Eugene Kennedy is a Professor in the Department of Educational Research at Louisiana State University's College of Human Sciences & Education. Holding a PhD in Educational Research Methodology from the University of South Carolina (1990), Kennedy's career spans academic research, state education departments, and technical consulting roles. His work focuses on educational effectiveness, psychometrics, and technology integration in education. Bachelor's: Sociology, Benedict College (1977) Master's: Educational Statistics & Measurement, University of Iowa (1982) PhD: Educational Research, University of South Carolina (1990) Kennedy's research interests include educational research methodology , psychometrics , school effectiveness , STEM education , data-driven decision making , and learning analytics . His recent publications demonstrate increasing focus on AI's role in education and data-driven strategies for improving educational outcomes. His academic work shows trends in educational technology integration , quantitative research methods , and STEM equity initiatives . Key themes include using data mining for educational insights, technology tools for school leadership, and innovative teaching strategies to improve student outcomes. Kennedy has participated in grants including: Co-PI for Evaluation proposal for the EBRPS American Recovery and Reinvestment Act Program (2010-2011) PI for Longitudinal Study with University of Louisiana Lafayette (2008-2009) Contact: ekennedy@lsu.edu | 221 Peabody Hall | 225-578-2193
Dr. Helen Demetriou is an Associate Professor of Psychology at the University of Cambridge Faculty of Education , where she integrates psychological research with educational practice. A Chartered Psychologist (BPS) and Fellow of Homerton College, she serves as Undergraduate Tutor and Director of Studies, while also providing support for discrimination/harassment concerns. Education: MA (Hons) in Psychology (University of Dundee), PhD in Developmental Psychology (King's College London, Institute of Psychiatry) Professional Roles: Faculty member (1998-present), British Psychological Society accreditation program coordinator, Kazakhstan teacher development consultant Her research explores children's social-emotional development , focusing on empathy, friendships, pupil consultation, and creativity in classrooms. Key projects include: OFSTED-funded studies on pupil progress QCA research on boys' MFL performance ESRC-funded pupil voice initiatives Gatsby Technical Education Project on teacher sustainability Collaborative work with Bill Nicholl on D&T classroom creativity Recent publications emphasize intersections between empathy and innovation in educational settings. She contributes to parliamentary briefings and serves on editorial boards for Improving Schools , Social Development , and Educational Studies .
James H. Anderson is the Kenan Distinguished Professor and Department Chair in the Department of Computer Science at the University of North Carolina at Chapel Hill, where he has been a faculty member since 1993. A leading researcher in real-time systems and distributed computing, he previously served at the University of Maryland (1990-1993). His educational background includes: B.S. in Computer Science from Michigan State University (1982) M.S. in Computer Science from Purdue University (1983) Ph.D. in Computer Sciences from the University of Texas at Austin (1990) Anderson's research focuses on real-time systems, distributed and concurrent algorithms, multicore computing, and operating systems. His work addresses fundamental challenges in scheduling, resource management, and reliability in time-critical environments, with recent emphasis on GPU acceleration for AI workloads and heterogeneous platforms. He investigates novel approaches to budget enforcement, processing graph scheduling, and timing predictability in complex systems. Analysis of his recent publications reveals a strong trend toward applying real-time scheduling principles to GPU and heterogeneous computing architectures. Key research thrusts include enabling predictable AI acceleration, managing timing uncertainties in autonomous systems, and developing composable resource partitioning techniques for safety-critical applications. His distinguished honors include: U.S. Army Research Office Young Investigator Award (1995) Alfred P. Sloan Research Fellowship (1996) Seven Computer Science Student Association Teaching Awards (1995-2019) Fellowships from IEEE (2012), ACM (2013), AAAS (2020), and AAIA (2022) IEEE TCRTS Outstanding Technical Achievement and Leadership Award (2018) Anderson actively mentors through the TOPICS Club, a reading group for undergraduate students that he co-leads with Cynthia Sturton and Danielle Szafir. His professional leadership includes chairing IEEE TCRTS (2016-2017) and ACM SIGBED (2019-2021), plus service as program/general chair for major conferences including RTSS, PODC, ECRTS, and RTAS. He directs ongoing research initiatives in real-time systems through collaborative projects and the TOPICS Club, which provides undergraduates with hands-on research experience in cutting-edge computer science topics.
