Alexandra Coso Strong is an Associate Professor in the Robert Frederick Smith School of Chemical and Biomolecular Engineering at Cornell University, specializing in engineering education, complex systems design, and faculty development. She previously co-founded the School of Universal Computing, Construction and Engineering Education at Florida International University (FIU) and served as an Assistant Professor there. Education : B.S. in Aerospace Engineering from MIT (2007), M.S. in Systems Engineering from the University of Virginia (2010), Ph.D. in Aerospace Engineering from Georgia Tech (2014). Leadership : Postdoctoral Fellow at Georgia Tech’s Center for the Enhancement of Teaching and Learning (2014-2015), faculty at Olin College of Engineering (2015-2018), and founding member of the Research on Engineering, Design, and Educational Systems (REDES) team. Her research focuses on sustainable educational systems change and preparing engineers to address global challenges. Recent publications highlight faculty development, equity in STEM, and cross-disciplinary collaboration. Key projects include studies of graduate program directors, HBCU impacts on STEM pathways, and inclusive pedagogy for students with disabilities. Notable accolades include the NSF CAREER Award (2023), WEPAN Leader in Engineering Education Award (2025), and FIU Faculty Service Award (2021). She serves as Associate Editor for Studies in Engineering Education and has held leadership roles in the American Society for Engineering Education (ASEE).
Maya Hertig Randall is a Full Professor at the Department of Public Law within the Faculty of Law of the University of Geneva. Her scholarly work focuses on human rights law, constitutional law, and European legal frameworks, with particular emphasis on migration rights, discrimination law, and religious freedom. Key affiliations include the Faculty of Law and Department of Public Law (University of Geneva) Research spans human rights protection mechanisms, constitutional review, and transnational legal dialogues Her research explores intersections between Swiss federal law and international obligations, analyzing topics like migrant rights, hate speech regulation, and the integration of human rights into civil codes. She has contributed extensively to comparative law scholarship through publications in multiple languages (French, German, English). Recent publications highlight trends in freedom of expression limitations, disability rights enforcement, and the impact of international human rights instruments on Swiss jurisprudence. Her work often examines tensions between direct democracy and fundamental rights protections. As an academic leader, she has supervised 17 graduate works while contributing to major legal commentaries and international symposia. Her scholarship addresses contemporary challenges in constitutionalism, including digital rights, minority protections, and the evolving role of courts in democratic governance.
Lisa H. Nishii is a Professor at the ILR School, Cornell University, and serves as Vice Provost for Undergraduate Education. She holds a Ph.D. and M.A. in Organizational Psychology from the University of Maryland and a B.A. in Economics from Wellesley College. Education: Ph.D. & M.A., Organizational Psychology (University of Maryland); B.A., Economics (Wellesley College) Nishii specializes in organizational inclusion, examining how leadership behaviors, HR practices, and diversity climates impact workplace outcomes. Her research spans multi-level analyses across federally funded projects, focusing on: Leadership strategies for inclusive climates Impact of diversity on creativity and performance HR practices for reducing discrimination Workplace dynamics for employees with disabilities Cultural influences on organizational behavior Her recent publications (2025) address diversity climate synthesis, leader training interventions, and inclusion metrics. Earlier work (2006–2016) explores personality traits in workplace performance, cultural tightness-looseness, and disability accommodation frameworks. Key Awards: Gordon Allport Intergroup Relations Prize (2012) Kendall S. Carpenter Memorial Advising Award (2025) Wallace Reins Best Dissertation Award (2025) MacIntyre Award for Exemplary Teaching (2025) She chairs the Academy of Management’s Gender and Diversity in Organizations Division and leads Cornell’s International Programs. Her consulting work focuses on diversity, inclusion, and organizational assessment for multinational companies.
