Aditya Adarkar is an Associate Professor in Classics and General Humanities at Montclair State University's College of Humanities and Social Sciences. He holds a BA from Princeton University and MA/PhD from the University of Chicago. His research focuses on Asian Humanities with specialization in South Asian Classical Studies, Mahabharata reception, Sanskrit literature/philosophy, and contemplative pedagogy methods. Education: BA, Princeton University MA, University of Chicago PhD, University of Chicago Research Interests: Explores intersections between ancient South Asian texts and modern pedagogical practices. Specializes in Mahabharata's cultural reception and philosophical frameworks of Sanskrit literature. Advocates for mindfulness-based teaching strategies in humanities education. Labs/Teams: No specific lab mentioned, but engaged in cross-disciplinary humanities initiatives. Grants/Advising: No grants listed; advising details not provided in source material.
Sharn Rocco is affiliated with James Cook University, where they have contributed to academic research since at least 1997. Their work spans early childhood education, gender studies, and feminist theory, with a focus on reflective practice in education and discourse analysis. Rocco holds a PhD in Discourse and Gender Studies from James Cook University (1999). Their research often intersects with poststructuralist theory and explores themes like mental health in schools, curriculum innovation, and educational equity in contexts such as Kenya. Education - PhD in Discourse and Gender Studies, James Cook University, 1999 Research Interests Rocco’s interdisciplinary work addresses gender socialization, early childhood pedagogy, and the discursive construction of identity. They investigate how institutional policies (e.g., school uniforms) and interventions (e.g., meditation programs) shape educational experiences. Their feminist approach emphasizes narrative analysis and collective methodologies to uncover silenced voices in education and psychology. Awards & Grants No specific awards or grants are listed in the provided texts. Advising & Collaborations While no advisees are explicitly listed, Rocco has collaborated with scholars such as Bronwyn Davies, Kym Simoncini, and Mary Kimani on projects related to teacher education, gender studies, and early childhood policy. Labs/Teams No dedicated labs or research teams are mentioned in the publications list.
Fr Stephen Reilly is an Honorary Lecturer in the School of Education at the University of Glasgow, serving as Co-ordinator of Spiritual and Pastoral Formation since 2016. His roles include course convener for Catholic Teacher Formation programs (MEduc1-4, PGDE Catholic Teacher Certificate) and Theology in Education courses across multiple universities. He teaches on PGDE Religious Education (RERC) Secondary, MA Religious Education, and other specialized programs. Education: Earned a Licence in Sacred Theology Summa Cum Laude from the Pontifical Gregorian University and Scots College in Rome (1990-1997). Previously served as parish priest (St Bernadette's, Motherwell), Religious Education Adviser for the Diocese of Motherwell, and youth chaplain. Fluent in Italian, Spanish, and French. Research focuses on spiritual development of youth, pilgrimage sociology, Catholic educational philosophy, and liturgical spirituality. Key publications (2018-2024) address topics like faith formation in Catholic schools, liturgical theology, and decolonizing curricula. Active in charitable work with Classrooms for Malawi and HCPT pilgrimage trust. Leadership roles include membership in the Pedagogy, Praxis and Faith Research Group, St Andrew's Foundation for Catholic Teacher Education, and committees like the School of Education Learning & Teaching Committee. Organized student pilgrimages to Rome, Holy Land, and Salamanca, as well as fundraising initiatives like the Holy Doors Challenge (£4,000 raised for Malawi schools).
Damien Schlarb is a Researcher at Johannes Gutenberg University Mainz in the Faculty of Philosophy and Philology. He holds a Ph.D. in English from Georgia State University and teaches American Literature, Culture, and Digital Game Studies. His academic service includes editorial roles for the South Atlantic Review and Amerikastudien / American Studies journals. Education Ph.D. in English, Georgia State University Research Interests Schlarb's research centers on Nineteenth-Century American Literature, particularly American Romanticism and the interplay between literature and religion. His book Melville's Wisdom explores Melville's engagement with biblical wisdom literature. Concurrently, he investigates Digital Game Studies, examining how video games shape cultural and societal norms, especially in the context of work. His current project, Game Works , analyzes games as sites of meaning-making and labor. He also studies media change and its political implications through an interdisciplinary lens. Publication Trends Schlarb's publications demonstrate a consistent interdisciplinary trajectory, merging literary analysis with media studies. Early works focused on postsecular readings of Melville, while recent publications pivot to video game culture, exploring immersion, cartography, and the political economy of game engines. This evolution reflects his broader interest in how cultural objects mediate modernity, from 19th-century texts to digital platforms. Advising and Academic Service In teaching, Schlarb employs a process-oriented, conversational pedagogy, emphasizing student ownership of research and writing. He has supervised students in American Literature and Composition. His academic service includes layout editing for the South Atlantic Review and managing editorship of Amerikastudien / American Studies . He collaborates with political scientist Andreas Jungherr on media and politics research. Labs and Research Groups Schlarb is affiliated with the SoCuM Research Group (Society, Culture, Media) and the 'Immersive Spaces Playing the Field' initiative, which investigate immersive technologies and their cultural impact. These groups support his interdisciplinary work at the intersection of literature, media, and technology.
