Erlend Hem is a Professor II at the Department of Behavioral Medicine , University of Oslo. He is also affiliated with the Department of Health Management and Health Economics as a student. His research focuses on suicide epidemiology, mental health among healthcare professionals, and mortality statistics. University of Oslo Department of Behavioral Medicine Department of Health Management and Health Economics (student) His work includes analyzing suicide rates in physicians and veterinarians, psychological distress in intensive care workers during the pandemic, and disparities in cancer outcomes. Studies like the NORVET survey and methodological research on mortality recording highlight his interdisciplinary approach. Recent publications address English language barriers in medical literature comprehension and historical medical practices. Scientific contributions span journals like Tidsskrift for Den norske legeforening , BMC Psychiatry , and BMJ Open . Collaborative projects involve teams from Norwegian public health and emergency medicine sectors.
Maarten Renkema is an Assistant Professor at the University of Twente, specializing in Artificial Intelligence (AI) and its intersection with Human Resource Management (HRM) , Healthcare , and Organizational Innovation . His research explores how AI transforms work design, employee autonomy, and HRM practices in formalized contexts. Key Research Themes: Algorithmic HRM and Digitalization Human-AI Collaboration in Healthcare Self-Managing Teams and Organizational Structures AI Literacy in Education Scientific Awards: Best Dissertation Award (2019) from the Dutch HRM Network Research Trends: His recent work focuses on AI adoption in HRM, ethical implications of algorithmic management, and redefining professional roles in AI-integrated environments. Articles from 2024-2025 highlight practical applications of AI in healthcare workflows, employee-driven innovation, and the evolving responsibilities of HR professionals. Collaborations: Active in cross-sector partnerships, including projects on AI literacy frameworks and talent management in sports. Regularly contributes to professional discourse through invited talks and media commentary on AI's societal impact.
Fabian J. Sting is a Full Professor and Director of the Department of Supply Chain Management - Strategy and Innovation at the University of Cologne since 2016. He also holds a tenured Associate Professorship in Operations Management at the Rotterdam School of Management, Erasmus University since 2014. His academic journey includes a Ph.D. in Productions Management (summa cum laude) from WHU-Otto Beisheim School of Management in 2008 and postdoctoral work at INSEAD in 2008–2010. University of Cologne : Chair of Supply Chain Strategy and Innovation (2016–present) Rotterdam School of Management : Associate Professor (2014–present), Assistant Professor (2010–2014) Education : Ph.D. (2005–2008), M.Sc. in Applied Mathematics (2005–2007), Diploma in Management Science (2002–2005) Sting’s research bridges operations management, innovation strategy, and supply chain dynamics. Key areas include: Supply chain coordination under uncertainty Employee-driven process innovation and cognitive biases Strategic capacity planning and risk hedging Industry 4.0 implementation challenges Interdisciplinary integration of behavioral and technical elements in operations Recent publications focus on dual sourcing strategies, fairness in operational decisions, and employee mobility’s impact on innovation. He contributes to high-impact journals like Management Science and Production and Operations Management . Sting participates in institutional research initiatives such as: ECONtribute: Markets & Public Policy – a Cluster of Excellence addressing digital transformation, inequality, and market failures through interdisciplinary economics, political science, and law Excellent Research Support Programme (ERSP) – supporting collaborative projects like HPDnet (improving pediatric kidney disease care via health networks)
Emily Buehler is an Assistant Professor of Interpersonal Communication and Social Media at the Brian Lamb School of Communication, Purdue University. Her work bridges interpersonal communication and computer-mediated communication, focusing on how personal and social media influence social support processes in relationships. Education: Ph.D. in Interpersonal Communication and Relationships (University of Iowa, 2018), M.A. in Communication (Wake Forest University, 2014), B.A. in English (Ohio Northern University, 2007). Her research explores online support-seeking, social media’s role in relationships, and the interplay between communication technologies and emotional support. Recent studies examine anonymity in digital support, contextual factors shaping message provision, and mediated communication’s impact on family well-being. Publications appear in Communication Monographs , Journal of Social and Personal Relationships , and Computers in Human Behavior . Awards: Purdue College of Liberal Arts Outstanding Undergraduate Teacher (2023). She teaches courses on interpersonal communication, relationship technology, and privacy practices. As a mentor, she advises the Association for Women in Communication at Purdue and volunteers with HOBY leadership programs, fostering high school students’ leadership and community impact initiatives.