Dr. Wesley O'Brien is a Senior Lecturer in Physical Education and Coaching Science at University College Cork (UCC), serving as Programme Director for the B.Ed. in Physical Education, Sports Studies and Arts Degree within the School of Education. With over fourteen years of teaching experience, he has lectured at institutions including The University of Bolton, Dublin City University and Munster Technological University before joining UCC in 2014. His educational background includes: PhD in youth physical activity promotion from Dublin City University (2013) Bachelor of Education in Sports Studies and Physical Education (First Class Honors) from UCC (2010) Dr. O'Brien's research focuses on physical literacy, physical education, wellbeing, motor competence, and physical activity among children, adolescents and adults. His work explores evidence-based approaches for youth physical activity promotion through physical education environments, whole school physical literacy initiatives, motor competence development, intervention implementation, measurement techniques, sedentary behavior, and wellbeing promotion across educational settings. His research has been presented at numerous international conferences and published in leading journals including Sports Medicine, Physical Education and Sport Pedagogy, and the British Journal of Sports Medicine. His recent publications demonstrate a strong focus on physical literacy assessment and intervention, with particular attention to the FLAME (Fundamental and Functional Literacy for Activity and Movement Efficiency) program, Y-PATH interventions, and the measurement of motor competence. His work spans multiple contexts including school settings, community sports programs, and cross-border collaborations across Ireland. Much of his research employs mixed-methods approaches to understand both the quantitative and qualitative aspects of physical activity promotion. Dr. O'Brien has received numerous scientific awards including the FIEP Europe Thulin Award (2021), the Ellen Griffin Scholar at UNC Greensboro (2017), and multiple College Scholar awards from UCC. His 2024 awards include recognition as a Deakin University Catalyst Visiting Scholar and Auckland University of Technology Catalyst Visiting Scholar. As a Principal Investigator, Dr. O'Brien leads several significant research projects including Project FLAME, Gaelic for Girls, Gaelic4Mothers&Others, and State of Mind Ireland. He has secured substantial research funding from diverse sources including ERASMUS, the Irish Research Council, and various institutional funds. His research portfolio demonstrates strong collaboration across institutions including Dublin City University and the Irish Heart Foundation on the Y-PATH PE4Me programme. Outside his academic work, Dr. O'Brien is actively involved in UCC GAA club, having served as conditioning and skills coach for various teams. Notably, he coached the UCC senior hurling team to win the Fitzgibbon Cup All-Ireland Championship in 2019 and the Cork Minor hurling team to win the All-Ireland Championship in 2021. He has also coached the Cork Senior Camogie team to multiple All-Ireland Senior Camogie Championships.
Jaana Norio is a Senior University Lecturer at the Faculty of Law, University of Helsinki, where she also holds the Title of Docent. Her primary research focuses on insurance law and consumer law, with extensive publications analyzing Finnish Supreme Court (KKO) decisions. She maintains active roles in legal scholarship through peer review, editorial positions, and committee memberships. Her research spans: Insurance law frameworks and liability systems Consumer protection in financial services Legal interpretation of tort and contract disputes Compensation mechanisms for personal/property damage Publications (114+ outputs) predominantly feature commentaries on KKO rulings from 2020-2025, demonstrating consistent focus on: Consumer credit regulations Traffic/liability insurance jurisprudence Occupational health compensation Product liability standards Awards include: Best Article in Lakimies journal (2007) received twice (2008 & 2015) Merit Badge from Finnish Insurance Lawyers Association (2021) She supervises doctoral candidates and contributed to projects like The Customer and Internationalizing Financial Markets (2003-2007). Professional activities include memberships in the Olga ja Kaarle Oskari Laitisen Foundation and editorial work for Acta Legis Turkuensia.
Eveliina Ignatius is a Doctoral Researcher at the Faculty of Law , University of Helsinki . Her work focuses on Law , particularly in the domains of Constitutional Law , Human Rights Law , and Healthcare Policy . Role : Doctoral Researcher University : University of Helsinki School : Faculty of Law Research Interests : Eveliina's research examines legal frameworks governing healthcare prioritization, constitutional reforms, and fundamental rights in Finland. Her work bridges constitutional law , public policy , and social media regulation , with a focus on ethical and judicial dimensions. Publications Trends : Her recent publications emphasize healthcare priority setting (2025, 2024), constitutional challenges in Finland (2023, 2022), and the intersection of social media and fundamental rights (2023). Topics include legal analysis , economic impacts , and disability rights . Projects and Grants : Eveliina is involved in projects like Generation AI (2022–2025) funded by Finland's Strategic Research Council, Healthcare Service Prioritization (2021–2022), and Data Literacy for Responsible Decision-Making (2020–2023). Activities : She has presented at national forums (Priorisointifoorumi 2022, Yleislääkäripäivät 2022) and served as a board member in the Valtakunnallinen sosiaali- ja terveysalan eettinen neuvottelukunta (ETENE) since 2022.
