Sarah Billington is the UPS Foundation Professor of Civil and Environmental Engineering at Stanford University and a Senior Fellow at the Woods Institute for the Environment. Her research program focuses on sustainable building design, human wellbeing, and ethical supply chain practices. Education: PhD, University of Texas at Austin, Structural Engineering (1997) MSE, University of Texas at Austin, Structural Engineering (1994) BSE, Princeton University, Civil Engineering & Operations Research (1990) Her lab employs interdisciplinary methods to study how built environments impact human physical, psychological, and social wellbeing. Current projects include developing tools to quantify nature exposure in buildings, exploring affordable housing's role in wellbeing, and using AI to assess forced labor risks in material supply chains. While no longer active in this area, her group previously pioneered research on sustainable construction materials like bio-based composites and ductile cement-based composites. Her recent publications address topics such as nature integration in architecture, workplace design optimization, and health impacts of building materials. The Billington Lab at Stanford fosters collaborative team science, welcoming partnerships to advance occupant-centric engineering solutions.
Jae Eun Chung is a Professor in the Department of Communication Studies at Howard University's School of Communications. Her research focuses on new media technologies, their psychosocial impacts, and health communication, with a particular emphasis on community engagement and digital discourse. Ph.D. in Communication from the University of Southern California M.A. in Telecommunications from Indiana University at Bloomington Dr. Chung's work explores the intersection of social media and health, analyzing how digital platforms influence public health perceptions, patient-doctor interactions, and health equity. She has published extensively in journals like Journal of Communication , Computers in Human Behavior , and Health Communication , often employing community-based participatory research (CBPR) to address disparities in asthma care, maternal health, and HPV-associated cancer awareness. Recent publications highlight trends in leveraging social media for health interventions, examining misinformation dynamics during crises like the COVID-19 pandemic, and analyzing digital ecosystems. Her methodological approaches include network analysis, narrative studies, and assessments of digital engagement metrics. Howard University RCMI Grant: Enhancing recruitment of African-Americans and Hispanics in health research NSF HDR Grant: Collaborative research on data analytics for community enrichment PACRI Grant: Improving health outcomes for asthmatic children in public housing Bezos Earth Fund: Indoor environmental quality disparities in underserved communities Dr. Chung collaborates with interdisciplinary teams, including public health experts and data scientists, to advance health communication strategies. She has mentored students and researchers in projects analyzing social media's role in health promotion, digital privacy, and community-academic partnerships.
Mallory Elizabeth SoRelle serves as the Tony & Teddie Brown Associate Professor at Duke University's Sanford School of Public Policy. Her research examines how public policies both stem from and perpetuate socioeconomic and political inequality in the U.S., with a focus on consumer financial protection and civil justice—issues critical to marginalized communities yet often neglected by welfare state scholars. Her academic credentials include: Ph.D. in Government, Cornell University (2016) M.A. in Government, Cornell University (2014) Master of Public Policy, Harvard University (2010) B.A. in Government, Smith College (2006) SoRelle's scholarly work centers on policy feedback effects, investigating how existing policies shape political behavior and future policy design. She analyzes consumer finance regulation, student debt relief, voting access reforms, and preemption politics, highlighting their disparate impacts on vulnerable populations and implications for democratic health. Her recent publications demonstrate a cohesive research agenda applying policy feedback theory across diverse policy domains. Key themes include the political consequences of financial regulation, the dynamics of student debt politics, and the erosion of voting rights, all examined through the lens of inequality and democratic participation. Dr. SoRelle holds the distinguished Tony & Teddie Brown Associate Professorship at Duke University. She is an active educator teaching courses such as The Political Economy of Policymaking and Public Policy, Political Power, and Social Change. Her research is supported by an NSF CAREER grant (2024-2029) investigating the political economy of fringe financial technologies and their impact on economic inequality.