Professor Dharm P.S. Bhawuk holds the rank of Professor of Management and Culture and Community Psychology at the Shidler College of Business, University of Hawaiʻi at Mānoa. His academic career spans over three decades with a focus on intercultural relations, indigenous psychology, and organizational behavior. He earned a PhD in Psychology from the University of Illinois (1995), an MBA from the University of Hawaiʻi (1985), and a BA from Indian Institute of Technology Kharagpur (1979). His research integrates Indian philosophical traditions with modern management theory, exploring constructs like *adhyātma* (spirituality), *lajjā* (shame), and *lokasaṃgraha* (social responsibility). He has authored/edited 20+ books including the award-winning *Cambridge Handbook of Intercultural Training* (2020) and *Indigenous Indian Management* (2022). His work appears in journals like *Psychology and Developing Societies*, *International Journal of Intercultural Relations*, and *Theory and Psychology*. Bhawuk's honors include the William Gudykunst Outstanding Book Award (2021), Rupe Chilsom Award (2009), and multiple fellowships. He serves on advisory boards for institutions like CBCS (Xavier Institute of Social Service) and holds honorary professorships at Shanghai International Studies University (China) and Sri Sri University (India). His current research emphasizes applying Vedic principles to modern leadership challenges and fostering intercultural dialogue across global contexts. Professional affiliations include leadership roles in the International Academy of Intercultural Research and editorial contributions to major encyclopedias like the *International Encyclopedia of Intercultural Communication*. His teaching focuses on cross-cultural management, intercultural training design, and ethical leadership frameworks.
Catherine Dalton serves as an Assistant Professor at Kathmandu University's Centre for Buddhist Studies, located at Rangjung Yeshe Institute, where she specializes in Tibetan Buddhist scholarship and pedagogy. Her academic credentials include: B.A. in Religion from Middlebury College (2001) M.A. in Buddhist Studies from Kathmandu University (2008) Ph.D. from University of California, Berkeley (2019) with dissertation "Enacting Perfection: Buddhajñānapāda’s Vision of a Tantric Buddhist World" Dr. Dalton's research centers on Tibetan Buddhist textual traditions, particularly the standardization of meditation manuals in early modern Tibet. Her work bridges historical analysis with practical contemplative studies, examining how tantric Buddhist frameworks shaped monastic training. She investigates the interplay between doctrinal innovation and ritual practice within Tibetan Buddhist modernity, with emphasis on lineage transmission and pedagogical systems. No scientific awards or honors were documented in the source material. Information regarding graduate student supervision, research funding, or collaborative projects was not provided in the available text.
Joshua Canzona is a Senior Fellow at the School of Divinity, Wake Forest University , with a Ph.D. from Georgetown University focused on consciousness and sociality in the works of Pierre Teilhard de Chardin, SJ and Muhammad Iqbal. His research bridges comparative mysticism and religion in film , informed by his experience as a former public high school teacher. He also serves as the University Ombuds at The University of North Carolina School of the Arts, the first public arts conservatory in the U.S. Research Interests : Comparative mysticism, religion in film, Islamic studies pedagogy, and digital media integration. Roles : Senior Fellow (Wake Forest), University Ombuds (UNC School of the Arts), workshop facilitator for classroom practice and curriculum development. His recent publications explore innovative teaching methods, including graphic novels , contemplative pedagogy , and museum-based learning . These works emphasize student-centered approaches and addressing sociocultural barriers in religious education. While no explicit scientific awards are mentioned, his contributions focus on equity, anti-racism, and embodied teaching strategies.
Tyler McMahon is an Associate Professor of English in the Department of English and Applied Linguistics at Hawaii Pacific University, College of Liberal Arts. He teaches courses such as Research, Argument and Writing (WRI 1200), Fiction Writing Workshop (WRI 3330), and Introduction to Literature (ENG 2000). He also serves as advisor for the student literary magazine Wanderlust and editor of the Hawaii Pacific Review . M.F.A. in Creative Writing, Boise State University, 2007 B.A. in English, University of Virginia, 1998 His research and creative interests center on creative writing , fiction , contemporary American literature , and literary editing . He explores themes of identity, moral ambiguity, cultural experience, and emotional realism through narrative forms. His work often reflects personal and societal tensions, drawing from American life and cross-cultural experiences. The 13 available publications, all short fiction and essays from 2005–2011, demonstrate a strong engagement with literary journals and contemporary fiction . These works span genres from psychological realism to transgressive narratives, frequently exploring existential themes, human vulnerability, and place-based storytelling, particularly in American and Pacific contexts. His notable recognition includes: 2015 Maria Thomas Fiction Award for Kilometer 99 He has authored two novels— Kilometer 99 (2014) and How the Mistakes Were Made (2011)—and edited anthologies on misadventures in fishing and surfing. Though no formal advising list is provided, his role as advisor to Wanderlust indicates active mentorship. There is no mention of external grants or research funding in the provided text. He is involved with literary initiatives at HPU, particularly through his editorial leadership of the Hawaii Pacific Review and guidance of the student publication Wanderlust , fostering emerging writers and creative expression within the university community.
