Nancy C. Jordan is the Dean Family Endowed Chair of Education and Professor at the University of Delaware’s School of Education, specializing in Learning Sciences. She leads research on children’s mathematical learning and interventions for those facing difficulties. Her roles include Chair of the Mathematical Cognition and Learning Society’s governing board and contributions to National Research Council committees. Dr. Jordan holds a Ed.D. in Human Development from Harvard University (1985), an M.A. in Teaching from Northwestern University, and a B.A. from the University of Iowa. Her research focuses on early number sense, fraction learning, and evidence-based interventions like the Number Sense Interventions and Screener for Early Number Sense . Her grants include NSF and IES funding for projects such as Paving the Way for Fractions ($1.7M) and Fraction Sense Intervention ($3.3M). Awards include AERA Fellow (2020) and the Kauffman-Hallahan-Pullen Research Award (2020). Grants: NSF: Paving the Way for Fractions (2020–2024) IES: Fraction Sense Intervention Scaling (2020–2025) IES: Fraction Intervention for At-Risk Students (2016–2020) Awards: AERA Fellow (2020) Kauffman-Hallahan-Pullen Research Award (2020) APS Fellow Her work bridges research and practice, emphasizing accessibility for underserved populations in STEM. She collaborates with schools to implement scalable interventions and advocates for evidence-based educational policies.
Nitisha Jain is a Postdoctoral Researcher at King's College London's Department of Informatics, part of the Faculty of Natural, Mathematical & Engineering Sciences. She holds a PhD in Knowledge Graphs from the Hasso Plattner Institute (University of Potsdam) and a Master's in Research from the Indian Institute of Science (IISc). Her research focuses on neuro-symbolic AI, ethical AI standards, multimodal knowledge graphs, and knowledge engineering using large language models. Her work includes contributions to the Croissant metadata standard for machine-readable datasets and the development of interpretable embeddings aligned with semantic aspects. She has published extensively in venues like NeurIPS, ACL, and ISWC, and serves on program committees for conferences such as ESWC and DEEM. Key achievements include a spotlight paper at NeurIPS 2024 and a best paper award at DEEM 2024. She supervises students in areas like knowledge graph embeddings and neuro-symbolic methods, and has taught courses on network data analysis and knowledge engineering at both bachelor’s and master’s levels.
Jeffrey P. Kahn is the Robert Henry Levi and Ryda Hecht Levi Professor at Johns Hopkins University, with a primary appointment in the Department of Health Policy and Management at the Johns Hopkins Bloomberg School of Public Health. He is a core faculty member at the Johns Hopkins Berman Institute of Bioethics, where he leads research on the ethical, legal, and social implications of emerging biomedical technologies. PhD, Georgetown University, 1989 MPH, Johns Hopkins Bloomberg School of Public Health, 1988 Dr. Kahn’s research focuses on bioethics and public health, with particular expertise in ethics and genomics, research ethics, science policy, and the governance of digital health technologies. His work addresses critical questions about informed consent, equity in access to genomic medicine, public trust in biobanking, and the ethical use of data in public health surveillance. He has led major initiatives such as the Genomic Uses in Infectious Diseases and Epidemics (GUIDE) project and research on digital contact tracing governance. His recent publications reveal a strong trend toward interdisciplinary scholarship, integrating insights from law, policy, history, and social sciences to address complex challenges at the intersection of genetics, infectious diseases, and public health. Themes include anticipatory governance of genome editing, regulatory innovation for rare diseases, and ethical frameworks for decentralized biobanking and digital health applications. Member, Delta Omega Honorary Society in Public Health, Alpha Chapter (Johns Hopkins Bloomberg School of Public Health), 2014 Robert Henry Levi and Ryda Hecht Levi Professor of Bioethics and Public Policy, 2011–present Dr. Kahn has mentored numerous scholars and contributed to national and international policy discussions on bioethics. He has received continuous research funding for projects exploring the ethical dimensions of biobanking, genomic surveillance, and public engagement in science. His leadership extends to collaborative networks such as the BRIDGES Collaboratory, which advances ethical, legal, and social studies at the nexus of infectious and genetic diseases. He is actively involved in research centers including the Johns Hopkins Berman Institute of Bioethics and leads projects that integrate ethics into public health practice and policy development.
