Dr. Susan Barnet is the Course Leader for Fine Art at the University of Suffolk, School of Technology, Business and Arts. Her work spans multiple media, including drawing, performance, and installation, focusing on personal histories within broader political discourses. She holds an MFA from the California Institute of the Arts and a PhD from Kingston University. Teaching responsibilities include Studio Practice, Extended Practice, Research and Context, and Critical Perspectives. Her research collaborations include radical reThink , a cross-college initiative at UAL that challenges market-driven education models through international symposia and community-building. Key projects include reinterpreting the Mass Observation movement through archives and performance, resulting in exhibitions at Five Years (London) and publications like The Everyday Press . Her work explores overlooked aspects of daily life, blending art, text, and social critique.
Ewelina Swidrak is an Assistant Professor at the Department of Family Pedagogy within the Faculty of Social Sciences at John Paul II Catholic University of Lublin. She specializes in family pedagogy, early childhood education, and historical analysis of childcare institutions. Her research emphasizes the intersection of family dynamics, educational policies, and societal challenges, including the impact of the COVID-19 pandemic on families and childcare practices. Educational Background: Born in Toruń in 1981, she earned dual bachelor’s degrees in Pedagogy and Psychology from the John Paul II Catholic University of Lublin (2005–2006). She completed her doctoral studies in Pedagogy at the same institution in 2010 with a thesis on 'Educational awareness in the contemporary family.' Research Interests: Her work spans family pedagogy, early childhood development, mentoring in teacher education, and historical analyses of childcare institutions. She has organized numerous conferences, including the international 'Blended Intensive Programme: Art & Creativity' and national events exploring family pedagogy theories. Key Contributions: Swidrak has authored/co-authored books, peer-reviewed articles, and popular science publications. Notable works include studies on Polish nurseries’ evolution (2023), social isolation during the pandemic (2022), and parental educational awareness (2010). She has also managed EU-funded projects like 'School, Profession, Career: Young People Facing Choice' (2013). Awards: She received the Bronze Medal for Long Service (2022) and a team award from the Rector for organizational excellence (2015). Her interdisciplinary approach integrates historical, psychological, and sociological perspectives to address contemporary educational challenges.
Dr. Kathleen Doherty is a Senior Lecturer in Dementia at the University of Tasmania's Wicking Dementia Research and Education Centre. She holds a PhD in Immunology from the Australian National University and a BSc (First Class Honours) from the University of Adelaide. Her research focuses on dementia education, dementia-friendly communities, and translational health research. Dr. Doherty leads initiatives like the Understanding Dementia MOOC (Massive Open Online Course), which has reached global audiences, and evaluates the impact of educational interventions on dementia literacy and care practices. Education: PhD (Australian National University, 2000), BSc (University of Adelaide, 1986) Key Projects: ISLAND study (dementia risk reduction), Equip Aged Care Training, Dementia Literacy Assessment Model Grants: $8.1M+ in funding from Dementia Australia, Department of Health, and others Her work emphasizes empowering communities through education to improve dementia care and reduce stigma. She supervises PhD students in dementia education, healthcare innovation, and risk reduction strategies. Grants & Awards: Multiple grants including Siganto Foundation, Dementia Australia Research Foundation, and Medical Research Future Fund. No named awards explicitly listed.
Dr. Ayla Schwarz is a postdoc researcher and lecturer at Wageningen University & Research, affiliated with the Consumption and Healthy Lifestyles department. She holds a PhD in user engagement in serious games from Ghent University (2019) and completed her bachelor's and master's degrees in Applied Communication Sciences at Wageningen University (2011–2016). Her research focuses on leveraging digital health interventions, gamification, and technology to promote behavioral change, particularly targeting youth and healthy lifestyle behaviors. Key projects include Vital@2040 (investigating mobile health for youth physical activity in low-income neighborhoods) and BEweegAPP+ (examining gamification scalability in policy). She is also involved in the Data Science and AI in the Online Food Environment project. Dr. Schwarz teaches courses on public health, qualitative research methods, and internet-based communication for social change. She coordinates the Protein Transition investment theme (2019–2022) and collaborates with industry, public organizations, and citizens. Her expertise spans health promotion, mHealth, serious gaming, behavioral change, and health education. Her research outputs emphasize user engagement in digital tools, implementation challenges, and gamification strategies. She has published on topics like exergame design, stakeholder perspectives, and systematic reviews of digital health interventions. Current work explores scalable policy solutions and neighborhood-based health initiatives.
