Dave Armstrong is a Professor and Director of Placement at the University of Western Ontario, holding the Canada Research Chair (CRC). He leads the Centre for Computational and Quantitative Social Science (CCQSS) and earned his PhD from the University of Maryland. His work focuses on statistics, data mining, and political conflict analysis. PhD, University of Maryland Director, Centre for Computational and Quantitative Social Science (CCQSS) His research explores: Non-linearity in statistical models and its impact on effect sizes The Costs of Contention project analyzing political conflict consequences Visualization techniques for pairwise statistical comparisons using Shiny and D3.js Recent publications span urban-rural divides, municipal governance, and statistical methodology. Awards include a five-year Norwegian Social Science Research Council grant (2016), editorial board membership at the American Journal of Political Science (2013), and undergraduate research stipends (2010).
Eileen Murphy is a Professor in the School of Natural and Built Environment at Queen's University Belfast, where she is a leading figure in bioarchaeology and community archaeology. She is actively involved in research, teaching, and public engagement, with a focus on human remains, burial practices, and the archaeology of childhood and the Irish diaspora. She is Co-Director of the Centre for Community Archaeology and Chair of the University's Scholarships and Awards Group. Education: PhD in Archaeology (specific institution and year not provided in text) Additional degrees inferred through academic rank and research output, though not explicitly stated Her research interests center on bioarchaeology , particularly the biocultural analysis of Irish and Eurasian populations, deviant and minority burial practices, children's burial grounds (cillini), and the archaeology of childhood and the Irish diaspora. She is deeply committed to community archaeology , exemplified by her leadership in the Community Archaeology Programme Northern Ireland (CAPNI). Her work bridges scientific analysis and public engagement, contributing to sustainable development goals related to inclusive heritage and education. The 15 most recent publications reflect a consistent trajectory in osteoarchaeology , palaeopathology , and ethical archaeology , with increasing interdisciplinary work in medical geology and biomechanics. Themes include disability in the past, environmental health impacts, and the social dimensions of burial. Her outputs span scholarly journals, books, and public-facing media, demonstrating a strong commitment to knowledge dissemination. Scientific Awards and Recognitions: QUB Staff Excellence Award for Community Impact (2020) British Archaeological Award for Best Scholarly Book (2008) County Heritage Award (2021) Listowel Writer’s Week Nilsson Local Heritage Writing Award (2023) QUB Students' Union Most Involved Teaching Staff Member (2017) Fellow of the Society of Antiquaries of London Vice-President, Ulster Archaeological Society Chair, EAA Belfast 2023 Scientific Committee Elected Member, Royal Irish Academy (2025) Eileen Murphy has supervised numerous PhD students, both currently and in the past, covering diverse topics from Neolithic mortuary rites to medical geology. She has secured significant research output and public engagement through projects like the Ballyhanna and Ranelagh excavations. Her administrative roles include co-directing research centers and leading university committees, reflecting her leadership in both research and institutional service. She is actively involved in public outreach, including podcasts, media interviews, and science festivals, particularly through CAPNI. Her work with the Belfast Mummy (Takabuti) and the Forgotten Cemetery project highlights her ability to connect academic research with public interest. She leads major collaborative efforts across Ireland and internationally, fostering networks in archaeological research and education.
Kari-Mette Walmann Hidle is a Professor of Social Studies Education at NLA University College , Oslo. Her work focuses on curriculum development , human rights education , and sustainability in early childhood and primary education. She leads the social sciences research group at NLA and has published extensively on topics like democratic education , intercultural pedagogy , and transitions between kindergarten and school . Her research explores educational policy , subject didactics , and the integration of diversity and social justice into Norwegian curricula. Recent publications analyze sustainability and human rights in primary education , emphasizing curriculum design and pedagogical strategies. She actively disseminates her work through podcasts , keynote lectures , and Nordic conferences . Her articles reveal a focus on educational reform , environmental curriculum , and methodological innovation in social studies . She collaborates with researchers like Espen Helgesen and Ove Skarpenes , contributing to journals such as Policy Futures in Education and Acta Didactica Norden . While no explicit scientific awards are mentioned, her leadership in research groups and editorial contributions underscores her academic impact.
