-analytic methods, health behaviors, and intervention programs. Current interests include adolescent risk perception, fatalism, medication adherence, and evidence-based public health interventions. Publications reflect methodological diversity including meta-analyses, longitudinal studies, and community-based trials. Recent work focuses on health communication, substance use interventions, and traffic safety programs targeting Hispanic communities. John D. & Catherine T. MacArthur Postdoctoral Fellow Outstanding Faculty Achievement Award recipient Nominated for Chancellor's Council Outstanding Teaching Award Supervised over 15 doctoral students and secured funding from NIH, DOT, and Texas Department of Transportation for community health interventions.
Dustin Albert is an Associate Professor and Chair of Psychology at Bryn Mawr College, with affiliations in the Department of Psychology and Child and Family Studies. He holds a Ph.D. in Psychology from Temple University (2011), an M.A. from Wake Forest University (2006), and a B.A. from the University of Oklahoma (1998). His research focuses on the social and biological influences on self-regulation in adolescents, particularly risk-taking and antisocial behavior. Methodologies include neuroimaging, genetic epidemiology, and experimental social psychology, aiming to inform interventions for substance abuse and behavioral issues. Postdoctoral training was conducted at Duke University’s Center for Child and Family Policy and the University of North Carolina’s Center for Developmental Science. Albert’s work emphasizes translating findings into practical prevention strategies. His research highlights how peer influence, neurobiological factors, and socioeconomic conditions shape adolescent decision-making. He has contributed to understanding the neural mechanisms underlying stress vulnerability and reward systems in adolescents. His studies often bridge developmental neuroscience with behavioral interventions, such as analyzing teen driving risks and genetic predictors of program efficacy. Key areas of exploration include the interplay between genetic predispositions and environmental stressors, the role of peer dynamics in risk-taking, and the neurobiological correlates of self-regulation deficits. His findings underscore the importance of tailored interventions for at-risk youth, leveraging insights from both psychological and neuroscientific perspectives.
Jonas Radlmayr is a Researcher at the Department of Ergonomics, Technical University of Munich, where he has been actively contributing since 2014 under Prof. Klaus Bengler's Chair. His work focuses on human factors in automated driving systems, with emphasis on driver-state modeling and transition-of-control mechanisms. Education: Diplom-Ingenieur (Master's equivalent) in Mechanical Engineering, Technical University of Munich (2013), specializing in Control Engineering and Ergonomics Radlmayr's research investigates critical human-automation interaction challenges in conditionally automated driving (Level 3). His work examines how driver drowsiness, non-driving tasks, and system reliability impact take-over performance during transitions of vehicle control. He has pioneered methodological frameworks including the Take-Over Performance Score (TOPS) for quantifying driver readiness and developed integrative models for drowsiness progression in automated contexts. His experimental designs address real-world challenges in human-machine interface validation and driver monitoring system development. Analysis of his 15 most recent publications reveals consistent focus on driver availability metrics, human factors in cut-in scenarios, and mental model formation regarding automation levels. The research demonstrates strong interdisciplinary connections between cognitive psychology, transportation engineering, and physiological monitoring, with recurring themes in usability evaluation frameworks and safety-critical transition protocols. As an integral member of TUM's Ergonomics Chair, Radlmayr utilizes advanced research infrastructure including the Dynamical Mock-Up, Modular Ergonomic Mockup, and Static Driving Simulator. His collaborative work with industry partners addresses practical implementation challenges in automated vehicle design while advancing theoretical understanding of human-automation teaming in transportation systems.
Guher Gorgun is a Professor affiliated with the Faculty of Education at the University of Alberta, holding a role in the Dean’s Office. Their research focuses on educational measurement, psychometrics, and learning analytics, with a strong emphasis on leveraging machine learning and natural language processing for advancing assessment design and analysis. Key contributions include work on adaptive testing frameworks, automated question generation, and anomaly detection in educational data. Research interests span test-taking engagement dynamics , non-cognitive skill measurement , and data-driven approaches to formative assessment . Recent studies explore the intersection of AI and educational assessment, including LLM applications for item generation and bias mitigation in predictive models. They have published extensively on topics like response time modeling, Bayesian knowledge tracing, and the psychometric evaluation of cross-cultural instruments. Publications highlight innovation in digital assessment analytics, such as behavioral engagement modeling and sequential process analysis. While no formal awards are listed, their prolific output reflects significant contributions to the field of educational measurement. Advising and grant details are not explicitly mentioned, but their research collaborations likely involve interdisciplinary teams focused on educational technology and data science.
