Lillie Padilla is an Assistant Professor of Spanish Linguistics at Sam Houston State University's Department of World Languages and Cultures. Holding a Ph.D. and M.A. in Spanish Linguistics from Arizona State University alongside a Bachelor of Arts from the University of Ghana, her research explores interdisciplinary connections between: Afro-Latinx representation in educational materials Discourse analysis and language ideologies Sociolinguistic studies in Equatorial Guinea Critical race theory applications in language teaching Her work focuses on Spanish subject pronoun expression patterns in multilingual contexts and curriculum development for inclusive pedagogy. Recent publications examine: Representation gaps in Spanish language textbooks Methodological challenges in Equatorial Guinea research Critical discourse analysis of Netflix's Elite series Intersectional representation of Afro-Latinx women Scientific achievements include: Finalist for American Association of Linguistics 2025 award for co-edited volume Representation, Inclusion and Social Justice in World Language Teaching Padilla's research continues to shape conversations about linguistic diversity and marginalized voices in language education through both empirical studies and theoretical frameworks.
Jennifer Olsen, PhD, is an Assistant Professor of Computer Science at the University of San Diego since 2020. She holds a PhD, MS, and BS in Human-Computer Interaction and Cognitive Science from Carnegie Mellon University, followed by postdoctoral research at the Swiss Federal Institute of Technology (EPFL), Lausanne, Switzerland. Her research focuses on the intersection of human-computer interaction, cognition, and education, emphasizing collaborative learning and educational technology design from both learner and instructor perspectives. Education: PhD in Human-Computer Interaction, Carnegie Mellon University MS in Human-Computer Interaction, Carnegie Mellon University BS in Cognitive Science, Carnegie Mellon University Research Interests: Dr. Olsen explores how collaboration supports learning, designs technologies to enhance educational practices, and investigates gaze-based metrics for understanding collaborative problem-solving. Her work spans gamified robotics, AI-driven orchestration systems, and virtual reality applications in vocational training. She emphasizes learner-centered design and the integration of social robots and virtual agents in pedagogical settings. Grants/Advising: While no specific grants or advisees are listed, her prolific publication record indicates active involvement in educational technology research and development. Her work addresses challenges in classroom orchestration, multimodal data analysis, and accessibility in educational robotics. Labs/Teams: Collaborates with interdisciplinary teams focused on educational technology, human-robot interaction, and adaptive learning systems. Her research leverages tools like FROG orchestration graphs and eye-tracking technologies to develop practical classroom solutions.
Tijana Gajić is a researcher at Singidunum University in Belgrade, Serbia. She holds a Ph.D. in Philology (2020), an MA in English Language and Literature (2009), and a BA in the same field (2007) from the University of Belgrade. Her work focuses on the intersection of language education, digital tools, and critical pedagogy. Doctoral Studies: Philology , University of Belgrade (2017-2020) Master Studies: English Language and Literature , University of Belgrade (2008-2009) Bachelor Studies: English Language and Literature , University of Belgrade (2003-2007) Dr. Gajić’s research explores the impact of digital technologies on language acquisition, critical thinking development, and the sociopolitical dimensions of English language learning. She has published extensively on mobile applications like Duolingo, HelloTalk, and WordUp, analyzing their efficacy in modern pedagogy. Her recent publications (2024-2025) examine digital tools’ influence on language education, critical pedagogy in Serbian classrooms, and AI-driven language learning innovations. Earlier works (2020-2016) established her expertise in tandem learning, vocabulary enhancement via apps, and affective factors in language acquisition. Notable collaborations include partnerships with researchers like N. Maenza , A. Gagić , and J. Nikolić . While no specific grants or awards are mentioned, her involvement in conferences such as Sinteza and ELTA Serbia underscores her active role in advancing language education. Her 2022 book, Nastava stranih jezika i razvoj kritičkog mišljenja u eri neoliberalizma , synthesizes her critical pedagogy framework. Current projects likely continue her focus on digital transformation in language teaching.
