Mahmoud Kaddoura is an Associate Professor at the University of San Francisco (USF), serving as Program Director for the Master of Science in Nursing program. He specializes in nursing education and clinical practice, with a focus on critical thinking, clinical judgment, and innovative teaching strategies. His work emphasizes technology integration, clinical simulation, and concept mapping to enhance student outcomes. Dr. Kaddoura holds multiple advanced degrees, including a PhD in Health Professions Education (Simmons University, 2009), a Post-Doctoral Certificate in Family Psychiatric Mental Health Nursing (USF, 2019), and a BSN (American University of Beirut, 1992). He previously taught at Duke University and MCPHS University, where he received numerous teaching awards, including the 2018 USF Teaching Effectiveness Award and the 2015 INACSL Excellence in Research Award. His research explores nursing education innovations, NCLEX-RN success predictors, and the impact of concept mapping on critical thinking. He serves on multiple university committees, including the Tenure-Track Search Committee and the Magis Project for Institutional Planning and Innovation. Dr. Kaddoura's leadership extends to academic standards, honorary degrees, and nursing accreditation processes.
Dr. Sandra Bosacki is a Professor in the Department of Educational Studies at Brock University's Faculty of Education. She specializes in emotional and sociocognitive development, theory of mind, school bullying, gendered self-concept, media literacy, and spiritual development in children and adolescents. She teaches courses including EDUC 5P37 (Developmental and Educational Issues) and EDUC 5P80 (Introduction to Educational Inquiry). Her research focuses on understanding children’s social-emotional worlds, peer relationships, and the role of companion animals in human relationships. She leads the Theory of Mind in Education Lab and has collaborated on studies involving animal-assisted educational programs. Her research interests span topics like bullying, media influence, and humor in youth, with a particular emphasis on how psychological language shapes cognitive development. She has advised students such as Megan Jones (Mitacs scholar) on projects like parent-child relationships and loneliness. Her work has been presented at conferences including the Jean Piaget Society and the Society for Research in Child Development. Awarded no specific scientific prizes are listed, but her contributions to educational research are highlighted through her extensive publication record. She actively engages in transdisciplinary research and global collaborations, hosting visiting scholars through Brock’s Global Scholars Office.
Prof. Christine Grimm is a Professor at the Institute of Innovation and Technology Management (IIT) within the Lucerne School of Engineering and Architecture at HSLU. She specializes in circular economy and sustainability strategies, focusing on systemic implications of circularity, business model transformation, and innovation management. Her interdisciplinary background includes a Master’s in Management and a PhD in Science, Technology and Innovation Studies from the University of Edinburgh, complemented by advanced training in System Dynamics at MIT and a CAS in Teaching for Higher Education. Education: PhD in Science, Technology and Innovation Studies, University of Edinburgh Master’s in Management CAS in Teaching for Higher Education, University of Applied Sciences and Arts Lucerne Courses at MIT (System Dynamics & Circular Economy), University of Edinburgh (Carbon Capture and Storage) Her research bridges academic theory and practical implementation through projects like Carbon Capture, Utilization and Storage , DISCO - Developing Innovative Sustainable Cooperation Opportunities , and sustainability strategies for Lufthansa/SWISS. She has collaborated with SAP Research, Climate-KIC, and consulting firms, holding SAP-certified Design Thinking Coach credentials. Key Projects: ReRe: Circular sourcing of metals ITC Visualisierung der Energiewende in LuzernSüd Living Business Cases initiative Teaching and Research Focus: Sustainability, Innovation, Design Thinking, System Thinking, Corporate Ethics. She emphasizes interdisciplinary approaches to address sustainability challenges through systemic analysis and stakeholder collaboration. Labs/Teams: Active in the IIT lab environment, leading cross-disciplinary teams in applied research for industry partners. Her work integrates academic insights with real-world business transformation through projects like the Kreislaufstrategie für die Lufthansa Gruppe/SWISS .
