Juliet Davenport is a Professor of Practice at the University of Wales (since 2016) and CEO/founder of Good Energy, a pioneering UK renewable energy supplier. She was elected a Fellow of Birkbeck, University of London in 2018. Davenport holds an MSc in Economics from Birkbeck (1994), with studies in environmental economics and macroeconomics. Her career spans climate policy, energy innovation, and advocacy for sustainable development. Appointed to Natural Environment Research Council (2015) Member of HM Treasury's Patient Capital Industry Panel Advisory roles at Imperial College London, LSE, and the British Academy Her research focuses on transforming energy markets through renewable solutions, emphasizing community-driven energy systems. She advocates for gender equity in STEM fields, where women remain underrepresented. Good Energy's initiatives include solar/wind projects and a Birkbeck PhD studentship program. Awards include OBE (2013), multiple CEO accolades, and recognition for Good Energy's environmental impact. She promotes energy policy innovation, addressing Brexit challenges and public engagement in renewable adoption.
Prof. Dr. Kirsten Schlüter is a Professor of Biology and its Didactics at the University of Cologne, leading the Institute of Biology Education. She holds a PhD from ETH Zurich and has extensive experience in teacher training and educational research. Her work focuses on inquiry-based learning, inclusive biology education, and health/environmental education integration. Education: PhD in Environmental Sciences, ETH Zurich (1995) Teaching degree in Biology, ETH Zurich (1998) Biology Diploma, University of Kiel (1992) Research Interests: Schlüter’s research emphasizes practical, student-centered approaches to biology education. Notable areas include fostering inclusivity in classrooms, integrating health literacy into curricula, and using facade greening to promote climate literacy. Recent studies explore teacher training methodologies and pandemic-era educational adaptations. Articles Overview: Her recent publications analyze teacher perceptions of health education, digital/analog tool efficacy in plant knowledge acquisition, and student experimentation processes. Themes consistently revolve around innovative pedagogy and real-world application. Projects & Teaching: Leads initiatives like UTOPIA (interdisciplinary urban sustainability research) and the MoMo modular model garden project. Active in curriculum development for aging education and gender equity in science labs. Labs/Teams: Coordinates research groups on inquiry-based learning, inclusive biology teaching, and mobile benefits in teacher education (Mb2ite).
Dr. Kelly McKenna is an Associate Professor in the Adult Education and Training graduate program at the School of Education, Colorado State University. She specializes in adult and higher education, focusing on technology-enhanced learning, distance education, and online learning communities. Her work emphasizes creating inclusive and effective educational environments for lifelong learners. Dr. McKenna holds prestigious awards including the Fulbright Scholarship and Global Teaching Scholar designation, and has served as a Presidential Leadership Fellow. Her research explores strategies to optimize online learning experiences, particularly for adult working learners. Notable projects include analyzing disparities in online vs. face-to-face course outcomes and developing frameworks for online educator communication. She has published widely in journals like Online Learning and Adult Learning , addressing topics such as blended learning, STEM education outreach, and pandemic-era instructional shifts. Education: Ph.D. in Educational Technology, Master’s in Education with Adult Education specialization Awards: Fulbright Scholar (2023-2024), Global Teaching Scholar (2019 & 2024), AAACE Outstanding Distance Learning Educator (2020) Key Research Themes: Online community dynamics, technology integration in education, and equity in remote learning Dr. McKenna’s recent articles highlight innovative uses of AI in micro-credentials, STEM outreach programs, and post-pandemic instructional strategies. Her work consistently bridges theoretical research with practical applications for educators and institutions.
Rebecca McCerery is a Postdoctoral Research Fellow in Physical Geography within the Department of Geography and Environmental Sciences at Northumbria University, part of the Faculty of Engineering and Environment. Her research integrates principles from interface physics, geochemistry, and microbiology to investigate subglacial environments and ice flow dynamics. University: Northumbria University School: Faculty of Engineering and Environment Department: Department of Geography and Environmental Sciences Academic Rank: Research Fellow Her research interests center on glaciology, physical geography, and environmental science, with a focus on glacier surging, fast ice stream flow, sediment-water interactions, and subglacial biogeochemistry. She applies physical modeling and field-based geomorphological mapping to understand unstable ice flow mechanisms. Her work spans diverse regions including Svalbard, Alberta (Canada), and the UK Lake District. The analysis of her recent publications reveals a strong trend in interdisciplinary glaciology, combining geomorphological mapping, geochemical analysis, and novel physical concepts like super slippery surfaces to explain glacier instability. Her work bridges glaciology, hydrology, sedimentology, and environmental forensics, with increasing attention to methodological rigor in microbiological detection and broader social aspects such as gender equity in fieldwork. Rebecca McCerery has not been publicly recognized with scientific awards in the available text. However, her active publication record in high-impact journals suggests engagement in significant research projects, though specific grants or funding sources are not mentioned. She does not appear to have formal advisees at this stage of her career. She is involved in research teams focusing on glacial systems, particularly through collaborative projects on Svalbard and the Laurentide Ice Sheet. Her work often involves interdisciplinary collaboration with experts in microbiology, geochemistry, and fluid dynamics, indicating participation in integrated research groups exploring cryospheric processes.
