Jon Singletary serves as Dean and holds the Diana R. Garland Endowed Chair of Child and Family Studies at Baylor University's Diana R. Garland School of Social Work. He joined Baylor in 2003 after earning his PhD in Social Work from Virginia Commonwealth University (VCU), alongside an MSW from VCU and MDiv from Baptist Theological Seminary. His career includes prior roles as Associate Dean (2010–2015) before becoming Dean in 2015. Before academia, Singletary worked as a pastor, community organizer, and social service administrator. His research focuses on strengthening congregational ministries, community development, and advocacy for vulnerable populations. Notable projects include launching the Texas Hunger Initiative and directing the Strengthening Congregational Community Ministries Project. He co-founded the Faith and Service Technical Education Network (FASTENnetwork.org) to bridge faith-based organizations and social service sectors. His publications explore spirituality's role in social work, faith-based program development, and community organizing strategies. Recent work examines career resilience among professionals in aging care and leadership development through Enneagram frameworks. Earlier research addressed child food security, orphan care in Kenya, and rural community capacity building. Singletary's leadership emphasizes integrating faith and practice, evidenced by his edited volumes on Christianity and social work, and his advocacy for competency-based education models. He holds leadership roles in national organizations like the North American Association of Christians in Social Work and has advised global initiatives in Africa.
Dr. Andrew Owusu is a Professor in the Department of Health and Human Performance (HHP) within the College of Behavioral and Health Sciences at Middle Tennessee State University (MTSU), serving as graduate program director for public health. His academic appointments include teaching Foundations in Health Education, Community and Public Health, Epidemiology, and Data Management in Public Health since joining MTSU. His educational credentials include: Ph.D. in Health and Human Performance, Middle Tennessee State University (2004) M.S. in Sports Administration and Management, Wayne State College (1998) B.S. in Biology, University of Alabama (1996) Dr. Owusu's research centers on adolescent health risk behaviors including bullying, sexual risk-taking, and substance use, with specialized expertise in school health policy implementation. His 15-year leadership (2007-2020) of Ghana's Global School-based Student Health Survey (GSHS) and Global School Health Policies and Practices Survey (G-SHPPS) established critical surveillance systems for adolescent health behaviors through collaborations with WHO and CDC. His methodological innovations include classroom response systems for health education and childhood lead poisoning research. Analysis of his 15 most recent publications reveals consistent focus on Ghanaian adolescent health through school-based surveillance, examining sexting, skin-lightening practices, violence victimization, and condom use barriers. His work demonstrates interdisciplinary integration of public health surveillance, policy analysis, and behavioral science to address global adolescent health challenges. Scientific recognition includes: MTSU President Recognition (2008) for significant international research/partnership Feature in 2006-2008 MTSU President’s Biennial Report (pg.11) Dr. Owusu has secured major international collaborations as Ghana's country coordinator for WHO/CDC school health initiatives (2007-2020), directing multi-institutional teams across MTSU, Ghana Education Service, WHO, and CDC. His mentorship extends through graduate program leadership and track coaching, developing 16 NCAA All-American athletes at MTSU while serving as Ghana's Olympic track coach for three consecutive games (2012-2020). The Ghana School-based Student Health Surveillance System (GSSHSS), established under his coordination, represents a sustained partnership model integrating academic research with national public health infrastructure, producing actionable data for school health policy development across Ghanaian educational institutions.
