Anna Gawthorpe is a Senior Lecturer at the Department of Education, School of Childhood and Social Care, University of East London. She serves as the Course Lead for the Primary PGCE with QTS and teaches across Primary postgraduate and undergraduate courses. MSc Psychology, Birkbeck Post-graduate Certificate in Work Based Learning Studies (Primary Teaching) with QTS, Middlesex University BA Social Anthropology, SOAS Anna specializes in Early Mathematics, Literacy Education, and supporting children with Special Educational Needs. Her research focuses on antiracist reading-for-pleasure pedagogy, professional identity development among student teachers, and play-based approaches to teaching numeracy outdoors. Her recent work, Active learners in numeracy: implementing guided play for early numeracy learning (2023), explores guided play strategies in numeracy education and emphasizes the importance of responsive pedagogy and reflective practice. Anna is currently pursuing a Professional Doctorate in Education at the Open University, collaborating with Teresa Cremin. She also serves as an External Examiner at the University of Staffordshire and Newman University, and engages with industry partners such as the Royal Opera House and the Science Museum. She actively promotes practitioner research, creative pedagogy, and the development of subject knowledge for teaching young children, particularly in numeracy.
Dr. Michel Dumontier is a Distinguished Professor of Data Science at Maastricht University, where he serves as the founder and Director of the Institute of Data Science. He is internationally recognized as a co-founder of the FAIR (Findable, Accessible, Interoperable and Reusable) data principles, which have transformed scientific data management globally. His academic background includes: BSc in Biochemistry from the University of Manitoba (1999) PhD in Bioinformatics from the University of Toronto (2004) Assistant/Associate Professor at Carleton University (2005-2013) Associate Professor at Stanford University (2013-2016) Distinguished Professor at Maastricht University (2017-present) Dr. Dumontier's research focuses on unlocking data potential for scientific discovery, with expertise in knowledge graphs for drug discovery and personalized medicine. His work spans FAIR data principles, generative AI, machine learning, semantic technologies, ontology, and data integration. His recent publications reveal a strong trend toward applying generative AI to healthcare data, with increasing focus on synthetic health data generation, privacy-preserving techniques, and knowledge graph applications in drug repurposing. His work bridges computer science, biomedical informatics, and clinical applications across multiple medical domains. Dr. Dumontier has secured significant research funding as a principal investigator: NWO (Dutch Research Council) Horizon Europe MCSA NIH/NCATS ARPA-H He coordinates the AIDAVA and REALM projects, leads the NCATS Biomedical Data Translator, and directs the GENIUS AI lab. As editor-in-chief of the journal Data Science, he shapes discourse in the field. Dr. Dumontier maintains active industry connections through: Minderheidsaandeelhouder at Data2Discovery Inc Scientific advisor and minority shareholder at OntoForce NV Scientific advisor, board member, and minority shareholder at Comunicare Editor-in-chief of Data Science Journal at Sage Publishing
Cash Nickerson is a Lecturer at Washington University School of Law (WashU Law), where he teaches Business Lawyering and Negotiation. He holds a JD, MBA, and JSD from WashU Law, where he served as a law review editor. His interdisciplinary approach integrates martial arts philosophy with modern negotiation practices. BA from Carleton College MBA, JD, and JSD (2025) from Washington University in St. Louis His research focuses on negotiation frameworks and workplace transformation , emphasizing human-centered approaches to economic and employment challenges. His publications span topics from aging workforce dynamics to martial arts-inspired negotiation strategies. Book trends include martial arts integration into business practices, third-age workforce utilization , and creative tension frameworks for negotiation. Awards include the 2014 Founders Day Distinguished Alumni Award and 2010 Global Philanthropy Award for the Harris Institute. Dallas-Fort Worth Regional Award (2009) Global Philanthropy Award (2010) School of Law Distinguished Alumni Award (2013) Founders Day Distinguished Alumni Award (2014) As founder of the David H. Nickerson Foundation, he supports prostate cancer research while maintaining active advisory roles in the Whitney R. Harris World Law Institute and WashU Law’s Board of Trustees.