Syed Hani Hassan Abidi is an Associate Professor at the Department of Biomedical Sciences , School of Medicine , Nazarbayev University , Kazakhstan. His research integrates virology , immunology , viral oncology , and bioinformatics , with a focus on HIV molecular epidemiology , viral evolution , and drug resistance . He has led international projects across Pakistan, Kenya, Afghanistan, and Kazakhstan, and is recognized for innovative teaching and MOOC development. Education: PhD in Virology and Immunology Research Interests: His laboratory employs bioinformatics (machine learning, AI), genomics , and proteomics to study HIV phylodynamics , viral co-infections , and oncogenic viruses like EBV in prostate cancer. He also explores microbiome-immunity interactions and designs antiviral drugs/vaccines . Recent Research Trends: His 2025 publications emphasize COVID-19 immunopathology , HIV/syphilis epidemiology in Pakistan , and particle physics contributions via ATLAS , showcasing interdisciplinary impact. Awards & Recognition: Outstanding Teachers Award (2019, Aga Khan University) Fellowship of Higher Education (UK, 2022) Teaching & Grants: He pioneered Pakistan’s first MOOC on Computer-Based Drug Discovery (2014) and received a 2022 SoTL grant for MOOC-based molecular biology education. His teaching integrates animations , films , and flipped classrooms . Collaborations & Labs: Leads projects on HIV drug resistance , HCV genomics in Kazakhstan , and AI-driven dementia diagnostics (Kazakh Brain Atlas). His lab collaborates with global institutions to advance viral disease surveillance and therapeutic innovation .
Lisa Browne-Banic serves as an Adjunct Professor in Communication at Palm Beach Atlantic University, affiliated with the College of the Arts. Her academic appointment began in 2025, indicating she is a relatively new addition to the university faculty. Ms. Browne-Banic earned her Bachelor of Arts in Public Relations from Gonzaga University, which forms the foundation of her academic background. Her professional focus appears to center around communication disciplines within the digital media landscape. Her academic work is situated within the Applied Digital Media sub-department (undergraduate level), suggesting her teaching and potential research interests connect communication theory with practical digital applications. Given her position in the College of the Arts, her work likely bridges creative expression with communication strategies in digital environments. As an adjunct faculty member in Communication, Ms. Browne-Banic contributes to the university's educational mission by bringing practical industry experience to the classroom, though specific details about her teaching portfolio or professional background outside academia are not provided in the available information.
Emma Trentman is an Associate Professor of Arabic at the University of New Mexico (UNM) and Director of the Language Learning Center. Her research focuses on Applied Linguistics, particularly on language learning during study abroad programs, virtual exchange, and the impact of language ideologies on multilingual approaches. Research Interests: Multilingualism, Language Ideologies, Study Abroad Programs, Intercultural Communication, Arabic Language Education, and Curriculum Development. Key Publications: Co-editor of Language Learning in Study Abroad: The Multilingual Turn (2021), with works featured in The Modern Language Journal , Foreign Language Annals , and Critical Multilingualism Studies . Teaching: Offers Arabic language courses and the Languages Capstone class, integrating critical perspectives into language pedagogy. Editorial Work: Co-editor for Critical Multilingualism Studies Journal , advocating for plurilingual practices in education. Publications: Explores topics such as translanguaging, sociolinguistic competence, and decolonizing language learning frameworks across diverse contexts (Egypt, Tanzania, China). Advocacy: Engages in critical discussions on equity, identity, and sociocultural dimensions in language education.
David Trend is a Professor and former Chair of the Department of Art at the Claire Trevor School of the Arts, University of California, Irvine. He previously served as Dean of Creative Arts at De Anza College and Graduate Program Coordinator at San Francisco State University's Inter-Arts Center. Trend specializes in visual culture, cultural studies, and critical pedagogy, teaching courses like Language and Vision in Everyday Life and Media, Art, and Technology . His research bridges media analysis, education policy, and radical democracy. He has authored over 200 articles and 16 books, including Elsewhere in America and Reading Digital Culture . As a Getty Scholar, his work explores cultural belonging, digital media impacts, and educational innovation. He advises on state arts councils and the National Endowment for the Arts. His academic contributions span visual arts education, media literacy, and the sociopolitical role of art. Education: - MFA in Photography, Visual Studies Workshop Program, SUNY Buffalo - PhD in Curriculum Theory, Miami University Research Interests: Trend's work examines cultural crises of meaning, digital media's societal impact, and the intersection of art with education and activism. He critiques gentrification's artistic drivers, explores identity formation in digital spaces, and advocates for culturally democratic pedagogical frameworks. Publications Trends: Recent works focus on gentrification's artistic dimensions ( 2022 ), creativity crises ( 2020 ), and belonging in fragmented cultures ( 2016 ). Earlier work addressed media violence myths ( 2007 ), digital literacy ( 2001 ), and radical democracy ( 1996 ). His writing spans academic critiques to practical pedagogical solutions. Awards: Getty Scholar Grants & Consulting: Extensive NEA collaborations, foundation advising, and state arts council consultations. His work emphasizes bridging educational institutions with Silicon Valley corporations through multimedia partnerships. Labs/Teams: Affiliated with UCI's University Art Galleries, Institute and Museum of California Art, and Electronic Art + Design programs.
