Don Davis is a Professor in the Department of Counseling at Georgia State University's College of Education & Human Development. He serves as program coordinator for Counseling Psychology and teaches in Clinical Mental Health and Counselor Education programs. Research Focus: Dr. Davis directs the Humility and the Advancement of Positive Psychology Interventions (HAPPI) Lab, which conducts basic and applied research on virtues including humility, forgiveness, and gratitude. His work also examines spirituality as an aspect of diversity in counseling. He leads a $6 million John Templeton Foundation grant project investigating intellectual humility development and intervention contexts. Publications explore cultural humility in clinical supervision, religious/spiritual struggles, existential humility, and multicultural counseling processes. Recent work examines how virtues like humility and gratitude impact therapeutic relationships and psychological well-being across diverse populations. Key Research Areas: Positive Psychology Interventions Cultural Humility in Counseling Spirituality and Mental Health Virtue Development in Clinical Practice
Ariel Mosley serves as an Assistant Professor in the Psychology Department at the University of California Davis, where she leads the Mosley Lab focused on intergroup perceptions of cultural appropriation, stigma, and intersectionality. Her research examines how social categorization and identity structure judgments of intergroup inequalities through experimental design, mediation analyses, and meta-analyses. Her educational background includes a Doctor of Philosophy in Psychology (2020) and Masters of Arts in Psychology (2016) from the University of Kansas, and a Bachelor of Arts in Psychology with a Philosophy minor (2014) from California State University Sacramento. As an undergraduate, she was a Ronald E. McNair Scholar, Sally Casanova Scholar, and Leadership Alliance Scholar. Professor Mosley's research investigates three core questions: how group-based biases influence responses to cultural appropriation; how intersectional stereotypes affect diverse individuals' experiences; and how marginalized groups adapt to discrimination. She combines social cognition, intergroup relations, and racial inequality frameworks to evaluate inequality from both target and perceiver perspectives. Her work spans social identity, objectification, dehumanization, structural racism in healthcare/law, and intersectional stigma. Analysis of her recent publications reveals consistent focus on cultural appropriation mechanisms, moral evaluations of intergroup interactions, and intersectional approaches to understanding bias. Her work increasingly integrates legal and policy implications while maintaining strong methodological rigor through experimental and meta-analytic approaches. University of California Davis Center for Multicultural Perspectives Faculty Scholar (2022-present) National Science Foundation Graduate Research Fellowship (2016) National Science Foundation Graduate Opportunities Worldwide Fellowship (2018) International Society of Political Psychology Award (2022) Multiple awards from SPSSI, SSPC, and SSPSP (2017-2022) Professor Mosley actively mentors undergraduate research assistants through her Mosley Lab, where students participate in all research phases from conception to dissemination. Her lab has produced multiple conference presentations and co-authored publications. She has secured significant grant funding including NSF fellowships and institutional support through UC Davis's multicultural research center. Her teaching portfolio includes Social Psychology, Psychology of Law, and specialized courses on cultural appropriation and racism. The Mosley Lab maintains an active research program with undergraduate scholars and graduate affiliates investigating intergroup relations, social cognition, and diversity issues. The lab emphasizes community-based research and recently presented at the Society for Personality & Social Psychology Annual Convention, with plans to attend the 2026 Chicago conference. Professor Mosley's work bridges academic research and community engagement through public science communication initiatives.
Sharon L Kagan is the Virginia and Leonard Marx Professor of Early Childhood and Family Policy and Co-Director of the National Center for Children and Families at Teachers College, Columbia University. She holds adjunct positions at Yale University and is a globally recognized leader in early childhood education policy and systems reform. Her work focuses on aligning educational policies to support low-income children and families, integrating research into public policy, and promoting systemic coherence in early childhood systems. Education: B.A., University of Michigan (English) M.A., Johns Hopkins University (Liberal Arts) Ed.D., Teachers College (Curriculum and Teaching) Research Interests: Dr. Kagan applies child and parent development research to inform public policy, emphasizing systemic governance, cultural diversity in education, and global early learning standards. She advocates for high-quality, equitable early childhood systems aligned with K-12 education. Awards: Harold W. McGraw, Jr. Prize in Education James Bryant Conant Award (2005) Fellow, American Educational Research Association (2010) Member, National Academy of Education (2012) Advising & Grants: She advises governments globally, including Colombia and Tajikistan, on early childhood policies. Her research has been funded by organizations like the Kellogg Foundation and UNICEF, focusing on system alignment, workforce development, and quality measurement. Labs/Teams: Co-directs the National Center for Children and Families, leading initiatives on early childhood governance, transition policies, and international standards development.
