Leanne M. Currie is an Associate Professor at the UBC School of Nursing , part of the University of British Columbia's Faculty of Applied Science. Her work bridges nursing practice with health informatics, focusing on technology-mediated stigma reduction, usability design, and equity in digital health platforms. Nursing Informatics Health Information Technology Virtual Health Systems Stigma Reduction in Digital Platforms Equity, Diversity, and Inclusion (EDI) in Technology Community and Rural Health Equity Her recent research explores EHR compatibility, mHealth adoption, and the social determinants of critical illness recovery. She develops tailored digital tools for patient self-management and integrates Indigenous knowledge frameworks into health informatics curricula. Her work emphasizes human-centered design, safety in clinical technology, and cross-sectoral collaboration. Dr. Currie's publications highlight partnerships with healthcare providers to address technology-related safety events, co-design of person-centered apps, and the impact of digital tools on nurse emotional exhaustion. She actively contributes to defining anti-stigma design guidelines and advancing fair classification systems in health equity.
Jan A. Lindsay, Ph.D., serves as an Associate Professor in the Department of Psychiatry and Behavioral Sciences at Baylor College of Medicine, Houston, TX, with a clinical appointment at the Veterans Affairs Medical Center (VAMC-MHCL). Her work bridges academic psychiatry and veteran-focused mental health services, emphasizing telehealth innovation for underserved populations. Education: Postdoctoral Fellowship, University of Texas Medical School at Houston (2009) Ph.D., University of Houston (2007) B.A., University of Texas at Austin (1995) Dr. Lindsay's research centers on telemental health implementation for veterans, with particular focus on rural health disparities, substance use disorders (opioid/alcohol), PTSD, and culturally centered care for American Indian/Alaska Native communities. She develops scalable digital interventions like webSTAIR while addressing systemic barriers in access through implementation science frameworks. Her work critically examines demographic disparities in telehealth utilization across race, gender, and rurality. Analysis of her 2024-2025 publications reveals dominant trends: (1) Quantitative evaluation of telehealth outcomes across modalities (video/phone), (2) Development of culturally adapted materials for Native veterans, and (3) Investigation of intersectional disparities in care access for women, Black, and rural veterans with comorbid conditions like HIV. A unifying theme is the application of implementation science to overcome structural barriers in veteran mental healthcare. Scientific Awards: Board Certified by Texas State Board of Examiners of Psychologists (professional certification) Dr. Lindsay maintains an active research program funded through Veterans Health Administration partnerships, with emphasis on real-world implementation of evidence-based practices. While formal advisees are not documented in available materials, her work involves extensive collaboration with VAMC clinicians, VIICTR informaticians, and community stakeholders. Current projects include culturally centered telehealth adaptations and cost-effectiveness analyses of telemental health services. Her dual affiliation with Baylor College of Medicine and the Houston VAMC enables integrated research on veteran mental health systems, with emerging work focusing on equity in digital health access and sustainable implementation strategies for complex care needs.
Martha Tsigkari serves as an Associate Professor at The Bartlett School of Architecture, University College London (UCL), where she bridges architectural practice with cutting-edge computational research. Her position situates her at the forefront of digital transformation in the built environment, with institutional affiliations spanning UCL's Faculty of the Built Environment and direct contributions to UN Sustainable Development Goals 4 (Quality Education), 11 (Sustainable Cities), and 13 (Climate Action). Her research program critically examines the integration of artificial intelligence, machine learning, and cognitive psychology into architectural design processes. Key investigations include spatial and visual connectivity analysis, XR-enhanced collaborative design environments, and AI-driven optimization of building performance. She explores how digital tools reshape creativity, professional identity, and sustainability outcomes in architecture, with particular focus on data commoditization, skills evolution, and human-AI collaboration in design workflows. Her interdisciplinary approach connects architectural theory with computational neuroscience and industrial digitalization trends. Tsigkari's publication trajectory reveals a clear evolution from computational structural analysis (2012-2017) toward AI ethics and professional transformation (2022-2024). Early work established foundations in performance-driven facades and material systems, while recent output confronts existential questions about architectural practice in the AI era. Her scholarship consistently addresses the tension between technological capability and human-centered design values, with growing emphasis on sustainable development frameworks and educational implications. Scientific Awards: No major awards are documented in the available records. Advising and Grants: While specific supervisees and funding mechanisms aren't detailed in current sources, her extensive collaborative network across 30+ publications indicates active mentorship and research leadership. Co-authorship patterns suggest involvement in multi-institutional projects addressing AECO industry digitalization, with potential ties to UK research councils and industry partnerships like RIBA. Labs and Teams: Tsigkari operates within The Bartlett's digital research ecosystem through recurring collaborations with Kosicki, Tarabishy, and Psarras. Her work manifests in experimental toolsets including Glaucon (XR design environment), HYDRA (optimization framework), and SandBOX (conceptual design system), indicating leadership in UCL's computational design labs focused on human-AI interaction and sustainable building technologies.
