Jennifer Keller is an Associate Professor in the Department of Journalism at Western Washington University's College of Humanities and Social Sciences. Her expertise lies in public relations education, media ethics, and curriculum development, informed by 15+ years of professional PR experience. Professional background includes public relations roles with nonprofits, corporations, and PR firms in Washington D.C., Chicago, and Seattle, plus media buying for the 1992 Clinton campaign. Prior to WWU, she taught public relations at St. John Fisher College in New York. Research examines academic integrity interventions, PR curriculum design, and writing pedagogy for communication students.
Yu Lun Eve Lin is a Fashion Lecturer and Year 2 Leader in the BA Fashion Design and Development program at the London College of Fashion (LCF), part of the Decolonising Arts Institute. She is concurrently completing a PhD at the Royal College of Arts (RCA) on power dynamics in international fashion design pedagogies, focusing on symbolic violence within education-industry interactions. Her educational background includes BA and MA Fashion Womenswear from Central Saint Martins (2004–2009). As a former fashion entrepreneur, she was selected as a Taiwan NewGen Designer (2011–2014) and received Red Dot Awards for her illustration work (2014, 2018). She has taught in London, Taipei, New York, and China, and authored Practice of Fashion Drawing , a nationally adopted textbook in Taiwanese vocational schools. Her research explores cross-cultural pedagogy, as seen in her 2019 presentation on Chinese international student engagement and her 2017 Research_Alive symposium collaboration on playful learning methodologies. She contributes to CACAO art magazine as a columnist and maintains a creative portfolio at thisisevelin.co.uk .
Tyson Ashley Retz is an Associate Professor of Intellectual History at the University of South-Eastern Norway (Department of Culture and Language Sciences, Faculty of Education and Humanities). He holds a PhD from the University of Melbourne and is a Fellow of the Royal Historical Society. His research focuses on the philosophy of history, historiography, and the intellectual history of political thought, particularly in 19th-century Europe. Retz has held visiting positions at the University of British Columbia (2014), Tallinn University (2018), and the University of Oslo (2021), and is currently a Senior Research Fellow at the University of Vienna (2024-25). Retz’s scholarly work critiques traditional concepts of empathy in historical understanding, advocating instead for a hermeneutical approach rooted in Collingwood’s question-answer logic. His books *Empathy and History* (2018) and *Progress and the Scale of History* (2022) explore foundational issues in historical methodology and the evolution of progress narratives. Current research examines the religious-political dynamics of Restoration France (1815–1830) and the role of historical writing in liberal thought during Catholic revival periods. His peer-reviewed articles span topics such as historical scale, the Anthropocene’s ethical challenges, and comparative progress theories. Retz actively contributes to history education through editorial roles: he edits the *Bloomsbury History: Theory and Method* digital resource, chairs the *History Education Research Journal*, and guest-edited special issues on history didactics. He has supervised at least one PhD student, Jacob Tom (2025), and frequently publishes in journals like *Journal of the Philosophy of History* and *Rethinking History*. Awards include his Royal Historical Society fellowship. Retz’s interdisciplinary work bridges historical theory, education, and political philosophy, emphasizing the societal role of historical inquiry in addressing contemporary ethical and epistemological issues.
Vic Matta is a Professor of Analytics & Information Systems at Ohio University's College of Business. He holds a Ph.D. in Industrial Systems (2008) and an M.S. from Ohio University. His research focuses on consumer behavior, pedagogy, user motivation, and technology adoption. He teaches courses in business analytics, information systems, and strategic IT use, and has received multiple teaching awards including the COB Faculty Excellence in Professional Activity & Service (2020) and Senior Teaching Fellow at the Bruning Academy. His professional experience includes IT project management, systems administration, and database administration. Dr. Matta's research spans educational technology innovations, such as plagiarism prevention in Excel assignments and automated grading systems. He has published extensively on topics like team formation algorithms, digital detox behaviors, and RFID adoption in supply chains. He serves as Industry Editor and Co-Editor for the Journal of IT & Case Application Research. His work emphasizes practical applications of technology in education and industry, with a focus on improving learning outcomes and organizational effectiveness.