Amparo Cervera Taulet is a Full Professor at the Department of Marketing and Market Research, Faculty of Economics, University of Valencia. She holds a PhD from the same university and leads the SIV (Service, Innovation, Value) research group. She has held leadership roles including Director of the Interuniversity Institute of International Economics (2016–2023), Director of the City of Valencia Chair (2013–2015), and Director of the Sustainable Economic Model Chair (2017–2019). She currently coordinates the PhD in Marketing at the University of Valencia and co-directed the international iMBA program (2009–2012). She is Editor-in-Chief of the International Review on Public and Nonprofit Marketing (Springer) and Vice President of the International Association on Public and Nonprofit Marketing. Education: PhD in Marketing and Market Research, University of Valencia (1998) Research stays at Harvard Business School, University of Birmingham, Victoria University (NZ), and others Her research focuses on strategic marketing, service marketing, innovation, public and nonprofit marketing, and sustainable tourism . She explores how organizations in both public and private sectors create value through customer orientation, branding, and innovation. Her work integrates theoretical models with practical applications in tourism, public services, and higher education. The analysis of her recent publications reveals a consistent focus on value co-creation, customer orientation, brand personality, and innovation in service contexts . Her work spans sectors including airlines, hotels, higher education, and public administration. She frequently employs relationship marketing and stakeholder theory to understand organizational dynamics. Recent trends show growing emphasis on digital services, inclusive tourism, and sustainability . Scientific Awards: Best Paper in Industrial Marketing Management (2008) Outstanding Paper Award in Industrial Management & Data Systems (2010) Multiple presentation awards at GIKA, AIRSI, and international tourism congresses Three Extraordinary Doctorate Prizes awarded to her PhD students Best Spanish Thesis in Entrepreneurship (awarded to her student) Amparo Cervera has supervised 13 doctoral theses and numerous master's projects, many funded by public and private institutions, reflecting strong knowledge transfer. She has participated in over 25 research projects, including European (ENPI) and public-funded initiatives on sustainable tourism and urban development. She has evaluated research for ANEP, DEVA-AAC, and the European Commission. She is actively involved in academic governance as a member of ANECA PEP commission, faculty board, and university gender and sustainability commissions. She leads the SIV (Service, Innovation, Value) research group and has directed competitive projects like Newcimed (sustainable Mediterranean tourism) and cruise tourism sustainability in the Valencian Community. Her international collaborations span institutions in the US, UK, Portugal, Chile, and France.
Bjørge Hermann Hansen is a postdoctoral researcher at the Department of Sport Medicine, Norwegian School of Sport Sciences (NIH), actively engaged in national physical activity surveillance and the International Children's Accelerometer Database (ICAD). His work bridges epidemiology, statistics, and device-based measurement to investigate activity patterns across diverse populations including children, cancer survivors, and clinical cohorts like Duchenne Muscular Dystrophy patients. Previously referenced in 2020-2023 materials as a University of Agder professor, NIH's December 2023 employee page confirms his current research role at Norway's premier sport science institution. Hansen's research focuses on physical activity epidemiology and measurement validity, specializing in accelerometer data analysis. He investigates intensity distribution, sedentary behavior, and their health associations across lifespan stages. His methodological expertise includes harmonizing multi-cohort data, validating self-report tools against objective measures, and developing protocols for reliable activity monitoring. Current projects address environmental determinants like family car ownership and school policies on screen time. Recent publications reveal a dominant trend: large-scale meta-analyses using pooled international data (ICAD) to establish dose-response relationships between activity patterns and mortality. He also examines secular trends in Norwegian youth activity, methodological challenges in measurement, and the impact of clinical conditions on movement behaviors. Key journals include The Lancet, British Journal of Sports Medicine, and PLOS ONE. Scientific awards: None explicitly mentioned in source materials. Hansen teaches Statistics, Epidemiology, and Scientific Methods at NIH, translating complex concepts through podcasts like Fysioformidlingen. While no specific grants or student advising records are provided, his leadership in national surveillance projects (e.g., Kan3 reports for Folkehelseinstituttet) indicates active grant-funded research. He advocates for evidence-based policies such as school mobile phone bans to increase recess activity. He collaborates with the ICAD consortium and Norwegian Institute of Public Health on population monitoring. His work with the Kan3 project involves nationwide data collection on adult physical activity and fitness. Recent Folkehelseinstituttet reports (2023-2024) demonstrate his role in national health surveillance systems.
