Fay Short is a Professor at Bangor University's School of Human and Behavioural Sciences , with a dual focus on psychology and education. As Associate Pro-Vice Chancellor for Employability and Course Director for the MSc in Counselling , she integrates her expertise in psychotherapy, AI-driven education, and modern slavery research into both teaching and mentoring roles. Qualifications: PhD in Psychology, MA in Law and Criminology, PGCert in Teaching in Higher Education Teaching Excellence: Principal Fellow of the Higher Education Academy, National Teaching Fellowship awardee Research spans authentic assessments in higher education, therapeutic interventions , and canine-assisted therapy . Her work on modern slavery and survivor psychology has informed law enforcement training, while AI applications in counselling and education dominate recent publications. Scientific Awards include the National Teaching Fellowship . Over 15 years, she has supervised 168 MSc Counselling Dissertations and 85 BSc Psychology Dissertations , alongside pastoral care roles like Sexual Violence Disclosure Response Team Member .
Belén Curto Diego is a researcher at the University of Valladolid's College of Engineering, focusing on educational robotics and medical simulation technologies. Her work spans interdisciplinary applications in engineering and clinical education. Research Areas: Robotics pedagogy, action-research methodology, medical simulation tools, and project-based learning environments Key Collaborations: Partnerships with Latin American institutions, multidisciplinary medical engineering teams Notable Projects: NXT robotics workshops for rural education, ecographic simulators for botulinum toxin injection training Research Trends: Recent publications (2010-2015) demonstrate a focus on constructionist learning models, clinical simulation systems, and digital tools for collaborative robotics education. Her work bridges technical implementation with pedagogical impact, particularly in underserved regions.
Rhoda San Jose is a dedicated nursing educator and simulation leader at Iona University's College of Health Sciences, Nursing Department. She serves as the Director of Nursing Laboratories and Simulation Learning, overseeing skills labs and simulation activities across multiple nursing domains including Medical-Surgical, Maternal-Newborn, Pediatrics, Behavioral Health, and Community Health. With over 25 years of clinical and academic experience, she plays a pivotal role in shaping modern nursing education through innovative pedagogical approaches. Education: Doctor of Nursing Practice (DNP), Walden University Master of Science in Nursing Education, Western Governors University Bachelor of Science in Nursing, Manila Doctors College Dr. San Jose’s research focuses on the integration of advanced technologies in nursing education. She actively explores the use of serious games, augmented reality, virtual reality, and artificial intelligence to enhance clinical competency, improve patient care experiences, and drive quality outcomes. Her work emphasizes the transformation of nursing education through technological innovation and evidence-based simulation practices. Her recent scholarly contributions center on virtual reality applications in maternal-newborn curricula, creating psychologically safe virtual learning environments, and refining debriefing techniques in immersive simulations. These efforts reflect a strong trend toward digital transformation and experiential learning in nursing education, with a focus on student engagement and cognitive-emotional development. Professional Service: Volunteer Abstract Peer Reviewer for INACSL, SSH, and HIMSS international conferences Professional Memberships: International Nursing Association for Clinical Simulation and Learning (INACSL) Society for Simulation in Healthcare (SSH) Association for Nursing Professional Development (ANPD) Healthcare Information and Management Systems Society (HIMSS) Dr. San Jose leads the nursing simulation team, guiding curriculum delivery and faculty development in simulation methodologies. She also contributes to national discourse through peer review and conference participation, fostering collaboration across institutions to advance healthcare education.