David K. Seitz is Assistant Professor in the Department of Humanities, Social Sciences, and the Arts (HSA) at Harvey Mudd College. He is affiliated faculty in the Cultural Studies Department at Claremont Graduate University and core faculty in the American Studies Program at The Claremont Colleges. His research bridges cultural geography, queer theory, critical race theory, and psychoanalysis, with a focus on affect, citizenship, and popular culture. His scholarly work explores the affective dimensions of political life, particularly through ethnographic and textual analysis. Key themes include queer citizenship, migrant justice, gentrification, and the politics of emotion. His two major books— A Different Trek: Radical Geographies of Deep Space Nine and A House of Prayer for All People: Contesting Citizenship in a Queer Church —exemplify his innovative use of cultural texts and ethnographic fieldwork to interrogate power, identity, and belonging. His recent publications span journals such as Environment and Planning D , ACME , Transactions of the Institute of British Geographers , and Antipode . He frequently draws on psychoanalytic theory, especially the work of Melanie Klein, to analyze collective affects like guilt, hope, and disappointment in social movements and urban politics. His work on Paddington Bear and Star Trek reveals how popular culture both reflects and challenges colonial and neoliberal ideologies. He teaches courses in critical and emotional geographies, urban studies, political ecology, and queer theory. In 2023, he joined the editorial collective of ACME: An International Journal for Critical Geographies , underscoring his active role in shaping critical geographic scholarship. Assistant Professor, HSA, Harvey Mudd College Affiliated Faculty, Cultural Studies, Claremont Graduate University Core Faculty, American Studies Program, The Claremont Colleges Seitz has not received any explicitly mentioned scientific awards in the provided text. He advises no named students in the materials. His research is supported through academic affiliation and publication rather than listed grants. He is involved in editorial and academic community work, particularly in critical geography and queer studies. He leads and participates in courses and seminars on topics including political ecologies, the city as a structure of feeling, queer pedagogy, and the geographies of education, reflecting his interdisciplinary and affect-sensitive approach to teaching and scholarship.
Dr. Shaji Daniel is an Assistant Professor of Counseling at the College of Adult and Graduate Studies - School of Counseling, Colorado Christian University (CCU). He is a Licensed Professional Counselor-Supervisor (LPC-S) in Texas and a National Certified Counselor (NCC), integrating clinical expertise with spiritual formation in his teaching and practice. His work emphasizes holistic care for individuals, couples, and families, grounded in both psychological and faith-based frameworks. Educational Background: Ph.D. in Counselor Education and Supervision, University of the Cumberlands M.Ed. in Professional Counseling, University of Houston–Victoria Master of Theology and Divinity degrees, Serampore University, India Dr. Daniel's research and clinical focus lies at the intersection of multicultural counseling and spiritual integration. He explores the lived experiences of immigrant communities, particularly in the context of interracial marriage, and advocates for culturally competent, spiritually sensitive therapeutic practices. His work addresses depression, anxiety, relationship challenges, grief, and cancer-related distress, employing Cognitive Behavioral Therapy (CBT), Solution-Focused Brief Therapy (SFBT), and interactive counseling models. As a certified SYMBIS facilitator, he also provides premarital and marital counseling. The recent publications reflect a strong trend in qualitative, phenomenological research on intercultural and interracial relationships, spiritual dimensions of mental health, and faith-informed conflict resolution. His scholarly work bridges Christian theology with contemporary counseling practices, contributing to the development of contextually relevant, integrative models of care. Scientific Awards: Doctoral Award for Excellence in Leadership and Advocacy, University of the Cumberlands Ramaiah Award for Excellence in Scholarship, United Theological College, Bangalore While specific grant information is not mentioned, Dr. Daniel's leadership and advocacy recognition suggest involvement in initiatives promoting equity and excellence in counselor education. He mentors future counselors through a pedagogy that combines clinical rigor with spiritual depth, emphasizing journaling, reflection, and contemplative practices to foster inner formation. His teaching philosophy aligns with CCU’s mission to develop compassionate, truth-rooted leaders in the counseling profession. Though no formal lab or research team is mentioned, Dr. Daniel's collaborative publication with his spouse, Dr. Mary Daniel, indicates interdisciplinary engagement, particularly in culturally sensitive counseling. His work with organizations like the American Association of Christian Counselors (AACC) and Journey of Hope Cancer Care Ministries reflects broader professional affiliations and outreach.
