Patrick Slattery is a Professor and Associate Department Head for Graduate Studies in the Department of Teaching, Learning & Culture at Texas A&M University's College of Education and Human Development. His work focuses on curriculum theory, social justice, and arts-based research. He holds a Ph.D. in Educational Curriculum and Instruction from Louisiana State University (1989) and has authored/co-authored influential books such as Curriculum Development in the Postmodern Era and Ethics and the Foundations of Education . Slattery's research integrates process philosophy, queer studies, and ecological sustainability to advocate for equitable educational systems. He has served as editor of the Journal of Curriculum Theorizing and co-editor of the Journal of Curriculum and Pedagogy , and held leadership roles in organizations like the American Association for the Advancement of Curriculum Studies (AAACS). His awards include the AERA Division B Lifetime Achievement Award (2019). Notable contributions include exploring LGBTQ+ issues in education, visual culture’s role in public pedagogy, and using arts-based methods like photovoice for social justice advocacy. Slattery has advised over 20 doctoral students and led research projects such as the Summer Arts and Humanities Institute for Urban Leadership . Education: Ph.D., Louisiana State University (1989); M.Ed., Louisiana State University (1986); M.A., Theology, St. Mary's College (1980); B.A., English/Mathematics, College of Santa Fe (1975). Leadership: Past President of AAACS, former chair of AERA's Arts-Based Research SIG, and council member of the Curriculum and Pedagogy Group. Research Themes: Curriculum theory, social justice, queer studies, ecological pedagogy, and public visual culture.
Brenda Bowen is a Professor in the Department of Geology & Geophysics at the University of Utah, where she also serves as Chair of Atmospheric Sciences. She previously directed the Global Change and Sustainability Center from 2015 to 2024, reflecting her leadership in interdisciplinary environmental research. Her academic home is within the College of Mines and Earth Sciences. She earned a PhD from the University of Utah, an MS from the University of California, Santa Cruz, and a BS from the same institution. Her research focuses on sedimentology, geochemistry, and environmental change, aiming to understand landscape evolution across geological and human timescales. She employs field observations, remote sensing, and advanced laboratory techniques to study systems like the Bonneville Salt Flats and Great Salt Lake. Her work emphasizes interdisciplinary collaboration, integrating natural and social sciences to address sustainability challenges in water and energy. She actively promotes applied research in partnership with communities, government, and industry. Her recent publications reveal a strong trend in studying evaporite systems, hydrological dynamics, microbial ecology, and human-environment interactions using remote sensing, geochemical analysis, and social science methods. She explores both natural processes and anthropogenic impacts, such as mining and climate change, on fragile saline landscapes. Fellow of the Geological Society of America (2023) Outstanding Faculty Research Award, Department of Geology and Geophysics (2022) Outstanding Teaching Award, College of Mines and Earth Sciences (2021) Top Researcher Honoree, University of Utah (2017) Career Services Award, University of Utah (2016) Dr. Bowen mentors graduate students through thesis research and leads major externally funded projects, including an NSF ENGINES grant for sustainability innovation in the Southwest. She is deeply involved in institutional change, workforce development, and public engagement. Her work with the Wasatch Environmental Observatory highlights her commitment to long-term environmental monitoring and education. She also explores innovative science communication through art-science collaborations, such as the 'Evaporated' exhibition.