Cristen Dutcher is a Clinical Assistant Professor of Business Law at Kennesaw State University's School of Accountancy. With a JD from Mercer University and a BA in Economics from the University of Georgia, she combines legal practice experience with academic teaching. Her research focuses on Pedagogical innovations in business law Adaptive textbook technology Online and hybrid teaching methodologies Student engagement strategies Notable awards include the Expanding the Nest Innovator (2024) and multiple Online Teaching Excellence Awards . She coordinates over 1,000 undergraduate students annually in Legal Environment of Business courses while developing innovative teaching techniques. Recent publications emphasize Experiential learning through Build-a-Business projects Metacognitive reflection tools Adaptive digital textbook effectiveness Inclusive teaching practices Professional recognitions: Regent's Teaching Excellence Award nominee (2022) Charles M. Hewitt Master Teacher Finalist (2017)
Joakim Arnøy is a PhD student and Researcher at the Centre for Peace Studies (CPS) at UiT The Arctic University of Norway , with additional affiliation at the Narvik War and Peace Centre . His work focuses on non-formal peace education frameworks, particularly within European youth programs like Erasmus+. Research Interests Non-formal peace education Critical analysis of European youth work Participatory Action and Reflection (PAAR) Conflict resolution methodologies Game-based learning for peacebuilding He has published extensively on peace education practices, including analyses of European youth programs, participatory methodologies, and critical reflections on structural violence in migration patterns. His recent articles highlight trends in contextual peace education and decolonizing pedagogical approaches. Research Affiliations PEACE Research Group at UiT Narvik War and Peace Centre
Michael Behnam is the Dean and Professor of Strategy and International Business at the Quinlan School of Business, Loyola University Chicago. He has held significant academic and administrative leadership roles across institutions in the United States and Europe, including as Senior Associate Dean and Professor at Suffolk University's Sawyer Business School. His leadership emphasizes experiential learning, global engagement, and ethical business practices. Education: MBA and PhD in Strategy and Ethics, Johann Wolfgang Goethe-University, Frankfurt, Germany PhD in International Management, EBS University, Wiesbaden, Germany His research centers on Strategy, International Business, and Business Ethics , with a focus on corporate social responsibility, stakeholder engagement, and ethical governance in multinational corporations. He has extensively published in top journals such as Academy of Management Journal , Journal of Business Ethics , and Business and Society , with over 1,700 Google Scholar citations. His recent work explores digital platform governance, sustainability, and the moral legitimacy of corporate actions. The trends in his recent publications (2024–2015) reflect a deepening engagement with digital ethics, organizational integrity, and global innovation dynamics . His research bridges theoretical rigor with practical relevance, often applying systems theory, political CSR, and network perspectives to contemporary business challenges. He has contributed to influential frameworks such as Integrative Social Contracts Theory and decoupling in compliance programs. Scientific Awards: Best Competitive Paper Award, ANZIBA (Australia New Zealand International Business Academy), 2004 Runner-up for Best Overall Dissertation – All Disciplines, Johann Wolfgang Goethe-University, 1998 As an educator and administrator, Behnam has led the development of new degree programs, global travel seminars, and experiential learning initiatives. He has significantly increased graduate enrollment and faculty diversity. He has advised numerous research projects and co-directed a Humboldt-funded research initiative on ethical conflicts in multinational firms. Though specific advisees are not listed, his mentorship is evident through collaborative publications. He has also consulted for major firms including IBM, Siemens, and BMW, and contributed to executive education. Behnam is actively involved in professional communities such as the Academy of Management, Academy of International Business, UN PRME, and EBEN . He co-founded a consulting firm and has held positions in investment banking prior to academia. His leadership extends to centers like the Lab for Applied Artificial Intelligence and initiatives promoting responsible innovation. He teaches strategic management and global business courses, including capstone simulations and international seminars.
