Melanie Prengler is an Assistant Professor at the University of Virginia's Darden School of Business, specializing in Leadership and Organizational Behavior. Her research focuses on how individuals use work to drive meaningful change in organizations and society through qualitative approaches. Education: B.A. in Psychology, Texas A&M University M.A. in Clinical Mental Health Counseling, Sam Houston State University Ph.D. in Management/Organizational Behavior, Mays School of Business, Texas A&M University Her work explores organizational transformation, allyship behaviors, systemic racism in workplaces, and autonomy in remote work arrangements. Research has been published in top-tier journals like Administrative Science Quarterly and Journal of Applied Psychology , with articles trending toward digital nomadism, postpartum workplace transitions, and equity frameworks. Scientific Awards: 2023 Responsible Research in Business and Management Award 2021 AOM MOC Division's Best Student-Led Paper award Mays Innovation Research Center grant 2021 INFORMS Dissertation Proposal Competition Finalist At Darden, she teaches courses in leadership development, team dynamics, and organizational behavior. Her qualitative research spans topics from marginalized employee agency to workplace flexibility in location-independent arrangements.
Liza Lorenzetti is an Associate Professor at the Faculty of Social Work , University of Calgary. Her work focuses on transforming gender-based violence prevention, racial equity, and decolonizing practices through an intersectional lens. Education: PhD in Social Work (University of Calgary, 2016), MSW (University of Calgary, 2006), BSW (McGill University, 1992) Her research centers on: Engaging men in gender justice and violence prevention Decolonizing education and research methodologies Transdisciplinary approaches to racial equity Culturally inclusive peer-based writing models Migrant rights and anti-racism Systematic reviews bridging theory and practice Recent publications highlight: Global masculinities and gender justice Online caring skills development Decolonizing frameworks in social work Community-university partnerships Anti-racist pedagogy implementation Interdisciplinary research ethics Scientific awards include: Certificate of Appreciation: Migrant Rights Support (2018) Distinguished Service Award (2018) John Graham Hutton Award (2018) Clarice Chodak Recognition (2013) She leads multiple SSHRC-funded projects including Transforming Masculinities and Helping One Another , while co-developing equity-focused educational frameworks. Her work emphasizes: Community-driven policy change White accountability in anti-racism Indigenous partnership models Graduate mentorship systems Postcolonial field education Digital storytelling ethics
Dr. Volker Grunert is an Akademischer Rat (Academic Councilor) for Bible and Biblical Didactics at the Ecumenical Institute of the Pädagogische Hochschule Schwäbisch Gmünd (University of Education Schwäbisch Gmünd), where he has been employed since October 2020. His academic work focuses on Old Testament studies, biblical exegesis, and religious education within the Evangelical Theology and Religious Education department. Dr. Grunert completed his theological studies in Marburg and Heidelberg, where he was a scholarship recipient of the German National Academic Foundation. He earned his first theological examination in Karlsruhe in 2013 and completed his dissertation "Hiobs Kosmos. Ein interdisziplinärer Beitrag zur Schöpfungstheologie und Anthropologie bei Hiob" (Job's Cosmos. An interdisciplinary contribution to creation theology and anthropology in Job) between 2014-2018, supported by a scholarship from the Konrad-Adenauer-Stiftung. His research spans multiple disciplines including biblical studies, ancient Near Eastern studies, Egyptology, and interreligious dialogue. Dr. Grunert's work demonstrates a particular interest in the Book of Job, humor in biblical texts, questions of individuality in ancient contexts, and contemporary applications of biblical interpretation to social issues including race, sexuality, and medical ethics. His publications show a consistent pattern of interdisciplinary approaches, connecting ancient texts with modern concerns. His recent publications indicate a strong focus on contextualizing biblical texts within their historical and cultural settings while exploring their relevance for contemporary theological and social questions. Dr. Grunert frequently examines how ancient Near Eastern contexts inform biblical interpretation, with particular attention to Egyptian influences and perspectives. Promotionsstipendiat der Konrad-Adenauer-Stiftung Aufnahme in das Dialogperspektiven-Programm des Ernst-Ludwig-Ehrlich-Studienwerkes Stipendiat der Studienstiftung des deutschen Volkes Abitur Verleihung des Apollinaire-Preises der Robert-Bosch-Stiftung Dr. Grunert has held various academic positions including research assistant at Heidelberg University (2017-2020) and Bern University (2016-2017), as well as teaching roles at the University of Education Karlsruhe and Heidelberg University (2014-2015). His international experience includes leading a Christian encounter center in Jerusalem's Arab-Christian Old City district (2013-2014) and serving in international service in Israel (2006-2007). His work demonstrates strong engagement with interreligious dialogue and practical theological application.