Craig Schaefer is a Professor of Creative Media at Loras College, where he directs the TV Studio Creative Media program. With expertise in creative video production and broadcast journalism, he is an award-winning documentary filmmaker and commercial director who actively contributes to academic and professional communities. Education: B.A. in 1989 from Loras College; M.A. in 1993 from Southern Illinois University – Carbondale. His research and professional work focus on documentary filmmaking and commercial production, blending creative practice with academic rigor. Professor Schaefer also serves on the board of directors for the Iowa College Media Association, supporting media education initiatives.
Anna Mills is a community college writing teacher, open textbook author, and advocate for critical AI literacy, Open Educational Resources (OER), and social annotation in writing instruction. She actively contributes to discussions on AI's impact on education through articles in The Chronicle of Higher Education , Inside Higher Ed , and JSTOR Daily , emphasizing strategies to balance creativity and critical analysis when integrating AI tools like ChatGPT into writing curricula. Key Projects: Co-developer of How Arguments Work (a free OER textbook), contributor to the AI Pedagogy Project at Harvard's metaLAB, and founder of the Peer and AI Review + Reflection (PAIRR) initiative for human-centered AI feedback. Collaborations: Works with teams including @pairrfeedback.bsky.social, Equity Unbound, and UC Davis researchers on AI-driven writing feedback tools. Research Focus: Explores AI's role in undergraduate writing, ethical implications of generative AI, and equitable pedagogical frameworks. Her work highlights tensions between technological adaptation and preserving human creativity, advocating for iterative prompt design and reflective writing practices. Recent Trends: Analyzes LLMs (ChatGPT, GPT-4) in assignment design, AI detection tools (Turnitin), and institutional responses to AI-driven academic integrity challenges. Advising & Outreach: Facilitates workshops on AI literacy, collaborates on open resource integration, and leads international professional development initiatives like MYFest25.
Associate Professor James N. Kirby is a Clinical Psychologist and Co-Director of the Compassionate Mind Research Group at the School of Psychology, University of Queensland. He holds affiliate positions at the Parenting and Family Support Centre, Early Cognitive Development Centre, and Centre for Health Outcomes, Innovation and Clinical Education (CHOICE), all within the Faculty of Health, Medicine and Behavioural Sciences. Additionally, he maintains a Visiting Fellowship at the Center for Compassion and Altruism Research and Education at Stanford University and is an Honorary Member of the Compassionate Mind Foundation UK. Dr. Kirby earned his Bachelor (Honours) of Psychological Science and Doctor of Philosophy from the University of Queensland. His expertise spans clinical psychology with a specialization in compassion research and interventions. Dr. Kirby's research focuses on compassion and its applications in mental health. His work examines factors that facilitate and inhibit compassionate responding, with particular attention to how compassion-focused interventions help address self-criticism and shame underlying depression and anxiety disorders. His research spans multiple domains including parenting, athlete well-being, mental health in the performing arts, and compassion in healthcare settings. He investigates compassion from multiple angles: as a transdiagnostic treatment target, its neurophysiological correlates, its relationship to social rank and attachment, and its application in diverse populations including autistic adults and fathers. His recent publications reveal a strong emphasis on practical compassion-focused interventions across diverse contexts. There's a clear trend toward examining compassion's physiological correlates (particularly heart rate variability), its application in specific populations (autistic adults, athletes, performing artists), and its role in addressing specific mental health challenges like weight stigma in lipoedema. His work increasingly incorporates digital assessment tools and examines compassion in everyday life through experience sampling methods. The research demonstrates how compassion functions as a cross-cutting therapeutic mechanism applicable across multiple mental health conditions. Associate Editor, Mindfulness journal Associate