Dr. Dave Thomas is an Adjunct Professor at Coventry University, contributing to research on cultural sensitivity in higher education curricula and advocating for diversity and inclusion. His work aligns with UN Sustainable Development Goals related to education equity and social justice. External Examiner, Coventry University (2024–present) His research focuses on: Decolonisation of academic curricula Measuring cultural sensitivity through the Culturally Sensitive Curricula Scales (CSCS) Enhancing engagement for BAME students Addressing systemic racism in academia Developing inclusive pedagogical tools Student-staff partnerships for equity Recent publications examine curriculum transformation, cultural democracy in education, and institutional barriers to diversity. His work emphasizes the need for structural reforms to address racial inequalities in academia, particularly post-COVID-19. As an external examiner, he collaborates with institutions globally to advance equity-focused educational practices.
Ayşe DURAN serves as an Assistant Professor in the Department of Basic Education at Adıyaman University's Faculty of Education, specializing in Preschool Education. With extensive experience in both Kilis 7 Aralık University and Adıyaman University, she has established herself as a leading researcher in early childhood education in Turkey. Current Position: Assistant Professor at Adıyaman University (since November 14, 2022) Previous Appointment: Research Assistant at Adıyaman University (2013-present) and Kilis 7 Aralık University (2011-2013) Education: Doctorate in Preschool Education from Gazi University (2015-2021) Dr. DURAN's educational background includes a License from Boğaziçi University's Faculty of Education, Department of Basic Education (2005-2011) and a Degree from Dumlupınar University's Institute of Educational Sciences. Her academic journey has focused on understanding early childhood development within diverse cultural contexts. Her research interests center on early childhood education with particular emphasis on refugee children, values education, character development, and technology integration in preschool settings. She has conducted extensive research on cultural sensitivity in early childhood educators and the educational needs of displaced children in Turkey's preschool system. Her work bridges theoretical frameworks with practical applications in inclusive education. Dr. DURAN's publication record demonstrates a clear trajectory of increasingly sophisticated research focused on refugee children in Turkish early childhood education settings. Her recent work (2023-2025) shows a maturation of her research program with more complex methodologies and broader implications for policy and practice. She has developed assessment tools for cultural sensitivity and parental attitudes toward technology use, while maintaining her focus on refugee children's educational experiences. Her scholarly contributions include 14 books, 2 editorships, 15 refereed articles, and 20 conference proceedings, with multiple publications appearing in high-impact international journals such as the Journal of Early Childhood Research. Her work has established her as a significant voice in Turkish early childhood education research, particularly regarding inclusive practices for refugee populations. Dr. DURAN has supervised research projects including 'Parenting Perception of Adıyaman University Students: A Model Test' (2016-2017) and provided professional development as an instructor for 'Communication with the Family and Time Management' training within the 'Supporting Access of Syrian and Turkish Children to Inclusive Early Childhood Education Services' project (2022). She maintains active research collaborations with colleagues including Esra Ömeroğlu, Ahmet Simsar, and Mehmet Mart, demonstrating her integration within national and international research networks focused on early childhood education and refugee studies.
Claudia Bernard is a Professor of Social Work and Co-Head of the Department of Social, Therapeutic and Community Studies at Goldsmiths, University of London . With over two decades of experience, her work focuses on social work with children and families , gender-based violence , and critical race theory , particularly through an intersectionality lens. She has authored and edited seminal works such as Constructing Lived Experiences and Safeguarding Black Children , and her upcoming book Intersectionality for Social Workers further solidifies her contributions. Research Interests include examining how race, gender, and class intersect in child welfare, with a focus on child abuse , domestic violence , and ethical research practices . She has supervised numerous studies in child welfare inequalities and childhood transitions , and her recent articles analyze COVID-19’s impact on BAME communities , affluent family neglect , and cultural diversity in social work . Scientific Awards include grants from the ESRC (2009) Department of Health (2007-2011) BAPSCAN (2007) Goldsmiths Research Office (1995, 2011) . Professional Activities encompass leadership roles in the UK Joint University Council Social Work Research Committee , co-editorship of the Journal of Ethics and Social Welfare , and participation in feminist research initiatives. She also reviews for international journals and contributes to policy development in child protection.