Michael A. Lacombe is an Associate Professor in the Department of History at Adelphi University’s College of Arts and Sciences. He has been a dedicated faculty member since 2004, teaching a wide range of courses in early American history, colonial America, Native American history, and food in U.S. history. He is also the Academic Integrity Officer and co-chairs the Committee on Academic Integrity as of 2023. Ph.D., New York University (2006) B.A., Yale University (1992) Professor LaCombe specializes in early American history, with a focus on the role of food, travel writing, and cultural interactions in the English Atlantic world before 1650. His research explores how commensality, status, and authority were negotiated in colonial settings, particularly through food and diplomatic practices. He has a strong interest in pedagogy, especially the use of Reacting to the Past role-playing games in historical education. His recent research centers on Lusum, a fictional place imagined by Robert and Sarah Williams on Long Island, and on property formation in 17th-century Long Island. His publications span topics such as credibility in travel narratives, land deeds, and the political economy of food in the early Atlantic. The articles reflect a consistent interdisciplinary approach combining food studies, cultural history, and Atlantic world scholarship. Professor LaCombe has presented his work internationally, including at the McNeil Center for Early American Studies, Regensburg University, and the Huntington Library. His scholarly contributions are widely recognized through invited presentations at major institutions. He is actively involved in university service, having chaired multiple committees including the General Education Committee’s Humanities subcommittee and the Senate Committee on Academic IT. He also served on assessment, curriculum, and search committees within the History Department. While no formal scientific awards are listed, his invited talks and sustained scholarly output indicate significant academic recognition. Professor LaCombe is an engaged educator and scholar, contributing to both undergraduate education and the broader academic community through research, service, and public scholarship. He continues to mentor students through senior seminars and research methods courses, though specific advisees are not named in the text.
Patrick Carrington, an Assistant Professor at the Human-Computer Interaction Institute within Carnegie Mellon University's School of Computer Science , is a leading researcher in Accessibility and Assistive Technology . His work focuses on designing technology to enhance the lives of individuals with diverse abilities, particularly through Wearable Technology , Chairables , and Non-Visual Interaction . He is affiliated with the AXLE Lab and teaches courses like Special Topics: Accessibility and Programming Usable Interfaces . Education : Ph.D. from University of Maryland, Baltimore County (2017) Dr. Carrington's research explores: Accessibility for people with visual and motor impairments Wearable and Chairable Computing for wheelchair users Non-Visual Interaction in daily activities Assistive Augmentation of existing devices His publications analyze the intersection of Ubiquitous Computing and Human Factors , including studies on Cooking , Autonomous Navigation , and LLM-based Communication Assistance for autistic workers. Scientific awards include: Best Student Paper (ASSETS 2024) Best Paper Award (Top 1%, ASSETS 2019) Best Paper Honorable Mention (Top 5%, CHI 2020, ASSETS 2018, ASSETS 2015, CHI 2014) Dr. Carrington advises students such as Yunzhi Li and Franklin (Mingzhe) Li , and his work often involves Grants from ACM and other institutions. He also contributes to Labs and Teams like the AXLE Lab, focusing on future directions in Accessible Design and Human Empowerment through Technology .
Tahir Gür is an Associate Professor at Gaziantep University's Nizip Faculty of Education, Department of Turkish and Social Sciences Education. His academic career spans institutions including Cumhuriyet University and Ağrı İbrahim Çeçen University, with a focus on Turkish language education, discourse analysis, and teacher training. Doctorate in Turkish Education (Atatürk University, 2011) Master's in Education (Syracuse University, 2001) Bachelor's in Classroom Teaching (Gazi University, 1997) Gür’s research bridges critical discourse analysis , qualitative research methods , and educational reforms . His work examines teacher professional identity, technology integration in pedagogy, and curriculum development in Turkish education. Recent publications highlight peer assessment, note-taking techniques, and debate-based learning strategies. His 15 most recent articles (2012–2021) explore topics such as discourse analysis in teacher identity, vocabulary acquisition through textbooks, and the impact of technology on education. These align with broader trends in educational sciences and language teaching methodologies . Gür has supervised theses like Sumeyye Ozer’s 2024 study on peer assessment and taught courses ranging from research techniques to Turkish language instruction. He has also served as Head of Department at Gaziantep University.