Lance Freeman is the Penn Integrates Knowledge (PIK) Professor of City and Regional Planning and Sociology at the University of Pennsylvania's School of Arts & Sciences. His research focuses on neighborhood dynamics, gentrification, urban poverty, housing policy, and the interplay between the built environment and public health. He holds a Ph.D. in City and Regional Planning from the University of North Carolina at Chapel Hill (1997), an MRP in Regional Planning (1991), and a B.S. in Business Administration from SUNY Buffalo (1987). Prior to academia, he worked at Mathematica Policy Research and as a City Planner at the New York City Housing Authority. Freeman teaches courses on urban planning theory, quantitative methods, and community development at Columbia University and the University of Delaware. His research interests include understanding neighborhood change, leveraging social media and technology for urban analysis, and promoting equitable urban development. Key publications include There Goes the Hood: Views of Gentrification from the Ground Up (2006), A Haven and a Hell: The Ghetto in Black America (2019), and co-authored Planning and Control of Land Development (2020). He has contributed to debates on inclusionary zoning, racial equity planning, and the impacts of urban policies on marginalized communities. Freeman's work intersects urban sociology, policy analysis, and spatial demography. His recent studies explore gentrification migration patterns, the role of social media in neighborhood change, and historical segregation dynamics. He advocates for evidence-based planning to address urban inequality and spatial injustice.
Briana S. Last is an Assistant Professor of Clinical Psychology at Stony Brook University, with a PhD from the University of Pennsylvania (2022). Her work focuses on improving mental health equity through policy research, implementation science, and community-based approaches. She examines social determinants of mental health, mental health workforce development, and clinical decision-making in public systems. Dr. Last leads the Mental Healthcare for All Lab, collaborating with governments, agencies, and clinicians to strengthen public mental health systems. Her research emphasizes workforce sustainability, anti-transgender policy impacts, and clinician well-being. She has published in high-impact journals like The Milbank Quarterly and Psychiatric Services . Her interdisciplinary methods combine qualitative and quantitative approaches, including mixed methods and implementation science frameworks. Current projects address workforce retention strategies, telehealth policy implications, and the sociopolitical context of gender-affirming care. Education: PhD in Clinical Psychology, University of Pennsylvania (2022) Labs: Mental Healthcare for All Lab Key Themes: Behavioral health policy, health equity, clinician-patient dynamics, LGBTQ+ mental health
María Rivera Maulucci is the Ann Whitney Olin Professor of Education and serves as the Education Program Director/Chair at Barnard College, Columbia University. She is a proud alumna of Barnard (Class of 1988) and has been a faculty member since 2004. Her work centers on urban education, science pedagogy, and teacher development with a strong commitment to equity and social justice. Education: BS, Barnard College, Columbia University MFS, Yale School of Forestry & Environmental Studies M.Phil, Teachers College, Columbia University Ph.D., Teachers College, Columbia University Her research focuses on how teachers learn to teach for social justice, emphasizing the role of language, identity, and emotions in teacher development. She employs qualitative research and evaluation methods to explore transformative pedagogical practices in urban science education. Her scholarship bridges formal and informal learning contexts and investigates the interplay between teacher agency and structural constraints. Her recent publications and presentations highlight a sustained focus on equity, critical science inquiry, teacher identity, and professional development. She has contributed extensively to journals such as Journal of Research in Science Teaching and Cultural Studies of Science Education , and has authored chapters on social justice, identity, and assessment in science education. Scientific Awards: Barnard College Emily Gregory Teaching Award (2018) National Association for Research in Science Teaching Equity and Ethics Scholar (2007) She is the Principal Investigator of the NSF-funded Barnard College Robert Noyce Teacher Education Scholars Program, which supports future science teachers in urban schools. She advises students and collaborates with national organizations, including the National Association for Research in Science Teaching, Association for Science Teacher Education, and American Educational Research Association. Her teaching includes courses such as Science in the City , Urban School Practicum , and Performance Assessment of Teaching . She is actively engaged in professional development initiatives and has led workshops on family engineering nights, multicultural pedagogy, and social justice in science education. Her lab and programmatic work centers on the Noyce Scholars Program, which functions as a living laboratory for preparing socially conscious science educators.
Dr. Pedro Nava is an Associate Professor and Director of Educational Leadership in the School of Education and Counseling Psychology at Santa Clara University. His scholarship centers on educational equity for Chicanx/Latinx and immigrant communities, combining critical race theory, participatory action research, and community-engaged methodologies. Education Ph.D. in Urban Schooling – University of California, Los Angeles, 2012 Ed.M. in Administration, Planning, and Social Policy – Harvard University, 2003 B.A. – California State University, Fresno, 1996 Research Interests Dr. Nava’s research interrogates systemic inequalities in urban and rural schooling, emphasizing critical pedagogy and critical race theory . He investigates how immigration status intersects with educational opportunity, and he collaborates with families and communities to co-construct transformative practices through participatory action research . His work also explores family-school-community engagement , leveraging community cultural wealth frameworks to amplify migrant and undocumented voices in educational policy and practice. Publication Trajectory Across more than two decades, Dr. Nava’s publications trace the evolution of critical scholarship in education. Early works examine institutional barriers for Chicano students, while recent studies integrate quantitative ethnography and testimonio methodologies to illuminate intersectional experiences of Latinx youth, undocumented graduate students, and farmworker families. Scientific & Community Awards No formal awards are enumerated in the provided text. Advising & Grants While specific grants and advisees are not listed, Dr. Nava’s leadership role as Director of Educational Leadership implies extensive mentoring of master’s and doctoral students, as well as oversight of grant-funded initiatives that advance equity-focused leadership preparation. Labs, Teams & Centers Dr. Nava directs the Educational Leadership programs within the School of Education and Counseling Psychology, fostering interdisciplinary collaboration and community-engaged research teams that partner with local schools, nonprofits, and migrant organizations.
