Kora DeBeck is a Distinguished Professor of Substance Use and Drug Policy in the School of Public Policy at Simon Fraser University, a CIHR Applied Public Health Chair, and Dorothy Killam Fellow. She is also a Research Scientist with the BC Centre on Substance Use and Principal Investigator of the At-Risk Youth Study (ARYS), a longitudinal cohort tracking over 1,200 street-involved youth. Her research focuses on substance use policy, health services for marginalized populations, and the structural drivers of drug-related harms. She has published over 200 peer-reviewed articles challenging ineffective drug enforcement models and advocating for policy reforms. Recent publications analyze trends in opioid use, harm reduction during the COVID-19 pandemic, drug decriminalization, and youth-focused interventions. Her work consistently addresses social inequities through data-driven approaches to the toxic drug crisis. CIHR Applied Public Health Chair Dorothy Killam Fellow Michael Smith Health Research BC Scholar Award Distinguished SFU Professorship She has secured over $50 million in research funding, including $21M as principal investigator for ARYS. Her lab collaborates with healthcare providers, community organizations, and policymakers to translate research into practice.
Dr. Kenneth Joseph is an Associate Professor in the Department of Computer Science and Engineering at the University at Buffalo , part of the School of Engineering and Applied Sciences . He serves as Associate Director of the Institute for Artificial Intelligence and Data Science and leads the Computation and Equity Lab (cubelab) , focusing on social inequality through computational measures and models. Education: PhD, MS, and BS in Societal Computing from Carnegie Mellon University (2016, 2012, 2010) Research Interests: Computational Social Science, Network Science, Gender Studies, and AI for Social Good Notable Work: Gender disparities in academia, predictive modeling for foster care and urban policy, and social media rumor analysis Awards: UB Exceptional Scholar—Young Investigator Award (2021) Advising: Mentored students like Yuhao Du, Jason Yan, Arjunil Pathak, and Navid Madani on projects spanning Twitter bios, foster youth services, and algorithmic fairness.
Katherine Isbister is a full professor in the Department of Computational Media at the University of California, Santa Cruz, where she directs the Center for Computational Experience. She was previously an associate professor jointly appointed between the Computer Science department at New York University’s Tandon School of Engineering and the NYU Game Center, and served as the founding Research Director of the Game Innovation Lab at NYU. Her research lies at the intersection of Human-Computer Interaction and digital games, focusing on emotion, social connection, and playful experiences. Key research themes include emotion in games , social play , fidget technologies , social VR , and digital characters . Her work combines technical prototyping, design research, and empirical evaluation to understand how interactive systems can support emotional and social experiences. Her publications span top venues such as CHI, DIS, and IEEE Transactions on Affective Computing. Trends in her recent work show a strong emphasis on embodied interaction, affective design, and socio-technical systems for emotional regulation and social connection. She explores how movement, touch, and presence in virtual spaces can enhance human experience. MIT Technology Review TR100 Young Innovator (1999) Best Paper Award, ACM CSCW (2018) New Voices New Visions Award (for SimWorks art series) She has advised numerous students and led research projects involving social wearables, movement-based games, and mental health interventions. Her lab has received recognition from media outlets including NPR, Scientific American, and The Guardian. She has also collaborated with industry partners such as Microsoft, Electronic Arts, and Ubisoft. She leads the Center for Computational Experience at UCSC and has previously directed the Game Innovation Lab at NYU. Her team has produced over 100 peer-reviewed publications and several exhibition-ready games and art installations.