Laura W. Plexico serves as Professor and Associate Dean of Engagement and Graduate Studies in the Department of Speech, Language & Hearing Sciences within Auburn University's College of Liberal Arts. Her academic leadership spans both administrative roles and active clinical research, with particular emphasis on bridging theoretical speech science with practical therapeutic applications for communication disorders. Education: PhD, The University of Memphis MA, The University of Memphis BS, The University of Montevallo Research Focus: Dr. Plexico's work centers on fluency disorders (particularly stuttering) and speech science, with expanding investigations into counseling methodologies for communication disorders. Her recent publications reveal deepening exploration of autism spectrum disorders and voice pathology, often examining psychosocial dimensions like self-acceptance and workplace discrimination impacts alongside physiological voice mechanisms. This dual focus on clinical practice and patient psychology characterizes her integrative approach. Publication Trends: Analysis of her 2019-2025 publications shows evolving research trajectories from foundational stuttering studies toward complex intersections of hormonal influences, occupational voice demands, and psychosocial adaptation. Notably, her work increasingly incorporates interdisciplinary perspectives—merging endocrinology with voice science and workplace psychology with stuttering management—while maintaining clinical applicability through tools like the CAPE-V assessment protocol. Scientific Awards: No specific awards were documented in the provided materials. Advising and Funding: As Associate Dean of Graduate Studies, Dr. Plexico oversees graduate program development while mentoring clinical students through advanced courses (CMDS 7700-7740). Her research is supported by significant external funding, most notably: National Institutes of Health R03 grant ($457,644) for "Multisystem measurements of hormonal influence on voice production" (2014) Research Infrastructure: She directs the Stuttering and Speech Science Lab, which facilitates investigations spanning acoustic analysis of disfluencies, therapeutic alliance development, and physiological voice measurement—providing critical resources for both faculty research and student training in evidence-based practice.
Karol Lucken is an Associate Professor at the University of Central Florida (UCF), affiliated with the Department of Criminal Justice within the College of Community Innovation and Education. Their work focuses on the history of punishment, offender reentry, ex-offender employment, and collateral sanctions. Dr. Lucken holds a Ph.D. in Criminology from Florida State University and has taught courses related to penal systems and correctional policy. Education: Ph.D. in Criminology, Florida State University Research interests emphasize critical analysis of penal practices and their societal impacts. Recent work explores employment barriers for individuals with felony records and historical perspectives on probation/parole systems. Over 20 years of volunteering with homeless populations has informed their interdisciplinary approach to criminal justice issues. Publications consistently address penal reform, reentry challenges, and the ethical dimensions of punishment. No specific grants or awards are listed, though their work reflects sustained engagement with policy implications. Advising and mentorship activities are not detailed in the provided materials, but their research collaborations likely involve graduate students in criminology and criminal justice programs.
Jedediah Blanton is the Director of Teaching Development at the University of Tennessee's College of Education, Health and Human Sciences (CEHHS) and a Lecturer in the Department of Kinesiology, Recreation, and Sport Studies. He focuses on evidence-based teaching, gamified course design, and psychosocial development through education-based athletics. Education B.A. in Exercise Science, Sports Administration, Fort Lewis College (2007) M.S. in Kinesiology, Sport Psychology, Georgia Southern University (2009) Ph.D. in Kinesiology, Psychosocial Aspects of Sport and Physical Activity, Michigan State University (2013) Research Interests Blanton’s research spans sport psychology, leadership development, and pedagogy. He investigates gamification in education, life skills acquisition in sports, and the role of relationship-rich classrooms in student success. His work also explores co-production in athletic programs and psychological wellbeing in youth athletes. Scientific Awards Faculty Innovator’s Award, Office of Teaching and Learning Innovation (2024) Advisory & Grant Involvement Blanton has served as College Senate President, Technology-Enhanced Teaching Fellow, and Faculty Fellow with the Office of Teaching and Learning Innovation. He co-created an online captain’s course for youth leadership training and developed educational programming for student-athlete development.
