Dr. Jean Bartunek is the Robert A. and Evelyn J. Ferris Chair and Professor of Management and Organization at Boston College’s Carroll School of Management. Her research focuses on academic-practitioner relationships and organizational change, emphasizing collaborative research, knowledge sharing, and the dynamics of change processes. She holds a BA from Maryville University and MA/PhD from the University of Illinois at Chicago. Editorial Roles: Former Associate Editor of Journal of Applied Behavioral Science , Academy of Management Review , and others. Awards: Journal of Management Scholarly Impact Award (2019), Fellow of the British Academy of Management (2018), and honorary doctorates from the University of Bath and University of Roehampton. Her work bridges theory and practice, addressing global challenges through books like Social Scientists Confronting Global Crises and Delivering Impact in Management Research . She advocates for scholars to engage actively in solving societal issues through relational coordination and systemic collaboration.
Rachael Woodcock is a Senior Lecturer in Organizational Behavior and Human Resource Management (OB/HRM) at the Department of Management, part of Sheffield Business School at Sheffield Hallam University. She teaches both undergraduate and postgraduate programs, including modules like Leading and Managing Teams and Developing People and Organisations . Her professional background includes running her own consultancy business focused on employee and organizational development, as well as roles as a Workplace Experience Mentor and Course Leader. She has also held external responsibilities such as SBS Collaborative Course Leader in Hong Kong (2011–2015) and Course Leader positions in the UK (2009–2012). Rachael holds a PhD in Leadership Development (in progress since 2016) alongside a BA (Hons) Business Studies (1996), Advanced Professional Diploma in Management Development (2001), and multiple postgraduate qualifications from Sheffield Hallam University and Leeds Beckett University, including a PgC in Research Methods (2014), MSc Human Resource Management (2011), and PgG in Learning and Teaching in Higher Education (2009). She maintains professional memberships with the Chartered Institute of Personnel and Development (CIPD) since 2010 and the Higher Education Academy (HEA) since 2009. Her research interests center on leadership development through innovative qualitative methodologies, including phenomenological studies, visual/arts-based research, and poetic inquiry. She explores how unexpected experiences, sensory perceptions, and reflective practices shape leadership understanding. Recent work engages with organizational learning dynamics and talent management strategies across sectors. In publication trends, Rachael’s presentations (2018–2024) emphasize creative approaches to leadership analysis, such as using drawings and poetry to uncover tacit knowledge. Her work bridges academic research and practical organizational development, particularly in public and private sector contexts. Rachael’s professional recognitions include ongoing CPD compliance and certifications like the NVQ Level 4 in Business Advice (2007). She has advised organizations on leadership strategies and supported academic programs globally, balancing teaching innovation with industry engagement.
Marsha Bradfield is a Senior Lecturer in Fine Arts at Camberwell, Chelsea, and Wimbledon Colleges, and Course Leader of the MA Intercultural Practices program at Central Saint Martins, University of the Arts London. Her academic roles include pathway leadership in MA Computational Arts and extensive research supervision. She holds a PhD in dialogic art praxis and has conducted post-doctoral research on collaborative cultural economies. Bradfield’s research focuses on interdependence in art, exploring incidentality, hyphenation, and value systems beyond conventional commercial frameworks. She co-founded the Incidental Unit, an extension of the Artist Placement Group, investigating artists’ roles outside traditional studio-gallery paradigms. Her work bridges art, design, and education through interdisciplinary projects like REBEL (Recognising Experience-Based Education and Learning) and collaborations with institutions such as the Science Gallery. Her publications examine non-commercial art economies, practice-based research methodologies, and curatorial paradigms. Bradfield’s pedagogical approach emphasizes dialogic art practices and experimental forms of authorship, often using pseudonyms to explore identity performance. She has advised over 7 research-based degree projects, focusing on topics like participatory methods, digital economies, and curatorial ethics. Bradfield’s work extends to international initiatives, including a fellowship in AI at Bangalore’s BeFantastic tech art triennial. Her current research investigates intercultural practices through lenses of incidentality and hybrid artistic identities. She is a core member of formations like Critical Practice and Cultures of Resilience, advocating for art’s societal role beyond commodification.
