Michael McCamley is a Professor and Director of First-Year Writing at the University of Delaware's Department of English (College of Arts & Sciences). His work focuses on composition pedagogy, literacy studies, and creative writing education. He has developed online writing courses and taught across multiple disciplines including literature and professional writing. Education & Background: While specific degree details are not provided, his roles imply advanced academic qualifications in English or related fields. Research Interests: Composition theory and practice Writing program administration strategies Integration of creative and professional writing in curricula Literacy studies in higher education Awards: His creative work has been honored, including a production by the University of Arizona Theatre Department. Advising & Leadership: Leads the First-Year Writing Program, overseeing curriculum development and instructional methods.
Dr. Kate Magsamen-Conrad is a Professor in the Department of Communication Studies at the University of Iowa. Her research integrates health communication, interpersonal relationships, and technology’s role in health management, with a focus on community-engaged projects. She holds a PhD from Rutgers University (2012) and has received numerous awards, including the 2021 Outstanding Outreach Award and the 2020 Federation Prize. Her work emphasizes partnerships with low-income communities and aging populations to improve health outcomes through interventions like social media-based social cohesion programs and technology adoption strategies. Research interests include: health communication interventions, technology’s dual role as a facilitator/barrier in health management, intergenerational communication, and the impact of social media on community well-being. Notable projects include Cancer Research UK-funded studies on physical activity among mothers and intergroup communication initiatives to enhance aging community resilience. Education : PhD in Communication, Rutgers University (2012) Key Awards : Over 20 awards, including University of Iowa’s highest honors for outreach and engagement (2021), and recognition for community-based research from Bowling Green State University (2016–2018). Grants : Expertise in grant writing, with projects funded by organizations like Cancer Research UK and the National Communication Association. Labs/Teams : Leads interdisciplinary teams focused on technology adoption in healthcare and community-based intervention design.
Elsa Estrela is an Assistant Professor in Education at Lusófona University, where she also serves as Director of the Master of Educational Administration and Regulation of Education. She holds multiple leadership roles, including Co-Chair of the Public Policies and Governance in Education Research and Learning Community, Co-Chair of Crithinknet (Portuguese Network on Critical Thinking), and membership in CeiED's Executive, Ethics, and Steering Committees. She is part of the Scientific Commission of the Institute of Education and the Pedagogical Committee of the Faculty of Social Sciences, Education, and Administration. Additionally, she was elected to the Board of the Portuguese Education Society (SPCE) for 2024–2027. Elsa’s career spans over two decades as a Portuguese language and literature teacher in secondary schools, which influenced her research focus on curriculum policies and governance. Her doctoral work involved a longitudinal study of curriculum history in Portugal. She has coordinated major projects such as the ReMASE initiative (EXPL/CED-EDG/1130/2021) as Co-PI and currently leads the Euridice (DIGITAL-2022-SKILLS-03-SPECIALISED-EDU) and ACT4WBeing (COFAC/ILIND/CeiED/1/2023) projects. She previously served as Executive Director of CeiED (2019–2023), overseeing staff recruitment, research management, and collaborative projects. Her research interests emphasize curriculum policies, educational governance, democratic curriculum frameworks, and the intersection of AI with pedagogical practices. She has published widely on topics like curricular autonomy, teacher well-being, research methodologies in education, and interdisciplinary approaches. Notably, she co-authored works analyzing AI’s role in education and contributed to the Handbook of Curriculum Theory and Research (2023). Elsa actively engages in educational outreach, redesigning teacher training programs at Lusófona to include transversal units like Knowledge and Creativity for Innovation. She has collaborated with 19 schools and municipalities to develop teacher training methodologies, delivered over 17 workshops on inclusive education and curriculum management, and provided expert commentary on national education strikes in 2023. Her recent articles highlight trends in leadership challenges, curriculum fluidity, and the utilization of AI in educational research. While no scientific awards are explicitly listed, her contributions to curriculum studies and educational policy reflect significant academic engagement. She advises doctoral and master’s students and oversees research teams addressing external educational demands. Her work bridges theoretical research with practical interventions, including the Erasmus+ initiative for 21st-century pedagogical materials and the Pilot Project for Pedagogical Innovation (2018–2020).
