Luis Botella Garcia Del Cid is a Full Professor at the Department of Psychology and Speech Therapy, Faculty of Psychology, Educational Sciences and Sports, Ramon Llull University. His work focuses on therapeutic alliance, constructivism, and clinical psychology. University: Ramon Llull University School: Faculty of Psychology, Educational Sciences and Sports Department: Psychology and Speech Therapy Email: lluisbg@blanquerna.url.edu His research spans therapeutic alliance, psychometrics, constructivist approaches, and clinical psychology. He investigates therapist personal style, team solutions in psychotherapy, and adolescent interactions with social media influencers. His recent projects include ACM Psicopersona and Proceso Terapéutico funded by AGAUR. Key publications (2022-2023) address dyadic coping during the pandemic, fuzzy cognitive mapping in clinical supervision, and teamwork in psychotherapy. Articles span interdisciplinary collaborations across 27 countries with a focus on psychological distress and relationship quality. He collaborates with the Psicopersona research group and participates in systems-thinking-based clinical models. His work integrates constructivist theory with practical applications in therapeutic contexts and adolescent digital behavior.
Chris Lebron is an Associate Professor of Philosophy and Chair of the AAP Master of Liberal Arts Program at Johns Hopkins University's Krieger School of Arts & Sciences. He holds a PhD from MIT and specializes in political philosophy, social theory, the philosophy of race, and democratic ethics. His work bridges academic scholarship and public discourse, addressing contemporary issues of racial justice and democratic ethics. Education PhD in Philosophy from MIT Research & Awards Lebron's research examines systemic racial injustice and democratic renewal. His books include The Color of Our Shame: Race and Justice In Our Time (winner of the APSA First Book Prize) and The Making of Black Lives Matter: A Brief History of An Idea . He received the 2018 Hiett Prize in the Humanities for his impactful contributions to contemporary culture. His work appears in venues like The New York Times, Boston Review, and The Atlantic. Public Engagement Lebron is a prominent public intellectual, contributing op-eds and essays on race, justice, and democracy. His scholarship emphasizes ethical responses to systemic racism and the moral obligations of democratic societies.
Tapashi Binte Mahmud Chowdhury is a Research Fellow at the University of Tartu, Centre for Science Education and the Institute of Ecology and Earth Sciences . She earned her PhD in Science Education in 2022 under supervisors Miia Rannikmäe and Jack Holbrook, focusing on trans-contextual science education for active citizenship. Her research spans transdisciplinary education , socio-scientific issues , and sustainable development . Education : PhD (2022), Doctoral Student (2017–2021), M.Ed. (2015–2016) Key Projects : Trans-national STEM Teacher Education (2023–2026, €424k), SciCar Horizon 2020 (2020–2024, €440k) Leadership : Led international research collaborations in Estonia, Ukraine, Bangladesh, Turkey; organized SciCar Doctoral Schools and Expert Seminars. Research Trends : Her publications emphasize trans-contextual science education , humanism , and sustainable development , with a focus on cross-cultural solutions to societal problems. Articles like Navigating Wicked Problems (2024) and A Model Conceptualising Trans-disciplinarity (2024) highlight her work in integrating multidisciplinary approaches for civic engagement. Scientific Awards : 2024 Reviewer of Excellence Award, Science & Education Journal 2017 Doctoral Scholarship, University of Tartu Supervision : Currently guiding doctoral student Jaanus Uibu and master’s student Signe Värv at the University of Tartu. Previously reviewed over 25 manuscripts for journals like Sustainability and Science & Education .
Michele Greet is a Full Professor of Art History at George Mason University and affiliated faculty in Latin American Studies, Honors, and Women's Studies. She specializes in twentieth-century Andean art and Latin American artists in Europe, with a focus on transatlantic cultural exchange and modernist strategies like Indigenism. As former president of the Association for Latin American Art, she has lectured globally and published extensively in journals such as Papers of Surrealism and Journal of Curatorial Studies . Her current research explores abstraction in the Andes (1950-1970), supported by a National Endowment for the Humanities Fellowship. Education : Ph.D. (2004) and M.A. (1998) from NYU, B.A. (1993) from Bowdoin College. Her research interests include modernist strategies in Andean art, Latin American artists in Paris, and the role of art museums in structuring representation. She has co-edited Art Museums of Latin America: Structuring Representation (2018) and authored books on transatlantic encounters and pictorial Indigenism. Her recent articles analyze abstraction, surrealism, and cultural hybridity in Latin American art. Scientific awards include NEH Fellowships (2020-2021, 2012-2013), a Millard Meiss Publication Grant (2016), and a Getty Foundation grant (2008). She has supervised dissertations, including Olga Ulloa-Herrera’s The US State, The Private Sector, and Modern Art in South America, 1940-1943 . Her presentations span institutions like MoMA, UNAM, and the Clark Art Institute, addressing themes like primitivism, cultural exchange, and surrealism. She teaches courses ranging from Latin American art surveys to graduate seminars on transnational surrealism and curating exhibitions.