Dr. Jamie Cleland is a Senior Lecturer in Sport and Management at the University of South Australia's School of Management. With over two decades of academic experience across multiple UK institutions including Loughborough University, Staffordshire University, and Liverpool Hope University, Cleland has established himself as a leading scholar in the sociology of sport. His academic journey culminated with a PhD from Liverpool University in 2008. Cleland's research spans a diverse range of contemporary social issues in sport, with particular expertise in race and racism, masculinity studies, terrorism and security, LGBTQ+ issues, and sport fandom culture. His work frequently employs Bourdieu's theoretical framework to analyze power dynamics and social structures within sporting contexts. Cleland has made significant contributions to understanding fan behavior, athlete activism, and the intersection of sports with broader societal issues. His research output demonstrates consistent engagement with pressing contemporary issues in global sports, from examining the impact of terrorism on elite sporting events to analyzing the complexities of racism across different football codes in Australia and the UK. Cleland's work often bridges theoretical frameworks with practical implications for sport governance and policy development. Cleland maintains an active presence in academic discourse with his Twitter account @drjamiecleland, connecting with both academic and public audiences. His research has been published in high-impact journals across sociology, sport studies, and cultural studies fields, reflecting the interdisciplinary nature of his work.
Lisa Wilson is an Associate Professor at the University of Cape Town’s Centre for Theatre, Dance and Performance Studies, specializing in dance education and critical dance studies. Her work intersects decolonial African feminism, performance studies, and embodied pedagogies to explore empowerment, agency, and liberation for women of color and students through dance. PhD candidate, University of Exeter MA Creative Arts in Education, University of Exeter BCA Dance, Wesley Institute, Australia BSc Management and Economics, University of the West Indies, Jamaica Wilson’s research focuses on decolonizing dance education, cultural heritage preservation, and social activism through embodied pedagogies. Her creative practice addresses racism, climate change, and women’s healing in global collaborations with organizations like daCi, ICDF, and Wildflower Africa Dance Project. She co-founded the UCT Youth Dance Program (2014) with New World Dance Theatre and has presented internationally across six continents. Her publications in journals like Research in Dance Education and Journal of Dance Education emphasize culturally responsive pedagogy, intercultural dance projects, and the integration of African diaspora traditions in contemporary education. Recent work includes cross-border initiatives like Women of Consequence and the Red Apples-Green Apples collaboration with Denmark. Lisa Wilson actively engages in socially conscious dance projects, linking movement to global issues like climate change and systemic racism. She has collaborated with artists such as Lynnette Young-Overby and Maxwell Xolani Rani, with creative works presented in South Africa, India, Australia, and the United States.
Dr. Alison Baker is an Associate Professor in Youth and Community Studies at Victoria University, based in Melbourne on the lands of the Wurundjeri people of the Kulin Nation. She is affiliated with the Institute for Sustainable Industries and Liveable Cities and has held academic appointments at Victoria University since 2012, progressing from Senior Lecturer in Social Pedagogy (2012-2019) to her current position as Associate Professor in Community Programs (2020-present). Previously, she served as a Research Fellow in Child Well-Being and Anti-Racism at the University of Melbourne (2011-2012) and as a Postdoctoral Research Fellow at Victoria University. Her educational background includes a BA from the University of Memphis (2003), an MSc from North Carolina State University (2008), and a PhD from North Carolina State University (2011), all obtained in the USA. Dr. Baker's research explores how systems of inequality shape the lives, identities, and everyday experiences of young people and other marginalised communities. Drawing on critical community and liberation psychologies, feminist and critical race theories, her work is deeply grounded in participatory ethics and collective praxis. She specializes in arts-based and sound storytelling methodologies, including digital audio, zines, and documentary-inspired approaches, to support young people in making sense of and intervening in the worlds they inherit. Her research focuses on creative approaches to cultivating relational care, epistemic justice, and community-based responses to structural harm. Her publication record shows a consistent focus on youth studies, community psychology, and social justice, with increasing emphasis on creative methodologies and climate justice in recent years. Her work demonstrates interdisciplinary reach across education, human society, health sciences, psychology, and language/communication fields, aligning with UN Sustainable Development Goals related to reduced inequalities, good health and well-being, and gender equality. Dr. Baker actively supervises graduate students across multiple disciplines, with research interests spanning educational research, community development, social justice, and youth studies. Her funded research projects include the VicHealth Impact Research Grant on Aboriginal Australian dietary practices, the Regenerative City Living Lab, and several projects focused on youth engagement and social justice concerns. She is affiliated with the Institute for Sustainable Industries and Liveable Cities and collaborates extensively with community organizations, including Western Edge Youth Arts and Thorne Harbour Health. Her work demonstrates a strong commitment to community-based research that centers collective meaning-making, political imagination, and transformative action.