Inga Staal Jenset is an Associate Professor in the Department of Teacher Education and School Research (ILS) at the University of Oslo. She holds a PhD in Education from UiO (2012-2017) and has extensive experience in both academic and practical teaching roles, including a postdoc position (2018) and prior roles as a university lecturer and high school chemistry teacher. Roles: Theme leader at QUINT (2020-), Associate Professor (2018-), and former leader of ProTed initiatives. Education Background: PhD in Education (UiO), Master in Education (UiO), and teacher training from multiple institutions including the University of Bergen and Universidade do Algarve. Research Interests: Focus on practice-based teacher education, use of video as an instructional tool, professional vision development, and coherence in teacher education programs. Her work emphasizes bridging theory and practice through innovative pedagogical methods. Publications: Recent contributions explore video-based learning, core teaching practices, and program coherence, with a focus on international comparisons (e.g., Norway, Finland, U.S.). Key themes include professional development, curriculum design, and educational reform. Projects/Partnerships: Nordic Centre of Excellence QUINT, CATE, SISCO, and ProTed. Grants/Labs: Involved in projects like EDUCATE (curriculum reform evaluation) and 'Learning to Notice' (video analysis in teacher training).
Prof. Dr. Kai Focke is a Professor of Business Administration - Industry at the Duale Hochschule Baden-Württemberg Mannheim. His primary affiliation is with the Department of Business Administration - Industry. He has been a faculty member since 2014, with prior roles including Head of the Chamber of Industry and Commerce (IHK) Schaben, Augsburg (2011–2014) and research assistant at DHBW Mannheim (2008–2011). His research focuses on science fiction-based future scenarios and their applications in education and industry. He collaborates with the Phantastische Bibliothek Wetzlar's Future Life section to explore near-future technologies and societal impacts. Notable projects include editing the 2024 anthology Campus 2049: Hochschule der Zukunft , which received a Kurd Laßwitz Prize nomination. Teaching interests include cost accounting, investment financing, and scientific methodology. He advises research projects and master’s theses at the CAS program in Heilbronn. His interdisciplinary work bridges business administration with creative writing, emphasizing future studies and speculative fiction's role in innovation. Key achievements include organizing workshops on future products and collaborating with institutions like the Fantastic Library Wetzlar. He actively networks to promote creative problem-solving in academia and industry.
Dr. An-Ting Yi is an Assistant Professor of New Testament and Migration at the School of Religion and Theology, Vrije Universiteit Amsterdam. Their role focuses on contextual biblical interpretation and migration studies within the Faculty of Social Sciences and Humanities. They are a researcher in the Contextual Biblical Interpretation team and serve as coordinator and lecturer at the Center for Theology of Migration , which offers postgraduate programs for migrant clergy and explores migration-Christianity dynamics in the Netherlands. Academic Qualifications: PhD in New Testament Studies, VU Amsterdam (2017–2023) Master of Theology and Religious Studies, VU Amsterdam (2015–2017) Master of Divinity, China Evangelical Seminary (2010–2013) Bachelor of Business Administration, National Taiwan University (2004–2009) Research Interests: Dr. Yi’s work bridges textual criticism, migration theology, and contextual interpretation. Their PhD focused on the historical reception of Codex Vaticanus (16th–19th centuries), recognized by the Lautenschläger Award. Current projects include interdisciplinary studies on manuscripts and migration. Key themes: New Testament textual scholarship, migration theology, Bible translation, and hermeneutics. Teaching & Grants: Coordinates MA/PhD internships and research design courses. Teaches at all levels, including BA Greek/New Testament and postgraduate migration theology. Ancillary roles include advisory roles at the Foundation Academy of Amsterdam and CAMA Church. Achievements: Manfred Lautenschläger Award for Theological Promise (2025) Annual Distinguished Theological Writing Award (2024) Labs/Teams: Active in the Contextual Biblical Interpretation research team and the Center for Theology of Migration , fostering interdisciplinary dialogue on manuscripts and migration.