Briana S. Last is an Assistant Professor of Clinical Psychology at Stony Brook University, with a PhD from the University of Pennsylvania (2022). Her work focuses on improving mental health equity through policy research, implementation science, and community-based approaches. She examines social determinants of mental health, mental health workforce development, and clinical decision-making in public systems. Dr. Last leads the Mental Healthcare for All Lab, collaborating with governments, agencies, and clinicians to strengthen public mental health systems. Her research emphasizes workforce sustainability, anti-transgender policy impacts, and clinician well-being. She has published in high-impact journals like The Milbank Quarterly and Psychiatric Services . Her interdisciplinary methods combine qualitative and quantitative approaches, including mixed methods and implementation science frameworks. Current projects address workforce retention strategies, telehealth policy implications, and the sociopolitical context of gender-affirming care. Education: PhD in Clinical Psychology, University of Pennsylvania (2022) Labs: Mental Healthcare for All Lab Key Themes: Behavioral health policy, health equity, clinician-patient dynamics, LGBTQ+ mental health
Deborah Richards is a Professor in the School of Computing at Macquarie University, affiliated with the Ethics and Agency Research Centre, Performance and Expertise Research Centre, and Frontier AI Research Centre. She holds roles as Industry and External Relations Director for the School and Director of the Virtual Reality Lab. Her research focuses on Intelligent Virtual Agents, Virtual Reality applications in education and health, knowledge acquisition, and cybersecurity ethics. She has authored over 425 publications and led 19 research projects, including studies on AI in healthcare and ethical AI design. Education: PhD (Artificial Intelligence, Macquarie University), MAppSc (Information Studies), BBus (Computing and MIS), and a Postgraduate Certificate in Higher Education (Leadership and Management). She advises on PhD and MRes students in Intelligent Virtual Agents research. Research interests include virtual agents for health behavior change, AI ethics, and educational technology. Notable projects include the eADVICE web-based management system for urinary incontinence and the development of embodied conversational agents for wellbeing support. Awards include the ABC Science Media Fellowship (2005) and Vice-Chancellor’s Citations for Outstanding Contributions to Student Learning (2017). Grants and collaborations span health informatics, cybersecurity, and AI ethics. She co-leads initiatives like the Respectful Maternity Care study and the Virtual Reality Lab’s immersive learning environments. Future work emphasizes ethical AI integration in education and healthcare.
Lauren A. Delisio is an Associate Professor of Special Education at Rider University's Department of Teacher Education. She has taught graduate and undergraduate courses in special education, inclusive practices, and assistive technology since 2015. Ph.D. in Exceptional Student Education (2015, University of Central Florida) Graduate Certificate in Autism Spectrum Disorders (2012, University of Central Florida) M.S. in Teaching (2005, Pace University) B.A. in Communications (2000, Rider University) Her research focuses on universal design for learning (UDL) , assistive technology , and inclusive education practices for students with autism spectrum disorders (ASD), attention deficit hyperactivity disorder (ADHD), and intellectual disabilities. She has explored trauma-informed instruction, STEM accessibility, and evidence-based practices in inclusive classrooms. Her recent publications analyze UDL implementation, video prompting for independence, and pandemic impacts on inclusive education. She has received grants through the Department of Education's Office of Special Education Programs (OSEP) for Project LEAD and served as a doctoral intern with OSEP. Delisio has contributed to STEM research via video game integration for students with disabilities and supported alumni engagement through data collection. She collaborates with service providers, universities, and policymakers to improve educational outcomes for neurodiverse learners.
Lisa M. Jones is a Research Associate Professor of Psychology at the University of New Hampshire , affiliated with the Crimes Against Children Research Center (CCRC) and Family Research Lab . With over 20 years of experience, she specializes in child victimization, abuse, trafficking, and digital safety. Education: Ph.D. in Clinical Psychology – University of Rhode Island (1999) M.A. in Clinical Psychology – University of Rhode Island B.A. in Psychology – University of Virginia Research Focus: Dr. Jones's research spans child abuse and neglect , commercial sexual exploitation of children (CSEC) , human trafficking , youth internet victimization , and digital citizenship education . She leads multiple large-scale studies funded by the CDC, NIJ, WHO, and private foundations, focusing on prevention, intervention, and policy development. Current Projects: She is Principal Investigator on: A 5-year CDC-funded RCT evaluating youth-focused trafficking prevention education in Minnesota. An NIJ-funded quasi-experimental evaluation of Love 146’s services for trafficking victims. An NIJ-funded study on improving national surveillance of child sexual abuse in youth-serving organizations. Private RCTs evaluating digital citizenship programs like Common Sense Education and Google Be Internet Awesome. Publications & Impact: With over 100 publications, her work has shaped national and international discourse on child protection, digital safety, and trauma-informed practices. She regularly presents at national and international conferences. Contact: Email: lisa.jones@unh.edu Address: Crimes Against Children Research Center, 10 West Edge Dr., Suite 106, Durham, NH 03824, USA
Ashli Owen-Smith is a behavioral scientist affiliated with the School of Public Health at Georgia State University , where her research focuses on mental health disparities, suicide prevention, and integrative/complementary approaches for complex mental-physical health conditions. She works with underserved populations including refugees/immigrants, incarcerated individuals, and LGBTQ+ communities through community-based participatory research and mixed-methods frameworks. Her current projects are funded by CDC , DBHDD , and DPH . Education: Ph.D. in Behavioral Sciences (Emory, 2009), S.M. in Public Health (Harvard, 2005), B.A. in Psychology (Smith College, 2001) Her research spans mental health , trauma , suicide prevention , and mindfulness-based interventions . Recent work examines telehealth adaptations for chronic pain and mental health, vaccine hesitancy in refugee communities, and social determinants of suicide . She leads studies on gender-affirming care and health disparities in LGBTQ+ populations. Key article trends include epidemiological analysis of suicide risk factors, COVID-19 impacts on mental health, ICD-10 coding for autism, and complementary medicine in trauma recovery. Subfields span telehealth , health equity , mental-physical comorbidity , and community engagement . Students she has mentored include C.A. Scarlett , T. Griner , and M.M. Sesay . Her work integrates public health policy , clinical research , and health systems analysis .