Dr. Misty Ginicola is a Professor in the Counseling and School Psychology (CSP) department at Southern Connecticut State University (SCSU). She holds a PhD from Yale University and has been with SCSU since 2006. Education : B.S. in Psychology (SUNY Cortland), M.A. in Psychology (SUNY New Paltz), M.S./M.Ph. (Yale University), Ph.D. in Clinical Psychology (Yale University, 2006) Her research focuses on Multicultural Counseling , LGBTQI+ Counseling , Creative Counseling Techniques (including phototherapy and yoga), and Highly Sensitive People . She integrates Indigenous and Celtic spirituality into her therapeutic practice. Dr. Ginicola's recent publications (2017) in the Affirmative Counseling with LGBTQI+ People book cover topics from identity development to religious/spiritual integration. Her earlier work (2004–2013) includes program evaluations for the Mutt-i-grees® initiative and critiques of educational policies like NCLB. She serves as President of the American Counseling Association’s Association of Lesbian, Gay, Bisexual and Transgender Issues in Counseling (ALGBTIC) and contributes to the Journal of LGBT Issues in Counseling . Her grants focus on multicultural competence and counseling research. As a Licensed Professional Counselor, she operates Walk in Balance Counseling in West Haven, CT. The practice emphasizes holistic, person-centered care and employs her training in shamanism, Breath Body Mind techniques, and yoga.
Mosa Sayed serves as Associate Professor and Senior Lecturer in International Private and Procedural Law at Uppsala University's Department of Law, specializing in legal challenges arising from Sweden's multicultural transformation. Their work critically examines tensions between religious legal traditions and secular state systems, with particular focus on Islamic law's interaction with Swedish jurisprudence. Education: Juris Doctor in Private International Law (2010) Bachelor of Laws (2003) Research concentrates on three interconnected domains: First, international private law complexities in globalized contexts where religious legal rules confront state courts, especially regarding normative pluralism. Second, rigorous analysis of Islamic family and inheritance law systems, identifying conflicts with secular Swedish values and proposing frameworks for legal accommodation. Third, investigation of religious organizations' formal/informal legal functions, including alternative dispute resolution mechanisms and their societal implications. This tripartite approach reveals systemic tensions in multicultural legal governance while offering pragmatic pathways for coexistence. Publication trends from 2013-2019 demonstrate consistent scholarly engagement with Islamic law's practical manifestations in Swedish legal practice. Key thematic clusters include marital agreements (particularly mahr), inheritance systems across Shia/Sunni traditions, forced marriage interventions, and abortion jurisprudence within Islamic frameworks. Methodologically, the work bridges comparative law, socio-legal studies, and religious studies to expose how normative pluralism challenges state legal monopolies while proposing context-sensitive accommodation models for European legal systems. Awards: No scientific awards documented in source materials Advising and funding activities remain unspecified in available records, though research outputs indicate substantial independent scholarship and collaborative projects with scholars like Margareta Brattström and Göran Larsson. The absence of explicit grant mentions suggests institutional funding or independent research initiatives rather than major external awards. No dedicated laboratories or formal research teams are referenced, though publications indicate cross-institutional collaborations typical of Scandinavian legal academia. Research appears conducted within Uppsala University's Department of Law framework, leveraging Sweden's unique position in European religious-legal accommodation debates.
