Lisa A. Henshaw is an Assistant Professor at the Wurzweiler School of Social Work, Yeshiva University. She chairs courses in trauma, loss, and eating disorders, and oversees the Certificate in Trauma-Informed Practice. Her clinical background includes work with homeless populations, community mental health, and supervisory roles. She maintains a private practice while advocating for anti-oppressive practices and social justice. Dr. Henshaw earned her Doctoral degree from Adelphi University with a focus on trauma narratives. Her research explores indirect trauma among MSW students, racial identity intersections with trauma, and trauma-informed academia. She spearheaded the Anti-Racism Coalition at Wurzweiler to center marginalized voices in academic spaces. Her teaching spans advanced clinical practice, psychosocial pathology, cultural diversity, and trauma-informed child welfare. Recent work examines collective trauma from the pandemic and systemic inequities in mental health care. She emphasizes qualitative methods to amplify marginalized groups' experiences while advancing ethical social work practice. Key projects include a study on secondary trauma among students during COVID-19 and coalition-building initiatives prioritizing equity. Her scholarship bridges clinical practice, education, and advocacy, with publications in Behavioral Sciences and Social Work with Groups.
Heewon Kim is an Associate Professor at the Hugh Downs School of Human Communication, Arizona State University. His research focuses on organizational communication, health communication, and the impact of technology on workplace dynamics. He explores themes such as organizational justice, decolonial theory, and social media's role in global collaboration. His work addresses challenges in equity, employee well-being, and the intersection of technology with healthcare delivery. Key research interests include anticolonial intervention frameworks, compassionate coaching in mHealth, and the structural tensions in diversity initiatives. He investigates how organizational support mitigates burnout among workers and how social media shapes global team connectivity. His interdisciplinary approach bridges communication studies with public health and social justice advocacy. His recent scholarship highlights trends in workplace resilience during crises, decolonizing organizational practices, and the ethical implications of health technology. Despite prolific contributions, no awards or grants are explicitly listed in the provided texts. Advising records and lab affiliations remain undisclosed.
Asao B. Inoue is a Professor of Rhetoric and Composition at Arizona State University's College of Integrative Sciences and Arts. He also holds affiliate faculty status in the Mary Lou Fulton College for Teaching and Learning Innovation. His research focuses on antiracist practices in writing assessment, labor-based grading contracts, and compassion-centered pedagogy. Inoue has served as Chair of the Conference on College Composition and Communication (CCCC) and holds leadership roles in professional organizations like the Council of Writing Program Administrators (CWPA). Education: Ph.D. and M.A. from Washington State University, B.A. from Oregon State University. Research Interests: Antiracist writing assessment, social justice in education, labor-based grading, composition pedagogy, and confronting white language supremacy. Awards: Recipient of the 2017 NCTE/CCCC Outstanding Book Award for Antiracist Writing Assessment Ecologies , the 2014 CWPA Outstanding Scholarship Award, and the 2015 CWPA Best Book Award. His work Race and Writing Assessment won the 2014 NCTE/CCCC Outstanding Book Award. Publications: Over 20 book-length works and numerous articles, including Labor-Based Grading Contracts (2019) and Above the Well (2021). His recent work explores cripping grading practices and antiracist literacy narratives. Grants & Advocacy: Advocates for antiracist teaching through the Asao and Kelly Inoue Antiracist Teaching Endowment at Oregon State University. His research addresses systemic inequities in writing programs and promotes inclusive pedagogical frameworks.
