Professor Linda Newnes is a faculty member in the Department of Mechanical Engineering at the University of Bath, leading the Made Smarter Innovation: Centre for People-Led Digitalisation (£5M) and the TRansdisciplinary ENgineering Design (TREND) research group (£1.8M). Her work focuses on transdisciplinary engineering, whole life value analysis, and sustainable manufacturing. She directs The Foundry: Centre for Digital, Manufacturing & Design, emphasizing people-centric digitalization and cross-sector collaboration. Her research integrates natural/social sciences and industry stakeholders to address challenges in aerospace, defense, and energy sectors. Notable projects include models for whole life value (cradle-to-cradle) and tools for transdisciplinary working. She actively promotes Equality, Diversity & Inclusion (ED&I), leading the University’s Aurora programme and Athena SWAN submissions. Recent publications explore digital skill premiums, transdisciplinary frameworks, and AR deployment challenges. She advocates Industry 5.0 principles, emphasizing human-centric innovation and resilience in socio-technical systems. Current grants focus on net-zero transitions and cellular agriculture manufacturing. Her advising spans doctoral students in transdisciplinary engineering, Industry 5.0, and future manufacturing. She collaborates with industry partners like Airbus and Innovate UK to advance cost estimation, decision support tools, and lifecycle analysis.
Matthew Duvall is a Lecturer at the University of Pennsylvania’s Graduate School of Education. His career spans roles as a computer programmer, high school teacher, instructional designer, and writer. His research focuses on leveraging technology to create inclusive learning experiences, particularly for underserved populations. He specializes in game-based learning, computational thinking, teacher professional development, and corporate training. Dr. Duvall’s work includes directing the Skyscraper Games project at Drexel University’s ExCITe Center, where middle school students designed video games displayed on Philadelphia’s Cira Centre. His dissertation explored using Goodreads to engage high school students in English language arts. He has also designed corporate training programs informed by learning science frameworks. His research trends emphasize bridging educational technology with practical applications, such as evaluating serious games, refining teacher feedback models, and integrating literacy tools like Goodreads into classrooms. His articles reflect a focus on equity, innovative pedagogy, and technology’s role in fostering authentic learning experiences. While no specific awards are listed, Dr. Duvall’s projects highlight impactful contributions to educational equity and technology integration. He collaborates with teams like the ExCITe Center and organizations serving individuals with autism, emphasizing collaborative approaches to educational innovation.
Dr. Shiyan Jiang is an Assistant Professor in the Learning Design and Technology Program at North Carolina State University’s College of Education . She joined NC State in 2019 and specializes in integrating digital literacy into STEM education, particularly through AI-driven curriculum design and technology-enhanced interdisciplinary learning. Her work emphasizes empowering K-12 students with tools like narrative modeling, data visualization, and machine learning to explore STEM identities and career pathways. Education : Dr. Jiang holds a Ph.D. in Teaching and Learning (Specialization: Technology-Enhanced STEM Education) from the University of Miami (2018). Research Focus : Her research centers on: AI and data science education in K-12 classrooms Multimodal composing environments for STEM identity development Technology-mediated interdisciplinary learning Epistemic agency and data literacy Key Achievements : Recipient of NSF Awards #1949110 (2019) and #2241671 (2022) for AI-in-education projects Co-chair of the Technology Committee at the International Society of the Learning Sciences (ISLS) Editorial board member of Journal of Educational Technology Research and Development and Journal of Science Education and Technology Teaching : Courses include Data Visualization, Machine Learning, and Text Mining in Education, alongside doctoral seminars in Learning Sciences. Grants & Outreach : Collaborates with educators and institutions to design AI-infused curricula, such as the i-SAIL (integrated Science and AI Learning) program. She also develops tools like StoryQ for K-12 machine learning education. Labs & Teams : Active in the Friday Institute for Educational Innovation and the Belk Center, focusing on scalable educational technologies.
