Don Davis is a Professor in the Department of Counseling at Georgia State University's College of Education & Human Development. He serves as program coordinator for Counseling Psychology and teaches in Clinical Mental Health and Counselor Education programs. Research Focus: Dr. Davis directs the Humility and the Advancement of Positive Psychology Interventions (HAPPI) Lab, which conducts basic and applied research on virtues including humility, forgiveness, and gratitude. His work also examines spirituality as an aspect of diversity in counseling. He leads a $6 million John Templeton Foundation grant project investigating intellectual humility development and intervention contexts. Publications explore cultural humility in clinical supervision, religious/spiritual struggles, existential humility, and multicultural counseling processes. Recent work examines how virtues like humility and gratitude impact therapeutic relationships and psychological well-being across diverse populations. Key Research Areas: Positive Psychology Interventions Cultural Humility in Counseling Spirituality and Mental Health Virtue Development in Clinical Practice
Arianne Teherani, PhD, is Professor in Residence in the Department of Medicine at the University of California, San Francisco (UCSF) School of Medicine. She serves as Founding Co-Director of the UC Center for Climate, Health and Equity and Director for Program Evaluation and Education Continuous Quality Improvement at the UCSF School of Medicine. She earned her undergraduate degree in Social Ecology from the University of California, Irvine, her master's and doctorate in Education from the University of Southern California, and completed a fellowship in Higher Education at the University of British Columbia. Dr. Teherani’s research advances equity, social justice, and climate solutions in health professions education. Her work identifies and dismantles practices that perpetuate educational disparities. She leads initiatives in equitable clinical assessment, climate-health education, and sustainable healthcare training. Her scholarship focuses on educational reform, faculty development, and community-engaged learning. She has published extensively on topics including clerkship equity, professionalism, longitudinal integrated clerkships, and the integration of climate change into medical education. Her recent publications demonstrate a strong trend toward climate-health education, healthcare decarbonization, and equity in assessment. She frequently collaborates with national and UC-system-wide teams on sustainability and educational innovation. Her work emphasizes systems-level change and the translation of research into policy and practice. UCSF Faculty Sustainability Award UC Sustainability Champion Award Faculty Climate Action Champion (University of California system) Dr. Teherani mentors students, residents, fellows, and faculty in health professions education. She has led numerous educational initiatives, including the Aspiring Physicians Program and the Academic Leadership Academy, aimed at supporting underrepresented students. She has also driven continuous quality improvement in medical education through rigorous evaluation of innovative programs. Her leadership extends to national organizations including the Association of American Medical Colleges, the American Educational Research Association, and the National Academies of Science, Engineering, and Medicine. She leads the Equity and Justice in Education initiative and is deeply involved in antiracism and DEI efforts. She co-leads faculty development programs focused on sustainable healthcare and climate education across the UC system.
Mark A. Yarhouse, Psy.D., is a clinical psychologist and the Dr. Arthur P. Rech and Mrs. Jean May Rech Professor of Psychology at Wheaton College. He directs the Sexual and Gender Identity (SGI) Institute and the Mental Health Collective, focusing on intersections of religious, sexual, and gender identities. Education: Psy.D. in Clinical Psychology (Wheaton College), M.A. in Theological Studies (Wheaton College), B.A. in Philosophy and Art (Calvin College) His research explores sexual/gender identity conflicts in Christian contexts, including transgender experiences, same-sex attraction, and faith integration. He has authored over 100 peer-reviewed works and 20+ books, with recent studies examining identity synthesis in religious environments. Scientific awards include the Gary Collins Award for Excellence in Christian Counseling and a Christianity Today 2024 Book Award finalist nod. He has served on APA consensus panels and advised the National Institute of Corrections. Labs/Teams: Sexual and Gender Identity (SGI) Institute, Mental Health Collective
Milton de Sousa is an Associate Professor at Nova School of Business & Economics in the Department of Management and Organizations, where he served as director of international development and academic director of CEMS MiM. He co-founded the Leadership for Impact Knowledge Center and brings nearly 30 years of professional experience spanning engineering, consulting, and entrepreneurship, including 14 years in the Netherlands. His educational background includes: PhD in Management from the Rotterdam School of Management, Erasmus University (2014) MBA with Distinction from the University of Bradford (2003) Electrical and Computer Engineering from the University of Porto (1998) De Sousa's research centers on servant leadership, meaning in organizations, and the impact of Artificial Intelligence on work and management. He investigates how leadership and technology intersect to shape the future of work, with emphasis on complex adaptive systems and innovation. His work bridges academic theory with practical executive applications through Nova SBE's Leadership for Impact Knowledge Center. Analysis of his 15 most recent publications reveals consistent focus on servant leadership across diverse contexts including cross-cultural studies, organizational change, and AI integration. His research frequently addresses societal challenges, ethical dimensions of leadership, and practical frameworks for managing paradoxes in complex environments. He directs multiple AI-focused executive programs including Managing with AI and AI for HR and Talent Management. As co-host of a leadership podcast at Observador and frequent media contributor, he actively disseminates research insights to broader professional audiences.