Stephen Quintana is a Professor in the School of Education at the University of Wisconsin–Madison, specializing in Counseling Psychology. Formerly an Associate Professor at the University of Texas at Austin and a Ford Foundation Postdoctoral Fellow, his career spans over three decades. He holds a Ph.D. in Counseling Psychology from the University of Notre Dame (1989) and completed a predoctoral internship at Penn State University. Quintana’s research focuses on ethnic-racial identity development in youth, particularly among marginalized groups like African American and Mexican American communities. He has pioneered studies on bi/multiracial Black youth experiences, Latino immigrant identity narratives, and the role of cultural competence in educational and clinical settings. His work integrates developmental, social, and clinical psychology to address systemic inequities. Key contributions include conceptualizing lifespan ethnic-racial identity models and analyzing peer/policy impacts on identity formation. Quintana serves as Associate Editor for Child Development and Journal of Counseling Psychology , and led the Wisconsin Partnership Grant with Centro Hispano. Awards include the Gimbel Child and Family Scholar designation and multiple AWARD recognitions. Education: PhD Counseling Psychology (Notre Dame, 1989), MA Psychology (Notre Dame, 1986), BA Psychology (Carleton College, 1983) Research Labs/Teams: Collaborates with Centro Hispano on community-based projects and leads UW-Madison’s multicultural education initiatives Grants: Wisconsin Partnership Grant, Ford Foundation Fellowship Quintana’s presentations at APA conventions highlight his commitment to teacher multicultural training and addressing educational disparities through psychological frameworks. His work bridges academic research with practical applications to empower marginalized youth through culturally responsive interventions.
Dr. Kate McCoy is an Associate Professor in the Department of Educational Studies and Leadership at the State University of New York at New Paltz. Her office is located in OM 103E, and she can be reached at mccoyk@newpaltz.edu or via phone at (845) 257-2629. Dr. McCoy’s research focuses on decolonizing pedagogies, Indigenous knowledge systems, and qualitative methodologies, alongside critical studies of addiction and healthcare access for marginalized populations. Her work bridges postcolonial theory and environmental education, particularly through analyses of settler colonialism and land-based education. She also explores intersections between public health and addiction, including barriers to medical care for HIV-positive individuals and heroin users. Dr. McCoy’s methodological contributions include innovative approaches to qualitative research, such as 'methodology of encounters' and poststructuralist frameworks. Her publications span over two decades, addressing topics ranging from historical colonialism’s educational impacts to contemporary challenges in urban healthcare systems. Notable works include *Land education: Rethinking pedagogies of place* (2017) and *White chicks on dope: Heroin and identity dynamics* (2005). Though no scientific awards are listed, her research has consistently addressed underrepresented populations’ educational and healthcare needs. Dr. McCoy’s advising and grants activities are not detailed in the provided texts, but her extensive publication record suggests active involvement in interdisciplinary research collaborations. She contributes to academic discourse through both theoretical frameworks and applied public health studies.
Patrick Keegan serves as Associate Professor of Education and Program Coordinator in the School of Education and Counseling at Purdue University Northwest, bringing practical K-12 teaching experience to his academic role. His work focuses on preparing educators for racially, ethnically, and linguistically diverse classrooms through courses in elementary social studies methods and multicultural education. Keegan's educational foundation includes: Ph.D. in Social Studies Education from Teachers College, Columbia University Ed.M. from Harvard University M.Ed. from Antioch New England University B.A. from Wesleyan University His research centers on youth civic engagement among marginalized populations, with pioneering work on critical affective civic literacy and transnational belonging . Keegan examines how emotions shape political participation, particularly among migrant youth, and develops frameworks for integrating social emotional learning into social studies pedagogy. His scholarship bridges theory and practice, addressing teacher preparation for hyper-diverse learning environments. Analysis of Keegan's 2021-2024 publications reveals escalating focus on polarization's impact on Generation Z teachers , visual counternarratives in civic education , and transcultural belonging in divided societies . His recent work connects children's literature to historical resistance narratives while examining state-level social emotional learning standards through an affective citizenship lens. No scientific awards or fellowships were documented in the provided materials. As Program Coordinator, Keegan oversees teacher preparation initiatives and previously directed NYU's teacher residency program in Albany. His advising extends to supporting immigrant youth through tutoring and research, though specific grant funding details remain unreported. Current work involves guiding preservice teachers through K-12 field experiences during e-learning transitions.
Rachel Foster is an Associate Professor at the University of Cambridge's Faculty of Education with extensive secondary teaching experience. She holds an MA in History from Cambridge, PGCE from Cambridge, and MEd in Researching Practice. As Managing Editor of Teaching History and honorary fellow of the Historical Association, she influences national history education through curriculum development and policy advising. Her research focuses on innovative history pedagogy, curriculum design, and historical thinking. She develops frameworks for teaching complex historical concepts and advocates for inclusive representations of non-European history. Her work emphasizes argumentation skills, evidence evaluation, and meaningful connections between local and global histories. Publications consistently address pedagogical innovation, including textbook authorship for Hodder Education and curriculum resources for primary education. Recent works focus on medieval African history integration, biographical teaching approaches, and GCSE curriculum reforms. The research demonstrates commitment to advancing historical literacy and critical thinking. She teaches Secondary PGCE History, MEd Transforming Practice, and MSt Advanced Studies. As DfE Model History Curriculum advisor, she shapes national standards. Consulting roles include examination boards, education publishers, and international workshops for ECIS and Schools History Project Conference.