Sasha Zhou is an Assistant Professor in the Department of Public Health at Wayne State University's College of Liberal Arts and Sciences. She is a Principal Investigator of the Healthy Minds Network, focusing on improving mental health outcomes for emerging adults and college students, particularly high-risk populations. Her work integrates qualitative and quantitative methods to address structural racism and mental health disparities. Ph.D., Health Services Organization and Policy (Sociology Cognate), University of Michigan, 2020 M.P.H., Health Behavior and Health Education, University of Michigan, 2013 M.H.S.A., Health Management and Policy, University of Michigan, 2013 Dr. Zhou’s research prioritizes mixed-methods approaches to identify systemic drivers of mental health inequities. She examines the intersection of structural racism, immigration experiences, and cultural factors in shaping mental health outcomes, with a focus on Asian Pacific Islander, Arab, and American Indian/Alaska Native communities. Her work also evaluates telehealth modalities and pandemic-related stressors in college mental health services. Recent publications highlight her exploration of racial discrimination's impact on AAPI populations, disparities in help-seeking behavior, and the role of social norms in substance use and mental health comorbidity. She has contributed to understanding pandemic-era mental health trends and structural barriers to care. Robert Wood Johnson Foundation Grant (2022-2024): Critical analysis of structural racism research methods and innovative approaches. Dr. Zhou’s leadership in the Healthy Minds Network bridges academic research and practical interventions to address mental health crises among young people. Her work emphasizes policy reform and community-driven solutions to reduce disparities.
Orkan Okan is a Professor of Health Literacy at the Department of Health and Sport Sciences , Technical University of Munich (TUM) , since 2021. He holds a PhD in Educational Science (2020, Bielefeld University, summa cum laude) and studied Educational Science with a focus on teacher training at the University of Duisburg-Essen. His research centers on health literacy in childhood and adolescence , particularly within school and educational contexts , integrating digitalization, media literacy, and infodemiology . He leads the WHO Collaborating Centre for Health Literacy and coordinates global networks like Covid-HL and GLOBHL . Education : PhD in Educational Science (Bielefeld University, 2020), MSc in Educational Science (University of Duisburg-Essen) Leadership Roles : Vice President of the International Health Literacy Association (2022), Deputy Chair at IUHPE (2019) Research Interests include: Health literacy as a social vaccine during pandemics Organizational health literacy in school systems Development of cross-cultural measurement tools for health literacy Digital health literacy and infodemic management Integration of health literacy into educational policy Gender disparities in health literacy outcomes Recent Publications (2022–2023) reveal trends in: Global pandemic responses using health literacy frameworks Psychosocial impacts of pandemic stress on school leaders Digital transformation in health education School-based interventions for adolescent health Cross-national comparisons of literacy models Policy development for health-literate institutions Scientific Awards include: Vice President, International Health Literacy Association (2022) Vice President, EUPHA Health Promotion Section (2016) Deputy Chair, IUHPE Global Working Group on Health Literacy (2019) Advising and Grants involve: Co-founding the Global Covid-19 Health Literacy Network Leading the BMBF-funded HLCA research consortium (since 2015) Contributing to WHO’s international health literacy measurement frameworks Lab and Team Affiliations include: Head of the Health Literacy Unit at TUM Member of the Unesco Chair Global Health and Education (since 2019) Coordinating international research teams across Germany, Denmark, Finland, and Ecuador
Robinder P. Bedi is a Professor in the Department of Educational and Counselling Psychology, and Special Education at the University of British Columbia (UBC). He specializes in Counselling Psychology , with a focus on Cultural Psychology , Multicultural Counselling Competencies , and integrating Indigenous Psychologies into Western practices. His work addresses Counselling with Men and Masculinity , Folk Models of Illness , and Cultural Adaptation of Psychotherapy , particularly for Punjabi Sikh and Asian-Indian populations. Research Trends : Recent publications analyze the ideological underpinnings of Western psychotherapy , gender dynamics in Indian counselling , and program evaluations for immigrant/refugee trauma interventions . Subfields include implicit bias in Muslim mental health , substance use recovery metrics , and sexuality counseling pedagogy . Scientific Awards : Michael Smith Foundation for Health Research Scholar Award (2009) Green College Leading Edge Scholar (2015) Killam Laureate (2022) Canadian Psychological Association Fellow (2023) Advising : Mentored students such as Kesha Pradhan (PhD candidate), Syler Hayes (poster awardee), and Graham Haber (SSHRC awardee). His lab promotes multi-level mentorship and co-authorship opportunities. Labs : Leads the Counselling and Psychotherapy Research, Teaching, and Service (RTS) Lab at UBC, which emphasizes critical thinking , cross-cultural research , and integration of traditional healing methods .