Sannisha Dale is a Professor in the Department of Psychology at the University of Miami’s College of Arts and Sciences. She serves as Director of the Strengthening Health through INnovation and Engagement (SHINE) Research Program and chairs the Diversity and Equity Committee within her department. Her work focuses on health disparities, resilience among marginalized populations, and HIV/AIDS-related research, particularly among Black communities and individuals at risk for HIV. Dr. Dale’s research emphasizes psychosocial factors, structural inequities, and community engagement to develop interventions that improve health outcomes. Her research interests include HIV prevention and treatment, resilience mechanisms, discrimination’s impact on health, and mental health resilience strategies for Black women living with HIV. She has led studies on the effects of trauma, stigma, and systemic barriers on health behaviors, as well as interventions to enhance medication adherence and reduce viral non-suppression. Dr. Dale has received the Rosalind Franklin Society Award for AIDS Patient Care and STDs (2023) and has been instrumental in securing grants for community-led research initiatives. Her work is highlighted through collaborations with stakeholders and community partners to ensure interventions are culturally competent and evidence-based. Her contributions extend to training programs like the NIMH-funded CHANGE T32, which addresses workforce diversity in HIV and mental health research. She also leads the SHINE Lab, integrating public health, psychology, and behavioral science to tackle disparities in health equity.
Dr. Patrick Kilby is an Associate Professor (Hon) at the Australian National University's School of Archaeology & Anthropology, serving as Editor-in-Chief of the Journal of Development in Practice . His research focuses on NGO accountability, gender and development, international development program management, and women's labor migration. He holds a PhD from ANU and advanced degrees in agricultural economics and science. Key projects include a Fulbright Fellowship (2018) examining the Green Revolution's gendered impacts and advising Kansas State University on gender-inclusive agriculture research. Recent collaborations include a British Aid project with IFPRI analyzing women's migration from Bangladesh/Nepal to Lebanon/Jordan, and work with ACIAR on gender analysis in agricultural research. He serves as Secretary of the Development Studies Association of Australia. Research interests span foreign aid history, South Asian development dynamics, and NGO effectiveness. Over 46 publications include books on NGOs, the Green Revolution, and philanthropic foundations in development. Awards include the 2018 Fulbright Senior Scholars Fellowship. Grants include a CEDIL-funded study on Gender-Sensitive Risks and Options Assessment (2020-2023) and multiple ANU-led projects evaluating development policies and NGO practices. Active in fieldwork across South Asia, he bridges academic research with practical development solutions. Labs/teams include collaborations with IFPRI, UNCTAD, and regional NGOs. Current work emphasizes migration precarity, gender-sensitive policy design, and historical analysis of aid institutions.
Dongxiao Qin serves as a Professor of Psychology at Western New England University, based in the Center for Sciences & Pharmacy. Her academic journey includes a Ph.D. from Boston College, and she has established herself as a scholar in cross-cultural and feminist psychology. Her educational qualifications: Ph.D., Boston College Dr. Qin's research is centered on Developmental Psychology within cross-cultural contexts , exploring how cultural frameworks shape human development. She employs critical feminist and social constructivist theories to examine the psychology of women, emphasizing relational and contextual factors. Her work in Cultural Psychology investigates self-development through critical cultural lenses, and she has extensively studied the experiences of international students in American higher education . Methodologically, she is a proponent of qualitative research , utilizing grounded theory and phenomenological approaches to capture nuanced lived experiences. Analysis of her publications from 2001 to 2021 reveals a consistent focus on identity, self-transformation, and relational dynamics among women and international students. Her 2021 book, "Toward a Good Society: A Relational Lens," synthesizes her relational approach, while earlier works delve into specific contexts such as Chinese women students in the U.S. Her scholarship bridges cultural psychology, feminist theory, and higher education, advocating for context-sensitive understandings of self and development. While the provided text does not enumerate specific awards, her inclusion in authoritative references like the Wiley-Blackwell Encyclopedia of Gender and Sexuality Studies underscores her scholarly impact. Dr. Qin mentors graduate students in psychology, particularly those engaged in qualitative research on cross-cultural topics, though individual advisees are not listed. No current grant information is provided. She contributes to academic discourse through her extensive publications and likely participates in departmental committees and professional associations, but details of dedicated research labs or teams are not mentioned.
