Dr. Ann Berger-Knorr is an Associate Professor of Education at Lebanon Valley College, where she has taught literacy and research courses for over a decade. She earned her B.S., M.Ed., and Ph.D. from The Pennsylvania State University and specializes in emergent literacy, culturally responsive teaching, and social justice in education. Education: B.S., M.Ed., Ph.D. from The Pennsylvania State University Her research focuses on integrating multi-genre writing, nonfiction texts, and literature circles into literacy education while addressing needs of English Language Learners and promoting classroom-based research practices. Recent publications highlight innovative teaching methods aligned with these interests. She supervises undergraduate and graduate students in the College’s Early Childhood, Special Education, and Master of Education Programs, teaching courses such as ECE 340 (Teacher Research), EDU 804 (Action Research), and ECE 335 (Literacy 3).
Marion Coutts is a Reader in Art at Goldsmiths, University of London, specializing in sculpture, digital media, and interdisciplinary practices. Her work bridges art, literature, and medical humanities, notably through her memoir The Iceberg , which won the Wellcome Book Prize (2015). She holds a BA from Edinburgh College of Art (1986) and has held fellowships at Tate Liverpool, Kettle’s Yard, and the British School at Rome. Her exhibitions include solo shows at Tintype, Yorkshire Sculpture Park, and the Wellcome Collection. Active in education, she teaches on the BA Fine Art and History of Art program and has served as an external examiner at London Metropolitan University. Her research explores embodied experience, materiality, and the intersections of art with medicine and narrative. Recent projects include a Visiting Research Fellowship at the Henry Moore Institute (2019) and residencies in Newfoundland and Scotland. Her artistic practice spans sculpture, video, and writing, addressing themes of loss, memory, and human connection. Key works include Cult (2002), The Middle Distance (2007), and Aiming or Hitting (2017). She contributes to 1843 Magazine and co-edited English Graphic (2012). Awards include the Pol Roger Duff Cooper Award (2015) and recognition in the National Book Critics Circle Awards (2017).
Martha Gyllenhaal is a Lecturer in Drawing and Painting at Bryn Athyn College, affiliated with the Fine Arts Department. She holds a PhD from Temple University and integrates art history with studio practice in her teaching. Education: PhD in 17th Century Dutch Art, Temple University MA in 19th Century Art History, Temple University BFA in Painting/Printmaking, Carnegie-Mellon University Her research and teaching focus on 17th-century Dutch art , particularly the studio practices and working methods of Rembrandt and his artistic circle . She emphasizes experiential learning, often using the Glencairn Museum's art collections to enrich her courses. She encourages students to engage in cultural immersion through travel, promoting the idea of a modern 'grand tour' of Europe. There are no publications listed in the provided text, so no trends can be identified at this time. Scientific Awards: Martha Gyllenhaal mentors students through her role as a lecturer and course instruction, though no formal advisees are listed. There is no mention of grants or funded research projects in the available information. She actively uses the Glencairn Museum as an extension of her classroom, engaging students with original artworks to deepen their understanding of historical context and technique.
Dr. Julie Jones is an Associate Professor in the Department of Social Sciences at Converse University, part of the School of Liberal Arts and Sciences. She holds a PhD from Clemson University and teaches Child and Family Studies, focusing on innovative pedagogical approaches infused with creativity and play. Education: PhD - Clemson University MA - University of South Carolina BA - Converse College Dr. Jones's research centers on the integration of play in education and adult wellness, exploring how playful learning enhances engagement, creativity, and emotional health. Her work spans instructional technology, special education, and digital learning environments, emphasizing practical strategies for at-risk students and educators. She advocates for a mindset shift where play is seen not as frivolous but as essential to cognitive and emotional development. Her publications and books, including the Amazon bestsellers The Playful Classroom and The Playful Life , reflect a strong trend toward interdisciplinary scholarship combining neuroscience, psychology, and education. These works explore mirror neurons, digital connection, vocabulary instruction, and nature-based healing, demonstrating a consistent theme of human connection, resilience, and joy. Scientific Awards and Recognition: Author of Amazon Bestselling Book: The Playful Classroom Past President of the South Carolina Association of Teacher Educators Editor of the Teacher Education Journal of South Carolina Dr. Jones actively mentors undergraduate students through the Child and Family Studies capstone course, guiding them in applying their skills to real-world health and community projects. While no formal grants are listed, her national speaking engagements and publications indicate a well-supported and influential research agenda. She continues to expand her impact through public writing, presentations, and digital outreach. She is affiliated with no named research lab or team, but her collaborative work with Converse alumna Jed Dearybury on the We Are Playful book series highlights her commitment to partnership and knowledge dissemination.