Professor Coral Dando is a Professor of Psychology at the University of Westminster, leading research in forensic cognition and investigative interviewing. With a background as a London Police Officer, she completed a BSc (Hons) Psychology and PhD in Applied Forensic Cognition. She is a Chartered Psychologist, National Teaching Fellow, and Registered Forensic Psychologist. Her research focuses on eyewitness memory, deception detection, and cross-cultural interviewing, with a particular emphasis on improving investigative methods in security and forensic contexts. Her academic roles include teaching forensic psychology modules (e.g., detecting deception, investigative interviewing) and supervising PhD students researching topics like virtual environments in interviews and neurodivergent credibility. She has secured significant research funding from entities like the Home Office, FBI, and CPNI, totaling over £2M across projects addressing insider threats, county lines exploitation, and aviation security. Key Research Themes: Eyewitness reliability, cognitive interviewing techniques, cross-cultural persuasion, and insider threat detection. Grants: Includes a 2024 €97,000 COST grant for implementing the Mendez Principles and a 2016 $469,000 FBI-funded study on intelligence interviewing. Professor Dando’s work bridges academia and practice, training professionals from police forces, security agencies, and NGOs. She contributes to policy development and has authored over 100 peer-reviewed publications, including seminal works on the cognitive interview and WAFA (Witness-Aimed First Account) for neurodivergent individuals. Her research emphasizes ethical, context-aware methodologies to enhance justice outcomes.
Dr. Clarissa Ong is an Assistant Professor in the Department of Psychological and Brain Sciences at the University of Louisville. Her research focuses on process-based therapy (PBT), acceptance and commitment therapy (ACT), and obsessive-compulsive and related disorders (e.g., OCD, perfectionism, hoarding). She aims to develop personalized, accessible treatments that address mental health disparities. Dr. Ong’s work emphasizes understanding why treatments succeed or fail, particularly for minoritized populations. Education: 2022: Postdoctoral Associate, Center for Anxiety and Related Disorders, Boston University 2021: Ph.D., Clinical/Counseling Psychology, Utah State University 2020: Predoctoral Internship, McLean Hospital/Harvard Medical School 2018: M.S., Clinical/Counseling Psychology, Utah State University Research Interests: Dr. Ong’s work integrates randomized controlled trials, process-of-change analyses, and single-subject designs to improve treatment efficacy. She investigates psychological flexibility, treatment personalization, and barriers to evidence-based interventions. Her research spans hoarding disorder, perfectionism-driven anxiety, and the role of sociodemographic factors in mental health outcomes. Labs/Teams: Dr. Ong directs the POIS Lab , which studies process-based interventions for OCD, hoarding, and related conditions. Undergraduate research assistant positions and graduate student applications are regularly available through the lab website. Advising & Grants: While specific grant details are not provided, her research has examined treatment outcomes in virtual partial hospital programs and telepsychotherapy for trichotillomania. She collaborates on projects addressing audiologists’ communication with parents of children with hearing loss.