Editor, Psychology & Psychotherapy: Theory, Research & Practice Author of Choose Compassion (2022) Co-editor of Making an Impact on Mental Health (2020) Co-author of Essentials of Compassion Focused Therapy: A Practice Manual for Clinicians (2024) Dr. Kirby is actively involved in research supervision, currently overseeing multiple PhD candidates across diverse projects related to compassion. His current supervision includes research on deepening self-compassion, online compassion skills training, compassion in healthcare, gender and sexuality perspectives on body image, and compassion-based interventions for caregivers of children born preterm. He has successfully supervised several PhD students to completion, with research focusing on social and affective impacts of attachment, compassion-focused therapy for body weight shame, neurophysiological correlates of compassion, and compassion in parenting contexts. His grants portfolio includes projects funded by Australian Red Cross Lifeblood, Anglicare Southern Queensland, Metro North Hospital and Health Service, and YoungCare Ltd. As Co-Director of the Compassionate Mind Research Group, Dr. Kirby leads a multidisciplinary team dedicated to advancing the science and application of compassion. His current research examines compassion in blood donation, the justice system, traumatic pregnancy, and compassionate decision-making, demonstrating the breadth and impact of his work across multiple domains of human experience.
Dr. Yasmin Fedda is a Senior Lecturer in Film Studies at Queen Mary University of London, specializing in documentary filmmaking, interactive storytelling, and political sciences. She holds a PhD in Trans-Disciplinary Documentary Film from the University of Edinburgh and a Master's in Visual Anthropology from the University of Manchester. British School at Rome Residency National Theatre Immersive Storytelling Studio CPH:Lab Residency Mothlight Micro Cinema Residency Her research explores intersections between film, anthropology, and human rights, with focus areas in forced migration, representation ethics, disability studies, and activism. She leads the UKRI-funded Protracted Displacement Economies project (2020-2024) and co-created How We Work with 39 collaborators across five countries. Recent works include the immersive documentary The Pathogen of War (2024) about antibiotic resistance in Iraq, and the BAFTA-nominated Breadmakers (2007) on disability inclusion in Edinburgh bakeries. Her Syrian-focused films include Ayouni (2020) on forced disappearances and Queens of Syria (2014) about refugee women's theater. RAI Film Prize Commendation (2021) Best Documentary Director, Abu Dhabi FF (2014) Best Female Director, Carthage FF (2015) Best Doc, Arab FF Minneapolis (2016) Sundance Collection inclusion As Fellow at QMUL's Institute for Humanities and Social Sciences, Fedda combines academic research with practice-led filmmaking. She has programmed festivals like Reel Afghanistan and Reel Syria, and taught film globally through universities and NGOs.
Marlena Kilian serves as an Associate Professor (adiunkt habilitowany) at the Faculty of Education, Cardinal Stefan Wyszyński University in Warsaw. Her academic work centers on education within social studies, with 100% specialization in educational sciences, focusing on the intersection of aging, disability, and inclusive practices. Her research spans special education, geragogy (education of older adults), ageism, and assistive technologies. Key areas include disability in late adulthood, social participation of seniors, aging stereotypes, and tools like RoboBraille for accessibility. She examines how educational frameworks can address the needs of older adults with disabilities within rapidly aging societies, emphasizing inclusive methodologies and policy implications. Analysis of her 15 most recent publications (2024-2015) reveals consistent thematic focus on special geragogy development, age-related stereotypes, and assistive technology implementation. Her work bridges theoretical frameworks with practical applications, showing particular emphasis on Poland's educational context and the societal impacts of demographic aging. No scientific awards were documented in the provided materials. Consultation schedules indicate active teaching engagement with both full-time (Fridays 10:20-11:20) and part-time students (Saturdays 16:10-16:40 during sessions). Details regarding student advising, research grants, or laboratory affiliations were not specified in the source information.