Mathias Delori (born 1978) is a CNRS Research Fellow at Sciences Po Paris' Centre for International Studies (CERI) since 2024. His academic journey includes positions at the European University Institute, Université de Montréal, Université libre de Bruxelles, University of Colorado Boulder, Centre Emile Durkheim, and Centre Marc Bloch. PhD in International Relations from Sciences Po Grenoble (2008) HDR (Habilitation) from Paris 1 Panthéon Sorbonne (2020) Co-editor-in-chief of Cultures et Conflits journal Editorial board member of PARISS and German-French perspectives journal Research focuses on: Critical security studies War-peace nexus Franco-German historical reconciliation Epistemology of international phenomena Global War on Terror analysis Publication trends show: 2024 monograph on mimetic terrorism theories 2023 special issues on post-1990 European integration 2021 dual publications on terrorism and humanist violence Ongoing critique of positivist paradigms in social sciences Supervising PhD candidates: Antoine Younsi Lou Villafranca
Małgorzata Jędrzejczyk is an Assistant Professor (adiunkt) of Art History at the Jagiellonian University in Kraków, where she completed her interdisciplinary doctoral programme. An active curator and specialist in 20th- and 21st-century avant-garde art and architecture, she also co-directs the Berlin-based programme "Exercising Modernity" at the Pilecki-Institut and maintains regular collaboration with the International Cultural Centre in Krakow. Education PhD in Humanities (Art History), Jagiellonian University, 2022 – dissertation on the concept of space in Katarzyna Kobro’s work Studies in Art History, Jagiellonian University International study periods: University of Vienna and Humboldt-Universität zu Berlin Research Focus Her scholarship is situated at the intersection of art history, architectural theory and cultural diplomacy. Central themes include the notion of space-time in avant-garde sculpture, transnational networks of modernism, the legacy of Polish constructivists Katarzyna Kobro and Władysław Strzemiński, and the role of museums and exhibitions in shaping modernist narratives. Exhibition & Publication Trajectory Across a prolific stream of curated exhibitions (Berlin, Kraków, Łódź, Gdynia, Vienna, Warsaw) and peer-reviewed publications, she interrogates how modernist ideas migrate across geographies. Recurrent motifs are domesticated modernism, urban memory, and the performativity of space. Scientific Awards & Memberships Member, International Association of Art Critics (AICA) Member, Association of Art Historians Advising & Collaborative Projects She mentors emerging researchers within the Jagiellonian doctoral community and leads international research teams under the "Exercising Modernity" umbrella, facilitating dialogue between scholars, architects and curators across Europe. Laboratories, Teams & Future Work While no dedicated laboratory is mentioned, her curatorial projects (e.g., permanent gallery at the National Museum in Kraków) function as living research platforms. Future initiatives include expanding the Exercising Modernity network and preparing a monograph on Kobro’s spatial theory.
Dr. Michael Dias is a Professor of Science Education at Kennesaw State University’s College of Science and Mathematics. His work focuses on science teacher preparation, mentorship, and inquiry-based pedagogy, with a strong emphasis on social justice in STEM education. Current research explores science teacher reflection, Argument-Driven Inquiry, and STEM teaching for social justice. He has developed the Multidimensional Model of Reflective Practice and Critical Incident Reflection protocol to support teacher candidates’ professional growth. Recent publications analyze trauma-informed STEM pedagogy during the pandemic , rural computer science teacher development, and three-dimensional learning frameworks. Dr. Dias advocates for culturally responsive teaching and has authored the textbook The Art of Teaching Science , which emphasizes experiential and constructivist approaches in middle and high school contexts.
