Dr. Linda Larkey is a Professor at Arizona State University's Edson College of Nursing and Health Innovation, with additional affiliations in the Sustainability Initiative and College of Health Solutions. Her research focuses on mind-body therapies, digital health interventions, and chronic disease management, particularly in underserved populations. Key areas of expertise include Tai Chi/Qigong, digital storytelling for health promotion, and cancer care. She has conducted over 130 studies and secured 27 grants, including NIH-funded projects on meditation apps for cancer patients and vaccine hesitancy interventions. Her work emphasizes translational research, bridging clinical practice and community health. Notable contributions include developing digital storytelling tools to improve diabetes control among Hispanics and promoting prolonged fasting interventions for cardiometabolic health. Grants: NIH projects on meditation apps for sleep disorders, vaccine hesitancy, and hematological cancer care. Labs/Teams: Collaborations with Mayo Clinic Scottsdale and community organizations on culturally tailored interventions.
Heather Bachman, PhD, is a Professor of Health & Human Development and Associate Dean of Research at the University of Pittsburgh's School of Education. Her research focuses on early academic and social development, particularly in low-income families and children. She examines family and classroom processes, policy impacts, and home environments influencing math and spatial skills. Bachman leads federally funded projects, including the NSF-funded Parents Promoting Early Learning (PPEL) initiative and a longitudinal study on toddler math development. Her work integrates quantitative and qualitative methods, analyzing large datasets like the NICHD Study and ECLS-K cohorts. Research interests include early math education, screen time effects, spatial talk, and socioeconomic disparities. Her recent studies explore how parental interactions and home environments shape child outcomes. Bachman collaborates with community organizations and uses mixed-methods approaches to bridge research and practice. She has been funded by NICHD, NSF, Spencer Foundation, and others. Her grants include an NSF project launching in 2024 to follow toddler samples into elementary grades. While no explicit awards are listed, her extensive grants highlight her impactful contributions. Advising and grants emphasize policy-relevant research and community partnerships. She is affiliated with the Learning Research & Development Center (LRDC) and contributes to educational initiatives addressing early childhood equity.
Selcuk Sirin is a Professor of Applied Psychology at New York University's Steinhardt School of Culture, Education, and Human Development. His research focuses on understanding the developmental needs of marginalized children, including immigrant youth, refugees, and Muslim communities. He has conducted extensive studies on acculturation processes, mental health, and educational outcomes for vulnerable populations. Dr. Sirin has collaborated with organizations such as UNESCO, Save the Children, and the Migration Policy Institute to improve policies affecting displaced children. His work bridges academic research with practical applications, emphasizing evidence-based solutions for policymakers and practitioners. Key areas of interest include the immigrant paradox, trauma resilience among refugees, and the impact of anti-immigrant sentiment on youth well-being. He teaches courses on immigrant youth development and research methods, mentoring both graduate and undergraduate students. His research has been published in top journals like Child Development and Developmental Psychology , and he regularly contributes to policy committees such as the National Academy of Sciences. His lab, accessible at nyu.edu/sirin , focuses on innovative projects like digital game-based education for Syrian refugee children. Notable trends in his recent articles include meta-analyses on acculturation effects, longitudinal studies on mental health trajectories, and interventions addressing educational disparities. His work consistently advocates for culturally competent policies to support marginalized communities. Dr. Sirin has advised numerous students and led grant-funded projects on topics such as acculturative stress and refugee education. His contributions extend beyond academia through public engagement initiatives aimed at disseminating scientific knowledge widely.
Lisa Suzuki is an Associate Professor of Applied Psychology and Department Vice Chair at the Steinhardt School of Culture, Education, and Human Development, New York University. Her research focuses on multicultural assessment, particularly how culture impacts cognitive evaluation, and qualitative methods with ethnocultural groups. She is a co-editor of seminal works such as the Handbook of Multicultural Counseling and the Handbook of Multicultural Assessment. Suzuki has held leadership roles, including Vice-President of Diversity and Public Interest for the Society of Counseling Psychology (APA, 2002-2005). She earned her doctorate in Counseling Psychology from the University of Nebraska-Lincoln (1992). Her teaching spans clinical/counseling psychology, ethical professional practice, and school counseling. Notable collaborations include a study on Holocaust survivors’ meaning-making with the Museum of Jewish Heritage. Suzuki’s awards include the Asian American Psychological Association’s Distinguished Contribution Award (2006) and the Visionary Leadership Award (2007). Her editorial contributions include roles at the Journal of Multicultural Counseling and Development and the Asian American Journal of Psychology. Research themes emphasize culturally responsive methodologies and systemic inequities in education and mental health.