Jacob Nielsen is an Associate Professor at the SDU Metaverse Lab, affiliated with the Maersk Mc-Kinney Moller Institute at the University of Southern Denmark. His research spans robotics, audiometry, and educational technology, with a focus on user-centered design and accessibility. Current Role: Associate Professor, SDU Metaverse Lab Key Themes: Modular Robotics, Human-Robot Interaction, User-Operated Audiometry His recent work emphasizes democratizing audiometric testing through smartphone applications and self-administered methods, while earlier contributions include educational robotics frameworks for children and rehabilitation systems using industrial robots. Collaborations extend to clinical audiology and STEM engagement projects in Africa. 2024-2025: 5 publications in user-operated audiometry and hearing aid calibration 2017-2020: TEDx talks and youth robotics programs in Denmark Jacob actively contributes to public discourse through 51 media appearances, including discussions on social innovation, robotics in education, and Denmark’s future technologies.
Carol Davenport is a Professor of STEM Engagement and Director of NUSTEM at Northumbria University. She holds a Physics PhD (1995) and is a Fellow of the Institute of Physics (IOP). Her research focuses on diversity in STEM, particularly exploring how to increase young people’s engagement with STEM careers and addressing early career aspirations in children. She leads projects that integrate theory of change processes to design impactful interventions. Prior roles include Physics lecturer at Barnsley College, work with the Institute of Physics’ Stimulating Physics Network, and governance roles in local schools and colleges. Her research investigates factors influencing children’s career choices, including gender stereotypes and family/teacher support. She collaborates with organizations to develop strategies for STEM diversity, emphasizing parental engagement and early years education. Notable projects include the Scientist of the Week initiative and interdisciplinary co-creation of resources with engineers and creative practitioners. Publications highlight STEM program evaluations, career aspiration studies, and innovative methods to assess science capital. She supervises PhD student Emmy Amers, exploring STEM role models’ impact. NUSTEM’s work emphasizes long-term engagement and systemic change, with recent studies addressing unintended outcomes of educational interventions and regional disparities in career awareness.
Jennifer Kendziorra is a Researcher at the Chair of Business Administration, especially Information Management (B*IMA), at the Faculty of Business Administration and Economics, FernUniversität in Hagen. She has been actively contributing to research in digitalization, particularly in digital health, gender in IT, and technology acceptance since April 2021. Education: Master of Science in Economics and Business Administration (Global Marketing and Consumer Culture), University of Southern Denmark, Odense (2016–2018), including an exchange semester at the University of Wisconsin-Whitewater, USA (2017–2017) Bachelor of Arts in International Business and Management (Deutsch-Spanisch), Hochschule Bochum (2012–2016), including a full academic year at Universidad Jaume I, Castellón de la Plana, Spain (2014–2015) Her research focuses on digital transformation in healthcare, with particular emphasis on digital therapeutics, wearable technology for aging populations, and the integration of technology into clinical practice. She also investigates gender disparities in IT, including mentoring, career transitions, and inclusion initiatives. Her work combines qualitative and quantitative methods, often in cross-national or organizational case settings. She has contributed to numerous peer-reviewed publications in top information systems venues. The recent publications reflect a strong trend toward digital health innovation, public sector digitalization, and gender equity in technology. Her work frequently addresses societal challenges such as aging populations, gender gaps in STEM, and national responses to digital crises like the pandemic. Collaborative research with Prof. Till Winkler and other colleagues is central to her output. Jennifer Kendziorra has not received any explicitly mentioned scientific awards in the provided text. She supervises seminar and final theses at the Chair but no specific advisees are listed. Prior to her academic career, she gained professional experience in FMCG, retail, and strategy consulting at LIDL, EDEKA, and ARDEX GmbH. She has not secured any named research grants in the text provided. She is part of the research team led by Prof. Till Winkler at FernUniversität in Hagen, focusing on information systems, digital leadership, and digital health. The team actively publishes in international conferences and journals such as ECIS, WI, AMCIS, PACIS, and BISE.