Davida Gavioli is a Senior Lecturer in Italian within the Department of Romance Languages and Literatures and affiliated with Italian Studies at Bowdoin College. She is based in Sills Hall and teaches courses in Italian language, 20th-century Italian literature and film, gender theory, and comparative women’s writing. Education: PhD in Italian and Comparative Literature, Pennsylvania State University Laurea in Foreign Languages and Literatures, University of Bergamo Her research focuses on feminist literary criticism, particularly the works of contemporary Italian women novelists, the literature of migration, and motherhood from a cross-cultural perspective. She explores the intersections between Italian, American, and French feminist thought and examines minority American and North African women writers. Her scholarship also addresses foreign language pedagogy and the integration of technology in language instruction. The analysis of her publications reveals a consistent engagement with maternal voice, female subjectivity, and gendered narratives in both Italian and Anglophone literature. Her work often centers on the recovery of women's perspectives in literary and historical contexts, particularly through feminist reinterpretations of maternal and intergenerational themes. Scientific Awards: No awards listed in the provided text. Davida Gavioli advises students in Italian studies and women’s literature. While specific grant funding is not mentioned, her scholarly contributions include chapters in academic reference works and peer-reviewed journals. She contributes to interdisciplinary conversations in gender studies and comparative literature. She is involved in the academic life of the Romance Languages and Literatures department, contributing to curriculum development in Italian studies and feminist literary theory. Her work supports the integration of global women’s voices into the literary canon and promotes innovative teaching methods in language education.
Professor Evonne Miller is a leading academic at Queensland University of Technology (QUT), where she holds the title of Professor of Design Psychology and serves as Director of the QUT Design Lab . Her work bridges healthcare design , participatory co-design , and planetary health , focusing on creating inclusive environments for vulnerable populations. As a Fellow of the Australian Association of Gerontology , she chaired the 56th AAG National Conference in 2023 and has pioneered innovative approaches to aged care , prison healthcare , and climate change engagement . PhD (University of Otago) Bachelor of Arts (Psychology) Bachelor of Commerce (Marketing) Her research expertise spans design thinking , arts-based knowledge translation , and health systems transformation , with over $16M AUD in competitive grants from ARC, NHMRC, and Queensland Health. Notable projects include Grief Guide AI , HEAL (Healthcare Excellence AcceLerator) , and intergenerational living campuses . She has published 140+ academic works , including books on healthcare design and creative research methods. Recent publications demonstrate her focus on AI in mental health , VR training , social prescribing , and arts-based interventions across diverse contexts like prison healthcare and voluntary assisted dying . Awards include Good Design Australia and National Communication Association recognitions, with her work influencing policy changes such as direct access to pain relievers in prisons. As a Senior Fellow of the Higher Education Academy , she teaches research methods and design thinking while leading co-design workshops globally. Her advocacy for human-centered design extends to climate anxiety , disaster resilience , and everyday activism , supported by a free co-design resource repository for global practitioners.
Dr. Krešimir Molčanov is a Senior Scientist at the Ruđer Bošković Institute in Zagreb, Croatia, working within the Division of Physical Chemistry, Laboratory for chemical and biological crystallography. He maintains a dual academic role as an educator at the Department of Chemistry, Faculty of Science, University of Zagreb, where he teaches specialized courses in crystallography and general chemistry. Dr. Molčanov's educational background includes primary education at Ivan Gundulić school in Zagreb (1985-1993), secondary education at II. gimnazija high school in Zagreb (1993-1997), undergraduate studies in Chemistry at the University of Zagreb (1997-2002), and doctoral studies in Inorganic and Structural Chemistry at the same institution (2003-2008). His research primarily focuses on chemical crystallography with special emphasis on radical systems, particularly semiquinone radicals and their electronic properties. Dr. Molčanov investigates the relationship between crystal structure and functionality, with applications in magnetic materials, conductivity, and proton transport. A recurring theme throughout his career is the investigation of 'pancake bonding' - a special type of multicenter bonding in radical systems that bridges the gap between covalent and intermolecular interactions. His work increasingly incorporates quantum crystallographic methods to understand electron density distribution in complex systems. Analysis of Dr. Molčanov's publication record shows consistent evolution from fundamental hydrogen bonding studies toward advanced applications in functional materials. His most recent work (2023-2025) demonstrates sophisticated integration of experimental crystallography with electronic structure analysis, particularly in systems involving radical anions and multicenter bonding. The recurring themes across his publications include π-stacking interactions, charge transfer phenomena, and the design of materials with tailored electronic properties. Dr. Molčanov has led multiple research projects funded by the Croatian Science Foundation and Croatian Academy of Sciences and Arts. His leadership roles include projects on metal-organic systems based on oxalate and quinoid ligands, interactions of semiquinone radicals for magnetic materials, and design of functional materials based on quinoid rings. He has coordinated international collaborations with researchers from France, Slovenia, and India, focusing on crystallographic studies and materials design. Within the Laboratory for chemical and biological crystallography at the Ruđer Bošković Institute, Dr. Molčanov maintains close collaboration with multiple research teams, including the long-standing partnership with Dr. Biserka Kojić-Prodić (his PhD supervisor). His interdisciplinary approach spans chemistry, physics, and materials science, with particular emphasis on the structural basis of electronic properties in solid-state systems.