Alessandro Rebucci is a Professor of Finance and Economics at Johns Hopkins University, holding joint appointments in the Carey Business School and the Krieger School of Arts and Sciences' Economics Department. He is an NBER Research Associate (IFM Program), CEPR Research Fellow (IMF Programme), and ABFER Fellow. His research focuses on international finance, macroeconomics, and macrofinance, with publications in top journals like the Journal of International Economics and Review of Financial Studies . He has held policy roles at the International Monetary Fund (1998–2008) and Inter-American Development Bank (2008–2013), and served as a Visiting Scholar at the Federal Reserve and Bank for International Settlements. His work examines monetary policy transmission, capital flows, financial crises, and macrofinancial stability. Notable contributions include analyzing China’s monetary policy impact, the valuation of US Treasuries, and household portfolio dynamics during crises. Rebucci advises journals like the Journal of Money, Credit and Banking and organizes conferences such as the Geoeconomics event covered by the Financial Times . His Young Leader Award from the Council for the United States and Italy recognizes his policy-relevant scholarship. He also contributes to VoxEU.org , FT Alphaville , and chairs the Academic Board of Advisors for the Factor Investing Group. His research themes include: Global financial linkages and policy transmission Cross-border capital flow dynamics Quantitative easing effects on housing markets Crisis modeling and macroprudential policies Recent work explores geoeconomic tensions, the role of official reserves, and pandemic-era policy responses. He collaborates on datasets like capital control measures and GVAR model parameters, emphasizing empirical rigor and policy relevance.
Esther Ulitzsch is an Associate Professor at the University of Oslo 's Centre for Educational Measurement (CEMO) . Her research focuses on advancing psychometric models, particularly Bayesian latent variable techniques for small-sample conditions, and analyzing digital interaction data from simulated learning environments. She holds a PhD from Freie Universität Berlin and previously worked as a Research Associate at the IPN – Leibniz Institute for Science and Mathematics Education in Kiel, Germany. Education: PhD in Educational Measurement (Freie Universität Berlin) Research Associate at IPN Kiel Research Interests: IRT model development for aberrant response detection Efficient estimation in small samples Clickstream analysis for student behavior Test-taking engagement dynamics Publications: Over 20 peer-reviewed articles since 2017, including work on mixture models for careless responding, neural networks for IRT estimation, and Bayesian factor modeling. Recent contributions address response time analysis, cross-country measurement invariance, and sequential process mining in interactive tasks. Affiliations: Active in the CREATE (Research on Equality in Education) and FREMO (Frontier Research in Educational Measurement) groups at CEMO.
Prof. Dr. Dr. Jürgen Hennig serves as a W3 Professor of Differential and Biological Psychology within the Department of Psychology and Sports Science at Justus Liebig University Giessen. With over three decades of academic service at JLU Giessen, he has established himself as a leading researcher in the biological foundations of human behavior, directing an active laboratory with multiple master's students and research staff. His career progression from scientific assistant (1990-1995) to C2 Hochschuldozent (2001) and ultimately to his current W3 professorship (since 2007) demonstrates sustained academic excellence and leadership. Dr. Hennig's research program integrates multiple methodologies including EEG, biochemical analysis, and molecular genetics to investigate individual differences in stress response, emotion processing, and neurotransmitter systems. His work bridges basic science with practical applications in military performance, clinical psychology, and positive interventions. Recent publications (2020-2024) reveal continued productivity with over 15 articles examining topics ranging from sexual response mechanisms to pandemic mental health strategies, demonstrating remarkable breadth while maintaining focus on biological underpinnings of behavior. His scholarly contributions have been recognized through multiple awards including the Wolfgang Mittermaier Prize for teaching excellence (1997) and William Stern Prize for innovative work in differential psychology (1999). He has secured substantial research funding from DFG, Lundbeck, and other sources for projects spanning neurobiology of receptor-transmitter complexes to gender differences in neuroendocrine challenge tests. Administratively, Hennig has served in significant leadership roles including department head, faculty dean (2015-2018), and current Studiendekan (since 2021), while also contributing to international scientific communities as associate editor for the Journal of Individual Differences (2013-2022) and organizer of numerous conferences including the 13th ISSID meeting in 2007.
Professor Elena Papanastasiou is the Dean of the School of Education at the University of Nicosia, Cyprus, where she teaches Educational Research , Quantitative Methods , and Assessment . She holds a PhD in Measurement and Quantitative Methods from Michigan State University (2001) and an Honors B.Sc. in Elementary Education from Pennsylvania State University (1996). Her research focuses on educational assessment , structural equation modeling , multilevel modeling , and mixed methods research , with applications in international assessments like TIMSS and IEA . Recent publications analyze generative AI in education , test-taking metacognition , student well-being , and international schooling contexts in Cyprus, Europe, and the USA. She serves as Cyprus’ General Assembly representative in IEA and is a member of the IEA Standing Committee and Publications Committee , as well as the Professional Development Committee of the Association for Educational Assessment. Her consulting work on methodological frameworks supports research teams globally, emphasizing advanced statistical analysis and educational policy development.
