Ruth Currie is a Researcher and Visiting Lecturer at York St John University's School of the Arts, based in Glasgow. Her work focuses on community music's role in cultural policy and organizational learning. She leads the 'Music for Health in Morecambe' project, examining music-health partnerships, and co-investigates the MOVE project evaluating 12 years of intercultural collaboration. Her PhD (critical ethnography of a community music organization) explored tensions between institutionalization and participatory ideals. Education: Holds a PhD in community music and cultural policy from York St John University. Research Interests: Music leaders in cultural policy, organizational learning in arts partnerships, and the intersection of community music with healthcare. She employs Bourdieu’s field theory and Derrida’s hospitality concepts in analyzing institutional dynamics. Projects: Current initiatives include: Music for Health in Morecambe (More Music/Spirit 2012 funded) MOVE evaluation (intercultural volunteer exchange) Professional Activities: Freelance cultural researcher, international conference presenter (e.g., ISME World Conference), and guest lecturer (University of Aberdeen, Edinburgh College).
Lori Snyder Bennear is a Professor of Environmental Economics and Policy at Duke University’s Nicholas School of the Environment, where she also serves as Interim Dean. She holds secondary appointments in the Sanford School of Public Policy and the Department of Economics (Trinity College of Arts & Sciences). Her work focuses on evaluating environmental policies, particularly their effectiveness, strategic responses, distributional impacts, and adaptability. Bennear earned a Ph.D. in Public Policy from Harvard University (2002), an M.A. in Economics from Yale (1996), and a B.A. in Economics and Environmental Studies from Occidental College (1995). Research & Grants Grants include NSF-funded studies on drinking water disclosure and NOAA-supported research on Gulf of Mexico fisheries. Explores energy justice, decarbonization, and the economic impacts of ecological disturbances like hypoxia. Professional Activities Leadership in Bass Connections projects addressing energy transitions and environmental justice. Service roles include Theme Leader for Energy & Environment at Duke and participation in National Academies committees on offshore drilling and pipeline safety. Awards & Recognition Recipient of multiple teaching awards (2010, 2010). Named Juli Plant Grainger Associate Professor (2018–2023) and appointed Stanback Dean (2025). Teaching Teaches graduate courses on energy economics and policy, including ENVIRON 635 and ECON 530.
Stephanie M. Jones serves as the Gerald S. Lesser Professor in Early Childhood Development and Faculty Co-Chair of the Early Childhood Concentration at Harvard University's Graduate School of Education. With a Ph.D. from Yale University (2002), she leads the EASEL Lab which develops evidence-based social-emotional learning interventions. Her research focuses on poverty and violence effects on children's development, with emphasis on creating practical applications for educational settings. Her research interests center on social-emotional learning, early childhood development, and educational equity. Jones has developed frameworks for inclusive mindsets, universal dignity, empathy, and courageous action that bridge developmental science with classroom practice. Her work emphasizes translating rigorous research into accessible content for practitioners and policymakers, with special attention to aligning preK-3 curricula and instructional practices. Her publications reveal consistent focus on practical applications of social-emotional learning across diverse contexts, from early childhood to adolescence. Recent work examines cultural adaptation of SEL frameworks globally, with specific projects implementing play-based SEL kernels in Ukraine through collaboration with the LEGO Foundation. Her research demonstrates strong commitment to creating practical tools that educators can implement immediately. Grawemeyer Award in Education for A Vision for Universal Preschool Education (2006) Joseph E. Zins Early-Career Distinguished Contribution Award for Action Research in Social and Emotional Learning Professor Jones currently directs multiple major research initiatives including the Inclusive Mindsets and Behaviors project with Special Olympics (2024-2025), Play-Based SEL Kernels in Ukraine with the LEGO Foundation (2023-2026), and Kernels of Practice for Social Emotional Learning in Afterschool Settings with The Wallace Foundation (2023-2026). She serves on national advisory boards including Parents as Teachers and Engaging Schools, and consults with organizations like Sesame Street on program development and evaluation. Her EASEL Lab functions as a hub for translating developmental science into practical educational tools and interventions.
