Rene Martinez, Ph.D., is an Assistant Professor and Program Director at the Graduate School of Education at Regent University. He holds a Ph.D. in Education specializing in Curriculum and Instruction from the University of Hawaii at Manoa, along with a Master of Urban Education and a Bachelor of Elementary Education/English from The College of New Jersey. His teaching focuses on literacy instruction, curriculum design, assessment, and education leadership, emphasizing student-centered learning environments. Research interests include teacher-student relationships, evidence-based literacy practices, and curriculum design. Recent publications explore the impact of positive behavioral interventions on classroom discipline and teacher efficacy, as well as the effectiveness of teacher preparation strategies. Dr. Martinez is affiliated with the National Council of Teachers of English (NCTE), Virginia ASCD, and the American Educational Research Association (AERA). He has extensive K-12 experience as a secondary English coordinator, literacy coach, and administrator, contributing to curriculum development initiatives and mentoring student teachers.
Laura Kelly is an Associate Professor of Educational Studies at Rhodes College, specializing in elementary literacy and ESL/bilingual education. Her work focuses on culturally and linguistically diverse educational contexts, with particular attention to urban education policy, immigration, and Latinx children's literature. She previously served as a K-12 classroom teacher for eight years and holds National Board Certification in Early to Middle Childhood Reading and Language Arts. Dr. Kelly’s research emphasizes biliteracy development, translanguaging practices, and culturally informed pedagogy. She leads the Childhood Biliteracy Research Collaborative, engaging students in community-based literacy projects. Her teaching portfolio includes courses like Urban Education Policy, Education & Immigration, and Latinx Children's Literature. Her scholarship critically examines the impact of political policies such as 'critical race theory' bans on elementary education, advocating for inclusive curricula that honor student diversity. She has published extensively on topics ranging from bilingual book analysis to translanguaging in community spaces. Education: Doctorate in Learning, Literacies, and Technologies from Arizona State University Awards: National Board Certification (Early to Middle Childhood Reading/Language Arts) Labs/Teams: Childhood Biliteracy Research Collaborative
Dr. Maria D. Ryan is an Assistant Professor in Business at Mary Immaculate College (MIC), affiliated with the Faculty of Education. She holds advanced degrees including a PhD in Mathematics Education (University of Limerick), and has extensive academic credentials in fields like Computing Science and German Linguistics. Her research focuses on mathematics anxiety, resilience, and educational strategies for diverse learner groups, particularly mature students and post-primary education professionals. Ryan frequently collaborates with institutions like the Mathematics Resilience Network and delivers workshops on overcoming math anxiety for teachers and parents. Her educational background includes a BA in Liberal Arts, MA in German Linguistics, and advanced computing qualifications. Ryan’s work bridges pedagogical innovation with psychological insights, addressing systemic challenges in mathematics education. Key areas include adult numeracy support, the role of reflective teaching practices, and interventions for students in service mathematics courses. Ryan has presented at international conferences such as the International Conference on Developing Mathematical Resilience (Warwick, 2024) and the Adults Learning Mathematics Conference (UL, 2023). Her publications span peer-reviewed journals like Teaching Mathematics and Its Applications and book chapters in Routledge’s Mathematical Resilience Book . She also contributes to public engagement through podcasts and blogs, emphasizing practical strategies for educators and learners. Her research projects include analyzing mathematics anxiety among out-of-field teachers and mature students, as well as developing frameworks like the ‘Mathematics Life Story’ to trace anxiety origins. Ryan’s work is characterized by interdisciplinary collaboration, policy relevance, and a commitment to fostering equitable educational outcomes.
Jessica Nelson is a Visiting Assistant Professor of History at Lake Forest College, specializing in Early American History, Latin American History, Indigenous History, and Women’s and Gender History. Her work focuses on colonial religious institutions, transnational indigenous identity, and gendered dimensions of colonialism. Education: PhD, Rutgers, the State University of New Jersey MA, New York University BA, University of Notre Dame Research Interests: Dr. Nelson examines indigenous women’s agency within colonial religious frameworks, particularly in Mexico and the United States. Her scholarship highlights how indigenous communities negotiated spiritual and political autonomy through convents, missionary schools, and cross-border networks. Recent Work Trends: Her articles analyze 18th-19th century religious institutions like the Siete Príncipes Convent and Moor’s Indian Charity School, emphasizing gendered power dynamics and transnational indigenous solidarity. Awards: Andrew W. Mellon Dissertation Fellow Fulbright English Teaching Assistant Best History Honor Thesis (Notre Dame) Grants/Labs: No specific grants or labs mentioned, though her Mellon Fellowship supported dissertation research. Active in presenting at conferences like the American Historical Association and the Newberry Library seminars.