Steven C. Grambow is an Associate Professor and Associate Chair of Education in the Department of Biostatistics & Bioinformatics at Duke University School of Medicine. He serves as Director of Duke’s Clinical Research Training Program (CRTP) and Co-Director of the Duke Clinical and Translational Science Institute (CTSI) Workforce Development Pillar. With over two decades of experience in graduate education, he has trained more than 1,000 physician-scientists in statistical methods while developing innovative programs for clinical research education across various delivery formats. His work focuses on creating pathways into clinical and translational research through partnerships with institutions like North Carolina Central University and Durham Technical Community College. Grambow actively explores AI integration into biostatistical workflows and leads initiatives in faculty development, active learning models, and cross-disciplinary collaboration frameworks. As a collaborative statistical scientist, his research spans observational studies, randomized trials, and epidemiologic investigations addressing public health challenges including amyotrophic lateral sclerosis (ALS), post-traumatic stress disorder (PTSD), and cardiovascular risk reduction. His recent publications highlight innovations in biostatistical education, AI applications, and community-engaged research models. Scientific Awards: American Statistical Association teaching honors Duke University teaching honors Grambow has secured significant grants from NIH, Department of Defense, and University of Colorado-Denver for projects spanning statistical methods in cardiovascular disease research, patient-focused drug development resources, and multi-component lifestyle interventions. He actively mentors through Duke’s educational programs and leads quantitative collaboration units in academic healthcare settings.
Aitor Goti Elordi is a Professor in the Department of Mechanics, Design and Industrial Management at the Faculty of Engineering, University of Deusto. His extensive research portfolio spans industrial engineering, maintenance optimization, Industry 4.0 implementation, and sustainable manufacturing practices. He leads multiple EU-funded and industry-collaborative research projects focused on digital transformation in manufacturing sectors. His research interests center around the intersection of industrial engineering and digital transformation, with particular focus on maintenance optimization using evolutionary algorithms, predictive maintenance systems, and the development of future skills requirements for evolving industrial sectors. His work bridges theoretical research with practical industrial applications, particularly in the Basque manufacturing ecosystem. Analysis of his recent publications reveals a strong trend toward interdisciplinary research addressing Industry 4.0 challenges across multiple sectors. His work consistently focuses on practical applications of data science and AI in industrial contexts, with growing emphasis on sustainability and circular economy principles. A distinctive pattern in his research is the development of competency frameworks to identify future skills requirements across various industrial sectors including steelmaking, renewable energy, and supply chain logistics. Professor Goti Elordi leads multiple significant research projects including SUSTASKILLS (2023-2025) focused on industrial symbiosis skills, REshaping Supply CHAins for Positive social impact (2022-2025), and Real-time acoustic sensorS and artificial Intelligence appLications (2023-2026). His work has secured funding from the European Commission, Basque Government, and major industrial partners including SIDENOR, NEMAK, and ETXE-TAR. He actively supervises student projects, particularly in the area of machinery redesign and additive manufacturing applications. His teaching and research integrate practical industrial experience with academic rigor, emphasizing the development of both technical and transversal skills needed for future industrial challenges.