Scarlett Smout is a Postdoctoral Research Associate at the Matilda Centre, part of the Faculty of Medicine and Health at the University of Sydney. Her email is scarlett.smout@sydney.edu.au . Her research focuses on adolescent mental health, lifestyle behaviors, and the development of school-based interventions to address risk factors such as diet, physical activity, and substance use. She has contributed to studies on pandemic mental health impacts, the Health4Life eHealth intervention, and the role of parental monitoring in dietary habits. Her work also explores social determinants of loneliness during crises and the mental health trajectories of young adults during the pandemic. Key research areas include adolescent mental health outcomes, behavioral interventions, and the intersection of lifestyle factors with psychopathology. She has collaborated on large-scale trials and systematic reviews, including an umbrella review of global mental health during the pandemic and analyses of longitudinal data in gender-diverse populations. Her findings have informed policy recommendations for youth mental health recovery plans and public health strategies. Smout has secured grants including the 'Mentally Healthy Future Project' (2023) and a BHP Foundation grant for pandemic mental health response research (2020). Her contributions address both academic and policy domains, emphasizing evidence-based approaches to safeguard mental health in diverse populations. Labs/Teams: The Matilda Centre, where her work aligns with broader initiatives in mental health research and public health interventions.
Dr. Bethany White is a Clinical Senior Lecturer at the Central Clinical School, University of Sydney. Her expertise lies in public health research, particularly in drug and alcohol use, hepatitis C epidemiology, and health services evaluation. She has led numerous clinical and community-based studies focusing on marginalized populations, including people who inject drugs and imprisoned women. Her work integrates harm reduction policies, healthcare access improvements, and substance use disorder treatments in custodial and community settings. Research Focus: Dr. White's research emphasizes epidemiological methods to address health inequalities, with a focus on opioid use disorders, hepatitis C prevention, and women's substance use. She has pioneered studies on depot buprenorphine treatment efficacy in prisons and developed models of care for substance-using mothers. Her work bridges clinical practice and policy, aiming to improve healthcare accessibility in high-risk groups. Key Themes: Health inequalities, harm reduction, custodial healthcare Recent Projects: Costing models for depot buprenorphine, contraception integration in opioid treatment centers Grants & Collaborations: Principal investigator on a 2025 NHMRC-funded grant exploring clinical evidence translation for substance use disorder outcomes. Collaborates with institutions like Edith Collins Centre and NSW Health. Labs/Teams: Affiliated with the Edith Collins Centre, focusing on addiction medicine and health service innovation.
Megan Goslin, PhD, is an Associate Professor at the Yale School of Medicine's Child Study Center. She specializes in clinical psychology with expertise in trauma treatment, parenting programs, and child development. Her clinical roles include trauma intervention, psychological assessment, and telehealth applications for children and families exposed to traumatic events such as abuse, violence, and accidents. Dr. Goslin holds a PhD from Pennsylvania State University (2010). Her research focuses on early trauma intervention, barriers to mental health treatment engagement, and parenting program outcomes. She investigates risk factors for post-traumatic stress in youth and evaluates interventions to mitigate adverse outcomes. Collaborations include work with Carrie Epstein, Carla Stover, and Steven Marans on telehealth efficacy and trauma treatment innovation. Dr. Goslin’s clinical specialties include post-traumatic stress disorder (PTSD), adjustment disorder, and grief counseling. She is affiliated with Yale's Center for Traumatic Stress and Recovery and the Childhood Trauma Program. Her work emphasizes culturally responsive care for underserved populations through telehealth and community-based approaches. Recent publications highlight telehealth’s role in reducing trauma symptoms and the effectiveness of early interventions like the Child and Family Traumatic Stress Intervention (CFTSI). Her interdisciplinary approach bridges clinical practice, research, and community engagement to address child mental health challenges.
Kathleen O'Connor Duffany, PhD, MEd, is an Associate Professor of Public Health in the Department of Social and Behavioral Sciences at the Yale School of Public Health . She serves as Director of Research and Evaluation at the Community Alliance for Research and Engagement (CARE) and Co-Director of the Yale-Griffin Prevention Research Center . Her work focuses on dismantling structural barriers to health equity through community-engaged research and policy advocacy. PhD in Chronic Disease Epidemiology/Social and Behavioral Sciences (2015), Yale School of Public Health MEd in Elementary and Special Education (1995), Boston College BA in Psychology and English (1991), College of the Holy Cross Dr. Duffany leads community-based participatory evaluations across diverse public health domains including food insecurity, breastfeeding support, maternal-child health, and vaccine equity. She directs the Community Impact Lab , which connects students with local organizations for equitable practice partnerships, and provides technical assistance for health departments statewide. Her research emphasizes translating findings into policy solutions through coalition-building and structural interventions. Recent publications demonstrate expertise in produce prescription programs , nutrition interventions in food pantries , and equity-focused workforce development . She has published extensively on health disparities in Frontiers in Public Health , Maternal and Child Nutrition , and International Journal of Environmental Research and Public Health , with methodological strengths in qualitative evidence synthesis and community-clinical linkages . Current projects examine person-centered food assistance models and structural determinants of mental wellbeing . At Yale, she teaches Community Health Program Evaluation to MPH and PhD students and leads annual Evidence-Based Public Health trainings for Connecticut health professionals. Her leadership roles include mentoring Vaccine Equity Fellows and directing formative evaluations of statewide health initiatives.
