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.
Josh Seim is an Assistant Professor of Sociology at Boston College, affiliated with the Morrissey College of Arts and Sciences. His work focuses on the sociologies of work, medicine, welfare, punishment, pedagogy, and ethnographic methods. He holds a Ph.D. from the University of California, Berkeley, and has published widely in top journals including *American Sociological Review* and *Social Problems*. Education: B.A., Gonzaga University M.S., Portland State University Ph.D., University of California, Berkeley Research Interests: His research explores how institutions like healthcare systems, welfare offices, and penal institutions interact with urban poverty. Recent projects include studies on ambulance crews’ labor processes, welfare bureaucracy, and post-prison labor. His writing also emphasizes pedagogical innovation in sociology teaching and ethnographic methodological rigor. Key themes include the governance of suffering, medical labor, and carceral systems. Publications & Books: Bandage, Sort, and Hustle: Ambulance Crews on the Front Lines of Urban Suffering (UC Press, 2020) The Welfare Assembly Line: Public Servants in the Suffering City (forthcoming UC Press, 2026) Teaching: Sociology 7715: Classical Sociological Theory (graduate) Sociology 7716: Contemporary Sociological Theory (graduate)
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.
University of Illinois Urbana-ChampaignUnited States
Daniel Cooney is an Assistant Professor in the Department of Mathematics at the University of Illinois Urbana-Champaign. He holds additional affiliations as an Affiliate at the Carl R. Woese Institute for Genomic Biology. His research focuses on applying partial differential equations (PDEs), dynamical systems, and stochastic processes to study evolutionary dynamics, particularly in biological and social systems. Key themes include multilevel selection, evolutionary game theory, and the emergence of cooperative behavior. Cooney earned his PhD in Applied and Computational Mathematics from Princeton University, advised by Simon Levin, and completed a postdoc as a Simons Fellow in Mathematical Biology at the University of Pennsylvania. His work bridges theoretical mathematics with applications in ecology, epidemiology, and social sciences. Recent publications explore topics like altruistic punishment in cultural systems, classroom-turnover dynamics, and protocell evolution. He actively participates in academic outreach, co-organizing conferences such as the AMS Special Session on Mathematics of Infectious Disease and the SIAM Minisymposium on Social-Ecological Systems. His research has been published in high-impact journals including *Proceedings of the National Academy of Sciences* and *Bulletin of Mathematical Biology*.
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.
National Institute of Oriental Languages and CivilizationsFrance
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.
Alice Reagan is Professor of Professional Practice and Director of Undergraduate Studies in the Department of Theatre at Barnard College, Columbia University. She teaches directing, performance, and seminars on Zora Neale Hurston, Black performance, and AIDS activism, while also directing professionally across the U.S. Education: B.A., Bates College M.A., Tisch School of the Arts, New York University M.F.A., Columbia University, School of the Arts Her research and artistic practice centers on theatre directing, adaptation, new play development, and ensemble-based work , with a strong commitment to feminist and socially engaged theatre. She founded New Plays at Barnard , commissioning works by women-identified playwrights. Her recent and upcoming productions include Evelyn Brown (A Diary) , Cherry Orchard , Measure for Measure , and The Thanksgiving Play . Her recent publications and public scholarship focus on the revival of María Irene Fornés' work and the ethics of white educators teaching Black diasporic material, especially her influential 2019 article Teaching While White . The articles reflect a consistent engagement with race, pedagogy, classical reinterpretation, and feminist performance . Selected Awards & Honors: Named to Kilroys List, 2023 Individual Artist Grant, NYSCA, 2023 Cherry Orchard Teaching Excellence Award, 2022 Princess Grace Award Drama League Directing Fellow Berkshire Theatre Award nominations (9) She advises student productions and leads the New Plays at Barnard program, shaping the next generation of theatre artists. She has received grants from the Shubert Foundation and NYSCA. Her professional affiliations include Stage Directors and Choreographers Society, New Georges, and Wingspace Design. She is deeply involved in lab programs such as the Lincoln Center Directors Lab and Mabou Mines/SUITE. She leads the New Plays at Barnard initiative and collaborates with professional ensembles like Portland Experimental Theatre Ensemble and Shakespeare & Company, bridging academic and professional theatre.
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.
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.
Dr. Nienke Smit is an Assistant Professor in the Department of Education at Utrecht University's Faculty of Social and Behavioural Sciences. Her research focuses on scaffolding processes, adaptive teaching, and classroom observational research from a complex dynamic systems perspective. Specializes in teacher-student interaction Expert in adaptive instruction and observational methods Collaborates with Data Science department Develops tools for classroom observation Research interests include language learning and teaching , judgment and decision-making in education , and professional development of teachers . She leads projects like Eye Get It (joint attention in classrooms) and a replication study on adaptive instruction effectiveness. Her work applies dynamic systems theory to second language development and foreign language pedagogy. Recent publications address translanguaging in multilingual classrooms, replication studies , and process-oriented research . She teaches at Utrecht's Graduate School of Teaching and works on initiatives to reduce teacher shortages through improved training programs.
Ruth Mostern is Associate Professor of History at the University of Pittsburgh and Director of the Institute for Spatial History Innovation (ISHI). She is Vice-President and President-Elect (2025-2026) of the World History Association and leads the award-winning World Historical Gazetteer project. Education Ph.D. in History, University of California, Berkeley, 2003 Research Interests Mostern is an interdisciplinary historian specializing in world, Chinese, environmental, and spatial history. She investigates long-term human–environment interactions at continental and millennial scales, focusing on how societies organize space, resources, and risk. Her work integrates GIS, digital gazetteers, and environmental science to reconstruct historical geographies of empire, water management, and ecological change. Current projects include: Place: A Global History – a study of itineraries, gazetteers, and databases as technologies of spatial knowledge. The Medieval Climate Anomaly and the Global Medieval Era – cultural adaptations to climate change c. 950-1250 CE. Research Trends Her recent publications span digital environmental humanities, historical GIS, Song-dynasty political economy, and pre-industrial Asian political ecology. A dominant theme is the coupling of state power with environmental transformation, exemplified by her 2021 book The Yellow River: A Natural and Unnatural History (Yale), winner of the 2023 Joseph Levenson Prize. Awards & Honors Joseph Levenson Prize, Association for Asian Studies, 2023 NEH Digital Humanities Advancement Grant, 2023-2025 Digital Humanities Awards 2021 – Best DH Tool (World Historical Gazetteer) Fudan University Fellowship for Studies of Chinese Civilization, 2019 NEH Humanities Connections Implementation Grant, 2018-2020 Chiang Ching-kuo Foundation Summer Institute Grant, 2015-2016 NSF Collaborative Research Grant, 2013-2015 ACLS Digital Innovation Fellowship, 2011-2012 Advising & Grants Mostern welcomes graduate students interested in environmental, global, Asian, or digital history. She has directed multiple externally funded projects, including the NSF-funded Center for Historical Information and Analysis and NEH-supported initiatives on water in Central Asia and global historical gazetteers. Labs & Teams She directs the Institute for Spatial History Innovation (ISHI) at the University of Pittsburgh, a hub for interdisciplinary research integrating spatial technologies with historical inquiry. ISHI hosts the World Historical Gazetteer , providing open tools and datasets that link knowledge about historical places across world regions.