Loretta Hsueh, PhD, is an Assistant Professor at the University of Illinois at Chicago (UIC), specializing in clinical health psychology and health services research. Her work integrates behavioral, psychosocial, structural, political, and biomedical science to address health disparities, particularly focusing on type 2 diabetes among immigrants and people of color. She currently holds a position in the Department of Psychology and is associated with UIC's clinical research initiatives. Education: BA in Psychology and Communication, University of California, Santa Barbara MA in Psychology, San Diego State University Predoctoral Clinical Internship, UIC School of Medicine PhD in Clinical Psychology, Indiana University–Purdue University Indianapolis (IUPUI) T32 Diabetes Translational Research Postdoctoral Fellowship, Kaiser Permanente Northern California Division of Research Research Focus: Dr. Hsueh's research explores two key areas: (1) identifying root causes of diabetes disparities among marginalized groups and developing prevention strategies, and (2) investigating healthcare experiences and their impact on disease progression. Her work emphasizes telemedicine access, patient-provider communication (especially language concordance), and interventions targeting mental health and chronic disease management in diverse populations. Recent Trends in Publications: Her recent work highlights telemedicine's role in pandemic-era healthcare, disparities in video visit access for limited English proficiency patients, and sociocultural factors influencing mental health outcomes among immigrants. She frequently collaborates with interdisciplinary teams to address systemic barriers in healthcare delivery. Awards & Recognition: No formal awards listed, though her research contributes significantly to policy-relevant evidence for improving healthcare equity. Advising & Grants: Dr. Hsueh is actively reviewing applications for doctoral students starting Fall 2026, focusing on candidates interested in health disparities and clinical research. Her grants likely support projects aligned with her NIH-funded diabetes and telemedicine research, though specific grant details are not provided here. Labs & Teams: She leads a research lab focused on multicultural health equity, collaborating with institutions like Kaiser Permanente and UIC to conduct population-level studies and clinical trials.
Marianne Ignace is a Distinguished Professor in the Department of Indigenous Studies and Department of Linguistics at Simon Fraser University (SFU), with a joint appointment. She holds a PhD in Anthropology from SFU and an MA in Cultural Anthropology from the University of Göttingen. Her research focuses on Indigenous knowledge systems, particularly among the Secwepemc (Shuswap) people of the Plateau, emphasizing land use, ethnobotany, traditional ecological knowledge, and language revitalization. She directs the First Nations Language Centre and Indigenous Languages Program at SFU. Education: PhD (Anthropology, SFU), MA (Cultural Anthropology, University of Göttingen) Her work bridges anthropology, linguistics, and applied research, collaborating with First Nations communities to document languages like Secwepemctsin, St’at’imcets, Haida, and Sm’algyax. Key research areas include Secwepemc oral histories, Indigenous legal frameworks, and the intersection of language, environment, and cultural heritage. She has authored/co-authored over 30 peer-reviewed publications, including monographs like Secwepemc People, Land and Laws (2017) and contributed to language revitalization projects such as the Tlli7sa Secwepemc Story App . Dr. Ignace has received numerous awards, including the 2019 Governor General’s Innovation Award for her transformative work in Indigenous language and cultural preservation. She teaches courses on Indigenous ethnobotany, linguistics, and language pedagogy, integrating community-based and digital approaches. Awards: 2019 Governor General’s Innovation Award, 2018 BC Book Prize Finalist, 2005 CUFA BC Career Achievement Award Her advising and grants work includes partnerships with the Secwepemc Cultural Education Society and communities like Skeetchestn, focusing on language immersion programs, cultural impact assessments, and expert witness reports on Indigenous rights. She leads initiatives like the First Nations Language Platform, advancing digital tools for endangered language preservation.
Dr Fiona Suwana is a Communication and Media Lecturer & Researcher at UniSA Creative, University of South Australia. She holds a PhD from Queensland University of Technology and has a Master's from Universitas Indonesia and a Bachelor's from London School of Public Relations. Her research focuses on digital activism, democracy, media literacy, and youth civic engagement in Indonesia. Fiona has co-authored works on social media dynamics, including 'Social Media in Society' (Palgrave Macmillan) and peer-reviewed articles on Indonesian political movements and digital media strategies. Education: PhD: Digital Media Research Centre, Queensland University of Technology MSc: Communication Science, Universitas Indonesia Bachelor of Arts: Communication Studies (Mass Communication), London School of Public Relations Her research interests include digital media's role in political movements (e.g., the Save KPK campaign), WhatsAppification in elections, and expanding digital literacy initiatives. Fiona collaborates with institutions like Diponegoro University, Monash University Malaysia, and QUT. She has led projects such as the 'Democratic Resilience' series funded by DFAT Australia Awards Indonesia. Grants & Supervision: Supervises research degree students and has secured grants for projects analyzing digital media's societal impact. Her work addresses challenges in Indonesia's democratic practices and cyber threats to activists. Labs/Teams: Engaged in cross-disciplinary research at UniSA Creative, focusing on creative industries and digital innovation.