Travers Scott is an Associate Professor in the Media and Communication Department at Emory and Henry College, where he teaches courses such as Principles of Graphic Design, Persuasive Communication, and Disability Studies. Previously, he was a long-standing faculty member at Clemson University, where he launched and led the MA in Communication, Technology, and Society and co-created LGBTQ+ initiatives including the Out Roar events series and Lavender Place Living Learning Community. Former Faculty, Clemson University Associate Editor, Journal of Communication Author of multiple scholarly books and over 150 publications Scott holds a PhD in Communication from the Annenberg School at the University of Southern California, an MA in Digital Media from the University of Washington, and a BFA in Writing and Performance from the School of the Art Institute of Chicago. PhD, Communication, University of Southern California MA, Communication in Digital Media, University of Washington BFA, Writing and Performance, School of the Art Institute of Chicago His research focuses on the communication of identities, particularly at the intersections of gender/sexuality, health, technology, and media. He explores how cultural narratives shape perceptions of LGBTQ+ communities, disability, and technological users. His work bridges critical-cultural theory, social movements, and public communication. His recent scholarly output centers on LGBTQ+ and feminist alliances, technopathologies, and media discourse. These works reveal a consistent theme: how communication constructs social norms, pathologizes users, and shapes political and cultural identities. His interdisciplinary approach spans communication, cultural studies, gender theory, and science and technology studies. Notable recognition includes the 2020 LGBT Book Award from the National Communication Association for Gay Men and Feminist Women in the Fight for Equality . 2020 LGBT Book Award, National Communication Association Scott has advised graduate students, led academic programs, and contributed to service learning and community engagement. He has served as Faculty in Residence and has been actively involved in creating inclusive academic spaces. While specific grants are not listed, his extensive publication record and editorial role suggest sustained research activity and scholarly leadership. Though no formal lab is mentioned, Scott functions as a cultural producer and scholar within collaborative academic and community initiatives, particularly in LGBTQ+ programming and media analysis.
Eric French is a Professor at the University of Cambridge, specializing in economics of household behavior over the lifecycle, intergenerational transfers, pensions policy, and health economics. His work examines how public and private pensions influence savings and labor supply, alongside the impacts of health and health insurance on medical spending and economic security in aging populations. His research spans applied econometrics, with recent publications focusing on dementia burden projections in China, gender conformity effects on later-life outcomes, and end-of-life medical expenditure dynamics. Articles highlight cross-national comparisons (US vs UK), policy evaluations, and longitudinal analyses of aging populations. While no formal awards or advisees are listed in the provided data, his work engages deeply with retirement incentives, wealth distribution, and health policy frameworks. Affiliation with institutions like the University of Michigan Retirement and Disability Research Center is evident through collaborative publications.