Dr. Tom Clark is a Professor of Mathematics at Dordt University, leading the Actuarial Science and Statistics programs while focusing on pedagogical research in Statistics education and the scholarship of teaching. His career bridges theoretical mathematics and practical educational applications. Ph.D. in Mathematics (2014), University of Nebraska M.S. in Mathematics (2010), University of Nebraska M.A. in Education (2007), Point Loma Nazarene University B.A. in Mathematics and Secondary Education (2004), Calvin College His research spans fluid-structure interaction modeling, differential equations, and teacher preparation. He also contributes to math circle initiatives and explores connections between games and mathematical concepts. He directs the Northwest Iowa Math Teachers' Circle and integrates computational methods into courses like Calculus, Differential Equations, and Actuarial Mathematics. Personal interests include board games and sourdough baking.
Marcus Michelen is an Assistant Professor in the Department of Mathematics, Statistics, and Computer Science at the University of Illinois, Chicago (UIC), within the College of Liberal Arts and Sciences. He earned his Ph.D. in Mathematics from the University of Pennsylvania in 2019 under Robin Pemantle and completed his undergraduate studies at The Cooper Union with a B.S.E. in General Engineering and a minor in Mathematics. He began at UIC as a postdoc in 2019 and transitioned to Assistant Professor in 2021 through the Bridge-to-Faculty program. His research lies at the intersection of probability, combinatorics, statistical physics, and theoretical computer science , with recent work focusing on random matrices, random polynomials, sphere packing, and Gibbs point processes. He frequently uses complex- and Fourier-analytic techniques in discrete settings. His research is supported by an NSF CAREER grant (DMS-2336788) and other NSF awards. His most recent publications explore topics such as lower bounds in Ramsey theory, root separation in random polynomials, gossip propagation via percolation, and limits in sphere packing. These works appear in top journals like the Journal of the American Mathematical Society , Probability Theory and Related Fields , and Combinatorics, Probability and Computing , reflecting a strong trend toward probabilistic methods in combinatorial and geometric problems. NSF CAREER Grant DMS-2336788 Penn Prize for Excellence in Teaching by Graduate Students (2016) Herbert S. Wilf Memorial Award University of Pennsylvania Math Department Good Teaching Awards (2015, 2016) Marcus advises one master’s student and three Ph.D. students and has mentored undergraduate research in mathematics and origami. He has taught courses ranging from Calculus III to graduate-level combinatorics and probability. He was featured in the 2024 Lathisms Calendar and has contributed to public understanding of mathematics through Quanta Magazine and La Recherche .
Ellen Mather is a Lecturer in Graphic Design at SACI Design, affiliated with Teesside University. Her academic work bridges design, art practice, and feminist discourse, with a strong focus on women's political engagement through visual and textual media. Her research centers on the intersection of printmaking, writing, and gender politics. Through creative practices such as deliberate ink and participatory printmaking, she explores how visual culture can transform perceptions of women's roles in political spaces. Her interdisciplinary approach integrates graphic design, feminist theory, and social activism. The article "Deliberate Ink" reflects a consistent thematic focus on using artistic methods to empower political expression among women. Her work contributes to broader conversations in feminist art, visual activism, and design as a tool for social change, particularly within historical and contemporary print cultures. Email: E.Mather@tees.ac.uk Ellen Mather advises emerging artists and designers in graphic design and socially engaged art practices, though no named students are currently listed. She is involved in research projects linking design innovation with gender equity and civic participation. Her work is supported through institutional research channels at Teesside University. She contributes to the academic community through publications in art and print history, and her creative research is likely showcased through exhibitions and collaborative networks in feminist and design circles.
Sandra Nogue Bosch is a researcher in the Department of Animal Biology, Plant Biology and Ecology, focusing on paleoecology, biodiversity dynamics, and climate change impacts. She holds a doctoral degree from 2009 under the supervision of Dr. T. Vegas Vilarrúbia and Dr. V. Rull del Castillo. Completed PhD: Escalfament i biologia de la conservació a les Terres Altes de la Guayana (2009) Her research interests center on reconstructing past environmental changes through sedimentary records, particularly in island and tropical ecosystems. Key areas include Holocene vegetation dynamics, anthropogenic impacts, and biodiversity responses to global warming. She leads the ERC-funded TIME-LINES project (2022-2027) quantifying biodiversity change using island sediment sequences. Recent work explores ecosystem shifts in the Azores and South Pacific islands, linking human activity to floristic homogenization and climate-driven regime shifts. She has co-created datasets on volcanic and land-use impacts in Cabo Verde, widely referenced in academic circles.