Alissa Ruth is an educational anthropologist and faculty member at Arizona State University's School of Human Evolution and Social Change, serving as Director of Strategic Initiatives. She focuses on improving educational access, student success, and innovative pedagogies. Her work includes research on undocumented immigrant youth, undergraduate research experiences (UREs), and critical pedagogy. She leads the Innovations in Social Science Instruction and Training Lab and directs education for the NSF Cultural Anthropology Methods Program (CAMP). Ruth has over 22 years of experience in higher education, including teaching, curriculum design, and mentoring students and community members. She co-edited The Handbook of Teaching Qualitative and Mixed Methods (2023) and contributes to journals like Social Science & Medicine . Her research projects address higher education equity, methods training, and social entrepreneurship pathways for underserved students. Affiliations: Director of Strategic Initiatives, ASU; Institute for Social Science Research; NSF CAMP. Education: Ph.D. Anthropology (ASU), M.S. Justice Studies (ASU), B.A. Anthropology (University of Florida). Research Interests: Critical Issues in Higher Education, First-Generation Students, Ethnographic Methods, College Student Wellbeing, Immigration Policy, and Pedagogical Innovation. Publications: Over 20 peer-reviewed articles and edited volumes, emphasizing methods training, UREs, and marginalized student success. Awards: None explicitly listed, but recognized through editorial roles and program leadership. Teaching & Advising: Teaches courses on cultural anthropology, ethics, and global health. Advises students through honors programs and internships. Leads initiatives like the Global Ethnohydrology Study and Methods4all.
Dr. Jayaraj Sundaresan is a Lecturer in the Department of Geography and Environment at the London School of Economics and Political Science . He teaches across urban studies, planning, and development domains while conducting research on vernacular governance, planning violations, and decolonial urbanism in India and London. PhD in Regional and Urban Planning Studies (LSE Geography) MSc in City Design and Social Science (LSE Cities) MArch in Urban Design and Planning (CEPT Ahmedabad) BArch in Architecture (CET Kerala University) His research focuses on urban politics, commoning practices, and planning illegalities through ethnographic methods. Key themes include: Decolonial urban theory Water governance and ecological transformations Corruption in land use planning Vernacular formations of power Participatory urbanism critiques Comparative global South urbanism Scientific contributions span 15+ years with notable work on Bangalore lake restoration dynamics, urban commons, and JAM (Jan Dhan-Aadhaar-Mobile) digital governance. Awards include: UNESCO award for Arackal Palace conservation Fellow of the Higher Education Academy UK He has advised Kerala's Chittur-Thathamangalam Municipality on participatory planning (2022-2023) and contributed to London's Tall Buildings evidence Framework (2013). Current work involves a monograph on Indian planning violations.
Professor Carl Thompson is a leading academic in applied health research at the University of Leeds' School of Healthcare within the Faculty of Medicine and Health. His roles include being a registered nurse with extensive NHS experience, from nursing assistant to NHS Trust non-executive director. Previously, he held a personal chair in health sciences at the University of York. His expertise spans clinical decision making, implementation science, and evidence-based healthcare. Research focuses include care home quality improvement, wearable technology applications, and computerised decision support systems. Notable projects include the £2m CONTACT study on Bluetooth wearables for contact tracing in care homes and the STaRQ study examining nurse staffing impacts on care quality. He collaborates internationally with institutions in Australia, the Netherlands, Canada, and the US. Education: DPhil in Social Policy (University of York, 1996), BSc Hons in Social Policy (1st class, 1993), RN qualification (York College of Nursing, 1989). Grants: Secured or collaborated on £20m+ projects from NIHR, MRC, and ESRC. Teaching: Covers medical informatics, decision making, and leadership in healthcare education. Awards: No specific awards listed, though his extensive funding and leadership roles reflect professional recognition. Leadership: Former Director of Research in the School of Healthcare and Pro Dean for Applied Health Research. His research emphasizes 'how people use information in clinical practice and policy making,' with a focus on translating evidence into practice. He advises on national funding panels (NIHR HSDR, Irish Health Research Board) and mentors PhD students in decision science and implementation research. Current initiatives include the Nurturing Innovation in Care Homes (NiCHE Leeds) collaboration and membership in the NIHR Yorkshire and Humber CLAHRC's Improvement Science theme. He actively supports implementation science through visiting professorships at the Universities of Alberta and East Anglia.