Mercedes Herrero de la Fuente is a Professor at Antonio de Nebrija University's School of Communication and Arts in Madrid, specializing in Journalism and Media Innovation. Holding a PhD in Information Sciences from Complutense University of Madrid, she coordinates the doctoral program in Innovation in Digital Communication and Media while leading research through the INNOMEDIA Research Group. Her academic affiliations include active participation in multiple national research projects funded by Spain's Ministry of Science and Innovation. Her research focuses on the intersection of digital technologies and communication, with particular emphasis on data journalism, transmedia narratives, disinformation combat strategies, and gender representation in media. Recent work explores augmented reality applications in journalism, accessibility for people with disabilities in the audiovisual sector, and women's leadership in media production. She has conducted research fellowships at Cornell University, Radboud Universiteit, Salford University, and Charles University. Herrero de la Fuente has published extensively in high-impact journals, with her most recent work examining AI applications against electoral misinformation, women creators in streaming platforms, and immersive journalism technologies. Her research demonstrates consistent focus on emerging media technologies and their societal implications, particularly regarding inclusion and verification practices. As an educator, she previously directed Nebrija University's Master's in Digital and Data Journalism (2016-2021) and Master's in Television Journalism (2015-2020), while currently teaching in both undergraduate and graduate programs. Her professional background includes eight years as a producer for TELEMADRID News, providing practical industry experience that informs her academic work.
Dr. Saeed Taheri is a Senior Lecturer at Nottingham Business School, Nottingham Trent University, within the Department of Strategy, Analytics and Operations. With a background in Materials Science and Engineering, he transitioned to academia after a decade in Iranian manufacturing sectors as a production technology specialist and quality manager. PhD in Operations and Supply Chain Management (2018) MSc and BSc in Materials Science & Engineering Research Focus: Specializing in system dynamics modeling of socio-technical systems, with applications spanning humanitarian supply chains, healthcare operations, and lean product development. His work addresses complex organizational and policy challenges through simulation and optimization. External Engagements: Serves as MSc project supervisor at Warwick Manufacturing Group (WMG), maintains professional membership in the System Dynamics Society, and collaborates internationally on research projects. Teaches Operations & Supply Chain Management modules Supervises research across undergraduate to PhD levels Consultant for engineering management journals
Ty Palmer, PhD, is an Associate Professor in the Department of Kinesiology & Sport Management at Texas Tech University. His office is located in Room 106 of the Kinesiology and Sport Management building, with Wednesday office hours from 12:30 PM to 2:30 PM. Contact information includes email (ty.palmer@ttu.edu) and phone (806-834-7884). Education: PhD in Exercise Science, Oklahoma State University (2015) M.Ed. in Exercise Science, Texas State University (2011) B.A. in Kinesiology, Texas Lutheran University (2009) Research Focus: Dr. Palmer investigates the noninvasive assessment of biomechanical properties in muscle-tendon systems and examines how aging impacts neuromuscular performance. His work bridges biomechanics, exercise physiology, and human performance analysis. Teaching Portfolio: He instructs undergraduate and graduate courses including: HLTH 4308: Introduction to Biostatistics KIN 4301: Introduction to Biomechanics KIN 5317: Performance-Based Outcomes KIN 5353: Muscular Performance Research KIN 5357: Applied Neuromuscular Performance KIN 7104: Exercise Physiology Seminar KIN 7303: Advanced Exercise Physiology Publication Trends: Recent articles focus on educational leadership, equity frameworks, and administrative training methodologies, utilizing case studies and policy analysis across K-12 and higher education contexts.