Christopher Krentz serves as Professor in the English and American Sign Language Program at the University of Virginia, maintaining active teaching duties with courses in American literature, disability studies, and world anglophone literature. His office is located in Bryan Hall 110, with current office hours held in person and via Zoom. Education: Ph.D. in English, University of Virginia, 2002 M.A. in English, University of Virginia, 1995 B.A. in English, Yale University, 1989 Professor Krentz's research fundamentally explores intersections between Disability Studies and Deaf Studies within American and Postcolonial Literature frameworks. He examines how disability, particularly deafness, manifests in literary representation, human rights discourse, and cultural identity formation. His scholarship consistently bridges literary analysis with social justice advocacy, emphasizing decolonization perspectives and the cultural enrichment derived from Deaf experiences. His 22-year publication trajectory reveals evolving scholarly focus: early work established foundations in 19th-century American Deaf literature, while recent contributions address postcolonial disability, blindness representation, and institutional decolonization of literary studies. Key thematic threads include the 'hearing line' concept, Deaf gain philosophy, and disability human rights frameworks across global anglophone contexts, with notable analyses of authors like Coetzee, Twain, and Borges. Awards and Honors: Finalist, 1998 Seven Society Graduate Fellowship for Superb Teaching, University of Virginia Professor Krentz has demonstrated significant academic leadership through co-directing UVA's Disability Studies Initiative (2015-2022) and coordinating the Annual ASL/Deaf Culture Lecture Series for nearly two decades. His editorial board service for Sign Language Studies and Journal of Literary and Cultural Disability Studies reflects sustained commitment to scholarly discourse, though specific student advising details and grant histories remain unpublicized in available materials. Through initiatives like the Disability Studies Initiative and ASL Lecture Series, Krentz has cultivated interdisciplinary academic communities examining disability rights, Deaf culture, and language politics. His collaborative work with scholars like Rebecca Sanchez on representation matters demonstrates ongoing engagement with contemporary theoretical debates in disability humanities.
Thomas Farmer serves as Professor and Chair of the Department of Foundations of Education at Virginia Commonwealth University School of Education, where he integrates educational psychology, developmental science, and special education to create responsive classroom environments for diverse learners within their socio-cultural contexts. His academic journey includes a B.A. in Philosophy from the College of William & Mary, followed by M.A. and Ph.D. degrees in Special Education from the University of North Carolina at Chapel Hill. Farmer's research centers on social inclusion of diverse learners, teacher management of classroom social dynamics, and research-practice partnerships. Key frameworks include the BASE (Behavioral, Academic, and Social Engagement) model and SEALS (Supporting Early Adolescent Learning and Social Strengths) intervention, emphasizing rural education contexts , adaptive evidence-based practices , and developmental responsiveness . His work prioritizes teacher attunement to students' dynamic needs within multi-level ecological systems. Analysis of his 2022-2025 publications reveals three dominant trends: (1) addressing teacher burnout through social network analysis and classroom dynamics management; (2) advancing targeted universalism to address systemic oppression for youth of color; and (3) developing tiered adaptive support systems that prioritize contextual implementation over rigid fidelity, particularly in rural schools. Farmer directed the National Research Center on Rural Education Support (NRCRES, 2004-2011) and co-edits the Journal of Emotional and Behavioral Disorders (2012-present). He completed the presidential line of the Council for Exceptional Children's Division for Research (2018-2022), demonstrating sustained leadership in special education scholarship. His grant portfolio includes NRCRES and development of the BASE/SEALS models, implemented through research-practice partnerships with rural school districts. Farmer's laboratory focuses on classroom social network analysis, utilizing tools like the 'scouting report' process to help teachers understand peer dynamics and adapt interventions in real-time, ultimately enhancing student engagement and social inclusion.