Professor Eamonn McKeown is a distinguished academic at City St George's, University of London , where he has worked since 2006. Currently serving as Head of the Department of Global, Public & Population Health & Policy (established 2025), he leads strategic academic development for the School of Health & Medical Sciences management team. His career spans roles including Associate Dean for Postgraduate Studies (2021-2025) and Head of Health Services Research & Management Department (2014-2021). Qualifications: PhD in Social Anthropology, Queen's University Belfast BA (Hons) in Social Anthropology, Queen's University Belfast PGDip in Academic Practice, City University London As an interdisciplinary researcher, McKeown specializes in equality and diversity issues across health and education sectors, employing qualitative methodologies . His fieldwork includes studies in Papua New Guinea on literacy patterns and in the United States on migration/ethnic identity. Recent research focuses on educational research aligned with EDI (Equality, Diversity, Inclusion) agendas to improve student experiences. His 15 most recent articles (2024-2006) demonstrate sustained contributions to Mental health interventions in higher education Nursing clinical practice Public health policy Sexual health research Qualitative methodology development Digital health solutions Scientific Recognition: Fellow of Royal Society for Public Health Senior Fellow of Higher Education Academy Fellow of Royal Anthropological Institute Recognised Research Supervisor, UK Council for Graduate Education As an educator, McKeown teaches NM3270 Using Research Knowledge (BSc) HRM020 Foundations in Research Methods (Masters) HRM001 Introduction to Research Methods (Masters) and has mentored 10 PhD/MRes students to completion.
Hanna Ahrenby is an Assistant Professor in the Department of Creative Studies (Teacher Education) at Umeå University, Sweden, specializing in visual arts education policy and teacher professionalism within Swedish compulsory schools. Her work critically examines how educational policies are translated into classroom practice through teacher interpretation and enactment. She earned her Ph.D. in Educational Work in 2021 with the dissertation "Teaching fundamental values in art education: a study on policy enactment in secondary school" and holds formal recognition as a university teacher. Her academic foundation combines rigorous pedagogical training with deep subject expertise in art education. Dr. Ahrenby's research focuses on the tensions between policy mandates and classroom realities in visual arts education. She investigates how teachers navigate new syllabi implementation, maintain professional autonomy, and preserve subject integrity amid evolving educational traditions. Her work highlights the critical role of teacher agency in mediating policy demands with pedagogical needs. Analysis of her 2014-2025 publications reveals a clear evolution from foundational studies on fundamental values to current investigations of syllabus enactment and teaching materials. This trajectory demonstrates growing emphasis on teacher interpretation processes and historical influences on contemporary art education practices within Sweden's unique policy landscape. She currently leads two major research initiatives: a project examining teachers' interpretation of Sweden's new art syllabus in compulsory schools, and a collaborative study analyzing teaching materials through policy and historical perspectives to understand their development and classroom integration.