Edouard Gentaz is a Professor in the Psychology Section of the Faculty of Psychology and Educational Sciences at the University of Geneva (UNIGE). He leads the Sensory-Motor, Affective and Social Development Laboratory (SMAS), where he conducts research on child development with particular focus on sensory-motor, emotional, and social aspects across typical and atypical developmental trajectories. His research interests span multiple domains of developmental psychology, with emphasis on emotion comprehension in children , tactile exploration skills , social-emotional development , and intervention strategies for children with developmental challenges including autism spectrum disorders, preterm infants, and children with intellectual disabilities. His methodological approach frequently employs eye-tracking technology to assess socio-emotional capabilities in populations with communication limitations. Gentaz's publication record shows consistent productivity with 78 publications spanning two decades, with recent work focusing on screen time effects on young children, emotion training interventions, and sensory processing in neurodevelopmental conditions. His collaborative approach is evident in publications addressing practical applications in educational settings and healthcare contexts. His scientific contributions include research on: Early social-emotional abilities in infants and toddlers Development of emotion discrimination across childhood Interventions for preterm children's emotional and executive competences Multisensory perception in neurodevelopmental disorders Impact of digital media on young children's development Gentaz has supervised 120 academic works, indicating significant mentorship activity. His research demonstrates strong translational potential with applications in educational settings, clinical interventions, and parenting guidance, particularly regarding screen exposure for very young children.
Jaywant Singh is Professor of Marketing and Head of the Department of Digital and Data Driven Marketing at Southampton Business School, University of Southampton. He serves as a member of the Editorial Review Board of the Journal of Advertising Research and actively supervises PhD students in consumer behavior and branding research. Professor Singh's research focuses on why and how people consume goods and services, utilizing theories from social and experimental psychology along with mathematical and structural models. His work examines consumer behavior through the lenses of brand management, ethical consumption, and service management. Key research areas include reactions to brands espousing social causes, corporate brand crisis communication, social media impact, and sustainable consumption. His recent publications show a strong trend toward digital marketing and data-driven approaches, with increasing focus on social media influencers, ethical brand positioning, and cross-cultural consumer behavior in emerging markets. The research demonstrates sophisticated methodological approaches combining psychological theories with quantitative analysis. Scientific awards received include: Reviving corporate reputation following a crisis: The impact of online influencer communications and affective displays on consumers (2018) Brands that do not do Good: The Impact of Corporate Reputation Harm on Brand Equity and Consumer Value Perceptions (2016) The effect of guarantee terms on service recovery fairness (2014) Stock keeping units: examining patterns of buyer behaviour (2000) Professor Singh actively supervises doctoral candidates on topics at the interface of consumer behavior and branding, including current PhD students Hanjia Duan and Cagla Dayangan. He has secured research funding from external bodies including the British Academy, as evidenced by his project 'Under Influence? An Investigation Of Social Media Influencers' Impact On Followers' Affective Consequences And Wellbeing.' He is a member of The India Centre for Inclusive Growth and Sustainable Development and the Centre for Marketing Research, contributing to collaborative research initiatives that bridge academic theory with practical marketing applications.