Ruth Chen is an Associate Professor in the School of Nursing at McMaster University. Her work focuses on nursing education, faculty development, and leadership training in healthcare settings. With numerous publications in top-tier journals, she has established herself as a key researcher in educational methodologies within healthcare professions. Dr. Chen's research spans several key areas including cognitive load theory in nursing education, simulation-based learning, diversity in faculty development, and leadership training ecosystems in healthcare. Her work often examines how educational practices can be optimized to improve both teaching effectiveness and patient outcomes. She has particular expertise in evaluating innovative teaching methods and their impact on learner performance. Analysis of Dr. Chen's publications reveals a strong focus on educational innovation in healthcare settings. Her recent work (2023-2025) shows increasing attention to equity-focused education, international nurse integration, and digital health interventions. She frequently employs qualitative and mixed-methods approaches to explore complex educational phenomena in nursing and medical contexts. Dr. Chen has taught several graduate-level courses including Foundations of Nursing Leadership (NURSING 707), Pathophysiology for NPs (NURSING 761B), Advanced Practicum in Nursing (NURSING 711), and Management and Leadership in Health Professions Education (HSEDUC 706). Her teaching spans from 2017 to the present, demonstrating sustained engagement in nursing education. Dr. Chen has collaborated with numerous researchers across McMaster University, including Teresa Chan, Geoffrey Norman, Lawrence Grierson, and Ellen Olive Wahoush. While the VIVO database indicates no currently loaded grants, her extensive publication record suggests active research engagement.
Francesca Panero is an Assistant Professor (RTT) in Statistics at the Department of Methods and Models for Economy, Territory, and Finance (MEMOTEF) at Sapienza University of Rome. She also serves as a Visiting Fellow at the Department of Statistics of the London School of Economics and Political Science, where she was previously an Assistant Professor until May 2024. Additionally, she maintains an affiliation with the Grantham Research Institute on Climate Change and the Environment at LSE. Dr. Panero earned her PhD in Statistics from the University of Oxford in 2022, following undergraduate and master's studies at the Department of Mathematics of the University of Turin and Collegio Carlo Alberto. Her academic journey reflects a strong foundation in mathematical and statistical theory applied to complex real-world problems. Her research centers on Bayesian statistical methodologies with applications across multiple domains. She specializes in complex networks analysis using Bayesian nonparametric approaches, disclosure risk assessment for privacy preservation, spatio-temporal Gaussian process modeling for food insecurity prediction, and fair machine learning techniques. Her work demonstrates a consistent thread of developing rigorous statistical methods with practical societal applications, particularly in network science, privacy protection, and algorithmic fairness. Dr. Panero's publications reveal a strong trajectory in high-impact statistical research, with recent work focusing on sparse network modeling, fairness constraints in machine learning, and privacy-preserving statistical techniques. Her methodological contributions bridge theoretical statistics with applications in social sciences, public policy, and computational challenges. 2025 Visiting Lecturer at Faculty of Informatics, University of the Italian Switzerland (USI) Elected as j-ISBA Chair Elect for 2025-2026 Recipient of IMS junior research travel grant for ICSDS 2024 Awarded LSE Research and Impact Support Fund (RISF) grant for food insecurity research As an educator, Dr. Panero teaches Probability and Stochastic Processes at Sapienza University and has previously instructed Deep Learning and Artificial Intelligence courses at LSE. She actively mentors students and encourages PhD candidates interested in her research areas to contact her. She is also a core member of GENIAL, an LSE focus group examining how students utilize generative AI tools for learning. Beyond her technical work, she has been engaged in equality, diversity, and inclusion initiatives since 2020 and maintains an active academic blog discussing data visualization, research projects, and academic life.
Katherine Vroman is a Lecturer in the Department of Teacher Education at Rider University, specializing in Inclusive Education and Special Education . She has held adjunct roles at institutions including the University of New Hampshire, The College of New Jersey, and Montclair State University. Her work focuses on universal design for learning, disability rights, and systemic change in K-12 and postsecondary education. Ph.D. in Cultural Foundations of Education from Syracuse University C.A.S. in Disability Studies from Syracuse University Master’s in International Educational Development from Boston University B.A. in Classical Civilization and Women’s Studies from Boston University Vroman's research explores inclusive pedagogy, disability studies, and the intersectionality of race and disability in education. She advocates for collaborative practices, differentiated instruction, and the inclusion of individuals with intellectual and developmental disabilities in academic and social settings. Her publications emphasize dismantling ableism, fostering communication through physical activity, and inclusive leadership frameworks. Vroman has received recognition for her dissertation and academic achievements, including Pass With Distinction for her Ph.D. Vroman serves on advisory committees such as the Pennsylvania Inclusive Higher Education Consortium and the National Down Syndrome Society's Inclusive Education Task Force. She also contributes as a reviewer for journals like the Journal of Inclusive Postsecondary Education .
