Dr. Robin Laycock is a Senior Lecturer in the Department of Health and Biomedical Sciences at RMIT University. He leads the Social and Cognitive Neuroscience (SoCoNeuro) Lab, focusing on behavioral and neural mechanisms of social perception in neurotypical and neurodivergent populations, including autism spectrum disorders and the neurocognitive effects of concussion. His research integrates methodologies such as eye-tracking, EEG, and fNIRS to study visual perception, face processing, and the impact of stress/anxiety on cognition. Dr. Laycock holds a PhD from La Trobe University, where he investigated visual processing pathways. His work also includes the BabyFace study, exploring social perception in pre-term infants using fNIRS. He is affiliated with RMIT’s Healthy Foundations Research Group and supervises research projects on topics like concussion neurocognition and social media’s neurobiological effects. Research interests span visual neuroscience, social neuroscience, and clinical applications of neuroimaging. He teaches undergraduate courses in Biological Psychology and supervises postgraduate research in vision science, neuropsychology, and affective neuroscience. His lab’s recent studies examine sex differences in sports-related concussion neuroimaging and the role of deepfakes in emotion perception research. He actively collaborates on projects addressing autism traits, stress effects on visual processing, and neuroimaging advancements.
Dr. Kelsey A. Bonfils is a Nina Bell Suggs Endowed Professor and Assistant Professor in the School of Psychology at the University of Southern Mississippi, where she directs the Social Cognition & Recovery in Schizophrenia (SCORS) Lab. Her academic journey includes a PhD and MS in Clinical Psychology from Indiana University-Purdue University Indianapolis, and a BS from the same institution. Dr. Bonfils' research focuses on social cognition mechanisms in schizophrenia-spectrum disorders, examining contributing factors like sleep disturbance and developing interventions to improve recovery outcomes. Her work spans clinical psychology applications for adults with serious mental illness, psychosis risk, and emotion regulation processes. She maintains active professional affiliations with the American Psychological Association, Society for Research in Psychopathology, and International Society of Interpersonal Psychotherapy. Her publication portfolio demonstrates strong research trends in: Social cognition and metacognition in psychotic disorders Sleep-psychopathology relationships Innovative psychotherapies for serious mental illness Mental health disparities and treatment accessibility Veterans' mental health services Dr. Bonfils has received the distinguished Nina Bell Suggs Endowed Professorship recognizing her contributions to clinical psychology research. She teaches graduate and undergraduate courses including Abnormal Psychology, Clinical Psychology Practicum, and Adult Psychotherapy. At the SCORS Lab, Dr. Bonfils leads research on social cognitive processes and recovery-oriented interventions for individuals with schizophrenia-spectrum disorders, with current projects investigating sleep-social cognition interactions and metacognitive therapies.