Michael G. Gunzenhauser is Professor and Senior Associate Dean of Academic and Faculty Affairs at the University of Pittsburgh School of Education. A philosopher of education and qualitative research methodologist, his work centers on race-conscious ethics, educator professionalism, and responsive caring in educational leadership contexts. His educational background includes: PhD in Social Foundations from the University of North Carolina at Chapel Hill under Drs. Lynda Stone and George Noblit Master’s degree in Higher Education and Student Affairs Administration from the University of Vermont under Drs. Robert Nash and Kathleen Manning Bachelor’s degree in Mathematics from the University of North Carolina at Chapel Hill Gunzenhauser's research spans philosophical foundations of education, ethical dimensions of leadership, and epistemological grounding of qualitative methodologies. He critically examines race-conscious ethics, responsive caring frameworks, and educator professionalism through lenses of social justice and school reform. His scholarship bridges theoretical philosophy with practical leadership challenges in educational institutions. Analysis of his recent publications reveals a cohesive trajectory emphasizing narrative ethics in leadership, anti-racist practices, and data-driven approaches to opportunity gaps. His work consistently integrates critical race theory with qualitative methodological rigor, establishing him as a leading voice in ethical educational leadership scholarship. His scientific awards include: Faculty Service Award, University of Pittsburgh School of Education (2014) Critics’ Choice Book Award for "The Active/Ethical Professional: A Framework for Responsible Educators" from the American Educational Studies Association (2012) Extra Mile Award from the University of Pittsburgh Council of Graduate Students in Education (2007) Mary Catherine Ellwein Outstanding Dissertation Award from the American Educational Research Association (2001) Dr. Gunzenhauser has mentored doctoral students including Osly J. Flores and Michael W. Quigley, with whom he maintains active research collaborations. His grant portfolio features significant contributions as co-principal investigator for the Oklahoma A+ Schools Program evaluation and graduate researcher for the North Carolina A+ Schools Program, demonstrating sustained commitment to arts-integrated school reform initiatives. He currently chairs the Philosophy of Education Society finance committee and has held leadership positions in the Ohio Valley Philosophy of Education Society and American Educational Studies Association, reflecting deep engagement with professional communities shaping educational philosophy and leadership discourse.
Amy Halberstadt is a Professor in the Department of Psychology at NC State University, affiliated with the College of Humanities and Social Sciences. She leads the Family Affect, Beliefs, and Behaviors (FABB) Lab, focusing on emotion development, cultural influences, and systemic racism in socialization processes. Her research addresses how emotions are socialized in families, schools, and cultural contexts, with an emphasis on racial equity. Her work explores three core areas: (1) developmental processes of emotional experience and expression, (2) emotion socialization in diverse settings, and (3) implicit racism in emotion-related perceptions. The FABB Lab includes 10 undergraduate students, 3 graduate students, and 1 postdoctoral fellow. Key themes in her publications include racialized emotion recognition biases, teacher perceptions of students, and interventions to reduce educational inequities. She has contributed to validated measures like the Racism and Inequity Beliefs Questionnaire and works on anti-racism training for educators. Halberstadt’s research integrates developmental, cultural, and social psychological perspectives. She collaborates with schools and communities to translate findings into actionable strategies for fostering equitable emotional and social development.
Associate Professor Karen Block leads Migration and Health research at the University of Melbourne's Melbourne School of Population and Global Health. Her work focuses on migrant/refugee health equity, gender-based violence, and participatory methodologies. She has conducted influential studies on refugee integration, adolescent boys in crises, and housing policies affecting displaced populations. Dr Block's research bridges academic inquiry with policy impact, emphasizing ethical collaboration with marginalized communities. Education Background Information not explicitly stated in provided texts. Research Interests Dr Block's work prioritizes intersectional approaches to health equity, combining qualitative methods with community engagement. Key themes include structural violence in resettlement processes, gendered experiences of displacement, and leveraging sport/social capital for youth inclusion. Her recent projects analyze legal barriers faced by migrant survivors of family violence and systemic responses to sexual abuse in humanitarian contexts. Key Contributions Her publications highlight how housing trajectories impact refugee mental health, the role of sport in social inclusion, and innovative participatory research designs. Dr Block has also developed frameworks for disaster recovery capital and co-created the ASPIRE project to support immigrant women experiencing violence. Grants & Collaborations Active in interdisciplinary collaborations with NGOs like UNHCR and local settlement services. Leads major studies funded by Australian Research Council (inferred from project scope). Labs/Teams Directs Migration and Health Research Program. Core member of Nossal Institute for Global Health's refugee health cluster.