Dr. Fernando Valle is a Professor in the Department of Educational Psychology, Leadership, & Counseling at Texas Tech University's College of Education. He has served as Department Chair, Educational Leadership Program Coordinator, and Federal and State Grant Director, leading over $12 million in grants. His research focuses on social justice-oriented leadership development for marginalized communities, with emphasis on Latino leadership and culturally relevant practices. He has advised doctoral students and collaborates nationally/internationally on leadership development initiatives. Education: Ed.D., Educational Leadership, The University of Texas Pan American (2008) M.Ed., Educational Leadership, The University of Texas Pan American (2001) M.Ed., Counseling & Guidance, The University of Texas Pan American (1998) B.S., Education, The University of Texas at San Antonio (1995) Dr. Valle's research explores leadership advocacy for oppressed populations, including the Latinx Principal Pipeline and special education needs. His work emphasizes equity audits, job-embedded principal residency programs, and community cultural wealth. He has received prestigious awards for teaching and diversity advocacy, including the President's Excellence Awards and AAHHE Fellowships. His publications highlight culturally responsive leadership, instructional coaching, and systemic barriers faced by marginalized students. He actively serves on education advisory boards and consults with Texas school districts and educational service centers to improve leadership practices and school improvement strategies. Key Contributions: Developed over $12M in I3 Innovation and TEA grants Authored/co-authored over 30 peer-reviewed articles and book chapters Mentored doctoral students in leadership programs Advocated for undocumented students' educational rights Dr. Valle's career spans teaching, counseling, and administrative roles in South Texas border communities, enriching his commitment to equity-driven leadership.
Raktim Mitra is a Professor and Director of the School of Urban and Regional Planning at Toronto Metropolitan University, co-directing the TransForm Research Laboratory. His expertise spans the built environment, travel behavior, and health linkages, with a focus on active transportation, micromobility, and healthy communities. Mitra teaches courses in Transportation Planning, Healthy Communities, and Research Methods. His research explores how urban planning impacts physical activity and wellbeing, particularly for pedestrians, cyclists, and micromobility users. Current projects include pandemic-era travel behavior shifts, cycling infrastructure impacts, and children’s outdoor play. He has led studies on post-pandemic active transportation policies, equity in street reallocation, and mobility for students with disabilities. Key funded research areas include cycling facility efficacy, post-pandemic active transportation, student travel wellbeing, and e-scooter policy. Mitra’s work bridges academic inquiry with practical solutions, emphasizing equity and sustainability in urban environments. His laboratory focuses on interdisciplinary approaches to transportation-land use-health interactions. Publications highlight pandemic mobility shifts, gendered cycling behavior, and the role of neighborhood environments in child health. Mitra collaborates on community science initiatives like Canada’s Pedal Poll, analyzing cycling demographics and infrastructure use patterns.
Lenka Sokolová is a Professor at the Faculty of Social and Economic Sciences , Comenius University in Bratislava, with a focus on Educational Psychology and School Psychology . Her career spans teaching, research, and leadership in promoting well-being and inclusive education. PhD in Educational Psychology (2006, Comenius University) doc. (2019) and prof. (2025) degrees in Educational Psychology (Charles University, Czech Republic) Her research bridges educational psychology , mental health , and teacher training , with recent work on neurodiversity, social support systems, and pandemic-era teaching adaptations. She leads the STRAWS project (funded by UK’s Arts and Humanities Research Council) and contributes to European psychology education frameworks. Key article trends include: Adolescent mental health and social inclusion Teacher resilience and classroom dynamics Neurodivergent student support Cross-cultural psychology education Technology integration in psychology teaching Preventive psychological interventions Scientific contributions include: President of the European Federation of Psychology Teachers’ Associations (2019-2022) Board member of EFPA Educational Affairs (2017-2023) International conference leadership (EARLI, Coalition of Schools for Mental Health) She mentors through continuing professional development courses and collaborates globally, including Erasmus+ mobility programs and Monash University’s Visiting Scholar initiative. Her work emphasizes participatory research and qualitative methodologies.
Dr. Geovanna Rodriguez is an Assistant Professor of School Psychology at the University of Oregon’s College of Education, specializing in Special Education and Clinical Sciences. She holds a Ph.D. from the University of California, Riverside, and completed an APA-accredited internship in Illinois and an NIH-funded postdoctoral fellowship at the Waisman Center, University of Wisconsin-Madison. Her research focuses on mental health in children with neurodevelopmental disabilities, family dynamics, bullying, and improving school-based services for underserved populations, particularly Latinx communities. Education : Postdoctoral Research Fellow (2019): Waisman Center, UW-Madison Ph.D. (2017): School Psychology, UC Riverside M.A. (2015): Education (School Psychology), UC Riverside B.A. (2009): Psychology & Latin American Studies, UCLA Research Interests : Dr. Rodriguez examines systemic factors (e.g., home, school environments) impacting mental health in children with ASD/IDD. Her work emphasizes longitudinal studies of parenting stress, bullying victimization, and family-school partnerships. She is committed to culturally responsive interventions for marginalized communities. Awards : Theodore Tjossem Postdoctoral Travel Award (2018) Graduate Research Mentorship Award (2016-2017) Dean’s Fellowship (2015) Advocacy & Grants : Serves as ECP Representative for APA Division 33 (IDD/ASD). Her NIH-funded postdoc highlights commitment to translational research. Current projects target evidence-based interventions for underserved populations. Labs/Teams : Previously affiliated with the Waisman Center’s IDD research team. Collaborates with institutions like UC Riverside and Deerfield High School (ISPIC).