University of North Carolina at Chapel HillUnited States
Matthew Palm is an Assistant Professor in the Department of City and Regional Planning at the University of North Carolina at Chapel Hill, holding the Cities Pardue Fellowship. His research focuses on transportation equity, shift work commuting challenges, and mobility barriers affecting essential workers in 24-hour economies. He examines how transportation systems impact social participation, healthcare access, and economic opportunities while advocating for equitable planning solutions. Recent work explores post-pandemic transit trends, ride-sharing equity, and the intersection of transportation policy with marginalized communities. Palm collaborates with community organizations to co-create evidence-based solutions for mobility challenges. He currently holds a $1.09 billion grant reflecting North Carolina’s renewed interest in rail infrastructure. His research agenda includes three core areas: 1) analyzing how shift workers’ nighttime commuting affects social exclusion and family care logistics, 2) studying transportation affordability’s role in economic participation, and 3) evaluating transportation infrastructure’s dual potential to improve lives while mitigating negative externalities like pollution. He emphasizes participatory approaches to planning and has published extensively on pandemic-era transit usage shifts, accessibility metrics, and housing-transit linkages.
Joshua B. Guild is an Associate Professor in the Department of African American Studies at Princeton University. He is also an Associated Faculty member in the Program in Urban Studies and has been involved with the Center for Digital Humanities. His scholarly work bridges historical research with public engagement and digital innovation. His education includes a PhD in History and African American Studies from Yale University and an undergraduate degree from Wesleyan University, where he was a Mellon Mays Undergraduate Fellow. Professor Guild's research centers on 20th- and 21st-century African American social and cultural history, urban history, and the modern African diaspora. His interests include migration, black internationalism, black popular music, and the black radical tradition. He is deeply engaged in the digital humanities and public scholarship, organizing seminars and contributing to podcasts and public exhibitions. The recent publications and projects reflect a strong focus on urban Black communities, transnational migration, and cultural politics. Themes include the Great Migration, postwar New York and London, New Orleans after Katrina, and the Black 1980s. His work combines historical analysis with cultural critique and social justice advocacy. Scientific Awards and Fellowships: Mellon Mays Undergraduate Fellowship Andrew W. Mellon Foundation Fellowship Ford Foundation Fellowship Woodrow Wilson National Fellowship Foundation Award Charles Warren Center Fellowship (Harvard University) W.E.B. Du Bois Institute Fellow (Harvard University) Professor Guild has advised graduate students through seminars and collaborative projects, though no individual students are named. He has led initiatives supported by institutional grants, particularly in digital humanities and public engagement. His leadership in the 'Black Studies in the Digital Age' seminar and editorial work on the 'Black 1980s' special issue demonstrates his commitment to advancing the field through interdisciplinary collaboration. He is affiliated with the Program in Urban Studies and the Center for Digital Humanities at Princeton, where he contributes to shaping curricula and research directions in African American Studies and digital scholarship.