Hyejung Chang serves as Associate Professor of Landscape Architecture at Clemson University's Richard A. McMahan School of Architecture within the College of Architecture, Art and Construction. Her academic appointments and research activities are actively maintained with current contact details including office location in Lee Hall 3-120 and direct phone access. Her educational qualifications are comprehensively documented: Ph.D. in Design, North Carolina State University (2009) Master of Landscape Architecture, University of Minnesota, Minneapolis, MN (2001) BS in Landscape Architecture, University of Seoul, South Korea (1992) Dr. Chang's research program critically examines the interplay between environmental ethics and landscape aesthetics through typological and phenomenological frameworks. She develops theoretical constructs that integrate ethical considerations with aesthetic principles to advance community health, environmental justice, and human well-being. Her methodology emphasizes place-making practices that honor cultural and ecological contexts while addressing contemporary urban challenges. Analysis of her recent publications reveals a consistent trajectory toward humanistic design approaches. The works collectively demonstrate how landscape architecture can operationalize philosophical concepts like genius loci and care ethics to create socially responsive environments. This body of research bridges theoretical discourse with practical applications in urban design, environmental justice, and community development. Her scholarly contributions maintain active engagement with professional discourse through peer-reviewed journals and edited volumes, positioning her as a significant voice in contemporary landscape architectural theory.
Cristine H. Legare is a Professor of Psychology at The University of Texas at Austin, affiliated with the College of Liberal Arts. She directs the Center for Applied Cognitive Science and the Evolution, Variation, and Ontogeny of Learning Laboratory. Her work bridges cognitive science, cultural anthropology, and developmental psychology to explore how universal cognitive systems interact with cultural variability to shape learning and cultural evolution. Education: Ph.D. in Developmental Psychology from the University of Michigan (Culture and Cognition Program). Undergraduate studies at UC San Diego, double-majoring in Human Development and Cultural Studies. Research Interests: Cognitive development, cultural learning, global public health, STEM education, and the evolution of ritual behavior. Her projects span diverse populations, including studies in South Africa, Brazil, China, Vanuatu, and India. Grants & Funding: Supported by the National Science Foundation, John Templeton Foundation, and others. Her work addresses pressing issues in education and public health through interdisciplinary approaches. Recipient of the 2015 APS Janet Taylor Spence Award 2016 APA Boyd McCandless Award Labs & Initiatives: Founded the Center for Applied Cognitive Science to foster global collaborations between researchers and practitioners. Key projects include the RISE Project (healthcare rituals in India) and Thinkery Connect (museum-university partnerships). Teaching focuses on cognitive science of religion and coevolution of cognition/culture. Over 100 publications in top journals like Psychological Science and PNAS, with media coverage in NPR, Scientific American, and The Wall Street Journal.
Stuart Reeves is an Associate Professor at the School of Computer Science, University of Nottingham, UK. He is a member of the Mixed Reality Lab, Horizon research institute, Centre for Doctoral Training (CDT), and Social Interaction and Technology (SIT) Special Interest Group. Reeves serves as an elected member of the University of Nottingham Senate with his term extending until 2026. His academic career spans over two decades with significant contributions to human-computer interaction, particularly focusing on social and collaborative technologies in real-world contexts. Reeves' research interests primarily focus on human-computer interaction, collaborative computing, design research, and the application of ethnomethodology and conversation analysis (EMCA) to technology studies. His work examines how people interact with diverse interactive devices and systems in real-world situations and places, with particular attention to public spaces, video gaming contexts, and collaborative work environments. Reeves has developed significant expertise in understanding spectatorship within interactive spaces and the 'work' involved in technological engagements. His publication record demonstrates consistent high-impact contributions to the field, with recent research focusing on robots and AI technologies in action, particularly examining how autonomous robots interact with humans in public streets. Reeves has received multiple prestigious awards including the HRI 2024 Best Paper Award for his work on public robot encounters and previous Best Paper Awards at CHI 2005 and CHI 2008. HRI 2024 Best Paper Award for 'Encountering autonomous robots on public streets' CHI 2015 Honourable Mention Award CHI 2008 Best Paper Award CHI 2005 Best Paper Award CHI 2012 Honourable Mention Award CHI 2020 Best Paper Award Reeves has secured substantial research funding including an EPSRC Early Career Fellowship, multiple EPSRC grants, and international collaborations. His teaching responsibilities include undergraduate and postgraduate supervision across various computer science modules, with a focus on sensor-based systems and software design principles. He maintains an active presence in the research community through publications, conference participation, and his Medium page where he shares insights on research methodology and practice.