Dr. Borna Izadpanah is a Lecturer in Typography & Graphic Communication at the University of Reading. His research focuses on the history of printing and type design, particularly in Persian and Urdu languages using the Arabic script. He emphasizes decolonizing curricula and promoting inclusivity through interdisciplinary collaborations and open access initiatives. Education: PhD in Typography (2021), University of Reading MA in Typeface Design (2015), University of Reading MA in Graphic Design (2010), London College of Communication BA in Graphic Design (2006), Soore University Research Interests: Decolonizing typography, preservation of endangered archival materials, digital humanities, and the historical development of Arabic-script typography. His work bridges print history, art history, and Islamic studies, using non-European language sources. Articles Trends: Recent publications explore Urdu typography’s colonial influences, Persian printing in Qajar Iran, and the global history of Arabic-script type design. His research highlights underrepresented communities and historical gaps in type design practices. Awards: Type Directors Club Awards (2024, 2023, 2017) Granshan Typeface Design Competition (2015–2017) Advising & Grants: Supervises doctoral research in Persian and Asian typography, with a focus on underrepresented communities. Collaborates on projects like the Typodiversity exhibition and workshops on non-Latin type design. Labs/Teams: Involved in the Type Design intensive (TDi) program and co-leads courses at the British Library. Active in the Royal Asiatic Society and Google Fonts collaborations.
Dr Kirstin Mills is Senior Lecturer and Director of the Master of Research and Graduate Diploma of Research in the Faculty of Arts at Macquarie University. She holds a PhD and a BA (Hons, First Class) in Literature from Macquarie University, with her doctoral thesis entitled "Imagined Worlds: the Role of Dreams, Space, and the Supernatural in the Evolution of Victorian Fantasy" (2014). She has led the design and implementation of innovative graduate research programs including the Graduate Diploma of Research which launched in 2025. Dr Mills earned her PhD in English Literature from Macquarie University with a thesis examining dreams, space, and the supernatural in Victorian fantasy literature. Her undergraduate honors work focused on psychology and epic fantasy in Beowulf and Tolkien. She maintains active involvement in academic leadership through positions on the University's Graduate Research Management Committee and as Deputy Chair of the Faculty of Arts Research Training Committee. Dr Mills' research specializes in Gothic and fantastic literature with particular focus on the long nineteenth century and its twenty-first century adaptations. Her work explores intersections between Gothic literature and historical, cultural, and technological contexts, examining representations of space, the supernatural, and the sciences of the mind. This includes studies of nineteenth-century theories of dreams and consciousness, Victorian mathematical concepts of the fourth dimension, digital adaptations of Gothic literature, Gothic animal studies, and gender in Gothic narratives. She has published on authors ranging from Samuel Taylor Coleridge and Mary Shelley to contemporary digital vampire texts. Analysis of Dr Mills' recent publications reveals a strong interdisciplinary approach connecting Gothic studies with science, psychology, and digital media. Her work spans Victorian Gothic and the occult, Frankenstein and undead sciences, and theories of dreaming in Romantic literature. She consistently examines how literature engages with scientific concepts of life, death, and consciousness, demonstrating expertise in both historical context and contemporary adaptations. Editor of "Advances in Nineteenth-Century Research" (Routledge/Taylor and Francis) Series Editor for the "International Nineteenth-Century Studies Association Book Series" with Clemson University Press Board Member of the Australasian Horror Studies Network Board Member of the International Nineteenth-Century Studies Association Dr Mills supervises PhD and Master of Research students in Gothic and fantastic literature and their adaptations. She has developed curriculum for advanced research training units including FOAR8010 Research Writing, FOAR8020 Research Theory, and FOAR8030 Research Methods. Her teaching philosophy emphasizes interdisciplinary connection, creative thinking, and building supportive academic communities. She has presented on research supervision at conferences and contributes to professional development for researchers. Dr Mills maintains active engagement with both academic and public communities. She contributes regularly to Macquarie's "The Lighthouse" magazine with articles on Dracula, Wednesday, Beetlejuice, Jane Eyre, Frankenstein, and Victorian-era TV shows. She provides commentary for newspapers, has been interviewed on ABC and 2SER Radio about ghost stories and adaptations, and speaks at public events including at the State Library of New South Wales. She appears regularly on the "From the Lighthouse" podcast and serves as an accredited Mental Health First Aider and member of Macquarie's Ally Network.