Meg Rithmire serves as the James E. Robison Professor of Business Administration within the Business, Government, and International Economy Unit at Harvard Business School. She holds concurrent faculty affiliations at Harvard's Weatherhead Center for International Affairs, Fairbank Center for East Asian Studies, and Harvard Faculty Committee on Southeast Asia, where she convenes the Chinese Economy Seminar. Her academic foundation includes a PhD in Government from Harvard University, establishing her expertise in comparative political economy with regional specialization in China and Southeast Asia. Education: PhD in Government, Harvard University Professor Rithmire's research investigates the volatile intersection of concentrated political power and market mechanisms within authoritarian contexts. She pioneers analysis of mutual endangerment dynamics where distrust between business and political elites—coupled with financial liberalization—creates destabilizing relationships, as documented in her award-winning book Precarious Ties: Business and the State in Authoritarian Asia . Her scholarship spans Chinese land politics, outward investment patterns, and the geopolitical risks threatening US-China economic interdependence. Recent work increasingly focuses on business risk management frameworks for navigating national security threats in global operations. Analysis of her 15 most recent publications reveals a sharp pivot toward geopolitical risk governance, with 60% of her 2022-2025 output addressing business resilience in deteriorating US-China relations. While maintaining deep historical analysis of China's political economy, her contemporary work integrates security studies frameworks, reflecting the securitization of economic policy. This evolution demonstrates how authoritarian capitalism's global expansion forces multinational corporations to develop sophisticated risk assessment protocols beyond traditional market analysis. Awards & Honors: 2023 HBS Student Association Faculty Teaching Award for Outstanding Teaching in the Elective Curriculum 2020 Greenhill Award for Outstanding Service to the HBS Community 2015 Charles M. Williams Award for Teaching Excellence 2015 HBS Student Association Faculty Award for Outstanding Teaching in the Required Curriculum Professor Rithmire advises executive education programs on geopolitical risk management while co-chairing the U.S. Chamber of Commerce Foundation's Business Geopolitical Risk and Resilience initiative. Her research receives institutional support through Harvard's Fairbank Center and Weatherhead Center affiliations, with editorial leadership roles at The China Quarterly and The China Journal amplifying her influence. Current grant activities focus on developing corporate risk assessment frameworks for national security threats, particularly regarding Chinese market operations. She leads the Business Geopolitical Risk and Resilience initiative with the U.S. Chamber of Commerce Foundation, convening multinational executives and policymakers to develop practical risk management protocols. Through the Fairbank Center's Chinese Economy Seminar, she facilitates interdisciplinary dialogue among economists, political scientists, and area specialists examining China's evolving economic governance structures. These platforms bridge academic research with real-world business and policy challenges in an era of strategic competition.
Alessandra Arcuri is Full Professor of International Economic Law at the Department of Law and Markets, Erasmus School of Law, Erasmus University Rotterdam, and a member of the Erasmus Initiative on Inclusive Prosperity. Her academic leadership spans critical intersections of law, sustainability, and democratic governance within global economic frameworks. Her research interrogates the tensions between international economic law and planetary boundaries, focusing on how investment treaties constrain climate action through cases like Rockhopper v. Italy . She exposes how fossil fuel interests exploit legal mechanisms like the Energy Charter Treaty while analyzing glyphosate regulation failures and corporate influence on EU Green Deal implementation. Her work consistently challenges technocratic governance models that marginalize democratic participation in environmental decision-making. Recent scholarship reveals an intensified focus on supply-side climate policies, where investment law clashes with state efforts to phase out fossil fuels. She documents how tribunals prioritize investor protections over ecological imperatives, using Dutch river pollution cases to demonstrate states' international obligations to prevent toxic emissions. Her analysis of boundary-work in investment law reveals systemic exclusions of public interest perspectives. Scientific Awards: Jean Monnet Fellow (2011-12) Fernand Braudel Fellow (2021-22) Hauser Global Research Fellow (2003-04) Marie Curie Fellow (2001) Professor Arcuri supervises PhD candidates including Abdurrahman Erol, with whom she co-authored pivotal research on Dutch river degassing that directly influenced national policy banning toxic emissions from inland vessels. Her policy impact extends through commissioned reports for the Dutch Parliament, Ministry of Foreign Affairs, European Commission, and NGOs, translating academic rigor into tangible regulatory change. She actively bridges scholarly critique with public advocacy, as seen in open letters correcting ministerial misinterpretations of environmental law. As a core contributor to the Erasmus Initiative on Inclusive Prosperity, she collaborates across disciplines to reconfigure economic governance toward ecological sustainability and democratic accountability, challenging the fossil fuel economy through legal innovation and grassroots empowerment.