Dr. Daniella Smith is an Associate Professor and Associate Director of the Information Science Ph.D. Program at the University of North Texas. She holds a Ph.D., M.S., and B.S. in Library and Information Science from Florida State University. Her work focuses on school libraries, educational technology, and information seeking behaviors. She explores topics such as librarian roles in supporting English language learners, leveraging AI in education, and social media analysis of global movements like the Ethiopian #NoMore campaign. Her research spans over a decade, addressing issues such as technology integration in K-12 settings, data literacy for school librarians, and professional development strategies. She has contributed to understanding how libraries serve diverse learners through accessible resources and digital tools. Her recent work highlights the impact of social media on social movements and the role of librarians in pandemic-era education. Dr. Smith’s articles often intersect technology, equity, and educational leadership. While no formal awards are listed, her consistent output reflects a focus on practical solutions for librarians and educators. She has advised no listed students but contributes to academic discourse through grants and collaborative projects, though specific grants are not detailed in the provided text. She is affiliated with the University of North Texas’ Information Science programs, though specific departmental affiliations are not explicitly stated. Her work emphasizes the evolving role of librarians as technology coaches and leaders in fostering equitable learning environments.
Associate Professor Paul Williams is an academic and creative writer affiliated with the School of Business and Creative Industries at the University of the Sunshine Coast. He holds a PhD in Creative Writing from the University of Wisconsin and degrees from the University of Natal (MA and BA). His research focuses on postcolonial narratives, creative writing pedagogies, and transcultural storytelling. Notable works include Soldier Blue (Book of the Year nominee) and Don’t Tell (gaslighting-themed psychological thriller). Paul leads projects such as the Indigenous and Transcultural Research Centre’s Wandiny Poetry Project and has secured grants like the $120,000 HERDC-funded 'Australian Authors and their Marketing Knowledge' study. He has received awards including the TRIO Teaching Award and the Zimbabwe International Book Fair Award. Education: PhD (Creative Writing), University of Wisconsin; MA (English), University of Natal; BA(Hons) (English), University of Natal Research Themes: postcolonial fiction, creative writing methodologies, autobiographic metafiction, Indigenous poetry Paul’s recent publications explore AI’s impact on creativity, marketing strategies for authors, and decolonizing literary traditions. His teaching emphasizes performative pedagogy and innovative narrative techniques. Current research includes evaluating LLMs in creative writing and promoting pro-environmental storytelling through South African National Parks collaborations.
Gill Adams is an Associate Professor in Education at the Sheffield Hallam University , affiliated with the Department of Teacher Education and the Social and Economic Research Institute . She holds the title of Principal Fellow of the Higher Education Academy (PFHEA). Her research focuses on mathematics education, teacher learning, and doctoral researchers' experiences, with projects including policy reviews for the Royal Society’s Mathematical Futures Programme and evaluations of teacher professional development initiatives. Her academic career spans over 17 years as a secondary mathematics teacher and professional development advisor. She has contributed to international projects such as the Erasmus+-funded PiCaM initiative, integrating citizenship into mathematics education. Current research includes the Next Generation Research SuperVision Project (RSVP) and studies on research mobilities in primary literacy education. Key Projects: Lead on the Royal Society’s Landscaping Mathematics Education Policy review Co-Investigator in Research Mobilities in Primary Literacy Education (ESRC-funded) Co-lead of the PiCaM project promoting citizenship through mathematics Teaching: Supervises EdD and PhD students, led the Doctorate in Education program (2015–2020), and teaches mathematics education modules at undergraduate/postgraduate levels. Her awards include recognition for her contributions to educational leadership and professional development. She actively contributes to academic networks, including the British Educational Research Association’s Mathematics Education SIG and the ESRC White Rose Doctoral Training Partnership.
Martha Lincoln is an Associate Professor of Anthropology at San Francisco State University (SFSU), specializing in medical and cultural anthropology. She holds a Ph.D. from the CUNY Graduate Center and completed a postdoctoral fellowship at UC Berkeley’s Prevention Research Center. Her research focuses on the cultural politics of public health, biopolitics, and political economic impacts on healthcare systems, with extensive fieldwork in Vietnam since 2008. Key projects include studies on Vietnam’s healthcare stratification, urban cholera outbreaks, and alcohol use cultures, culminating in her 2021 book Epidemic Politics in Contemporary Vietnam . Her current U.S.-based research examines affective economies in medical crowdfunding for cancer, supported by the Marcus Award and NSF funding. Lincoln contributes frequently to public discourse on pandemics, publishing opinion pieces in Nature , The Atlantic , and CNN , and has been featured in national/international media like BBC and New York Times . She co-edits the Journal of Vietnamese Studies and advises M.A. students pursuing cultural/medical anthropology. Lincoln teaches courses including Medical Anthropology, STEM and Social Justice, and The Craft of Anthropological Writing. Her scholarly awards include the Marcus Early Career Research Award (2021) and NSF Scholars Award (2022). She advocates for public health memorialization and critiques U.S. pandemic response policies in high-impact essays.
