Mark Griffin is a Professor and Director of the Future of Work Institute at Curtin University’s Faculty of Business and Law. His research focuses on organizational performance, leadership, workplace safety, and employee well-being. He holds a PhD from Pennsylvania State University and has held academic positions at institutions including the University of Queensland and the University of Sheffield. Griffin’s research spans multilevel modeling, safety climate, and leadership behaviors. He has managed large-scale projects across industries like healthcare, energy, and construction, emphasizing practical applications of theory. His work has been published in top-tier journals such as the Journal of Applied Psychology and Academy of Management Journal . Key awards include Fellowships from the Australian Academy of Social Sciences and the US Society for Industrial/Organizational Psychology. He has also served as an editor for major journals including the Journal of Management and Organizational Psychology Review . Griffin’s current role at the Future of Work Institute promotes productive and meaningful work in the digital age, addressing societal and economic challenges through collaborative research. His work integrates psychological and systems perspectives to advance organizational practices and workplace well-being.
Professor Sally Totman is a political scientist and Head of School of Social Work and Arts at Charles Sturt University, Bathurst. She holds a Bachelor of Arts (Psychology), Master of Politics and Public Policy, and a Doctor of Philosophy. Previously, she held roles at Deakin University, Macquarie University, and Champlain College. Her expertise lies in Middle Eastern politics, international relations, and cultural representation in Hollywood. She co-founded the Middle East Studies Forum at Deakin University and led the Centre for Middle East and North African Studies at Macquarie University. Research Interests: Professor Totman focuses on Middle Eastern and North African politics, Hollywood's portrayal of foreign policy, and political leadership analysis. She has authored books like *How Hollywood Projects Foreign Policy* and co-edited *Global Crises and Risks*. Her current research examines MENA representation in film and popular culture. Teaching & Awards: With 25+ years of teaching experience in online and located environments, she has earned numerous teaching awards. Her pedagogical innovations include online simulations for Middle East politics education. Professional Activities: She serves on the Gulf/2000 Project at Columbia University and Australian Institute of International Affairs. Recent publications address U.S.-Middle East relations, Tunisia's democracy challenges, and Australia's strategic engagements in the region. Grants & Supervision: She has successfully supervised HDR candidates and contributed to educational equity through simulations for off-campus students.
Dr. Martin Rich is an Associate Professor in Information Technology at Bayes Business School, part of City St George's, University of London. He holds a BSc from Birkbeck, an MBA and PhD from City University London, and completed the 'Leaders in Learning and Teaching' program (2018–2019). His research focuses on management education innovation, particularly addressing challenges posed by rapid technological and societal changes. He has pioneered approaches to integrate formal and informal learning, leveraging technology to enhance engagement and adaptability in management education. Key research interests include personalized education, millennials' learning needs, and leveraging AI and interactive technologies in post-pandemic teaching. He has supervised students like Richard Jones (PhD in Economics of SAP) and Ibrahim Dawoud (Knowledge Management). Rich has been a Course Director for the BSc Business Management program since 2012 and actively contributes to editorial boards of journals like the Electronic Journal of Business Research Methods . His awards include Senior Fellow of the Higher Education Academy (2016). Recent work explores generative AI in education and student use of interactive tech in lectures. Rich’s publications span over 25 years, emphasizing pedagogical innovation, simulation-based learning, and reflective practices in business education.
Elizabeth A. Williams is a Professor of Organizational and Health Communication and Chair of the Department of Communication Studies at Colorado State University, with affiliate faculty status at the Colorado School of Public Health. Her research examines high reliability organizations (e.g., fire departments) and their health/safety practices, including accident response, organizational learning, and wearable technology applications. Education: Ph.D. in Communication from Purdue University Affiliations: Department of Communication Studies, Colorado School of Public Health Recent work includes: Nonprofit resilience during crises (2024) Emotional sustainability in human services (2022) Wearable tech integration in firefighting (2018) Virtual team communication dynamics (2011) She co-edited the award-winning Organizations, Communication, and Health (2017 NCA award) and serves on ResponderStrong's advisory board. Recognized for Excellence in Teaching and Outstanding Service by the College of Liberal Arts, her research bridges organizational theory with public health through communication strategies.