John Florio is an accomplished writer and faculty member of the Stonecoast MFA in Creative Writing at the University of Southern Maine. He holds an MFA from USM and is pursuing a Doctor of Fine Arts (DFA) from the University of Glasgow. His work spans journalism, historical nonfiction, and historical fiction, focusing on intersections between race, politics, history, and sports. Florio has contributed to prominent publications like the New York Times, New Yorker, and ESPN. Education: MFA in Creative Writing, University of Southern Maine MA in Liberal Studies, New York University MBA in Marketing Management, St. John’s University BS in Business Administration, Fordham University Florio’s research interests include American social history, the cultural impact of sports, and the narrative techniques of blending fact and fiction. His nonfiction works analyze pivotal moments in U.S. history through lenses of race and power, while his fiction explores historical mysteries with literary depth. Publications: Florio’s writing spans academic and popular audiences, with notable works including Doomed (recognized by literary committees) and Sugar Pop Moon (acclaimed as a historical mystery). His work often bridges historical rigor with accessible storytelling. Awards: 2023: School Library Journal Best Book Award 2013: Library Journal Starred Review and Historical Novel Society Editor’s Choice Florio has taught at institutions such as the Fashion Institute of Technology (SUNY), Ramapo College of New Jersey, and St. John’s University. His teaching emphasizes creative writing techniques and the ethical responsibilities of storytelling. He is affiliated with the Stonecoast MFA program, which serves as a hub for his academic and creative collaborations.
John Tilford, Ph.D., is a Professor in the Department of Health Policy and Management at the Fay W. Boozman College of Public Health, University of Arkansas for Medical Sciences (UAMS). He also holds a secondary appointment as Professor in the Division of Pharmaceutical Evaluation and Policy at the UAMS College of Pharmacy. He directs the Health Systems and Services PhD Program and the Healthcare Data Analytics MS Program. His research focuses on economic evaluation of health services, racial/ethnic health disparities, and healthcare analytics. Dr. Tilford has advised numerous PhD students and mentored faculty in grant writing. He has received awards such as the 2021 Chancellor’s Award for Society and Health Education Excellence and the 2018 Outstanding Faculty Award from the College of Public Health Student Council. Education: Ph.D. in Economics from Wayne State University, M.A. and B.S. in Economics from Central Michigan University. Research Interests: Dr. Tilford examines the economic impact of health policies, particularly focusing on outcomes for children with neurodevelopmental disabilities and their caregivers. He uses large-scale datasets like the Arkansas All Payers Claims Database to study social determinants of health, including ADHD diagnosis rates and disparities in healthcare access. His work emphasizes improving health equity through evidence-based interventions. Awards: In addition to his recent recognitions, Dr. Tilford received the 2006 Emergency Medical Services for Children Program Best Project Award and the 2000 UAMS Educator of the Year Award. Teaching and Mentoring: He teaches courses on healthcare economics and emphasizes the importance of understanding market failures in healthcare systems. He actively mentors students and faculty in grant development, particularly in health policy and data science. Labs/Teams: His research leverages interdisciplinary teams to address complex health systems challenges, including telehealth adoption, Medicaid expansion impacts, and predictive modeling for asthma and substance use disorders.
