Professor Tracey Roberts serves at Cumberland School of Law, Samford University, specializing in tax law, public policy, and legal history. His work bridges historical analysis with contemporary issues like environmental taxation and energy policy. Recent research focuses on federal tax system evolution, climate policy, and subsidy design. Key contributions include analyzing Cordell Hull’s role in establishing the federal income tax and exploring modern challenges in tax law applications for digital assets and renewable energy. His interdisciplinary approach addresses intersections between taxation, constitutional law, and social equity. Publications span tax reform, energy policy design, and historical legal studies. Notable works include critical examinations of the Inflation Reduction Act’s environmental provisions and structural critiques of energy industry subsidies. Current research emphasizes equitable taxation frameworks for addressing climate change and economic inequality. Labs/Teams: Active in Cumberland Law’s academic programs and research initiatives, though specific lab affiliations aren’t detailed in available texts.
Yongah Kim is an Associate Professor of Strategic Management at the Rotman School of Management, University of Toronto. She is a core faculty member in the Leadership Development Lab and the Self-Development Lab at the Desautels Centre for Integrative Thinking and a Faculty Research Fellow at the Rotman Institute for Gender and the Economy. Her research focuses on strategic change and implementation, particularly digital and agile transformations, alongside expertise in management consulting and leadership development. Prior to academia, she spent 25 years as a Senior Partner at McKinsey & Company, leading digital and performance transformation initiatives across finance, healthcare, consumer, and heavy industries. She held leadership roles in McKinsey’s global partner election committee and women’s initiatives in Asia and North America. Kim is actively involved in public service, serving as vice chair of The Hospital for Sick Children’s board and a board member of Equitable Group. She earned a BA in Business Administration from Yonsei University and an MBA from Harvard Business School.
Claudia Allemani is Professor of Global Public Health at the London School of Hygiene & Tropical Medicine (LSHTM), where she leads the Cancer Survival Group within the Department of Non-Communicable Disease Epidemiology in the Faculty of Epidemiology and Population Health. With over 20 years of experience in cancer epidemiology, she serves as co-Principal Investigator for the global CONCORD cancer surveillance program and Principal Investigator for the ERC-funded VENUSCANCER project studying worldwide inequalities in cancer survival. Her educational background spans applied mathematics to public health, with degrees including an MSc in Mathematics from the University of Turin (1996), MSc in Statistical and Informatic Methods from the University of Milan (1998), a PhD equivalent in Medical Statistics (2001), and a PhD in Public Health and Education (2006), all from Italian institutions. Professor Allemani's research focuses on international comparisons of cancer survival trends, high-resolution studies on patterns of care, and estimation of avoidable premature deaths with direct impact on cancer policy. Her work encompasses multiple cancer types across more than 70 countries, examining how healthcare systems, socioeconomic factors, and policy interventions affect cancer outcomes globally. She has pioneered methodologies for population-based cancer survival analysis that have become standard in the field. Her extensive publication record demonstrates consistent focus on global cancer surveillance, with particular attention to breast, cervical, and ovarian cancers, as well as pediatric malignancies. The research shows clear evolution from European-focused studies (EUROCARE) to truly global population-based analyses (CONCORD), reflecting growing recognition of cancer as a worldwide health challenge requiring international comparative approaches. Fellow of the Higher Education Academy (2012) Honorary Member of the UK Faculty of Public Health (2014) UK Faculty of Public Health's inaugural Global Public Health Award (2016) European Research Council Consolidator grant recipient (2017) Member of The Lancet Oncology International Advisory Board (2021-2024) Co-Chair of the CONCORD-Lancet Global Commission on Cancer Professor Allemani actively supervises PhD students and teaches across multiple MSc programs at LSHTM, particularly in epidemiology and medical statistics. Her grant portfolio includes major funding from the European Research Council, Cancer Research UK, CDC, WHO, and other international bodies supporting the CONCORD program's expansion to include 22 adult cancers and all childhood cancers diagnosed from 2000-2019 across 70+ countries. She leads a dedicated team of five researchers in the Cancer Survival Group, collaborating with major international health organizations including the Organisation for Economic Co-operation and Development, US Centers for Disease Control and Prevention, Institute for Health Metrics and Evaluation, WHO, International Atomic Energy Agency, and numerous national cancer institutes to translate survival data into actionable cancer control policies worldwide.
