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Dr. James W. Navalta is an Associate Professor in the Department of Kinesiology and Nutrition Sciences at the University of Nevada, Las Vegas. His research focuses on physiological responses to outdoor exercise (hiking, trail running) and the validity/reliability of wearable technology. He earned his B.S. in Physical Education and Biology from Brigham Young University–Hawaii, M.S. in Kinesiology from UNLV, and Ph.D. in Exercise Physiology from Purdue University. Education: B.S. - Physical Education & Biology, Brigham Young University–Hawaii M.S. - Kinesiology, University of Nevada, Las Vegas Ph.D. - Exercise Physiology, Purdue University His research portfolio includes: Wearable technology validation for physiological measurements Comparative studies of indoor vs outdoor exercise environments Impact of gender-inclusive approaches on sports science Metabolic and cardiovascular responses to unconventional workouts Psychological benefits of nature immersion Recent publications demonstrate expertise in: Wearable device accuracy testing VO2max and lactate threshold validation Environmental influence on exercise physiology Methodological improvements in data collection Gender-inclusive research design Outdoor activity impact assessment As co-founder and executive editor of the International Journal of Exercise Science, he contributes significantly to academic discourse. He also serves on editorial boards for journals related to digital health and exercise technology.

• Exercise Physiology
• Outdoor Exercise Physiology
• Wearable Technology Validation
• +3 more

Victor Camillo Ottati is a Professor of Social Psychology at Loyola University Chicago, with a focus on political psychology, cross-cultural psychology, and communication. His research explores open-minded cognition, dogmatism, political judgment, and stereotyping. He has taught graduate courses in social psychology, social cognition, and political psychology, as well as undergraduate courses in introductory psychology, social psychology, and mass communication. Research Interests: Ottati's work addresses five key programs: (1) dogmatism and open-minded cognition, (2) cognitive processing styles in political judgment, (3) affect and nonverbal cues in political attitudes, (4) corrected vs. uncorrected social judgments, and (5) cross-cultural studies on subjective culture and stereotyping. He adopts an information-processing framework integrating affect and nonverbal cues. Recent Trends: His 2023 publications in Divided: Open-Mindedness and Dogmatism in a Polarized World emphasize group context, belief superiority, and situational factors in political cognition. Earlier works (2015-2020) investigate earned dogmatism, empathy in candidate evaluation, and Daoist thought's influence on leadership. Contact: Email vottati@luc.edu for inquiries.

• Social Psychology
• Political Psychology
• Cross-Cultural Psychology
• +6 more

Sunny Stalter-Pace serves as the Hargis Professor of American Literature in Auburn University's College of Liberal Arts, English Department. A specialist in modernist performance, literature, and urban space, she authored Imitation Artist: Gertrude Hoffmann's Life in Vaudeville and Dance (2020) and is currently completing a cultural history of the New York Hippodrome. Her work bridges academic research with public engagement through blogs, interviews, and collaborations with institutions like the Library of Congress. Her educational foundation includes: Ph.D. in English, Rutgers University (2007) M.A. in English, Rutgers University (2003) B.A. in English and French, Loyola University Chicago (1997), magna cum laude Stalter-Pace's research interrogates intersections of mobility, gender, and performance in 20th-century American culture. She examines how vaudeville, subway systems, and theatrical spectacles shaped public identity, with particular attention to women's experiences and spatial politics. Her methodology combines literary analysis, archival research, and visual studies to reveal how imitation and movement function as cultural forces. Current projects explore aquatic performances at the New York Hippodrome and the legacy of vaudeville producer Gertrude Hoffmann. Her 15 most recent publications demonstrate an evolving trajectory from subway systems ( Underground Movements , 2013) toward aquatic spectacles and vaudeville legacies, consistently centered on New York City's infrastructure. This body of work establishes mobility studies as a critical lens for understanding modernism, revealing how transportation networks and performance venues structured social interactions. Her interdisciplinary approach connects theater history, gender studies, and urban theory to uncover marginalized narratives in American cultural production. Key recognitions include: Harry Ransom Center Fellowship (2020) New York Public Library Short-Term Research Fellowship (2020) Alabama Humanities Foundation Grant (2014) College of Liberal Arts Excellence in Teaching Award nomination (2011) Multiple research fellowships from 2003-2017 Stalter-Pace has secured substantial funding for archival research through fellowships from the NEH, MLA, and university grants. She serves on Biographer’s International Organization's program committee and curated the 'Common Grounds' exhibition at Auburn's Jule Collins Smith Museum. Her teaching innovations include the first-year seminar 'Thinking Through the Arts' and courses on contemporary drama that integrate Hamilton into American literature pedagogy. As Book Review Editor for Transfers: Interdisciplinary Journal of Mobility Studies , she shaped scholarly discourse in mobility studies. Through her Hippodrome research blog and collaborations with the New York Public Library, Stalter-Pace transforms specialized scholarship into accessible public history. Her Library of Congress presentation on Albertina Rasch and the Hippodrome exemplifies her commitment to bridging academic research with community engagement, while ongoing interviews and blog posts extend her work beyond traditional academic boundaries.

