Joshua Breslau is a Senior Behavioral and Social Scientist at RAND and Professor of Policy Analysis at the RAND School of Public Policy. He holds a Ph.D. in anthropology from Harvard University and an Sc.D. in epidemiology from the Harvard T.H. Chan School of Public Health. With over two decades of experience, his work focuses on social and cultural influences on mental health, migration impacts, healthcare integration for serious mental illness, and policy effects on treatment disparities. Key research areas: Mental health, public health, epidemiology, health policy, substance use, military health systems Current projects: National evaluation of Certified Community Behavioral Health Centers, telehealth availability studies, 988 mental health hotline preparedness His research examines how social determinants affect health outcomes, with specific studies on Medicaid services, U.S. military healthcare, and integration of medical-social services. Recent publications analyze AI competency in suicide response, ACEs screening implementation, and post-pandemic mental health strategies. He has led NIH-funded projects on racial disparities and behavioral health care integration.
Prof. Dr. Poldi Kuhl is a Professor of Educational Psychology at Leuphana University , Lüneburg, since 2021. Affiliated with the Institute of Psychology in Education (IPE) and the Center for Empirical Research on Language and Education (ERLE) , Kuhl specializes in educational psychology, developmental psychology, and inclusive education. Their research focuses on data-driven decision-making, digital learning platforms, academic language demands, and teacher professional development. Education: Diploma in Psychology (2003) and PhD in Philosophy (2008) from Freie Universität Berlin. Kuhl’s recent work examines how academic language features affect learning outcomes, digital data utilization in primary education, and mental health literacy among teachers. Their publications span topics from virtual reality training tools to inclusive teaching strategies in mathematics. Kuhl’s career includes leadership roles at the Research Data Center (FDZ) at the Institute for Quality Improvement in Education (IQB) and a Junior Professorship at Leuphana University. They have collaborated with institutions like the Universitat Oberta de Catalunya and the Max Planck Institute for Human Development .
Joshua Camins , Ph.D., ABPP, is a Clinical Assistant Professor at the University of Illinois, Urbana-Champaign , affiliated with the Department of Educational Psychology and the Department of Clinical Sciences . He also serves as an Affiliate at the Disability Resources and Educational Services (DRES) within the College of Applied Health Sciences . Education: B.A. in Psychology, University of New Haven (2011) B.S. in Criminal Justice, University of New Haven (2011) M.A. in Clinical Psychology, Towson University (2013) Ph.D. in Clinical Psychology, Sam Houston State University (2020) ABPP Board Certification in Forensic Psychology (2024) Research Focus: Camins specializes in forensic psychology , competence to stand trial , and violence risk assessment . His neuroscience work on childhood adversity and brain structure, particularly hippocampal volume reduction due to maltreatment, has been published in PLoS ONE and other journals. Publication Trends: His recent articles explore telesupervision during the pandemic, PTSD in veterans , maternal influences on delinquency , and school-based mental health for immigrant youth . Scientific Awards: ABPP Board Certification in Forensic Psychology (2024) Postdoctoral Fellowship in Forensic Psychology, Mendota Mental Health Institute (2021) Grants & Collaborations: Co-authored a NIH-funded study on childhood socioeconomic status and brain structure (2017) and contributed to research on financial strain and neurodevelopmental outcomes.
Professor Kathy Douglas is the Associate Deputy Vice Chancellor, Learning, Teaching & Quality in RMIT University's College of Business and Law. She leads initiatives in pedagogy innovation, program development, and educational governance. With over 20 years in dispute resolution (ADR), her research spans legal education, mediation practices, and technology-enhanced learning. Previously, she served as Dean of the Graduate School of Business and Law (2018–2022), receiving the 2020 Vice Chancellor’s Leadership Award for Imagination. Her work integrates transformative educational experiences with impactful research, focusing on community, industry, and staff engagement. Research Interests: Alternative Dispute Resolution (ADR) practices and education Legal pedagogy and blended learning Technology’s role in dispute resolution and legal training Mediation ethics and emotional intelligence Awards: Vice Chancellor’s Leadership Award for Imagination (2020) Advising & Grants: Supervises research projects in mediation and legal practice innovation Prior grants focused on ADR training and educational technology integration Labs/Teams: Leads the College’s Learning & Teaching Quality portfolio, collaborating with academic boards and industry partners.