Dr. Catalina Ortiz is a Professor of Critical Urban Pedagogy at the Development Planning Unit (DPU), University College London (UCL). She has held roles including UCL Urban Lab Director since 2024 and previously served as Associate Professor at the DPU (2019–2024) and Academic Director at the National University of Colombia (2012–2014). Her work focuses on spatial justice, decolonial urban theory, and equitable urban development in Latin America and Southeast Asia. Education: B.A. Architecture, Universidad Nacional de Colombia M.A. Urban and Regional Studies, Universidad Nacional de Colombia PhD in Urban Planning and Policy, University of Illinois at Chicago (Fulbright Scholar) Research interests include urban governance, participatory planning, and knowledge co-production. She co-leads the UCL Urban Lab and serves on editorial boards of journals like Urban Studies and International Journal of Urban and Regional Research . Her consultancy work spans international organizations such as the Inter-American Development Bank and UK Foreign, Commonwealth & Development Office. Dr. Ortiz advocates for radical spatial imagination and ethical urban practices, emphasizing marginalized voices in city-making processes. She is a trustee of Latin Elephant and advises the Changing Stories research project.
Dr. Victor C. Mullins is an Adjunct Professor and the Senior Associate Dean for Diversity and Inclusion at the Leonard N. Stern School of Business, New York University. He leads the School's Inclusion, Diversity, Belonging, and Equity (IDBE) strategy, focusing on inclusive campus climate, community engagement, and equitable academic practices. Senior Associate Dean for Diversity and Inclusion, NYU Stern School of Business Adjunct Professor, NYU Stern Former Associate Dean at Robert H. Smith School of Business, University of Maryland Former Associate Dean at Gies College of Business, University of Illinois Urbana-Champaign Dr. Mullins has over 30 years of experience in academic leadership, with expertise in admissions, academic advising, retention, scholarships, and career services. His career is rooted in student-centered, equity-driven approaches to higher education. His research and professional interests center on diversity and inclusion in business education, leadership development, and systemic change in academic institutions. He emphasizes collaborative leadership, data-informed decision-making, and fostering belonging among underrepresented student populations. Dr. Mullins contributes to national dialogues on DEI and student success. He is a member of Omicron Delta Kappa National Leadership Honor Society and Kappa Alpha Psi Fraternity, Inc., and is a certified Qualified Administrator of the Intercultural Development Inventory (IDI). He holds a Ph.D. and M.A. in Higher Education from New York University. His teaching includes courses such as Leading Through Change: Diversity and Inclusion as Business Assets and Professional Responsibility , where he mentors future business leaders. Throughout his career, Dr. Mullins has been committed to empowering underrepresented students and cultivating inclusive academic environments. He continues to influence institutional strategies and leadership pipelines through his administrative and academic roles at NYU Stern.
Laura McFarland is an Adjunct Professor in Early Childhood Education at Charles Sturt University’s School of Education. Her expertise lies in promoting mental health and well-being across children, families, and educators through relational and leadership-focused approaches. She holds a PhD in Human Development and Family Relationships from The University of Texas at Austin, complemented by an M.A. and B.A. in Psychology from the same institution. Her research emphasizes systemic solutions to foster mentally healthy early learning environments, including leadership roles in policy implementation and clinical supervision programs. Laura has contributed to national initiatives like the Be You mental health framework and serves on editorial boards for Early Childhood Education Journal and Australasian Journal of Early Childhood . Key achievements include an Australian Government OLT Teaching Citation (2016) and Senior Fellowship of the Higher Education Academy (2019). Her work addresses educator well-being, reflective practice, and workforce sustainability, with recent studies on workplace bullying and cross-national research alliances (WECARE initiative). Publications span holistic well-being measurement tools (e.g., ORICL framework), policy evaluations, and child developmental assessments. She actively bridges research with community practice through collaborative projects and advocacy for equitable childcare funding and educator compensation.
