Sharon Macdonald is Alexander von Humboldt Professor of Social Anthropology and Director of the Centre for Anthropological Research on Museums and Heritage (CARMAH) at Humboldt-Universität zu Berlin. She holds honorary professorships at the University of York and University of Aberdeen, with research focusing on museums, heritage, memory studies, and European anthropology. Her research explores difficult heritage, museum practices, cultural diversity, and the anthropology of Europe. Key projects include 'Making Differences: Transforming Museums and Heritage in the Twenty-first Century' and 'Heritage Futures', examining how societies preserve cultural and natural heritage. Notable awards include the Alexander von Humboldt Professorship and fellowships from the Royal Anthropological Institute and Royal Historical Society. She serves on editorial boards for leading journals including Memory Studies and International Journal of Heritage Studies . She has supervised over 15 PhD students in topics ranging from queer museum representation to Islamic art preservation. Current doctoral projects include studies on wearable ontologies and digital curation in heritage contexts. Macdonald frequently engages in public discourse through keynote lectures, museum consultations, and international panels on heritage politics and decolonization practices.
Dr. Stefanie Jannedy is a senior researcher at the Leibniz-Zentrum Allgemeine Sprachwissenschaft (ZAS) in Berlin, where she has been employed since 2008. She is a Principal Investigator of the DFG project C02 "Variation in Situated Interaction" within the Collaborative Research Center 1412 (CRC 1412) on "Register: Language-Users' Knowledge of Situational-Functional Variation." As a member of the Laboratory Phonology Group, her work focuses on sociophonetic aspects of language variation. Dr. Jannedy's research centers on language register, phonetic variation, and sociolinguistic patterns in speech. Her work particularly examines how situational contexts influence phonetic detail in speech production, with a focus on intra-individual variation. She has developed innovative experimental methods, including smartphone applications like "Plapper" for self-recording speech data in controlled conditions. Her research spans formal and informal speech contexts, examining speech rate, vowel dispersion, filler particles, and other phonetic features that vary systematically across different communicative situations. Analysis of her publication record shows a strong focus on register variation, particularly how speakers systematically adjust their speech across different social contexts. Her work combines experimental methods with corpus-based approaches to investigate fine phonetic detail in relation to situational factors. Recent publications demonstrate increasing interdisciplinary connections between phonetics, sociolinguistics, and cognitive science in understanding register knowledge. Dr. Jannedy has advised several students including Schüppenhauer, Gediminas, Witt, Johannes, and Hong, Nhung-Le. Her research is primarily supported through the CRC 1412 framework, which represents a major collaborative effort in register studies. Her laboratory work involves experimental setups that simulate tele-conference interactions to systematically manipulate social contexts while measuring subtle phonetic differences. This methodological innovation allows for controlled examination of register variation that would be difficult to capture in naturalistic settings.
Erica Lehrer is an Associate Professor in the Departments of History and Sociology-Anthropology at Concordia University, where she also holds the Canada Research Chair in Museum & Heritage Studies. She is based in the Faculty of Arts and Science in Montreal and is a socio-cultural anthropologist and curator with a strong interdisciplinary profile. Her research centers on museum studies, heritage, memory, and Jewish cultural revival, particularly in post-Holocaust Poland. She explores how difficult knowledge—especially related to trauma, identity, and historical injustice—is curated and experienced in public spaces. Her work combines ethnographic fieldwork, curatorial practice, and critical theory. Lehrer's publications and exhibitions, such as Jewish Poland Revisited , Souvenir, Talisman, Toy , and Curating Difficult Knowledge , reflect a deep engagement with how heritage shapes identity and public understanding. Her recent projects often involve research-creation, blending academic scholarship with artistic and public-facing outputs. Her publications span themes including Jewish heritage tourism, curatorial innovation, material culture, and the emotional dimensions of museums. She has contributed significantly to debates on how museums frame human rights, memory, and social justice, as seen in her participation in conferences like ACHS 2016. Canada Research Chair in Museum & Heritage Studies Lehrer mentors emerging scholars and collaborates across disciplines, though specific advisees are not listed. She has been involved in major curatorial and research initiatives, including digital and physical exhibitions that explore urban heritage and collective memory. Her work at Concordia, particularly in relation to the Grey Nuns Motherhouse, demonstrates a commitment to community-engaged and place-based scholarship.