Sarah Gillet is a Postdoctoral Researcher at the Division of Robotics, Perception, and Learning at KTH Royal Institute of Technology, where she focuses on developing social robot behaviors to foster collaboration and inclusion in human groups. Her research addresses challenges like in-group favoritism through computational approaches to shape group interactions. She holds a Doctoral Thesis (2024) titled Computational Approaches to Interaction-Shaping Robotics . Her work emphasizes group dynamics , robot-mediated inclusion , and pedagogical robotics , particularly in children and adolescent populations. Key areas include gaze behavior analysis, equitable participation promotion, and social robot roles such as mediators in educational settings. Dr. Gillet teaches the Social Robotics (DD2413) course and supervises master theses. Her recent publications explore robot gaze behaviors for participation balance, socially appropriate listening, and influence prediction models like RoSI. She actively participates in conferences like ACM/IEEE HRI and IEEE RO-MAN. Her research integrates computational methods with social science insights to design robots that actively improve human group interactions, with applications in education, collaboration, and bias mitigation.
Dr. Yu Xiang is an Assistant Professor of Computer Science at the University of Texas at Dallas (UT Dallas), leading the Intelligent Robotics and Vision Lab (IRVL) . He holds a Ph.D. in Electrical and Computer Engineering from the University of Michigan (2016) and prior roles include Senior Research Scientist at NVIDIA (2018–2021) and postdoctoral research at the University of Washington. Research Focus : His work centers on robotics and computer vision , particularly enabling robots to perceive 3D environments, plan actions, and interact autonomously in human-centric spaces. Key areas include unseen object segmentation, 6D pose estimation, manipulation trajectory optimization, and lifelong learning through robot-environment interaction. Key Contributions : Developed datasets like MultigripperGrasp and HO-Cap , and pioneered methods such as DeepIM for 6D pose estimation. His lab’s robot Ramp focuses on tasks like object manipulation and human-robot collaboration. Grants : NSF SMILE grant ($750K), DARPA Perceptually-enabled Task Guidance (co-PI), Sony Research Award (PI). Awards : NVIDIA Academic Grant (2024), Sony Research Award (2022), ECCV Best Paper (2018). Lab Activities : Engages in STEM outreach, including mentoring high school students in the 2024 Summer Bridge Camp. Current projects emphasize self-supervised learning and embodied AI for robotic systems.
Violetta Zentai serves as Professor in the Department of Public Policy and Visiting Professor in the Department of Sociology and Social Anthropology at Central European University (CEU), alongside her role as Senior Research Fellow at the CEU Democracy Institute in Budapest. With a PhD in Cultural Anthropology from Rutgers University (2001), she has shaped public policy education at CEU since co-founding its MA-level public policy program and co-directing the Center for Policy Studies (2003-2020). Her educational background includes: PhD in Cultural Anthropology, Rutgers University (2001) Zentai's research centers on ethnic and gender inequalities within European equality frameworks, critically examining post-socialist capitalisms and social exclusion/inclusion dynamics. She pioneers intersectional analyses of Roma integration across Central and Eastern Europe, while recently investigating anti-gender hate speech by radical right-wing movements and solidarity mechanisms for displaced Ukrainians in authoritarian contexts. Her work bridges academic rigor with policy impact through civil society monitoring and European comparative projects. Analysis of her 15 most recent publications (2021-2025) reveals evolving thematic clusters: Roma education and labor struggles (2021-2022), pandemic-era care solidarity (2024), and urgent responses to Ukraine's refugee crisis in Hungary (2023-2025). These works demonstrate interdisciplinary convergence across political anthropology, migration studies, and gender policy, consistently emphasizing civil society's role in challenging authoritarian governance while advancing social justice. No scientific awards are documented in the provided materials. Dr. Zentai supervises the coordinating team for the Civil Society Monitoring of National Roma Integration Strategies initiative (2017-2020, 2021-2025) and has led major EU-funded projects including: GENHA : Hate speech, gender, social networks and political parties NEUJOBS : Employment 2025: European Labor Market transitions EDUMIGROM : Ethnic Differences in Education and Urban Youth prospects QUING : Quality in Gender+ Equality Policies INTEGRIM/ChangingEmloyment : Marie Curie networks on labor and migrant inclusion Her grant portfolio reflects sustained success in securing competitive European research funding for interdisciplinary equality studies. She actively coordinates transnational civil society networks through the Roma Integration Strategies monitoring initiative and contributes to CEU's Open Learning Initiative (OLIve), providing educational support for refugees and vulnerable migrants across Europe. Her work maintains critical connections between academic research, policy advocacy, and grassroots activism through longstanding partnerships with MONA (Foundation for the Women of Hungary) and the Open Society Foundations.