Helena Simonett is a Lecturer at the Lucerne School of Music, Lucerne University of Applied Sciences and Arts (HSLU), where she also serves as Senior Research Associate. She holds a Lic. Phil. I from the University of Zurich and a Ph.D. in Ethnomusicology from UCLA. Previously, she was faculty at Vanderbilt University and associate director of its Center for Latin American Studies. Her research focuses on transnational music, Latin American music, Mexican indigenous musical practices, and applied ethnomusicology. Education: Lic. Phil. I (Master’s), University of Zurich, Switzerland Ph.D. in Ethnomusicology, UCLA, USA Research Interests: Transnational music and cultural diffusion Indigenous ceremonial music of Mexico Music and identity formation Music perception and emotion Applied ethnomusicology in refugee integration Key Projects: "Music as Empowerment": Engaging refugees in music-making for social integration "Birdscapes": Exploring avian soundscapes through artistic research "Mobile Identities": Studying forced migration’s impact on musical practices Affiliations: Swiss Society for Ethnomusicology (CH-EM), Secretary Society for Ethnomusicology (SEM) International Council for Traditional Music (ICTM) Advising & Grants: Co-led SNF-funded project on music empowerment for refugees Contributed to interdisciplinary collaborations on human-animal soundscapes Organized workshops on applied ethnomusicology and cultural preservation Labs/Teams: Contributes to the CC Music Education Research MER team, focusing on intercultural music pedagogy and refugee integration programs.
Ruth Müller is a Professor of Entomology at the Institute of Tropical Medicine in Antwerp, Belgium, leading the Department of Biomedical Sciences. She is the Unit Head in Entomology and oversees the Institute’s insectarium, established in 2019 with a €1 million grant. Her research focuses on the interplay between biodiversity, climate change, and human health, particularly regarding mosquito-borne diseases. Key projects include studying vector control strategies, climate impacts on disease transmission, and collaborations with institutions like Nepal’s National Health Research Institute. Education and Early Career: Müller’s early work involved Arctic studies on UV radiation and ocean warming’s environmental risks. She has authored over 57 ISI-listed publications, 12 non-ISI documents, 9 book chapters, and a German-language book on biodiversity and climate change. Research Interests: She investigates eco-bio-social approaches to vector control, climate change’s effects on disease vectors, and interdisciplinary solutions for tropical diseases. Her work spans Europe, Africa, South America, and Asia, with a focus on malaria and dengue vectors. Recent Articles: Müller’s recent studies address topics like predatory macroinvertebrate interactions with malaria vectors, public perceptions of climate change in Nepal, and gene drive technology in mosquitoes. These reflect her dual focus on ecological and public health dimensions. Grants and Labs: The insectarium houses species like tiger mosquitoes, malaria vectors, and sandflies, enabling interdisciplinary research on tropical diseases linked to climate change. Major grants include the Flemish Government’s support for vector control projects and the European Centre for Disease Prevention and Control’s funding for VECTORNET3. Future Work: Ongoing projects include light polarization’s impact on mosquito swarms and climate change’s biodiversity-health interface, emphasizing translational research for global health solutions.
Prof Sir Jonathan Montgomery is a Professor of Healthcare Law at University College London (UCL), Faculty of Laws. He holds significant public service roles, including Chair of Oxford University Hospitals NHSFT and co-chair of the Department of Health and Social Care's Moral and Ethical Advisory Group. Previously, he chaired the Nuffield Council on Bioethics (2012-2017), the Health Research Authority (2012-2019), and the Human Genetics Commission (2009-2012). He was knighted in 2019 for contributions to bioethics and healthcare law and became a Fellow of the Academy of Medical Sciences in 2021. Education: Master of Laws (LLM), University of Cambridge, 1984 Bachelor of Arts (BA), University of Cambridge, 1983 Research focuses on applied ethics, law, and public health. Key areas include medical law reform, bioethics governance, and ethical dilemmas in healthcare. His work addresses challenges in consent, genetic testing, pandemic response, and healthcare resource allocation. He contributed to influential reports on confidentiality, genetic testing of children, and public health ethics. Publications reflect interdisciplinary engagement with legal, ethical, and policy dimensions of healthcare. Recent trends emphasize pandemic ethics, bioethics post-Brexit, and balancing competing values in healthcare decisions. Awards include the knighthood for bioethics contributions and Academy of Medical Sciences Fellowship. His advisory roles span NHS boards, clinical excellence committees, and international bioethics councils. Labs/Teams: Active in UCL's Faculty of Laws and collaborates with the Nuffield Council on Bioethics, Health Research Authority, and Bayer Pharmaceuticals International Bioethics Council.