Associate Professor Judi Parson is a pediatric-qualified Registered Nurse and Registered Play Therapist - Supervisor at Deakin University's School of Health and Social Development, Faculty of Health. She leads the Play Therapy discipline at the university and is recognized internationally for her work in Medical Play Therapy and the integration of digital technologies in therapeutic practice. Her career spans clinical practice, research, teaching, and leadership in the field of play therapy. Education Doctor of Philosophy, Central Queensland University Master of Health Science (Nursing), Charles Sturt University Master of Arts in Play Therapy with Distinction, Roehampton University, UK Graduate Diploma of Nursing, Australian Catholic University Graduate Certificate of Higher Education, Deakin University Bachelor of Nursing, Australian Catholic University Research Interests Professor Parson's research focuses on Play Therapy as an emerging profession to support biopsychosocial health and development for children and their families. Her work explores thematic expression of humanistic skills within play therapy and supervision sessions, pediatric (hospital, medical and procedural) play therapy techniques, and digital tele-health including therapeutic apps and virtual reality. She employs qualitative research methods such as Phenomenology and Autoethnography to investigate optimal therapeutic effects for diverse populations including war-affected children, those experiencing natural disasters, Aboriginal communities, children of incarcerated parents, and children with autism. Her research bridges theory and practice while addressing cultural responsiveness and technological innovation in play therapy. Research Output Trends Professor Parson's recent publications reveal a strong focus on expanding play therapy applications across diverse contexts and populations. Her work increasingly addresses cultural responsiveness, particularly with Aboriginal communities, and the adaptation of play therapy for crisis situations including natural disasters and war. There's a notable trend toward integrating digital technologies, with several publications on tele-play therapy, virtual reality applications, and online supervision. Her research also demonstrates growing attention to specific populations such as children of incarcerated parents and those with autism, while maintaining her foundational work in medical play therapy for pediatric healthcare settings. Scientific Awards Australian Postgraduate Award (2003-2008) for PhD research on "Integration of procedural play for children undergoing Cystic Fibrosis treatment: A nursing perspective" Highest Academic Achievement Award (1996) for Graduate Diploma in Nursing (Child and Adolescent health - Advanced paediatrics) Supervision and Grants Professor Parson actively supervises multiple doctoral and master's students across various play therapy research topics. Her current doctoral supervision includes research on psychosocial interactions in parent-child play relationships, therapeutic play for developmental trauma, and children's coping with vaccinations. She recently secured a significant grant from The Rotary Club of Sydney Inc for "Tele Play Therapy" research (2024-2026, $36,721.28), demonstrating continued funding support for her innovative work in digital play therapy applications. Professional Leadership Professor Parson is a co-founder of the Australasia Pacific Play Therapy Association (APPTA) and the International Consortium of Play Therapy Associations (IC-PTA), playing a key role in shaping the field globally. She serves on the Editorial Board of the British Journal of Play Therapy and maintains professional registrations with multiple play therapy associations worldwide, including as a Registered Play Therapist/Supervisor with APPTA. Her leadership extends to developing the Master of Child Play Therapy program at Deakin University, where she teaches multiple courses including Foundations of Play Therapy, Humanistic Play Therapy, and Systemic Play Therapy.
Dr. Jenifer Jasinski Schneider serves as Interim Dean and Professor of Literacy Studies in the College of Education at the University of South Florida. Her leadership spans academic administration, research innovation, and community literacy initiatives, with significant contributions to K-12 writing instruction and children's literature scholarship. She earned her Ph.D. in Language, Literature, and Reading Education from The Ohio State University, establishing foundational expertise in literacy development and pedagogical theory. Dr. Schneider's research centers on children's composing processes through arts-based approaches, examining how process drama and children's literature foster symbolic development and meaning-making. Her work explores digital literacies' impact on multimodal composition, Irish children's literature through Fulbright-supported research in Ireland, and family literacy initiatives across diverse community contexts. She investigates evolving student strategies for print-based and digital text communication, emphasizing inclusivity and technological integration. Analysis of her recent publications reveals strong trends in diversity and inclusion through immersive technologies, interdisciplinary writing instruction (particularly mathematics integration), and critical digital literacies in post-truth discourse. Her scholarship bridges theoretical frameworks with practical classroom applications, consistently addressing contemporary challenges in teacher preparation and K-12 literacy education. Key scientific recognition includes: Fulbright Scholar award for research in Ireland Dr. Schneider has directed the Suncoast Young Authors Celebration for 20 years, championing student writing achievement, and currently serves on the Hillsborough Literacy Council Board. She pioneered open-access educational resources through her digital textbook The Inside, Outside, and Upside Downs of Children's Literature , demonstrating commitment to accessible pedagogy and community engagement in literacy advancement.