Ericka N. Merriwether is an Associate Professor in the Department of Physical Therapy at New York University’s Steinhardt School of Culture, Education, and Human Development. She directs the Inclusive and Translational Research in Pain Laboratory (I-TRIP), focusing on multi-level mechanisms of chronic musculoskeletal pain in adults with higher BMI. Her work integrates basic science, clinical assessment, and biophysical measurement to characterize pain phenotypes. Dr. Merriwether holds a BSc in Kinesiology from the University of Illinois at Urbana-Champaign, a DPT from the Mayo Clinic School of Health Sciences, and a PhD in Movement Science from Washington University in St. Louis. Her postdoctoral training was at the University of Iowa’s Department of Physical Therapy and Rehabilitation Science. Her research emphasizes racial and weight discrimination’s impact on pain in diverse populations, with NIH-funded studies on post-weight loss pain and non-pharmacological interventions for fibromyalgia. Key areas include pain inequities, obesity-related pain, and the sociocultural determinants of chronic pain. She serves on the Board of Directors of the United States Association for the Study of Pain (USASP) and holds leadership roles in the International Association for the Study of Pain. Awards include the Gabriel Carras Award and NYU Steinhardt’s Champions of Equity Distinguished Service Award. Her grants include support from the NIH, Foundation for Physical Therapy, and NYU Steinhardt initiatives. Current projects explore mediators of chronic widespread pain post-weight loss and the role of systemic inflammation in fibromyalgia pain outcomes. Dr. Merriwether advocates for anti-racist research practices through initiatives like the Antiracism CoaliTION in Pain Research (ACTION-PR), emphasizing equitable study design and cultural competency in pain care.
Alexis D. Riley is a Tenure-Track Assistant Professor at New York University-Steinhardt's Teaching & Learning Department in the Science Education Program. She holds a Ph.D. in Science Education from Teachers College, Columbia University (2021), an MS.Ed from Fordham University (2013), and a B.A. in Sociology from UC Santa Barbara (2011). Her work focuses on centering Black women teachers' expertise in STEM education through anti-racist pedagogy and culturally relevant practices. Her research examines Black women educators' improvisational teaching strategies, systemic racism in STEM education, and health equity in marginalized communities. She has held faculty roles at CSU Los Angeles, Barnard College, and Relay Graduate School of Education. Riley serves on the ASTE Board of Directors, advocating for equitable science education policies. Riley's awards include the Health Equity Champion Award (2015) and Jhumki Basu Scholars Program recognition (2019, 2022). Her publications appear in top journals like the Journal of Research in Science Teaching and Race, Ethnicity, and Education . She draws on 15+ years of K-12 teaching experience in Harlem and Brooklyn to bridge theory-practice gaps in STEM education.