Dr. Elena Doldor is a Senior Lecturer in Organisational Behaviour at Queen Mary University of London's School of Business and Management, while also holding a Visiting Fellow position at Cranfield School of Management. Her academic journey includes a PhD from Cranfield University, an MSc in Organizational Psychology from Pierre Mendes University, and a Fulbright Visiting Fellowship at Northwestern University. Senior Lecturer at Queen Mary University of London Co-Director, Centre for Research in Equality and Diversity Representative-at-Large, Academy of Management's Gender & Diversity Division Collaborations with Government Equalities Office and European Parliament Dr. Doldor's research focuses on diversity in leadership , particularly examining how gender and ethnic minorities navigate organizational politics. Her work combines attribution theory with script theory to analyze political cognition in workplace settings. Through mixed methods approaches , she investigates how marginalized groups develop political scripts that shape their career trajectories. Her 15 most recent publications reveal strong patterns in organizational behavior research, with particular emphasis on racialized workplace politics , gender bias in feedback systems , and identity negotiation under stigma . These works employ critical incident techniques and latent class analysis to uncover how political experiences form embedded motivational tracks. Recipient of Fulbright Visiting Fellowship Contributor to major policy reviews (Davies Review, Hampton-Alexander Review) Collaborator with multinational corporations (KPMG, EY, Barclays) Dr. Doldor actively bridges academic research with organizational practice , working with policy-makers and private sector entities to implement diversity management strategies. Her methodological innovations include naturalistic data analysis and attribution coding systems that reveal how political scripts develop from lived experiences in organizations.
Xuan Minh Ngo is an Associate Lecturer in International Education and TESOL at the University of St Andrews, UK, affiliated with the Centre for International, Language and Teacher Education within the International Education & Lifelong Learning Institute. He holds a PhD in Applied Linguistics from the University of Queensland and is actively engaged in research and teaching related to language assessment, teacher education, and educational technology. PhD in Applied Linguistics, University of Queensland, Australia (2023) MA in Applied Linguistics (TESOL), University of Queensland, Australia (2014) BA in English Language Teacher Education, Vietnam National University, Hanoi (2009) His research centers on the sociocultural development of teacher language assessment literacy, with strong emphasis on narrative inquiry, teacher cognition, emotions, identity, and agency. He investigates how teachers in Vietnam navigate policy, assessment reforms, and technological integration in their professional lives. His work bridges theory and practice, particularly through concept-based instruction and action research. The analysis of his recent publications reveals a consistent focus on teacher development through qualitative, narrative, and sociocultural lenses. His research spans language assessment literacy, policy enactment, identity formation, and technology use, primarily in Vietnamese EFL contexts. There is a clear trajectory toward understanding the emotional and cognitive dimensions of teaching and assessment. His scientific awards include: UQ Dean's Award for Outstanding HDR Theses (2024) Duolingo Doctoral Research Award (2021) Australian Development Scholarship (2012) Australian Leadership Award (2012) Dean’s Commendation for Research Excellence (2017) Minh supervises eight DProf students and welcomes new postgraduate research inquiries in language teacher education, classroom assessment, language policy, and educational technology. He has served as a peer reviewer for journals such as Professional Development in Education and has been a member of the British Council’s peer review panel. His teaching includes courses on action research, educational technology, and academic skills development. He is actively involved in academic networks and has presented at international conferences such as EuroCALL. He serves on the editorial boards of the Journal of AsiaTEFL and the St Andrews Journal of International and Language Education (SAJILE) .