Georges Kostakiotis is a Senior Lecturer at the National Institute for Oriental Languages and Civilisations (INALCO) in Paris, France, specializing in Modern Greek language and literature. His academic appointment falls under CNU Section 15, covering Arabic, Chinese, Japanese, Hebrew and other languages and literature. He serves as Head of the TEMPO course for Modern Greek and teaches across multiple levels from L1 through L3, including text study, written and oral practice of Greek, Modern Greek thematic courses, specialized Greek text corpora, and technical translation at M1 and M2 levels. Dr. Kostakiotis's research focuses on the intersection of language pedagogy and literary studies. He investigates teaching oral communication from both practical and theoretical perspectives, examining how literary texts function as effective pedagogical tools in foreign language classrooms. His work develops specialized strategies for teaching Greek to Latin-speaking audiences, leveraging linguistic connections while addressing acquisition challenges. Additionally, he explores literary representations of politics and urban worlds, situating Greek literature within broader European and Balkan contexts through the CREE (Centre de Recherches Euro-Méditerranéennes et Euro-asiatiques) research center. Analysis of Dr. Kostakiotis's publication record from 2009-2024 reveals consistent scholarly engagement with Greek literature's relationship to Balkan cultures and historical contexts. His work demonstrates particular interest in how Greek literature addresses themes of foreignness, crisis, and identity through comparative analysis with other Balkan literary traditions. His research spans pedagogical approaches to language teaching, literary analysis of Greek texts, historical examinations of Greek literature, and cultural studies of Greek communities in the Balkans. Dr. Kostakiotis has been instrumental in organizing numerous academic events that bridge language pedagogy and literary scholarship. He has coordinated multiple conferences and study days focused on language teaching methodology, including sessions on oral communication techniques, vocabulary acquisition strategies, and assessment approaches. In the realm of literature and cultural studies, he has organized scholarly gatherings examining Greek-Romanian relations, Phanariote history, women's perspectives in Greek literature, and urban studies with particular attention to cities like Thessaloniki and Alexandria. His collaborative work, including co-edited volumes on Greek-Romanian relations, demonstrates his commitment to fostering academic dialogue across national and disciplinary boundaries.
Malcolm McCulloch serves as Professor of Energy Systems and Group Leader of the Energy and Power Group within the Department of Engineering Science at the University of Oxford. He also holds the position of Co-Director for the Oxford Martin Programme on Integrating Renewable Energy and maintains affiliation with Christ Church college. His research spans four primary domains: domestic energy systems, electric vehicle technology, renewable generation, and energy solutions for developing regions. McCulloch's research focuses on practical energy transition challenges. His domestic energy work develops user-centric demand side management technologies and behavior change interventions, leading to the spin-out Intelligent Sustainable Energy (now Navetas Energy Management). In transportation, he pioneered the Morgan LifeCar hydrogen sports car project, resulting in high-efficiency motors and the Oxford Yasa Motors spin-out. His renewable generation research includes lightweight tidal turbines through Kepler Energy, while his Energy for Development work creates nano/micro grid solutions for distributed electrification. Analysis of his recent publications reveals a strong emphasis on integrating variable renewables through innovative market mechanisms, grid flexibility solutions, and electric vehicle integration. His work consistently addresses the technical and economic barriers to decarbonization, with increasing focus on peer-to-peer energy trading, thermal storage, and climate-resilient cooling solutions since 2020. McCulloch previously served as Co-Director of the Institute for Carbon and Energy Reduction in Transport (2008-2013) under the Oxford Martin School. His leadership extends to creating the Integrated Transport Network for Oxford and developing practical applications through multiple successful spin-out companies that bridge academic research and commercial implementation.
Rajeev Alur is the Zisman Family Professor in the Department of Computer and Information Science at the University of Pennsylvania, leading the School of Engineering and Applied Science. He is the Founding Director of the ASSET Center for Trustworthy AI and a member of the PRECISE Center. His research focuses on formal methods for system design, integrating AI, cyber-physical systems, and machine learning with logical reasoning to ensure safety in autonomous systems. Alur has held leadership roles in major NSF projects like ExCAPE and has directed the Embedded and Multi-Scale Systems (EMBS) program. His research interests span formal verification, temporal logics, programming abstractions, and synthesis techniques. Notable contributions include the development of Nested Words (visibly pushdown languages), streaming string transducers, and tools like AutomataTutor for education. He has advised over 60 PhD students and postdocs, many of whom now hold academic and industry leadership positions. Alur’s awards include the 2024 Knuth Prize and the 2016 Alonzo Church Award. His work on Verisig and compositional verification of neural networks has advanced safety-critical AI applications. He teaches foundational courses like CIS 2620 and develops educational tools, emphasizing both theoretical rigor and practical impact. Key projects include the ASSET Center’s focus on trustworthy AI, integration of logical specifications in reinforcement learning, and formal verification of closed-loop systems with neural components. His publications span over 350 papers, with recent work addressing neurosymbolic learning, security in large language models, and efficient neural network verification.