Professor David J. Brennan is currently the Associate Dean, Research, and Professor at the Factor-Inwentash Faculty of Social Work, University of Toronto. He holds leadership roles including the OHTN Endgame Leadership Chair in Gay and Bisexual Men’s Health. His academic journey includes a PhD from Boston College (2007) focusing on HIV treatment optimism and sexual risk behaviors. Dr. Brennan founded and directs CRUISElab, an interdisciplinary research lab addressing health disparities among gay, bisexual, Two-Spirit, and transgender men. Research Interests: His work centers on HIV/STI prevention, LGBTQ+ health equity, community-based interventions, and the psychosocial impacts of digital technologies on health-seeking behaviors. Key areas include resilience among long-term HIV+ individuals, intersectional stigma, and healthcare access barriers faced by marginalized sexual minority groups. Recent Article Trends: His publications (2023-2025) focus on mental health disparities among sexual minority men, digital health interventions, HIV/STI prevention policies, and task-shifting strategies in healthcare delivery. Themes include communal altruism, task-shifting efficacy, and blood donation policy reforms. Awards: Recipient of the 2018 CAHR Excellence in Research Award (Social Sciences), OHTN Chairships, and Fellowships from the Society for Social Work and Research. His work has been funded by CIHR, SSHRC, and OHTN. Leadership & Grants: Leads over 40+ projects including AIDS service organization reforms, LGBTQ+ mental health platforms, and global health equity initiatives. Active in policy advocacy for blood donation reforms and HIV criminalization issues. Teaching: Courses include Practice-Based Social Work Research, LGBTQ+ Mental Health, and HIV policy analysis. Supervises graduate research on topics like queer youth resilience and digital health equity.
Dr. Francis L. Huang is a Professor in the Department of Educational, School, and Counseling Psychology at the University of Missouri-Columbia 's College of Education and Human Development. An applied quantitative methodologist , he teaches courses in program evaluation, multilevel modeling, and data management while researching school climate, bullying prevention, and large-scale educational data analysis. PhD in Research, Statistics, and Evaluation (University of Virginia) MA in Instructional Technology and Media (Teachers College, Columbia University) BS in Legal Management (Ateneo de Manila University) His methodological expertise spans clustered data analysis , plausible values modeling , and robust standard error estimation . He develops tools like the MLMusingR package for multilevel modeling in education research. Recent work focuses on 2025 grant-funded studies about data weighting in international assessments and 2024 open-access replication frameworks for nonexperimental datasets. He advocates for rigorous causal inference and equitable discipline policy analysis through projects like the National Center for Rural School Mental Health (funded by Institute of Education Sciences). Dr. Huang contributes to Missouri Prevention Science Institute as Methodology Co-Director and collaborates with interdisciplinary teams on school violence prevention and behavioral threat assessment systems. His 2023-2025 publications demonstrate technical innovations in three-level cluster-robust errors and missing data handling for large-scale assessments.
Dr. Ayça Fackler is an Assistant Professor of Science Education in the Department of Learning, Teaching, and Curriculum at the University of Missouri (MU). Her work bridges science education, literacy, and linguistics to promote equitable and inclusive science instruction for multilingual and multicultural learners. Her research focuses on redefining language use in science practices to support students from diverse linguistic and cultural backgrounds. She advocates for pedagogical approaches that honor students' intersectional identities while fostering deep engagement with scientific concepts. Key areas of expertise include: Linguistic justice in science education Multilingual learners in elementary science classrooms Science teacher education Qualitative research methodologies Dr. Fackler’s scholarly contributions emphasize integrating language and science content instruction to build inclusive classrooms. Her work is particularly impactful for underrepresented groups in science education, reflecting her commitment to equity and justice. She has been honored as a Jhumki Basu and Sandra Abell Fellow and has received recognition from NARST for her dedication to advancing equity in science education. Dr. Fackler mentors preservice and inservice teachers and supports the development of teaching practices that foster meaningful, equitable science learning experiences. While specific grant funding and advising details are not mentioned, her research program is grounded in qualitative inquiry and social justice frameworks. Her academic journey reflects a strong international and interdisciplinary foundation, contributing to her unique perspective in science education research.