Liz Ryan is a Senior Lecturer in Nursing at the University of Southern Queensland's School of Nursing and Midwifery, with over 25 years of experience in nursing and 12 years in academia. Her career spans roles as a lecturer, clinical coordinator, program director, and deputy associate head (previous). She is affiliated with the Centre for Health Research and the Higher Education Research and Development Society of Australia (HERDSA). BNurs, MNurs, PhD from the University of New England Her research focuses on patient safety, intentional rounding, student experience, workforce dynamics, rural nursing, and acute care. She employs mixed methods, qualitative, and quantitative research methodologies. Recent publications analyze early career nurses' experiences, intentional rounding practices, rural career aspirations, and psychological resilience in nursing students. She teaches courses NUR1103, NUR1120, NUR8550, NUR8075, and NUR3379, emphasizing holistic nursing education and clinical competency.
Dr. Darren Elliott-Smith serves as Senior Lecturer in Film & Gender Studies within the Communications, Media and Culture department at the University of Stirling's Faculty of Arts and Humanities. He currently teaches across all levels in film, television and gender studies, and holds the position of Programme Director for the MLitt/MSc (Applied) in Gender Studies. His research focuses primarily on representations of queerness, gender, sexuality and psychoanalysis in horror film and television. This work extends to curation theory in film and visual art programming, cult and experimental film studies, adaptation studies, and queer theory. His scholarly output includes a monograph, numerous journal articles, and significant contributions to edited collections across multiple academic presses. Elliott-Smith's research output demonstrates a consistent focus on queer perspectives within horror media, with particular attention to marginalized identities and alternative cinematic narratives. His work bridges theoretical analysis with practical applications through videographic film projects and video essays. Tutor of the Year 2018 (University of Hertfordshire) Professionally, he maintains active roles as Fellow of the Higher Education Academy and Founding Member of BAFTSS Horror Studies Special Interest Group. His industry experience includes previous work as Film Curator and Programmer for the BFI, Mainline Pictures, The Odyssey Cinema, and as Film Manager for the Film Education Consortium for Hertfordshire (2007-2010). He is also recognized online as the Queer Horror Doctor through his digital presence. His academic journey includes a BA (Hons) in Communication Studies from the University of Sunderland, an MA in the History of Film and Visual Media from Birkbeck College, University of London, and a PhD in 'New Queer Horror in Film and Television' completed at Royal Holloway, University of London in 2013 under the supervision of Prof. Mandy Merck.