Dr. José Antonio Frías Montoya is a full Professor at the University of Salamanca's Department of Library and Information Science. Holding a PhD in Documentation from Complutense University of Madrid since 1995, he has authored 60+ specialized journal articles and directed 22 doctoral theses. His leadership roles include former department director (1999-2008), master's program coordinator (2013-2014), and deputy director of Salamanca's Women's Studies Center (2010-2014). Current Research Interests Research Methodologies in Information Science Scientific Communication on Social Web Gender and Sexual Diversity Studies Key Institutional Roles Member, Steering Board of EUFEM Platform Vice President, Ibero-American Information Science Association (EDICIC) His publications analyze information retrieval systems, cataloging evolution in digital contexts, and open access impact on scholarly communication. He has mentored 23 doctoral students and contributed to over 20 funded research projects, primarily as principal investigator. Professional engagements include advisory board memberships for multiple international journals and guest lectures at universities across Spain and the Americas.
Injung Lee, Ph.D., NCC, is an Assistant Professor in the Department of Counseling and Higher Education at Northern Illinois University's College of Education, where she has been serving since fall 2022. Her academic background includes a Ph.D. in Counselor Education and Supervision from the University of Iowa, an M.A. in Educational Counseling, and a B.A. in French Language Education from Seoul National University. Ph.D. in Counselor Education and Supervision, University of Iowa M.A. in Educational Counseling, Seoul National University B.A. in French Language Education, Seoul National University Her research focuses on counselor professional identity development, cultural and ethnic diversity in counselor education, trauma-informed teaching practices, and wellness/burnout among counselors. She employs both qualitative and quantitative methodologies to explore these areas, with a strong emphasis on social justice, equity, and inclusion in counseling education. Dr. Lee's recent publications span topics such as dissertation completion challenges, group therapy dynamics, intersectionality in academia, feminist-multicultural counseling, STEM career development, and ethical decision-making in culturally diverse contexts. These works reflect a consistent commitment to advancing counselor training and addressing systemic barriers in education and mental health. She serves on the editorial boards of Counselor Education and Supervision (CES) , Journal of Counselor Preparation and Supervision (JCPS) , and Journal of Asia Pacific Counseling (JAPC) , contributing to the scholarly rigor of the field. Dr. Lee has advised and mentored doctoral and graduate students through her roles at NIU and Purdue University Northwest, though specific student names are not listed. Her work is supported through academic appointments and scholarly activity funding, though no external grants are mentioned in the provided text. She contributes to the academic community through editorial service and active research dissemination. She is actively involved in professional service and scholarly leadership, particularly in advancing international and multicultural perspectives in counseling through journal editorial work and research.
Professor Clare Hanlon is a leading academic and the inaugural Susan Alberti Women in Sport Chair at Victoria University, affiliated with the College of Arts, Business, Law, Education & IT and the Institute for Health and Sport. She is internationally recognized for her work in advancing gender equity, women’s leadership, and inclusive practices in sport. Her research drives policy and systemic change across national and global sport organizations. Education: BEd, Federation University, Australia (1992) DipTeaching (Primary), Australian Catholic University, Australia (1988) MAppSc, Federation University, Australia (1995) PhD (Sport Management), Victoria University, Australia (2003) Clare’s research focuses on gender equity in sport , women’s leadership development , inclusive sport design , and the employability of sport graduates . She employs interdisciplinary approaches, combining social science, policy analysis, and organizational behavior to address systemic barriers. Her work emphasizes translating research into practice, influencing infrastructure, programs, and policy at federal, state, and international levels. Her recent publications and projects center on women in coaching, leadership in male-dominated environments, gendered organizational practices, and inclusive sport uniforms. Collaborations with PUMA, the International Olympic Committee, Tennis Australia, and government bodies highlight the applied and impactful nature of her research. Scientific Awards and Recognition: Inducted into the Victorian Women’s Honour Roll (2018) Change our Game role model, Victorian Minister for Sport (2016) Featured in 'Oceania inspirational women: Making a difference in physical education, sport and dance' Clare actively supervises PhD and master’s students and has led major funded research projects, including those funded by the Australian Research Council, Department of Social Services, and international sport federations. She advises peak bodies and governments on gender equity, infrastructure, and leadership development. She leads a dynamic research team focused on social change in sport. Laboratories and Research Teams: Clare leads research initiatives through the Institute for Health and Sport at Victoria University, particularly focused on women in sport. Her team collaborates with national and international partners to co-design interventions and produce evidence-based action guides.