Göksmen Durmuş is an Assistant Professor at Gaziantep University within the Faculty of Economics and Administrative Sciences and Department of Business Administration . Holding a PhD from University of Leicester (2021) , an MSc from University of Pennsylvania (2012) , and a BSc from Selçuk University (2006) , he specializes in Management and Organization , Organizational Behavior , and Entrepreneurship . He teaches courses ranging from Qualitative Research Methods to Healthcare Management at both graduate and undergraduate levels. Education PhD: University of Leicester (2014-2021) MSc: University of Pennsylvania (2010-2012) BSc: Selçuk University (2000-2006) His research explores the intersections of Islamic Banking , Corporate Social Responsibility , and Organizational Resilience . Recent work includes bibliometric analyses of business history and studies on gratitude in Islamic financial institutions. He has published in journals like Social Responsibility Journal and Journal of Erciyes Communication , with a focus on Scopus and TR DİZİN indexed publications. Key scientific awards include the 2013 Academic Fellowship at University of London and the 2008 Public Postgraduate Education Scholarship from the Ministry of National Education. His work spans 14 international seminars at institutions like MIT and UPenn, with editorial contributions to books on Leadership Dynamics and Entrepreneurship .
Martin Salzmann-Erikson is an Associate Professor in Nursing Science at the University of Gävle, specializing in Caring Science. With extensive clinical experience in psychiatric intensive care, he has developed innovative models for staff-patient interactions and advanced courses like "Integrative Nursing in Psychiatric Care" and "Concept Analysis." His work bridges clinical practice, education, and research, focusing on the complexities of human interaction through chaos theory and digital transformation. Current research in the "Digital Shapeshifting" program addresses critical challenges in healthcare digitization, including reducing digital exclusion, ensuring inclusive care environments, and safeguarding nursing quality. Projects span interprofessional communication, digital inclusion for homeless women, and the ethical implications of AI in mental health. His methodological expertise includes netnography, autoethnography, and complexity science. Key article trends highlight intersections of technology and empathy, with recurring themes in psychiatric care, technostress, and digital equity. His 2023–2025 publications emphasize ethical AI integration, footwear symbolism in healthcare teams, and socio-technical approaches to continuous learning. Supervision roles include doctoral projects on intellectual disabilities, cyber nursing, and violence in intensive care. Supervised: Ingela Rudberg (Interprofessional Communication), Oskar Andersson (Staff Participation Promotion), Fredric Sjöberg (Violence Management, KI) Education: Courses on Integrative Nursing & Concept Analysis Affiliations: Strategic Research Area Health-Promoting Work, University of Gävle
Nicola Clarke is a Senior Lecturer in Nursing at Birmingham City University's Faculty of Health, Education and Life Sciences, specializing in the Department of Mental Health and Learning Disabilities. With over two decades of experience at BCU, she focuses on teaching reflection and reflective practice, academic skills, and mental health nursing. As a registered mental health nurse, she brings extensive clinical experience to her academic role, having worked in substance misuse for approximately six years prior to her academic career. Nicola's educational background includes: EdD from University of Birmingham (2003-2013) MSc in General Psychiatry from Keele University (2000-2003) BSc in Mental Health Nursing from Oxford Brookes University (1993-1997) Nicola's research primarily centers on reflective practice in nursing education, with a focus on developing frameworks for effective reflection. Her work addresses the challenges students face in understanding and implementing reflective writing for academic purposes. She has developed the 'Experience, Deconstruction, Implementation' (EDI) framework to enhance reflective writing in nursing education. Her research also explores student engagement in higher education, clinical assessment methods, and mental health nursing practices that promote social inclusion. Nicola's publication record shows a consistent focus on reflective practice and nursing education over the past 15 years. Her work has evolved from foundational explorations of reflective practice to developing specific frameworks and examining implementation challenges. Recent publications address critical moments in teaching, updated approaches to reflection, and the relationship between reflection and leadership. Her research demonstrates a commitment to improving nursing education through evidence-based approaches to reflective practice. Nicola has received professional recognition including: Senior Fellow of the Higher Education Academy (HEA) Nicola serves as a SEDA-recognized doctoral supervisor and has extensive experience mentoring students and early-career academics. She acts as an external examiner for nursing programs and provides guidance on Recognition of Prior Learning and Continuing Professional Development. Her teaching philosophy emphasizes creating safe spaces for students to develop as reflective practitioners who can advocate effectively for their patients. Nicola is actively involved in the academic community through podcasts, social media, and professional networks. She maintains connections with practicing nurses and contributes to ongoing discussions about mental health nursing education and practice. Her work bridges academic theory and clinical practice, ensuring her teaching remains relevant to contemporary healthcare challenges.