Dominik Roeser is a Professor and Associate Dean of Research Forests & Community Outreach at the University of British Columbia's Faculty of Forestry, Department of Forest Resources Management. With over 21 years of experience in forest research and innovation, he has built a comprehensive forest operations research program since joining UBC in 2018, following his tenure as Senior Director at FPInnovations where he managed multidisciplinary teams focused on improving forest sector competitiveness and wildfire management solutions in Western Canada. Professor Roeser's research interests center on sustainable forest management and the bioeconomy, with specific expertise in forest bioproduction, supply chain design, steep slope harvesting, and biomass operations. His work through the Forest Action Lab applies diverse research methods including productivity studies, field trials, and modeling to address sustainability challenges across different operational environments. His research portfolio spans sustainable forest biomass utilization, harvesting in difficult terrain, innovative forest planning tools, operational productivity, carbon management, and community sustainability impacts from reforestation. His publication record shows a strong focus on practical applications of forest science, with recent work emphasizing wildfire management, remote sensing technologies for precision forestry, biomass energy systems, and the socio-ecological dimensions of forest management. His research increasingly integrates advanced technologies like LiDAR and drone-based systems with traditional forest operations to address contemporary challenges in sustainable forest management. Roeser has received the Recognition Award from the Canadian Forest Service (2017) for his contributions to forest science and innovation. His work demonstrates significant impact on both academic understanding and practical implementation of sustainable forest operations across North America and Europe. As an educator, Professor Roeser teaches several key courses including FOPR 264 Introduction to Forest Operations, FOPR 362 Harvesting systems and forest access, FOPR 464 Operational planning and management, and FRST 452 Coastal field school. He considers educating the next generation of forestry professionals one of his passions, bridging theoretical knowledge with practical industry applications. The Forest Action Lab, led by Professor Roeser, represents a multidisciplinary research hub applying diverse methodologies to address forestry stakeholders' needs across British Columbia, Canada, and globally. The lab's work connects academic research with industry implementation, focusing on practical solutions for sustainable forest utilization in varied operational environments.
Yoshiko Matsumoto is the Yamato Ichihashi Professor in Japanese History and Civilization and Professor of East Asian Languages and Cultures at Stanford University, with a courtesy appointment in Linguistics. She has been a faculty member at Stanford since 1992, progressing from Assistant Professor to her current distinguished position. Matsumoto also serves as coordinator of the Japanese Language Program and has held significant administrative roles including Chair of the Department of Asian Languages (2003-2005) and Interim Chair of the Department of East Asian Languages and Cultures (2016). Matsumoto earned her Ph.D. in Linguistics from the University of California, Berkeley (1989), following M.A. degrees in Linguistics from UC Berkeley and General and Applied Linguistics from the University of Tsukuba, an M.I.A. in American Studies from the University of Tsukuba, and a B.A. in English Language & Literature from Japan Women's University. Professor Matsumoto's research focuses on linguistic pragmatics from cross-linguistic perspectives, with particular expertise in Japanese language. Her work spans structural and sociocultural aspects of language in use, including noun-modifying clause constructions, honorifics, discourse markers, and the intersection of language with gender and aging. She has pioneered research on conversational narratives of older adults, examining how ordinary framing strategies help individuals navigate difficult experiences. Her current projects explore intergenerational communication through haiku, communicative abilities of people with dementia, and noun-modifying constructions across Eurasian languages. Matsumoto's scholarship consistently bridges theoretical linguistics with practical applications for understanding human communication in diverse social contexts. Matsumoto's recent publications reveal a growing focus on practical applications of linguistic research for social