Federico Faloppa is a Professor in the Department of Modern Languages and European Studies at the University of Reading, where he serves as REF Impact Lead for Modern Languages and Linguistics and Academic Co-coordinator of the University of Sanctuary initiative. He is on research leave during Semester 1 of 2024–2025, reflecting his active engagement in high-impact scholarly projects. Laurea (BA) in Letters and Philosophy, University of Turin (1997) PhD in Italian, University of London (2008) His research focuses on sociolinguistics, discourse analysis, migration, hate speech, and language policy , particularly the linguistic construction of otherness, intercultural communication, and migrant writings. He has authored six monographs, including Razzisti a parole , Sbiancare un etiope , and #Odio , which have received extensive media attention and are used in Italian universities. He is currently writing two new monographs on ecolinguistics and language and power, to be published by Einaudi and Bollati Boringhieri. His recent publications show a consistent trend in analyzing multilingual education, hate speech, borderscapes, and intercultural dynamics . He investigates how language shapes prejudice, migration narratives, and social inclusion, often in collaboration with international bodies like the Council of Europe and Horizon 2020 networks. His work bridges academic research with public policy and civil society engagement. His scientific contributions are recognized through leadership roles: Coordinator of the Italian National Network Against Hate Speech ( retecontrolodio.org ) Consultant to the Council of Europe Member of the board of directors of the global NGO Cospe Former member of the scientific board of Amnesty Italy (2018–2022) Appointed member of the Knowledge Committee for the European Commission’s Citizens’ Panel on Hatred in Society Faloppa supervises PhD students in Italian linguistics, migration, and discourse analysis, including Marina Kracht, Azizah Al Thenyan, and Surya Devkota. He has served as an external examiner at several UK universities. His research is funded by UKRI-GCRF, Erasmus+, Horizon 2020, and the Council of Europe, demonstrating strong international collaboration and impact. He has also been a visiting professor at the Universities of Turin, Catania, Palermo, and Università Cattolica di Milano. He leads and contributes to interdisciplinary research teams focused on hate speech, multilingualism, and migration, often working with institutions across Europe. His work is deeply embedded in both academic and activist networks, aiming to decolonize language and combat discrimination through research, policy, and public engagement.
Ruthmae Sears is a Professor of Mathematics Education at the University of South Florida with a joint appointment in the Department of Teaching and Learning (College of Education) and College of Arts and Sciences. She serves as Associate Director of the Coalition for Science Literacy and coordinates USF's mathematics education degree programs while leading $7.5M+ in research initiatives focused on equitable STEM education. Her educational background includes: PhD in Mathematics Education, University of Missouri (2012) MA in Mathematics Education, Indiana University (2006) BEd in Secondary Mathematics Education, The College of the Bahamas (2002) AA in General Studies, The College of the Bahamas (2001) Dr. Sears' research centers on equity-driven curriculum development, examining how reasoning and proof skills evolve in secondary mathematics through clinical experiences and technology integration. Her work addresses systemic barriers in K-20 STEM education, particularly during pandemic disruptions, with emphasis on creating inclusive learning environments that center marginalized voices. Current projects focus on transforming teacher preparation through improvement science and mechatronics integration. Analysis of her 15 most recent publications reveals consistent focus on equity in clinical teacher training (68%), pandemic-responsive pedagogy (20%), and geometry reasoning development (12%). Her work increasingly incorporates interdisciplinary approaches, connecting mathematics education with social justice frameworks and technological innovation. Her scientific recognition includes: AAAS Fellow (2021) - First Black USF recipient USF Outstanding Faculty Award (2022) Mathematically Gifted and Black Honoree (2023) Griffith Leadership Society Spirit of Martha Award (2023) FAMTE Mathematics Teacher Educator of the Year (2016) As principal investigator for NSF-funded initiatives including the $7.5M Noyce Master Teacher Fellows program, Dr. Sears has transformed STEM curriculum across 12 Florida schools. She chairs the Network of STEM Education Centers Annual Meeting and previously served as NCTM journal associate editor, establishing partnerships with Bahamian institutions like the PACE Foundation to build schools for teen mothers. Her leadership extends to national networks including the Accelerated Systemic Change Network and AAAS-ARISE, where she develops infrastructure for emergency remote clinical experiences while advocating for teachers of color through pipeline initiatives documented in her 2021 publication 'Reimagining the STEM Education Pipeline.'
Adam Palmquist is a Professor at Nord University, leading the HABIT research group focused on human-centered AI, behavior analytics, and technology design. He holds a PhD in Applied Information Technology for Learning and specializes in gamification, learning analytics, VR games, and organizational learning dynamics. His work bridges academia and industry, addressing real-world challenges through cross-disciplinary collaboration. Education: PhD in Applied Information Technology for Learning. Research Interests: Palmquist’s research explores gamification’s role in lifelong learning, AI integration in education, and VR game development. He investigates how generative AI, learning analytics, and game mechanics enhance engagement and motivation. His studies on group processes in workplace learning highlight frameworks for effective organizational learning systems. Current Projects: GOAL: Uses gamification to train leadership in crisis scenarios, funded by the University of Borås. ETUS: Enhances game research via eye-tracking and analytics, funded by Nord University. BiP: Studies remote-first VR game development methodologies, funded by Erasmus+. Scientific Affiliations: Member of the University of Gothenburg’s research team, steering committee for the Design Society’s Data Informed Design group, and the Swedish Game Researcher Council. Grants & Advising: Active in Nordic and international collaborations, including the Norwegian Centre for Excellence in IT Education (EXCITED). Supervises Izabella Jedel’s PhD on gamification in higher education. Labs/Teams: Heads HABIT, which integrates experts from Journalism, Games, Business, and Social Work to develop innovative tech solutions.