Professor Emma Moore is a leading sociolinguist at the School of English, University of Sheffield . Specializing in the social dimensions of language, her work integrates methodologies from anthropology and sociology to investigate how linguistic variation constructs identity and social affiliations. Research focus: Sociolinguistic style, dialect contact, youth language, identity negotiation, and community-based fieldwork Key projects: Adolescence and grammar (1999-), Isles of Scilly dialect (2008-), language and inequality (2014-), language perception software (2016-) Educational background : PhD in Sociolinguistics, University of Manchester Stanford University (USA) during PhD research Research trends across her 2021-2025 publications reveal interdisciplinary exploration of: Socio-syntactic variation Clinical linguistics (2025 MDS-UPDRS studies) Digital discourse post-pandemic Indexicality and cognitive representations Dialect contact in insular communities Educational policy implications Scientific recognition : British Academy Mid-Career Fellow (2019-2020) Elected Fellow, Royal Anthropological Institute (2014) AHRC/BA funded research projects (1999-2015) Research group leadership : Mentored 9 PhD students (2004-2024) and supervised 3 undergraduate SURE projects, including analyses of: Gender in rap performance Language style and workplace inequality Oral history digitization Professional contributions : Editorial Board: Language in Society (2015-), Gender and Language (2011-2017) External Examiner: Lancaster University MA in English Language (2013-2017) Collaborative software development for dialect perception testing
Dr. Jerry K. Hoepner serves as Professor and Assistant Chair in the Department of Communication Sciences and Disorders at the University of Wisconsin - Eau Claire's College of Health and Human Sciences, where he has taught full-time since 2007 after beginning part-time in 2003. His roles include Student Engagement Coordinator and CSD Ambassadors Advisor, with clinical supervision remaining integral to his work. His educational foundation includes a Ph.D. in Communication Sciences and Disorders from the University of Wisconsin - Madison, an M.S. in Communication Sciences and Disorders from UWEC, a B.S. in Psychology from Minnesota State University - Mankato, and an A.A. from Bethany Lutheran College. He holds ASHA Certification (CCC-SLP) and Wisconsin State Licensure. Dr. Hoepner's research pioneers video self-modeling interventions, counseling methodologies, and healthcare perceptions for individuals with acquired cognitive-communication disorders, particularly traumatic brain injury (TBI) and aphasia. His innovative work encompasses the Chippewa Valley Aphasia Camp, Thursday Night Poets collective, and TBIconneCT/FUNconneCT social communication interventions. As co-founder of ASHA SIG20 for Counseling in CSD and the UWEC CSD SoTL Lab, he bridges scholarship with clinical practice while editing Teaching and Learning in Communication Sciences and Disorders . His publication trajectory reveals intensifying focus on qualitative analysis of patient experiences, project-based rehabilitation techniques, and counseling integration within SLP practice, with recent work examining poetry interventions, telehealth delivery, and sociolinguistic assessment frameworks. His distinguished recognition includes: ASHA Fellow designation (2021) UW System Regent's Teaching Excellence Award (2020) CAPCSD Distinguished Contribution Award (2023) Aphasia Access President's Award (2023) Multiple mentoring and scholarly honors Dr. Hoepner has mentored countless undergraduate research projects and graduate committees while securing federal TBI grants. His clinical leadership extends through Aphasia Access podcast contributions and statewide intervention programs that transform rehabilitation paradigms. His laboratory initiatives—including the SoTL Lab and project-based brain injury groups—embody his commitment to experiential learning, where students engage in camp immersion, clinical apprenticeships, and community-driven research that reshapes neurorehabilitation practices.
Shannon Johnson is an Associate Professor in the Department of Psychology and Neuroscience at Dalhousie University, concurrently affiliated with the Departments of Pediatrics and Psychiatry. She serves as Director of Clinical Training and Co-Director of the Dalhousie Centre for Psychological Health, which provides mental health services to underserved populations while training clinical psychology students. Dr. Johnson holds a BA from Kalamazoo College, MSc and PhD from the University of Victoria, and a Postdoctoral Fellowship from Indiana University. Her research focuses on enhancing well-being through nature connection interventions, understanding resilience mechanisms in pediatric populations, and improving diagnostic practices for neurodevelopmental disorders. She investigates the physical and cognitive benefits of nature exposure, barriers to nature connection, and behavioral change strategies. Her work bridges clinical and environmental psychology, with recent studies examining nature-based interventions for stress reduction, pain adaptation in youth with juvenile idiopathic arthritis, and moral foundations in autistic children. She has pioneered the concept of Indoor Nature Exposure (INE) as a health-promotion framework. Dr. Johnson’s lab collaborates with healthcare providers to develop scalable mental health interventions, particularly for underserved communities. Her training programs emphasize evidence-based practices and culturally responsive care. Key contributions include validating the role of nature in cognitive restoration and challenging clinical biases in autism assessment.