Jennifer Young is a Full-Time Lecturer at Stony Brook University, currently affiliated with the Program in Writing & Rhetoric. She holds an office in Humanities 2113 and emphasizes student advocacy, inclusion, and engagement in her work. Her teaching and research focus on professional/technical communication, writing pedagogy, and media literacy. Education: Advanced Graduate Certificate in Southampton Arts (Stony Brook University) MA in Liberal Studies (School of Professional Development, Stony Brook University) BA in English (State University of New York College at Cortland) Her professional activities include creative writing, copy editing for local newspapers, and querying fiction/nonfiction manuscripts. No specific grants, labs, or awards are documented in the provided text.
Christopher G. Wright is Associate Professor, Associate Dean for Diversity Equity and Inclusion, and PhD Program Director in Drexel University's School of Education. His research investigates equity in STEM education through frameworks like culturally sustaining pedagogies, with focus on identity formation for underrepresented groups in engineering contexts. Research examines racial and gender equity in engineering education, identity development in STEM, and culturally responsive teaching practices. Recent publications analyze teacher identity formation, counter-narratives of Black female educators, and engineering design pedagogy in urban elementary settings. Articles consistently explore themes of racial equity, identity negotiation, and transformative learning environments. Education: PhD (Tufts University) MS (University of Maryland) B Arch (Hampton University) Funded Grants: Workshop for Writing Grants for Early Career Scholars in STEM and Learning Sciences Focused on Racial Equity (NSF #2133577) Collaborative Research: Using Culturally Sustaining Learning Environments to Explore Computational Learning & Identity (NSF #1842272) CAREER: Investigating the Engineering Expansive Learning Spaces for Boys of Color (NSF #1554194)
Dr. Mary O'Neill serves as Associate Head (Education) and Programme Leader for Fine Art at De Montfort University's School of Arts, Design and Architecture within the Faculty of Arts, Design and Humanities. Holding an AHRC-funded PhD in Ephemeral Art: Mourning and Loss from Loughborough University (2007), she is a Senior Fellow of the Higher Education Academy with extensive leadership in art education and research. Her academic journey includes significant professional development through prestigious awards including the AHRC Doctoral Award (2003) and Higher Education Academy Teaching Fellowship (2008). Her educational background culminated in a PhD focused on the intersection of ephemeral art and concepts of mortality, establishing the foundation for her ongoing research trajectory. Dr. O'Neill's research is fundamentally interdisciplinary, exploring how contemporary artworks engage with significant cultural issues. Initially focused on ephemeral art and concepts of mortality and immortality, her work has evolved to investigate intangible culture, particularly the lost skills embodied in museum objects. Her current project, 'Re-creative Practice: Learning from the Past,' examines how historical objects can inform contemporary artistic practice. She identifies key research areas including Ephemeral Practice, Collaborative Practice, Art and Society, Art Activism, Science Art, and Re-creative Practice. Her work bridges theoretical and practical approaches, connecting art practice with broader social, ethical, and cultural concerns through both academic texts and creative fiction. Analysis of her publication record reveals consistent engagement with themes of memory, loss, and artistic practice, with recent work showing increasing focus on art education methodologies, collaborative approaches, and the application of historical craft knowledge to contemporary practice. She has produced significant interdisciplinary work connecting art with healthcare, social policy, and cultural heritage, demonstrating the expanding scope of her research interests. Dr. O'Neill has received numerous awards and recognitions throughout her distinguished career: 2023 HEIF Award for the Artefacts Live project 2022 Academic Innovation Project Award 2015 Writer in Residence at Centre for Contemporary Art (CCA), Glasgow 2014 and 2012 Artist in Residence positions at Gray Zone and Grace Exhibition Center 2008 Higher Education Academy Teaching Fellowship 2003 AHRC Doctoral Award Her career has been marked by prestigious international residencies including at Banff Centre for Media and Visual Arts (1997), Frans Masereel Centrum, Belgium (1990), and House of Creativity, Chelyuskinskii, Moscow (1989). As an educator and mentor, Dr. O'Neill supervises PhD students including Rebecca Walker (researching 'Henry Moore: The Shape of Trauma') and Talvir Kaur. She has presented on collaborative teaching approaches internationally, notably 'A year of living dangerously: Collaborating with undergraduate students' at Temasek Polytechnic, Singapore (2010). Her leadership extends to directing the 'Artefacts Live' project (2022-2023), a HEIF-funded collaboration between DMU and The Museum of Leathercraft, Northampton, which resulted in the documentary 'The Museum of Leathercraft – Ordinary Objects: Extraordinary Stories' produced with filmmaker Nik Trzcinowicz. Dr. O'Neill leads the Practice Based Research group within the Institute of Art and Design. She actively contributes to academic discourse through international conference presentations, recently speaking at 'Psychogeography, How did we get here?' panel at Leicester Gallery (2024) and 'Flotsam, Jetsam, Lagan, Derelict. The Things We Have Lost' at the Narratives of Water conference in Torino (2024). Her teaching encompasses Fine Art Studio Practice, Critical Theory, Art History, and Professional Practice across multiple undergraduate and postgraduate courses.