Mai Elshehaly is a Lecturer in Computer Science at City, University of London, where she is affiliated with the giCentre in the Department of Computer Science, School of Science and Technology. She focuses on designing, developing, and evaluating visualisation solutions that support data-driven decision-making, particularly for non-technical users in healthcare and public sectors. Her work involves close collaboration with healthcare practitioners, local authorities, and schools to co-design tools grounded in real-world needs. Her research interests center on information visualisation and human-computer interaction , with a strong emphasis on user-centered and co-design methodologies . She investigates how lived experiences of stakeholders can shape visual analytics systems, especially in healthcare quality improvement, population health management, and digital transformation initiatives. Her approach bridges technical innovation with social impact, promoting equitable access to data insights. Her recent publications highlight trends in narrative visualization, integration of lived experience with electronic records (e.g., CLEVER framework), and adaptable dashboards for healthcare (QualDash). These works are published in top venues such as IEEE VIS, IEEE TVCG, and Computer Graphics Forum, reflecting a consistent focus on usability, evaluation, and real-world deployment of visual analytics tools. Department-level achievement award during PhD at Virginia Tech University-level achievement award during PhD at Virginia Tech Mai has secured research funding from the Bradford Institute for Health Research (BIHR), NIHR, and internal university sources including EPSRC doctoral training funds. She has led and contributed to interdisciplinary projects such as the Digital Makers Programme and Connected Bradford, which involve partnerships across academia, healthcare, and local government. While no formal PhD students are listed, she mentors through collaborative research and advisory roles. She is actively involved in applied research through leadership positions: Co-Director of the Digital Makers Programme, Deputy Director of the Workforce Observatory for West Yorkshire, member of the advisory board at the Wolfson Centre for Applied Health Research, and cross-theme visualisation expert at the Yorkshire and Humber Patient Safety Research Centre. These roles underscore her commitment to translating research into practice within health and education systems.
Wen Xin serves as an Assistant Teaching Professor in the Department of English at the University of Kansas within the College of Liberal Arts and Sciences. Her academic profile centers on contextual language appropriateness across spoken/written contexts, regional variations, and historical periods, with emphasis on language as both an empowerment tool and mechanism for marginalization. Her research program intersects English Language Studies and Writing Studies through corpus linguistics, sociolinguistics, and text mining methodologies. She investigates pragmatic feature variation in writing classrooms to foster equitable pedagogical environments, with specialization in History of English, Digital Humanities, and Response to Student Writing. This work integrates quantitative analysis with critical language awareness frameworks to address systemic inequities in writing instruction. Publication trends reveal consistent application of diachronic corpus approaches to writing studies, examining linguistic justice in feedback practices, comparative analysis of native/nonnative English-speaking composition instructors, and historical orthographic patterns. Her scholarship demonstrates methodological rigor through mixed-methods designs that bridge historical linguistics with contemporary writing pedagogy. No scientific awards are documented in available materials. While graduate student advising details remain unspecified, her research agenda shows strong emphasis on developing data-driven writing assessment frameworks and equitable feedback systems through corpus-based investigations of classroom language practices.
Bret Birdsong is a Professor of Law at the University of Nevada, Las Vegas (UNLV) William S. Boyd School of Law , where he has taught since 2000. A nationally recognized expert in public lands, natural resources, water law, environmental quality, property law, and administrative law , he has shaped environmental legal education and policy for over two decades. Education: B.A., magna cum laude , Princeton University J.D., summa cum laude and valedictorian, University of California, Hastings College of the Law Research Interests: Professor Birdsong’s scholarship focuses on the intersection of law, conservation, and governance. His work explores the legal frameworks governing public lands and natural resources , emphasizing collaborative federal-state conservation planning , water rights and allocation , and climate change adaptation . He has written extensively on the Colorado River , sage grouse conservation , and the Desert Renewable Energy Conservation Plan , advocating for sustainable and equitable resource management. Awards & Recognition: Secretary of Interior’s Outstanding Service Award for contributions to President Obama’s conservation agenda Government Service & Policy Impact: From 2009 to 2017, Professor Birdsong served as Deputy Solicitor for Land Resources at the U.S. Department of the Interior. In this role, he provided legal counsel to the Secretary of the Interior on high-profile conservation initiatives, including the creation and expansion of national monuments, the implementation of the sage grouse conservation program, and the development of renewable energy policies on public lands. His efforts led to groundbreaking legal frameworks for net conservation gain and environmental mitigation . Teaching & Mentorship: At UNLV, Professor Birdsong has influenced a generation of environmental law students as a co-author of the widely adopted casebook Natural Resources Law: A Place-Based Book of Problems and Cases . He teaches courses on natural resources law, water law, and environmental law, mentoring students in both academic and practical aspects of conservation law.