Jenni Alisaari is a Professor of Education specializing in Linguistically and Culturally Diverse Education at the School of Applied Educational Science and Teacher Education, University of Eastern Finland. Her work focuses on linguistically responsible pedagogy, multilingualism in education, and culturally responsive teaching practices. Teaches Master’s Degree Programme in Early Language Education for Intercultural Communication Former roles include University Lecturer of Finnish at University of Stockholm, Special Researcher in Sociology at INVEST Research Centre, and Teacher Trainer at University of Turku and Åbo Akademi Research interests intersect language, culture, and identity in educational contexts. She studies: Linguistically Responsible Pedagogy Multilingual Learners Support for Newly Arrived Students Using Music in Language Instruction Language as a Cultural Identity Resource Curriculum Reform Implementation Her publications since 2015 reveal a focus on: Intercultural Communication in Classrooms Migrant Student Belonging Language Policy in Nordic Countries Cognitive Benefits of Musical Language Instruction Teacher Training for Linguistic Diversity Educational Equity Frameworks
Dr. Hélène Deacon is a Professor in the Department of Psychology and Neuroscience at Dalhousie University (Faculty of Science), directing the Language and Literacy Lab. She holds a BSc (Hons.) from the University of Prince Edward Island, a DPhil from the University of Oxford (as a Rhodes Scholar), and a Postdoctoral Fellowship from the University of British Columbia. Her research focuses on reading development, digital literacy, bilingualism, and child development, with a particular emphasis on understanding how children acquire reading skills in diverse contexts. She leads a 2.5-million-dollar Partnership Grant exploring literacy in multicultural and digital environments and has been recognized as a top 2% scientist globally by Stanford University. Education: BSc (UPEI), DPhil (Oxford), PDF (UBC) Key Roles: Co-Director of Partnership Grant, Lab Director, Editorial Advisory Board Member for multiple journals Affiliations: Cross-listed at Dalhousie’s Faculty of Health Professions and IWK Health Centre’s Developmental Pediatrics Her research interests span morphological awareness, syntactic skills, prosodic sensitivity, and challenges faced by university students with reading difficulties. She collaborates globally with schools and institutions, influencing public policy and educational practices. Awards include the Royal Society of Canada’s College of New Scholars membership and the Killam Professorship. Lab & Impact: The Language and Literacy Lab (LLL) investigates reading development through studies on orthographic learning, sentence comprehension, and bilingualism. Collaborations include schools nationally and internationally, with a focus on practical applications for education and clinical settings. Teaching: Courses include Introduction to Psychology II, Development of Language and Literacy, and Special Topics in Developmental Psychology Service: Member of Dalhousie’s Human Ethics Committee, Ad Hoc Review Committee, and Honours Advisor
Jürgen Sauer is a Full Professor at the University of Fribourg , affiliated with the Department of Psychology under the Faculty of Letters and Human Sciences . With over 120 publications, his research focuses on Human-Machine Interaction , Usability Testing , User Experience (UX) , and Automation Design , particularly in high-stakes environments like X-ray baggage screening and spaceflight simulations . Email: juergen.sauer@unifr.ch Phone: +41 26 300 7622 Address: RM 01 bu. C-1.117, Rue PA de Faucigny 2, 1700 Fribourg Orcid: 0000-0003-2105-1694 His research projects, funded by the Swiss National Science Foundation (FNS), include: Improving work design for airport security officers (2019-2024): Developed pictorial scales for measuring psychological constructs in security environments. Social stress and support in hybrid teams (2018-2023): Investigated machine-induced social stressors and mitigation through social support. Automation in visual inspection tasks (2014-2018): Examined adaptable automation for baggage screening and system reliability effects. Usability testing effectiveness (2012-2016): Analyzed cultural background impacts and non-usability product features influencing test outcomes. Key contributions include the Luggage Inspection Simulation (LIS) environment for modeling work environments and the development of pictorial usability scales for multilingual applicability. His work bridges ergonomics , human factors , and applied psychology , with notable collaborations with researchers like Adrian Schwaninger and Andreas Sonderegger . His recent publications (2025-2014) analyze: Human-machine performance under false alarms and miscues Social stressor dynamics in hybrid teams Usability scale animation effects Phubbing behavior in professional contexts Accessible website design for non-disabled users