Dr. Matt Offord is a Senior Lecturer in Experiential Leadership Education within the Management department at the University of Glasgow's Adam Smith Business School. As Associate Director for Learning and Teaching (Scholarship of Learning and Teaching), he leads initiatives in educational innovation and mentors teaching-focused academics. His unique background as a former naval officer with nearly 30 years of service informs his practical approach to leadership education. Offord's research centers on experiential learning methodologies, particularly ecopedagogy, outdoor learning, and educational escape rooms. Drawing inspiration from John Dewey's educational philosophy, he creates learning experiences that develop critical reflection about leadership through unconventional settings and simulations. His work bridges theory and practice with a focus on 'wide awake' consciousness in leadership development. His extensive publication record shows a clear trajectory toward innovative educational approaches, with recent work emphasizing ecopedagogy, AI integration in business education, and sustainable leadership practices. Offord has published in journals including Postdigital Science and Education, Open Scholarship of Teaching and Learning, and Palgrave Communications. Shortlisted for Best Innovation Strategy Award (Association of MBAs and Business Graduates, 2024) Shortlisted for Innovation in Business Education Award (QS Reimagine Education, 2023) Distinction in MSc (Digital Education) (University of Edinburgh, 2023) Distinction in Post Graduate Certificate of Academic Practice (University of Glasgow, 2021) Aspect Innovation Fellow (2023) Senior Fellow of Recognising Excellence in Teaching (RET) Certified Management and Business Educator (CMBE) Offord actively mentors early career academics and PhD students while leading the School's academic efforts in Technology Enhanced Learning and Teaching (TELT) and AI. His current supervision focuses on paradoxical leadership, post-heroic leadership, emotional regulation, and leadership expectations. Significant grant funding supports his work, including the Knowledge Exchange Innovation Fund 2025 (£36,000) for educational escape rooms in maritime DEI training and the Chancellor's Fund 2023-2025 for ecopedagogy teaching projects. His teaching practice spans undergraduate, postgraduate, and executive education levels, with expertise in experiential learning through practical ecopedagogy, outdoor learning, serious games, and simulations. Offord has developed educational escape rooms for business education and maritime leadership training, demonstrating his commitment to innovative pedagogical approaches that connect classroom learning with real-world challenges.
Frederick Berry is a Professor at Purdue Polytechnic Institute's School of Engineering Technology (SoET). He earned B.S.E.E., M.S.E.E., and D.Eng. degrees from Louisiana Tech University in 1981, 1983, and 1988 respectively. Dr. Berry leads the Capstone Education program, managing 50-60 industry-supported student projects annually. Doctor of Engineering, Louisiana Tech University (1988) M.S.E.E., Louisiana Tech University (1983) B.S.E.E., Louisiana Tech University (1981) Dr. Berry's research focuses on Engineering Technology Pedagogy , particularly capstone course design and assessment methodologies. His work explores peer review systems , team dynamics , and industry-academia collaboration . He utilizes tools like CATME for teamwork evaluation and investigates micro-learning and digital credentials for workplace readiness. Recent publications analyze trends in Capstone Education , emphasizing continuous improvement , self-and-peer assessment , and workplace information needs . His work spans from 2024's "Scalable Competitive Intelligence Education" to foundational 2017 studies on teamwork metrics.
Dr. Kelly Jones is a prominent academic and public health researcher affiliated with Flinders University as an Affiliate Member of the College of Nursing and Health Sciences and the Research Centre for Palliative Care, Death and Dying . She holds a PhD in Dentistry (2013) and a Master of Public Health (2001) from The University of Adelaide, alongside a Bachelor of Arts (Honours) in Political Science (1992) from Flinders University. Research Focus: Mixed-methods health services research, Indigenous health equity, palliative care, and policy implementation. Awards: SA Womens Honour Roll (2015), Deans Commendation for Thesis Excellence (2013), SA Premiers Award for Health Services Research (2009), and multiple scholarships. Her work has driven national policy changes, including smoking bans in South Australia (1999) and a prognostic triage algorithm adopted across SA public dental clinics. She has collaborated with state and federal health departments and led Indigenous health campaigns like 'Check Today, See Tomorrow' for diabetic eye disease.
Arto O. Salonen is a Professor of Social Pedagogy with a focus on sustainable well-being at the University of Eastern Finland. He leads the SISU consortium and the Sustainability Transformations Doctoral Education Pilot , while also serving as an Adjunct Professor at the University of Helsinki, Finnish National Defence University, and the University of Eastern Finland. His work bridges social pedagogy, sustainability science, and societal transformation, particularly through the lenses of consumerism, digitalization, and planetary citizenship. Research Focus: Social change, sustainability transformations, climate crisis education, and the cultural dynamics of consumerism. Key Projects: Sustainability transformation from the margins , Heritage in working life , and Shared autonomous mobility . Labs/Teams: RESOURCE Research Community, Finnish Expert Panel for Sustainable Development, and interdisciplinary consortia.