Mona Holmqvist is a Professor of Educational Sciences specializing in school and the teaching profession at Lund University's Department of Educational Sciences within the Faculty of Humanities and Theology. She serves as Director of Doctoral Studies in Educational Sciences and has held professorships since 2017, returning to Lund University in 2023 after positions at HKr, GU, and MAU. Her academic journey began with teacher certification for grades 4-6, subject teaching credentials for 7-9, and secondary teaching in pedagogy/psychology, culminating in her 1995 PhD in pedagogy from Lund University focused on teaching students with autism. Her research spans learning theories, particularly variation theory development, and practice-based educational research from early childhood to higher education. Holmqvist has special expertise in subject didactics and special didactics for individuals with ADHD and autism. She has served as principal investigator for ten externally funded research projects and coordinated three research schools, including the National Research School for Pedagogical Work (2001-2010) and SET—Research School in Special Education for Teacher Educators (2018-2022). Her recent publications demonstrate a strong focus on inclusive education, special didactics, and early mathematics development, with particular attention to students with autism and ADHD. Current projects include a VR-funded study on number sense in 5-6 year-olds and an Erasmus project for higher education course development in Bhutan. Professional leadership roles include Vice Chair of the Academic Merit Review Board in Higher Education Pedagogy at Lund University, membership on the Swedish Research Council's Committee for Educational Sciences, and editorial board positions for three academic journals. Director of Doctoral Studies in Educational Sciences at Lund University Principal Investigator for 10+ externally funded research projects Supervisor for 14 doctoral students and 9 licentiates Member of Swedish Research Council's Educational Science Committee Editorial board member for 3 academic journals Her work consistently bridges theoretical frameworks with practical classroom applications, particularly in inclusive educational settings and teacher professional development. Current research emphasizes content-inclusive teaching approaches that provide equitable learning opportunities for diverse student populations.
Dr. Jason C. Garvey is the Executive Director for the Office of Institutional Research and Assessment and the Friedman-Hipps Green and Gold Associate Professor of Education at the University of Vermont. He merges data-informed decision making with social change in higher education. Education: Ph.D., College Student Personnel Administration, University of Maryland M.A., School Psychology, Ohio State University B.A., Educational Studies, University of Delaware Dr. Garvey’s research focuses on queer and trans inclusion in education, survey design, and quantitative methods. His work examines campus climate, financial barriers for LGBTQ+ students, identity development, and structural equity in higher education and STEM fields. Recent publications highlight trends in quantitative criticalism, STEM equity for marginalized identities, and institutional data practices. His research often intersects race, gender, and sexual orientation through queer and trans of color critiques. Scientific Awards and Achievements: Body of Work Award, AERA Queer Studies Special Interest Group (2025) ACPA Senior Scholar Award (2024) Fulbright-British Library Eccles Centre Scholar (2023) Joseph A. Abruscato Award for Excellence in Research (2020) Dr. Garvey leads QTPiE, a multi-institutional team addressing LGBTQ+ equity in education. He has secured grants from AAAS, AERA, and NSF to support data infrastructure and structural inclusion initiatives.
Christina A. Roberto, PhD , Mitchell J. Blutt and Margo Krody Blutt Presidential Professor of Health Policy at the Perelman School of Medicine, University of Pennsylvania. She directs the Psychology of Eating and Consumer Health (PEACH) Lab and serves as Associate Director of the Center for Health Incentives and Behavioral Economics at Penn. Current National Academy of Medicine Emerging Leader Fellow Robert Wood Johnson Foundation Health and Society Scholar Completed clinical internship at Yale School of Medicine Research Focus: The PEACH Lab addresses food policy and behavioral economics to combat nutrition-related chronic diseases, emphasizing health equity. Her work bridges academic research with real-world applications for policymakers, community organizations, and institutions. Nutrition policy development Behavioral economics in health Food environment interventions Health equity promotion Chronic disease prevention Scientific Recognition: Robert Wood Johnson Foundation Health and Society Scholar National Academy of Medicine Emerging Leader Fellow Email: croberto@pennmedicine.upenn.edu