Sufia Turner is a Senior Instructor and the Simulation Program Lead at the College of Nursing, University of Manitoba. She plays a pivotal role in advancing simulation-based nursing education and curriculum development. Her work integrates clinical expertise with innovative pedagogical strategies to foster student growth and readiness for real-world healthcare environments. Senior Instructor, College of Nursing, University of Manitoba Simulation Program Lead Certified Canadian Simulation Nurse Educator (CCSNE) Recipient of multiple teaching and simulation excellence awards Education: Master of Nursing (MN), Nursing Education with focus on Simulation in Nursing, University of Manitoba (2020) Bachelor of Nursing (BN), University of Manitoba (2005) Sufia Turner's research and professional interests center on nursing education, particularly clinical simulation and experiential learning. She advocates for a dynamic, student-centered approach that encourages risk-taking and problem-solving. Her teaching philosophy draws inspiration from transformative educational experiences, emphasizing that learning should be exploratory and occasionally 'messy' to be meaningful. Her recent scholarly work focuses on the impact and effectiveness of simulation in nursing education. The articles reflect strong engagement with pedagogical innovation, evaluation of simulation programs, and the role of experiential learning in developing clinical competence. Themes include student engagement, patient safety training, and interprofessional collaboration through simulation. Scientific Awards and Recognitions: 2022: Association of Regulated Nurses of Manitoba Award of Excellence: Nursing Education 2020: Association of Regulated Nurses of Manitoba Award of Excellence: Outstanding Simulation Team (Runner-up) 2020: Elsevier Emerging Leader in Nursing and Midwifery Education Award 2018: Non-Research Article of the Year, Clinical Simulation in Nursing 2017–2018: Article of Influence, Society for Simulation in Healthcare Sufia Turner has been instrumental in securing recognition for her simulation team and has contributed to grant-funded initiatives in nursing education innovation. While no formal advisees are listed, she mentors numerous nursing students through clinical placements, simulation labs, and academic advising. She leads curriculum development projects and collaborates with interdisciplinary teams to enhance healthcare training. She leads the simulation program at the College of Nursing, overseeing the design, implementation, and assessment of simulation-based learning activities. Her lab focuses on high-fidelity clinical scenarios, debriefing methodologies, and integration of simulation across the undergraduate nursing curriculum. The team works closely with clinical partners and educational technologists to ensure realism and educational value.
Jonathan Arye Gerstenhaber is an Assistant Professor of Instruction in the Department of Bioengineering at Temple University's College of Engineering. He is actively involved in undergraduate bioengineering education, teaching foundational and design-oriented courses such as Modeling Fundamentals, Programming Fundamentals, Biomedical Instrumentation, and the Biodesign elective. His academic role emphasizes pedagogical innovation and hands-on laboratory learning. His research and scholarly work focus on bioengineering education, biomaterials, and regenerative medicine. He has contributed to the development of virtual laboratory environments, particularly during the pandemic, and has collaborated on tissue engineering projects involving human induced pluripotent stem cells (hiPSCs) for cardiac and retinal applications. His work bridges educational practice with cutting-edge bioengineering research. The recent publications highlight a strong trend in applying bioengineering principles to regenerative medicine, particularly in stem cell differentiation and scaffold design. Additionally, a significant contribution lies in the field of bioengineering education, with innovations in virtual lab instruction. These efforts reflect a dual commitment to advancing both teaching methodologies and translational research. Scientific Awards: No awards listed in the provided text. Dr. Gerstenhaber is actively engaged in curriculum development and collaborative research. He has been involved in grant-supported or collaborative projects related to tissue engineering and educational technology, though specific grants are not detailed. His advising activities are not explicitly listed, but his role as an instructor and lab course leader suggests mentorship of undergraduate researchers and design teams. He contributes to the Bioengineering department’s educational mission through lab course development and innovative teaching strategies. His work supports the integration of experiential learning into the undergraduate bioengineering curriculum at Temple University.