Gerald C. Kane is a Professor and the C. Herman and Mary Virginia Terry Distinguished Chair in Business Administration at the Terry College of Business, University of Georgia. He is a leading scholar in digital transformation, artificial intelligence ethics, and social media for knowledge management, with over 100 publications in top-tier journals including MIS Quarterly and Management Science. His educational background includes: PhD in Information Systems, Emory University, Goizueta Business School (2006) MBA in Computer Information Systems, Georgia State University, Robinson College of Business (2002) M. Div. in Theology, Emory University (1998) BA in Humanities, Furman University (1994) Professor Kane's research focuses on the social and ethical implications of artificial intelligence and machine learning, the success factors in digital transformation of legacy companies, and how organizations use digital tools to innovate through disruption (e.g., during the COVID-19 pandemic). He also explores social media for knowledge management across organizational boundaries and information systems in healthcare. His work provides critical insights for businesses navigating the digital era. His recent publications (2020-2025) demonstrate intense focus on AI ethics—particularly fairness and bias in machine learning algorithms—and the transformative impact of digital tools on organizational strategy and workplace design. Kane's research addresses digital strategy formulation challenges and post-pandemic workplace reinvention, reflecting his commitment to solving real-world organizational problems through technology-driven solutions. Professor Kane's contributions have been recognized with numerous prestigious awards: Davis-Dixon Impact Award, MIS Quarterly (2024) Axiom Business Book Awards Gold Medal (2021) Carroll School Coughlin Distinguished Teaching Award (2018) National Science Foundation CAREER Award ($500,000) (2009-2016) McKiernan Distinguished Fellow ($30,000), Boston College (2014-2016) Runner-up, Best Published Paper, Academy of Management (2015) U.S. Department of Defense Small Business Technology Transfer Award ($100,000) (2012) Professor Kane has secured significant research funding including a National Science Foundation CAREER Award and U.S. Department of Defense grant supporting his work on social media and knowledge management. His influential books 'The Technology Fallacy' and 'The Transformation Myth' have been translated into multiple languages and provide practical frameworks for digital transformation. While specific advisees are not documented, his role as former Senior Editor at MIS Quarterly and extensive publication record highlight his leadership in shaping information systems research.
George Hazelrigg is an Adjunct Professor and Affiliate Faculty in the Department of Mechanical Engineering at George Mason University, with a career spanning academia, industry, and the National Science Foundation (NSF). He earned BS and MS degrees in mechanical engineering from NJIT, and MA, MSE, and PhD in aerospace engineering from Princeton University. Education: PhD, MSE, MA in Aerospace Engineering (Princeton University); MS, BS in Mechanical Engineering (NJIT) Hazelrigg’s research focuses on systems engineering and engineering design decision-making, with current work supported by the NSF titled “Toward a Theory of Systems Engineering.” This project explores mathematical foundations for optimizing design requirements and validating systems engineering processes. His publications from 2019–2025 emphasize systems engineering theory, model validation, tolerancing, decision-making under uncertainty, and pedagogical approaches. Recent work addresses incentive structures, differentiable variables in design, and validation frameworks. Throughout his career, Hazelrigg has taught at prestigious institutions including Princeton University, UC San Diego, and Ajou University in Korea. At the NSF, he managed research programs across four divisions, oversaw $210 million in annual budgets, and served as deputy and acting division director for the Division of Civil, Mechanical, and Manufacturing Innovation (CMMI).
Daniel F. Spulber is the Elinor Hobbs Distinguished Professor of International Business and Professor of Strategy at the Kellogg School of Management, Northwestern University. He also holds a courtesy appointment as Professor of Law at the Pritzker School of Law. Spulber has been affiliated with Northwestern since 2000, with prior appointments at Brown University, University of Southern California, and Caltech. PhD, Economics, Northwestern University (1979) MA, Economics, Northwestern University (1976) BA, Economics, University of Michigan (1974) Spulber’s research spans Antitrust, Innovation Economics, Microeconomics, Theory of the Firm, Entrepreneurship, Industrial Organization, and Law and Economics. His work analyzes how market structures and regulations impact technology and competition, with a focus on digital platforms, patent systems, and merger policies. His recent publications address Antitrust Merger Policy, Standard Setting Organizations, and the Economics of Platforms. These works highlight dynamic efficiency, technology spillovers, and negotiation mechanisms in patent licensing. Winner, 2023 Antitrust Writing Awards: Academic Articles, Economics Bayard Wickliffe Heath Memorial Lecture, 2019 Bonser Distinguished Lecture, 2003 Sidney J. Levy Teaching Award, 1995-1996 Spulber has served as Research Director of the Searle Center on Law, Regulation, and Economic Growth and founding Director of Kellogg’s International Business & Markets Program. He has secured 37 research grants, including from the National Science Foundation and USPTO, and organized 33 law and economics conferences on innovation and entrepreneurship.