Professor Helen Sauntson is affiliated with York St John University as a faculty member in the School of Education, Language and Psychology and Director of the Centre for Language and Social Justice Research . She holds a PhD from the University of Birmingham and is a Senior Fellow of the Higher Education Academy (SFHEA). Her teaching spans undergraduate and postgraduate programs in English Language and Linguistics and TESOL . Educational Background : BA – Central England PGCE – University of Birmingham PhD – University of Birmingham SFHEA (Senior Fellow of the Higher Education Academy) Research Focus : Professor Sauntson’s work centers on intersections of language, gender, and sexuality within educational contexts. Her recent publications and conference presentations highlight: Discourse analysis of anti-LGBTQ+ rhetoric Neoliberalism’s impact on academic freedom Queer theory applications in TESOL Policy analysis of Relationships and Sex Education guidelines Student resistance to heteronormativity Critical linguistic frameworks for inclusive pedagogy Professional Leadership : She serves as: Co-editor of Palgrave Studies in Language, Gender and Sexuality Co-editor of Cambridge Elements in Language, Gender and Sexuality Editorial board member for Journal of Language and Sexuality and Gender and Language Teaching & Advocacy : Her pedagogy integrates research-led approaches to sexual diversity training and LGBTQ+ inclusion, with a focus on: Curriculum reform for inclusivity Teacher training programs Policy advisory roles Global queer educational frameworks
Dr. Roberta Bernardi is Associate Professor in Digital Health and Innovation at the University of Bristol Business School, where she conducts research at the intersection of digital technologies and healthcare. With over a decade of experience, she has established herself as a leading scholar examining how digital innovations transform healthcare delivery, professional practices, and patient experiences. Dr. Bernardi earned her PhD from the University of Warwick in 2012, following her undergraduate studies (BSc). Her educational background provided the foundation for her interdisciplinary approach that combines information systems, healthcare management, and sociological perspectives. Her research program focuses on digital innovation in healthcare, examining the adoption of health information systems, telehealth, and the impact of online health communities on medical expertise. She employs theoretical frameworks including institutional theory, affordances theory, and identity theory to understand how digital technologies reshape professional identities, healthcare practices, and patient-doctor relationships. Her work particularly investigates how patients use social media and online communities to inform health decisions and challenge traditional medical expertise hierarchies. Dr. Bernardi's publications reveal a clear trajectory from examining institutional barriers to healthcare information systems implementation in developing countries (particularly Kenya) toward contemporary research on online health communities, patient empowerment, and the sociomaterial aspects of digital health. Her most recent work addresses pandemic-related digital transformation in healthcare, reflecting her ability to respond to emerging healthcare challenges with rigorous theoretical frameworks. British Academy of Management Researcher Development Grant (2014) Economic and Social Research Council (ESRC) PhD Scholarship (2007) Outstanding Reviewer Award, Health Care Management Division, Academy of Management Conference (2018) Teaching Excellence Commendation at Royal Holloway (2017) Fellow of the Higher Education Academy (UK) As an Associate Editor for the Journal of the Association for Information Systems and Information Systems Journal, and Senior Editor of Information Technology and People, Dr. Bernardi plays a significant role in shaping scholarly discourse in her field. She has successfully secured research funding for multiple projects examining digital health from various perspectives, including epistemic practices in online health communities and the role of Clinical Commissioning Groups in telehealth adoption. Her teaching innovations incorporate experiential learning through industry partnerships, particularly in her leadership of the MSc in Business Analytics program at Bristol. Dr. Bernardi actively engages with stakeholders beyond academia through workshops, public talks, and industry consultations on digital health ethics, AI fairness, and telehealth implementation. Her research has practical implications for healthcare organizations seeking to implement digital innovations while addressing social justice concerns and maintaining quality patient care.
Rachel Henderson serves as an Assistant Professor in the Department of Physics & Astronomy at Michigan State University, where she conducts physics education research focused on equity and inclusion through quantitative methodologies. Her work targets improving learning outcomes for all students while increasing representation of women and historically marginalized groups in physics. Her academic credentials include: Ph.D. in Physics Education Research from West Virginia University (2018) M.S. from West Virginia University (2014) B.S. from Slippery Rock University (2012) Dr. Henderson's research integrates two primary strands: developing next-generation physics assessments and enhancing STEM student retention from diverse backgrounds. She investigates how inclusive assessments impact student success, designs evaluation tools to promote diversity, and establishes equitable practices to cultivate future scientists. Her methodologies combine rigorous quantitative analysis with mixed-methods approaches to address systemic barriers in physics education. Analysis of her recent publications reveals concentrated efforts on self-efficacy measurement among transfer students, redesign of assessment instruments using evidence-centered design, and integration of quantitative-qualitative data to capture complex student experiences. Her work consistently examines demographic factors including gender, race, and prior preparation in physics education contexts. Associated with the Learning Machines Lab for innovative educational data analysis, Dr. Henderson actively contributes to the field through peer mentor program development and physics graduate program assessment research. While specific awards aren't documented in available materials, her publications in Physical Review Physics Education Research demonstrate scholarly impact.