Sezen Arslan is an Associate Professor at Bandirma Onyedi Eylul University, holding roles in the Department of English Translation and Interpreting (Faculty of Humanities and Social Sciences) and the Department of Foreign Languages. She previously served at Van Yuzuncu Yil University as a Doctor Lecturer and Research Assistant. Her academic leadership includes positions as Department Head and Erasmus Coordinator. Her research focuses on sustainable education, EFL pedagogy, teacher training, AI integration, and inclusive practices. Key contributions include work on dialogic teaching, EMI sustainability, and intercultural communication. She has authored over 20 books and 88 articles, with a TÜBİTAK Science Award recognition. Her projects involve national initiatives like TÜBİTAK-funded dialogical teaching workshops and language policy studies. Educationally, she teaches courses like 'Measurement and Evaluation in Foreign Language Teaching' and 'Pedagogical Grammar.' She advises one master’s thesis and has organized conferences like GLOBELT. Her administrative roles include coordinating Erasmus programs and managing academic research projects. Collaborations with institutions like Hacettepe University highlight her network. Her research spans topics from AI in EFL classrooms to sustainable curriculum reforms, reflecting a commitment to innovative and equitable education models.
Ahmad M. Kamal is a Senior Lecturer in Library and Information Science (LIS) at Linnaeus University's Department of Cultural Sciences, serving as programme coordinator for the Digital Humanities Master's Programme. He holds a PhD in LIS from Western University (Canada). His research focuses on knowledge organization in digital humanities, critical bibliometrics, and migrant digital practices, emphasizing international collaboration and multi-method approaches. Teaching responsibilities include courses in Digital Humanities (e.g., programming for DH, digitization of cultural heritage) and LIS (information retrieval, metadata cataloging). His research spans Egyptian post-revolutionary media studies, migrant digital practices, and innovative library services in global contexts like India and Italy. Notable projects include the Critical Knowledge Organization Research Group and leadership in the InKuiS project on cultural entrepreneurship. Recent publications address innovation hesitancy in Sweden's cultural sector, DH curriculum design, and metadata standards for museums and libraries. He actively collaborates with organizations like DARIAH-SE to advance digital humanities infrastructure.
Eric Legg is an Associate Professor in the School of Community Resources and Development at Arizona State University, affiliated with the Watts College of Public Service & Community Solutions and the Global Sport Institute. He holds a Ph.D. from the University of Utah, an M.S.S. from the United States Sports Academy, an M.A. from Wake Forest University, and a B.A. from the College of William & Mary. His research focuses on socio-ecological approaches to youth sport development, exploring how community experiences can maximize positive outcomes through coaching education, transformational leadership, and collaboration between non-profits and government agencies. Key themes include sense of community in sports, grit, empathy, and public-private partnerships. Legg has published extensively in journals like SCHOLE , Journal of Park & Recreation Administration , and Sport, Education, and Society , emphasizing applied research with community partners. His recent work addresses pandemic-era educational pivots, diversity in sport governance, and sport’s role in post-conflict peacebuilding. He serves as National Council Chair for the U.S. Tennis Association (USTA), chairs its Training Advisory Group, and founded the nonprofit Tennis on the Hill. Legg teaches courses on youth sport management, nonprofit assessment, and community service evaluation at both undergraduate and graduate levels.