Dr. Felix Härer is a Lecturer and researcher at the University of Applied Sciences FHNW, School of Business, Basel, Switzerland, and also teaches externally at the University of Fribourg. He is affiliated with the Digital Trust Competence Center, where he conducts research and teaching in IT Security, Cybersecurity, Digital Trust, Blockchain, AI, Cloud Computing, and Systems Modeling. His research interests span a broad and interdisciplinary range, including: Digital Trust and Cybersecurity Blockchain and Decentralized Systems AI and Knowledge-based Systems (including LLMs and RAG) Software and Systems Modeling (BPMN, ArchiMate) Data Science and ETL-based Analytics Zero Trust and Secure Architectures His recent publications (2020–2023) demonstrate a strong focus on blockchain interoperability, model-driven engineering, decentralized applications, and the integration of AI with conceptual modeling. He explores scalable architectures, cross-chain query languages, and secure attestation mechanisms, often combining modeling approaches with emerging technologies. His work bridges academic rigor with practical implementation in distributed and cloud environments. Scientific awards include: Best Paper Award at IEEE PKIA 2023 He actively supervises bachelor’s and master’s theses and student projects in digital trust and related domains. He has served on PhD committees externally and is a reviewer and program committee member for journals and conferences such as IEEE Transactions, WWW, CAiSE, and EMISAJ. His professional experience includes industry work at Siemens Healthineers in software engineering. He is a member of the IEEE Blockchain Group (Switzerland) and contributes to UN/CEFACT standards for e-commerce and supply chain data. He is involved in organizing workshops and conferences, including B4ISE 2025, B4TDS 2023–2024, and DESRIST 2023, and has delivered keynotes on Computational Trust and Blockchain Interoperability.
Bruce Saxman is a Senior Lecturer in Adventure Education at Fort Lewis College, where he coordinates the interdisciplinary Fort Lewis on the Water (FLOW) program. With over two decades of experience in outdoor education, he has held administrative and teaching roles at multiple institutions, developing competency-based training systems and adventure curriculum. Education: M.A. in Recreation Administration, University of Nebraska-Omaha B.S. in Parks, Recreation, and Tourism Management (Resource Management Emphasis) with Anthropology Minor, Clemson University Research Interests focus on outdoor education methodology , adventure program administration , and experiential learning systems . His work explores digital education platforms, risk management protocols, and leadership development frameworks in outdoor settings. Professional Affiliations include the American Institute for Avalanche Research and Education (AIARE), American Canoe Association (ACA), and American Mountain Guides Association (AMGA). His publications address technical training systems, program development, and safety innovations in adventure education.
Catherine M. Brooks is a Professor at Creighton University School of Law, where she has served since joining the faculty in 1990 as an Associate Professor and earning tenure and promotion to full Professor by 1995. She designs and develops family law courses and innovative skills curricula for child advocacy, client counseling, and cultural competence, directing the certificate program in family law studies while coaching student teams to regional and national finalist positions in legal competitions. Her commitment extends beyond graduation as law alumni routinely consult her on complex family law matters including adoption, juvenile delinquency, and custody disputes. Her academic credentials include a BA ( in cursu honorum , summa cum laude ) and MA from Fordham University (1977), and a JD from the University of Virginia (1980). She holds membership in prestigious honor societies Phi Beta Kappa, Alpha Sigma Nu, and Phi Delta Phi, and is licensed by the American Bar Association, Pennsylvania Bar (state and federal), and Omaha Bar Association. Brooks' research centers on the legal treatment of vulnerable populations, with rigorous scholarship addressing justice rights of Native American children, equal access rights for children of LGBTQ+ parents, dignity rights of maltreated minors, and minors' refusal of medical treatment. She integrates social justice frameworks into legal pedagogy, emphasizing culturally competent lawyering and systemic reform for marginalized groups. Her work bridges theoretical analysis with practical application, notably through mediation advocacy and child welfare policy critiques. Publication trends reveal sustained focus on family law and children's rights since the 1990s, evolving from foundational juvenile court manuals to contemporary analyses of bankruptcy practice and bioethics. Recurring themes include inter-jurisdictional adoption conflicts, child sexual abuse in custody cases, and due process in institutional governance. Recent works prioritize skill-building resources for practitioners, reflecting her dedication to translating academic rigor into real-world legal solutions. Her accolades encompass professional recognition and academic honors: Ten Outstanding Young Omahans (1994) Phi Beta Kappa membership Alpha Sigma Nu membership Phi Delta Phi membership Brooks actively mentors students through skills competitions and alumnus consultations while securing nearly $500,000 in federal grants for a legal clinic and African American law student scholarships. She provides pro bono support to child welfare agencies and serves on the Creighton Inn of Court to guide new lawyers. Her grant work specifically targets equity in legal education and clinic-based child advocacy. She leads critical institutional initiatives as Chair of the University Committee on Rank & Tenure, creating comprehensive web resources (https://www.creighton.edu/provost/tenure-and-promotion), workshops for evaluators, and revisions to the Faculty Handbook. Previously, she created the Children's Rights Clinic at Seton Hall Law School and served as Assistant Deputy Public Defender in New Jersey, representing children in abuse cases for the Law Guardian Program.