Prof. Dr. Verena Seufert is a Professor leading the 'Sustainable Use of Natural Resources' department at the University of Hohenheim. Her research focuses on sustainable agricultural systems, particularly organic farming practices, nitrogen management, and biodiversity conservation. She investigates how agroecosystems can be transformed to improve ecological and socioeconomic outcomes through crop diversification, agroforestry, and farmer-centered innovations. Her work spans global challenges in food systems, nutrient pollution reduction, and equitable land-use policies. Her recent publications emphasize the interplay between agricultural practices and environmental sustainability, including studies on organic agriculture's global potential, nitrogen footprint mitigation, and the role of values in shaping food systems. She also explores gender equity in land sciences and innovative methods to measure ecosystem service provision in farming systems. Despite her extensive publication record, no specific awards or grants are explicitly mentioned in the provided texts. Her teaching activities include courses on global sustainability challenges and practical internships in regional transformation studies.
Miriam Gay-Antaki is an Assistant Professor of Geography and Environmental Sciences at the University of New Mexico, and Associate Director of the R.H. Mallory Center for Community Geography. She holds a Ph.D. from the University of Arizona. Her work focuses on human-environment relations in the context of global climate change, employing frameworks of political ecology and feminist geography to analyze climate governance networks from international policy spaces (e.g., UNFCCC, IPCC) to local implementation. She is a member of the National Academy of Sciences Engineering and Medicine's Committee advising the U.S. Global Change Research Program. Her research emphasizes amplifying marginalized voices in climate policy, particularly examining the exclusion/inclusion of women scientists and stakeholders in global climate arenas. Key themes include decolonial geography, gendered climate justice, and Mexico-focused case studies. Notable contributions include critiques of IPCC gender bias, analysis of climate policy in Oaxaca, and explorations of embodied environmental justice. Publications span feminist decolonial perspectives on climate governance, energy policy in Sweden, and methodological essays on inclusive scientific practices. Her work bridges theoretical frameworks with actionable policy insights for vulnerable communities.
Judith Harford is a Full Professor of Education at the School of Education, University College Dublin (UCD). She holds a BA, MA, HDipEd, and PhD from UCD, and is a Fellow of both the Royal Historical Society and the National Academy of Social Sciences. Her research focuses on the history of education and policy, particularly gender and social class dynamics. She has authored over seventy articles and notable books, including *The Opening of University Education to Women in Ireland* (2008) and *Piety and Privilege: Catholic Secondary Schooling in Ireland and the Theocratic State, 1922-67* (2021). Prof. Harford has held roles such as Deputy Head and Head of the School of Education (UCD), Vice Principal for Equality, Diversity & Inclusion in the College of Social Sciences and Law (2018–2021), and the prestigious Flaherty Visiting Professorship (2017). She has been a Visiting Fellow at the University of Cambridge and held appointments at Harvard, Boston College, and the University of Toronto. Her awards include the Irish Research Council Impact Researcher of the Year (2022) and UCD’s Teaching Excellence Award (2024). Her teaching spans research methods, history of education, and politics in education. She coordinates modules like “Socio-Historical Perspectives in Education” and “Politics & Society Methods.” Her grants include projects on educational disadvantage and digital divide mitigation, funded by organizations like the Ireland Canada University Foundation. Harford’s work bridges historical analysis with contemporary policy, emphasizing equity and inclusion. She remains an influential voice in Irish education debates, contributing regularly to national media and policy advisory roles.
Sherry Bawa is an Associate Professor and Deputy Head of the School of Accounting, Economics and Finance at Curtin University. She has held leadership roles including Discipline Lead for Economics (2023-2025) and Director of Learning and Teaching (2021-2023, 2016-2017). Her academic journey includes a PhD in Monetary Economics (2008) and degrees in Economics, MBA, and Senior Fellow认证 from the Higher Education Academy (UK). Her research focuses on higher education equity, STEM gender disparities, labour economics, and well-being. Notable recent projects include grants on student well-being programs, flipped classroom methodologies, and curriculum indigenization. She has published widely in journals like the Economic Record and Higher Education Pedagogies. Awards include the 2025 Curtin Faculty Teacher of the Year and 2024 CEIT Citation for Outstanding Contribution to Student Learning. She serves on key committees such as the University Learning and Student Experience Committee and Curtin’s Culturally and Linguistically Diverse Reference Group.