Katy Birch is a Lecturer in Nineteenth-Century Literature at the Department of English & Creative Writing, Aberystwyth University. Her research specializes in Victorian women's writing, particularly poetry, and editorial practices in periodicals like Punch magazine. PhD thesis examined feminist poets' use of Darwinian evolutionary imagery Currently developing a monograph on female contributors to Punch magazine Teaches undergraduate modules on Romantic and Victorian literature including The Mark of the Beast , Nineteenth-Century Literature , and Creative Practice Research Focus: Victorian women's writing, feminist poetry, Punch magazine contributions, and evolutionary theory intersections with literature. Her work contributes to understanding gender representation in historical periodicals and stereotype subversion. Publications: Recent works analyze New Woman writers' strategies in Punch , interspecies hierarchies in May Kendall's poetry, and deconstruct 'ugly suffragette' stereotypes. All publications demonstrate her expertise in combining literary analysis with feminist theory. Academic Engagement: Active in organizing periodical studies events and serving on the Research Society for Victorian Periodicals' digital committee.
Jeffrey Michael Doonan is a Lecturer at Bilkent University's School of English Language (ENG Program), specializing in English for Academic Purposes. His teaching experience includes course topics in academic writing and EAP instruction. He is involved in professional development initiatives like the CTEAP certificate program and contributes to instructor education through the CIDER website. Teaching Focus: Academic writing, EAP pedagogy Professional Development: CTEAP (Certificate in Teaching EAP) Email: jeffrey.doonan@bilkent.edu.tr
Professor Nicole King is an Associate Professor of American Literature and Tutorial Fellow in English at Exeter College, University of Oxford. She specializes in modern African American and Caribbean literature, focusing on racialisation, modern life, and comparative literary approaches across diasporic contexts. Her research explores Black childhood representations, Black British literature, and transnational cultural connections. Research Interests: King’s work centers on African American, Caribbean, and Black British literatures. She examines themes like racial identity, modernity, and intersectional narratives through comparative analysis. Her current book project, Black Childhood in Modern African American Fiction , investigates how children’s experiences reflect broader societal issues. Her earlier work C.L.R. James and Creolization (2001) established her focus on transnational literary influences. Teaching & Supervision: She supervises Masters and DPhil students in African American literature, Caribbean diaspora studies, and modernist literature. Her teaching emphasizes interdisciplinary approaches to understanding race, age, and cultural identity in literary works. Labs/Teams: While no specific lab is mentioned, her research collaborates with Oxford’s Faculty of English and Exeter College academic networks. Her work engages with global literary studies communities through conferences and publications.
Christine Moser is a Full Professor of Sustainable Organizing at the Vrije Universiteit Amsterdam's School of Business and Economics (Management and Organisation department). Her research focuses on technology's role in social interaction, corporate social responsibility (CSR), and knowledge flows within social networks. She holds editorial roles at Academy of Management Learning and Education and Organization Studies , and chairs the European Group of Organizational Studies (EGOS). Education: PhD in 'Not a piece of cake: What makes online communities work?' (Vrije Universiteit Amsterdam, 2013) Master's in Culture, Organization & Management (cum laude, Vrije Universiteit Amsterdam, 2006) Research Interests: Moser explores how technology shapes organizational practices, with emphasis on online communities, social media governance, and sustainability challenges like food waste. Her work bridges sociology, psychology, and management theory, addressing ethical implications of algorithmic decision-making and AI. Awards: Best Article Award (Academy of Management Learning & Education, 2023) Emerald Literati Award (2018) Wilhelmina Drucker Award (2017) Projects & Grants: She leads MOVUS (2024–2026), redesigning digital care systems for elderly populations, and collaborates on strengthening ICT capacity in Ugandan universities (2023–2026). Her research is funded by the ISR Grant (2018). Labs/Teams: Central to her work is the EGOS organizing team (2021 colloquium coordinator) and interdisciplinary collaborations in sustainability and technology ethics.
Professor Honglin Chen is a prominent academic in language education and literacy development at the University of Wollongong, serving as Deputy Dean of Graduate Research in the Office of the Deputy Vice-Chancellor (Research and Sustainable Futures) and a faculty member in the School of Education. She holds a PhD in Language Education from La Trobe University (1998-2002) and is a Principal Fellow of the UK Higher Education Academy. Her research focuses on literacy pedagogy, teacher knowledge, and curriculum development, with over $2.36M in research funding. She has authored/co-authored influential books like Developing Writers Across the Primary and Secondary Years and contributed to national curriculum frameworks. Recognized with awards such as the UOW Vice-Chancellor's Award for Teaching Excellence (2012) and OLT Citation (2012), her work emphasizes culturally responsive teaching and pedagogical innovation. Her leadership roles include serving as Immediate Past President and President of the Applied Linguistics Association of Australia, and Treasurer of the International Systemic Functional Linguistics. She coordinates courses like Second Language Pedagogy and supervises numerous PhD students in areas such as second language writing, metalinguistic understanding, and cross-cultural education. Current research projects address writing outcomes in secondary education and staff cultural competency initiatives. Key contributions include advancing genre-based pedagogy, exploring dialogic feedback in writing, and examining the intersection of identity and language learning. Her work bridges theory and practice, impacting policy and classroom instruction in multilingual and multicultural educational contexts.