Tom Barnes serves as Principal Research Fellow at the Institute for Humanities and Social Sciences within the Faculty of Education and Arts. His scholarly profile centers on labor dynamics in deindustrializing contexts, with particular expertise in Australian automotive sector transitions and India's manufacturing labor relations. Research interests span precarious work, automotive industry restructuring, informal labor systems, and geographies of job quality. His work examines how asset-based economies reshape worker vulnerability, with field studies on warehouse logistics, retrenched automotive workers, and India's "low-road" employment strategies. Recent publications analyze spatial dimensions of labor market policy and comparative frameworks for understanding precarious work across Global North and South contexts. Article trends reveal sustained focus on automotive industry collapse impacts (2022-2025), evolving into broader examinations of logistical labor regimes and asset-based welfare systems. Methodologically, his work combines qualitative fieldwork with policy analysis, often co-authored with Australian and international collaborators like Andrew Beer and Sally Weller. While no formal advising or grant activities are documented in source materials, his research demonstrates strong engagement with worker communities through interview-based studies of retrenched automotive workers and warehouse laborers. Current projects include longitudinal datasets tracking career pathways after manufacturing decline and comparative analyses of labor transitions in India and Australia.
Chad Trulson is a Professor of Criminal Justice at the University of North Texas, specializing in correctional systems and juvenile justice. His research examines recidivism patterns, institutional misconduct, and sentencing policies within correctional organizations, with particular focus on California county jails and juvenile facilities. His primary research domains include: Juvenile and Adult Recidivism Institutional Behavior (Misconduct and Violence) in Correctional Settings Juvenile Justice Systems Sentencing Reforms and Policy Impacts Correctional Violence Dynamics Trulson's recent publications reveal a concentrated focus on unintended consequences of sentencing reforms, particularly regarding jail population dynamics and inmate culture shifts in California. His work consistently analyzes longitudinal recidivism patterns among serious juvenile offenders transitioning to adult systems, while examining institutional misconduct through frameworks of legitimacy and trauma. The California criminal justice system serves as a primary case study across his 2023-2025 publications. No scientific awards were documented in the provided materials. While student advising is implied through his academic role, specific graduate students or grant funding details were not referenced in the source text. Research appears conducted independently or within university frameworks without mention of dedicated laboratories or specialized research teams.
Cathrine Fredriksen Moe is an Associate Professor in Mental Health Work at Nord University. She holds a Master's in Clinical Nursing and a PhD in Professional Practice Studies, with extensive experience in nursing and mental health research. Her research focuses on mental health services, work inclusion, implementation science, rehabilitation, and research ethics. Key areas include Individual Placement and Support (IPS) programs, eHealth interventions for patients, and ethical considerations in healthcare. Recent work examines the societal impact of IPS on employment outcomes, mental health recovery, and the role of eHealth in hemodialysis patient care. She has contributed to over 50 peer-reviewed publications and collaborates internationally on projects addressing mental health policy and service delivery. Her studies often employ qualitative methodologies to explore lived experiences of individuals with mental health challenges, including patients, families, and healthcare providers. Ongoing interests include reducing stigma through employment initiatives and improving ethical standards in qualitative research.