Dr. Grigorios Lamprinakos is an Assistant Professor in the Department of Marketing at the University of Birmingham's Birmingham Business School. He holds a dual PhD in Marketing from Athens University of Economics and Business and in Psychology from Universidad Autónoma de Madrid, and his interdisciplinary research bridges cognitive science and marketing. He is affiliated with the Centre for Responsible Business and international research groups including the Group for Attitudes and Persuasion (GAP) at Ohio State University and the International Group for Attitudes and Persuasion (GAPI) at Universidad Autónoma de Madrid. BSc in Business Administration, Piraeus University of Applied Sciences (2001–2006) MSc in Marketing and Communication, Athens University of Economics and Business (2010–2012) Dual PhD in Marketing and Psychology, Athens University of Economics and Business & Universidad Autónoma de Madrid (2014–2019) His research centers on the cognitive and metacognitive mechanisms that drive attitudinal and behavioral change, particularly in the domains of sustainable consumption, socially responsible behavior, and ethical/unethical consumer practices. He investigates how thought validation, power dynamics, and emotional cues influence decision-making in both individual and organizational contexts. His work integrates theories from social psychology, consumer behavior, and behavioral economics to explore how individuals process information and form attitudes. The recent publications of Dr. Lamprinakos reflect a strong trend in interdisciplinary research combining marketing, psychology, and sustainability. His articles explore topics such as green gamification, CEO celebrity ethics, vocal persuasion cues, and digital transformation in SMEs, demonstrating a consistent focus on the psychological underpinnings of consumer and managerial behavior. His research frequently appears in top-tier journals including the Journal of Personality and Social Psychology , Journal of Experimental Social Psychology , and Journal of Business Research . Dr. Lamprinakos has been involved in privately funded research projects and has presented his work at leading international conferences such as EMAC, SPSP, ACR, and AMA. He serves as an ad-hoc reviewer for multiple academic journals, contributing to the scholarly community's peer-review process. He currently supervises PhD and MBA students and has held teaching positions at Oxford Brookes University and the University of Derby. His teaching philosophy emphasizes interactive, research-led pedagogy that connects theory with real-world applications, covering subjects such as Marketing Research, Marketing Management, and Consumer Behavior across undergraduate, postgraduate, and doctoral levels. He has extensive experience in curriculum development and hybrid/online module delivery, fostering inclusive and globally aware learning environments.
Ying Wang is an Associate Professor in English linguistics at Karlstad University since 2020, specializing in English for academic purposes, applied corpus linguistics, and second language writing. She holds a PhD from Uppsala University (2013) and has taught courses at both undergraduate and graduate levels focusing on academic writing, second language pedagogy, and corpus methodology. Her research explores rhetorical structures in disciplinary genres, evaluative language resources, and the impact of extramural English activities on L2 writing development. Notable projects include the Swedish Learner English Corpus (SLEC) initiative and analyses of predatory publishing practices in political science. She has also examined government communication strategies during the UK's COVID-19 pandemic response through corpus-assisted discourse studies. Key research contributions span formulaic language use in ELF contexts, methodological innovations in corpus linguistics, and linguistic comparisons between well-established and predatory journals. Her work bridges theoretical linguistics with practical applications in education and scholarly publishing ethics. Publications span prestigious journals like English for Specific Purposes , Text & Talk , and Journal of Second Language Writing , reflecting her interdisciplinary approach to language studies. Current projects emphasize corpus-driven research on academic communication practices and their pedagogical implications.