Dr. Kannan Ramar is a Physician Scientist at the Mayo Clinic School of Graduate Medical Education within the Mayo Clinic College of Medicine and Science . His dual expertise in Pulmonary Medicine and Sleep Medicine spans clinical practice, research, education, and quality improvement initiatives. MBA from University of Minnesota (2024) Board Certifications: Sleep Medicine (ABIM, ABMS), Critical Care, Pulmonary Disease Leadership Roles: Assistant Dean, Chair of American Academy of Sleep Medicine committees His research focuses on sleep disorders (apneas, REM behavior disorder), critical care quality improvement , and risk communication . Recent work includes updated oral appliance therapy guidelines for sleep apnea and pandemic-era telemedicine adaptations in sleep medicine. Publications in J Clin Sleep Med and Chest highlight his contributions to clinical protocols and quality metrics. Dr. Ramar has received 16 teaching and research awards since 2005, including the 2022 EPITOME Educator Award and 2021 Diamond Lifetime Achievement Award . As a section editor for Mayo Clinic Proceedings and Fellow of multiple societies, he shapes national standards in sleep medicine and ICU safety.
Dr. Dave Hicks is a Lecturer in Data Analysis and Assessment in Education at the University of Tasmania's Faculty of Education. His research focuses on education equity, quantitative methodologies, and systemic barriers affecting marginalized student groups. He holds a PhD (2021), Grad Cert (Research) (2021), and Bachelor of Education (Honours) (2014) from the University of Tasmania. Education Background: PhD in Education, University of Tasmania (2021) Graduate Certificate in Research, University of Tasmania (2021) Bachelor of Education (Honours), University of Tasmania (2014) Research Interests: Dr. Hicks applies data-driven approaches to analyze educational policies and practices, particularly addressing inequities in low SES, regional, and Indigenous student populations. His work emphasizes collaboration with schools, governments, and NGOs to drive systemic change. Key areas include: Online engagement strategies for disadvantaged students Teacher retention and wellbeing in secondary education Culturally responsive pedagogies for Indigenous learners VR technology in place-based education Recent Research Trends: His 2023-2025 publications highlight: Quantitative analysis of literacy gender gaps VR-based educational innovations Policy frameworks for Indigenous student success Online pedagogies for diverse student groups Grants & Partnerships: Active grants include: $177,574 DECYP literacy training package (2023-2024) $58,077 Table Cape VR Education Project (2024) $49,997 National Centre for Student Equity grant (2024-2025) Labs/Teams: Collaborates with CALE (College of Arts Law and Education) and interdisciplinary teams on projects like the Table Cape VR initiative and TBRI professional learning programs.