John Graham is a Professor at the School of Social Work, University of British Columbia Okanagan Campus. Former Director at UBC and Florida Atlantic University, his work spans social policy, spirituality in social work, multicultural practice, and homelessness prevention. Based in Kelowna, BC, he leads the Kelowna Homelessness Research Collaborative with over $1 million in funding. Ph.D. in Social Work (University of Toronto, 1996) MA (Queen’s University, 1990) MSW (University of Toronto, 1989) BA (Trinity College Toronto) His research integrates social policy analysis with community-based initiatives, focusing on employee well-being, multicultural social work frameworks, and Bedouin-Arab development studies. Current projects address homelessness reduction via the Journey Home initiative, combining spatial policy analysis with health interventions. Recent publications emphasize climate-related health risks for homeless populations, cross-sectoral partnerships, and spiritual dimensions in social work education. He has secured over $35 million in total research funding, with active projects targeting housing stability and community engagement. Fellow, American Academy of Social Work and Social Welfare (2022) Teaching Award for Graduate Student Mentoring (2014) As a mentor to over 100 graduate students, he bridges academic rigor with practical application. The Kelowna Homelessness Research Collaborative under his leadership prioritizes tier-one publications, interdisciplinary training, and policy advocacy.
Gerardo L. Blanco is an Associate Professor at Boston College's Lynch School of Education and Academic Director of the Center for International Higher Education (CIHE). His research explores intersections of quality assurance, internationalization, and social justice in higher education, with a focus on accreditation, rankings, and institutional identity construction. Education: Ed.D. in Education (University of Massachusetts Amherst), M.Ed. (University of Maine), B.A. (Universidad de las Américas, Puebla, Mexico) Blanco's work challenges neoliberal and colonial assumptions in global higher education metrics. He examines how institutions communicate quality through digital platforms and advocates for localized, inclusive frameworks over Northern-dominated paradigms. His scholarship spans critical analyses of accreditation practices, internationalization strategies, and equity implications of US policy on refugee and international students. Recent publications highlight trends in global quality assurance, decolonial readings of rankings, and critical visual methodologies. His research scrutinizes the paradoxes of internationalization, including power asymmetries in mobility programs and the commodification of educational experiences. Key Awards: Best Research Article (CIES, 2017) Fulbright Specialist Appointment (2020) Best Dissertation Honorable Mention (CIES, 2014) New Scholars Fellowship (CIES, 2012) Blanco leads editorial roles in top journals and collaborates on grants addressing internationalization challenges, including post-COVID mobility and global student housing equity. His work emphasizes cosmopolitanism, intergroup dialogue, and institutional transformation for social justice.
Sarah J. Corcoran is a Clinical Assistant Professor in the Department of Occupational Therapy at Saint Joseph’s University, affiliated with the School of Health Professions. She holds a BS in Occupational Therapy from the University of Scranton and an OTD from Chatham University. Her work bridges clinical practice, education, and healthcare quality improvement. Bachelor of Science in Occupational Therapy: University of Scranton Occupational Therapy Doctorate: Chatham University Her research focuses on diversity, equity, and inclusion (DEI) in healthcare professions, leadership development , and fostering professional belonging among occupational therapy students and practitioners. She actively contributes to antiracist pedagogy initiatives and collaborates with national organizations like the American Occupational Therapy Association’s DEI Community of Practice. Her publications emphasize themes of leadership in healthcare systems, DEI frameworks, and practical strategies for addressing social determinants of health. She co-developed continuing education courses on cultural humility and social determinants of health. As an educator, she spearheads curricular initiatives to build an inclusive academic environment. Her professional service includes regulatory survey preparation, policy development, and mentorship programs for home health therapists.