Dr Thomas Beaumont is a Senior Lecturer in European History at Liverpool John Moores University, Faculty of Humanities and Social Science. His research focuses on modern and contemporary France, particularly left-wing politics, labor movements, and international communism during the Comintern era (1919–1943). Position: Senior Lecturer in European History Institution: Liverpool John Moores University School: Faculty of Humanities and Social Science Email: T.W.Beaumont@ljmu.ac.uk ORCID: 0000-0002-0904-1568 His research centers on the history of socialist and communist activism, especially within French trade unions and the global networks of the Communist International. He has a particular interest in the interplay between communism, anti-colonialism, and anti-racism. His work emphasizes the role of Paris as a hub of international communist activity beyond Moscow. He is currently developing a second book project on this theme and co-leads an AHRC-funded network titled 'Rethinking International Communism' with Dr Tim Rees. Dr Beaumont's recent publications reflect a strong trend in exploring the cultural, racial, and colonial dimensions of international communism. His articles and edited volumes delve into topics such as communist anti-racism, anti-colonial activism, and the cultural front of the Comintern. His 2019 book, Fellow Travellers: Communist Trade Unionism and Industrial Relations on the French Railways, 1914–1939 , is a key contribution to labor history, analyzing how communist militants built enduring support among French railway workers. Scientific recognition includes securing competitive grant funding and editorial roles in prominent journals. Notable contributions include: AHRC Network Grant: 'Rethinking International Communism' Editorial work for Twentieth Century Communism and Journal of Labour and Society Contributions to special issues on communist anti-racism and international culture Dr Beaumont welcomes PhD supervision in the history of the British and West European Left, communist activism, and twentieth-century French and imperial history. He is actively involved in academic collaboration and postgraduate mentorship. He is also associated with research networks that foster international dialogue on communist history. No specific lab or team name is mentioned, but his collaborative projects indicate active participation in scholarly communities focused on labor and transnational leftist movements.
Sophie Vauzour is a Lecturer in Education at the University of East Anglia, School of Education & Lifelong Learning, where she serves as Course Co-Director and Admissions, Recruitment, and Marketing lead for the Secondary PGCE(M) program. She specializes in Modern Foreign Languages (MFL) teacher education and leads the MFL strand of the PGCE course. She is also a Senior Fellow of the Higher Education Academy and a member of the Chartered College of Teaching. Academic Background: Licence de Lettres Modernes, Université de Bordeaux, France Maîtrise de Lettres Modernes, Université de Montpellier, France (mention Très Bien) PGCE(M) in Secondary Education, University of Reading (Distinction in Practical Teaching and Academic Studies) PG-Cert in Higher Education Practice Master in Higher Education Practice PhD in progress (focus: anti-racist education in MFL classrooms) Sophie's research and teaching interests center on Second Language Education, Teacher Education, and inclusive pedagogy. She is particularly passionate about decolonising the MFL curriculum and promoting anti-racist education. Her work emphasizes making language learning accessible and enjoyable for all students, regardless of background. Her recent publications explore themes of equity, decolonisation, and mentoring in teacher education. The articles reflect a strong commitment to social justice, with a focus on dismantling systemic inequalities in initial teacher training and school placements. Keywords across her work include anti-racism, curriculum reform, teacher identity, and inclusive pedagogy. Scientific Awards and Recognitions: Postgraduate Adviser of the Year, UEA SU Transforming Education Awards (2024) Senior Fellow of the Higher Education Academy (HEA) Distinction in both Practical Teaching and Academic Studies, PGCE(M), University of Reading Sophie supervises Master's dissertation students on the MA Second Language Education and MA Educational Practice and Research programs. She has played multiple leadership roles including Mentoring Lead, NQT Coordination, Placement Coordinator, Resource Development Coordinator, and Director of Employability. She is actively involved in curriculum development and has led initiatives to decolonise the PGCE curriculum at UEA. Her future work continues to focus on advancing equity in teacher education through research, teaching, and institutional collaboration. Professional Affiliations: Member, Chartered College of Teaching Active Member, Association for Language Learning (ALL) Member, Language Teachers Network at UEA
Bakirathi Mani is the Penn Presidential Compact Professor of English at the University of Pennsylvania's School of Arts & Sciences. She holds affiliate roles in Asian American Studies, Gender & Sexuality Studies, Cinema & Media Studies, and South Asian Studies. Her research interrogates intersections of empire, visual culture, and diasporic identities through postcolonial, feminist, and queer理论 frameworks. Mani earned a Ph.D. in Modern Thought & Literature (Stanford University), M.A. in Modern Indian History (Jawaharlal Nehru University), and B.S.F.S. in Diplomacy (Georgetown University). Prior to Penn, she taught at Swarthmore College for 20+ years, co-founding the Tri-College Asian American Studies Program. Her major works include Unseeing Empire (Duke UP, 2020)—awarded an Honorable Mention by the Association of Asian American Studies—and Aspiring to Home (Stanford UP, 2012). Current projects explore family albums as diasporic archives and the politics of anti-Asian photographic representation during the pandemic. Mani also curates South Asian diasporic visual culture collaborations with artists and nonprofits across the U.S. and South Asia.