Julie James is an Associate Professor in the School of Child and Youth Care at Toronto Metropolitan University (TMU). With over twenty years of professional experience working with young people across schools, healthcare, child welfare, and community settings, Dr. James brings extensive practical knowledge to her academic role. Education: PhD in Sociology from Queen's University Master's degree in Social Work from the University of Toronto Dr. James's research focuses on intersectional approaches to youth issues with particular emphasis on youth-led activism , Indigenous youth resurgence , and trans, gender diverse, and gender non-conforming youth-led work . Her methodological approach integrates quantitative, qualitative, and artistic methodologies within a critical framework of therapeutic practices. She actively explores feminist and queer theories in relation to access to justice for trans youth, non-Indigenous support of Indigenous youth-led activism, and parental advocacy for gender-diverse children and youth. Her publication trajectory demonstrates a consistent focus on gender diversity across multiple domains. The articles reveal an evolution from classroom applications to theoretical frameworks and practical service delivery models, all while centering youth voices and addressing systemic barriers. Her work consistently bridges academic theory with practical applications in Child and Youth Care settings. As a full member of the Yeates School of Graduate Studies, Dr. James teaches across the Child and Youth Care curriculum including courses on introduction to the field, interpersonal communications, professional issues, therapeutic foundations, and diversity issues. Her creative work extends to multimedia projects including the forthcoming podcast series 'Restoring the Circle: Stories of Racialized and Indigenous Trans Youth' and her role as Executive Producer for the documentary 'MNI WICONI: Mitakuyelo - Standing Rock Water Protector' screened at TIFF Bell Lightbox in 2019.
Lars B. Sonderegger serves as a Lecturer at the Lucerne University of Applied Sciences and Arts (HSLU), School of Business, within the Institute for Business and Regional Economics. He teaches management and leadership modules while simultaneously leading his research and consulting firm Quantonomics LLC. His work bridges academic theory with practical business applications, focusing on translating behavioral neuroscience into organizational solutions. His educational background includes neuroscience and behavioral sciences studies at the University of Zurich, culminating in a magna cum laude doctorate in stress management under Prof. Dr. Ulrike Ehlert. This foundation combines with his Swiss Federal Diploma in Business Administration and family background in SME entrepreneurship to create his unique practitioner-scholar approach. Sonderegger's research centers on behavioral economics and neuroscience applications in management, with particular emphasis on leadership development, organizational transformation, and human capital optimization. His work explores how neurobiological principles can reshape traditional management practices, especially in hybrid work environments, decision-making processes, and talent retention strategies. Current projects include the VR Board Assessment Tool, Transformation Tracking, and Agile Collaborative People Management. His publication portfolio demonstrates consistent focus on practical neuroscience applications, with recent work examining leadership in VUCA environments, employee well-being frameworks, and cognitive bias mitigation in governance. The trajectory shows increasing integration of neuroscientific evidence into management literature, moving from foundational stress research toward actionable leadership tools. Schulze Award for Outstanding Applied and Practice Publication (2023) Fellow of the Royal Society for the Encouragement of Arts, Manufactures & Commerce (2017) Sonderegger actively advises Master's students at HSLU on topics ranging from performance management to organizational transformation, while securing consulting engagements that translate academic insights into business value. His Quantonomics firm implements behavioral strategies for clients, supported by research projects tracking transformation effectiveness and developing neuroscience-based leadership tools. He serves on multiple boards including SHL Schweizerische Hotelfachschule Luzern and Eigthwell, applying his expertise to real-world organizational challenges. Through Quantonomics and his university role, Sonderegger maintains a dynamic research-practice ecosystem where academic inquiry directly informs consulting solutions. His teams develop tools like the VR Board Assessment platform while conducting field research on agile people management and SME internationalization, ensuring continuous feedback between theory and practice.