Jia-Chi Huang is a Distinguished Professor and Dean of the College of Commerce at National ChengChi University (NCCU) in Taiwan. He has been serving as a Professor in the Department of Business Administration since 2013 and has held various administrative positions including Dean of the College of Commerce since 2023, and previously as Department Chair and Associate Dean. His academic career spans over three decades with continuous research contributions in organizational behavior and human resource management. National Taiwan University - PhD in Human Resource Management and Organizational Behavior (1992-1997) Chung Yuan Christian University - Master's in Business Administration (1988-1990) National Cheng Kung University - Bachelor's in Industrial Management (1984-1988) Huang's research primarily focuses on team composition and management, strategic human resource management, and goal orientation theory. His work explores how team dynamics, leadership styles, and organizational structures influence team performance, creativity, and innovation. He has made significant contributions to understanding transactive memory systems, group affect tone, and their impact on team outcomes. His research bridges theoretical frameworks with practical applications in organizational settings, particularly in the Asian business context. Analysis of Huang's recent publications reveals a consistent research trajectory examining team dynamics and leadership. His work increasingly integrates multiple theoretical perspectives including social learning theory, resource conservation theory, and goal orientation frameworks. There's a clear focus on how emotional and cognitive team processes interact to influence creativity and performance. His research has evolved from individual-level analyses to more complex multilevel models examining team-organization interactions, with particular attention to cross-cultural contexts in East Asia. Academic Research Excellence Award from National ChengChi University Distinguished Professor designation at NCCU Yushan Academic Award from Yushan Financial Holding Emerald 2013 Citation of Excellence Award 2013 Carolyn Dexter Award Nominee from Academy of Management Senior Excellent Teacher Award (20 years) from NCCU IACMR-RRBM Award for Responsible Research in Management (2018-2019) Professor Huang has secured substantial research funding as Principal Investigator, particularly from Taiwan's Ministry of Science and Technology (MOST), with continuous funding spanning multiple three-year projects. His research portfolio demonstrates a remarkable consistency in exploring team dynamics, leadership, and human resource management systems. He has served as editor for several prominent academic journals including the Journal of Management and Business Research (management學報) as Chief Editor since 2019, and previously as Editor-in-Chief for Organizational and Management journal (2009-2012) and Dongwu Journal of Economics and Business (2007-2018). His service to the academic community extends to editorial board positions and leadership roles in professional associations including the Taiwan Organization and Management Association. While specific laboratory information isn't detailed in the provided materials, Professor Huang's research appears to be conducted through collaborative networks involving multiple institutions across Taiwan and internationally. His work frequently involves cross-cultural comparisons and multilevel analyses, suggesting involvement with research teams that span organizational boundaries. His ongoing projects related to leadership humility, team memory systems, and ethical climate indicate active research groups focused on organizational behavior phenomena.
Kelly Bass serves as Associate Professor and Faculty Chair in the Department of Social Work at the University of South Dakota, directing the Child & Adult Advocacy Studies (CAASt) program. His clinical expertise spans forensic evaluations, crisis intervention, and therapeutic treatment for vulnerable populations across criminal justice, mental health, and welfare systems. His educational background includes: Doctorate in Social Work (DSW), Clinical Social Work, University of Tennessee - Knoxville, 2015 MS, Advanced Generalist Social Work, University of Nebraska at Omaha, 2001 BS, Generalist Social Work, University of Sioux Falls, 1998 Bass focuses on clinical supervision frameworks, interprofessional education, and trauma-informed interventions for at-risk youth and families. His research examines service delivery integration at healthcare-discipline intersections and outcomes improvement for mentally ill populations within institutional systems. Recent publications reveal a strong emphasis on culturally relevant case studies, advocacy curriculum development, and ACEs mitigation through neuroscience-informed practice. His scientific recognition includes the 2023 IPEC Excellence Award Honorable Mention and multiple Belbas-Larson Teaching Award nominations. Current grants like HRSA's COMPASS initiative ($1.2M) address South Dakota's behavioral health workforce shortages through innovative training pipelines, while the NCWWI case-based learning project enhances child maltreatment practitioner competencies. Bass leads the CAASt certificate program and serves as an ASWB Path to Licensure Scholar, developing national curricular guides for licensing regulation. His clinical supervision research informs the COMPASS grant's mentorship framework, creating sustainable pipelines for rural mental health professionals through university-community partnerships.