Tom Rainforth is an Associate Professor of Statistical Machine Learning at the University of Oxford's Department of Statistics, leading the RainML Research Lab (rainml.uk). He holds a Tutorial Fellowship at Mansfield College and is Principal Investigator of the ERC Starting Grant 'Data-Driven Algorithms for Data Acquisition' (2024–2029). Previously, he held roles including a postdoc under Yee Whye Teh (2017–2019), Junior Research Fellow at Christ Church College (2019–2019), and Florence Nightingale Bicentennial Fellow (2020–2024). He earned his MEng in Mechanical Engineering from the University of Cambridge and his D.Phil from Oxford under Frank Wood and Michael Osborne, focusing on probabilistic programming and Monte Carlo methods. He briefly worked in Ferrari's Formula 1 team. Research Interests : Bayesian experimental design, probabilistic and data-efficient machine learning, active learning, deep learning (with a focus on probabilistic approaches), probabilistic programming, and Monte Carlo methods. His work emphasizes statistical efficiency and adaptive algorithms. Publications : Recent contributions span modern Bayesian experimental design, adaptive importance sampling (Daisee), and applications of probabilistic methods in LLMs and generative models. His research bridges theory and practice, addressing challenges in scalability and robustness. Awards : ERC Starting Grant (2024–2029), highlighting his leadership in foundational AI research. Advising & Grants : Supervises 15 graduate students, including work on Bayesian neural networks, generative flows, and experimental design. His ERC grant supports cutting-edge data-driven algorithm development. Labs & Teams : Directs the RainML Lab, which develops scalable Bayesian methods and probabilistic AI systems.
Dr Melanie Brunner is a Lecturer in Medieval Studies at the University of Leeds, affiliated with the School of History and the Institute for Medieval Studies. She holds a PhD in Medieval Studies from the University of Leeds and an MA in History and English from Universität Augsburg. Her research focuses on late medieval ecclesiastical history, papal administration, and the history of mendicant orders, particularly the Franciscans. She has contributed to major projects like the International Medieval Bibliography and led research networks such as the DFG-Netzwerk Imitation and Stilus Curiae. Her work explores political culture of the Avignon papacy, canon law dynamics, and religious reform movements. Education: PhD (Medieval Studies, University of Leeds), MA (History and English, Universität Augsburg). Professional affiliations include the Ecclesiastical History Society and Mediävistenverband. She supervises doctoral students in areas like Franciscan history, papal politics, and medieval book culture. Current projects include editorial direction of the International Medieval Bibliography and leadership of the MA Medieval Studies program. Research Interests: Late medieval papal governance, mendicant orders' institutional development, theological debates on poverty, and decision-making mechanisms in the Avignon Curia. She examines how theology, law, and political strategy intersected in medieval church administration. Advising & Grants: Supervises 4 current PhD students and has completed 6 theses. Involvement with EU-funded COST Action IS1301 and White Rose Collaboration Fund projects. Collaborates internationally with institutions like the Sächsische Akademie der Wissenschaften and Universität Zürich. Labs/Teams: Core member of research groups including Galleries, Libraries, Archives, and Museums (GLAM) and Politics, Diplomacy, and International History at Leeds. Active in interdisciplinary medieval studies networks.