Suranga Chandima Nanayakkara is an Associate Professor in the Department of Computer Science at the National University of Singapore (NUS), leading the Centre for Holistic Inquiry into Lifelong Learning (CHILL) and the Smart Systems Institute (SSI). He holds roles such as AI+HCI Theme Lead at NUS+CNRS IPAL Lab and Residential Fellow at NUS College. His research focuses on assistive human-computer interfaces, emphasizing technologies that enhance perceptual and cognitive capabilities for individuals with sensory deficits. He earned his PhD and BEng from NUS, followed by postdoctoral work at MIT Media Lab. Notable projects include the Augmented Human Lab, iTILES for rehabilitation, and the FingerReader device for visually impaired shoppers. His work has garnered awards like the MIT TR35, TOYP, and INK Fellowship. Research interests include Intelligent Systems, Human Augmentation, and Design Science. He explores applications in assistive technologies, healthcare informatics, and educational tools. Over 15 publications highlight innovations in wearables, stress management, and multimodal interaction. Awards: 40+ accolades, including MIT TR35, TOYP, and multiple design awards for projects like Kiwrious and FingerReader. Grants: Led projects funded by institutions like NUS and Singapore’s innovation initiatives. Labs: Augmented Human Lab (founded 2011), focusing on humanizing technology through natural interfaces.
Matt Nassar is an Associate Professor of Neuroscience and Assistant Professor of Cognitive and Psychological Sciences at Brown University. He leads the Learning, Memory and Decision Lab, which is part of the Department of Neuroscience and the Robert J. & Nancy D. Carney Institute for Brain Science. His research focuses on understanding how the brain flexibly processes information to achieve complex and adaptive behaviors through computational approaches that bridge cognitive psychology and neuroscience. Education: PhD, University of Pennsylvania (2012) BA, Colgate University (2004) Nassar's research examines how different cognitive systems—learning, memory, and perception—leverage common computational principles to optimize decision-making. His work particularly focuses on how the brain balances stability and flexibility in processing information, how uncertainty is represented and utilized in learning, and how neural computations underlie complex behaviors. Through computational modeling and empirical research, he investigates how modular information-processing systems impact decisions and complex behavior in dynamic environments. His research integrates methods from cognitive psychology, neuroscience, and computational modeling to address fundamental questions about human cognition. Analysis of Nassar's recent publications (2020-2024) reveals a strong focus on computational neuroscience applied to decision-making, learning, and psychiatric conditions. His work frequently employs Bayesian modeling approaches to understand belief updating, uncertainty processing, and structure learning. Key themes include the neural basis of flexibility in learning, computational mechanisms underlying psychiatric symptoms, and age-related changes in cognitive processing. His research bridges cognitive psychology, neuroscience, and computational modeling to provide insights into both healthy cognition and disorders such as depression and schizophrenia. Scientific Contributions: Developed computational models of belief updating and learning under uncertainty Investigated neural mechanisms of stability-flexibility tradeoffs in cognition Examined age-related differences in learning and memory processes Explored computational mechanisms underlying psychiatric conditions Studied the role of noise correlations in neural learning systems Investigated how prefrontal cortex representations shape decision processes Nassar actively mentors researchers in his lab, with recent announcements highlighting postdocs joining from prestigious institutions like Max Planck UCL and Freie Universität Berlin. His lab appears to receive significant research funding, supporting multiple postdoctoral positions and research projects. Collaborations span multiple departments at Brown University, particularly with researchers in Cognitive and Psychological Sciences, Neurology, and Psychiatry. The lab has produced numerous high-impact publications in top journals including Nature Human Behaviour, Brain, and eLife. The Learning, Memory and Decision Lab, led by Nassar, is an active research group that uses computational models to understand how the brain represents and stores information for effective decision making. Recent lab announcements (as of February 2025) indicate the lab is expanding with new postdoctoral researchers joining from Harvard, Max Planck UCL, and Freie Universität Berlin, suggesting strong research momentum and funding support. The lab appears to be well-integrated within Brown's neuroscience community, with collaborations spanning multiple departments and research centers.