Mark Jarzombek is a Professor of the History and Theory of Architecture at MIT, holding a Diplom Architekt from ETH Zurich (1980) and a PhD from MIT (1986). He is a leading scholar in global architectural history, digital culture, and urban studies. His seminal works include A Global History of Architecture (2006) and Architecture of First Societies: A Global Perspective (2013). He co-founded the Global Architecture History Teaching Collaborative (GAHTC) with a $2.5M Mellon Foundation grant and pioneered MIT's first MOOC on architectural history via EdX. Jarzombek's research interrogates digital-age imaginaries, post-traumatic urbanism, and the philosophical underpinnings of architecture. Awards: CASVA Fellow (1985), Getty Resident Fellow (1986), IAS Fellow (1993), Clark Art Institute Fellow (2005) Labs: Architecture (Un)certainty Lab (A(U)L), part of Office of (Un)certainty Research (O(U)R) Key Projects: GAHTC, Lifta Site Study, Krzysztof Wodiczko's City of Refuge Teaching: Undergraduate 4.605 course transformed into a global MOOC His work challenges received historical narratives, emphasizing global perspectives and interdisciplinary dialogue. Recent writings address digital dependency ( Digital Stockholm Syndrome , 2016) and the ethical dimensions of architectural practice in the Anthropocene.
Danielle Dunkley is an Assistant Professor of Clinical Mental Health Counseling at Agnes Scott College, where she contributes to both academic education and clinical supervision. Her role integrates teaching, research, and direct clinical engagement, particularly with marginalized populations. Academic Background: PhD in Counselor Education and Supervision, Mercer University MS in Clinical Mental Health Counseling, Mercer University BA in Spanish and Pre-Medicine, Amherst College Dr. Dunkley's research and practice are rooted in a humanistic constructivist framework, emphasizing the interconnectedness of mind, body, spirit, and community. Her scholarly interests include trauma recovery, especially among Black families affected by child sexual abuse, culturally responsive mental health interventions, and the development of empathic, growth-oriented counseling practices. She applies these principles consistently across clinical, educational, and supervisory contexts. Her professional engagement includes membership in the American Counseling Association and the Association for Counselor Education and Supervision. She has co-authored articles and book chapters in counseling literature, contributing to the advancement of clinical knowledge and pedagogy in mental health counseling. Professional Licensure and Certification: Licensed Professional Counselor (LPC), Georgia National Board for Certified Counselors (NBCC) Approved Clinical Supervisor (APS) Dr. Dunkley is actively involved in clinical work and continues to promote equity and healing in mental health services. Her work in education emphasizes compassionate supervision and the empowerment of future counselors. While no specific grants or student advisees are listed, her contributions to research and practice suggest a strong trajectory in counselor education and trauma-informed care.
Tatiana Bachkirova is a Professor of Coaching Psychology at Oxford Brookes Business School. She teaches on the MA in Coaching and Mentoring Practice and supervises doctoral students in coaching psychology. She founded the International Conference on Coaching Supervision and leads the Oxford Brookes Programme of Advanced Study in Coaching Supervision. Her research focuses on developmental coaching, leadership learning, self-deception, and the philosophical underpinnings of coaching. She has pioneered the use of pragmatism as a meta-perspective in coaching and developed a taxonomy of coaching themes. Her work challenges traditional skills-focused coach education models, advocating for capability-based assessment frameworks. Her recent publications analyze AI coaching, leadership agendas, and coaching supervision dynamics. These works emphasize philosophical rigor, practitioner ethics, and organizational applications. She collaborates globally, including a visiting professor role at Russia's National Research University Higher School of Economics. Excellence in Coaching Research Award (2023) Outstanding Contribution to Coaching Psychology (2020) EMCC Coaching Supervision Award (2018) Bachkirova supervises PhD students including Angela Wright and Cornelia Bogatu. She serves on editorial boards for four coaching journals and contributes to the Future of Coaching Collaboration's Knowledge Portal. Her keynote presentations span continents, addressing topics like adult development theories and leadership coaching.
Craig Eliason is a Professor in the Department of Art History & Museum Studies at the University of St. Thomas, where he contributes to the College of Arts and Sciences. His work bridges academic research and practical design, particularly in typography and modern art history. He has held significant fellowships, including from the National Endowment for the Humanities (2020), the Harry Ransom Center (2009–10), and Houghton Library (2009–10). His research explores the history of modern-face types, global writing systems’ impact on Western typography, and the theoretical connections between early 20th-century art movements like Dada and Constructivism. Education: PhD in Art History, Rutgers University, New Brunswick, NJ MA in Art History, Rutgers University, New Brunswick, NJ BA in Fine Arts, Amherst College, Amherst, MA (magna cum laude) Research Interests: Eliason’s research focuses on the history of typography and type design, particularly modern-face types emerging in the late 18th century and their global encounters. He examines the classification of printing types in the modern period and how this intersects with art theory and practice. His earlier work explored the relationship between Dada and Constructivist movements, especially in Theo van Doesburg’s career. His design practice, including typeface projects like Feneon and Cuttlefish , informs and is informed by his scholarly work. Recent Research Trends: His publications and presentations highlight the cultural and historical dimensions of type design, including its classification, global influences, and intersections with fashion and visual culture. He critiques traditional taxonomies and emphasizes the role of typography in museums and digital contexts, as seen in his 2021 article on type design in museums and his 2019 talk on teaching type design to non-designers. Scientific Awards: National Endowment for the Humanities Summer Institute Fellowship (2020) Harry Ransom Center Limited Editions Club Endowment Fellowship (2009–10) Houghton Library Katherine F. Pantzer Jr. Fellowship in Descriptive Bibliography (2009–10) Honorable Mention, Morisawa Type Design Competition (2014) Advising & Grants: While no advisees are listed, Eliason has secured major grants and fellowships, including NEH support. His typeface designs, such as Backflip (formerly Flipper ), have been recognized in competitions and exhibitions. He is currently involved in developing typefaces like Strooptest and has collaborated on projects at the Selim Center and Minnesota Center for Book Arts. Labs & Teams: Eliason’s work extends to typeface design collaborations, including exhibitions at the Gutenberg Museum (2013) and California Marymount University’s “Text, Type, Typography” exhibition (2016–17). His designs reflect both scholarly rigor and creative practice, showcasing his role as a researcher and designer.