Dr. Silvia Hassouna is a Career Development Fellow in the Department of Geography at Durham University. Her research critically examines the intersections of settler colonialism, environmental politics, and cultural practices, with a regional focus on Palestine. Education: PhD in Human Geography, Aberystwyth University Master's in Globalisation and Development Studies, Maastricht University Research Interests: Silvia's work is centered on postcolonial and decolonial geography , particularly exploring how settler colonialism shapes environmental politics and cultural production in Palestine. She investigates sites such as museums and botanical gardens as arenas of resistance and knowledge production. Her research employs critical approaches to nationalism, cultural geopolitics, and the role of creative practices in shaping imaginative geographies. Publication Trends: Her recent publications (2021-2023) increasingly focus on environmental dimensions of settler colonialism in Palestine, including a 2023 article on postcolonial botanical gardens. Earlier work (2016-2017) addressed peacebuilding in the Israeli-Palestinian conflict and migration studies, reflecting a trajectory towards more ecologically focused decolonial scholarship. Scientific Awards: Frederick Soddy Postgraduate Award (Royal Geographical Society with IBG) ESRC Postdoctoral Fellowship Advising and Grants: Silvia currently supervises PhD student Naznin Nasir. Her research has been supported by prestigious grants including the UK Economic and Social Research Council (ESRC), the Royal Geographical Society, and WISERD (Wales Institute of Social and Economic Research and Data). While specific laboratory affiliations are not detailed, her work is embedded within critical human geography and decolonial environmental studies networks.
Cecilie Pedersen Dalland is a Professor at the Faculty of Teacher Education and International Studies , Oslo Metropolitan University (OsloMet), with affiliation to the Department of Primary and Vocational Teacher Education . She holds a doctorate from the University of Oslo's Institute of Educational Research and has taught at OsloMet, the University of Oslo, and other institutions. Doctorate: University of Oslo (Institute of Educational Research) Master of Education: University of Oslo (Pedagogical Research Institute) General Teacher Education: Oslo University College (Department of Teacher Education) Her research focuses on classroom practices , self-regulation , gender dynamics , and school-home collaboration . She has been pivotal in evaluating the six-year reform (Reform 97 to Fagfornyelsen) and contributes to the FRAME project on reading across mediums. Her publications span topics like inclusive mathematics teaching , qualitative data reuse , and trauma-informed pedagogy . Recent trends in her publications include equity in Nordic education models , methodological pluralism , and crisis-driven pedagogical shifts . She currently teaches master's courses in pedagogy (M5GPE4100/5100), leads the ProFPED master's course (MGMO5900), and oversees doctoral training in classroom research (PHUV9370). She is involved in the Welfare Access Through Technology (WATT) research group and has contributed to projects like Inclusive Mathematics Teaching (IMaT) and Classroom practices 20 years later .
Katie Schmid Henson serves as Assistant Professor of English and Creative Writing at Ursinus College, bringing teaching experience from institutions across Wyoming, Illinois, and Nebraska. Her pedagogical philosophy centers on cultivating vibrant classroom environments that nurture students' writing identities while challenging prescriptive notions of "real writing." Her academic credentials include: B.A. in English Writing and Literature from Millikin University M.F.A. in Poetry Writing from the University of Wyoming Ph.D. in English and Women’s and Gender Studies from the University of Nebraska-Lincoln Henson's research investigates poetry's role in social transformation through feminist and queer lenses. Her work interrogates female embodiment, carceral systems, and intergenerational dynamics within coming-of-age narratives. She examines how poetic forms can articulate resistance against systemic oppression while exploring intimate personal landscapes. Recent publications reveal consistent thematic focus on bodily autonomy, queer experience, and social justice across multiple prestigious venues. Her work demonstrates evolving technical mastery while maintaining commitment to politically engaged poetry that bridges personal and collective struggles through vivid imagery and innovative structures. Her scholarly recognition includes: National Endowment for the Arts fellowship in poetry In teaching, Henson mentors students through courses like Introduction to Creative Writing and Poetry Writing, emphasizing creative risk-taking and authentic voice development. While specific grant details beyond her NEA fellowship aren't documented, her ongoing projects demonstrate sustained creative productivity supported by institutional recognition. Currently developing her second poetry collection and a novel, Henson continues expanding her exploration of identity formation within oppressive systems while contributing to contemporary literary discourse through active publication and pedagogy.