Sarah Tarshis is an Assistant Professor at McGill University's School of Social Work, specializing in trauma-informed practice, intimate partner violence (IPV), and simulation-based social work education. She holds a PhD from the University of Toronto and an MSW from New York University, with over ten years of clinical and programmatic experience in social work across Montreal, Toronto, and New York. Her research focuses on two core areas: 1) improving IPV service delivery through trauma-informed approaches and 2) advancing social work education via simulation-based methods. She co-leads SSHRC-funded projects addressing economic abuse among IPV survivors and uncertainty in clinical practice, totaling over $695K in funding. Her work bridges critical social work theory with clinical practice, emphasizing anti-oppressive frameworks. Teaching includes courses on mental health, anti-oppressive practice, and clinical skills at the undergraduate level. She maintains a private clinical social work practice and collaborates with the SIM Social Work Research Lab at Carleton University. Key contributions include developing ethical guidelines for virtual IPV supports and analyzing employment barriers faced by IPV survivors. Grants: SSHRC Gender-Based Violence Research Initiative: $695,772 (2023-2027) SSHRC Explorer Grant: $156,213 (2023-2025) SSHRC Insight Grant: $229,899 (2022-2027) Labs & Teams: Collaborates with Carleton University's SIM Lab and McGill's interdisciplinary IPV research network.
Dr. Georgina Wardle is a Senior Lecturer at the University of Glasgow's School of Education, specializing in developmental social psychology. She chairs the University of Glasgow Ethics Committee and is affiliated with the 'People, Place & Social Change' Research and Knowledge Transfer Group. Current supervisor of MEd, PhD, and EdD students Reviewer for Journal of Applied Developmental Psychology and Social Development UK Research Integrity Office Adviser Her research examines cognitive, emotional, and social factors influencing prosocial and antisocial development in pre-adolescent children, with a focus on peer relationships, stigma, and inclusive education practices. Recent publications include studies on ADHD inclusion, body perception in aging, and transition assessment policies. Scientific awards and memberships include: BPS Chartered Psychologist and Associated Fellow BPS Developmental Section Member GTCS Membership She has supervised projects on topics ranging from Iranian migrant religious conversion to restorative approaches in primary schools, and contributed to grants such as the Scottish Government's 'Assessment at the time of transition' and Adam Smith Foundation's work on peer-directed behaviors.
Dr Jon Burchell is a Senior Lecturer in Strategic Management at the University of Sheffield's Management School, joining in 2006. His research bridges critical approaches to management with corporate social responsibility (CSR), sustainable development, and responsible management education. He explores intersections between businesses and third-sector organizations, particularly through the lens of stakeholder dialogue and NGO engagement. Burchell's early work examined European Green parties and anti-corporate movements, evolving into analyses of CSR co-optation and ethical business practices. Teaching focuses on integrating personal values with professional ethics, emphasizing social enterprise and community engagement via his role advising Sheffield ENACTUS. His work contributes to the United Nations Principles for Responsible Management Education (PRME), advocating for transformative educational practices. Recent research addresses pandemic impacts on voluntary sectors and CSR strategies in developing economies like Bangladesh. Publications span journals such as Journal of Business Ethics , Nonprofit and Voluntary Sector Quarterly , and Environmental Politics , reflecting his interdisciplinary engagement across management, sociology, and policy studies. He actively bridges academic inquiry with practical initiatives to advance responsible business practices globally.
Dr. Duco van Oostrum is a Senior Lecturer in American Literature at the University of Sheffield's School of English, where he has taught since 1995. His research focuses on African-American literature, sports literature, urban fiction, and autobiography studies, with particular attention to ghost-written autobiographies and post-colonial narratives. He has pioneered inquiry-based learning methodologies, serving as the first CILASS Academic Fellow and contributing to the HEFCE-funded Centre for Inquiry-Based Learning in the Arts and Social Sciences. His pedagogical innovations earned him a National Teaching Fellowship (2007) and a University Senate Award for Teaching (2003). Research interests span male authors' representations of gender, transatlantic cultural exchanges, and the intersection of sports with anti-American protests. Notable works include Male Authors, Female Subjects (1995) and articles analyzing Anton de Kom’s Wij Slaven van Suriname within post-colonial contexts. He supervises PhD students exploring topics like John Edgar Wideman, Oprah Studies, and mountaineering literature. Teaching includes leading the MA pathway in American literature and modules on urban space in contemporary fiction. He co-developed the Roots Routes e-learning platform, showcasing innovative teaching practices through videos and podcasts.