James Kissi-Ayittey is an Adjunct Associate Professor of Intercultural Studies at Hope International University and a Senior Lecturer (non-resident) at Central University, Accra, Ghana. He holds a Ph.D. in Intercultural Studies from Fuller Theological Seminary and has academic credentials from institutions in the UK, South Korea, Kenya, and Ghana. He is also the Owner/President of Cultural Diversity Competency Consultants and a licensed minister with the International Central Gospel Churches. Education: Ph.D., Intercultural Studies, Fuller Theological Seminary M.Phil., Pentecostal & Charismatic Studies, University of Birmingham, UK M.Th., Missiology, Presbyterian College & Theological Seminary, Seoul, South Korea M.A. Christian Ministry, Daystar University, Nairobi, Kenya B.A., Christian Ministry, Ghana Christian University Dr. Kissi-Ayittey's research focuses on the intersection of culture, religion, and mission, particularly in global and urban contexts. His interests include globalization and Christian leadership, media communication in mission, cultural competency in healthcare, and Pentecostal-Charismatic movements in Africa. He integrates theology with practical application in both academic and medical settings. His publications and presentations reveal a strong thematic focus on cultural engagement—especially in healthcare and urban ministry. Articles and theses explore media-based ministry, youth outreach in African churches, and the role of spirituality in patient care. His recent professional work emphasizes cultural diversity training for healthcare providers, reflecting a unique interdisciplinary approach. Scientific Awards and Affiliations: Member, European Research Network on Global Pentecostalism (GloPent) Member, Medical Education Speakers Network, California Dr. Kissi-Ayittey has advised students and delivered lectures at multiple institutions, though formal advisees are not listed. He has secured no named grants, but his ongoing role as a CME speaker indicates sustained engagement with medical education. His work with Cultural Diversity Competency Consultants suggests entrepreneurial academic application. He has delivered over 20 Continuing Medical Education presentations at hospitals across California, focusing on cultural and religious sensitivity in healthcare. While no formal lab or research team is mentioned, his consulting firm functions as a platform for applying cultural competency frameworks in professional settings. His philosophy of education emphasizes the integration of Christian faith into secular spaces, advocating for responsible stewardship of God-given gifts in all spheres of life.
Fatima Maria Faya Cercueiro is a Professor at the University of Santiago de Compostela, affiliated with the Faculty of Education Sciences and the Applied Didactics Department. Her research focuses on linguistic pragmatics, historical language change, and educational methodologies, particularly in CLIL (Content and Language Integrated Learning) and gender-sensitive pedagogy. She is part of the VLCG research group studying linguistic variation and change. She earned her doctorate from the University of Santiago de Compostela with a thesis on 'Courtesy markers in requests: The case of pray and please in Late Modern English (2013)', supervised by Dra. Belén Méndez Naya. Her work bridges historical linguistics and applied language education, emphasizing pragmatic competence and inclusive teaching practices. Key research areas include: language mediation in primary education, corpus-assisted analysis of learner experiences, technology integration (e.g., Socrative, BYOD clickers), and gender representation in children’s literature. She has contributed to developing the Toledo Teacher Trainees corpus (TTT) and explores innovative methods for bilingual education and academic writing instruction. Her recent publications address inclusive language practices, the role of picturebooks in pragmatic learning, and leveraging ICT tools for peer assessment. She advocates for transformative, equitable approaches to language teaching in diverse educational settings.
Marja Hekkala is a University Instructor in Welfare Sciences at Tampere University's Faculty of Social Sciences. Her research focuses on crisis management in social work, power dynamics in marginalized communities, and participatory methodologies. She holds a doctoral researcher position in the Doctoral Programme in Social Sciences. Her work emphasizes social inclusion, threshold-free support systems, and the impact of pandemics on vulnerable populations. She has contributed to edited volumes like Osallisuutta ja osattomuutta yhteiskunnan marginaaleissa (2023) and Sosiaalityö kriiseissä ja poikkeuksellisissa olosuhteissa (2023), showcasing expertise in crisis sociology and participatory practices. Key areas of investigation include: Power structures during the Corona pandemic Methodological innovations for ethnographic research in crisis contexts Social sustainability frameworks for welfare systems Participatory approaches in addiction and homelessness support Her recent publications analyze agency in social work praxis ( Critical and Radical Social Work , 2025), power dynamics in pandemic governance ( Alusta! , 2024), and crisis communication strategies ( Sosiaalityön tutkimuksen seura , 2023). She has also explored anarchist theory's role in social work research ( Alusta! , 2022). Marja's work bridges theoretical contributions with applied social policies, emphasizing marginalized communities' perspectives in both academic research and practical interventions.