Douglas K. Snyder is a Professor in the Department of Psychological and Brain Sciences within the College of Liberal Arts at Texas A&M University. He previously served as Director of Clinical Training from 1991 to 2012 and has been internationally recognized for his research on marital assessment and outcome research on marital therapy, particularly through his development of the Marital Satisfaction Inventory. Dr. Snyder earned his bachelor's degree from Wittenberg University in 1974, received his doctoral degree from the University of North Carolina at Chapel Hill in 1978, and completed his internship at Duke University Medical Center. Prior to his appointment at Texas A&M, he served on the faculty at Wayne State University in Detroit and at the University of Kentucky in Lexington, where he also served as Director of Clinical Training and Associate Dean in the College of Arts and Sciences. Dr. Snyder's research emphasizes the assessment, treatment, and prevention of couple relationship distress. His work centers on the Marital Satisfaction Inventory, a multidimensional measure of relationship accord now published in several languages and used worldwide. His treatment research focuses on tailoring therapy to specific partner and relationship characteristics by integrating cognitive, behavioral, emotion-focused, and insight-oriented interventions. His specific clinical interests include treating difficult couples with emotional, behavioral, and health problems, with particular attention to military and veteran couples and those dealing with infidelity. Dr. Snyder's recent publications demonstrate continued leadership in couple therapy, with emphasis on evidence-based approaches, treatment of infidelity, military couples, and cross-cultural applications of couple assessment tools. His work spans theoretical advancements and practical clinical applications. Outstanding Research Publication Award, Association for Marriage and Family Therapy, 1991 Professor of the Year Award, Texas Psychological Association - Division of Students, 1993 Award for Distinguished Contributions to Family Psychology, American Psychological Association, 2005 Outstanding Contributions to Science Award, Texas Psychological Association, 2008 Distinguished Alumnae Award, University of North Carolina (Chapel Hill), 2012 Distinguished Psychologist Award for Lifetime Contributions to Psychotherapy, American Psychological Association, 2015 Fellow of the American Psychological Association (Divisions 5, 12, 19, 29, 43) Fellow of the Association for Behavioral and Cognitive Therapies Fellow of the Society for Personality Assessment Dr. Snyder has served as Editor of the Clinician's Research Digest and as Associate Editor for the Journal of Consulting and Clinical Psychology and the Journal of Family Psychology. His research has been supported by the National Institute of Mental Health, with significant focus on military couples and relationship distress. He has developed evidence-based approaches for assessing and treating relationship problems across diverse cultural contexts. Dr. Snyder is affiliated with the Personality Processes research cluster at Texas A&M University, focusing on objective personality assessment and clinical assessment of couples and families. His work bridges research and clinical practice, with emphasis on developing practical assessment tools and treatment approaches for clinicians working with distressed couples.