Rahul Choudaha is a Senior Researcher affiliated with the SERU Consortium at the Goldman School of Public Policy, University of California, Berkeley. His research focuses on international student mobility, global engagement strategies, and the implications of internationalization in higher education. He holds a doctorate in higher education, a master’s in business management, and a bachelor’s in electronics engineering. Choudaha is a co-founder of DrEducation, a research consultancy firm, and has held leadership roles in organizations like Studyportals and World Education Services. His work bridges academia and practice, with over 150 conference presentations and keynotes, including sessions at NAFSA and EAIE. He has authored influential papers on trends in international education and served as editor of the Journal of International Students . Choudaha is an elected member of the European Association of International Education’s General Council and chairs leadership communities in international education. His writings appear in major media outlets like Forbes, The Wall Street Journal, and BBC. Choudaha’s research emphasizes data-driven strategies for institutions, focusing on student experiences, enrollment management, and the impact of geopolitical factors. He has pioneered global webinar series and serves on boards like InterExchange, promoting cross-cultural exchange programs.
Ben Jane is a Senior Lecturer at the School of Health & Wellbeing , Plymouth Marjon University, with expertise in exercise referral schemes , clinical exercise , and generative AI in teaching . He leads the MPH Public Health course and integrates innovative pedagogical approaches, including AI-driven educational tools, into higher education. MSc (Hons) Sport and Exercise Science, Exeter University BSc (Hons) Sport Science and Administration, Nottingham Trent University PGCE (PCET), Plymouth University His research centers on leadership in group exercise referral schemes , focusing on practitioner skills and behavior change in clinical populations. Collaborating with the NHS , Macmillan Cancer Care , and Diabetes UK , he evaluates scheme effectiveness and advocates for standardized communication. He also co-authored the e-coachER project (NIHR HTA ref: 13/25/20), a multi-center RCT on augmented exercise referral with web-based behavioral support. Recent publications highlight trends in UK exercise referral schemes , diabetes-related physical activity , and AI-driven educational innovation . His work demonstrates interdisciplinary expertise spanning public health policy , chronic disease management , and pedagogical technology . Senior Fellow of Advance HE Ben serves as a co-applicant on research grants and has presented at conferences like the Islands of Innovation 2025 (University of Liverpool) and HEPA Europe 2023 (KU Leuven). He maintains partnerships with healthcare organizations and contributes to national policy guidance.
Alicia K. Hatcher is an Assistant Professor in the Department of Writing Studies, Rhetoric, and Composition at Syracuse University’s College of Arts and Sciences. She joined in Fall 2022 as a tenure-track faculty member, specializing in African American Rhetorics and Literacies. Her research focuses on Black rhetorical practices, particularly analyzing symbolic resistance by Black athletes through frameworks like her 'Performative Symbolic Resistance' theory. Education: Ph.D., Rhetoric, Writing, and Professional Communication (East Carolina University, 2021) M.A., English Literature (North Carolina Central University, 2010) B.A., English (University of North Carolina at Greensboro, 2002) A.A., Liberal Arts (James Sprunt Community College, 1994) Research Interests: Dr. Hatcher examines intersections of race, rhetoric, and sport, emphasizing embodied resistance and decolonial methodologies. She co-edits Journal of Multimodal Rhetorics and contributes to cultural rhetorics scholarship through frameworks like PSR (Performative Symbolic Resistance). Her work bridges academic and activist spaces, advocating for inclusive pedagogies and social justice advocacy. Recent Trends in Scholarship: Recent publications explore Kaepernick’s protests, tactical uses of public space, and Black athlete activism. Her work intersects rhetoric, visual culture, and social justice, often employing qualitative methods like ethnography and discourse analysis. Awards: 2023: Best of Rhetoric and Composition Journals (Article Selection) 2022-2024: NCTE Cultivating New Voices Fellowship 2020: Association of Teachers of Technical Writing Amplification Award Service & Grants: Academic Consultant for Syracuse University Football Program (2022–present), Syracuse University Humanities Center Grant recipient (2025–present). Active in NCTE/CCCC Black Caucus, organizing awards and advocacy initiatives.