Dr. Andrew Owusu is a Professor in the Department of Health and Human Performance (HHP) within the College of Behavioral and Health Sciences at Middle Tennessee State University (MTSU), serving as graduate program director for public health. His academic appointments include teaching Foundations in Health Education, Community and Public Health, Epidemiology, and Data Management in Public Health since joining MTSU. His educational credentials include: Ph.D. in Health and Human Performance, Middle Tennessee State University (2004) M.S. in Sports Administration and Management, Wayne State College (1998) B.S. in Biology, University of Alabama (1996) Dr. Owusu's research centers on adolescent health risk behaviors including bullying, sexual risk-taking, and substance use, with specialized expertise in school health policy implementation. His 15-year leadership (2007-2020) of Ghana's Global School-based Student Health Survey (GSHS) and Global School Health Policies and Practices Survey (G-SHPPS) established critical surveillance systems for adolescent health behaviors through collaborations with WHO and CDC. His methodological innovations include classroom response systems for health education and childhood lead poisoning research. Analysis of his 15 most recent publications reveals consistent focus on Ghanaian adolescent health through school-based surveillance, examining sexting, skin-lightening practices, violence victimization, and condom use barriers. His work demonstrates interdisciplinary integration of public health surveillance, policy analysis, and behavioral science to address global adolescent health challenges. Scientific recognition includes: MTSU President Recognition (2008) for significant international research/partnership Feature in 2006-2008 MTSU President’s Biennial Report (pg.11) Dr. Owusu has secured major international collaborations as Ghana's country coordinator for WHO/CDC school health initiatives (2007-2020), directing multi-institutional teams across MTSU, Ghana Education Service, WHO, and CDC. His mentorship extends through graduate program leadership and track coaching, developing 16 NCAA All-American athletes at MTSU while serving as Ghana's Olympic track coach for three consecutive games (2012-2020). The Ghana School-based Student Health Surveillance System (GSSHSS), established under his coordination, represents a sustained partnership model integrating academic research with national public health infrastructure, producing actionable data for school health policy development across Ghanaian educational institutions.
Georges Kostakiotis is a Senior Lecturer at the National Institute for Oriental Languages and Civilisations (INALCO) in Paris, France, specializing in Modern Greek language and literature. His academic appointment falls under CNU Section 15, covering Arabic, Chinese, Japanese, Hebrew and other languages and literature. He serves as Head of the TEMPO course for Modern Greek and teaches across multiple levels from L1 through L3, including text study, written and oral practice of Greek, Modern Greek thematic courses, specialized Greek text corpora, and technical translation at M1 and M2 levels. Dr. Kostakiotis's research focuses on the intersection of language pedagogy and literary studies. He investigates teaching oral communication from both practical and theoretical perspectives, examining how literary texts function as effective pedagogical tools in foreign language classrooms. His work develops specialized strategies for teaching Greek to Latin-speaking audiences, leveraging linguistic connections while addressing acquisition challenges. Additionally, he explores literary representations of politics and urban worlds, situating Greek literature within broader European and Balkan contexts through the CREE (Centre de Recherches Euro-Méditerranéennes et Euro-asiatiques) research center. Analysis of Dr. Kostakiotis's publication record from 2009-2024 reveals consistent scholarly engagement with Greek literature's relationship to Balkan cultures and historical contexts. His work demonstrates particular interest in how Greek literature addresses themes of foreignness, crisis, and identity through comparative analysis with other Balkan literary traditions. His research spans pedagogical approaches to language teaching, literary analysis of Greek texts, historical examinations of Greek literature, and cultural studies of Greek communities in the Balkans. Dr. Kostakiotis has been instrumental in organizing numerous academic events that bridge language pedagogy and literary scholarship. He has coordinated multiple conferences and study days focused on language teaching methodology, including sessions on oral communication techniques, vocabulary acquisition strategies, and assessment approaches. In the realm of literature and cultural studies, he has organized scholarly gatherings examining Greek-Romanian relations, Phanariote history, women's perspectives in Greek literature, and urban studies with particular attention to cities like Thessaloniki and Alexandria. His collaborative work, including co-edited volumes on Greek-Romanian relations, demonstrates his commitment to fostering academic dialogue across national and disciplinary boundaries.