Matthew Garrett, PhD, is a Professor of Music Education and Director of the University Center for Innovation in Teaching and Education (UCITE) at Case Western Reserve University's College of Arts and Sciences. He joined the faculty in 2009 and has led UCITE since 2017, focusing on pedagogical innovation and educational equity. His research prioritizes LGBTQ+ inclusion in music education, emphasizing ethical practices for gender-diverse students. Garrett has co-authored seminal works like Honoring Trans and Gender-Expansive Students in Music Education (2021) and contributed to the Oxford Handbook of Gender and Queer Studies in Music Education . Education: PhD in Choral Music Education and Conducting (Florida State University), Master of Music in Conducting (Boston University), Bachelor of Music Education (Florida State University). Professional experience includes public school teaching in Florida and Massachusetts, conducting the Handel and Haydn Society Children’s Choruses, and serving as Music Director at The Church of the Covenant. Research focuses on queer pedagogy, critical thinking in choral settings, and LGBTQ+ advocacy in music education. His work has been published in journals such as Journal of Research in Music Education and Choral Journal . He serves on Oxford's Gender Justice advisory board and previously chaired CWRU's LGBTQ Research Group. Awards include the CWRU Prism Award for LGBTQ advocacy. Teaching responsibilities include graduate music education courses and student teaching seminars. He has been nominated twice for the Wittke Award for Excellence in Undergraduate Teaching. His professional service includes roles on the QMUE 5 Symposium planning committee and Ohio Music Education Association publications.
Yegan Pillay is a tenured full Professor in the Department of Counseling and Higher Education at the Patton College of Education, Ohio University. He is based on the Athens Campus and holds dual professional licensure as a Licensed Professional Clinical Counselor in Ohio and as a Counseling Psychologist in South Africa. His work bridges clinical practice, counselor education, and research with a strong focus on multicultural and global mental health contexts. Education: Ph.D. in Counselor Education & Supervision, Ohio University M.Ed. in Counseling, Ohio University B.A. Honors in Psychology, University of the Western Cape, South Africa B.A. in Psychology & Sociology, University of the Western Cape, South Africa Dr. Pillay’s research interests center on the intersection of mental health and chronic illness, particularly depression in individuals with type 2 diabetes, as well as the psychological well-being of international and marginalized student populations. He explores innovative therapeutic modalities such as digital narratives, mind mapping, and mindfulness-based group interventions. His work emphasizes cultural competence, clinical supervision, and tele-supervision in counselor training. His recent publications reflect a strong trend toward integrated care models, multicultural counseling, and the adaptation of mental health services during global crises like the pandemic. He frequently collaborates on interdisciplinary research involving diabetes, depression, and behavioral health interventions. Scientific Awards and Leadership: Active leadership roles in the American Counseling Association (ACA) and Ohio Counseling Association (OCA) International engagement in counseling and mental health advocacy Dr. Pillay is actively involved in advising graduate students in counselor education, particularly in areas of trauma, supervision, multicultural issues, and international student mental health. His research is supported by grants focused on depression treatment in chronic illness and counselor training standards. He is also engaged in clinical supervision and continues to practice as a psychotherapist. He is affiliated with research teams working on Program ACTIVE II, a multi-center intervention for depression in diabetes patients, and has contributed to national surveys on CACREP accreditation standards. His lab and team activities emphasize community-based, interdisciplinary approaches to mental health service delivery in both rural and urban settings.