Prof. Dr. Michael Glüer is a Professor in the Department of Education and Social Sciences at the University of Applied Sciences South Westphalia. His research focuses on developmental psychology, attachment theory, and video data analysis in educational contexts. He leads the Observation Laboratory for Child Development and Education in Soest and chairs the Early Childhood Education BA Association Examination Board. Specializations: Attachment diagnostics (Fremde-Situations-Test, Adult Attachment Interview), interventions (Circle of Security Parenting, Feeling Seen), and video analysis software Key Research Areas: Early childhood education, developmental education, digital media impacts, and teacher-child relationships Publications: Recent works emphasize attachment quality, self-regulation, and digital media analysis tools, reflecting interdisciplinary trends in developmental and educational psychology Labs & Teams: Head of the Observation Laboratory for Child Development and Education, with a private practice in Arnsberg for educational counseling
Cassie McMillan is an Assistant Professor in the College of Social Sciences and Humanities at Northeastern University , holding joint appointments in Sociology and Criminology & Criminal Justice . She received her PhD in Sociology and Demography from Pennsylvania State University with a minor in Social Data Analytics . Core faculty: NULab for Texts, Maps, and Networks Affiliated faculty: Network Science Institute Faculty scholar: Institute for Health Equity and Social Justice Research McMillan’s research applies social network analysis to study how interpersonal connections reproduce or challenge social inequalities , particularly in adolescent delinquency , substance use , and health disparities . Her work develops computational methodologies for analyzing network dynamics, including a NIDA-funded project tracking adolescent network effects on tobacco and alcohol trajectories . Her award-winning research on friendship network aggression (Roger V. Gould Prize, 2022) revealed how popularity competition drives bullying within social circles , undermining anti-bullying programs. She teaches courses on social network modeling and youth crime , emphasizing quantitative techniques to address systemic inequities . Roger V. Gould Prize, American Journal of Sociology (2022) Award for Best Interdisciplinary Collaboration, DAIS (2021) Outstanding Dissertation in Progress Award (2019) Outstanding Graduate Paper Award, Honorable Mention (2019) McMillan collaborates across NULab , Network Science Institute , and Health Equity Institute , integrating computational social science with public health and criminology . Her methodological toolkit bridges mathematical sociology , health disparities , and youth network analysis , with data science applications visible in her GitHub repositories and R&B/hip hop collaboration datasets .
Mari Serine Kannelønning serves as Senior Research Librarian at Oslo Metropolitan University's University Library within Research Support Services, where she leads AI services for researchers through workshops and courses. She holds dual research positions at the University of Oslo's Department of Informatics and the Norwegian Centre for E-health Research, focusing on AI implementation in healthcare systems. Her research spans AI in healthcare , Science and Technology Studies (STS) , and organizational change , examining how AI technologies transform work practices through qualitative methodologies. Key interests include human-machine configurations, innovation processes, and technological expectations within sociotechnical frameworks. Her work emphasizes the interplay between formal policy expectations and informal organizational adaptations during AI adoption. Analysis of her publication portfolio reveals consistent focus on Norwegian healthcare contexts, with recent studies investigating commercial AI scaling (2025), radiology workflow integration (2024-2025), and uncertainty navigation in clinical settings (2023). Her methodological approach combines STS theoretical grounding with practical implementation insights, particularly examining stakeholder dynamics across government authorities, clinicians, and technology vendors. Kannelønning actively contributes to academic discourse through board membership in the Science Studies Colloquium Series at the University of Oslo and previously chaired the PhD student council for the Norwegian Artificial Intelligence Research Consortium. Her dissemination activities include public lectures on AI fundamentals for senior citizens and ethics seminars at universities, demonstrating commitment to knowledge transfer beyond academic circles. She directs research support initiatives at OsloMet while conducting fieldwork in healthcare organizations, maintaining dual operational roles that bridge theoretical research with practical implementation challenges. Her current projects investigate multimodal AI scaling and experimental implementation pathways for moving emerging technologies into clinical practice.
Dr. Shelly Brandenburger, PhD, RD, LN, is a faculty member at the College of Allied Health and Nursing at Minnesota State University, Mankato , serving in the Department of Family Consumer Science . She specializes in culturally relevant nutrition and health research for Native American communities. PhD, Registered Dietitian (RD), Licensed Nutritionist (LN) Contact: shelly.brandenburger@mnsu.edu Research Focus: Qualitative studies on nutrition and wellness in Indigenous populations Development and implementation of culturally tailored health curricula Community engagement through participatory methods like talking circles Addressing health disparities in rural settings Publication Trends: Recent works emphasize Indigenous health equity, leveraging storytelling for educational interventions, and community-driven solutions to wellness barriers. Her research spans nutrition, public health, and cultural adaptation.