Pasquale Bottalico serves as Associate Professor in the Department of Speech and Hearing Science at the University of Illinois, with dual appointments as Associate Professor at the Center for Latin American and Caribbean Studies and Affiliate Faculty in the School of Music. His unique interdisciplinary profile bridges engineering, music performance, and speech science, reflecting his dual academic training and professional artistry. His educational foundation includes: Bachelor's in Telecommunications Engineering from Univeristà Mediterranea di Reggio Calabria, Italy Concurrent Opera Singing degree from F. Cilea Music Academy, Reggio Calabria Master's in Telecommunications Engineering from Politecnico di Torino, Italy Ph.D. in Metrology specializing in acoustics measurement uncertainty and classroom acoustics Dr. Bottalico's research centers on vocal load quantification and professional voice techniques , with significant contributions to understanding vocal fatigue in teachers and singers. His work spans Speech Intelligibility in educational environments, Room Acoustics for performance and learning spaces, and Musical Acoustics of historical vocal styles. A distinctive thread throughout his research examines how acoustic conditions modulate voice production and perception, increasingly incorporating virtual reality and bone conduction technologies for innovative assessment and intervention approaches. His Colombian vocal health study demonstrates cross-cultural applications of his work. Analysis of his 2023-2025 publications reveals three dominant research trajectories: (1) The impact of noise and dysphonia on children's speech processing in educational settings, using multimodal assessment including EEG; (2) Virtual reality applications for voice production research and therapeutic intervention; (3) Cross-cultural validation of vocal fatigue metrics and development of biofeedback systems. His work consistently bridges engineering precision with clinical applicability, particularly for professional voice users in challenging acoustic environments. No scientific awards were documented in the available information. While specific advising relationships aren't detailed, his research collaborations span international institutions including Colombian and Italian universities, suggesting graduate mentorship in interdisciplinary projects. No grant information was provided, though his systematic reviews and cross-cultural studies imply externally funded research activities. Though no dedicated laboratory is specified, his virtual reality voice studies and acoustic parameter assessments suggest affiliations with audio engineering facilities and voice clinics, likely through the Speech and Hearing Science department's research infrastructure.
Matt King is an Associate Professor and Graduate Director in the Department of History at the University of South Florida (USF), within the College of Arts and Sciences. He specializes in medieval Mediterranean history, digital humanities, and the Crusades era, particularly focusing on Norman-Sicily and Zirid-Ifriqiya relations. King holds a Ph.D. from the University of Minnesota (2018) and teaches courses on medieval history, digital methods, and historical pedagogy. His research explores the interconnectedness of medieval Mediterranean polities, leveraging Arabic and Latin sources alongside digital tools like the Old World Drought Atlas. His first book, Dynasties Intertwined (2022), examines Zirid-Norman relations. He has co-authored translations of al-Idrisi’s geography and is currently researching the historical perception of goblins. Education: Ph.D., University of Minnesota (2018); M.A. (2014), B.A. (2012) in History and Latin. King’s teaching emphasizes active learning and digital humanities, including workshops for K-12 educators. He has received grants totaling over $40,000 for research and community projects. Awards include the Outstanding Graduate Instructor Award (UMN, 2018) and the Subvention Award (USF, 2022). His publications span peer-reviewed journals (e.g., Journal of North African Studies , The History Teacher ) and edited volumes, with a focus on medieval Mediterranean dynamics, digital pedagogy, and environmental history. King advises graduate students in medieval Mediterranean history, emphasizing research in Arabic, Latin, or Greek. He is involved in digital initiatives, including departmental websites and archaeological 3D modeling projects.
Terry C. Lansdown is an Associate Professor in the School of Social Sciences and Department of Psychology at Heriot-Watt University. His expertise lies in Human Factors, particularly focusing on driver safety, workload management, and attentional distraction in transportation contexts. Prior to his academic role, he worked as a senior researcher at the Transport Research Laboratory, contributing to numerous EU-funded and government-sponsored projects. His research integrates ergonomics principles with real-world applications, addressing issues like automated driving systems, social distractions in vehicles, and occupational health in construction industries. Key research interests include: Driver behavior and road safety Human factors in automated systems Workload and attentional demands in complex tasks Health and safety in small-to-medium enterprises (SMEs) He has led studies on pandemic response strategies, such as the CHARIS project analyzing behavioral adherence during the COVID-19 crisis. Lansdown’s work frequently bridges psychological theory with practical interventions, including text messaging campaigns to improve construction worker safety and experimental designs to evaluate automation failure responses. Collaborations span academic and industrial sectors, with publications addressing topics ranging from UV exposure in outdoor workers to the cognitive impacts of in-vehicle distractions. His contributions align with UN Sustainable Development Goals related to health (SDG 3) and sustainable cities (SDG 11).