Dr. Elizabeth Shaunessy-Dedrick is a Professor and Chair of the Department of Language, Literacy, Ed.D., Exceptional Education, and Physical Education at the University of South Florida's College of Education. She coordinates the Gifted Education Program and teaches in the fully-online Gifted Education program, offering courses for the Florida Endorsement and Master's degree. Her roles include leading the Ed.D. in Educational Program Development and serving on various college committees. Education: B.A. in English (University of Miami, 1990), M.A. in English (Florida State University, 1991), Ph.D. in Special Education with an emphasis in Gifted Education (University of Southern Mississippi, 2003). Research focuses on underrepresented gifted children and social-emotional needs of AP/IB students. Notable projects include the Javits-funded REACH initiative and an IES study on intrapersonal factors in AP-IB success. Her work emphasizes technology integration, program development, and mental health interventions in advanced curricula. Key grants include a Javits Gifted Education Award (2009-2011) and an IES grant (2010-2012). Awards include the NAGC Early Scholar Award (2013). Advising and grants: Primary Investigator on multiple projects; collaborates with Dr. Shannon Suldo on major studies. Active in college committees like the Tenure and Promotion Committee and Strategic Plan Revision Committee. Labs/Teams: Leads the Gifted Education Program and collaborates on interdisciplinary research teams focusing on advanced learners and educational innovation.
Claire Adams is an Adjunct Lecturer at the School of Arts and Humanities, Edith Cowan University (ECU). She holds a Doctor of Philosophy from ECU (2022). Her research focuses on mental health, aging populations, healthcare access barriers, and Indigenous health equity. Key areas include mental health help-seeking behaviors among older adults, chronic disease management, and early childhood development interventions. Her work integrates behavioral theories like the Theory of Planned Behavior with public health interventions. Recent studies address pandemic impacts on mental health service accessibility, cultural security in Indigenous maternal healthcare, and systematic reviews of early childhood cognitive interventions. She has collaborated on a $200,000 research project funded by the Department of Jobs, Tourism, Science and Innovation (2020–2023), focusing on Aboriginal health during the pandemic. Publications span journals like Journal of Counseling Psychology , Australian Journal of Psychology , and Systematic Reviews . Her research emphasizes evidence-based approaches to improving health equity through policy-informed interventions.
Kamila A. Alexander, PhD, RN, is an Associate Professor and Director of the PhD, DNP/PhD, and Postdoctoral Programs at the Johns Hopkins School of Nursing. She holds the endowed Natalie and Wes Bush Rising Professorship. Her research integrates health equity and social justice frameworks to examine socio-structural determinants of trauma, violence, and sexual/reproductive health outcomes among marginalized youth, with emphasis on intimate partner violence, HIV resilience, and economic opportunity. Education Dr. Alexander earned: B.S. in Exercise Science (Howard University) BSN and MSN/MPH (Johns Hopkins School of Nursing) PhD in Nursing Science (University of Pennsylvania) Research Focus Her work spans: Socio-structural drivers of health disparities Intersections of violence, trauma, and sexual/reproductive health Community-engaged interventions to promote HIV resilience Policy impacts on health equity for Black and Latino communities Publication Trends Recent articles (2019–2024) cluster around reproductive coercion, intimate partner violence, and HIV/STI prevention, employing mixed-methods approaches. Key themes include gender-based power dynamics, structural barriers in healthcare, and culturally responsive intervention strategies. Awards & Honors Notable recognitions: Betty Irene Moore Fellowship for Nurse Leaders (2020) Dean’s Award for Outstanding Nurse Researcher (2020) Johns Hopkins Catalyst Award (2018) New Nurse Faculty Fellowship (2015) Leadership & Affiliations She directs NIH-funded training programs and chairs key initiatives including: Nursing Initiative, Mid-Atlantic CFAR Consortium Violence Working Group, Johns Hopkins Center for Injury Research NIH T32 Training Program in Trauma and Violence She is affiliated with six Hopkins research centers focused on global health equity, adolescent health, and infectious diseases.