Professor Valeska Ferrer Usó is a canon lawyer and theologian at Comillas Pontifical University, specializing in abuse prevention in ecclesiastical environments. She coordinates the UNIJES-funded Jordán research project (since 2021) and teaches subjects including 'Christianity and Social Ethics' and 'State Ecclesiastical Law' since 2022/23. Education: Doctorate in Canon Law (2022), Law Degree (2002), Ecclesiastical Studies (2012), Expert in Neuropsychology (2017), Specialist in Spiritual Exercises (2008). Her research focuses on canonical criminal law, restorative justice, and structural analysis of abuse mechanisms in religious institutions. Recent publications address procedural reforms, memory spaces for reconciliation, and interdisciplinary abuse prevention frameworks. She practices law at Madrid's Ecclesiastical Tribunal in marriage annulment cases and contributes to the Society of Jesus' Safe Environment System team (since 2024). Her work integrates theological, legal, and neuropsychological perspectives.
Jan Grimell is an Associate Professor and Senior Lecturer at the Department of Sociology, Umeå University. His research focuses on military chaplaincy, veterans' mental health, and identity formation, combining sociological and religious perspectives. He is affiliated with the research groups Sociology of Organizations, Sociology of Religion, and Sociology of Work. Key research themes include Moral Injury, PTSD, and the transition challenges veterans face when leaving military service. His work explores existential and spiritual dimensions of health, identity reconstruction, and the role of chaplaincy in armed forces and healthcare settings. Recent projects include studies on Ukrainian military chaplaincy during the Russia-Ukraine war, the impact of moral injury among healthcare providers during the pandemic, and the long-term identity struggles of Swedish veterans. His publications span journals like Frontiers in Sociology , Journal of Pastoral Care & Counseling , and Health and Social Care Chaplaincy , with a focus on interdisciplinary approaches linking social psychology, medical sociology, and religious studies.
Thomas Schlag is Professor of Practical Theology with a focus on Religious Education, Church Theory and Pastoral Theology at the Faculty of Theology, University of Zurich. Since January 1, 2021, he has served as Director of the University Research Priority Program 'Digital Religion(s): Communication, Interaction and Transformation in the Digital Society.' He is also Chairman of the Board of the Center for Church Development (ZKE), which he co-founded in June 2010. Previously, he served as Dean of the Faculty of Theology (2014-2016) and Vice Dean for Teaching (2012-2014). 1965: Born in Stuttgart 1980-1985: Attended Protestant seminaries Maulbronn and Blaubeuren 1986-1993: Studied Protestant Theology and Political Science in Tübingen and Munich 1993-1996: Doctorate at University of Munich 2004-2005: DFG research fellowship at University of Tübingen 2005: Appointed Assistant Professor at University of Zurich 2009: Habilitation at University of Tübingen 2011: Appointed Professor at University of Zurich Professor Schlag's work centers on the intersection of theology, education, and digital transformation. His research examines how religious practices adapt to digital environments, with particular focus on religious education in schools, confirmation work, and church youth programs. He explores theological-anthropological interpretations of digital transformation and investigates the relationship between church, state, and civil society through the lens of 'Public Theology.' His current projects analyze digital media practices in church educational offerings and investigate how churches negotiate digital worship services and sacraments. His recent publications reveal a strong emphasis on digital religion, with numerous articles examining digital media in confirmation work, religious leadership in digital contexts, and the challenges churches face in adapting to digital transformation. His work spans practical theology, religious education theory, and ecclesiology, with a particular focus on Swiss religious contexts while maintaining international comparative perspectives. The research demonstrates increasing interdisciplinary collaboration, particularly with scholars examining digital innovation in religious contexts. As Director of the University Research Priority Program 'Digital Religion(s),' Professor Schlag leads a significant interdisciplinary research initiative exploring how digital technologies transform religious communication, interaction, and practices. His work has practical implications for church development, religious education, and theological reflection in the digital age. He actively collaborates with international research networks including the European Network for Confirmation Work and the International Academy of Practical Theology.