C. Colt Anderson is a Professor at Fordham University, currently listed in the Graduate School of Education faculty directory. He previously served as Academic Dean of Fordham's Graduate School of Religion and Vice President of Academic Affairs at the Washington Theological Union, bringing extensive administrative experience to his academic role. His educational background includes: BA from the University of Georgia MA in Religious Studies from the University of Georgia PhD in Historical Theology from Marquette University (1998) Professor Anderson's research centers on historical theology , church reform , and eschatological perspectives , with particular focus on: The early Franciscan movement as theological framework Contemporary religious nationalism Catholic sexual abuse crisis analysis Christian spirituality and ecclesial leadership Communication of the Gospel in modern contexts His publication trajectory reveals a significant evolution from medieval Franciscan studies toward urgent contemporary issues. Recent works increasingly address institutional failures in religious organizations, faith's relationship to political systems, and crisis response mechanisms within ecclesial structures, demonstrating consistent application of historical insights to modern challenges. Professor Anderson has received notable recognition including: Catholic Press Association award for history (2007) for 'The Great Catholic Reformers' Bronze Award for political science (2021) for 'Faith, Nationalism, and the Future of Liberal Democracy' Honorable mention from The Catholic Media Association (2021) Prior to academia, he served as theological consultant to the Democratic Party of Georgia and worked as an award-winning scriptwriter and film producer, demonstrating interdisciplinary engagement beyond traditional academic boundaries. Information regarding student advising and research grants is not documented in available sources.
Michael Goh serves as Professor and Campbell Leadership Chair in Education and Human Development at the University of Minnesota's College of Education and Human Development, where he coordinates Graduate Programs in Higher Education. Previously (2017-2022), he held the systemwide position of Vice President for Equity and Diversity across the university's five campuses. His educational foundation includes: PhD in Counseling and Student Personnel Psychology from the University of Minnesota MS in Counseling and Counselor Education from Indiana University BA in Psychology and Sociology (double major) from Indiana University Goh's research centers on cultural intelligence (CQ) and intercultural competence development within higher education contexts, examining cross-cultural counseling practices, leadership for inclusive excellence, and culturally intelligent frameworks for mental health services. His interdisciplinary approach bridges psychology, sociology, and educational leadership to address diversity, equity, and inclusion challenges in global academic environments, with particular focus on international student development and culturally responsive administration. His 2020-2025 publications reveal consistent exploration of intercultural competence in higher education internationalization, with strong emphasis on Asian case studies (Japan, Singapore) and practical applications for DEI leadership. Recurring themes include global citizenship education frameworks, equity-driven institutional transformation, and cross-cultural therapeutic expertise development, demonstrating both theoretical depth and practical implementation strategies across diverse educational settings. Notable recognitions include: Fellow of the American Psychological Association (2024) Commissioner for Midwestern Higher Education Compact (2021-2025) Senior Fellow at Minnesota Institute for Trauma Informed Education (2021-present) Pacific Circle Consortium Honors Recognition for cross-border scholarly work (2018) Exemplary Diversity Leadership Award from American Counseling Association (2010) Multiple distinguished teaching and mentorship awards from University of Minnesota His grant leadership includes NSF-funded Louis Stokes North Star STEM Alliance targeting underrepresented students in STEM fields, and NIH Partners in Research Grant developing culturally responsive children's mental health practices. Current projects focus on linguistic access to mental health services and multinational studies of expert counselors across Asia. Goh previously directed the University of Minnesota's Institute for Diversity, Equity, and Advocacy (IDEA), fostering interdisciplinary equity research, and maintains connections with the Workforce Development and Research Lab through his focus on culturally intelligent leadership development.