• American Literature
• American Modernism
• Performance Studies
• +6 more

Yoann Demoli is a Lecturer in Sociology at the University of Versailles Saint-Quentin-en-Yvelines (UVSQ), part of the Université Paris-Saclay. He is affiliated with the PRINTEMPS Laboratory (CNRS-UVSQ) and the Quantitative Sociology Laboratory at CREST. His academic career spans over a decade with teaching and research positions at various prestigious French institutions including Sciences Po Paris and Paris 8 University. His educational background includes: Doctoral thesis in sociology under Philippe Coulangeon at Sciences Po Paris (2010-2015) Master 2 in Sociology and Statistics from School for Advanced Studies in Social Sciences and ENS Paris (2009-2010) Master 1 in Sociology from University of Paris IV (2007-2008) Bachelor's degrees in Sociology and Economics from Universities of Paris IV and I (2006-2007) Preparatory classes at Lycée Carnot and Lycée Henri IV (2003-2006) Demoli's research focuses on the sociology of consumption, social stratification, environmental sociology, and particularly the sociology of the automobile. His work employs quantitative methods to analyze how automobile use and ownership patterns reflect and reinforce social inequalities. He examines how factors like class, gender, and geography influence mobility practices, with particular attention to working-class households in peri-urban and rural areas. His research reveals complex relationships between environmental attitudes and actual car use behaviors, challenging simplistic narratives about ecological conversion. His publications demonstrate a consistent focus on the intersection of social structure and mobility practices, with particular attention to historical trends and class analysis. The collection shows a progression from analyzing specific aspects of automobile culture to broader questions of ecological conversion and social stratification in transportation systems. His scientific work has been recognized with the Young Author Prize at the 22nd GERPISA International Conference in 2014. He regularly contributes to academic discourse through peer review for journals such as Acts of Research in Social Sciences and Transport Security Review. As an advisor, Demoli has supervised numerous undergraduate research projects and master's theses on topics ranging from police uniforms to online dating sociology. His current research projects include CONDUIRE (financed by ADEME), a study on magistrates' mobility funded by the Ministry of Justice, and research on the social drivers of ecological conversion coordinated by Philippe Coulangeon. Within the academic community, Demoli co-organizes the workshop 'Quantitative Sociology and Sociology of Quantification' and co-leads the Mobility theme of the Federation for Research in Computer, Human and Social Sciences at UVSQ. He also serves as Director of the Department of Sociology and Geography at UVSQ and is an active participant in research dissemination through media appearances.

• Sociology of consumption
• Social stratification
• Environmental sociology
• +2 more