Dani Parker Moore is an Associate Professor of Education at Wake Forest University, where she also serves as Director of the Schools, Education, and Society Minor. Her work bridges educational theory and practice through teaching roles in undergraduate and graduate programs, focusing on education, community involvement, and educational psychology. Research Interests: Dr. Moore’s research explores foundational educational theories, qualitative research methodologies, and the role of parents and caregivers in educational and community settings. Her scholarship emphasizes social justice in education, critical race theory, and intersectional analyses of race, class, and gender. Article Trends: Her recent publications highlight qualitative studies on systemic inequities in education, mentoring dynamics across racial and socioeconomic boundaries, and intersectional critiques of power structures in sports and pedagogy. Key themes include youth development, anti-racist practices, and qualitative inquiry.
Kavita Bala is the 17th Provost of Cornell University and a Professor of Computer Science. She previously served as the inaugural Dean of the Cornell Ann S. Bowers College of Computing and Information Science, leading its transition to a degree-granting college by 2025, and as Chair of Cornell’s Department of Computer Science. Her academic leadership includes expanding faculty, establishing research programs like the Bowers CIS Undergraduate Research Experience (BURE), and securing a new research facility for computing and information science. Education: B.Tech (IIT Bombay), M.S. and Ph.D. (MIT, Computer Science) Bala’s research focuses on computer vision, artificial intelligence, and computer graphics , with groundbreaking work in material and style recognition using deep learning. Her innovations in crowdsourced training data and differentiable rendering have advanced visual search technologies and translucent material modeling, powering her startup GrokStyle. She pioneered AI techniques applied to environmental monitoring through projects like MONITRS and AllClear , addressing Earth observation challenges. Her scientific awards include: American Academy of Arts and Sciences (2025) SIGGRAPH Computer Graphics Achievement Award (2020) IIT Bombay Distinguished Alumnus Award (2021) ACM Fellow (2019) SIGGRAPH Academy Fellow (2020) As Provost, Bala drives strategic initiatives like the Cornell AI Initiative , creating interdisciplinary minors in AI and AI in Society, and establishing the Schmidt AI in Science postdoctoral program. She co-chaired a task force for generative AI guidelines in education.
Elizabeth Canning is an Associate Professor in the Psychology Department at Washington State University (WSU), where she leads the BOLD Lab (Build. Opportunity. Learn. Develop.). Her research focuses on creating equitable and inclusive educational environments through social-psychological interventions, with specific emphasis on achievement motivation, social inequality, and organizational behavior. Ph.D. in Social Psychology from the University of Wisconsin-Madison (2016) Postdoctoral research at Indiana University’s Mind and Identity in Context Lab (2016-2019) Dr. Canning’s work investigates how institutional messages about belonging, value, and ability shape student motivation and achievement. She employs controlled experiments, randomized interventions, and longitudinal studies to mitigate disparities in STEM education, particularly for first-generation, minoritized, and stigmatized groups. Her recent publications highlight the impact of instructor mindset communication on student outcomes, strategies for reducing imposter syndrome, and the role of growth mindset cultures in organizational success. Notably, her 2024 research in CBE-Life Sciences Education demonstrated how growth mindset messaging improves first-generation student performance. Editor’s Choice, Science (2014) Dr. Canning mentors undergraduate RAs (9+ hours/week commitment) and Ph.D. students in the Experimental Psychology program. She will be on sabbatical at the Wissenschaftskolleg in Berlin during 2025-2026.
Meden F. Isaac-Lam is a Professor of Chemistry in the College of Engineering and Sciences at Purdue University Northwest, where she teaches organic chemistry, biochemistry and general chemistry. Her research spans multiple interdisciplinary fields with significant contributions to cancer therapeutics and molecular imaging. Her primary research interests focus on the development and discovery of drug therapeutics for photodynamic therapy as cancer treatment and for neurodegenerative diseases, the use of MRI/MRS (magnetic resonance imaging and spectroscopy) to study brain diseases and disorders, and understanding the effect of calorie restriction in human health . Additional research areas include plastic degradation, environmental protection, and STEM education innovation. Dr. Isaac-Lam's scholarly work demonstrates a strong trend toward translational research with clinical applications, particularly in cancer treatment. Her publications show expertise in chemical synthesis, molecular imaging, and therapeutic development with a focus on practical applications for human health conditions. Senior Fulbright Scholar United States Patent No. 11,191,835 B2 for Chlorin-Vitamin Conjugates (Therapeutics for Cancer) Dr. Isaac-Lam is deeply committed to mentoring undergraduate students, believing that "mentoring is extremely critical in student success." She emphasizes individualized teaching approaches and has developed well-structured mentoring programs that consider students' career paths and intellectual abilities. Her patent work serves as an inspiration for students, demonstrating the real-world applications of chemistry research and the possibility of becoming an inventor. She leads interdisciplinary research initiatives including a project studying American military veterans afflicted with post-traumatic stress disorder (PTSD), collaborating with statisticians, social workers, psychologists, radiologists, MRI technicians and medical physics students to understand how brain molecules affect feelings and behavior.