Amanda Davies is a Senior Lecturer in the Discipline of Nursing, Paramedicine and Healthcare Sciences at Charles Sturt University, Australia. She is an active researcher and registered academic supervisor, specializing in simulation-based learning for professional training in policing and paramedicine. Her work bridges healthcare and law enforcement, focusing on decision-making, mental health response, and technological integration such as body-worn cameras. Charles Sturt University – Discipline of Nursing, Paramedicine and Healthcare Sciences Editorial roles: Guest Editor, Policing (Oxford) ; Former Editor-in-Chief, AiPOL Australasian Institute of Policing Recipient of national and international awards in teaching and research Dr. Davies’s research centers on simulation-based learning and its application in preparing police recruits and healthcare professionals for real-world challenges. Her interests include mental health crisis intervention, incident command, and the use of technology in training. She investigates how simulation influences perception, learning outcomes, and operational readiness, particularly in high-stakes environments. The recent publications highlight a strong trend in simulation-based training, especially in law enforcement contexts. Topics such as mock court simulations, body-worn cameras, and mental health response indicate a focus on enhancing realism, accountability, and psychological preparedness. Her interdisciplinary approach combines criminology, education, psychology, and healthcare, with a methodological emphasis on qualitative and applied research. Notable awards and recognitions include: ALTC Citation (2009) Australian Management Colloquium Scholarship (2010) Best Paper, Australasian Simulation Congress (2008) Best Paper Award, ASCILITE Conference (2008) I/ITSEC Best from Around the Globe (2015) International media recognition for virtual reality in training (2017) Media feature on smart technology in policing (2024) Registered Supervisor status at CSU Dr. Davies has served as a guest editor for Policing (Oxford) and was Editor-in-Chief of AiPOL from 2018 to 2023, demonstrating leadership in academic publishing. She has contributed to policy-oriented research through commissioned reports for government bodies, suggesting involvement in grant-funded or contract research. Her editorial and applied research activities indicate sustained engagement with both academic and practitioner communities. She is involved in simulation research networks and collaborates across disciplines and institutions, particularly in Australia and the United States. Her work with I/ITSEC and international media highlights a global reach. While no formal lab is mentioned, her research is centered around simulation environments used in training for police and paramedics.
Charlene Wallace is a Senior Lecturer and Admissions Tutor in the School of Education, Sport and Health at the University of Brighton, where she contributes to the BSc (Hons) Diagnostic Radiography, Diagnostic Radiography Degree Apprenticeship, and MSc Diagnostic Radiography (pre-registration) programs. She is actively involved in teaching, curriculum development, and student supervision, with a strong focus on practical and simulation-based learning methodologies. Education: BSc (Hons) Diagnostic Radiography, University of Portsmouth (2010) PGDip Medical Ultrasound, King's College London (2015) PG Cert Academic Practice, University of Brighton (2023) Associate Fellowship, The Higher Education Academy (2022) Professional Development Course for External Examiners, Advance HE (2022) Level 7 Techniques in Musculoskeletal Ultrasound (2021) Her research and teaching interests are deeply rooted in simulation-based education , diagnostic radiography , and interprofessional clinical training . She advocates for a constructivist, student-centered approach, emphasizing experiential learning through classroom scaffolding, simulation, and hands-on practice. This pedagogical model fosters an inclusive environment that promotes knowledge exchange and deeper understanding. The available publication highlights her focus on leveraging simulation practices from other health professions to enhance diagnostic radiography education. The work underscores trends in healthcare education innovation, particularly in designing effective simulation frameworks for new radiography programs. Charlene has supervised undergraduate and postgraduate radiography students in clinical practice and has experience in interprofessional supervision of ultrasound training. While no grants are explicitly mentioned, her role as admissions tutor and curriculum developer indicates leadership in program delivery and educational strategy. She has contributed to professional knowledge exchange, including presenting a poster on simulation-based education at the 2022 Society of Radiographers Conference. Her external professional roles include serving as a Sonographer at East Kent Hospitals University NHS Foundation Trust (2017–2021) and as a Radiographer/Sonographer (2010–2017), reflecting a strong clinical background that informs her academic work.