Laura S. Cardella, MD, is an Associate Professor at the University of Rochester's School of Medicine and Dentistry, with dual appointments in the Departments of Psychiatry and Pediatrics. She serves as the Director of the Psychiatry Clerkship, Director of Medical Student Education in Psychiatry, and Medical Director of Pediatric Behavioral Health and Wellness, Child and Adolescent Outpatient Services. Board certified in Psychiatry and Child and Adolescent Psychiatry, she is affiliated with several professional societies, including the American Academy of Child and Adolescent Psychiatry, Association of Directors of Medical Student Education in Psychiatry, and American Academy of Sleep Medicine. Her work emphasizes the integration of Medical Education and Clinical Care , particularly in Child and Adolescent Psychiatry and Sleep Medicine. Dr. Cardella's recent research focuses on competency-based frameworks to enhance psychiatric residency training, with a 2024 publication addressing resident feedback skills and curriculum development. Leadership Education and Development (LEAD) Certificate Program, 2017 Child and Adolescent Psychiatry Education Consortium Award, 2009 AOA Honor Medical Society (lifetime member), 2003 Benjamin Rush Prize in Psychiatry, 2003 Janet M. Glasgow Memorial Achievement Citation, 2003 Rock Sleyster Memorial Scholarship, 2003 Magna Cum Laude, 1998 Golden Key National Honor Society, 1995 Phi Eta Sigma, 1995 Dr. Cardella leads medical education initiatives across all four years of the University of Rochester School of Medicine and Dentistry (URSMD) curriculum and Graduate Medical Education (GME) programs. She has held leadership roles in psychiatric education and clinical care, with a focus on behavioral health in pediatrics. Her work spans teaching, curriculum design, and direct patient care.
Michelle Cooper Curtis, MD, serves as a Clinical Associate Professor in the Department of Anesthesiology at the University of Utah. Board certified by the American Board of Anesthesiology, she holds advanced echocardiography credentials from the National Board of Echocardiography including Special Competence in Adult Echocardiography and Advanced Perioperative TEE certification. Education B.S. in Biology from Utah State University M.D. from University of Utah School of Medicine Internal Medicine Internship at University of Utah Anesthesiology Residency and Chief Residency at University of Utah Perioperative Echocardiography Fellowship at University of Utah Her research integrates perioperative cardiac monitoring with anesthesia practice, specializing in echocardiography applications during surgical procedures. Concurrently, she pioneers simulation-based educational methodologies for anesthesia resident training, emphasizing technical skill acquisition and crisis resource management through immersive clinical scenarios. Recent publications reveal a dual scholarly trajectory: physiological investigations into exercise-induced respiratory mechanics and innovative frameworks for anesthesia education. Her 2024 works demonstrate cross-disciplinary engagement spanning basic physiological research and clinical pedagogy development. No scientific awards were documented in the source materials. No advising relationships or research grants were specified in the available information. No laboratory affiliations or research team structures were referenced in the provided text.
Julie E. Owen is an Associate Professor of Leadership Studies at the School of Integrative Studies, George Mason University. She coordinates the leadership studies major/minor, serves as graduate faculty in Mason’s Higher Education Program, and is affiliate faculty with Women and Gender Studies. Education: Ph.D. in College Student Personnel, University of Maryland (2008) M.Ed. in College Student Personnel Administration, James Madison University (1996) Certificate in Non-Profit Administration, Duke University (2000) B.A. in Psychology and English, College of William and Mary (1993) Her research focuses on intersections of leadership identity and women’s adult development, critical/emancipatory research methods, and liberatory leadership pedagogy. She explores decolonizing leadership knowledge, equity in leadership education, and narratives of marginalized leaders. Key publications include 8 books and over 60 refereed articles. Recent works address college student activism, leadership burnout, and Japanese-American transnational leadership studies. She leads the Multi-Institutional Study of Leadership (MSL-IS) and co-develops the Leadership Identity Development (LID) model. Scientific Awards: AAC&U K. Patricia Cross Future Leaders Award ACPA Annuit Coeptis & Diamond Honoree NASPA Ruth Strang Research Award George Mason Teaching & Mentoring Excellence Awards University of Maryland Distinguished Alumni Magoon Award Grants include AllState Foundation Youth Leadership Research Awards (2024-2025), Aspen Impact Fellowship (2023), and Bringing Theory to Practice research grants (2015-2018). She frequently presents at the International Leadership Association and ACPA conferences.