Genesea M. Carter serves as the Associate Director of Composition and Associate Professor in the English and University Composition Program at Colorado State University. She holds a PhD from the University of New Mexico. Her research focuses on administrative systems in higher education, including curriculum design, teacher training, and workload equity, and their impact on instructors’ well-being. She also investigates how students from diverse backgrounds navigate academia, with a focus on working-class pedagogy and identity development. Her recent co-edited collection Systems Shift: Creating and Navigating Change in Rhetoric and Composition Administration (2023) addresses institutional transformation. Earlier work includes Class in the Composition Classroom: Pedagogy and the Working Class (2017), exploring socioeconomic diversity in education. Her articles span topics like digital literacy, interdisciplinary pedagogy, and critical theory in composition studies. Dr. Carter’s scholarship emphasizes equity, intersectionality, and dismantling neoliberal structures in academia. She has contributed to journals such as Composition Studies , Journal of Teaching Writing , and Open Words , and her work bridges practical administration with theoretical frameworks in rhetoric and composition.
Dr. Rebecca Pratt is a tenured Professor in the Department of Foundational Medical Studies at Oakland University William Beaumont School of Medicine (OUWB), where she has been a faculty member since January 2018. She previously held professorial roles at Michigan State University College of Osteopathic Medicine (MSUCOM), where she taught anatomy, embryology, neuroanatomy, physiology, and histology, and served as Associate Professor and Director of Histology at the West Virginia School of Osteopathic Medicine. She also held appointments at Grand Valley State University and completed postdoctoral training at Purdue University. Ph.D., Cell Biology and Oncology, Purdue University B.S., Zoology and Botany/Plant Pathology, Michigan State University Dr. Pratt's research focuses on the fascial system and its role in whole-body health, including fascial continuity, muscle attachment, somatic pain transmission, and biochemical communication. She integrates radiology into anatomy education and advocates for evidence-based medical curricula. Her work bridges clinical anatomy, histology, embryology, and physiology with modern educational practices. Her recent publications reflect a strong emphasis on fascial anatomy, medical education innovation, and the integration of imaging in teaching. Themes include plastination, generational learning trends, and fascia’s role in women's health and athletic performance, published in journals like Clinical Anatomy and Anatomical Sciences Education , as well as in Women and Men’s Health and NIKE magazines. Scientific awards and honors include: Basmajian Award (American Association of Anatomy) Keith and Marion Moore Award (AAA) Five consecutive Golden Apple Teaching Awards at MSUCOM Golden Apple Award at OUWB Dr. Pratt has served in major leadership roles, including President of the International Fascia Research Society, Board Member of the American Association of Anatomy (AAA) and the American Association of Clinical Anatomy (AACA), and Chair of multiple AAA committees. She is a Visiting Anatomy Professor at Weill Cornell and St. George’s University School of Medicine, and faculty advisor for the Docapellas at OUWB. She has been an invited speaker internationally and contributed to high-impact projects like the BodyWorlds Fascial Net Plastination Project. She actively serves on OUWB’s Admissions and Student Promotion and Retention Committees. Dr. Pratt leads and organizes major international initiatives, including the Women's Clinical Health Summit in Rio de Janeiro (2024) and the Fascia Research Congress in New Orleans (2025), fostering global collaboration in fascial science. Her lab and research team focus on fascial anatomy and medical education, working closely with institutions in Italy (University of Padova) and Germany (BodyWorlds project).
Janna Parker is a professor in the Department of Marketing at James Madison University, specializing in digital marketing, retailing, and nonprofit marketing. With a career transition from political campaigns, she focuses on social media's role in personal and professional branding. Her research examines work-personal social media boundaries, employer governance policies, and volunteerism in nonprofit contexts. Education: Bachelor's in History (California State University Sacramento), Master's (Cameron University), Doctorate (Louisiana Tech) Teaching Interests: Digital marketing education, social media strategy, nonprofit marketing Her scholarly work spans social media governance, volunteer engagement, and retail dynamics, with recent emphasis on digital marketing pedagogy and cancel culture implications. Parker has contributed to academic journals through empirical studies and conceptual commentaries. Key article trends include: Digital marketing education evolution (2024) Social media governance in corporate and nonprofit contexts (2024) Online teaching satisfaction in higher education (2022) Volunteer brand community dynamics (2020) Consumer behavior frameworks (2019) Her media appearances include expert commentary on holiday retail strategies and social media research, reflecting practical applications of her academic work.