Dr Keith Scott is a Senior Lecturer in English Language at De Montfort University, affiliated with the School of Humanities and Performing Arts within the Faculty of Arts, Design and Humanities. He serves as Chair of the Faculty Research Ethics Committee and is the Admissions Tutor for the English Language Programme. He is also a member of the DMU Cyber Security Centre and the Media, Culture and Technology research group. His research spans the intersection of language, influence, and cyber conflict, with a strong focus on corpus linguistics, persuasion, information warfare, cyber warfare, and the sociocultural dimensions of 'cyber' . He actively supervises PhD research and delivers subject talks for schools and colleges. Dr Scott’s recent publications (2020–2024) reflect a consistent trajectory in cyber warfare, AI in conflict, information operations, and serious gaming . His work appears in prominent venues such as the Journal of Information Warfare , Frontiers in Psychology , and proceedings of the European Conference on Cyber Warfare and Security (ECCWS). Themes include irony in extremism, multi-domain conflict modeling, influence theory, and ethical AI in military contexts. Vice-Chancellor's Distinguished Teaching Award (2010, 2012, 2017) Centre for Academic Innovation Sabbatical (2021) Education Leadership Programme (2020–2021) He leads and participates in externally funded research projects, notably with the UK Ministry of Defence and the Australian Defence Force, including the POTENTIUM Project and the interdisciplinary PROMETHEUS Research Group , which shapes military doctrine. He is also an active member of professional bodies such as the Royal United Services Institute and the Cybernetics Society, and serves on the organising committee for ECCWS 2024.
Dr. Eli Chu is a Senior Lecturer in the Department of Occupational Therapy at the Faculty of Medicine, Monash University, where she has been contributing since 2017. She is actively involved in teaching, research, and curriculum development, with a strong focus on simulation-based education and cultural competency. She coordinates key units in the undergraduate occupational therapy program and serves as the simulated placement coordinator and second-year coordinator. PhD in Health Outcomes, University of Hong Kong Graduate Certificate in Higher Education, Australian Catholic University Certificate IV in Assessment and Training, Swinburne University of Technology BSc in Occupational Therapy, University of Wisconsin Madison Certificate in Traditional Chinese Medicine, University of Hong Kong Dr. Chu's research centers on simulation-based learning, pain management, rehabilitation, and health outcomes, with a strong emphasis on inclusive education and international student success. Her work integrates mixed methods and contributes to evidence-based practice in occupational therapy. She has led and co-investigated multiple educational research projects, including a $1.3 million multi-site RCT on simulated education. Her recent publications reflect a consistent trend in innovative teaching methods, such as role-playing, simulation, and scenario-based learning, as well as cultural awareness initiatives like the Human Library. These works highlight her commitment to enhancing student engagement, interprofessional readiness, and inclusivity in health professions education. Scientific Awards: Dean's Award for Excellence in Diversity and Inclusion (2019) Dr. Chu has supervised numerous HDR and non-HDR students and is actively involved in thesis examination and professional supervision. She has secured multiple teaching and learning grants as lead or co-investigator to evaluate innovative pedagogical approaches. Her leadership extends to university service, including roles in international student liaison and curriculum design. She is a key contributor to the NCHA Independent Living Lab and participates in national and international conferences, often as a speaker or session chair. Her work aligns with UN Sustainable Development Goals, particularly in Education and Health and Wellbeing.