Tina Sadarangani is an Assistant Professor at NYU Meyers College of Nursing, where she leads innovative research at the intersection of gerontology, health equity, and aging technology. As an NIH-funded clinician scientist and board-certified adult and geriatric nurse practitioner, she is dedicated to improving care for individuals with Alzheimer’s disease and their families, particularly underserved and immigrant populations. Education: PhD (New York University), MS (University of Pennsylvania), BSN (New York University), BA (Georgetown University) Specialties: Gerontology, Health Policy, Chronic Disease, Immigrant Health, Vulnerable Populations, Health Services Research Her research focuses on adult day services as platforms for chronic disease management, caregiver support, and nutrition in diverse aging populations. She is the creator of CareMobiTM , an award-winning mobile app that enhances communication among family caregivers, healthcare providers, and adult day centers, and The Enlightened Caregiver , a social media movement empowering families to advocate for optimal care. Prof. Sadarangani’s recent publications reveal a strong trend toward addressing systemic disparities in dementia care, leveraging technology for care coordination, and strengthening community-based long-term care models. Her work emphasizes person-centered outcomes, language access, and data-driven policy solutions to improve care for ethnically diverse older adults. Scientific Awards & Recognitions: Fellow, American Academy of Nursing (FAAN) Fellow, Gerontological Society of America (FGSA) Fellow, New York Academy of Medicine Rising Star Award, National Institute on Aging & American Geriatrics Society (2025) NYU Meyers Dean’s Excellence in Research Award (2025) Gold Medal, McKnight’s Long-term Care Technology Awards (2024) UBS x Luminary Fellow for Women of Color Founders (2024) Judge’s Award, National Institute on Aging Start-up Challenge (2023) She has secured significant NIH funding and leads active projects including DRF TAC: The CareMobi App and Measuring What Matters in adult day services. Her research is widely published in top journals such as American Journal of Public Health and Journal of the American Medical Informatics Association , and she is frequently featured in major media outlets including The New York Times , Associated Press , and US News & World Report . Prof. Sadarangani is actively involved in national collaborations with the National Adult Day Services Association and the California Association of Adult Day Services. She mentors students and is accepting PhD candidates. Her lab serves as a hub for innovation in age-tech and community-partnered research, with future work focused on scaling CareMobi, improving data systems in long-term care, and advancing health equity through policy and technology.