Jean-Marie Gilliot is an Associate Professor at IMT Atlantique (formerly Telecom Bretagne) in the Computer Science Department. He leads the MOTEL research team at Lab-STICC and specializes in educational technologies, learning analytics, and pedagogical innovation. He has been active since 2002, teaching courses like 'Concurrency' and 'Embedded Systems' while overseeing Project-Based Teaching initiatives. His research focuses on adaptive systems and educational tools to enhance learner autonomy. Education: PhD from CEA (2002), Master's from Ecole Centrale de Nantes. Research Projects: Led ANR-funded projects like xCALE (Self-Regulated Learning in MOOCs) and AT41 (Learning Dashboard Design). Collaborated on MOOCTAB (tablet-based MOOC platform) and SEDELA (lifelong learning autonomy). Leadership: Member of ATIEF board, QPES steering committee. Coordinated IMT's MOOC strategy (2013–2015). HDR defense in 2023 on 'Open and Empowering Educational Technologies.' Teaching & Innovation: Developed first French MOOC 'ITyPA.' Involved in hybrid learning and generative AI education initiatives. Advised 2 PhD students. Awards/Recognition: HDR qualification (2023), contributions to national and international TEL networks (ORPHEE, HubBLE).
Vuokko Kohtamäki is a University Lecturer at Tampere University's Faculty of Management and Business, specializing in Higher Education Governance. She is a full-time member of the Higher Education Group (HEG) within the Administrative Studies department. Her research focuses on university autonomy, governance, leadership, and funding, with a particular emphasis on Finnish and international higher education systems. Dr. Kohtamäki coordinates the KOHA program, an innovative expert education for higher education administrators, recognized for excellence in teaching (2022). She teaches courses such as 'Higher Education Systems - Steering and Coordination' and 'Finance and Financial Administration in Higher Education.' Her research interests span qualitative and quantitative studies on higher education policies, institutional governance, and leadership. Recent work examines autonomy ecology in Finnish universities, hybrid governance models in universities of applied sciences, and gender disparities in academic leadership across Bangladesh, China, and Finland. Key funding sources include the Finnish Work Environment Fund, the Finnish Ministry of Education, and state councils. She has held roles such as Vice Member of the Board of the Finnish Institute for Educational Research and Member of Tampere University's Health and Safety Team. Her publications highlight strategic funding dependencies, performance agreements, and institutional resilience, contributing to global discussions on higher education's role in innovation and societal impact.
Dr. Jack Taggart is a Lecturer in the School of History, Anthropology, Philosophy and Politics at Queen's University Belfast, within the Faculty of Arts, Humanities and Social Sciences. His research focuses on critical approaches to international political economy, global governance, and international development, with particular emphasis on emerging actors in development cooperation, privatization of development finance, and multistakeholder governance in environmental policy (e.g., the UN plastics treaty). He teaches modules on Global Development, Global Political Economy, International Public Policy, and Research Design. Education: BA in International Relations (First Class, Durham University) MSc in Global Politics (Distinction, Durham University) PhD on 'Global Development Governance in the Interregnum' (Durham University, supervised by Prof. David Held and Prof. Marcus Power) Postdoctoral study at the Margaret Anstee Centre, University of Cambridge His research explores shifts in global governance structures, the rise of 'new state capitalism,' and corporate influence in global treaties. Notable contributions include analyses of China's development finance in Africa and the dynamics of the UN plastics treaty negotiations. He has been awarded the Global Policy Institute's Outstanding Thesis Prize (2021) and was Highly Commended in QUB's 2024 Teaching Awards. Research Trends: His recent work emphasizes the tension between corporate power and high-ambition environmental governance, the evolving role of non-state actors in development, and critiques of neoliberal frameworks in the face of resurgent state capitalism. Articles often bridge theoretical debates in political economy with empirical case studies (e.g., plastics treaty negotiations, Sino-African development finance). Awards: QUB Teaching Awards - Rising Stars (Highly Commended) 2024 Global Policy Institute Best PhD Thesis 2021 ESRC NINE Studentship 2016 Grants & Advising: While specific grants are not detailed, his research has been supported through postdoctoral fellowships and his supervision of PhD students in international political economy topics. He actively reviews for journals like the European Journal of Social Theory and Third World Quarterly .