Monica Carolina Good is an Associate Professor at the Faculty of Creative and Critical Studies, University of British Columbia Okanagan Campus. Her research focuses on Spanish Culture and Literature, Indigenous Literature, and Indigenous Language Reclamation and Revitalization, with a particular emphasis on Mexico. She also investigates Indigenous Peoples' Rights to Court Interpretation, especially in Oaxaca. Bachelor of Arts in Modern Languages from Emporia State University (2009) Masters of Fine Arts in Spanish-American Literature and Linguistics from New Mexico State University (2012) Ph.D. in Interdisciplinary Studies from UBC Okanagan (2019) Her academic work bridges Spanish and Indigenous Studies, highlighting sociopolitical dimensions in literature and the role of magical realism in representing Indigenous narratives. She has contributed to discussions on literacy in Indigenous Mexico, intercultural education, and the challenges of Indigenous knowledge in legal contexts. Monica Good received the Provost Award for Teaching Assistants and Tutors (2016-2017). She is actively involved in professional services, including peer reviewing at The Student Anthropologist and editorial work at Hallazgos Magazine. Her publications and presentations span topics like language revitalization, disaster response, and cultural heritage, with a focus on Indigenous communities in Mexico and cross-cultural collaborations.
Robert Godwin-Jones is a Professor in the Department of Foreign Language at Virginia Commonwealth University's College of Humanities and Sciences, where he has served since 1979. He holds the position of Foreign Language Liaison and maintains active scholarly contributions through his "German Stories" digital repository and "Communicating Across Cultures" blog, focusing on technology-enhanced language pedagogy and intercultural communication. His educational background includes: B.A. in French and German from Franklin and Marshall College (1971) M.A. in Comparative Literature (German, French, and English) (1973) Ph.D. in Comparative Literature from the University of Illinois Urbana-Champaign (1977) Dr. Godwin-Jones specializes in Computer-Assisted Language Learning (CALL), with research spanning artificial intelligence applications, virtual reality environments, and digital literacies for language learners. His work examines how emerging technologies transform second language acquisition through ecological semiotics, distributed agency models, and multimodal communication frameworks. He investigates pedagogical translanguaging strategies for less commonly taught languages and analyzes authenticity in AI-mediated language interactions, particularly in pragmatics and writing development. Analysis of his 2021-2025 publications reveals three dominant trajectories: (1) generative AI integration in language instruction with emphasis on ethical implementation and threat mitigation; (2) extended reality applications creating immersive language spaces in the metaverse; and (3) ecological approaches connecting smart devices, ambient intelligence, and situated learning contexts. His scholarship consistently bridges theoretical frameworks with practical classroom applications across 19th-century German literature studies and contemporary language education. He maintains active professional engagement through memberships in: Delta Phi Alpha German Honorary Society Phi Kappa Phi Honorary Society Modern Language Association American Association of Teachers of German American Association of Teachers of French Foreign Language Association of Virginia As director of the "German Stories" project since 1994, he has curated verified editions of 19th-century German narratives with English translations under Creative Commons licensing, creating what has become a foundational resource for literary study and language acquisition. His blog extends this work through contemporary analyses of intercultural communication challenges, while his scholarly leadership in organizations like CALICO shapes national discourse on technology in language education. His laboratory functions as the "German Stories" digital ecosystem, which has evolved into a comprehensive platform hosting annotated texts, pedagogical resources, and research archives. This environment supports both formal classroom instruction and informal learning communities, demonstrating his commitment to porous classroom models that integrate physical and digital learning spaces.