Brenda Merritt is an Associate Professor and Dean at the School of Occupational Therapy , Dalhousie University, Halifax, Nova Scotia. She holds cross-disciplinary expertise in education and health sciences. Educational Background: Ph.D. in Education and Human Resource Studies (Colorado State University, 2000-2007) M.S. in Occupational Therapy (Colorado State University, 1997-2000) B.S. in Psychology (Colorado State University, 1996-1997) B.S. in Equine Science (Colorado State University, 1986-1990) Research Focus: Brenda Merritt specializes in interprofessional health education, curriculum design and evaluation, and innovative educational strategies for professional behavior development. Her work also examines how chronic conditions, injuries, health determinants, and environmental contexts affect daily life participation, particularly in HIV rehabilitation and disability studies. Selected Research Contributions: Her recent publications address professional practice behavior indicators, HIV-related disability frameworks, cognitive assessment tools in addiction treatment, and interprofessional education integration. These works span occupational therapy assessment methods, structural equation modeling, and competency alignment in health education. Scientific Recognition: Recipient of the 2013 Faculty of Health Professions Teaching Excellence Award Winner of the 2009 Class of 2001 Faculty/Staff Recognition Award Professional Affiliations: Active member of the Canadian Association of Occupational Therapists, Nova Scotia Society of Occupational Therapists, and World Federation of Occupational Therapists.
Бојана М. Димитријевић is an Associate Professor at the Faculty of Pedagogical Sciences, University of Kragujevac (Yagodina branch). She holds a PhD in Psychology from the University of Belgrade (2020), with prior academic qualifications including a Master's (2019) and Bachelor's (2010) in Psychological Sciences. Her work focuses on inclusive education, intercultural education, and developmental psychology. She teaches courses such as Inclusion in Education and Developmental Psychology across undergraduate and master's programs. Education: PhD in Psychology, University of Belgrade (2020) Master's in Psychological Sciences, University of Belgrade (2019) Bachelor's in Psychological Sciences, University of Belgrade (2010) Research Interests: Her work emphasizes psychological foundations of inclusive education, intercultural teacher training, and developmental aspects of learning. She has published extensively on educator beliefs, intercultural competence, and policy implementation in diverse educational contexts. Projects: She leads a bilateral project on Positive Education and has participated in EU-funded initiatives like HAMOC, IEEPS, and EdLead. Her research includes cross-cultural field experiences and Roma inclusion in Serbian schools. Affiliations: Member of the Serbian Psychological Society, Chair of the Quality Control Committee for the Psychology Program, and member of multiple university committees including the Ethics Board for Psychological Research and the Entrance Exam Committee.
Andrea A. Curcio is a full Professor at Georgia State University College of Law , where she has taught since 1994. She holds a J.D. with high honors from the University of North Carolina and a B.A. cum laude from Colgate University. Education: J.D., University of North Carolina (1988) B.A., Colgate University (1985) Her research focuses on legal education reform , bar exam accessibility , cultural competence in legal training , and gender-related legal issues . She has developed tools to measure cultural sensibility learning outcomes and conducted empirical studies on assessment methods in legal education. Curcio’s recent work analyzes pathways to practice-ready legal licensing , critiques of the bar exam, and racial disparities in legal education. Her empirical studies explore how formative assessments and teaching innovations improve student performance and institutional equity. Scientific awards and recognitions: Fulbright Scholar grant (2007), appointed Honorary Professor at South China Normal University Professor of the Year (2008), multiple teaching awards (2010, 2011, 2013-14) Principal Investigator in AccessLex grant (2018) on LSAT/bar exam correlations Service and community involvement: Served as a reporter for the Georgia Supreme Court Equality Commission, on SALT’s Committee on Legal Education, and as a mentor for underprivileged high school students in Atlanta.
Patsy Duff is a Professor at the Department of Language and Literacy Education within the Faculty of Education at the University of British Columbia (UBC). She holds the title of Distinguished University Scholar and is a Fellow of the Royal Society of Canada (FRSC) , reflecting her significant academic contributions. Research Focus: Bilingual/multilingual education, decolonizing methodologies, heritage language policy, identity negotiation in language learning, and sociocultural dimensions of language instruction. Key Themes: Her work examines multilingual socialization, language ideologies, and the intersection of pop culture with language pedagogy, particularly in Chinese and English as additional languages. Publications: Over the past decade, her research has emphasized family language policy, English medium instruction, and transnational identity formation. She has contributed to foundational texts on case study research and language socialization, establishing frameworks for qualitative applied linguistics. Scientific Awards: Fellow of the Royal Society of Canada (FRSC) Distinguished University Scholar, UBC Collaborations: Patsy Duff has collaborated with scholars like Heidi Byrnes, Sharoni Zappa-Hollman, and Debra Li on projects exploring language policy, socialization, and multilingual education. Her work bridges academic discourse with practical language teaching strategies.