Guy Lacroix is an Associate Professor and Chair of the Psychology Department at Carleton University, within the Faculty of Arts and Social Sciences. He holds a Ph.D. from Université de Montréal. His research focuses on cognitive psychology, particularly categorization processes, learning mechanisms, and the intersection of psychology with educational practices. Current research explores topics such as handwritten vs. typed notes' impact on learning, psychological science perception among students, and the 'uncanny valley' phenomenon in digital human likenesses. His academic contributions span experimental psychology, with publications in journals like Journal of Writing Research , Memory & Cognition , and Computers in Human Behavior . He has advised numerous students on projects related to cognitive and educational psychology. Lacroix's work bridges theoretical models with practical applications in education and technology. He is based in the Loeb Building (Office A311) and can be reached at guy.lacroix@carleton.ca.
Don Bogen is a Professor in the Department of English at the University of Cincinnati, where he has been affiliated since 1997. His career spans over four decades, with previous roles including Associate Professor (1982–1997) and Assistant Professor (1976–1982) at the same institution. A prominent figure in poetry and literary translation, Bogen's work bridges academic rigor and creative practice. Ph.D. in English, University of California Berkeley (1976) M.A. in English, University of California Berkeley (1974) A.B. in English, University of California Berkeley (1971) Foreign Study at Georg August University Gottingen, Germany (1970) Bogen's research focuses on modern poetry, translation, and the writing process, particularly through his critical work on Theodore Roethke. His creative output includes four poetry collections, with An Algebra (2009) and Luster (2003), alongside translations of poets like Julio Martínez Mesanza and Johannes Bobrowski. He has collaborated with composers such as Mara Helmuth and Allen Otte on interdisciplinary projects. His peer-reviewed publications, including the 2005 Writer's Chronicle essay on translation, reflect his scholarly engagement with poetic form and pedagogy. Awards highlight his transnational influence, such as Fulbright Distinguished Scholar in Belfast (2011) and Senior Lectureship in Spain (2003), alongside fellowships from the National Endowment for the Arts and Camargo Foundation. Fulbright Distinguished Scholarship (2011) Rieveschl Award for Excellence (University of Cincinnati, 1998) National Endowment for the Arts Fellowship (1989) Camargo Foundation Fellowship (1993) Discovery / The Nation Award (1980) Eugene V. Debs Foundation Edwin Markham Award (1976) Bogen has served on numerous academic committees, including the Taft Faculty Executive Board and Camargo Foundation Creative Writing Selection Committee. He is also a dedicated editor, serving as Poetry Editor for The Cincinnati Review since 2004, and a mentor through programs like the Yates Fellowship.
Joseph Janangelo is an Associate Professor in the Department of English at Loyola University Chicago, affiliated with the Crown Center for the Humanities. He holds roles including President of the Council of Writing Program Administrators and Editorial Board Member for College Composition and Communication and Journal of Teaching Writing . He organized the 2008 WPACouncil National Conference. Education: BA from Manhattanville College, MA & PhD from New York University. Research focuses on Composition, Film/Digital Media, and Life Writing. His work explores intersections of creativity in pedagogy, assessment strategies, and multilingual writing resources. Recent publications address student artistry evaluation, TESOL materials curation, and rhetoric of media consumption. Labs/Teams: Active in Writing Program Administration networks, contributing to theoretical frameworks for curriculum design and interdisciplinary collaboration.
Dr. Maya Gunawardena is an Associate Professor and Program Director for TESOL Bruce and Online at the University of Canberra's Faculty of Education. Her expertise spans curriculum design, pedagogy, and TESOL, with a focus on empowering teachers through learning sciences. Education: PhD in Education, University of Canberra (2011) Masters in Applied Linguistics, Lancaster University (2005) Masters in Linguistics, University of Kelaniya (2001) Research Interests: Personalized learning, teacher education, applied linguistics, literacy teaching, and critical thinking development. Her work emphasizes scaffolding higher-order thinking and evidence-based pedagogical practices. Recent Trends in Publications: Focuses on personalized learning complexity, mentorship frameworks, and ICT integration in Indigenous education. Recent work highlights barriers in online learning and pedagogical storytelling's role in social-emotional development. Grants & Projects: CACSTEP Project (2024–2026): Personalized learning interventions for school leaders ASRP Project (2021–2023): Student-centered learning experiences Labs/Teams: Engaged in collaborative projects with institutions like UNSW Canberra and international partners, focusing on teacher education and cross-cultural pedagogy.