benefit, particularly in intergenerational communication and dementia care. Her work increasingly integrates arts-based approaches, especially haiku poetry, to bridge generational divides and enhance communication with elderly populations. The research shows a consistent trajectory from theoretical linguistic frameworks toward applied, human-centered language studies that address real-world challenges in aging societies, with particular attention to how ordinary language practices help individuals navigate life transitions and difficult experiences. Dean's Award for Distinguished Teaching, School of Humanities and Sciences, Stanford University (2000) Richard E. Guggenhime Faculty Scholar, Stanford University (2000-2003) Violet Andrews Whittier Fellow, Stanford Humanities Center (2019-2020) Faculty Research Fellow, Michelle R. Clayman Institute for Gender Research (2014-2015) Research Fellow, Japan Foundation (2002) Internal Fellow, Stanford Humanities Center (2005-2006) Presidential Fund for Innovation in the Humanities, Stanford University (2009-2011) Professor Matsumoto has mentored numerous students through her teaching in Japanese language and linguistics courses, including specialized offerings on language and aging, points in Japanese grammar, and haiku-based communication. Her research has been supported by prestigious grants from the National Endowment for the Humanities, the Japan Foundation, and Stanford's Presidential Fund for Innovation in the Humanities. She has served on multiple editorial boards including the Journal of Pragmatics since 1992, demonstrating long-standing leadership in her field. Matsumoto has also advised students through individual studies and thesis projects in East Asian Languages and Cultures. Matsumoto leads several collaborative research initiatives including the 'Sharing Conversations' project which examines intergenerational communication through haiku, and research on communicative abilities of people with dementia. Her work often involves interdisciplinary teams spanning linguistics, gerontology, and creative arts, with fieldwork conducted in both Japan and the United States. The 'Noun-Modifying Constructions in Languages of Eurasia' project represents a major international collaboration examining linguistic structures across cultural boundaries. She also directs the 'Language, Old Age and Gender in Japan' project supported by the Stanford University/Japan Foundation, and the 'Difficult Conversations Continue: Memories of the 3.11 Disaster and Bereavement Narratives' project focused on post-disaster communication.
Eric Soto-Shed serves as Lecturer on Education and Director of the Harvard Teacher Fellows Program at the Harvard Graduate School of Education (HGSE). With a 25-year career in education, he has held significant leadership roles including founding director of Harvard's teacher residency program, director of Secondary History/Social Studies Education at Brown University, and teacher educator positions at Stanford and NYU. He earned his Ph.D. from Stanford University in 2013 and previously taught social studies in New York City for 8 years, which deeply informs his commitment to supporting youth from underserved communities. At HGSE, he co-chairs the foundational course 'How People Learn' and teaches curriculum design and instructional methods for history and civic education. Soto-Shed's research centers on promoting inquiry and equity in K-12 history, civics, and social studies education. He co-leads the Civics Thinking Project, which develops research-based civics assessments and curriculum. His work emphasizes balancing the study of oppression with resistance and joy in historical narratives to provide students with a more complete understanding of human experiences. His recent publications explore comprehensive approaches to teaching Black history, civics education, and methods for combatting hate through historical understanding. These works demonstrate his advocacy for year-round Black history education that incorporates competing ideologies and joyful narratives alongside the study of oppression. Grants from the Library of Congress to train educators to teach with primary sources Board member of Self-Evident Education, a nonprofit using multimedia curriculum to educate about race and racism history As a consultant, Soto-Shed works with school districts to develop social studies curriculum and conducts professional development workshops focusing on historical inquiry, teaching controversial issues, and accessibility. His approach combines rigorous academic research with practical classroom applications, making his work valuable to both scholars and practitioners in education.