Dr. Emad Elwakil is a Professor and Associate Head for Graduate Programs and Research at the Purdue Polytechnic Institute, Purdue University. He is a certified Professional Engineer (PE), Certified Cost Professional (CCP), and Project Management Professional (PMP) with extensive experience in infrastructure management, construction management, and organizational performance assessment. Education: Ph.D. in Construction Engineering and Management/Building Engineering, Concordia University, Montreal, Canada M.Sc. in Construction Engineering and Management/Civil Engineering B.Sc. in Civil Engineering Dr. Elwakil's research focuses on Infrastructure/Asset Management, Simulation and Modeling, Risk Management, Construction Management, Disaster Restoration & Reconstruction Management, and Water Infrastructure Management. His work integrates advanced computational methods like fuzzy logic, machine learning, and stochastic modeling to address complex challenges in construction and infrastructure systems. He has made significant contributions to understanding organizational performance in construction, water infrastructure management, and post-disaster recovery processes. His publications reveal a strong trend toward applying artificial intelligence and advanced modeling techniques to infrastructure management problems, particularly in water distribution systems, bridge and tunnel condition assessment, and disaster recovery housing. There's a clear progression from theoretical models to practical applications that address real-world infrastructure challenges with increasing sophistication in methodology. Scientific Awards: 2021 Purdue University Faculty Scholar 2019 Purdue University Seed of Success Award 2018 Purdue University ProSTAR's Featured Faculty Member 2018 Purdue Polytechnic Institute Exceptional Early Career for Outstanding Undergraduate Teaching Award 2018 The School of Construction Management Outstanding Faculty Awards (Discovery and Learning) 2017 The School of Construction Management Exceptional Early Career Teaching Award 2014 The School of Construction Management Outstanding Faculty in Discovery Award Dr. Elwakil has demonstrated exceptional mentorship, having chaired or co-chaired 7 PhD students and 28 thesis and non-thesis MSc students while serving on 11 additional graduate committees. His grant success is substantial, with nearly $1 million secured as sole principal investigator and $14.7 million as principal investigator with collaborators, demonstrating his ability to secure significant research funding for complex infrastructure projects. As Associate Editor for two ASCE journals and active reviewer for multiple prominent engineering journals, Dr. Elwakil plays a significant role in advancing scholarship in civil engineering and construction management. His industry experience with USAID projects, Caltrans, and Infrastructure Canada provides valuable practical context for his academic work.
Dr. Jennifer Gibson is an Associate Professor and Co-Director at the School of Psychology, Xavier University, where she has served since 2011. As a licensed clinical psychologist, her work focuses on school-aged children, school-based mental health, and prevention/promotion interventions. She earned her Ph.D. in Clinical Psychology from Miami University following a predoctoral internship at the University of Maryland School of Medicine. Her teaching portfolio includes foundational courses such as PSY 101: General Psychology , PSY 232: Developmental Psychology , PSYC 332: Child Psychology , and PSY 584: Psychometrics and IQ Tests . Research interests span school-based mental health , bullying prevention , community psychology , and participatory action research , often addressing systemic challenges in child and adolescent mental health. Recent publications highlight her contributions to trauma-informed supervision , resilience in border communities , and DEI initiatives in graduate education . Though no scientific awards are explicitly mentioned, her collaborative work with colleagues like Dr. Melissa Mullins and Dr. Julia Phillips underscores her role in advancing inclusive academic practices. Dr. Gibson’s research integrates child development, educational psychology, and community engagement to improve mental health outcomes.