Andrew R. Meyer is an Associate Professor in the Department of Health, Human Performance, and Recreation at Baylor University, where he teaches courses in Sport Psychology and Religion and Sport. His academic work bridges the fields of sport sociology, cultural studies, and theology, with a particular focus on the enduring influence of muscular Christianity in American sports. His research interests include: Contemporary American Sport Culture and Religion Muscular Christianity and its modern manifestations Hero-celebrity athletes in popular culture Character development through sport and education Traditional and contemporary Indigenous sport cultures Sport's cultural impact on communities The themes across his publications reveal a consistent exploration of the moral, spiritual, and cultural dimensions of sport. His work analyzes how religious values, particularly those rooted in Christian traditions, shape athlete identity, media narratives, and public perception of sports figures. He has developed the Contemporary Muscular Christian Instrument (2017, 2020) to measure these values across global sport contexts. His articles appear in interdisciplinary journals spanning religion, sociology, public health, and cultural studies, reflecting the broad relevance of his research. Scientific awards and recognitions include: Baylor Teaching Fellow (2017) Dr. Meyer has been active in academic and public discourse, serving as a keynote speaker at international conferences on sport and Christianity and being featured on media outlets such as NPR and the Sport, Faith, Life podcast. His teaching emphasizes character formation in the classroom, aligning with his research on moral development through sport. While specific grant funding is not mentioned, his extensive publication record in peer-reviewed journals and edited volumes indicates sustained scholarly productivity. He has contributed to discussions on mega-sport events, cycling culture, and the redemption narratives of fallen athletes like Lance Armstrong. He is affiliated with the College of Health, Human Performance, and Recreation at Baylor University, contributing to both graduate and undergraduate education in sport studies.
Professor Alison G. Salvesen (University of Oxford, Asian and Middle Eastern Studies) is a leading scholar in Early Judaism and Christianity, affiliated with the Oxford Centre for Hebrew and Jewish Studies and Mansfield College. Her work bridges textual criticism, translation history, and reception studies. Current Projects: Hexapla Institute Executive Committee (electronic database of Origen's Old Testament), monograph on Jacob of Edessa (d. 708 CE) Teaching: Septuagint studies, Patristic texts, Textual criticism, Syriac literature Specializing in ancient Hebrew Bible interpretations, she examines Greek (Septuagint), Aramaic (Targums), Syriac (Peshitta), and Latin (Vulgate) traditions. Her research spans rabbinic Judaism and early Christian exegesis. Scientific leadership includes co-editing major reference works and directing the Polonsky Fellowship. Current DPhil students include Joel Bell, Yael Krämer, and Paul Ulishney. Key grants/awards: Polonsky Fellow in Early Judaism and Christianity
John H. Arnold is Professor of Medieval History at the University of Cambridge and Fellow of King's College. Educated at the University of York (BA History, D.Phil Medieval Studies), his academic career includes positions at University of East Anglia and Birkbeck, University of London before joining Cambridge in 2016. He holds editorial roles at Cultural and Social History, Past & Present, and directs publication series at both York Medieval Press and Cambridge University Press. Arnold's research centers on medieval religious culture, particularly lay belief, heresy, inquisition, and the history of gender. His monograph 'The Making of Lay Religion in Southern France' (2024) exemplifies this focus. Current projects investigate the social history of confession and the repression of usury. Analysis of Arnold's 15 most recent publications reveals consistent engagement with medieval religious dissent and belief systems. Key themes include: reinterpretations of heresy trials (2019), sensory dimensions of faith (2018), historiographic debates about Catharism (2016), and methodological examinations of archival sources (2022). His work frequently employs theoretical frameworks from sociology and philosophy to reinterpret medieval religious conflict. Arnold maintains active research networks through editorial leadership and supervision. His Cambridge Studies in Medieval Life and Thought series promotes innovative scholarship in medieval history.