Martin Kjeøen Erikstad is an Associate Professor at the Department of Sports Science and Physical Education at the University of Agder. His work primarily focuses on sports psychology, coaching development, and talent development in football. University of Agder Department of Sports Science and Physical Education Research group: SPADE (Training processes and performance development in sports) Dr. Erikstad's research explores psychosocial factors affecting performance and participation in sport, particularly in youth football systems. He has conducted extensive studies on Bryne FK's youth development, including the 1999 intake that produced Erling Haaland and other professional players. His work emphasizes: Transformational leadership in sports Positive coach-athlete relationships Environment factors that promote both participation and elite talent development Psychological aspects of refereeing decisions Self-regulation in youth football
Marcin Trybulec is a Senior Lecturer at the Department of Ontology and Epistemology, Faculty of Philosophy and Sociology, University of Maria Curie-Skłodowska (UMCS). He holds a habilitation degree in Philosophy and has a background in sociology and cognitive science. His research focuses on the intersection of language, media, and cognition, with particular emphasis on cognitive artifacts, extended mind theory, and rationality. Academic Background: PhD in Cognitive Sciences and Social Communication; Habilitation in Philosophy International Affiliations: Visiting researcher at University of Toronto, Leiden University, Granada University, UC San Diego, and Aarhus University His research explores how language and media technologies shape cognitive processes, spanning topics like: Cognitive artifacts and problem-solving Extended mind hypothesis Media ecology and technological determinism Metalinguistic awareness Material culture's epistemic role Embodied cognition in technologically-mediated environments The 15 most recent publications reveal consistent focus on: Philosophy of cognitive technologies Epistemological implications of material representations Media's influence on rationality Interdisciplinary approaches combining philosophy and cognitive science Analysis of symbolic systems' cognitive impact Anthropology of technical communication NCN Sonata grant (2018-2021): Understanding Cognitive Artifacts MEiN grant (2021-2023): Science Communication as Art NCBiR grant (2017-2019): Logi.Kom. From Logical Thinking to Effective Communication MNiSW grant (2010-2011): Toronto School's Theory of Social Communication He has presented research at major international conferences including: International Wittgenstein Symposium Media Ecology Association Convention International Association for Cognitive Semiotics Conference Polish Philosophical Congresses
Jun.-Prof. Dr. Heiko Holz is a Junior Professor at the Institute of Computer Science, focusing on Computer Science and Computer Science Didactics with an emphasis on digitalization in education. He has been in this role since April 1, 2023, and serves as Deputy Head of the institute. His work integrates computer science with pedagogical strategies to advance digital learning. His research interests lie at the intersection of technology and education, particularly in how digital tools can enhance teaching and learning processes in computer science. Areas of focus include digitalization in education , computer science didactics , educational technology , and instructional design . He is actively involved in curriculum development and conducts lectures and workshops to support pedagogical innovation. Although publication data is not detailed in the current text, his profile links to ResearchGate, Google Scholar, and OSF, indicating ongoing scholarly engagement in educational technology and computer science education. His work likely emphasizes practical applications of digital tools in academic settings. No scientific awards were explicitly mentioned. He advises on curriculum design and teaching methodologies, contributing to academic development within his institute. There is no mention of external grants or funded research projects in the provided information. He is affiliated with the Institute of Computer Science, where he contributes to leadership as Deputy Head and supports the academic mission through teaching and organizational responsibilities.