Dr. Beth Sapiro is an Associate Professor in the Department of Social Work and Child Advocacy at Montclair State University, affiliated with the College of Humanities and Social Sciences. She holds a PhD in Social Work from Rutgers University and has extensive clinical experience in New York City mental health programs. Her research focuses on mental health, marginalization, trauma, and qualitative methods, emphasizing relational dynamics and social justice. She teaches courses on clinical practice, human behavior, and assessment at both undergraduate and graduate levels. Education: B.Sc. Psychology/Sociology (University of Toronto), MSW (New York University), PhD Social Work (Rutgers). Research Specializations: Trauma impacts on youth mental health, marginalized populations' transitions to adulthood, qualitative inquiry, clinical practice, and anti-oppressive approaches. Her publications explore themes like trust in therapeutic relationships, resilience among foster care alumni, and immigrant college students' relational needs. Dr. Sapiro maintains a small clinical practice alongside her academic roles and actively contributes to social work scholarship through peer-reviewed articles and collaborative research projects.
Shamya Karumbaiah is an Assistant Professor in the Learning Sciences department at the University of Wisconsin–Madison's School of Education. She holds a PhD in Learning Sciences from the University of Pennsylvania (2021) and previously served as a postdoc fellow at Carnegie Mellon University. Her research focuses on equitable and responsible use of AI in education, addressing algorithmic bias, and methodological innovations in learning analytics. Education: PhD in Learning Sciences (University of Pennsylvania, 2021), MS in Computer Science (University of Massachusetts Amherst, 2017), BE in Computer Science (Sri Jayachamarajendra College of Engineering, 2011). Research Interests: Human-centered AI in education, algorithmic bias mitigation, affective computing, and teacher practices in human-AI collaboration. She critiques colonial continuities in algorithmic systems and advocates for upstream equity in AI development. Awards: Includes the Nellie McKay Fellowship (UW-Madison), multiple best paper nominations, and the Dean’s Fellowship (UPenn). Grants & Labs: Active in projects analyzing multimodal classroom data and AI ethics. Collaborates with institutions like Cisco and USC ICT.
Ruth Owusu-Antwi is a full-time Lecturer in the Department of Psychiatry at the School of Medical Sciences, Kwame Nkrumah University of Science and Technology (KNUST), Ghana. She is also a Senior Specialist and immediate past Head (2017–2024) of the Psychiatry Unit at Komfo Anokye Teaching Hospital, Kumasi. As an International Scholar with the Center for Global Health, she collaborates with global institutions like the University of Michigan to strengthen child and adolescent psychiatry in Ghana. Bachelor of Science in Human Biology, KNUST MBChB in Medicine and Surgery, KNUST Master of Science in Global Mental Health and Policy, KNUST Fellow, Ghana College of Physicians and Surgeons (Adult Psychiatry) Dr. Owusu-Antwi’s research focuses on global mental health , with special emphasis on gender-based violence , addiction , women's mental health , and psychosocial support during public health crises . Her work bridges clinical practice, policy, and community outreach, particularly in underserved populations. She has led numerous community mental health initiatives and a campaign supporting survivors of the Apiatse Gas Explosion. Her recent publications reflect a strong trend in addressing mental health stigma, maternal mental health, and gender-based violence in Ghana and Sub-Saharan Africa. Collaborative studies with institutions in the US highlight her role in building psychiatric capacity and training health workers. 2019 International Fellow, Association of Women Psychiatrists, USA Commendation from Ghana Health Service for COVID-19 psychosocial response Recognition by the President of Ghana, Nana Addo Danquah Akufo-Addo Dr. Owusu-Antwi has mentored numerous trainees and led national initiatives through her role as immediate past President of the Psychiatric Association of Ghana (2021–2023). She has secured research support through international collaborations and funding bodies, contributing to policy development and mental health advocacy. She is the Medical Director of Recovery Pathways, a private practice offering specialized mental healthcare and Employee Assistance Programs (EAP). She leads community mental health outreach programs under her unit, delivering services to deprived communities nationwide. She also co-leads initiatives with the University of Michigan to build child and adolescent psychiatry expertise in Ghana, focusing on training and knowledge dissemination.