Dr. Andrew Kami is Core Faculty in the Department of Marriage & Family Therapy at Pacific Oaks College, Pasadena, California. He holds a PhD in Clinical Psychology from Pacifica Graduate Institute, an MA in Marriage & Family Therapy from Pacific Oaks College, and a BA in Psychobiology from Occidental College. PhD - Clinical Psychology (Depth Specialization), Pacifica Graduate Institute MA - Marriage & Family Therapy, Pacific Oaks College BA - Psychobiology, Occidental College Dr. Kami’s research and clinical work focus on schizophrenia spectrum disorders, trauma, psychopharmacology, and veteran mental health. He is developing innovative treatments for brain-based illnesses and is authoring major works including The Treatment of Schizophrenia and Psychodynamic Practices and Interventions . His teaching includes graduate courses in Trauma, Psychopharmacology, and Practicum. The recent publications and presentations reflect a strong trend in mental health treatment, particularly in schizophrenia, trauma, cultural competence, and psychopharmacology. His work bridges clinical practice, policy, and community engagement, emphasizing recovery, collaboration, and patient empowerment. Dr. Kami is an active lecturer and community educator, presenting to NAMI, the California State Department of Health, law enforcement, and mental health agencies. He has not received publicly listed scientific awards, but his professional impact is evident through outreach and clinical leadership. He advises students and clinicians through his role at Pacific Oaks and Argosy University. He has secured community partnerships and training roles but no specific grants are mentioned. He is engaged in research and writing, though no formal lab or team is specified. His private pro bono practice serves military veterans, reflecting his commitment to underserved populations.
Anne Zinski is an Associate Professor in the Department of Medical Education at the University of Alabama at Birmingham (UAB) School of Medicine, where she also serves as Director of Educational Research, Evaluation, and Assessment. She holds additional appointments as an Associate Scientist at the UAB Center for AIDS Research and the Minority Health & Research Center, reflecting her interdisciplinary contributions to public health and medical education. Her research centers on enhancing educational practices in medical training, with a focus on the validity and reliability of clinical grading, real-time feedback mechanisms, and the prevention of learner mistreatment. She investigates how teaching methods, such as gamification and technology integration, affect student engagement and performance, particularly in foundational courses like microbiology. Dr. Zinski’s scholarly work spans both medical education and HIV-related public health. Her recent publications analyze perceptions of mistreatment between students and preceptors, the impact of behavioral interventions on HIV care retention, and the role of psychosocial factors in patient outcomes. These studies often employ mixed methods, including surveys, focus groups, and longitudinal data analysis, and are published in journals such as Academic Medicine , Medical Science Educator , and AIDS and Behavior . She has contributed to major research initiatives, including the iENGAGE trial, which evaluates behavioral interventions for newly diagnosed HIV patients. Her work highlights disparities in HIV care related to race, gender, and socioeconomic status, and emphasizes the need for structural improvements in clinical evaluation and patient support systems. Dr. Zinski earned her PhD in Public Health Education and Promotion from UAB and began her career in the Division of Infectious Diseases, focusing on patient self-care behaviors. She transitioned to medical education in 2015, where she has since led program evaluation and research efforts to improve learner assessment and competency communication. She actively collaborates with researchers across disciplines and has published on topics ranging from hepatitis C care linkage to psychiatric comorbidities in HIV patients. Her leadership in educational research continues to shape evidence-based practices in medical training and patient-centered care.