Katherine Twomey is a Lecturer in Language & Communicative Development at the University of Manchester's Division of Psychology, Communication and Human Neuroscience. She holds a PhD from the University of Sussex (2013) focusing on early word learning processes. Her research uses computational and empirical methods to study how infants and toddlers learn language, particularly the influence of environmental stimuli and curiosity-driven exploration. She is affiliated with the Autism@Manchester initiative and the Centre for Robotics and Artificial Intelligence (RAI), contributing to interdisciplinary projects. Key research areas include curiosity mechanisms in early learning, the role of perceived emotions in word acquisition, and telehealth interventions for aphasia. She has received awards such as the Future Research Leaders Fellowship (2016) and has published over 50 peer-reviewed works. Twomey’s work addresses UN Sustainable Development Goal 4 (Quality Education) and 3 (Good Health and Well-being), with projects like the TALES program targeting post-stroke literacy recovery. She actively collaborates with NHS trusts and participates in autism-focused summits, demonstrating commitment to translational research and societal impact. Her research methodologies span experimental psychology, neurocomputational modeling, and longitudinal studies, with datasets archived at the UK Data Service. Twomey is also engaged in public outreach, contributing to media discussions on child language development and autism advocacy.
Kati Tonkin is an active Associate Professor of German Studies and History in the Discipline of European Languages and Cultures at The University of Western Australia's School of Humanities. She holds a PhD in German and European Studies from UWA and studied previously in Germany and Austria. Her academic leadership includes serving as Associate Chair of the Academic Board and Chair of the Board of Studies (Society and Culture). Her educational background includes significant study in Germany and Austria, culminating in a PhD from UWA. She is a Senior Fellow of the Higher Education Academy (2020), demonstrating her commitment to teaching excellence. Tonkin's research spans two primary domains: literary studies focused on Jewish Austrian writer Joseph Roth and pedagogical innovation centered on flipped and online learning. Her work on Roth examines themes of Habsburg identity, Jewish experience, and cultural memory in interwar Austrian literature. In educational research, she explores cognitive load management, adaptive learning platforms, and student engagement in language education. She co-founded a university-wide Community of Practice dedicated to active learning and the flipped classroom in 2019. Her publication record shows a clear evolution from literary scholarship on Joseph Roth and Austrian-Jewish writers toward increasingly innovative educational research. While her early work focused on Austrian literature and cultural history, her more recent publications emphasize educational technology, flipped classroom methodologies, and intercultural learning. This trajectory reflects her dual expertise in German studies and educational innovation. AAUT Citation for Outstanding Contributions to Student Learning (2023) UWA Award for Excellence in Teaching (2022) School of Humanities Excellence in Teaching Award (2021) Senior Fellow of the Higher Education Academy (2020) UWA Guild's Student Choice Award (2019) Tonkin actively supervises students, currently mentoring four PhD candidates working on European history and literature topics. Her grant history demonstrates sustained research support, including a World Universities Network Grant (2020) on University Students in the Time of Corona, Centre for Education Futures Grant (2016), UWA Teaching Fellowship (2012), and multiple early career research awards. She has coordinated the Bachelor of Modern Languages and Minor in German programs, and serves as Academic Coordinator for the Stuttgart Exchange Program. As an educational innovator, Tonkin has piloted adaptive e-learning platforms like Smart Sparrow and Cadmus assessment platform. Her community engagement extends beyond campus through her service as Chair of the School Board at North Perth Primary School (2014-2019) and as Community Representative on Mount Lawley Senior High School's Board (2020-2023).