Eric Le Bourhis is a Lecturer at INALCO (Institut National des Langues et Civilisations Orientales) in the Europe department, where he also serves as Head of the Latvian course and Racism/Anti-Semitism advisor. His research focuses on urban history across Soviet Union, Latvia, and France, with particular emphasis on housing practices, Holocaust studies, and Baltic region history. Current affiliations: INALCO, Europe-Eurasia Research Center (CREE) Teaching areas: Baltic region history, Latvian grammar/culture, Holocaust history Research Interests include social history embedded in spatial analysis, with micro-historical approaches to housing spoliation in Paris (1940-1946), Soviet urban planning in Riga (1945-1990), and Holocaust-related urban dynamics. His work connects housing policies with broader societal transformations. Recent publications (2021-2025) analyze: Jewish housing spoliation in Paris; Soviet architectural practices in Latvia; Holocaust urban geography; and Cold War nuclear threat planning. These works implement archival research across multiple languages and comparative analysis frameworks. Scientific distinctions include: Académie d’Architecture first prize (2017) Société française d'histoire urbaine special thesis prize (2016) Administrative roles cover Latvian course leadership and Holocaust-related advisory functions. He co-organizes research seminars at EHESS on Baltic spaces and Soviet historiography, while maintaining cross-disciplinary collaborations through CREE research center.
Adam Mella is an Assistant Professor in the Department of Professional Nursing and Allied Health at MacEwan University . A registered nurse (RN) with a PhD, DHA, and MN, he bridges clinical expertise in neurosciences with innovative clinical nursing education . His work focuses on cultivating critical thinking and clinical reasoning in students, preparing them for complex healthcare environments. Education : PhD, Doctorate in Health Administration (DHA), Master of Nursing (MN) Research interests include equity in healthcare , social justice , and the integration of internationally educated nurses (IENs) into Canadian systems. His publications explore patient assignment strategies and simulated learning environments , emphasizing evidence-based decision-making. Adam also contributes to mental health advocacy and cultural competency training in nursing. Professional affiliations include: Alberta Association of Nurses (AAN) College of Registered Nurses of Alberta (CRNA) Canadian Association of Schools of Nursing (CASN) - Social Justice and Anti-Racism Interest Group Internationally Educated Nurses of Alberta (IENAA) - Board of Directors Committee roles: Faculty of Nursing Program and Curriculum Committee , Teaching and Learning in Nursing Peer Reviewer .