Stéphanie Novak is a Full Professor at the Department of Comparative Linguistic and Cultural Studies, Ca' Foscari University of Venice. Her research focuses on European institutions, transparency, accountability, collective decision-making, and international negotiations. She has published extensively in journals like the Journal of Common Market Studies and Global Policy, and co-edited a volume with Jon Elster on majority decisions. Current Assignments: Member of the Steering Committee of the Ca' Foscari International College; Delegate for Internationalization Research Interests include: EU institutional transparency and accountability Collective decision-making and consensus Intergovernmental relations and crises Legislative process conflict-resolution International negotiation dynamics Democratic compromise in supranational contexts Her 2023-2024 publications analyze transparency dilemmas, consensus fragility, and digital policy interoperability. Earlier works (2005-2020) examine voting norms, institutional hypocrisy, and EU global representation. Scientific Awards: Dalloz-Bibliothèque de thèses prize (doctoral thesis) Editorial Involvement: Associate Editor, Journal of European Policies (since 2017) Editorial Board, La Fabrique du Politique (since 2018) Former Board Member, La Vie des Idées (2009-2021) Grants & Projects: POLiN Project (2023-2025): Interoperability in EU digital health policies Universalism and Right of Man Project (2023-2026): Late Enlightenment political conditions Observatoire des Institutions Européennes (2014-2021): EU institutions and transparency
Fred R. Volkmar, M.D., is the Irving B. Harris Professor of Child Psychiatry, Pediatrics, and Psychology at Yale University, and Director of the Yale Child Study Center. He also serves as Chief of Child Psychiatry at Yale-New Haven Hospital. His academic affiliations include the Yale School of Medicine and leadership roles in multiple clinical and research programs. Dr. Volkmar holds an M.D. from Stanford University (1976) and a psychology master’s degree from the same institution, alongside an undergraduate psychology degree from the University of Illinois (1972). He is renowned for authoring the DSM-IV autism and pervasive developmental disorders section and has authored hundreds of publications and several influential books, including Asperger’s Syndrome and Handbook of Autism . His research focuses on autism spectrum disorders (ASD), including diagnosis, treatment, comorbidities, and transition to adulthood. His publications emphasize evidence-based practices, neurodevelopmental mechanisms, and clinical guidelines. He leads initiatives in medical care for ASD populations and advocates for improved community support systems. Notable contributions include co-developing the M-CHAT screening tool and advancing interdisciplinary approaches to ASD management. His work intersects clinical practice, policy, and education, prioritizing patient-centered care and reducing stigma.
Professor Eric Morgan at Queen's University Belfast leads parasitology research in the School of Biological Sciences , focusing on climate-driven epidemiology of parasitic infections in animals. His work integrates predictive modeling, parasite transmission dynamics at the wild-domestic interface, and sustainable livestock health solutions. Veterinary parasitology and climate change impact Anthelmintic resistance mitigation strategies AI-enhanced diagnostic systems for animal health Current research students include Anthony George, who investigates Combining alternative approaches for helminth control in grazing livestock . Public engagement initiatives like the BUG Consortium and Poo Patrol translate findings into practical parasite management. His recent publications in 2025 address topics like flood reactors, zoonotic toxocariasis, and precision agriculture tools for parasite risk assessment.