Brent K. Jesiek is a Professor with joint appointments in the School of Engineering Education and School of Electrical and Computer Engineering at Purdue University. He serves as chair of the graduate program in the School of Engineering Education, leads the Global Engineering Education Collaboratory (GEEC) research group, and is Editor-in-Chief of the Journal of International Engineering Education. He also directs the National Institute for Engineering Ethics (NIEE) and chairs the International Network for Engineering Studies (INES). His educational background includes: Ph.D., Science and Technology Studies, Virginia Polytechnic Institute and State University M.S., Science and Technology Studies, Virginia Polytechnic Institute and State University B.S., Electrical Engineering (Computer Engineering Option), Michigan Technological University Dr. Jesiek's research focuses on geographic, disciplinary, and historical variations in engineering education and professional practice. He investigates global competency and boundary spanning in engineering practice, perceptions of ethics and social responsibility among undergraduate engineering students, and the history of electrical and computer engineering education. Drawing from engineering, computing, humanities, and social sciences, his work primarily identifies with qualitative research traditions but also incorporates quantitative and mixed methods approaches. Analysis of his recent publications reveals a strong focus on engineering ethics, global competency assessment, and boundary spanning in engineering practice. His work consistently examines how engineering students and professionals develop ethical reasoning and cultural competence across different contexts. The research shows an evolution from historical analyses of engineering education to more contemporary studies of professional formation, with increasing emphasis on assessment tools and intervention strategies. His scientific recognition includes: NSF CAREER Award (2012) Award for Excellence in Mentoring, School of Engineering Education (2016) Outstanding Teacher, School of Engineering Education (2009, 2011) As a principal investigator, Dr. Jesiek has secured multiple NSF grants focusing on ethnographic investigations of engineering workplaces, early career engineers' views of ethics, intersections between DEI and ethics in engineering, and developing cultural mindset modules for engineering teams. His mentoring has been formally recognized by Purdue University, indicating his commitment to student development. The Global Engineering Education Collaboratory (GEEC), which he leads, serves as the primary research hub for his investigations into engineering education and practice. The GEEC research group conducts ethnographic studies of engineering workplaces, develops assessment tools for global engineering competency, and investigates ethical development among engineering students and professionals. This collaborative environment supports multiple NSF-funded projects examining different facets of engineering professional formation.
Scott McIntosh, Ph.D., is a Professor in the Department of Public Health Sciences at the University of Rochester School of Medicine and Dentistry (SMD). He holds joint appointments in the Cancer Center, Center for Community Health and Prevention, Department of Dentistry, and Department of Orthopaedics. His research focuses on technology-assisted interventions for risk behavior change, particularly in tobacco control. Dr. McIntosh co-founded the Web-Assisted Tobacco Interventions (WATI) initiative and has led numerous studies on vaping cessation, e-cigarette toxicity, and culturally tailored health interventions for Latino populations. Education: Ph.D. in Counseling Psychology (University of Miami, 1993), M.A. in Counseling Psychology (University of Missouri-Columbia, 1986), B.S. in Psychology (Iowa State University, 1984). Research Interests: Digital health interventions, vaping cessation, tobacco policy, health equity, and participatory research methods. His work addresses emerging public health threats like flavored e-cigarette use and social media's role in nicotine exposure. Awards: Over a decade of recognition for leadership in tobacco control, including the 2008 Fight Back Award and multiple NIH-funded grants. Dr. McIntosh has also been honored for educational contributions, including the 2004 Educational Program of the Year and Who's Who in Medical Sciences Education. Collaborations: Leads the Nicotine & Tobacco Research Core at URMC, collaborating with institutions globally on vaping cessation strategies and health policy. His team evaluates interventions through randomized trials, qualitative studies, and policy audits.
Christine Morley is a Professor and Head of the Social Work and Human Services Disciplines at QUT's Faculty of Health. She co-leads the 'Access to Justice' research program at the Centre for Justice and chairs the Faculty of Health Equity Committee. As an Adjunct Professor at the University of the Sunshine Coast, she focuses on critical social work pedagogy and transformative practice. Her work addresses neoliberal challenges in education, domestic violence, and mental health service delivery. Education: PhD from La Trobe University. Professional memberships include the Australian Association of Social Workers and editorial roles at Advances in Social Work and Welfare Education . Prior roles include Head of Social Work at the University of the Sunshine Coast (2008–2016) and practitioner roles in sexual assault services (1997–2007). Research interests center on critical reflection, social justice activism, and resisting neoliberal influences in academia. Key publications include Engaging with Social Work (2014) and the Routledge Handbook of Critical Pedagogies for Social Work (2020). Awards recognize her contributions to transformative learning and student-centered pedagogy. Recent work explores pandemic impacts on social work education and domestic violence services. She advocates for field education reforms to address placement poverty and financial stress among students.