Neil Pembroke is a Lecturer in Studies in Religion at the University of Queensland , affiliated with the School of Historical and Philosophical Inquiry . His academic work bridges theology, philosophy, and pastoral care, with a focus on spiritual formation, healthcare ethics, and the intersection of psychology and religion. Education : B.Eng (Agric.), B.Th (B.C.T.), BA (Hons), PhD (Edin) Teaching interests : Jung and Human Spirituality, Religion and Health, Mysticism, Psychology of Religion, Religion and Psychotherapies His research explores therapeutic preaching, spiritual maturity, and the role of empathy in Christian and interfaith contexts. He has contributed to organizational spirituality, particularly in church-sponsored healthcare, and examined compassion fatigue through Christian and Buddhist perspectives. Publications include books like Divine Therapeia and the Sermon and Renewing Pastoral Practice , with over 50 journal articles and 10 book chapters. Collaborative projects span international studies on pastoral care models and interdisciplinary dialogues on ethics. Neil Pembroke's work emphasizes the integration of theological and psychological insights into personal and communal spiritual growth, with a particular focus on shame, identity, and the relational Trinity as frameworks for pastoral practice.
Dr. Leonardo Franchi serves as a Senior Lecturer in Pedagogy, Praxis & Faith at the University of Glasgow's School of Education. He is an internationally recognized scholar in Catholic education, holding significant editorial roles including Series Editor for both Catholic Education Globally - Challenges and Opportunities (Springer) and Education and Integral Human Development (Catholic University of America Press). In September 2024, he was appointed co-convenor of the Scottish Catholic Historical Association and maintains an active role as Executive Member of the Association of Catholic Institutes of Education. Franchi's educational background includes a Master of Arts (Hons), Post Graduate Certificate in Education, Master of Education, Post Graduate Certificate in Academic Practice, and a PhD. His academic journey reflects both theoretical depth and practical teaching experience in educational settings. His research interests center on Catholic education with particular focus on religious education, teacher formation, and the integration of liberal arts in higher education. Franchi has made significant scholarly contributions through the Reclaiming the Piazza series and numerous publications exploring how Catholic educational philosophy can address contemporary challenges while maintaining theological integrity. His work consistently examines the intersection of faith, culture, and educational practice, with increasing attention to character formation, intercultural dialogue, and the application of Catholic social teaching to educational policy. Analysis of his recent publications reveals a consistent trajectory examining Catholic educational identity in pluralistic contexts, with growing emphasis on character formation, teacher professional identity, and the integration of Catholic intellectual tradition with contemporary educational challenges. His 2023-2025 work shows increased focus on Scottish Catholic educational history, the application of papal encyclicals to educational practice, and the role of music and arts in religious formation. Series Editor for Catholic Education Globally - Challenges and Opportunities (Springer) Series Editor for Education and Integral Human Development (Catholic University of America Press) Co-convenor of Scottish Catholic Historical Association (since 2024) Executive Member of Association of Catholic Institutes of Education (since 2016) Academic Adviser to Academic Advisory Forum for Religious Education Reform in England and Wales (2019-2022) Franchi actively supervises doctoral students on diverse topics including professional identity of Catholic school teachers, music and religious education, Jesuit educational charism, and solidarity in Jesuit higher education. His supervision portfolio demonstrates his commitment to both theoretical exploration and practical application in religious educational contexts. He has received grant funding, including £10,000 from Porticus UK to support academics from developing countries attending the ACISE 2018 conference. Franchi also serves on multiple editorial boards including Review of Religious Education, Formation and Theology, and Studia Pedagogica Ignatiana. His professional activities extend to international presentations, with keynotes at institutions including Australian Institute of Theological Education and Radboud University, demonstrating his global influence in Catholic educational discourse. Franchi also serves as Director of Mater Christi Multi Academy Trust in Lancaster and holds a 0.5 FTE position as Professor of Catholic Education at the University of Notre Dame Australia.