Ignazia Maria Bartholini is a Full Professor at the University of Palermo within the School of Medicine and Surgery , specializing in Psychological, Pedagogical, Physical Exercise and Training Sciences . She holds office hours on Wednesdays from 10:00 AM to 1:00 PM at Viale delle Scienze, Building 15, 6th floor, room 09, or via Microsoft Teams upon email appointment. Email : ignazia.bartholini@unipa.it Phone : +3909123899409 Research Focus : Her work investigates gender violence , work-life balance , welfare systems , and social exclusion , with a particular emphasis on marginalized populations including women, migrants, and minors. Recent projects analyze citizenship income as a social equity tool, virtual violence against adolescents , and female empowerment through qualitative methodologies. Academic Contributions : Over 15 years, her research spans topics such as domestic violence , substance abuse , disability integration , and educational reforms . Key subfields include social innovation networks , gender gap in professions , proactive inclusion policies , and cross-cultural studies on Mediterranean/Nordic work-life dynamics. Teaching : She instructs courses on Sociology of Relationships , Gender Studies , and Work-Life Balance for Social Services and Social Policies students, with a focus on fieldwork-based learning and community engagement. Third Mission Activities : Active in public debates , book presentations , and outreach initiatives addressing violence prevention and social welfare, including collaborations with anti-violence centers and local municipalities across Sicily.
Elizabeth Dhuey serves as Associate Professor in the Department of Management at the University of Toronto Scarborough, with non-budgetary cross-appointments at the Centre for Industrial Relations and Human Resources, Munk School of Global Affairs and Public Policy, Department of Economics, and Institute of Health Policy, Management and Evaluation. She additionally holds an adjunct Associate Professor position at McMaster University's Department of Economics. Her academic credentials include a B.A. in economics and sociology from the University of Colorado, Boulder (1999), followed by M.A. (2002) and Ph.D. (2007) in economics from the University of California, Santa Barbara. Dr. Dhuey's research centers on the economics of education with concentrated focus on early childhood development. Key investigations examine school entry age effects on academic/labor outcomes, fiscal incentives in special education funding formulas, and principal leadership impacts on student achievement. Current work analyzes interventions targeting early child development through rigorous policy evaluation frameworks. Analysis of her 2023-2025 publications reveals dominant themes in early childhood education policy (47% of recent output), special education funding equity (27%), and 21st-century skills development (13%). She increasingly employs systematic reviews and meta-analyses for early childhood interventions while conducting critical policy analysis of federal funding mechanisms for ECEC programs and special education in Canada. Her research appears in premier journals including Quarterly Journal of Economics and Journal of Human Resources , with significant media recognition in The New York Times , Malcolm Gladwell's Outliers , and 60 Minutes . As Co-Director of FutureSkills Canada, Dr. Dhuey actively shapes skills policy development. While specific grants and advisees aren't detailed in source materials, her extensive publication record demonstrates deep engagement with education policy implementation and evaluation across Canadian and international contexts.