Marcelo Milrad is a Full Professor in Media Technology at Linnaeus University's Department of Computer Science and Media Technology, part of the Faculty of Technology. He leads the Center for Learning and Knowledge Technologies (CeLeKT) and co-directs the Information Institute. His research focuses on Technology-Enhanced Learning (TEL), mobile technologies in education and healthcare, computational thinking, and AI integration in education. He has published over 240 articles and collaborates extensively with industry and public sector partners. Education: Advanced degrees in computer science and educational technology (not explicitly detailed). Research interests include designing learning environments for complex domains, mobile applications for collaborative learning, and AI in education. He actively develops master's programs like Digital Humanities and teaches courses on programming for teachers and healthcare professionals. Notable projects include the EREDWeB project on VR in education and Exten.D.T.² on design thinking with emerging tech. He chairs international conferences like WMTE and serves on editorial boards in TEL. His work emphasizes cross-disciplinary collaboration, with initiatives like the Digital Humanities Center and the Linnaeus Media Observatory. He leads projects funded by grants such as the SEK 25M cultural entrepreneurship initiative and a 4M grant for archival AI.
Megan Schliep, PhD, CCC-SLP, MPH, is an Assistant Professor in the Department of Communication Sciences & Disorders at MGH Institute of Health Professions (IHP). She holds a clinical appointment as a speech-language pathologist at Spaulding Rehabilitation Hospital within the Mass General Brigham Network. Her research focuses on post-stroke aphasia, implementation science, and improving clinical practices through standardized assessments. She completed her PhD in Rehabilitation Sciences at MGH IHP (2020) and a postdoctoral fellowship under Dr. Prue Plummer in the Cognitive-Motor Behavior Lab. Education: PhD in Rehabilitation Sciences (MGH IHP), MPH (Northwestern University), MA in Communication Sciences & Disorders (Northwestern University), BA in English (Gustavus Adolphus College). Her research interests include language/cognitive assessment after stroke, implementation of standardized practices across care settings, and predicting patient recovery patterns. She leads a Precision Rehabilitation initiative with Johns Hopkins Medicine as a 2022 LeaRRn Scholar, focusing on scalable cognitive measurement methods. She previously directed the Online Prerequisites program for MGH IHP's Health Professions Program. Awards: LeaRRn Scholar (2022), Tedy’s Team Center Research Fellow (2023). Her work bridges clinical and research settings, emphasizing interdisciplinary collaboration and real-world application. Current projects address aphasia recovery, health literacy, and reducing research-to-practice gaps through frameworks like Quality Implementation and Theoretical Domains Framework.
Micela Carlana is an Associate Professor of Public Policy at the Harvard Kennedy School and a Visiting Associate Professor of Economics at Bocconi University. She holds affiliations with the Malcolm Wiener Center for Social Policy, Women in Public Policy Program, Center for International Development, NBER, J-PAL, LEAP-Bocconi, IGIER-Bocconi, IZA, CESifo, and CEPR. Her research focuses on inequality and education, particularly gender dynamics and immigration impacts in educational systems. Education background details are not explicitly provided in the text, but her academic roles suggest advanced training in public policy and economics. Research interests include gender stereotypes in education, immigrant integration, and policy interventions to address educational disparities. Her work combines qualitative and quantitative methods to evaluate long-term impacts of educational policies. Recent articles highlight themes like peer influence in education, refugee integration, and online tutoring efficacy. These studies emphasize systemic inequities and propose evidence-based solutions. Her affiliations with global research networks indicate a focus on policy translation and cross-border collaboration. Labs/teams include her roles at interdisciplinary centers such as the Malcolm Wiener Center, which facilitates policy research collaborations. Her work often involves partnerships with institutions like J-PAL to design scalable educational interventions.