Maya Pindyck is a faculty member in the Liberal Arts department at Moore College of Art & Design, where she teaches and develops curriculum centered on equity, inclusion, and critical pedagogy. She is actively involved in advancing DEIA (Diversity, Equity, Inclusion, and Access) principles in liberal arts education through teaching, collaborative research, and institutional initiatives. Her research focuses on antiracist education , poetry as a tool for literacy and self-expression , and the role of whiteness in educational spaces . She co-founded the collaborative project White Study Hall , which critically examines how whiteness is structured and reproduced in schools through imagery, workshops, publications, and digital platforms like Instagram (@imagesofwhiteness). She also co-authored the book A Poetry Pedagogy for Teachers: Reorienting Classroom Literacy Practices , which explores how poetry can disrupt stereotypical readings and foster collective, multiplicitous voices in learning environments. Pindyck is teaching a new course titled Dismantling Whiteness in Fall 2023, designed to critically analyze systemic white supremacy in education, literature, and public spaces, culminating in student-led antiracist proposals for campus decolonization. She emphasizes pedagogical principles such as inclusive syllabi, classroom spatial arrangements (e.g., circles), co-construction of knowledge, and embracing failure as a growth mechanism. At Moore, she collaborates with colleagues to integrate DEIA into the curriculum, contributing to new courses like Africa and Its Diasporas , Critical Indigeneities , and Dismantling Whiteness . She also co-led a workshop on culturally responsive freedoms at the Bergamo Conference. Her work advocates for DEIA as central to the mission of liberal arts education, not merely symbolic but transformative and sustaining for marginalized communities. She has no listed scientific awards or publications in the provided text, but her influence is evident through her leadership in curriculum innovation, collaborative scholarship, and pedagogical activism. In advising and institutional work, she supports faculty and staff through tools like a Padlet for DEIA reflection and promotes inclusive assessment methods. Though no formal lab or research team is named, her collaborative projects involve cross-institutional scholars and interdisciplinary approaches to educational justice.
Gyan Shrosbree is an Associate Professor in the Department of Fine Arts at Maharishi International University (MIU), where she has been teaching since 2011. She holds an MFA from Cranbrook Academy of Art and a BFA from the Kansas City Art Institute, and her academic journey also includes studies at Bennington College. She previously served as adjunct faculty at St. Philips College in San Antonio, TX. Education: MFA, Cranbrook Academy of Art; BFA, Kansas City Art Institute; Fine Art studies, Bennington College Institution: Maharishi International University, College of Arts and Humanities, Department of Fine Arts Academic Rank: Associate Professor (2019–present), previously Assistant Professor (2011–2019) Her research and artistic practice focus on memory, abstraction, repetition, and the feminine gaze, often using clothing, domestic spaces, and fragmented forms as central motifs. She works primarily in painting and drawing, creating series that explore how individual pieces interact as a collective visual language. Her work investigates how memory sparks new narratives and how visual patterns evolve into larger installations. The 15 most recent articles and features highlight her national recognition in contemporary art circles. They reflect a consistent engagement with themes of figuration, fragmentation, and identity, often through solo and collaborative exhibitions. Her publications span art journals, online platforms, and exhibition catalogues, emphasizing her presence in both academic and artistic communities. Robert H. Daisley Memorial Scholarship, Cranbrook Academy of Art (1999–2000) Trustee Merit Scholarship, The Kansas City Art Institute (1995–1998) Gyan Shrosbree has no formal grant history listed, but her work has been supported through artist residencies and public art commissions, including 'The Power to Stop Time' at Irving Middle School in San Antonio. She has advised students informally through teaching and mentorship, though no named advisees are listed. She has exhibited widely, both solo and in groups, and her studio practice is deeply integrated with her academic role. She has participated in prestigious artist residencies including MacDowell, Yaddo, Vermont Studio Center, Two Coats of Paint, and The Maple Terrace, which serve as key creative laboratories for her work. These residencies have supported the development of major series and exhibitions, reinforcing her position at the intersection of academic and professional art worlds.
Natalie G. Regier is an Assistant Professor at Johns Hopkins University , affiliated with the Center for Equity in Aging . As a clinical psychologist with a geriatrics specialty, her work focuses on nonpharmacological interventions for dementia-related neuropsychiatric symptoms and caregiver support. Her research interests span Dementia care Palliative and end-of-life care Interprofessional collaboration Mental health interventions for older adults Stress resilience in aging populations Veteran/military mental health Recent publications highlight her work in: Emergency department palliative care Intersectionality in aging research Behavioral interventions for dementia Post-traumatic stress disorder in older adults Assisted living adaptations Interdisciplinary healthcare responses Scientific awards include: Circle of Life Award (2023) from the American Hospital Association Dr. Regier's grants and clinical expertise inform her teaching and research: NIA K23AG058809-01 grant for dementia activity interventions NIH Loan Repayment Grant Recipient (2016–present) . She collaborates with multidisciplinary researchers and provides clinical services in the VA Healthcare System .