Sebastian Huber is a Lecturer and academic leader at the Lucerne School of Business (Lucerne University of Applied Sciences and Arts), holding roles such as Coordinator of Continuing and Executive Education and Head of multiple academic programs including the CAS in International Management and Business Excellence. He holds a DBA in Business Administration from Silpakorn University (Thailand) and has extensive industry experience in luxury goods, marketing, and international business development. His educational background includes a Master/MBA in International Business and Economics (China-focused) from Hamburg University/Fudan University and a Bachelor of Arts in International Business Management. His academic career spans teaching Organisational Behaviour and International Management at Swiss universities since 2004. Research focuses on B2B sharing economy models, SME business transformation, luxury industry innovation, and digitalization in education. Key projects include hyFiT - hybride Führung internationaler Teams and AI Driven Business Model Innovation . He actively publishes in journals like Marketing Review St. Gallen and ABAC Journal , with over 20 peer-reviewed articles since 2021. Awards: Honorary Membership in Luxury Innovation Lab, Reviewer roles for multiple academic platforms Podcasts: Co-hosts Von Pontius bis Pilatus , an executive education podcast Industry Experience: Over 20 years in leadership roles at companies like Montblanc, Wellendorff, and Alibaba His work bridges academic research and practical business challenges, emphasizing interdisciplinary collaboration and innovative educational models.
Kelly Bass serves as Associate Professor and Faculty Chair in the Department of Social Work at the University of South Dakota, directing the Child & Adult Advocacy Studies (CAASt) program. His clinical expertise spans forensic evaluations, crisis intervention, and therapeutic treatment for vulnerable populations across criminal justice, mental health, and welfare systems. His educational background includes: Doctorate in Social Work (DSW), Clinical Social Work, University of Tennessee - Knoxville, 2015 MS, Advanced Generalist Social Work, University of Nebraska at Omaha, 2001 BS, Generalist Social Work, University of Sioux Falls, 1998 Bass focuses on clinical supervision frameworks, interprofessional education, and trauma-informed interventions for at-risk youth and families. His research examines service delivery integration at healthcare-discipline intersections and outcomes improvement for mentally ill populations within institutional systems. Recent publications reveal a strong emphasis on culturally relevant case studies, advocacy curriculum development, and ACEs mitigation through neuroscience-informed practice. His scientific recognition includes the 2023 IPEC Excellence Award Honorable Mention and multiple Belbas-Larson Teaching Award nominations. Current grants like HRSA's COMPASS initiative ($1.2M) address South Dakota's behavioral health workforce shortages through innovative training pipelines, while the NCWWI case-based learning project enhances child maltreatment practitioner competencies. Bass leads the CAASt certificate program and serves as an ASWB Path to Licensure Scholar, developing national curricular guides for licensing regulation. His clinical supervision research informs the COMPASS grant's mentorship framework, creating sustainable pipelines for rural mental health professionals through university-community partnerships.
Lisa M. Dorner is a Professor in the Department of Educational Leadership and Policy Analysis at the University of Missouri-Columbia and a Faculty Fellow at the Cambio Center. Her work centers on language policy, educational equity, and the integration of immigrant families in new destination communities. She is a leader in dual language education research and policy, co-founding the Missouri Dual Language Network and co-editing a major volume on critical consciousness in bilingual education. PhD and MA in Human Development and Social Policy, Northwestern University Fulbright Specialist to Colombia (2018) Principal Investigator on U.S. Department of Education and Spencer Foundation grants Her research focuses on language policy and planning , educational policy implementation , and immigrant childhoods , using qualitative and mixed methods to explore how policies are enacted in schools and communities. She examines how dual language programs can promote equity and how educators and families navigate systemic challenges, especially during crises such as the pandemic. Her recent publications and projects emphasize raciolinguistic justice , critical consciousness in education , and research-practice partnerships . She has led ethnographic studies on pandemic response in schools, highlighting the role of external partnerships and structural inequities. Her edited volume Critical Consciousness in Dual Language Bilingual Education (2022) offers case studies that challenge dominant narratives and promote anti-racist practices. Her scholarly work appears in leading journals such as American Educational Research Journal , Educational Policy , and TESOL Quarterly . She has developed graduate curricula, including the Graduate Certificate in Global Education and Leadership, and teaches doctoral courses in research design and qualitative methods. Fulbright Specialist to Colombia (2018) Lisa Dorner advises graduate students and collaborates with a broad network of scholars, including Drs. Deb Palmer, Claudia Cervantes-Soon, and Trish Morita-Mullaney. She leads major funded projects that connect research with practice, such as the Spencer Foundation-supported initiative on building equity in Midwestern dual language programs. She also organizes webinars and community engagement efforts through the Cambio Center and CARLA to foster practitioner-researcher collaboration. She is actively involved in public scholarship, maintaining a personal blog where she reflects on writing, identity, and social boundaries. Her recent retreat on academic writing underscores her belief in the personal and transformative nature of scholarly communication.