James Tommy Karlsen is a Professor at the Department of Management and Innovation, School of Business, University of Agder (UiA), Norway. He holds a PhD in Industrial Economics from NTNU and a Master’s in Human Geography from the University of Oslo. He has been affiliated with Orkestra, the Basque Institute of Competitiveness in San Sebastián, Spain, since 2009. His research focuses on innovation, regional industrial and business development, and action research, particularly in co-creative processes between universities and regional stakeholders. He is a member of RIST – Research Centre for Studies of Innovation for Sustainable Transition. His teaching includes qualitative methods and action research. Karlsen served as Head of the Department of Working Life and Innovation from 2019 to 2024 and was a member of the Competence Needs Committee (KBU) from 2021 to 2023. His recent publications, spanning 2020–2025, show a consistent focus on co-generative learning, temporal dynamics in regional development, sustainable restructuring, and the role of universities in regional innovation. These works reflect interdisciplinary engagement with economic geography, innovation studies, and action research methodologies, often co-authored with international collaborators such as Miren Larrea and Romulo Pinheiro. PhD in Industrial Economics, NTNU Master’s in Human Geography, University of Oslo His research interests center on innovation, regional development, and action research, with a strong emphasis on co-creation, policy learning, and territorial leadership. He explores how engaged research can bridge theory and practice, inspired by Paulo Freire’s concept of praxis. His publication trends highlight a deep commitment to understanding how collaborative, long-term research processes contribute to social learning, institutional change, and sustainable regional transformation. He frequently publishes in journals like Systemic Practice and Action Research , European Planning Studies , and Higher Education Policy . He has no listed scientific awards in the provided text. Karlsen has held advisory roles in national ministries and regional planning, and his work has influenced policy development in peripheral regions. He has not disclosed any grants, but his sustained research output suggests active funding support. He is involved with RIST, a research center dedicated to innovation for sustainable transition, and has contributed to national and international research networks, particularly in action research and regional innovation systems.
Jan Georg Friesinger is an Associate Professor in the Department of Psychosocial Health at the University of Agder, Norway. He is actively engaged in teaching sociology, health geography, and qualitative social research, and serves as the study programme coordinator for the Master's programme in Psychosocial Health. His research focuses on the sociological, spatial, and material dimensions of mental health and illness, particularly in community and supported housing contexts. He explores how place attachment, built environments, and everyday materialities influence recovery, inclusion, and well-being among individuals with mental health challenges. His recent publications demonstrate a strong trend in interdisciplinary research at the intersection of public health, sociology, and environmental psychology. He frequently investigates how social and spatial factors—such as discrimination, financial strain, housing design, and nature access—impact mental health outcomes, using qualitative and mixed-method approaches. His work contributes to both academic discourse and public policy discussions on mental health and housing. Associations between perceived discrimination and health Place attachment and immigrant integration Materiality in supported housing Fire safety regulations and autonomy Human-animal bonds in recovery Therapeutic landscapes Jan Georg Friesinger has received no explicitly mentioned scientific awards in the provided text. However, he is actively involved in knowledge dissemination through public media and policy engagement, contributing to outlets like forskning.no , Agderposten , and Morgenbladet . He has also contributed to educational development, including curriculum design for specialized master’s programs in mental health and substance use. He is a key member of the research group Society, Space, Psychosocial Health (SSPH), which fosters interdisciplinary collaboration on the spatial and social aspects of mental well-being. His work emphasizes participatory and critical perspectives, challenging institutional norms and advocating for more inclusive and human-centered mental health environments.
Francisco Jose Garcia Collado is an Associate Professor in the Department of Philosophy at the University of Girona (UdG), where he is also affiliated with the Philosophy Research Group. He has held academic positions at several institutions including Universitat Autònoma de Barcelona (UAB), Universitat de Barcelona (UB), Universitat Internacional de Catalunya (UIC), Universitat de Vic (UVic-UCC), and has served as a guest professor at the Federal University of Minas Gerais (UFMG) in Brazil. He completed a postdoctoral stay at the Federal University of Goiás (UFG) focusing on Human Rights. Current Position: Associate Professor, Department of Philosophy, University of Girona Master’s Program: Faculty member in the Interuniversity Master’s in Philosophy of Care (UdG & UAB) Research Affiliation: Philosophy Research Group International Engagement: Guest Professor at UFMG, Postdoctoral Researcher at UFG (Brazil) His research centers on the philosophical intersections of ethics, psychology, and democratic theory. He investigates how neoliberal structures shape individual and collective subjectivities, with particular attention to fear, public opinion, and neurotechnological influence. His work bridges continental philosophy with social critique, focusing on the ethical dimensions of care, autonomy, and resistance in contemporary society. The recent publications of Francisco Jose Garcia Collado reflect a strong thematic focus on the psychological and ethical challenges facing modern democracies. His work explores the impact of neurotechnology on public discourse, the rise of phobic governance under neoliberalism, and the philosophical foundations of care. These contributions span political philosophy, ethics, and critical psychology, indicating a multidisciplinary approach grounded in phenomenology and social theory. While no formal scientific awards are listed in the provided text, his active publication record and international academic collaborations reflect significant scholarly recognition. Francisco Jose Garcia Collado is actively involved in teaching and research mentorship, particularly through the Interuniversity Master’s in Philosophy of Care. He contributes to academic networks such as the Teaching Network for Research in Health Perspectives, supporting interdisciplinary educational initiatives. Although specific grants are not mentioned, his sustained research output and international collaborations suggest ongoing project involvement. He is a core member of the Philosophy Research Group at the University of Girona, which supports collaborative inquiry into ethics, political philosophy, and the philosophy of science. His work also connects with broader academic teams focused on health, education, and democratic theory across Spanish and Latin American institutions.