Liv Valmestad is an academic librarian, artist, and art historian at the University of Manitoba 's School of Art and Faculty of Architecture . As the Art Librarian since 1997 and former Head of Arts and Humanities Division (2020-23), she bridges librarianship with contemporary visual practice through her research on Nordic landscapes and public art. Her international exhibitions and publications reflect her interdisciplinary approach. Education : B.F.A. (1986), MA (Art History, 1990), MIS (1992), Postgraduate Fine Arts (1987), and Oral History Certificate (2018) Research interests span public art documentation, digital humanities, and Nordic landscape representation. Recent publications like Embracing Messiness (2023) demonstrate her focus on creative pedagogy and art-technology intersections. Her 2020 In Between (s)p(l)ACES exhibition explores identity through geographical affect. Scientific recognition includes the UMFA Merit Award (2021), Carl R. Nelson Jr. Award as an instructor, and Melva J. Dwyer Book Award (2009). She actively contributes to art education through grants from Winnipeg Arts Council , Manitoba Arts Council , and University of Manitoba Creative Works programs.
Dr. Gerard Bellefeuille is a Professor in the Department of Child and Youth Care at MacEwan University's Faculty of Health and Community Studies. He previously served as an Associate Professor of Social Work at the University of Northern British Columbia and brings over two decades of direct practice experience in human services. His academic focus integrates creative pedagogical approaches with child welfare practices. PhD in Social Work (University of Victoria) Research interests include Arts-based Education , Indigenous Child Welfare , and Relational-centered Practice . His work emphasizes creativity as a transformative tool for learning, leveraging arts-based methods to enhance somatic awareness and uncover hidden knowledge in educational settings. Recent publications highlight his expertise in qualitative inquiry , 2SLGBTQ+ youth support , and international experiential learning . His academic contributions span over 60 peer-reviewed articles, 70 invited lectures, and three co-authored books. Distinguished Teacher Award (2014) Dissemination Grant (2019) Multiple Campus Alberta Grants for International Learning (2010, 2016) Dr. Bellefeuille actively involves students in research, mentoring over 100 CYC students as co-authors. His grants include funding from Alberta Advanced Education, the British Columbia Ministry of Children and Family Development, and Indigenous community partnerships.
Şahin ORUÇ is an Associate Professor at Yıldız Technical University's Faculty of Education, Department of Social Sciences and Turkish Education since 2016. Previously, he served as Assistant Professor at the same institution from 2007-2016. He has held significant administrative roles including Assistant Secretary General (2016-2018) and Head of Department (2013-2016) at Yıldız Technical University. His educational background includes a Doctorate (2003-2007) and Postgraduate degree (1999-2002) from Gazi University's Faculty of Education, and an undergraduate degree in History Education (1993-1997) from İnönü University. Dr. ORUÇ's research spans multiple areas within educational sciences, with particular emphasis on social studies education , history education , and gifted education . His work frequently explores innovative teaching methodologies, including the use of comics, gamification, and intelligence games in educational contexts. He has published extensively with over 179 publications according to Web of Science metrics. His recent publications reveal a strong focus on interdisciplinary approaches to social studies education, with particular interest in how digital media, historical narratives, and specialized teaching methods can enhance learning outcomes. The research shows consistent attention to both theoretical frameworks and practical classroom applications. International Journal of Field Education (IJOFE) - First Editor (2015-Present) International Journal of Social Science Research - First Editor (2014-Present) Organized multiple international symposiums including INTERNATIONAL SYMPOSIUM OF TEXTBOOKS (DEKUS) and SYMPOSIUM OF MATERIALS IN FIELD EDUCATION (IFEMS) Dr. ORUÇ has supervised 15 graduate theses across various topics in social studies education and has been involved in multiple research projects, including "Zeka ve Akıl Oyunlarının Öğrencilerin Okula İlişkin Tutumlarına Etkisi" (2017-2019) and "Tarih ve Sosyal Bilgiler Ders Kitaplarında Ermeni Meselesi" (2016-2018). He has also conducted professional development workshops on storytelling, intelligence games, and student coaching.