Karla Jensen is a Professor in the Department of Communication Studies at Nebraska Wesleyan University, where she specializes in contemplative pedagogy, mindfulness, and instructional communication. She is actively involved in teaching, service, and community engagement, with a strong commitment to innovative and transformative education. Education: Ph.D., Communication Studies (Instructional Communication), University of Kansas, 1994 M.A., Communication Studies (Intercultural Communication), University of Kansas, 1991 B.A., Communication Studies and German, University of Nebraska, Phi Beta Kappa, 1988 Her research and teaching focus on integrating mindfulness into higher education, with interests in health communication, intercultural communication, and stress reduction. She has developed and taught innovative courses such as The Liberal Arts of Yoga Seminar and Be Here Now: Mindfulness Theory and Practice , reflecting her commitment to holistic and experiential learning. Although no publications are listed in the provided text, her professional work centers on pedagogical innovation, contemplative practices, and communication education, indicating a strong applied and educational research orientation. Scientific Awards and Recognitions: Prouty Award for Teaching Excellence, 2021 National United Methodist Church Cutting Edge Curriculum Award, 2018 TEDx Lincoln Presenter, October 1, 2015 Exemplary Teaching Award, November 2013 Exemplary Teaching Award, November 2004 White Award for Internationalization, May 2010 Phi Kappa Phi Inductee, May 2010 Diversity Advocate Award, May 2006 Karla Jensen has served as Senior Class Advisor and Baccalaureate Speaker at Nebraska Wesleyan University. She has not received any listed grants, but her service includes leadership in curriculum development and diversity advocacy. She is also certified as a Mindfulness Teacher and a 500-Hour Registered Yoga Teacher, contributing to both academic and community-based mindfulness initiatives. She is actively involved in professional development programs such as Preparing Future Faculty and volunteers at the Lincoln Correctional Center through prison mindfulness initiatives, demonstrating a deep commitment to service and social impact.
Elisabeth Whitehead is a Teaching Professor at Wake Forest University, focusing on the intersection of rhetoric, psychology, social justice, and creative language practices. With a background in psychology and creative writing, her work emphasizes the transformative power of language in advocacy, literacy, and mindfulness-based pedagogy. She has conducted writing workshops with homeless veterans and explores contemplative practices to enhance classroom creativity and focus. Education: Bachelor's in Psychology from St. Mary’s College of Maryland Graduate degrees in Creative Writing from the University of Montana and the University of Iowa’s Writers’ Workshop Research Interests: Her work bridges rhetoric and psychology, examining how language shapes advocacy and social justice. She investigates mindfulness techniques to foster deeper learning and creativity in higher education, emphasizing the material and artistic dimensions of language. Grants/Awards: None explicitly listed in the provided text. Labs/Teams: No specific labs or collaborative teams mentioned.
Ramon Rosaleny Castell is a faculty member at the Universitat de València, affiliated with the Faculty of Social Sciences and the Department of Social Work and Social Services. He holds the academic rank of Assistant Professor (Ayudante Doctor) in Spain, indicating an early-career academic position following the completion of his doctorate. Research Interests: His work centers on integrating mindfulness and contemplative practices into social work. He investigates how these approaches influence professional well-being, ethical decision-making, and resilience among social workers. His research bridges psychology, ethics, and social care, promoting holistic and self-reflective practices in the field. No recent publications are listed in the available text, so article trends cannot be analyzed at this time. No scientific awards have been mentioned in the provided information. Ramon Rosaleny Castell has supervised doctoral theses as a committee member, but no advisees or students are currently listed. There is no mention of research grants or funding in the provided text. There is no information available about specific research labs or collaborative teams he leads or participates in.