Camilla Kronqvist is a Senior Lecturer in the Department of Culture, History and Philosophy at the Faculty of Humanities and Social Sciences, Åbo Akademi University. She received her doctorate in philosophy from Åbo Akademi in 2008 with the thesis What We Talk About when We Talk About Love , which examined philosophical questions about emotions, identity, morality, and meaning through different ways of discussing love. Since her doctorate, she has worked as both a researcher and teacher in philosophy, and to some extent in university pedagogy, at Åbo Akademi University. Dr. Kronqvist's research focuses on the philosophy of love, Wittgenstein studies, ethics of sexual relationships, moral psychology, philosophy of emotions, and ordinary language philosophy. Her work explores how conversations about emotions help us understand their meaning and roles in our lives, with particular attention to moral certainty in intimate relationships. She has led significant research projects including Ethical Explorations: Rethinking Our Sexual Relations (2023-2026), Speaking of Love, Thinking with Wittgenstein (2019-), and Explorative Inquiries: Analytical Tools for Reflecting on Oneself, Others and the World in Kindergarten (2017-). Analysis of her 64 publications reveals a consistent trajectory connecting Wittgensteinian philosophy with contemporary ethical concerns, particularly regarding love, moral certainty, and intimate relationships. Her most recent works demonstrate increasing engagement with feminist philosophy and gender studies while maintaining her foundational focus on language and moral psychology. The publications show strong connections between emotional language, moral reasoning, and existential concerns in everyday life. Dr. Kronqvist serves as supervisor for multiple students including a master's thesis in philosophy, a master's thesis within the master's program Social exclusion, and doctoral theses for Salla Aldrin Salskov, Evelina Salo, and Christoffer Steffansson. During the academic year 2021-2022, she taught four courses in the minor subject Ethics in a Globalized World , as well as Social exclusion in a philosophical perspective , and examined Philosophical Aspects on Social Exclusion within the master's program Social exclusion.

• Philosophy of Love
• Wittgenstein Studies
• Ethics of Sexual Relationships
• +5 more

Katarzyna Wrońska is a Professor at the Institute of Pedagogy, Jagiellonian University in Kraków , where she also serves as an Erasmus+ Programme Coordinator . Her academic work spans pedagogical theory, educational philosophy, and historical analyses of learning systems. She teaches courses including History of Pedagogical Thought and Practice , Philosophy of Education , and Contemporary Pedagogical Trends , primarily for graduate students. Her research focuses on intersections between liberalism and education, historical pedagogical models (notably John Locke's theories), Christian humanism in curriculum development, and ethical dimensions of self-instruction. She examines autonomy in universities, competition dynamics in learning environments, and civility as an absent pedagogical discourse. The 15 most recent publications reveal trends in three domains: (1) Liberal Educational Philosophy (2012-2024), analyzing autonomy, competition, and state roles; (2) Historical Pedagogy (2011-2021), particularly Polish Enlightenment-era reforms; and (3) Educational Ethics (2005-2023), covering Christian values, civil society, and moral instruction during authoritarian regimes. She supervises doctoral and master's students in pedagogy, though specific advisees aren't named. Consultations for students occur weekly at Batorego Street 12, room 15, during academic year 2024/25, with appointments required via email.

• Pedagogy
• Philosophy of Education
• History of Educational Thought
• +2 more

Leonard Saxe serves as the Klutznick Professor of Contemporary Jewish Studies at Brandeis University’s Heller School for Social Policy and Management, where he directs the Cohen Center for Modern Jewish Studies. His work focuses on socio-demographic analysis of American Jewish life, with emphasis on identity formation, educational interventions, and community dynamics. His educational background includes a Ph.D., M.S., and B.S. in Psychology from the University of Pittsburgh. Saxe’s research spans Jewish Studies, Social Psychology, and Demography, examining how programs like Birthright Israel shape Jewish identity and how antisemitism manifests in contemporary society. He employs rigorous survey methodology and data synthesis techniques to address methodological challenges in studying religious populations. Recent publications (2024-2025) reveal a strong focus on campus antisemitism, political polarization within Jewish communities, and longitudinal impacts of Jewish educational programs. These works demonstrate methodological innovation in community studies while addressing urgent social issues facing American Jews. His significant honors include: Congressional Science Fellow (Office of Technology Assessment, 1980-1981) Fulbright Senior Lecturer (U.S.-Israel Educational Foundation, 1981-1982) APA Early Career Award for Distinguished Contributions to Psychology in the Public Interest (1989) Heller Mentor Award (2005) Marshall Sklare Award (2012) Saxe has mentored numerous researchers through the Cohen Center and secured substantial grant funding for community studies across 20+ U.S. regions. His work directly informs communal planning and policy decisions through data-driven insights about Jewish population dynamics. As director of the Cohen Center for Modern Jewish Studies, he leads a multidisciplinary team conducting demographic surveys, program evaluations, and methodological research that shapes understanding of contemporary Jewish life in North America.