Helen Martin is a Lecturer in the School of Education at the University of Aberdeen. She holds a BSc (Hons) in Mathematics from the University of St. Andrews, a PGDE(S) in Mathematics from the University of Edinburgh, and a PhD in Mathematics Education from the University of Aberdeen. Her research focuses on innovative pedagogical approaches, particularly in mathematics education, Indigenous education, Arctic pedagogy, and the integration of drama into teaching practices. She has collaborated with organizations like the Scottish Mathematical Challenge and Techfest Setpoint on initiatives such as Enterprising Maths Challenge and Royal Institution Maths Masterclass. Her work emphasizes culturally responsive teaching methods, the revitalization of minority languages (e.g., Scots and Sámi), and the intersection of education with healing and community engagement. Recent publications explore topics such as cognitive dissonance in Indigenous education, Sámi perspectives in leadership, and Arctic pedagogy through Scots language revitalization. She is also involved in editorial roles for the Education in the North journal, overseeing thematic issues on drama conventions, northern pedagogy, and vocational education. Her teaching responsibilities include courses on mathematics education for undergraduate and postgraduate programs (BEd and PGDE). She actively engages in educational collaborations, promoting inclusive and community-centered learning approaches. Her research often intersects with global educational challenges, addressing equity, cultural preservation, and the adaptation of teaching methods to diverse contexts.
Patrick Olivier is a Professor at Monash University's Department of Human Centred Computing, with adjunct roles at Monash University Indonesia and Malaysia. He leads the Action Lab, a multidisciplinary research group focusing on human-centred design, digital health, and social innovation. His work bridges academia and real-world impact, particularly in co-design methods and implementation science. He holds a PhD in Language Engineering from the University of Manchester and has extensive industry experience, including founding Lexicle Ltd and Axivity Ltd. Education: PhD in Language Engineering, University of Manchester (1998) MSc in Artificial Intelligence, University of Wales (1991) Postgraduate Diploma in Computing, University of Bradford (1990) BA in Natural Sciences (Physics), University of Cambridge (1989) Research Interests: Co-design methods, digital health, technology-enhanced learning, collaborative and social computing. Recent Work Trends: His articles (2023–2025) emphasize digital health interventions, community engagement in tech design, and the societal impacts of light exposure. Key themes include participatory frameworks for marginalized groups and scalable healthcare systems. Awards: 2022 Dean's Award for Excellence in Research Engagement 2021 Dean’s Community Research Award 2018 ACM Honorable Mention & Sydney Vice Chancellor's Award Advising & Grants: Supervises PhD students in digital health and co-design. Principal Investigator on projects like the EPSRC Centre for Digital Civics and global health initiatives (e.g., Open Nutrition, PIP-Kids). Lab/Teams: Action Lab (Australia, Malaysia, Indonesia) focuses on tech for social innovation, digital health, and civic engagement.
Associate Professor Rachel Burke is an Applied Linguist and TESOL educator in the School of Education at the University of Newcastle, affiliated with the College of Human and Social Futures. Her research focuses on linguistically and culturally diverse educational contexts, critical examination of policy impacts, and praxis-driven approaches to language education. She holds a PhD and has extensive experience in refugee education, forced migration studies, and equity in higher education. Research Interests: Dr. Burke’s work spans sociolinguistics, TESOL curriculum development, and educational equity for marginalized groups. Her recent projects explore the linguistic experiences of refugee/asylum seeker students, ethics in fragile research contexts, and digital empowerment for displaced learners. She employs critical discourse analysis to examine structural inclusion/exclusion mechanisms in education systems. Key Contributions: Her 2023 co-authored book Questioning Care in Higher Education challenges conventional definitions of academic service. Over 26 peer-reviewed articles and 12 book chapters address topics like EMI in Vietnam, mental health in teacher education, and policy barriers for asylum seekers. She has secured $418k in grants including the Scanlon Foundation’s Unity Works initiative supporting refugee employment. Grants & Impact: Leads projects like Refugee Mothers & Children Toolkit (Perpetual Limited, 2021) and co-leads the Co-designing Legal Literacy Resources grant (2024). Her work informs institutional policies on linguistic equity and asylum seeker access to education. Supervision: Supervises 12 current PhD students researching topics from EFL pedagogy in Vietnam to wellbeing in primary education. Her mentorship focuses on ethical research practices in sensitive contexts.