Dr. Ivan Nyklicek is an Associate Professor at Tilburg University's Department of Medical and Clinical Psychology within the Tilburg School of Social and Behavioral Sciences. He holds an ORCID ID (0000-0001-8230-1488) and is based at the Tias Building, room T 513. Nyklicek obtained his PhD in Psychology from Tilburg University in 1997 and has been active in academic research since, with a prolific publication record spanning 1996 to 2024. His research focuses on attention and emotion regulation mechanisms linked to mindfulness, exploring their impacts on psychological well-being, health outcomes, and physiological processes. Specific interests include mindfulness facets, stress management, self-esteem, and applications in clinical and perinatal contexts. He has conducted longitudinal studies on maternal bonding during pregnancy and investigated the physiological effects of mindfulness-based stress reduction (MBSR) using heart rate variability and EEG measures. Teaching responsibilities include coordinating the Master’s programs in Clinical Psychology and teaching courses on emotion regulation, stress and health, and positive psychology interventions. Nyklicek also serves as a mindfulness trainer at the Mindfulness Praktijk Dit Moment since 2015. His work contributes to UN Sustainable Development Goals related to good health and well-being (SDG 3). Collaborative research networks include international scholars in mindfulness studies, neurophysiology, and developmental psychology. While no specific awards are listed, his extensive publication record reflects recognition in his field. Supervision and grants: Nyklicek has supervised 4 doctoral theses and contributed to datasets like the mindfulness study on pregnancy distress. No explicit grant details are provided in the text.
Dr. Jizhang Yi is a Teaching Professor at Trinity College, University of Toronto, specializing in Buddhist Studies, Comparative Philosophy and Theology, and Cognitive Science. He holds a PhD in Philosophical Theology (2023) and a Master of Divinity (2019) from the University of Toronto and British Columbia, respectively, and a BA in Fine Arts (2002) from Zhejiang Normal University. PhD (Philosophical Theology), University of Toronto, 2023 MDiv (Honors), University of British Columbia, 2019 BA (Fine Arts), Zhejiang Normal University, 2002 Dr. Yi bridges Chan Buddhism, Kierkegaardian philosophy, Conceptual Metaphor Theory, Tibetan Buddhism, Indian Mahāyāna thought, and early Confucianism. His research explores nonduality, indirect communication, and interfaith engagement, particularly in comparing Buddhist and Western theological concepts. His forthcoming book Knowing/Seeing Truth (Springer, 2025) exemplifies this approach. His publications and conference presentations highlight interdisciplinary work at the intersection of Buddhist thought, Western philosophy, and cognitive science. Recent talks at the American Philosophical Association and American Academy of Religion emphasize comparative frameworks for religious diversity and existential truth.
Małgorzata Chudzikowska-Wołoszyn serves as a Lecturer in the Department of Ancient, Medieval and Modern History at the Institute of History, Faculty of Humanities, University of Warmia and Mazury in Olsztyn, Poland. With 51 publications to her name and a ministerial score of 1,042, she has established herself as a significant contributor to medieval historical studies, particularly focusing on the Carolingian period (8th-9th centuries). Her research expertise includes: Carolingian political and religious history Analysis of early medieval texts and manuscripts Symbolism in medieval religious literature, particularly animal imagery Role of noblewomen in Frankish society Carolingian educational practices and moral instruction Reception of classical traditions in medieval contexts Chudzikowska-Wołoszyn's scholarly output reveals a consistent focus on Dhuoda of Septimania (c. 803-843), whose "Liber Manualis" has been the subject of multiple detailed analyses examining its theological, political, and educational dimensions. Her work spans temporal boundaries from the Merovingian period through the Carolingian Renaissance, with recent publications extending to 2025 indicating ongoing research activity. The thematic threads connecting her publications include examinations of medieval symbolism, political legitimacy theories, maternal education practices among nobility, and the adaptation of classical traditions in medieval thought. Her scholarly contributions demonstrate methodological rigor through close textual analysis combined with broader historical contextualization, making her work valuable for understanding the intellectual and cultural landscape of early medieval Europe.
Santha Bhattacharji is a Research Fellow at the Faculty of English, University of Oxford, and holds the roles of Senior Tutor at St. Benet’s Hall and Fellow by Special Election at Blackfriars Hall. She specializes in Old and Middle English literature, Christian spirituality, and medieval mysticism. Education: B.A. in English, Somerville College, Oxford PhD, University of Bristol Her research focuses on the intersection of medieval literature and spiritual experience, particularly in works like Pearl , The Wanderer , and The Seafarer , as well as the writings of Margery Kempe and Julian of Norwich. She explores themes such as liturgical symbolism, emotional expression in religious contexts, and metaphorical evolution in hagiography. She has contributed to edited volumes and journals, including essays on medieval contemplation pedagogy and monastic traditions. Her work bridges literary analysis with theological inquiry, emphasizing lived spirituality in historical texts. Affiliations: Senior Tutor, St. Benet’s Hall Fellow by Special Election, Blackfriars Hall President, Churches’ Fellowship for Psychical and Spiritual Studies