Muna Saleh is an Associate Professor in the Faculty of Education at Concordia University of Edmonton. A Palestinian Muslim woman and educator, she specializes in narrative inquiry and curriculum development focused on Muslim girls, mothers, and families. Ph.D., University of Alberta M.Ed., University of Alberta B.Ed., University of Alberta Her research explores: Curriculum-making through Rahma pedagogy Digital identity and third-space solidarity Disability studies in Muslim refugee communities Anti-Islamophobia education frameworks Ethical relationality in posthuman social studies Recent publications examine Alberta's K-6 curriculum critiques, disability citizenship narratives, and grandmother-led educational philosophies. Articles span 2019-2023 with emphasis on Islamic pedagogy and critical storytelling. Killam Trusts Fellowship (doctoral research) SSHRC Insight Development Grant (Palestinian curriculum study)
Matthew Ellman is Professor of Medicine and Director of the Yale Internal Medicine Associates at the Yale School of Medicine, where he also serves as Vice Chief for Clinical Affairs for the Section of General Internal Medicine. His work spans clinical practice, medical education, and research focused on improving end-of-life care. Dr. Ellman received his BA in Anthropology from Cornell University (1981), his MD from Harvard Medical School (1987), completed his residency at New York University-Bellevue Hospital (1990), and a fellowship in the Robert Wood Johnson Clinical Scholars Program at Yale (1993). As a core member of the Clinical Skills Faculty at Yale, he has developed a longitudinal, integrated curriculum to teach palliative and end-of-life care skills to medical students. His scholarly work focuses on ensuring medical students graduate with competency to provide compassionate care for patients with life-limiting and terminal illness. His research examines communication skills training, palliative care competencies, and simulation-based medical education. Dr. Ellman's publications consistently address innovative methods for teaching and evaluating end-of-life care skills, reflecting his commitment to improving how physicians communicate difficult news and manage palliative situations. Dr. Ellman has received numerous honors including the David J. Leffell Prize for Clinical Excellence (2017) and has been recognized as a Connecticut Magazine Top Doc for multiple years (2015-2017). He also received the Leonard Tow Humanism in Medicine Award in 2013, recognizing his compassionate approach to patient care. As Director of Medical Student Palliative and End-of-Life Care Education, Dr. Ellman has shaped curriculum development in this critical area. His leadership extends to the Yale Internal Medicine Associates, where he oversees clinical operations while maintaining an active primary care practice. His work on firearm safety education demonstrates his broader commitment to preventive medicine and public health issues. Through his role in the Program for Biomedical Ethics and Yale Center for Asylum Medicine, Dr. Ellman contributes to ethical discussions in medical practice and cares for vulnerable populations. His collaborative research with colleagues like Laura Morrison, Benjamin Doolittle, and Daniel Tobin demonstrates his commitment to interdisciplinary approaches in medical education and patient care.
Professor David Brewster is an Adjunct Clinical Professor at Monash University's School of Translational Medicine, serving as Head of the Cabrini Department of ICU and Anaesthesia Research and Deputy Director of Intensive Care at Cabrini Health. He is also Clinical Dean of the Cabrini-Monash University Clinical School. Brewster's expertise spans airway management, critical care, and medical education, with a focus on improving patient outcomes and workplace well-being. His leadership roles include executive positions in the Safe Airway Society and ANZ College of Anaesthetists. Key achievements include landmark studies like the INTUBE trial published in JAMA and national guidelines for airway management during the pandemic. Education & Roles: Brewster holds a Doctorate by Research in Medicine. His academic roles include teaching at Monash since 2006, progressing to Clinical Dean in 2017. He has authored influential textbooks like BEYOND BASIC: Airway Management , taught globally, and championed student well-being through initiatives like the K-ISBAR tool. Research Interests: Brewster’s work centers on airway management in ICU and anaesthesia, with contributions to universal airway practices. He leads international trials (e.g., STARGATE) and collaborates globally on airway safety and pandemic response strategies. Publications & Awards: Over 75 peer-reviewed articles, including highly cited MJA and JAMA papers. Awards include the Best Airway Paper (2020) and Christie Cameron Memorial Teaching Award (2015). Grants & Activities: Funded by ESICM and others, Brewster’s work includes the INTUBE study and pandemic-related research. He actively presents at conferences, reviews for journals, and engages media (e.g., podcasts, articles) to disseminate knowledge. Labs & Teams: Leads the Cabrini ICU Research Department, collaborates with international groups like the Safe Airway Society, and chairs committees for airway task forces.
Aaron Schat serves as Associate Professor and Associate Dean of Undergraduate Studies at McMaster University's DeGroote School of Business within the Department of Human Resources and Management. His academic career centers on promoting workplace dignity through rigorous research and education in organizational behavior. Schat's research program investigates workplace aggression, work-related stress, and employee well-being with particular focus on customer service contexts. He examines how incivility affects workers' psychological health, explores covert revenge behaviors against abusive customers, and analyzes blameworthiness attribution in service interactions. His work bridges industrial-organizational psychology with practical business applications, emphasizing that "employees deserve to be treated with civility and dignity" regardless of customer demands. Analysis of his publication trends reveals consistent focus on aggression typology and its organizational consequences. Recent work employs person-oriented approaches to understand individual differences in aggression exposure, while earlier research established foundational knowledge about workplace aggression prevalence and intervention strategies. His scholarship consistently connects micro-level interactions to macro-level organizational health outcomes. As an educator, Schat trains future business leaders in human resources management, with students frequently reporting years later how his teachings helped navigate workplace conflicts. He currently collaborates with PhD candidates on peer support mechanisms for service workers handling difficult customer interactions, demonstrating his commitment to translating research into practical organizational solutions.