Laura Aull is a Professor & Writing Program Director in the English Language and Literature department at the University of Michigan. Affiliated with the College of Literature, Science, and the Arts , she specializes in composition studies, linguistics, and writing pedagogy. Her research focuses on genre analysis, student writing development, and corpus-based approaches to language study. Education & Roles: PhD Faculty member Director of the Writing Program Research Interests: A central focus is rethinking traditional writing tasks (e.g., argumentative essays) through genre innovation and civil discourse frameworks. She explores how linguistic markers like stance and specificity differentiate expert vs. student writing. Her work also addresses automated writing assessment and pedagogical strategies for diverse student populations. Publications: Recent work includes You Can't Write That...8 Myths about Correct English (2024) and How Students Write (2020). Her articles analyze writing analytics, genre evolution, and assessment methodologies across disciplinary contexts. Teaching: Teaches courses like Exploring the English Language and Structure of English , integrating corpus linguistics into pedagogy. Lab/Programs: Directs the Writing Program, overseeing initiatives to improve writing instruction and assessment across the university.
Dr. James Everett serves as Assistant Professor of English at Brevard College, directing the First Year Writing Program. He advises Omicron Delta Kappa and Alpha Chi honor societies. His professional roles include teaching and academic leadership in English education. Education: Ph.D., University of Mississippi M.F.A., University of Mississippi A.B., Davidson College Research interests focus on writing pedagogy and composition studies, aligned with his administrative work in foundational writing programs. No specific articles or awards are listed in the provided information. Advising responsibilities include managing two honor societies. No grants or lab affiliations are mentioned.
David D. Perlmutter is a Professor of Media & Communication at Texas Tech University (TTU), where he served as Dean of the College of Media & Communication from 2013 to 2023. He holds a B.A. (1985) and M.A. (1991) from the University of Pennsylvania and a Ph.D. (1996) from the University of Minnesota. Perlmutter is renowned for his writings on academic careers and higher education governance, earning him recognition as a 'household name among American professors.' His leadership roles include Director of the University of Iowa’s School of Journalism (2009–2013) and Associate Dean at LSU and Kansas. At TTU, he oversaw unprecedented growth in enrollment, research funding (surging to $1.6M in FY2020), and program expansion, including an innovative Fundraising & Philanthropy Communication certificate. CoMC was ranked the top research unit at TTU by the Shanghai Index in 2020. Research interests focus on persuasion through media, including visual communication, political communication, and social media’s role in health and politics. He authored/co-authored ten books, including Blogwars (2008) and Promotion & Tenure Confidential (2010), and secured over $800K in grants. Awards include the Texas Tech President’s Excellence in Gender Equity Award (2018) and LSU’s top research-teaching-service award (2001). Public engagement includes keynotes at the New England Journal of Medicine conference and the U.S. State Department’s European tour. He advised on media policy, ran programs at the Dole Institute, and was featured on The Daily Show . Perlmutter’s teaching spans political communication, qualitative methods, and media policy.
Dr. Kristine Johnson is Associate Professor and University Rhetoric Director at Calvin University, where she directs first-year writing, Rhetoric Across the Curriculum, and the Rhetoric Center. She earned her PhD and MA in Rhetoric and Composition from Purdue University, specializing in writing pedagogy and teacher preparation after graduating with honors in English from Calvin College. Her research examines writing teacher preparation, writing assessment practices, and undergraduate research in composition studies. She investigates how educational frameworks support student identity development as writers and researchers, with recent work focusing on multilingual student placement and longitudinal impacts of undergraduate research experiences. Professor Johnson teaches courses in composition pedagogy, linguistics, and writing, emphasizing student-centered approaches that nurture diverse learners. She mentors undergraduate researchers and develops curriculum that bridges theoretical knowledge with practical teaching applications. Her publications appear in leading journals including College Composition and Communication, Rhetoric Review, Teaching/Writing: The Journal of Writing Teacher Education, and the Journal of Communication and Religion.