Harvey Michael Teres is the William P. Tolley Distinguished Teaching Professor in the Humanities at Syracuse University, where he teaches in the Department of English within the College of Arts & Sciences. He has been a dedicated faculty member with extensive contributions to literary studies, particularly focusing on 20th-century American literature and culture. His educational background includes: Ph.D. in English from the University of Chicago (1986) M.A. in English from the University of Chicago (1981) B.A. in English from Cornell University (1972) Teres's research interests center on the public role of literature and criticism, with particular emphasis on literary leftism and the political presence of literature in American culture. His work bridges academic scholarship with public engagement, exploring how literature interacts with broader societal issues. He has made significant contributions to Jewish American studies and Holocaust literature, examining how these subjects intersect with American cultural identity. Teres is particularly known for advocating publicly engaged scholarship—research projects based on sustained and reciprocal relationships with non-academic communities. His publication record reveals a consistent focus on the relationship between literature, politics, and public life throughout the 20th century. Teres has traced the evolution of literary leftism from the New York Intellectuals through the New Left, examining how political movements have shaped literary criticism and cultural production. His more recent work emphasizes community-based approaches to humanities scholarship, as evidenced by his oral history project on ordinary Americans' experiences with beauty. This trajectory shows a progression from historical analysis of literary politics to practical models for connecting academic work with community engagement. Among his notable honors: William P. Tolley Distinguished Teaching Professor for the Humanities, CAS, Syracuse University (2024-2026) Teres has been actively involved in academic service, including membership on the Senate Committee on Curriculum and Instruction, the Undergraduate Committee for English, and the University Senate's Academic Freedom, Tenure, and Professional Ethics Committee. He has served as Faculty Coordinator for Sigma Tau Delta and as a Reader of Graduate Field Exams. His teaching spans a wide range of courses including World Literature, American Literature, Holocaust in American Literature, and various topics in Ethnic Literatures and Cultures. Teres previously directed the Jewish Studies Program and was the first Faculty Representative to the Syracuse University Board of Trustees. His academic journey includes six years as a labor organizer in Chicago factories before returning to earn his advanced degrees, which informs his perspective on the relationship between intellectual work and social engagement. Teres has supervised numerous M.A. theses and dissertations on topics ranging from William Bronk's poetry to Appalachian literature to community and social justice in New Deal literature.
Kaylin Ratner is an Assistant Professor of Educational Psychology at the University of Illinois at Urbana-Champaign, affiliated with both the College of Education and the Department of Educational Psychology. Her research focuses on adolescents' and emerging adults' identity development, mental health, and purpose in life. She holds a Ph.D. in Human Development from Cornell University and a B.S. in Psychology (Honors) from the University of Central Florida. Dr. Ratner’s work examines how psychosocial processes like identity, purpose, and derailment intersect with mental health and educational experiences. Her studies explore how school transitions, out-of-school programs (e.g., GripTape), and supportive environments influence psychosocial development. She directs the Self and Psychological Well-being (SAP) Lab, which translates research into practical interventions. Her professional roles include co-chair of the Identity Issues Topic Network (Society for the Study of Emerging Adulthood) and a CoE Public Engagement Faculty Fellow (2023-24). She collaborates with organizations like 4-H and GripTape to foster youth purpose and self-direction. Key research themes include derailment (sense of being off-course in life), its links to depression, and the role of educational contexts in shaping identity. Her work bridges developmental theory with applied research to improve youth well-being.
Dr. Mike Jess is a Senior Lecturer and Teacher Educator in Physical Education at the University of Edinburgh’s Moray House School of Education and Sport, affiliated with the Institute for Sport, Physical Education & Health Sciences (ISPEHS). He holds a PhD (2011), M.Ed. (1991), and B.Ed. (1978), all from the University of Glasgow and Edinburgh. His research focuses on complexity thinking, curriculum development, and professional practice in physical education, with projects like the ‘Physical Education is for Life’ (PEL) initiative and the ‘Visions and Voices’ project. He is an Honoured Member of the Association for Physical Education (afPE) and serves on its Board. Dr. Jess has extensive international experience, including roles in Vietnam’s Renovation of General Education Project and Myanmar’s Pre-Service Teacher Reform Project. His teaching includes undergraduate courses on physical education curriculum and pedagogy, and he oversees the Moray House Postgraduate Programme. He has supervised multiple PhD students and contributed to numerous grants, such as the £6 million Scottish Primary Physical Education Project. Key research interests include complex adaptive practice, boundary crossing, transdisciplinarity, and lesson study. His recent publications emphasize redefining physical education as a ‘connective catalyst’ for lifelong activity and teacher professional learning. Dr. Jess has presented globally, including at AIESEP World Congresses and the World Association Lesson Study Conference, and organized major academic events like the 2018 AIESEP World Congress. His work bridges theory and practice, advocating for innovative curricula and professional development. Collaborations span Scotland, England, the U.S., Canada, and beyond, reflecting his commitment to global educational advancement.