Kurt Sylvan is an Associate Professor in the Department of Philosophy at the University of Southampton, Faculty of Arts and Humanities. He has been a permanent faculty member since 2015, after joining in January 2014 as a post-doctoral lecturer in the Normativity: Epistemic and Practical project. He holds a PhD from Rutgers University, completed in 2014 under the supervision of Ernest Sosa, with committee members including Ruth Chang, Jonathan Dancy, Alvin Goldman, and Susanna Schellenberg. His primary research interests include: Epistemology Kant and Contemporary Kantian Philosophy Philosophy of Practical Reason General Philosophy of Mind Philosophy of Neurodiversity Moral and Political Philosophy Sylvan’s research centers on developing a Kantian account of epistemic normativity, which he calls Epistemic Kantianism , grounded in the idea that epistemic rationality constitutes respect for truth. He also investigates the nature of knowledge as a non-normative, world-presenting mental relation, with applications in classical Indian epistemology. His recent collaborative work explores neurodiversity’s implications for philosophy of mind and epistemology. He is currently finalizing a book, Respect for Truth: A Kantian Account of Theoretical Normativity , and co-editing a new edition of the Blackwell Companion to Epistemology . His recent publications from 2021 to 2025 reveal a consistent trajectory in theoretical and practical normativity, with a focus on suspension of judgment, autonomy of knowledge, internalist epistemology, and critiques of instrumental rationality. These works span top journals such as Philosophical Studies , Analysis , Mind , and The Philosophical Review , as well as chapters in edited volumes. His scientific contributions are recognized through sustained scholarly output, though no specific awards are mentioned in the provided text. Sylvan supervises PhD students, including James Clark Ross, and is currently accepting new PhD applicants. He has taught across a broad range of areas, including history of philosophy, aesthetics, metaphysics, and philosophy of mind. He is also engaged in interdisciplinary research, particularly at the intersection of epistemology and neurodiversity, and collaborates with scholars such as Claire Field and Andrew Stephenson.
Dr. Otto Scharmer is a Senior Lecturer at the MIT Sloan School of Management and Founding Chair of the Presencing Institute. Over the past 20 years, he has pioneered frameworks for awareness-based systems change, notably through his bestselling books Theory U and Presence , co-authored with Peter Senge. His work bridges leadership development, economics, and regenerative practices, emphasizing the shift from extractive to eco-centric systems. Academic Affiliation: MIT Sloan School of Management Key Initiatives: Co-founded MITx u-lab (250,000+ global users), GAIA journey, and SDG Leadership Labs in 26 UN countries His research focuses on systems transformation, social field theory, and regenerative economics. Recent articles explore topics like embodied cognition in leadership, eco-system economies, and the role of social fields in change. He has received the Jamieson Prize for Teaching Excellence, the Leonardo Corporate Learning Award, and the Elevating Humanity Award.
Dr. Kathleen M. Sutton is an Assistant Professor in the Department of Physical Therapy at Creighton University's Phoenix Health Sciences Campus. She holds a Doctor of Physical Therapy (Bellarmine University), Master of Public Health in Global Health Practice (University of South Florida), and a PhD in Rehabilitation Sciences (University of Kentucky). Her clinical expertise spans hospital-based critical care and acute rehabilitation, with extensive global health experience. Research Focus: Her work centers on community-based strategies to address health disparities among marginalized populations, including individuals with disabilities. She also investigates culturally responsive education to enhance student awareness in healthcare equity. Research interests include disability inclusion, population health initiatives, and global health systems. Teaching: Teaches courses such as Behavioral/Social Science Foundations (PTD 503), Health Conditions for Physical Therapy (PTD 511), and Cardiovascular/Pulmonary Physical Therapy (PTD 513 & 613). Labs/Teams: Member of the Rehabilitation Science Research Laboratory. Affiliated with the Doctor of Physical Therapy program in Phoenix.
Celeste Malone, PhD, is an Associate Professor and Coordinator of the School Psychology Program at Howard University's School of Education. She holds a PhD in School Psychology from Temple University and postdoctoral training from Johns Hopkins University. Her research focuses on multicultural competence in school psychology, diversification of the profession, and culturally responsive practices. She leads the Multicultural School Psychology Research Group (MSPRG), developing tools like the School Psychology Multicultural Competence Scale. Dr. Malone has held leadership roles in NASP (2022–2023 President, first Black woman in the role) and APA, advocating for equity. She received presidential awards from NASP, APA Division 16, and others. Education: Brown University (BA Psychology), Johns Hopkins (MS Counseling), Temple University (PhD School Psychology) Research interests include bridging research-practice gaps, addressing microaggressions, and improving mental health access for marginalized youth. Notable contributions include frameworks for MTSS (Multi-Tiered Support Systems) in anti-racist schooling and pandemic-era advocacy for educational equity. Key awards: 2024 Outstanding Article Award (School Psychology Review), Jean Baker Mid-Career Service Award (APA) Her work emphasizes social justice through leadership development, policy advocacy, and anti-oppressive training. Current projects explore faculty diversity recruitment, LGBTQ+ competency in training, and liberatory mentoring practices.
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