• Jewish Studies
• Social Psychology
• Demography
• +7 more

Bruno Carvalho is a Professor of Romance Languages and Literatures and African and African American Studies at Harvard University, affiliated with the Graduate School of Design. He holds roles as Co-Director of the Harvard Mellon Urban Initiative and Co-Chair of the Art, Film, & Culture Committee at the David Rockefeller Center for Latin American Studies. His research focuses on urban studies, literature, and film, with a particular emphasis on Brazil's cultural and urban history. Carvalho earned his Ph.D. in Romance Languages and Literatures from Harvard in 2009. He specializes in interdisciplinary approaches linking history, literature, and social sciences to explore urbanization, race, and futurism. His award-winning book Porous City: A Cultural History of Rio de Janeiro analyzes structural inequalities and cultural dynamics in urban spaces. Current projects include a cultural history of futures and collaborations on environmental justice in the Amazon. Carvalho serves on numerous committees, including the Brazil Studies Program and the Weatherhead Initiative on Global History. He co-edits the Lateral Exchanges book series on design and the built environment. His recent op-eds address deforestation, urban inequality, and political extremism in Brazil and beyond.

• Urban Studies
• Literature
• Film
• +3 more

Erika Naginski is the Robert P. Hubbard Professor of Architectural History at Harvard University’s Graduate School of Design (GSD), Department of Architecture. She is affiliated with the Aga Khan Program for Islamic Architecture. Prior to joining the GSD, she taught at MIT and the University of Michigan, and held fellowships at Harvard’s Society of Fellows, the Radcliffe Institute, and the Clark Art Institute. Her research explores Baroque/Enlightenment architecture, early modern aesthetic philosophy, and public space theories. Key projects include analyzing the intersection of architecture with art history, the philosophical foundations of medium studies, and the socio-political dimensions of public art during revolutionary periods. Recent work focuses on eighteenth-century conceptions of history and archaeology. Naginski’s courses include Architecture and its Texts (1650-1800) , The Shapes of Utopia , and The Ruin Aesthetic , emphasizing critical discourse and historical methodologies. She has published extensively on topics such as Piranesi’s influence, utopian spatial concepts, and the role of ruins in architectural thought. Awards: Guggenheim Fellowship (2007) for her study on architecture, archaeology, and historical conception. Editorial Roles: Serves on the editorial board of Res . Labs/Teams: Active in the Aga Khan Program’s interdisciplinary initiatives on Islamic architecture.

• Architectural History
• Aesthetic Philosophy
• Baroque and Enlightenment Architecture
• +3 more

Eleanor O'Rourke is an Associate Professor at Northwestern University with joint appointments in the Department of Computer Science and the Learning Sciences, part of the McCormick School of Engineering. She co-directs the Delta Lab, focusing on interdisciplinary research in Human-Computer Interaction, Artificial Intelligence, and Learning Sciences. Her work examines how learning environments can foster motivation and effective practices in computer science education, supported by grants from NSF and Google. Educated at the University of Washington (PhD, MS in Computer Science & Engineering) and Colby College (BS in Computer Science and Spanish), her research employs mixed methods, including design-based research and grounded theory, to study student motivation, affective responses during programming, and AI-driven interventions. Notable contributions include tools like Ply and Isopleth , which support novice web developers, and studies on student self-assessment biases and growth mindset incentives. Her work has been recognized with multiple Best Paper Awards at ACM conferences, including ICER 2024 and SIGCSE 2022. She teaches courses such as Transformative AI and the Learning Sciences and Design of Learning Environments , and advises a diverse cohort of PhD students and undergraduates. The Delta Lab’s collaborative approach emphasizes innovation in educational technology and human-centered design.