Christine Mahoney is a Professor of Public Policy and Politics and Chief Innovation Officer at the Frank Batten School of Leadership and Public Policy at the University of Virginia. She also serves as Director of the Tadler Program in Impact Investing in Appalachia, the UVA Environmental Institute-funded Climate Collaborative on Appalachian Renewable Energy & Resilience, and the EPA-funded Community Change project for economic development in Appalachia. Previously, she was an Assistant Professor at the Maxwell School of Syracuse University and Director of the Center for European Studies and the Maxwell EU Center. Dr. Mahoney earned her Ph.D. in Political Science from Pennsylvania State University in 2006, with fields of study in American politics, Comparative politics, and Research Methods & Statistical Analysis. She also completed her M.A. (2003) and B.A. (2001) in Political Science and International Politics, respectively, at Pennsylvania State University. Professor Mahoney specializes in social justice advocacy, activism, and direct action through social entrepreneurship. Her research focuses on how advocates shape public policy, with particular attention to lobbying strategies in powerful political systems like the United States and the European Union. She has conducted extensive fieldwork in seven conflict zones across Asia, Africa, Eastern Europe, and Latin America, studying the rights of forcibly displaced people and proposing innovative solutions through social entrepreneurship. Her work bridges political science with practical applications in impact investing and refugee integration, creating tangible pathways for social change through entrepreneurial approaches. Professor Mahoney's scholarly output reveals an evolution from comparative studies of advocacy systems to practical applications of social entrepreneurship for forcibly displaced populations. Her early work established foundational knowledge about lobbying in transatlantic political systems, while her more recent research has shifted toward actionable solutions for global displacement crises and sustainable community development. This trajectory demonstrates her commitment to translating academic insights into real-world impact, particularly through the lens of social entrepreneurship and impact investing. Fulbright Fellow Visiting Scholar at Oxford National Science Foundation grant recipient Emerging Scholar award from the American Political Science Association UVA's Public Impact-Focused Research Award Through Social Entrepreneurship at UVA (SE@UVA), which she founded and led for a decade (2011-2021), Professor Mahoney has mentored over 80 student social enterprise teams and supported more than 100 social entrepreneurs with over 38,400 hours of pro-bono consulting. She has secured $37.7 million in funding for programs addressing social and environmental challenges, including the Tadler Program in Appalachia that has made significant strides in advancing rural policy and economic development. Her work demonstrates a consistent commitment to connecting academic research with practical applications that address pressing social problems. Professor Mahoney leads several significant initiatives including the Refugee Investment Network, where she serves as fellow and advisor, and multiple UVA-based programs focused on social entrepreneurship, impact investing, and community development. Her interdisciplinary approach brings together policy experts, social entrepreneurs, impact investors, and community stakeholders to develop innovative solutions to complex social problems, particularly in the areas of refugee integration and rural economic development in Appalachia.
University of the District of ColumbiaUnited States
Kelly K. Ivy, Ph.D. is an Assistant Professor at the University of the District of Columbia (UDC) in the College of Arts and Sciences. Specializing in culturally responsive math teaching and urban STEM education, she contributes to teacher self-efficacy research and curriculum development. Her work bridges academic inquiry with practical applications in K-12 and higher education contexts. Doctor of Philosophy in Mathematics Education, University of Maryland, College Park Master of Education in Curriculum & Instruction, Trinity Washington University Bachelor of Science in Mathematics, Secondary Education Professional Minor, Howard University Dr. Ivy’s research focuses on urban STEM education , culturally responsive pedagogy , and equitable mathematics instruction . She emphasizes teacher self-efficacy and interdisciplinary literacy, particularly in linguistically diverse classrooms. Her publications highlight strategies for improving STEM outcomes for African American students and reflective practices in culturally relevant teaching. Recent publications (2019–2024) span topics including equitable teaching , Black female STEM perspectives , and curriculum innovation . These works employ qualitative research methods and stress cultural relevance in urban settings. Faculty Scholar of Promise Award, UDC’s College of Arts and Sciences (2024) Dr. Ivy serves as Co-Project Manager for the Katherine G. Johnson Math Teacher Training Institute (2025–Present) and has participated in the Maryland Collaborative for Research in Urban STEM Education (2020–23). Her advocacy for Black students in STEM includes presentations at national conferences and media engagements.
Kihana Miraya Ross is an Assistant Professor in the Department of Black Studies at Northwestern University, affiliated with the Weinberg College of Arts & Sciences. She holds a Ph.D., M.A., and B.A. from UC Berkeley in Social and Cultural Studies of Education, African American Studies, and Sociology. Her research focuses on antiblackness in education, Black educational fugitivity, and educational reparations, employing critical ethnography and participatory design methods. Her book project examines the afterlife of school segregation and strategies for Black educational futurities. She co-directed the documentary Stolen School , exploring the closure of Evanston’s Foster School and its lasting impacts. Ross has received major grants from the Spencer Foundation and fellowships from the Ford Foundation. Education: Ph.D. in Social and Cultural Studies of Education (UC Berkeley, 2016) M.A. in Social and Cultural Studies of Education (UC Berkeley, 2011) B.A. in African American Studies, Sociology, and Education (UC Berkeley, 2002) Key Projects: Spencer Foundation-funded research on Evanston’s educational reparations Documentary Stolen School (2023) Awards: 2021 Spencer Foundation Large Grant 2017 Ford Foundation Postdoctoral Fellowship Ross’s work bridges historical analysis and contemporary activism, advocating for systemic change through frameworks like Black fugitivity. She collaborates with community organizations like Shorefront Legacy Center and mentors interdisciplinary projects on race, education, and spatial justice.