Professor Shunji Matsuoka is a distinguished academic at Waseda University's Faculty of International Research and Education (Graduate School of Asia Pacific Studies), where he serves as Director of both the Waseda Resilience Research Institute (WRRI) and the Fukushima Hirono Future Creation Research Center. With extensive expertise in environmental economics, disaster recovery, and international development, Professor Matsuoka has established himself as a leading scholar addressing some of the most pressing sustainability challenges of our time. Professor Matsuoka's academic journey began with his PhD from Hiroshima University after withdrawing from Kyoto University's Graduate School of Economics in 1988 with study certification. His career progressed from Hiroshima University, where he served as Lecturer at the Faculty of Integrated Arts and Sciences and later as Professor at the Graduate School of International Cooperation Studies, to his current position at Waseda University since April 2007. His research interests span Environmental Economics , Sustainable Development , Disaster Recovery , and International Development Assistance , with particular focus on the intersection of policy, society, and environmental challenges. Professor Matsuoka's work on nuclear policy and the Fukushima disaster has made significant contributions to risk governance frameworks. His innovative approach integrates social acceptance theory with environmental policy analysis, creating new methodologies for understanding community resilience against complex disasters. His research demonstrates exceptional interdisciplinary integration across economics, political science, and environmental studies. Professor Matsuoka's 15 most recent publications reveal an evolution from international development cooperation and environmental economics in Asia to contemporary focus areas including nuclear policy, social innovation, and Fukushima disaster lessons. His research consistently examines institutional mechanisms affecting environmental governance across multiple scales, from local communities to international agreements. The interdisciplinary nature of his work bridges theoretical frameworks with practical policy applications. His professional recognition includes the Asian Economic Research Association's Outstanding Paper Award (2000) , reflecting the quality and impact of his scholarly contributions. Professor Matsuoka has secured substantial research funding from prestigious sources including JSPS Grant-in-Aid for Scientific Research and Nippon Life Insurance Foundation Environmental Research Grant. His research projects span environmental impact assessment, nuclear waste disposal social acceptance, sustainable city development, and climate change adaptation. As Director of WRRI, he oversees interdisciplinary research initiatives focused on building societal resilience against complex disasters, fostering collaboration between academics, policymakers, and community stakeholders. Through his leadership of the Fukushima Hirono Future Creation Research Center, Professor Matsuoka transforms disaster lessons into practical frameworks for recovery and prevention. His 'dialogue spaces' research examines how science, politics, and society can collaboratively address 'difficult problems,' with particular focus on boundary knowledge workers who bridge different domains of expertise. His work on social acceptance models has significantly advanced understanding of how controversial environmental technologies can gain community support.
Linnéa Bruno is a Lecturer in Child and Youth Studies at Stockholm University, affiliated with the Department of Child and Adolescent Studies. She holds a PhD in Sociology and specializes in research addressing knowledge production, legal/social policy, and violence prevention related to children, youth, and families. Her work critiques welfare state practices, particularly around domestic violence and familialization processes. Education: PhD in Sociology (Uppsala University) Extensive background in sociology, social work, gender studies, and criminology. Research Focus: - Violence prevention in schools and communities - Gender-based violence dynamics - Family law and state responsibility in cases of domestic violence - Theoretical contributions on kinship as a power structure and familialization processes Key Projects: - Evaluation of the Dating Matters violence prevention program (Swedish adaptation) - Analysis of Mentors in Violence Prevention (MVP) in secondary schools - Forte-funded study on children's mental health in parental separation cases Teaching: Course manager for 'Meeting children and youth in difficult situations' and 'Violence in youth daily life' Supervisor of student essays across multiple disciplines External lecturer on family law, gender equality, and violence prevention Labs/Teams: Collaborations with the Swedish Gender Equality Authority and cross-professional teams evaluating risk assessment tools in family law cases
Sheila Heen is the Thaddeus R. Beal Professor of Practice at Harvard Law School and Deputy Director of the Harvard Negotiation Project. She specializes in negotiation theory, particularly in emotionally charged conflicts, and co-authored two New York Times bestsellers: Difficult Conversations and Thanks for the Feedback . Her work spans academic research, corporate consulting, and media appearances, including roles with organizations like Pixar, NBA, and the Singapore Supreme Court. Heen teaches executive education programs, focusing on leadership and conflict resolution. She holds a B.A. from Occidental College (1990) and a J.D. from Harvard Law School (1993). Her research emphasizes strategies for navigating difficult conversations, feedback dynamics, and enduring conflicts. Recent publications include articles in the Washington Post and Harvard Business Review, exploring topics like anxiety in negotiations and feedback mechanisms. She co-leads Triad Consulting Group, advising executives on conflict management. Media engagements include appearances on Oprah, NPR, and podcasts like Shane Parrish’s Knowledge Project .