• Human-Computer Interaction
• Artificial Intelligence
• Learning Sciences
• +3 more

Kerry Fang is an Associate Professor in the Department of Urban & Regional Planning at the University of Illinois Urbana-Champaign. Her research focuses on economic development, land use policy, and their socio-environmental consequences, with interdisciplinary methods spanning economics, statistics, geography, sociology, and computer science. She examines global contexts including the U.S., China, Australia, and Russia. Education: PhD, Urban and Regional Planning and Design, University of Maryland, College Park (2018) MA, Land Management, Zhejiang University (2013) BA, Land Management, Zhejiang University (2011) Research Interests: Corruption in economic development projects Land use programs for coastal resilience Text-mining of planning literature Her work bridges theory and practice, addressing questions like regional inequality and policy efficacy in job creation and innovation. Her recent articles explore topics such as communication networks in development projects, minority-owned business data utilization, and integrating urban data science into economic development curricula. These contributions highlight interdisciplinary approaches to urban challenges. No scientific awards were explicitly mentioned in the provided text. Teaching and Advising: Teaches courses like UP 545: Economic Development Policy and Land Use and Environmental Planning. She advises students on topics intersecting economic development and spatial policy, though specific advisee names are not listed. Labs/Teams: No specific lab or team affiliations were detailed, though her work likely involves collaborations with interdisciplinary research groups.

• Economic Development
• Land Use Policy
• Urban Planning
• +6 more

Sianne Ngai is the Andrew W. Mellon Professor in the Department of English at the University of Chicago, where she has taught since 2017. Her work bridges aesthetic theory, critical theory, and cultural studies, with a focus on the affective dimensions of capitalist culture and equivocal aesthetic judgments. Her educational background includes: Ph.D., Harvard University, 2000 Ngai's research centers on everyday aesthetic categories (cute, zany, interesting, gimmick) and their relationship to capitalism, revolutionizing affect theory through analyses of politically ambiguous emotions. Her work critically intersects with feminist and queer studies , examining how gender, sexuality, and race shape aesthetic experience. She approaches mundane aesthetic judgments with philosophical rigor previously reserved for the sublime, revealing their embeddedness in labor, value, and temporal structures of capitalist culture. Her publications form a cohesive trajectory: from Ugly Feelings ' exploration of non-cathartic negative affects to Our Aesthetic Categories ' elevation of trivial aesthetic terms, culminating in Theory of the Gimmick 's investigation of capitalist contradictions. Recent works extend this framework to comedy, dialectical thought, and cross-cultural translations, demonstrating global scholarly impact through multiple language editions. Her major awards include: Modern Language Association’s James Russell Lowell Prize Christian Gauss Award finalist ASAP Book Prize (co-winner) Literary Hub Book of the Year Honorary Doctorate from the University of Copenhagen Guggenheim Fellowship Berlin Prize (American Academy in Berlin) Wissenschaftskolleg zu Berlin Fellowship ACLS Fellowship Huntington Library Fellowship Stanford Humanities Center Fellowship Ngai's research has been sustained by prestigious fellowships enabling extended scholarly residencies at top institutions worldwide. Her collaborative work includes co-editing Critical Inquiry 's special issue on Comedy with Lauren Berlant. Teaching remains central to her practice, with courses spanning American literature, feminist/queer criticism, and aesthetic theory—including upcoming 2025-2026 courses on literary criticism, Marx's Capital , and Adorno's Aesthetic Theory . Though not explicitly mentioned in institutional labs, Ngai's intellectual influence operates through international lecture circuits (from Aarhus University to Seoul National) and shaping critical discourse across humanities disciplines through her conceptual innovations in affect and aesthetic theory.