Soojin Oh Park is an Assistant Professor in the Learning Sciences & Human Development department at the University of Washington College of Education. Her research focuses on equity-driven improvements in early childhood education, family literacy engagement with Dual Language Learners (DLLs), and culturally grounded parenting practices. Ed.D., Human Development and Education, Harvard University M.Ed., Educational Policy and Analysis, Harvard University M.S.Ed., Learning, Teaching, and Literacies, University of Pennsylvania B.A., Psychology, University of Pennsylvania Park’s interdisciplinary work combines qualitative, quantitative, and mixed-methods approaches to address gaps in early childhood education (ECE) and parenting, emphasizing: Family literacy engagement for DLLs’ language and literacy development Culturally sustaining pedagogy to amplify family strengths Equity-oriented reforms in ECE systems and policies Her publications span topics like heritage language maintenance, culturally responsive assessment, and the impact of immigration policy on child development, often utilizing advanced methodologies such as machine learning. Awards include the SRCD Federal Policy Fellowship and Best Article of the Year from the Journal of School Psychology. Outstanding Research Paper Award (Korean American Educational Research Association) Distinguished Paper Award (Washington Educational Research Association) Best Article of the Year Award (Journal of School Psychology) Emerging Scholar Fellowship (National Research Center on Hispanic Children and Families) Park leads projects such as FAMILY (Fathers And Mothers Investing in Learning of Young Children) and BASECAMP (Bolstering Asian Students in Early Childhood by Advancing Multilingual Pedagogies). She teaches courses on language and literacy learning, bilingual development, and parenting impacts on early education.
University of California, Los AngelesUnited States
Patrick T. Dowling, M.D., M.P.H., is the Kaiser Permanente Endowed Professor of Community Medicine and Chair of the UCLA Department of Family Medicine. He holds dual degrees from the Medical College of Ohio (1974) and the University of Michigan School of Public Health. Dr. Dowling's career spans over four decades in family medicine, residency training, and health policy advocacy, with a focus on underserved populations. He has directed residency programs at Cook County Hospital, Brown University, and Harbor-UCLA Medical Center before leading UCLA's Family Medicine department since 1998. His research emphasizes health policy, chronic disease management, cross-cultural medicine, and integrating substance abuse treatment into primary care. He co-founded UCLA's IMG pathway program to train bilingual (English-Spanish) international medical graduates for underserved areas. Dr. Dowling has advised the National Health Service Corps and LA County Public Health Commission, and currently serves on Drew University's Board of Trustees. Publications highlight systemic barriers to healthcare access, physician practice location determinants, opioid epidemic responses, and community-based participatory research. His work bridges medical education innovation with socioeconomic health equity, reflecting lifelong commitment to universal healthcare access inspired by his early work with Cesar Chavez's United Farm Workers Clinics.
Loretta Lees is a Professor & Faculty Director of the Initiative on Cities at Boston University. She previously held professorships at Leicester University and King’s College London. Her research focuses on gentrification, urban regeneration, global urbanism, and urban policy. She has authored/co-authored 14 books, including seminal works like Planetary Gentrification and Gentrification . Lees is a leading scholar-activist, advocating for just urban policies through collaborations with residents, planners, and policymakers. She chairs the London Housing Panel and has been recognized with fellowships from Academia Europaea (2022), UK Higher Education Academy (2018), and the Royal Society for the Arts (2012). Education: University of Edinburgh, U.K. Research Interests: Gentrification processes and their global manifestations Urban public space and defensible space theory State-led urban regeneration and displacement Activism and urban policy advocacy Awards: Marilyn J. Gittell Activist Scholar Award (2022) Fellow of Academia Europaea (2022) Fellow of Royal Society for the Arts (2012) Grants & Advocacy: Lees has worked with the Mayor of London and Trust for London to address housing inequities. Her research often bridges academic rigor with practical policy interventions, emphasizing participatory approaches. Labs/Teams: She leads the Initiative on Cities, a multidisciplinary urban research hub at Boston University.