Patricia (Tish) Jennings is a Professor of Curriculum, Instruction & Special Education at the University of Virginia's School of Education and Human Development. She is an internationally recognized leader in social and emotional learning and mindfulness in education. As the Program Director for the Ed.D. in Curriculum & Instruction, she has established herself as a key figure in developing evidence-based approaches to educator wellbeing and classroom climate. University of Virginia, School of Education and Human Development Department of Curriculum, Instruction & Special Education Program Director, Ed.D. in Curriculum & Instruction Dr. Jennings received her Ph.D. from the University of California Davis in 2004, M.Ed. from Saint Mary's College in 1980, and B.A. from Antioch College in 1977. With over 22 years of experience as a teacher, school director, and teacher educator, she brings substantial practical knowledge to her research. Dr. Jennings' research focuses on social and emotional learning, mindfulness practices, and teacher occupational stress. She pioneered the application of contemplative science to solve difficult problems in education, particularly examining how teacher wellbeing impacts classroom environments and student outcomes. Her work bridges the gap between theoretical research and practical classroom implementation, with a special emphasis on creating compassionate learning environments that support both educators and students. Analysis of her publication history reveals a consistent focus on mindfulness-based interventions in educational settings, with particular emphasis on how teacher wellbeing directly affects classroom quality and student outcomes. Her research trajectory shows increasing attention to scalable implementation models and the connection between educator stress management and student social-emotional development. Distinguished Researcher Award from the University of Virginia (2023) Joseph E. Zins Distinguished Scientist Award from CASEL (2024) Cathy Kerr Award from the Mind & Life Institute (2018) Featured in Mindful Magazine's 'Ten Mindfulness Researchers You Should Know' Dr. Jennings serves as Principal Investigator for multiple large-scale studies funded by the U.S. Department of Education, including Project CATALYZE and Project ENGAGE. She was a member of the National Academy of Sciences Committee on Promoting Healthy Mental, Emotional, and Behavioral Development in Children and Adolescents. Her CARE (Cultivating Awareness and Resilience in Education) program has been evaluated by What Works Clearinghouse and recommended by the CDC to promote educator wellbeing. Dr. Jennings leads the Contemplative Teaching and Learning Lab, where she and her team develop and evaluate mindfulness-based professional development programs designed to address teacher occupational stress. The lab's work focuses on practical implementation strategies that can be adapted across diverse educational settings while maintaining scientific rigor.
Amber Moore is Assistant Professor of Teaching in Library, Literacy, and Teacher Education at the University of British Columbia's Faculty of Education. Her research examines adolescent literacies, feminist pedagogies, and representations of sexual violence in young adult literature and popular culture. Moore investigates how trauma literature, particularly sexual assault narratives, is taught in English education and teacher preparation programs. Her scholarship employs arts-based methodologies including poetic inquiry to explore teacher candidates' responses to difficult content and fanfiction as a form of critical engagement. Research emphases include rape culture in educational contexts, feminist media analysis of Riverdale and Hallmark narratives, and pedagogical approaches to trauma literature. Recent publications explore allyship in fanfiction communities, epistolary education, and affective responses to YA sexual assault narratives.