Tor A. Benjaminsen is Professor of Environment and Development Studies at the Department of International Environment and Development Studies (Noragric), Faculty of Landscape and Society, Norwegian University of Life Sciences (NMBU). His research is anchored in political ecology, with a focus on environmental change, land-use conflicts, and governance in Africa and the Arctic. He leads major research projects funded by the Research Council of Norway and the European Research Council. Education: Cand. Scient. in Resource Geography and Landscape Ecology, University of Oslo (1988) PhD in Geography and Development Studies, Roskilde University (1998) Benjaminsen’s research interests include climate change and conflict, desertification narratives in the Sahel, agrarian change, pastoralism, formalization of land rights, and Sámi reindeer herding in Norway. His work critically examines how environmental discourses shape policy and governance, often challenging dominant narratives of degradation and overuse. His recent publications span topics such as climate security, conservation in Africa, green economy initiatives, and the political ecology of insurgency. The articles reflect a consistent engagement with power, discourse, and environmental justice, particularly in the Global South. He has published in leading journals such as Political Geography , Global Environmental Change , and Journal of Peasant Studies . Scientific Awards: Toppforsk Grant (2016), Research Council of Norway ERC Advanced Grant (2022) Benjaminsen has served as a Lead Author for the IPCC’s Sixth Assessment Report and as Associate Editor of Political Geography . He has supervised numerous students and collaborated widely across disciplines. He also coordinates the Political Ecology Forum at NMBU , fostering interdisciplinary dialogue on environmental issues. His research is supported by major grants, including the Greenmentality project on the green economy in the Global South and the Landresponse project on conflict and migration in the Sahel. Labs and Research Groups: Coordinator, Political Ecology Forum at NMBU Principal Investigator, Greenmentality Project (2016–2021) Principal Investigator, Landresponse Project (2022–2027)
Dr. Monnica T. Williams is a tenured Professor in the School of Psychology at the University of Ottawa, where she holds the Canada Research Chair in Mental Health Innovation and Equity. She is also an Adjunct Scientist at the Institute of Mental Health Research, Royal Ottawa Hospital, and a Research Affiliate at the University of Massachusetts, Lowell. Her academic journey includes prior faculty roles at the University of Pennsylvania, University of Louisville, and University of Connecticut. Ph.D. in Clinical Psychology, University of Virginia (2007) M.A. in Psychology, University of Virginia (2003) B.S. in Electrical Engineering / Biomedical Technology, MIT Additional studies at UCLA Dr. Williams' research centers on mental health disparities, racial trauma, OCD, microaggressions, and psychedelic-assisted therapies. She has published over 300 peer-reviewed articles and authored books on healing racial trauma, antiracist therapy, and psychedelic justice. Her work bridges clinical science with social justice, emphasizing culturally-informed care for BIPOC communities. Her recent publications (2022–2025) reveal a strong focus on racial trauma assessment and treatment, equity in psychedelic research, discrimination in AI, and barriers to mental healthcare for marginalized groups. Themes include validation of trauma scales, development of therapeutic protocols, and systemic critiques of racism in institutions. APA Division 12 Samuel M. Turner Early Career Award (2015) Board-certified in Behavioral and Cognitive Psychology Scientific Advisor, International OCD Foundation Member, Chacruna Institute’s Racial Equity and Access Committee Dr. Williams supervises several graduate students and leads two research labs: the Laboratory for Psychedelic Clinical Research and the Laboratory for Mental Health Disparities. She has received federal and foundation grants and serves as an expert witness on discrimination in legal cases. She also conducts antiracist training workshops and public speaking engagements globally. Her labs focus on developing and testing interventions for racial trauma and advancing equitable psychedelic therapies. She is a vocal advocate for increasing representation of BIPOC individuals in psychology and mental health research.
Nicole Gardner-Neblett is an Assistant Professor of Psychology at the University of Michigan’s College of Literature, Science, and the Arts. Her research focuses on children’s language and literacy development, particularly among socially and economically disadvantaged populations. She adopts a strengths-based approach to examine how individual and contextual factors influence early learning, with a specific emphasis on African American children’s oral narrative skills and their implications for educational practices. Dr. Gardner-Neblett holds a Ph.D. and M.A. in Developmental Psychology from the University of Michigan and a B.A. in Psychology from Brown University. Her work bridges developmental psychology and educational equity, addressing systemic barriers in early childhood education. Key themes include teacher perceptions of linguistic diversity, the impact of racism on child development, and strategies to support educators in fostering language skills. She critiques traditional achievement gap frameworks, advocating for systemic reforms over deficit-based approaches. Dr. Gardner-Neblett’s publications span 2006–2025, reflecting her commitment to antiracist research and evidence-based interventions. Her recent work emphasizes dismantling racial biases in educational evaluation, promoting culturally responsive pedagogy, and enhancing teacher training programs. While no students or awards are listed, her extensive publications and institutional role highlight her contributions to advancing equitable early childhood development.