Dr. Ken Ferens is an Assistant Professor in the Department of Electrical and Computer Engineering at the Price Faculty of Engineering, University of Manitoba. He serves as the Computer Engineering Champion in the Centre for Engineering Professional Practice and Engineering Education and directs the Applied Cognitive Intelligence (ACI) Research Group. Dr. Ferens is a senior member of the Institute of Electrical & Electronics Engineers (IEEE), Chair of the EduManCom Chapter of the IEEE, Vice-Chair of the Computer and Computational Intelligence Chapter of the IEEE, and Chair of the Industry, Teaching Assistants, and Student Forums for Engineering Curriculum Review and Improvement. Ph.D. (Computer Engineering), University of Manitoba, 1996 M.Sc. (Computer Engineering), University of Manitoba, 1991 B.Sc. (Electrical Engineering), University of Manitoba, 1989 Dr. Ferens has over 33 years of research experience in computational intelligence, focusing on cognitive machine learning, artificial intelligence, cognitive computational intelligence, chaos theory applications, agent-based models, and various optimization algorithms including simulated annealing, genetic algorithms, artificial neural networks, and particle swarm optimization. His research applies these techniques to develop software and hardware intrusion detection systems for cybersecurity applications. He teaches graduate-level courses on Computer Network Security and Applied Computational Intelligence, providing students with theoretical background and hands-on experience in state-of-the-art security methods. Analysis of Dr. Ferens' recent publications reveals a strong focus on applying cognitive and chaotic computational techniques to cybersecurity challenges, particularly malware detection and network intrusion detection. His work increasingly integrates complexity theory, fractal analysis, and hybrid optimization approaches to enhance security systems' effectiveness. There's a clear progression toward more sophisticated machine learning architectures applied to increasingly complex security scenarios, with growing emphasis on real-world IoT and network security applications. Best Paper Award at IEEE International Conference on Cognitive Informatics and Cognitive Computing (ICCI*CC 2022) Best Paper Award at IEEE International Conference on Cognitive Informatics and Cognitive Computing (ICCI*CC 2015) Best Journal Paper Award for 2013 (Journal of ICT Research and Applications) Best Poster Award at 12th International Conference on e-Health Networking, Application & Services (2010) Best Paper Award at IASTED International Conference on Computer, Electronics, Control, and Communication (1991) Dr. Ferens collaborates with national and international industry partners including the Department of Advanced Information Management, Content Technology Canadian Tire Corporation (CTC), and Magellan Aerospace. His research group has received funding supporting the Cyber-security Research Program, developing practical applications of computational intelligence for security systems. He has supervised numerous graduate students in the Electrical and Computer Engineering department, focusing on research at the intersection of machine learning and cybersecurity. Dr. Ferens leads the Applied Cognitive Intelligence (ACI) Research Group within the Department of Electrical and Computer Engineering, which focuses on applying cognitive, chaotic, and computationally intelligent algorithms to build intrusion detection systems. The group collaborates with industry partners to develop practical security solutions while providing students with hands-on research experience in cutting-edge security technologies. Their work spans both theoretical algorithm development and practical hardware implementation for real-world security applications.
Kash Barker serves as the John A. Myers Professor and David L. Boren Professor at the University of Oklahoma in the Department of Industrial & Systems Engineering within the College of Engineering. As Graduate Liaison, he leads research on network resilience, supply chains, and systems engineering for societal good, with applications spanning infrastructure, supply chains, and community systems. His lab has produced 11 Ph.D. graduates (10 in academia) and 31 M.S. graduates. Research Domains: Resilient networks and interdependent systems Risk and decision analytics Supply chain survivability Pandemic economic impact modeling Climate migration optimization Cyber-Physical-Social Systems Article Trends emphasize disinformation defense , network restoration optimization , and multi-layer resilience modeling across infrastructure, supply chains, and community systems. His work combines game theory , machine learning , and decision analysis frameworks. Scientific Awards & Roles: Fellow, Institute of Industrial and Systems Engineers Senior Member, IEEE Fellow, Fulbright Finland Foundation (2023) Associate Editor roles in IISE Transactions and Naval Research Logistics Editorial Board Member for Risk Analysis and Scientific Reports Faculty Advisor, OU INFORMS student chapter Educational Background: Ph.D., Systems Engineering, University of Virginia M.S., Industrial Engineering, University of Oklahoma B.S., Industrial Engineering, University of Oklahoma
Dr. Kathryn Howell is an Assistant Professor in the Department of Psychology at the University of Wisconsin–Madison. Her research focuses on the health and well-being of children and families, particularly in the context of trauma and adversity. She leads an active research program examining resilience and psychopathology in families exposed to traumatic events such as intimate partner violence or bereavement. Her research interests include: Effects of family adversity on mental health Resilience and risk factors in children and parents Development and evaluation of strengths-based interventions Trauma-informed care for families Dr. Howell is actively involved in graduate training and welcomes applications from students interested in clinical psychology with a focus on trauma and resilience. She emphasizes a holistic review of applicants, valuing research experience, academic potential, and motivation to work with children and families. She maintains an open but structured communication policy, encouraging email inquiries about her research but refraining from pre-application meetings to ensure fairness in the admissions process. Her scientific contributions are reflected in her publications, accessible via her Google Scholar profile. Though specific awards and grants are not listed, her research program indicates active engagement in funded scholarship. Dr. Howell advises graduate students in clinical psychology and is building a research lab focused on trauma and family resilience. Her lab is currently developing its website, and she collaborates with students on independent research projects and publications.