Dr Amanda Fox is an Associate Professor and Academic Lead of Education at Queensland University of Technology's Faculty of Health, School of Nursing. She holds a joint appointment at Metro North Health-Redcliffe Hospital where she supports clinicians in building research capability. With extensive clinical nursing experience across acute and community settings, Dr Fox is deeply committed to developing future nursing professionals and advancing the nursing profession through strong industry connections. Dr Fox's educational background includes a PhD from Queensland University of Technology and a Graduate Diploma in Health from the same institution. Her formal qualifications reflect her commitment to both academic rigor and practical healthcare application. Her research program focuses on advanced practice nursing roles, health services research, and care of older adults with cognitive impairment. Dr Fox led an NHMRC Capacity Building in Care Research Fellowship from 2019-2021, implementing cognitive impairment support programs in acute care settings and exploring weighted blankets for patients experiencing agitation. Her current work centers on Registered Nurse prescribing under supervision, examining RN preparedness, nurse practitioner perspectives, and systems-level barriers to implementation. As CIA on an NHMRC collaborative health services grant (2024), she's evaluating consumer perspectives and co-designing implementation plans for Designated RN prescribing across healthcare settings. Dr Fox's publication record shows a clear trajectory from foundational work in nursing education and cognitive impairment care to her current focus on expanding nursing scope of practice through prescribing rights. Her research bridges clinical practice, health policy, and systems thinking, with increasing emphasis on implementation science to translate research into practice. Recent publications demonstrate strong interdisciplinary collaboration across nursing specialties, healthcare settings, and professional roles. NHMRC Capacity Building in Care Research Fellowship (2019-2021) NHMRC Collaborative Health Services Grant 2024 (as CIA) Dr Fox has extensive experience supervising honours, dissertation students, and clinicians in research and quality improvement projects. She led successful internal and professional re-accreditation of postgraduate courses in 2016/17, 2021/22, and 2025, and serves as Academic Lead of the Queensland Health Nurse Practitioner - Endoscopy Corporate Program. Her educational leadership spans undergraduate, postgraduate, and higher degree research programs, with particular expertise in curriculum development and accreditation processes. As Academic Lead of Education at QUT School of Nursing, Dr Fox oversees delivery of all award and professional development courses. Her leadership in the Queensland Health Nurse Practitioner - Endoscopy Corporate Program demonstrates her commitment to innovative clinical pathways and advanced practice roles. Through her NHMRC-funded work on RN prescribing, she's building collaborative networks across healthcare settings to implement practice changes that expand nursing scope while ensuring patient safety.
Dr. Sofija Georgievska is an Associate Professor at the Institute for Social Work and Social Policy at Ss. Cyril and Methodius University in Skopje (UKIM). She holds a Master's degree in Social Policy and has been actively engaged in academic roles since 2005, progressing from junior assistant to her current position. She also serves as Erasmus coordinator at the Faculty of Philosophy in Skopje and is a member of the Board of Directors for the association 'For a Happy Childhood'. Her research focuses on psychosocial work with marginalized groups, methodology and statistics in social research, and skill development in auxiliary professions. Education: Bachelor of Psychology (2005), Institute of Psychology, UKIM Master of Social Policy (2008), Institute of Social Work and Social Policy, UKIM Professional Roles: Erasmus Program Coordinator Board Member at 'For a Happy Childhood' Adjunct Professor at Nis Faculty of Philosophy Research Interests: Dr. Georgievska's work centers on psychosocial interventions for vulnerable populations, methodological rigor in social research, and improving practices in social work education. She has conducted extensive studies on domestic violence impacts, adolescent behavior, workplace mobbing, and child welfare systems. Her methodologies often integrate quantitative and qualitative approaches to address systemic social issues. Publications Overview: Her 30+ articles span topics like trauma in domestic violence victims, family dynamics influencing youth behavior, and workplace stress mitigation. Recent work highlights trends in organizational effectiveness and quality of life disparities between public and private sector employees. Her research bridges academic theory with practical social policy solutions. Awards: Best Final-Year Student Award (2004/2005), UKIM Faculty of Philosophy Teaching: Teaches courses in social research methodology, psychosocial development, counseling, and staff training strategies across bachelor's, master's, and doctoral programs. Dr. Georgievska collaborates internationally through study visits to universities in Estonia, Slovenia, and Croatia, enriching her cross-cultural perspective on social work practices. Her professional networks and institutional roles position her as a key contributor to Balkan region social policy discourse.
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