Dr. Faith Kwa is a Senior Lecturer and Course Director for the seven Bachelor of Health Science degrees at Swinburne University of Technology's School of Health Sciences. Her teaching interests include Research Methods, Pathology, and Molecular Biology. She leads the Drug Discovery for Chronic Diseases Laboratory and has been recognized as one of Australia's leading educators, receiving the 2024 citation for Outstanding Contributions to Student Learning by the Australian Awards for University Teaching. Her educational background includes: Doctor of Philosophy from The University of Melbourne, Australia Graduate Certificate in Tertiary Teaching and Learning from RMIT University, Australia Bachelor of Biomedical Science from The University of Melbourne, Australia Bachelor of Science (Honours - First Class) from The University of Melbourne, Australia Fellow of the Higher Education Academy, United Kingdom (2020-present) Dr. Kwa is a molecular biologist whose research focuses on drug discovery for chronic diseases, particularly in the areas of epigenetic medicine, molecular mechanisms of action, and chronic disease prevention and management. Her laboratory has made significant contributions to understanding treatment strategies for leukemia, posterior eye diseases, and Friedreich's ataxia using natural compounds with epigenetic properties. She has made novel observations regarding low doses of epigenetic modifiers in combination therapies that potentiate cytotoxicity in leukemia cells resistant to conventional chemotherapeutic drugs. Her work with sulforaphane (a broccoli-derived compound) has shown therapeutic benefits across multiple disease models, particularly for neurodegenerative and ocular conditions. Analysis of her recent publications reveals a strong focus on neurodegenerative disorders (particularly Friedreich's ataxia), ophthalmic diseases, and molecular approaches to disease treatment. Her work consistently bridges basic science with clinical applications, often examining epigenetic mechanisms and oxidative stress pathways. A recurring theme across her research is the therapeutic potential of natural compounds like sulforaphane, which appears in multiple disease contexts from mitochondrial myopathies to posterior eye diseases. Her scientific recognition includes: 2024 citation for Outstanding Contributions to Student Learning by the Australian Awards for University Teaching 2023 Vice-chancellor's Award for Teaching Excellence (Higher Education - Individual) 2023 School of Health Science Teaching Excellence Award Fellow of the Higher Education Academy in the UK 18 other teaching accolades throughout her academic career Dr. Kwa supervises PhD and Master's students in areas related to molecular mechanisms of disease and therapeutic interventions. She has coordinated and taught eleven different subjects with student numbers ranging from 20 to over 300. As a Chief Investigator, she has secured various learning and teaching grants from Australian universities. Currently, she holds funding for 'Pre-clinical investigations on sulforaphane to advance the cure for Friedreich's ataxia' from the University of Melbourne (2022-2025). She is passionate about developing pedagogical methods to enhance teaching and learning environments and has received positive student feedback throughout her career. Dr. Kwa leads the Drug Discovery for Chronic Diseases Laboratory, where her team investigates potential treatments for various chronic disorders. She also serves as the Swinburne Women Academic Network Leader in the Career Development Team, where she develops programs supporting women academics in progressing their careers. Her laboratory work utilizes pre-clinical disease models to evaluate therapeutic approaches, with a particular emphasis on targeted therapies with superior efficacy for treating human diseases.
Dr. Priya Sharma serves as an Associate Professor in the Department of Learning and Performance Systems at Pennsylvania State University's College of Education, where she advances the integration of emerging technologies in educational contexts. Her office is located in 314C Keller Building, University Park, PA 16802, with contact available via psharma@psu.edu or 814-865-4374. Her research program spans formal and informal learning environments: Formal Education: Designs learning analytics systems and machine learning applications to enhance student engagement and instructor responsiveness in online courses Informal Learning: Investigates interaction patterns and knowledge sharing in online affinity spaces and communities of practice through discourse and social network analyses Currently leading three major collaborative initiatives: Learning analytics dashboard development with IST faculty using AI to visualize online course engagement Online interaction studies with Dr. Susan Land (affinity spaces) and College of Agriculture (hybrid communities) Theoretical conceptualization of digital learning places with Kansas State and PSU TLT departments Dr. Sharma actively recruits graduate students for these projects, leveraging mixed-methods expertise including ethnography, design research, and quantitative analytics to address educational equity and technology integration challenges.
Traci Warkentin is an Associate Professor in the Faculty of Environmental and Urban Change at York University, specializing in interdisciplinary research at the intersection of environmental education, feminist ethics, and human-animal relationships. PhD in Environmental Studies (York University) PBD in Environmental Sciences (Capilano University) MA in Values & the Environment (Lancaster University) BSc (Honours) in Biology & Marine Ecology (University of British Columbia) Her research focuses on experiential learning , place-based pedagogy , and ethical knowledge production . Key projects include integrating creative environmental activism and citizen science into teaching, alongside public engagement through the Urban Animal Advocacy Lab ( www.urban-animals.org ). Warkentin’s recent publications explore themes like interspecies ethics , pedagogical innovation , and critical environmental theory , with a consistent emphasis on feminist epistemology and social justice. Her work bridges academic scholarship with public advocacy, employing creative methods and digital platforms to foster accessible, non-confrontational environmental education.