Dr. Inge Claringbould is Associate Professor at Utrecht University's School of Governance within the Department of Public Administration and Organizational Science, specializing in Sport and Society research. Her academic career spans over two decades with consistent scholarly contributions focused on gender, diversity, and inclusion in sports contexts. She teaches courses on managing diversity, inclusion, and social responsibility in sport organizations, philosophy of social science, and qualitative research methods. Claringbould's research interests center on issues of inclusion, diversity, integrity, and social justice in sports. She has extensively examined gender construction in sport governance, parental roles in reproducing gender norms, boundary-crossing behavior in sports, and the social construction of integrity in football. Her work consistently aims to improve equal access to sport participation and leadership positions while promoting 'sport for all' principles. Her approach integrates feminist perspectives with organizational sociology to address systemic inequalities in sports institutions. Her recent publications (2022-2024) demonstrate a clear research trajectory examining criminal interference in community sports, institutional heteronormativity, boundary-crossing behaviors, and integrity construction in Dutch sports contexts, particularly football. These works reveal her consistent focus on how organizational structures and cultural norms create barriers to inclusion while offering pathways for transformative change through governance reforms. Scientific Recognition: Recipient of €20,000 grant in 2013 for 'Gender (In)equality in Sport and the Family' research project Frequent media commentator on gender equality in sports, including recent contributions to De Groene Amsterdammer regarding Olympic gender representation Editorial board member for European Journal for Sport and Society, Sport in Society, and Journal of Youth Studies Claringbould actively supervises student research on diversity and inclusion topics in sports while maintaining strong connections with Dutch sports organizations. Her grant-funded research has directly informed policy discussions around sports integrity and inclusion practices. She is particularly noted for translating academic insights into practical organizational strategies for sports governing bodies. Her work connects with the UN Sustainable Development Goals, particularly those related to gender equality and reduced inequalities, through her research on inclusive sports practices and organizational change.
Professor Jakob Benecke is a Professor of Educational Science with a focus on Waldorf Education at the Mannheim Study Centre of the Alanus University of Arts and Social Sciences since September 2019. Previously, he was awarded the title of Privatdozent (PD) by the University of Augsburg in March 2019 and completed his habilitation process with the Venia for Educational Science by the Faculty of Humanities and Social Sciences at the University of Augsburg in November 2018. His work focuses on the history of education, particularly examining youth organizations, socialization theory, and the educational systems under National Socialism. Dr. Benecke's research interests span educational science, Waldorf education, historical education, socialization theory, and the history of education under National Socialism. His scholarship demonstrates a consistent focus on understanding how social structures, particularly youth organizations, shape individual development and social inequality. He has conducted extensive research on the Hitler Youth, examining both its institutional structure and the lived experiences of its members, with particular attention to social stratification within the organization. His work bridges historical analysis with contemporary educational theory, providing insights into how past educational systems continue to influence present practices. His publications reveal a strong emphasis on historical educational research, particularly focusing on youth organizations from the late 19th century to the present. He has developed a comprehensive analysis of social inequality within the Hitler Youth, examining how race, gender, generation, region, and social milieu created hierarchies within what was ostensibly a unified youth organization. His work on extracurricular youth organizations provides a systematic, historical overview of how these organizations have shaped socialization processes in Germany over the past 150 years. Professor Benecke serves as a supervisor for doctoral students, with completed work on topics such as education in the Soviet-occupied zone and ongoing research on Waldorf education as peace education. He has also contributed to various editorial projects and has served as an international expert for academic journals including Historia Scholastica, Paedagogica Historica, and Disability Studies Quarterly. His research projects include analyses of Waldorf educational practices under SED dictatorship and the pedagogy of 'unpedagogy' in National Socialist education.
Bradley Hayes is an Associate Professor of Computer Science and Director of the Collaborative AI and Robotics (CAIRO) Laboratory at the University of Colorado Boulder. His work focuses on enabling autonomous agents and robots to collaborate safely and effectively with humans through techniques in human-robot interaction, explainable AI, and learning from demonstration. PhD in Computer Science, Yale University (2015) Postdoctoral Associate, MIT Interactive Robotics Group Research interests span collaborative robotics, dependable AI systems, and imitation learning for human-robot teaming, with applications in manufacturing, healthcare, and autonomous vehicles. His lab develops methods for task planning, motion prediction, and trust calibration in human-machine partnerships. Recent publications emphasize explainable sequential decision-making, neuromorphic learning architectures, and augmented reality interfaces for robotic training. Awards include Sustainability Recognition (2025) for motion planning efficiency Best Student Paper Runner-up (AAMAS 2022) Best Technical Paper Runner-up (HRI 2019) As lab director, he has mentored 12 PhD/Master students to completion, including Matthew Luebbers, Aaquib Tabrez, and Christine Chang. Funding sources include NSF grants and industry partnerships like Circadence, where he serves as Chief Technology Officer.