• Aesthetic Theory
• Critical Theory
• American Literature
• +2 more

Mario Telò is a Professor of Ancient Greek & Roman Studies, Comparative Literature, and Rhetoric at the University of California, Berkeley, with an affiliation in the Program for Critical Theory. He serves as Chief Editor of the journal Classical Antiquity and sits on the editorial board of Representations . His work bridges antiquity and modernity through interdisciplinary lenses, focusing on psychoanalysis, queer theory, and political theory. Telò has authored monographs such as Archive Feelings: A Theory of Greek Tragedy (2020) and Resistant Form: Aristophanes and the Comedy of Crisis (2023), exploring themes like tragic aesthetics, crisis, and canonical reimagining. Recent projects include co-editing Reading Greek Tragedy with Judith Butler (2024) and organizing conferences on Jean-Luc Nancy and Classics. His research emphasizes textual form’s emancipatory potential, engaging with art, film, and architecture to deconstruct normative narratives. Education : His academic background is not detailed here, but his prolific publications reflect advanced expertise in Classics and interdisciplinary humanities. Research Interests : Telò’s work critically examines Greek tragedy and comedy through modern theoretical frameworks. He investigates the interplay between aesthetic form and political/social issues, leveraging psychoanalysis (Freud, Lacan) and queer theory (Judith Butler, Lee Edelman) to analyze ancient texts. His focus on 'resistant form' highlights how classical works challenge equilibrium and normativity, offering tools for contemporary critical discourse. Grants & Collaborations : He co-organizes international conferences (e.g., on Jean-Luc Nancy) and collaborates on interdisciplinary projects like a forthcoming book on artist William Kentridge. His editorial work spans special journal issues on topics like elemental objects and queer philology. Labs/Teams : He leads editorial initiatives and hosts academic events such as the Townsend Center book chats and Syndicate symposia, fostering dialogue between classicists and modern theorists.

• Ancient and Modern Drama
• Psychoanalysis
• Queer Theory
• +4 more

Wolfgang Lehmann is a Professor and Acting Chair of the Department of Sociology at Western University, where he also serves as Undergraduate Program Chair and Assistant Dean for Student Experience in the Faculty of Social Science. He holds a Ph.D. in Sociology from the University of Alberta, an MBA from the City University of New York, and additional degrees from the University of Toronto/OISE and the University of Mannheim. His research focuses on social inequality, social class, and educational transitions, particularly examining how class impacts access to education and employment opportunities. Lehmann’s academic career includes extensive grant funding, including SSHRC grants totaling over $750,000 for studies on youth apprenticeships, first jobs, and educational inequality. He has supervised numerous graduate students and authored/edited influential books such as Education and Society: Canadian Perspectives (Oxford University Press) and Choosing to Labour? School-Work Transitions and Social Class (McGill-Queen’s University Press). His research highlights the challenges faced by working-class students in higher education and their transitions to employment. Key contributions include analyses of social capital, habitus, and vocational training systems. Lehmann has received recognition for his teaching, including multiple USC Teaching Honour Roll placements and a nomination for the USC Teaching Award. Lehmann’s work extends to international collaborations and policy advocacy, addressing issues like skilled labor shortages and the status of vocational education in Canada. He actively participates in academic leadership roles, including editorial boards for journals like the British Journal of Sociology of Education and the International Journal of Lifelong Learning .

• Social Inequality
• Social Class
• Sociology of Work
• +5 more

Pascale Trevisiol Okamura is an Associate Professor in Language Sciences and Language Teaching at Sorbonne Nouvelle University, affiliated with the DILTEC research team (EA 2288). Her primary role includes teaching language acquisition and foreign language didactics within the UFR of Literature, Linguistics, and Didactics (LLD). She co-heads the Master 2 program in Language Teaching (FLE/FLS) and holds administrative roles in departmental councils and educational committees. Education Background: Lecturer at Sorbonne Nouvelle University since 2015 Previously taught at Université de Poitiers (2010–2015) and Université Paris 8 (2007–2010) French teaching assistant at Hokkaido University, Japan Research Focus: Specializes in third language acquisition (L3), crosslinguistic influence, and the interface between language acquisition and didactics. Key themes include: Discourse construction in L3 French Input processing and initial language exposure Development of teaching materials for FLE Plurilingual practices among language teachers Current projects involve multilingualism in primary education, Tamil-speaking learners' L3 French acquisition, and reflexive training in research. Teaching & Supervision: Co-supervises doctoral research on topics such as L3 French acquisition in Chinese contexts, translinguistic discourse influences, and plurilingual teacher practices. Teaches advanced courses on language acquisition theories and FLE methodology. Labs/Teams: Member of the Second Language Acquisition Network (ReAL2) and part of the DILTEC team, focusing on language didactics and multilingualism research.

• Language Acquisition
• Second Language Acquisition (SLA)
• Third Language Acquisition (L3)
• +7 more