Dr. Priscila Corrêa is an Associate Professor at the Faculty of Education, University of Windsor, Canada. She brings a unique interdisciplinary background with a Ph.D. in Mathematics Education from the University of Alberta and a Master of Science in Electrical Engineering from the Pontifical Catholic University of Rio de Janeiro. Her work bridges engineering and education, with a strong focus on improving mathematics education in both Canadian and Brazilian contexts. Education: Ph.D. in Mathematics Education, University of Alberta M.Eng., Pontifical Catholic University of Rio de Janeiro B.Ed., Federal University of Rio de Janeiro B.Eng., Federal Centre of Technological Education of Rio de Janeiro Research Interests: Dr. Corrêa’s research agenda centers on transforming mathematics education through innovative teaching approaches, assessment strategies, and curriculum analysis. Her work delves deeply into assessment in mathematics , seeking to develop authentic and proficiency-based evaluation methods. She is particularly concerned with teaching for mathematical proficiency , aiming to foster deep conceptual understanding among students. Her exploration of mathematical modelling as a pedagogical tool highlights its potential to enhance student engagement and mathematical competency. Additionally, she critically examines anti-Black racism and mathematics , investigating the racialized experiences of Black students in STEM disciplines to promote equity and inclusion. Her research also encompasses computational thinking in mathematics education, exploring how algorithmic concepts can be integrated into teacher preparation programs. Dr. Corrêa’s comparative studies between Brazilian and Canadian mathematics curricula provide valuable insights into cross-national educational practices. Her work on curriculum analysis employs innovative methodologies like “combined reading” to uncover nuanced differences in how mathematical concepts, such as fractions and numbers, are approached in different educational systems. Recent Research Trends: Her 2024 publications reflect a continued emphasis on comparative curriculum analysis and the intersection of race and mathematics education. The collaborative work on curricular trajectories in Brazil and Canada demonstrates her commitment to international perspectives in mathematics education. Her narrative inquiries into the experiences of Black women and undergraduate students in STEM reveal a deepening focus on social justice and equity within mathematics education. Scientific Awards: While no specific awards are listed in the provided text, Dr. Corrêa’s extensive publication record and her role as an Associate Professor at a major Canadian university indicate recognition within her field. Teaching and Advising: Dr. Corrêa teaches a wide range of mathematics education courses at both the undergraduate teacher education and graduate levels. Her courses span from foundational mathematics for primary/junior divisions to specialized methods in secondary school mathematics teaching, curriculum development in mathematics education, and comparative education. Her involvement in integrating theory and classroom practice suggests she mentors teacher candidates and graduate students, though specific student names are not provided. Labs and Teams: While no specific lab or research group is mentioned, her collaborative publications with researchers like L. Rangel, J.A. Oloo, and others indicate active participation in research teams focusing on mathematics education and equity.
Joshua Inwood is Professor of Geography and African American Studies at Pennsylvania State University, holding a joint appointment as Senior Research Associate in the Rock Ethics Institute. His scholarly work centers on the material conditions of peace and justice, examining social, political, and economic structures that create human vulnerability to exploitation and how oppressed communities mobilize for social change through justice movements. His research explores Civil Rights and labor struggles in the U.S. South, legacies of racism and settler colonialism, and the spatial dimensions of anti-racist activism. Inwood situates American social justice movements within international human rights frameworks, arguing that global perspectives are essential for transforming vulnerability through ethically informed academic work. He investigates memory practices, geospatial ethics, and the geographical imagination in the African American freedom struggle, with particular focus on SNCC's counter-mapping and truth-telling traditions. Analysis of Inwood's recent publications reveals consistent engagement with Black geographies, critical race theory, and historical geographies of civil rights. His work demonstrates how spatial practices—from Freedom Schools to motorsports—function as sites of resistance against white supremacy. Key methodological contributions include developing frameworks for 'just research' that center community agency and ethical reflexivity, while his theoretical interventions connect settler colonialism with contemporary revanchist politics. Inwood actively mentors graduate students and encourages prospective advisees with aligned research interests to contact him. His affiliation with the Rock Ethics Institute underscores his commitment to ethical research practices and the application of geographical knowledge to advance social justice and human rights through interdisciplinary collaboration.
Michael Z. Green is a Professor of Law at Texas A&M University School of Law, holding the Dean’s Research Chair and directing the Workplace Law Program. His expertise spans Arbitration , Dispute Resolution , Employment Law , and Labor Law , with a focus on workplace arbitration, employment discrimination, and evidence rules in federal proceedings. Research Interests: He investigates systemic issues in workplace law, including racial equity in employment, arbitration reforms, disability accommodations, and the impact of mandatory arbitration on worker rights. His work addresses intersections between labor rights , legal ethics , and social justice . Scientific Awards: Paul Steven Miller Memorial Award (2015) Fellow, The College of Labor and Employment Lawyers (2014) Member, American Law Institute (2006) Contact: Email mzgreen@law.tamu.edu or call 817-212-4140.