Dina Verdín serves as Assistant Professor in Engineering Education Systems and Design at Arizona State University's Polytechnic School, where she leads research on broadening participation in engineering through critical analysis of access and persistence barriers for first-generation, minoritized, and women students at intersectional identity junctions. Her educational foundation includes: Ph.D. in Engineering Education from Purdue University M.S. in Industrial Engineering from Purdue University B.S. in Industrial & Systems Engineering from San José State University Verdín's research program employs asset-based frameworks to examine how funds of knowledge and identity development influence engineering pathways. Her access strand investigates high school exposure barriers through culturally responsive activities that foster engineering interest and agency, while her persistence strand analyzes undergraduate institutional structures affecting identity negotiation and degree completion. This work centers intersectional methodologies to redefine engineering identity beyond traditional norms. Analysis of her 15 most recent publications (2020-2024) reveals consistent focus on first-generation Latinx students, classroom belonging mechanisms, and funds of knowledge applications. Her work predominantly utilizes mixed-methods approaches within Hispanic Serving Institutions, with growing emphasis on migratory student populations and critical engineering agency development. Her accolades include: NSF Graduate Research Fellowship IEEE Frontiers in Education Best Diversity Paper Award College of Engineering Outstanding Graduate Student Research Award AGEP Distinguished Scholar Award AERA Division D Top 3 In-Progress Research Verdín currently directs multiple NSF-funded initiatives including SAFE Teams (Student Asset-based Approach to Equitable Teams) and Reconceptualizing Community Cultural Wealth in engineering design. Her grants portfolio exceeds $1.3 million as PI/Co-PI, focusing on mastery learning implementation, engineering discipline disparities, and migratory student empowerment through gamified curricula. She teaches core courses in engineering statistics and research methods while mentoring graduate researchers. Her work actively shapes engineering education through community-engaged scholarship that centers student assets and challenges deficit-oriented paradigms in STEM persistence research.
Dr. Jillianne Code is an Associate Professor at the University of British Columbia's Faculty of Education, Department of Curriculum & Pedagogy, directing the ALIVE Research Lab. Her work focuses on learner agency, educational technologies, and social media's impact on student success. Specializes in immersive virtual environments for assessment Researches self-regulated learning and formative feedback Investigates health education through digital interventions Her recent publications examine pandemic-era educational transitions, digital literacy in teacher training, and cognitive tools in virtual reality. She has received Outstanding Paper Awards for her work on immersive assessment. Dr. Code leads research projects on learning analytics, student engagement in digital spaces, and technology education sustainability. Her work bridges educational theory with practical interventions through digital badges, mobile health applications, and 3D learning environments.
Tamar Rodney is an Assistant Professor at the Johns Hopkins University School of Nursing , specializing in psychiatric mental health. She serves as the DNP Advanced Practice Psych Mental Health Track Coordinator and is affiliated with the Center for Community Programs, Innovation, and Scholarship (COMPASS) and the Center for Infectious Disease and Nursing Innovation . Dr. Rodney’s research focuses on PTSD and traumatic brain injury (TBI) in military personnel and veterans. Her work explores biomarkers , inflammatory responses , and meaning theory to improve diagnosis and treatment planning for mental health conditions. She also investigates telehealth , dementia care , and social isolation in vulnerable populations. Recent publications highlight her expertise in PTSD prevalence among nurses, telehealth applications , biomarker analysis , and community-based interventions for cognitive impairments. Her work bridges neurobiology and psychiatric nursing to inform military health policy . 2022 Coeur de Catherine – St. Catherine University 2021 AMERSA Marianne Marcus Award Multiple scholarships/fellowships (2010–2022) Dr. Rodney’s clinical practice, research, and advocacy address substance use disorders , resilience , and global health challenges. She actively contributes to policy development and education in psychiatric nursing.