Professor Jennifer Cumming is a Professor of Sport and Exercise Psychology at the School of Sport, Exercise and Rehabilitation Sciences, University of Birmingham, UK. She is a Chartered Psychologist, Associate Fellow of the British Psychological Society, and Fellow of the Higher Education Academy, with a strong commitment to community-based research and teaching excellence. Education: Ph.D. in Kinesiology (Sport Psychology), University of Western Ontario, Canada (2002) M.A. in Sport Studies, University of Ottawa, Canada (1998) B.Ed. in Physical Education (Fitness Education), McGill University, Canada (1996) Post Graduate Certificate in Learning and Teaching in Higher Education, University of Birmingham (2010) Her research focuses on mental skills training , particularly imagery use in sport, exercise, and dance, and extends to community-based psychosocial interventions for marginalized populations such as homeless youth. She developed the My Strengths For Life™ (MST4Life™) program with St Basils and has contributed foundational theoretical models like the revised applied model of deliberate imagery use. Her work emphasizes self-regulation, strengths-based approaches, positive youth development , and mental health promotion across diverse populations. The 15 most recent publications reveal a strong trajectory toward mental health, safeguarding in dance, researcher well-being, and youth interventions . While rooted in sport psychology, her recent work expands into public health, social inclusion, and ethical research practice , demonstrating interdisciplinary impact and a commitment to real-world application. Scientific Awards and Recognition: Nominated for University of Birmingham’s Founders’ Award for Excellence in Policy Advancement (2015) Nominated for Enterprising Birmingham’s Most Innovative Collaboration Award (2017) Excellence in Teaching Award, School and College level (2012) Nominated for Good Supervisor Award (2010) Supervision of award-winning PhD theses (e.g., Dr Sarah Williams, Dr Sam Cooley) She has supervised 17 PGR students to completion and currently supervises undergraduate projects. She has received funding from the ESRC, Public Health England, St Basils, British Academy, AASP, and Winning Scotland Foundation . She collaborates with Dr Victoria Burns, Dr Sarah Williams, Prof Joan Duda, and international colleagues including Prof Craig Hall and Prof Diane Ste-Marie. She serves on the editorial boards of The Sport Psychologist and Journal of Imagery Research in Sport and Physical Activity , and is a Founding Member of the Research in Imagery and Observation (RIO) Group . Labs and Research Teams: She is affiliated with the Sport Psychology Research Group at Birmingham and contributes to the Birmingham Evaluating Skill Transfer (BEST) project . Her community partnerships, especially with St Basils , are central to her applied research model.
Jack Elderfield is a Lecturer in Live Event Technology & Lighting Design & Technology at the Faculty of Business and Creative Industries. He is affiliated with the Creative Industries Research and Innovation Group, contributing to research in applied creative technologies. His research focuses on innovative educational tools, particularly the use of Virtual Reality in assessing production students. His work bridges creative practice and pedagogical technology, emphasizing interactive and immersive learning environments in higher education. The primary trend in his publication record centers on integrating virtual event production software into academic assessment frameworks. This reflects a broader interest in digital transformation within creative education and experiential learning methodologies. Jack Elderfield has contributed to research through conference presentations, including a 2020 poster on VR-based student evaluation. His scholarly output demonstrates a focused engagement with technology-enhanced learning in production arts. He is actively involved in research activities within the Creative Industries Research and Innovation Group, contributing to projects that explore the intersection of technology, design, and education.
Sabrina Sailer-Frank is a researcher at the Chair of Business Education under Prof. Dr. Silvia Annen at Otto-Friedrich University of Bamberg. Holding an M.Sc. in Business Education from the same institution, she focuses on gamification in vocational education, digital transformation in teaching, and competency modeling for corporate training contexts. Education: M.Sc. in Business Education (Otto-Friedrich University of Bamberg, 2020), B.Sc. in Business Education (Ludwig-Maximilian University Munich, 2018) Current roles: Doctoral Research Fellow (2020–present), Operational Manager for EU-funded projects like EDEKomp and VR-Intense Research Interests center on: Gamification dynamics in self-directed and collaborative learning Postdigital higher education redesign Competency development in corporate and vocational settings Virtual Reality integration in technical training Digital communication strategies during crises Recent Publications analyze gamified pedagogies, pandemic impacts on academia, and competency models for vocational training in Germany, Brazil, and Sweden. Her work appears in the International Journal for Infonomics , CICE | WCE Proceedings , and Zeitschrift für Berufs- und Wirtschaftspädagogik . Project Involvement includes: Operational management of Erasmus+ VR-Intense project Leading DigiTrain VET and EDEKomp initiatives Coordinating the VR room development at HTW Dresden Transfer Contributions feature workshops on gamification and VR applications at institutions like ProfiLehrePlus Hochschullehre Bayern and Akademie für Lehrerfortbildung Dillingen.