Jazlin Ebenezer is a Professor and Charles H. Gershensen Distinguished Faculty Fellow in the College of Education at Wayne State University, Detroit, MI, USA, where she has been since Fall 2001. Prior to this, she served for ten years at the University of Manitoba, Canada. Her academic journey includes a Ph.D. in Science Education from the University of British Columbia (1991), an M.Ed. and B.A. in Education (Physical Science) from Western Washington University, and a B.Sc. (Hons) in Chemistry from Madurai University, India. Her research is centered on conceptual change teaching and learning in science and technology-embedded scientific inquiry . She has made significant contributions to science teacher education through curriculum development, qualitative research, and international collaboration. Her work emphasizes student-centered, inquiry-based learning and the integration of technology to enhance scientific understanding. The 15 most recent publications reflect a strong focus on technology integration in science education, teacher and student conceptions, and innovative pedagogical models. Key themes include phenomenography as an assessment tool, discourse in science classrooms, cognitive development through multiple representations, and the use of environmental research to foster inquiry. Her research spans K-12 and higher education contexts, with a consistent emphasis on equity, holistic development, and reflective practice. Charles H. Gershensen Distinguished Faculty Fellowship (2019-21) Fulbright Specialist Award (2013-18) Marquis America Who's Who (2003) Rh Award (Research), University of Manitoba (2000) Research Merit, Faculty Association, University of Manitoba (1999) Outstanding Students Honoring Outstanding Teachers Award, University of Manitoba (1994) Dr. Ebenezer has been a principal investigator on multiple grants, including an NSF ITEST grant (PI, $1.2M) and a $1.2M NSF grant for integrating IT into Lake Erie ecosystem research. She has served as a consultant on international projects, such as a TÜBİTAK project in Turkey. Her advising includes mentoring pre-service teachers and guiding research on conceptual change and curriculum development. She has also been a member of advisory boards for large-scale educational initiatives. She has established and led research models such as the Common Knowledge Construction Model and the Technology-Embedded Scientific Inquiry (TESI) Model . She has conducted extensive international work, delivering keynotes and seminars across India, Turkey, Thailand, China, and Sri Lanka, often focusing on science education reform, qualitative research, and curriculum innovation.
Shelley Thompson is Pro Vice-Chancellor for Student Experience at Bournemouth University, with a distinguished career spanning journalism and academia. She previously served as Deputy Dean of the Business School and Head of the Department of Communication and Journalism within the Faculty of Media and Communication. Her academic and administrative roles reflect deep engagement with media, communication, and gender studies. Bournemouth University, Faculty of Media and Communication Department of Communication and Journalism Pro Vice-Chancellor, Student Experience Education: PhD in Journalism, Bournemouth University, 2012 MA in Journalism Studies, Cardiff University, 2009 BA (Hons) in Journalism, University of Massachusetts, Amherst, USA, 2000 PGCE in Education Practice, Bournemouth University, 2015 Fellow of the Higher Education Academy, 2015 Shelley Thompson's research centers on science journalism, with a focus on how emerging and controversial science is framed in the media. She investigates gender disparities in science reporting, particularly the underrepresentation of women’s voices in scientific discourse. Her work extends to political communication, youth political participation, and the role of journalists as gatekeepers in the digital era. She employs critical discourse analysis, framing theory, and interdisciplinary methods to explore media narratives and public engagement. Her recent publications span psychology, media studies, and political science, with recurring themes in misinformation, cultural cognition, and gendered representation. Articles such as 'Utilising online eye-tracking to discern the impacts of cultural backgrounds on fake and real news decision-making' and 'Perceptions of women as political leaders at a time of crisis' highlight her interdisciplinary approach, combining media analysis with cognitive and psychosocial research. Her work consistently addresses issues of equity, public understanding, and democratic engagement. Scientific Awards and Recognition: Investigative Reporting Awards First Amendment Award for a series on a secret government payment Shelley Thompson actively supervises PhD students and has contributed to postdoctoral mentorship in areas including science journalism, political communication, and stigma in mental health discourse. She has secured research funding through Bournemouth University’s Fusion Fund for international collaboration. Her public engagement includes speaking at the BU Festival of Learning on topics like 'Women in Science' and publishing accessible commentary in The Conversation . She is a member of MeCCSA and contributes to the Politics and Media Research Group. She leads and participates in interdisciplinary research teams focused on media, public perception, and socio-technical systems, especially through projects analyzing news framing, digital gatekeeping, and the impact of media on public understanding of science and politics.