Dr. Johan P Larsson serves as a Lecturer in Economics and Public Policy within the Department of Land Economy at the University of Cambridge, concurrently holding a Fellowship and Director of Studies position in Land Economy. His academic profile bridges theoretical and empirical research in spatial economic phenomena, with emphasis on policy-relevant investigations of regional competitiveness and urban dynamics. His educational foundation includes: PhD from Jönköping University Dr. Larsson's research program centers on economic geography and regional science, specializing in urban economics and entrepreneurship. He examines how historical industrial structures, neighborhood effects, and policy interventions shape economic integration and innovation ecosystems. Methodologically, he combines quantitative analysis of large-scale datasets with natural experiments (e.g., pandemic-induced remote work) to isolate causal mechanisms in spatial economic processes. His recent publication trajectory (2021-2025) reveals consistent focus on three interconnected domains: evaluation of place-based policies (e.g., City Deals), analysis of the entrepreneurial state's role in innovation, and investigation of immigrant integration dynamics. These works predominantly utilize Scandinavian and English case studies while generating globally applicable theoretical insights, demonstrating methodological sophistication through spatial econometrics and policy counterfactuals. Recognition for his scholarly contributions includes: The JIBS Student Association’s Pedagogical Prize (2017) The Martin Beckmann Award from Regional Science International (2015) Jan Wallander scholar designation (2015) His teaching portfolio spans Microeconomics, Macroeconomics, Urban economics, and Applied statistics, reflecting his interdisciplinary expertise. While doctoral advisees aren't explicitly listed, his Director of Studies role indicates active undergraduate supervision within Cambridge's collegiate system. Current research appears focused on post-pandemic labor geography and mission-oriented innovation policy evaluation, though dedicated laboratories or formal research teams aren't mentioned in available materials.
Susan J. Simkins is a Professor of Psychology at The Pennsylvania State University, where she serves as Lead of the CTSI-Team Science Core and is based in Moore Building at University Park. Her contact details include email sxm40@psu.edu and phone (814) 863-7387. Education Ph.D., Ohio State University, 1996 Research Interests Dr. Simkins' research centers on effective teamwork and performance through three interconnected streams: team composition/diversity (examining demographic, cognitive, and personality-based diversity within contingency frameworks), team cognition/mental models (focusing on shared understanding of tasks and teamwork dynamics), and temporal integration in teams (investigating time-based diversity, temporal leadership, and pacing styles). Her work emphasizes individual differences, cognitive processes, and temporal dynamics as critical determinants of team effectiveness in organizational contexts. Publication Trends Her 2013-2017 publications reveal a strong focus on temporal dimensions of teamwork, including polychronicity diversity, temporal conflict in specialized teams (e.g., culinary environments), and time-sensitive mental models. Key methodological approaches involve multilevel analysis and contingency frameworks, with applications spanning leadership theory, decision-making diversity, and climate interactions. Work appears consistently in top organizational psychology journals like Journal of Applied Psychology and Organizational Behavior and Human Decision Processes. Scientific Awards No scientific awards were documented in the provided text. Advising and Grants While the text confirms her faculty role and research leadership, specific details about graduate student advising, grant funding, or sponsored projects were not included in the source material. Labs and Teams Dr. Simkins leads the CTSI-Team Science Core, an initiative dedicated to advancing methodologies for studying team-based research structures and improving collaborative effectiveness in scientific and organizational settings.
Dr. Sarah Benson is an Associate Professor in the Department of Disability, Inclusion and Special Needs at the University of Birmingham, based at the Dubai Campus. She serves as Programme Lead for the Inclusion and Special Education Needs PGCert and Masters in both the UK and Dubai, and is affiliated with the School of Education. Educational Background: PhD in Special Education, University of Virginia, 2020 MA in International Education, The George Washington University, 2010 BA in English and Special Education, James Madison University, 2002 Her research focuses on inclusive education policy and practice, particularly in the Middle East and North Africa (MENA) region. She explores teacher development, inclusive science curriculum for primary students, and autism support in Gulf countries. Her work is deeply informed by cross-cultural experiences, including Peace Corps service in Jordan and a Fulbright year in Norway. Dr. Benson's recent publications reveal a strong trend in inclusive teaching strategies, policy analysis in Jordan and the UAE, and the integration of science education with special needs pedagogy. Her research emphasizes practical implementation, teacher preparedness, and equity in educational access. Scientific Awards and Honors: Fulbright Scholar (2013) President, Curry School of Education and Human Development (University of Virginia) Dr. Benson is actively involved in research leadership, serving as Principal Investigator for the ESRC-GCRF Bhutan Inclusive Employment and Social Participation Project and Co-Investigator on the Disability Under Siege Network and a study on teachers' perceptions of autism in Ras Al-Khaimah. She currently supervises PhD candidates and contributes to international scholarly communities such as the Council for Exceptional Children and the Comparative International Education Society. She is also engaged in commissioned research, including a report on autism teaching preparedness in Ras Al-Khaimah, and teaches modules on cross-cultural special education, inclusion, and policy analysis.