Heidi Jerpseth is an Associate Professor at Oslo Metropolitan University's Faculty of Health Sciences, Department of Nursing and Health Promotion. Her research focuses on nursing ethics, professional identity, and clinical education, with expertise in cardiology, geriatrics, and pulmonary care. Academic Disciplines : Medical/Dental Ethics, Behavioural Science, Nursing Science, Cardiological Nursing. Research Groups : Acute/Critically Ill and Injured, Empowerment. Her recent publications explore: Job readiness of newly graduated nurses and professional authority development (2025). Communication challenges in intensive care using digital tools (2025). Impact of educational constraints on nursing students' identity formation (2024). Co-parenting experiences during the pandemic (2023). Ethical dilemmas in clinical placements (2023). End-of-life care in critical care settings (2020). Her work spans qualitative methodologies and emphasizes patient-centered care, ethical frameworks, and curriculum innovation.
Dr Ingrid Piller, FAHA, holds dual prestigious appointments as Alexander-von-Humboldt Professor for "Linguistic Diversity and Social Participation across the Lifespan" at University of Hamburg, Germany, and Distinguished Professor of Applied Linguistics at Macquarie University, Sydney, Australia. Her academic career bridges German and Australian higher education institutions, with her most recent significant achievement being the 2025 Alexander-von-Humboldt Professorship award. Professor Piller's research expertise centers on bilingual education, intercultural communication, language learning, and multilingualism in the context of migration and globalization. Her scholarly work examines how linguistic diversity intersects with social participation across various life stages and contexts. As the founder of the "Language on the Move" platform and podcast, she has created significant scholarly and public engagement around language issues in contemporary society. Analysis of her recent publications reveals a consistent focus on linguistic justice, challenging Anglocentric paradigms in academic publishing, and examining how language barriers affect social participation. Her work spans historical perspectives on multilingualism (from Ancient Egypt to Sumerian civilizations) to contemporary issues like crisis communication, Olympic Games linguistics, and immunization campaigns. A unifying thread across her scholarship is the examination of power dynamics in language use and policy. FAHA (Fellow of the Australian Academy of the Humanities) Recipient of the prestigious Alexander-von-Humboldt Professorship (2025) Shanghai Magnolia Pujiang Talent Program recognition for her research team Professor Piller actively mentors doctoral students and postdoctoral fellows, recently expanding her research team through the Humboldt Professorship award. She leads the Next Generation Literacies Network, which hosted a conference on "Social Participation in Linguistically Diverse Societies" at Hamburg University. Her research methodology often combines theoretical linguistic analysis with practical applications for improving social inclusion through language policy reform, particularly in educational settings where she has documented how monolingual school websites create barriers to parental engagement.
Doris Schaeffer is a Senior Professor at the Faculty of Health Sciences , Bielefeld University, and Head of the Institute of Nursing Science . She leads the Interdisciplinary Center for Health Literacy Research (IZGK) and co-manages key projects like HLS-GER2 , HLS-MIG , and the National Action Plan on Health Literacy . Specializes in health literacy, chronic illness, aging populations, and user-centered care design Her research spans public health , gerontology , and migrant health , with a focus on digital health literacy , navigational health challenges , and communicative health competencies . Recent work includes validating tools like HLS19-DIGI and HLS19-COM-P across Europe. Key grants include funding from the Robert Bosch Foundation , Bundesministerium für Gesundheit (BMG) , and BMBF . She serves on advisory boards for health policy initiatives and journals like Pflege & Gesellschaft .
Astrid Gramstad is an Associate Professor at the Department of Health and Care Sciences, UiT The Arctic University of Norway, where she also serves as Vice Dean of Education. Her research focuses on occupational therapy in primary health care , rehabilitation practices , and learning environments in higher education . She supervises PhD students Morten Nikolaisen (main), Anniken Bogstrand, and Lina Forslund (co-supervision). University: UiT The Arctic University of Norway Department: Department of Health and Care Sciences Email: astrid.gramstad@uit.no Her recent publications examine topics such as study approaches in occupational therapy education , person-centered rehabilitation , and barriers in post-stroke care . She is affiliated with the Centre for Care Research North and leads the RehabLos project, focusing on co-innovation in rehabilitation service design. Key research areas include: Occupational therapy in primary health care Learning environment dynamics in health professions Rehabilitation models for acquired brain injury