Su'ad Abdul Khabeer is an Associate Professor at the University of Michigan, affiliated with the American Culture department and serving as Core Faculty in Arab and Muslim American Studies (AMAS). She is also Affiliated Faculty in Afroamerican and African Studies and Latino/a Studies, reflecting her interdisciplinary focus on race, religion, and cultural intersectionality. Ph.D., Princeton University (2011) Co-founder and former leader (2015-2022) of Sapelo Square, a digital platform on Black Muslims Recipient of the Open Society Equality Fellowship (2019) Hunting Family Faculty Fellow, University of Michigan Institute for the Humanities (2022-2023) Her research bridges race, Blackness, and Islam with hip hop, popular culture, and archival theory. She explores how identity, power, and cultural production intersect in Black Muslim communities, particularly through her interdisciplinary project Umi's Archive , which uses digital humanities to examine Black women's intellectual traditions. Her publications and public scholarship span Islamic studies, African American history, and youth cultures, with a recurring emphasis on hip hop as a framework for understanding racial and religious dynamics. Articles analyze anti-Muslim racism, Muslim masculinity, diasporic identity, and the role of music in shaping Muslim American citizenship. Scientific Awards & Recognition: Open Society Equality Fellowship (2019) Hunting Family Faculty Fellow (2022-2023) Profiled in CNN's '25 Influential American Muslims' (2018) Award-winning leadership of Sapelo Square (2015-2022) As a scholar-artist-activist, she reaches diverse audiences through performances like Sampled: Beats of Muslim Life and contributions to media outlets including The Root, Washington Post, and Al Jazeera English. Her work emphasizes public engagement and the reclamation of marginalized histories.
Dr. Monica Cornejo is an Assistant Professor in the Department of Communication at Cornell University's College of Agriculture and Life Sciences. Her research examines structural barriers affecting undocumented immigrants, focusing on communication strategies, health disparities, and advocacy frameworks. Doctorate from University of California, Santa Barbara (2022) Co-founder of The Communication and Empowerment Collaborative (CEC) Her work combines qualitative and quantitative methods to analyze family disclosures, identity management, and systemic oppression. Recent articles appear in top-tier journals like Journal of Communication and Health Communication . Recipient of a $148,000 Migrations Initiative Grant at Cornell Top paper awards from International Communication Association and National Communication Association Dr. Cornejo teaches critical pedagogy courses, emphasizing anti-assimilationist frameworks and dismantling Eurocentric epistemologies through transparent dialogue on racial and migrant inequities.
Wrenetha A. Julion, PhD, MPH, RN, FADLN, FAAN, serves as the Michelle and Larry Goodman MD Endowed Professor of Health Equity and Associate Dean for Equity and Inclusion at Rush University College of Nursing. Her work focuses on addressing health disparities through innovative research and leadership in nursing education. Dr. Julion's research interests center on health equity, structural racism in healthcare systems, and interventions to improve health outcomes for African American communities. Her work spans multiple domains including fatherhood interventions, violence prevention, mental health services, and community-based participatory research. She has developed specialized expertise in culturally appropriate recruitment methods for clinical research with minority populations. Her recent publications demonstrate a strong trend toward addressing structural determinants of health through technology-enhanced interventions, particularly focusing on young Black males and families affected by violence and substance use. Her work bridges community health needs with academic research, often developing culturally responsive interventions that address specific health disparities in urban settings. Fellow of the American Academy of Nursing (FAAN) Fellow of the Academy of Diversity Leaders in Nursing (FADLN) Michelle and Larry Goodman MD Endowed Professorship in Health Equity Dr. Julion has extensive experience mentoring researchers and developing interventions focused on health equity. Her grant portfolio includes significant NIH-funded research examining fatherhood interventions for African American non-resident fathers, violence prevention programs for young Black males, and church-based interventions to address hypertension in African American communities. She leads the Dedicated African American Dad (DAAD) study and has developed multiple culturally adapted interventions for underserved populations. Through her leadership as Associate Dean for Equity and Inclusion, Dr. Julion oversees institutional efforts to promote diversity in nursing education and address structural racism within academic and healthcare systems. Her laboratory work focuses on community-engaged research methodologies and developing sustainable partnerships with community organizations serving marginalized populations.