Nathan B. Kruse serves as Professor of Music Education and Chair of the Department of Music within Case Western Reserve University's College of Arts and Sciences. Appointed in 2013 after prior roles at the University of North Texas, he directs departmental strategy while maintaining active research and community engagement in music education. His educational foundation includes: Bachelor of Music Education from Butler University Master of Music in Music Education from the University of New Mexico PhD in Music Education from Michigan State University Dr. Kruse's research investigates adult music education through ethnographic lenses, examining lifespan learning trajectories and vernacular music practices in community settings. His work bridges formal and informal music education, with recent focus on digital environments and intergenerational participation. He explores how community music fosters social inclusion while challenging ageist ideologies in educational spaces. Analysis of his 15 most recent publications reveals consistent thematic threads: vernacular music integration in classrooms (2023), equity through intergenerational music-making (2022), and digital adaptations of children's musical play (2018-2020). His scholarship consistently centers marginalized groups—older adults, children in digital spaces, and bivocational teachers—while examining systemic barriers in music education. His scientific recognition includes: Carnegie Academy for the Scholarship of Teaching and Learning Fellowship (2006-2007) Excellence-in-Teaching Citation, Michigan State University (2007) Outstanding Dissertation Award, Adult and Community Music Education SRIG (2008) As a dedicated mentor, he has received four nominations for CWRU's John S. Diekhoff Award for Graduate Mentorship (2004, 2015, 2018, 2021). He serves on editorial boards for TOPICS for Music Education Praxis and Visions of Research in Music Education while maintaining active public school collaborations as conductor and clinician. He directs the Symphony West Orchestra (North Olmsted, OH) and Cleveland's Music Settlement Adult Orchestra, extending his community impact through performance. His professional affiliations include National Association for Music Education, Ohio MEA, Pi Kappa Lambda, Mu Phi Epsilon, and Kappa Kappa Psi.
Dr. Kevin Smith is a Senior Lecturer in Education at Cardiff University's School of Social Sciences. His research focuses on reconceptualist approaches to curriculum and pedagogy, emphasizing dynamic, socially constructed educational processes. He employs methods like currere (autobiographical reflection), narrative analysis, and critical discourse analysis to explore themes such as social justice, decolonization, and climate change in education. His work bridges critical theory, poststructuralism, and post-humanism, with a particular interest in Wales' educational landscape while engaging globally through research in Pacific nations like Tonga and Fiji. Smith's research themes include cultural studies, education policy, and the interplay between place and learning. He has contributed to the development of the Curriculum Cymreig, examining its impact on Welsh identity formation. His blog (blogs.cardiff.ac.uk/drkevinsmith) reflects on contemporary educational challenges, including anti-racist pedagogy and climate crisis responses. He holds a PhD and has taught internationally, combining academic rigor with outdoor activities like long-distance hiking that inform his thinking on place and experiential learning. His external affiliations include ORCID and social media engagement, reflecting a commitment to public scholarship.
Camillia Matuk is an Associate Professor and Program Director of the Educational Communication and Technology program at New York University (NYU) Steinhardt. She directs the RIDDLE initiative and holds leadership roles in academic editorial boards such as the Journal of the Learning Sciences and International Journal for Computer Supported Collaborative Learning . Her research focuses on leveraging technology, storytelling, and arts to enhance inquiry-based learning in formal and informal settings, particularly in science education and data literacy. Matuk earned her PhD in Learning Sciences from Northwestern University, with prior experience as a medical illustrator and educator at the University of California, Berkeley. Her work is funded by NSF and NIH grants, totaling over $5 million. Key projects include developing AI-supported platforms for student research (e.g., StudyCrafter), citizen science tools (MindHive), and curricula integrating data literacy with social justice. Her teaching spans courses like Foundations of Cognitive Science and Learning Environment Design . Awards include the 2013 AERA Outstanding Research Presentation Award and multiple fellowships. Matuk collaborates widely, co-authoring over 140 papers and presentations on topics such as data visualization, game-based learning, and equity in science education.
Lucia Cardenas Curiel is an Assistant Professor in the Department of Teacher Education at Michigan State University's College of Education. She holds a Ph.D. from the University of Texas at Austin. Her research focuses on literacy practices for culturally and linguistically diverse students, particularly Latina/o bilingual children, emphasizing multicultural literature, social justice, and identity development. Dr. Curiel explores innovative pedagogical strategies rooted in community language practices and teacher preparation for diverse classrooms. She is affiliated with the College of Education and Department of Teacher Education. Her work bridges theory and practice through studies on translanguaging, multiliteracies, and bilingual education. Recent research includes community-based learning initiatives, linguistic identity exploration, and critical pedagogies in multilingual settings. She has published widely on topics such as dual-language classroom practices, preservice teacher development, and historical analyses of bilingual education materials. Dr. Curiel’s publications span translanguaging in science education, art museum co-teaching, and sustaining bilingual identities. Her work consistently advocates for culturally responsive teaching and equitable educational practices. She actively prepares teachers to engage linguistically diverse learners through field experiences and community partnerships.