Dr. Kelly Fitzgerald is a Lecturer/Assistant Professor and Head of the School of Irish, Celtic Studies and Folklore at University College Dublin (UCD). She also served as Vice-Principal (International) at UCD from September 2020 to August 2023. Fitzgerald holds a BA and PhD from UCD, focusing on folklore and early Irish studies. Her research emphasizes the intellectual history of Irish folkloristics, archives, and oral history, with notable contributions to journals like Béaloideas . She chairs ANU Productions and directs oral history initiatives, including projects for Dublin’s Tenement Museum and social housing communities. Her teaching spans modules such as Folklore and Folkloristics , Healers and Healing , and Oral Text Interpretation . Fitzgerald has held leadership roles, including Head of Irish Folklore & Ethnology (2019) and Head of School (2021). She contributes to professional activities like committee memberships (e.g., The Royal Society of Antiquaries) and public engagements, including talks on Irish cultural traditions and folklore. Her research outputs include analyses of aging discourse, cultural heritage preservation, and interdisciplinary studies. Fitzgerald’s work bridges academic and public spheres, advocating for inclusive cultural narratives and policy-informed research on aging.
Amber Gaffney is an Associate Professor of Psychology at Cal Poly Humboldt and Research Faculty at Claremont Graduate University. She serves as the Academic Research Graduate Program Coordinator and holds editorial roles for journals like Group Processes and Intergroup Relations and Leadership Quarterly. Her research focuses on social identity, group processes, and social influence, particularly examining how self-uncertainty drives group dynamics and political identities. She earned her PhD in Social Psychology from Claremont Graduate University and her undergraduate degree from Cal Poly Humboldt, followed by a postdoctoral fellowship under Dr. Michael Hogg. Dr. Gaffney’s teaching emphasizes experimental design and theoretical development, covering topics like social influence, group processes, and identity. She is affiliated with the Social Identity Lab at Claremont Graduate University and the University of Alberta’s Leadership Lab. Her work explores minority influence, leadership, and societal change, often addressing political polarization and identity-driven movements. Her research has analyzed political events such as the 2021 US Capitol assault and the 2021 Canadian election, highlighting leadership roles in fostering change. She investigates how non-prototypical leaders and minority groups enact societal shifts through uncertainty reduction and identity maintenance. Despite her prolific contributions, no scientific awards are explicitly listed in the provided text.
Cydney Alexis is Associate Professor in the Department of English at Kansas State University, holding graduate faculty status. Her research examines writing through interdisciplinary frameworks bridging material culture, media studies, and composition theory. Research Interests: Explores writing as material practice across domains including consumer culture theory, digital rhetoric, writing habits/identity, and media representations. Current projects investigate writing tools (e.g., Moleskine notebooks), spatial writing environments, and cinematic portrayals of writers. Publication Focus: Her scholarship demonstrates consistent focus on material dimensions of writing across historical and contemporary contexts. Recent works analyze writing artifacts, place-based composition, and cultural narratives about writing processes. Research methodologies combine textual analysis, cultural criticism, and practice-based inquiry. Teaching: Specializes in writing studies, rhetoric, and material culture approaches to composition. Course development emphasizes connections between writing practices, tools, and identity formation.
Jennifer Grandits is a Principal Lecturer in the Department of Psychology at Clemson University, affiliated with the College of Behavioral, Social and Health Sciences. She holds a PhD in Developmental Psychology from the University of Connecticut (2013), along with a Quantitative Research Methods Certificate, MA in Developmental Psychology (2010), and dual BA degrees in Psychology and Sociology from the University of Virginia (2007). Her research focuses on autism spectrum disorder interventions, implicit biases in healthcare, and aging workforce adaptation. She teaches courses in experimental psychology and lifespan development. Key research themes include sensory-based interventions for autism, cross-cultural stigma analysis, and leveraging machine learning for predictive modeling in health contexts. Her work bridges developmental psychology with practical applications in education and clinical settings. Expertise areas: Neurodiversity, child development, applied statistics Recent projects involve collaborations with autistic communities in curriculum design Teaching responsibilities include foundational psychology courses and advanced lifespan development studies. Her CV highlights contributions to inclusive education programs and technology adoption initiatives for older adults.