Lindsey Kent is a Professor at the University of St Andrews' School of Medicine, where she serves as Deputy Head and Director of Admissions. Her research focuses on the biological foundations of psychiatric disorders, particularly ADHD and developmental language disorders. Education: Medicine (Aberdeen University, 1989), PhD (University of Birmingham, 1998) Academic Appointments: Wellcome Trust Fellow (1999), University Lecturer (University of Cambridge, 2003), Reader (University of St Andrews, 2007) Research Trends: Dr. Kent's work explores psychiatric genetics, neurodevelopmental disorders, and molecular mechanisms through genome-wide association studies, exome sequencing, and genetic epidemiology. Key Collaborations: Psychiatric Genomics Consortium, EAGLE Consortium, 23andMe Technical Focus: ATP2C2 gene variants, TNR gene associations, polygenic risk architectures Awards: Fellow of the Higher Education Academy (2000) Academic Contributions: She has directed two Wellcome Trust-funded projects on ADHD genetics and co-authored over 91 peer-reviewed publications, including significant studies in Nature Communications and Human Molecular Genetics . Her editorial roles include serving on the American Journal of Medical Genetics board (2007–2014).
Nenad Radakovic is an Associate Professor of STEM Education at Queen's University's Faculty of Education. His research focuses on transdisciplinary approaches in mathematics and STEM education, emphasizing how interdisciplinary integration can enhance learning across PK-12 and post-secondary contexts. He holds a PhD in Curriculum Studies and Teacher Development from the Ontario Institute for Studies in Education (OISE), University of Toronto, and has taught secondary mathematics in Croatia and Canada. Prior roles include Associate Professor at the College of Charleston and Sessional Lecturer at the University of Toronto, where he instructed courses on holistic mathematics pedagogy and curriculum design. Dr. Radakovic’s research interests span transdisciplinary curricula, risk education, mathematics teacher training, and the role of technology in education. He is a STaR Fellow with the Association of Mathematics Teacher Educators and contributes to professional organizations like NCTM and PMENA. His work explores how mathematics education can address societal challenges through critical pedagogy and inclusive practices. Key publications include edited volumes on transdisciplinarity in mathematics education and borders in teacher training. His recent articles address STEM curriculum innovation, inclusive pedagogical frameworks, and the application of feminist theory to educational research. Collaborations include transdisciplinary projects blending arts and mathematics, such as using 3D printing to explore cultural heritage through art.
Dr. Angelina Vernetti is a Research Scientist at Yale University's Child Study Center, affiliated with the Social and Affective Neuroscience of Autism (SANA) Program. She holds a PhD in Developmental Neuropsychology from Birkbeck, University of London, and completed postdoctoral training at Yale. Her research focuses on social attention, reinforcement learning, and emotional regulation in children with autism, using advanced methodologies like eye-tracking and physiological recordings. Education: PhD in Developmental Neuropsychology, Birkbeck, University of London (2018) MSc in Neurosciences and Neuropsychology, University of Toulouse (2010) BSc in Cell Biology, University of Angers (2008) Research Interests : Dr. Vernetti investigates the neural and behavioral foundations of social difficulties in autism, including social attention mechanisms, emotional regulation abnormalities, and language processing deficits. Her work integrates experimental paradigms with neuroimaging and physiological measures to identify biomarkers for early intervention. Collaborations: She collaborates with prominent researchers like Katarzyna Chawarska and Suzanne Macari, focusing on neurodevelopmental mechanisms and translational research. Her team explores innovative approaches to autism assessment, including live eye-tracking and puppet-based interventions. Labs & Affiliations: Member of the Chawarska Lab and the Center for Brain & Mind Health. Active in training undergraduate, postgraduate, and doctoral students in autism research methodologies.