Dr. Irena Avirovic Bundalevska is an Associate Professor at the Institute of Family Studies, Faculty of Philosophy, Ss. Cyril and Methodius University in Skopje. She holds a PhD in Historical Sciences (2013) from the same university, specializing in Balkan migration histories. Her academic career includes roles at the Institute of National History as an assistant researcher and teaching positions at the American College in Skopje. Key qualifications include a Master's in International Relations from the University of Bologna (2009) and a Philology degree from the Faculty of Philology (2006). She serves as National Coordinator for the European Family Network (COST Action 18123) and speaks English, Italian, Spanish, with proficiency in German and Russian. Research Focus Cultural shifts in Balkan societies during the 20th century Ethnic minorities' migration patterns Family dynamics influenced by religious institutions Impact of multicultural policies on family structures Her work explores historical migration (e.g., Macedonian emigration to the U.S.), contemporary cohabitation trends, and institutional frameworks affecting family welfare. Recent publications analyze disability-inclusive family policies and UN family initiatives, reflecting her interdisciplinary approach bridging history, sociology, and policy studies. Awards & Grants No specific awards or grants mentioned in current records. Professional Networks Active participant in international conferences on social change and family studies. Collaborations include University Goce Delcev (Stip) and Macedonian Association of Marketing.
Anna CohenMiller, PhD , is a Professor at Nord University in Norway and serves as the director of the PLUS Centre for Professional Development and Learning . A multinationally recognized scholar, she is a TEDx speaker and award-winning qualitative methodologist whose work centers on social justice, equity, and inclusion in higher education through transformative research and leadership. Her research and teaching span arts-based methodologies, decolonial approaches, and inclusive pedagogies with a focus on empowering marginalized communities, particularly in Central and Southeast Asia. Education While specific degrees are not detailed in the provided text, CohenMiller holds a PhD and has extensive experience as a qualitative methodologist and pedagogical leader. Research Interests Arts-Based Research: Utilizing creative methods like photovoice, body mapping, and visual arts to amplify marginalized voices. Decolonial Methodologies: Challenging colonial frameworks in research and education, especially in post-Soviet and Asian contexts. Gender and Diversity: Investigating systemic inequities faced by women, mothers, and minoritized groups in academia. Transformative Leadership: Promoting organizational change towards inclusive and equitable practices in higher education. Motherhood Studies: Exploring the intersection of motherhood and academic identity, particularly during crises like COVID-19. Recent Research Trends CohenMiller’s recent work (2022–2025) emphasizes innovative qualitative and mixed-methods approaches applied to global challenges such as pandemic impacts on education, decolonizing research practices, and fostering inclusive pedagogies . Her publications consistently integrate social justice frameworks , often co-authored with early-career scholars, reflecting her commitment to mentorship. Notable themes include online arts-based research methods , gender audits in higher education , and collaborative autoethnography as tools for institutional and societal transformation. Scientific Awards Knowledge Foundation Prize for Open Access (2022) – for the edited book Leading Change in Gender and Diversity in Higher Education from Margins to Mainstream . American Educational Research Association (AERA) Outstanding Book Award (2021) – for Questions in Qualitative Social Justice Research in Multicultural Contexts (with N. Boivin). Grants and Projects CohenMiller leads and coordinates multiple funded initiatives, including: SEA-EU Alliance – promoting international collaboration in higher education. Nord Master's Plus – enhancing interdisciplinary graduate education. Bodø2024 – integrating research with cultural and educational development. TEDxBodø – fostering public engagement with research on equity and inclusion. Labs and Teams As director of the PLUS Centre for Professional Development and Learning , CohenMiller oversees a multidisciplinary team focused on professional development, inclusive pedagogy, and transformative research practices . She also collaborates with international networks such as SEA-EU and Horizon2020-funded projects to advance gender-sensitive curriculum development globally.