Missouri University of Science and TechnologyUnited States
Dr. Robin M. Verble is an Associate Professor of Biology at Missouri University of Science and Technology (Missouri S&T), serving as Director of the Fire Ecology Lab and a Research Investigator at the Center for Research in Energy and Environment (CREE). She holds a Ph.D. in Applied Ecology from the University of Arkansas at Little Rock, alongside a M.S. in Forest Entomology and B.S. in Biophysics. Research Interests : Her work focuses on fire-adapted ecosystems, insect community responses to prescribed burning, and climate impacts on plant flammability. Current projects include mechanical treatment effects on fire behavior and fire's role in pest/insect dynamics. Affiliations : She leads the Fire Ecology Lab and collaborates with CREE and the Center for Science, Technology, and Society (CSTS). Past roles include Director of the Center for Fire Ecology (Texas Tech University) and Assistant Professor in Natural Resources Management. Membership & Leadership : Active in organizations like the Society for Range Management, International Association for Wildland Fire, and Association for Fire Ecology. Her interdisciplinary work bridges ecology, entomology, and environmental policy. Recent Work : Published widely on wildfire impacts, ant ecology, and wildland firefighter health. Recent studies include climate-driven harvester ant behavior and post-fire tree mortality dynamics.
Christelle Scharff is a Professor at Pace University 's Seidenberg School of Computer Science and Information Systems. Her research spans Artificial Intelligence , Global Software Engineering , and ICT for Development (ICTD) , with a focus on cultural and educational applications. 1993-1999: BS, MS, PhD in Computer Science (Universite Henri Poincare, France) Her work includes AI ethics , deep learning for cultural preservation , and mobile technology for education in Africa . She leads the Seidenberg School's Artificial Intelligence Lab and has secured grants from NSF, IBM, Microsoft, Google , and USAID . Recent publications analyze global AI strategies , scrum team dynamics , and coding education in Africa . Her projects emphasize localization and sustainable technology deployment in Senegal and Cambodia. 2023 : NYAS Scientist Fellow 2019, 2012 : Fulbright Scholar in Senegal 2015 : Jefferson Award for Public Service She teaches advanced courses including Mobile Application Development , AI Ethics , and Software Reliability , with a pedagogical approach integrating field research and social entrepreneurship.
Dr Khristin Fabian is a Lecturer in the School of Computing Engineering and the Built Environment at Edinburgh Napier University . She is an active member of the Centre for Higher Education Research and leads cross-institutional projects on degree apprenticeships, technology-enhanced learning, and widening participation in computing. Her email is K.Fabian@napier.ac.uk . Education and Qualifications While the text does not list her own degrees, it positions her as a Doctoral-level supervisor, indicating completion of a PhD and eligibility to direct doctoral research. Research Interests Dr Fabian’s work centres on three interconnected themes: Degree Apprenticeships & Work-Integrated Learning: longitudinal studies of tripartite collaboration between apprentices, employers and universities; social mobility impacts; and policy positioning via job-advert analysis. Gender & Inclusion in Computing: exploring women’s motivations, gendered experiences in male-dominated courses, and entrepreneurial barriers for female computing students. Technology-Enhanced Learning & Transition: flipped classroom efficacy, mobile learning engagement, and support mechanisms for students articulating from further education colleges. Publication Trends Across 2020–2025 her outputs reveal a sustained focus on degree apprenticeships as a lever for widening participation and addressing digital-skills shortages. Mixed-methods designs dominate, combining qualitative surveys, Q-methodology, and critical discourse analysis of policy documents. Grants & Projects How are we positioning apprenticeships? (£4,999, Society for Research into Higher Education, 2020–2021) – critical analysis of job adverts. Associate Student Project (2014–2023, Scottish Funding Council) – partnerships with FE colleges to smooth transition into computing degrees. Doctoral Supervision Dr Fabian currently directs the PhD of Mr Fredrick Mbuya on Assessing the early impact of data skills training initiatives (2024–), with Prof Sally Smith as second supervisor.
Dr. Emma Whewell is an Associate Professor in Learning & Teaching at the University of Northampton, affiliated with the Faculty of Education, Arts, Science and Technology. She serves as Programme Leader for the BA Sports Development and Physical Education degree and Co-Lead for the Centre for Active Digital Education. Research expertise includes digital pedagogies, phenomenology, physical education, and inclusive practices Key projects: Headsets for Hope (immersive tech for SEN/D), Holiday Activities and Food Programme (PhD studentship), STEP Outside (outdoor learning), and DLAB2: Developing Changemakers (Erasmus+) Her research spans inclusion, access, and pedagogy, with current projects in extended reality, outdoor learning, and health and wellbeing. She has supervised MA students in Physical Education and is accepting PhD students. Research Outputs: 3 (2025), 6 (2024), 11 (2023), 6 (2022) Award contributions: All Party Parliamentary Group reports on fit and healthy childhood, mental health, and women's football Emma co-edits Advancing Education Magazine and contributes to staff development for HEA Fellowship. She collaborates internationally through eTwinning and Erasmus+ initiatives.