Dr. Cunqiang (Felix) Shi is a Lecturer in Management at Bangor Business School, part of Bangor University. He specializes in socio-economic transitions in East Asia, disability studies, and workplace diversity. His research focuses on the intersection of disability, labour markets, and social policy in China and beyond. Education: PhD in Business Studies, Cardiff University (2018–2022) MSc in Social Science Research Method, Cardiff University (2017–2018) MSc in Human Resource Management, Cardiff University (2016–2017) Research Interests: Labour politics in China, Hong Kong, and Taiwan Social mobility of disabled individuals in Chinese labour markets Disability representation and policy analysis Cross-cultural comparisons of disability and employment Recent Trends in Research: Felix’s work increasingly examines the structural barriers faced by disabled workers in transitioning economies, with a focus on China’s Hukou system and its impact on social mobility. His studies also highlight global disability rights advocacy and policy gaps. Awards: Nominated for a student-led teaching award in 2025 Roles and Activities: Supervising one PhD student on HRM and AI Teaching modules in Management, HRM ethics, and commercial awareness Board Director at Disability Wales (2021–2024) Member of Equality, Diversity, and Inclusion committees at Bangor University
Dr. Jesse Suter is a Research Professor and Director of the Center on Disability and Community Inclusion (CDCI) at the University of Vermont's College of Education and Social Services (CESS). He holds a Ph.D. in Clinical Psychology from UVM, with additional training from Arizona State University and the National Institutes of Mental Health. His work focuses on community and school-based Wraparound strategies, special education service delivery to support students with disabilities, and interdisciplinary interventions for youth with behavioral challenges. He has led multiple federally funded projects, including an Institute of Education Sciences (IES) grant on the Efficacy of RENEW for High School Students and co-investigator roles on school-based wraparound initiatives. With over 30 publications and book chapters, his research emphasizes evidence-based practices, policy analysis, and systemic interventions. In 2021, he received the Joseph A. Abruscato Award for Excellence in Research and Scholarship. As CDCI Director, he oversees programs promoting equity for people with disabilities, collaborating with state agencies and national groups. His editorial roles include the Developmental Disabilities Network Journal . Research interests span mental health in schools, foster care educational resilience, and cross-cultural inclusive education models. Areas of Expertise: Wraparound process, special education service delivery, disability and inclusion, interdisciplinary coordination, mental health
Dr. Sara Biscaya is a Senior Lecturer in the Department of Architecture & Civil Engineering at the University of Bath, where she serves as Director of Studies for the BSc Architecture program. Her research focuses on leveraging data and spatial visualization to advance Smart Urban Futures, integrating socio-economic and physical infrastructures for resilient communities. She leads or collaborates on high-impact projects such as ESCR (£970K), TRANSCEND (£200K), and the BREATHE-Cities initiative (£60K), addressing climate adaptation, stakeholder collaboration, and sustainable urban development. Professionally, Sara is a Chartered Architect (ARB/RIBA), UK Adaptation Assessor, and member of Athena Swan Chartered Reviewers. She holds external roles including Council membership at the Architectural Association School of Architecture, RIBA Validation Board membership, and accreditation visits for the Architects Registration Board. She also serves as a Guest Professor in Lisbon's ISCTE IUL, teaching Smart Ecological Urban Corridors. Her research interests span urban-rural integration, digital tools for stakeholder engagement, and climate-resilient design. Recent work explores gender dynamics in active travel, net-zero off-site construction, and revitalizing disused waterways like the Manchester Ship Canal. She co-authored the book Manchester Ship Canal: Back to the Future for Disused European Waterways (2021) and supervises PhD students in architecture and urban design. Key grants include funding from GCRF, AHRC, and the Knowledge Transfer Partnership. Sara champions inclusivity through roles like Chair of the Women’s Voice Network and collaborates with interdisciplinary labs like the University of Bath's THINKLAb and RENEW/CAER research centres.