Margarita Vives Barceló is a Senior Lecturer at the Faculty of Education , Universitat de les Illes Balears (UIB), specializing in Family Education, Conflict Resolution, and Social Maladjustment. She is a member of the Social and Educational Training and Research Group (GIFES) and holds a doctoral degree in Educational Sciences, alongside qualifications in Psychopedagogy and Teaching. European PhD in Educational Sciences Degree in Psychopedagogy Degree in Teaching Her research focuses on socio-educational intervention in childhood, adolescence, and families, as well as promoting autonomy for older adults. She has contributed to projects like the Universal Family Competence Program, SACHI-1, SACHI-2, and the SIPS Congress 2018, with a strong emphasis on evidence-based practices and gender perspectives. As a tutor for Final Master's Projects (TFM) in Teaching Training and Socio-educational Intervention with Minors and Families, she guides advanced research skills development. Her work intersects with social policies, educational gerontology, and classroom interaction strategies. Key initiatives include youth leadership training for prevention, co-authoring books on family education programs, and organizing events such as the presentation of Advances and Challenges in Family Education: Programs Based on Scientific Evidence in 2023. Her affiliations span the Quality Management System (ISO 9001 Bureau Veritas) and leadership roles in educational coordination, including pedagogical coordination for conflict resolution and coexistence plans at UIB.
Dr. Lilian Streblow is a faculty member at Bielefeld School of Education (BiSEd) since 2011, currently serving as Head of the work area Quality Assurance, Competence Development, and Research Support . She holds additional roles in teams like PULS (Practical Reflection in Teaching, Learning & Studies) and co-leads the R&D Center for Inclusion-Sensitive Teacher Training. Academic Background: Diplom in Psychology ("sehr gut") from Kiel University (1999), Dr. phil. (2002). Research Focus: Vocational interests and knowledge beliefs in teacher training, inclusive pedagogy, reading motivation, and literacy programs like LEKOLEMO. Leadership: Deputy project management for the "BiProfessional" initiative, member of the Scientific Staff Council. Her publications span educational psychology , reading strategies , and teacher motivation . Current projects emphasize portfolio systems in teacher training and inclusion-sensitive curricula . She collaborates on interdisciplinary initiatives under Bielefeld's strategic research areas, including the Changing World and Socio-Technical World .
Dr. Carolyn Moser serves as Max Planck Research Group Leader (W2) at the Max Planck Institute for Comparative Public Law and International Law in Heidelberg, Germany. She helms the interdisciplinary ENSURE (European Security Revisited) research group and held the Alfred Grosser Chair at Sciences Po Paris (2023-24). Her work bridges international law, European governance, and security policy with particular emphasis on post-Ukraine geopolitical shifts and Franco-German dynamics. Trained in law and political science at Sciences Po Paris, Fletcher School, and Utrecht University 2022-2027: ENSURE research group leadership funded by Max Planck Society 2019-2022: Minerva Fast Track Fellowship and research at Hamburg Institute for European Integration Her research foci include: EU security governance and defense policy evolution International law applications in peace operations Constitutional responses to geopolitical crises Franco-German cooperation in security matters Accountability mechanisms in crisis management Scientific recognition includes: 2019 Otto Hahn Medal for outstanding interdisciplinary PhD thesis 2020 European Court of Auditors Award for public sector auditing research As editor of the Heidelberg Journal of International Law comment section and convener of academic events like the 2024 Verfassungsblog symposium on Europe’s geopolitical awakening, she shapes legal discourse through multiple platforms. Her teaching spans EU law at Trier University and international law seminars at Sciences Po Paris.