Krzysztof Abriszewski is a Professor at Nicolaus Copernicus University’s Faculty of Humanities, specializing in the Department of Ethnology and Cultural Anthropology. His work bridges Cultural Studies, Science and Technology Studies (STS) , and Philosophy of Science , with a focus on Actor-Network Theory (ANT), cultural theory, and epistemological frameworks. He has authored 107 publications and contributed to debates on knowledge structures, interdisciplinary research, and the societal role of humanities. Education : Doctor (2004), Habilitated Doctor (2014). Research interests include: Cultural theory and its intersections with philosophy Science communication and public engagement Applications of Actor-Network Theory (ANT) Sociology of knowledge and critical realism Media’s role in shaping cultural dynamics Article trends reveal a focus on ANT, cultural critique, science studies, and sociopolitical dynamics, with recent work addressing autoethnography, distributed laboratories, and the critical potential of art in societal discourse. Activities and collaborations include participation in multi-center projects and contributions to Polish STS debates, emphasizing innovation and knowledge dissemination.
Signe Kastberg serves as Professor and Mary Endres Chair in Elementary Education within Purdue University's College of Education, Department of Curriculum and Instruction. Her scholarship advances public understanding of mathematics teaching, learning, and teacher education through constructivist frameworks, emphasizing the beauty and complexity of educator-learner relationships. Ph.D. in Mathematics Education, The University of Georgia (2002) M.A. in Mathematics, The University of Georgia (1990) B.A. in Mathematics, Keene State College (1987) Grounded in radical constructivist epistemology, Dr. Kastberg investigates multiplicative reasoning and relational practices —including listening, trust, care, and empathy—as foundational to sustainable teacher-student collaborations. Her research reveals how these elements motivate mathematical engagement while transcending traditional classroom boundaries into maker spaces and informal learning contexts. This humanistic approach consistently bridges theoretical frameworks with practical classroom applications across elementary and middle school mathematics. Analysis of her 2014-2024 publications shows evolving emphasis from foundational constructivist theory toward applied relational pedagogy, with recent work examining hybrid learning environments, legitimization of informal mathematical practices, and equity-focused strategies for struggling learners. Key thematic threads include written feedback mechanisms, teacher educator questioning practices, and interdisciplinary connections between mathematics, art, and making. Dr. Kastberg teaches core mathematics education courses including EDCI 36402 (Elementary Mathematics), EDCI 53300 (Number and Operations), EDCI 53400 (Geometry and Measurement), and advanced seminars on mathematics content goals. Her mentoring extends through collaborative research projects with colleagues on teacher education practices, though specific grant details and student advisees aren't documented in the source material. Current scholarship indicates active engagement with future directions in online teacher education and disability-inclusive mathematics research.
María Dolores Conesa Lareo is a Professor in the Department of Psychology at the University of Navarra's Faculty of Education and Psychology (FEP). She holds a PhD in Philosophy from the University of Navarra (2008) with a thesis on Levinasian thought titled Transcendence, Time and Finitude in the Philosophy of Emmanuel Levinas , supervised by Dr. Lourdes Flamarique Zaratiegui. Her research focuses on ethics, anthropology, and philosophy of education, particularly exploring postmodern digital society's ethical and anthropological challenges. Key areas include identity-difference dialectics, digital-era human vulnerability, and the interplay between education and cultural transmission. She is a member of the interdisciplinary research group Education, Citizenship and Character (GIECC) and serves on the editorial board of EUNSA and the scientific council of Estudios sobre Educación . Notable projects include developing tools for socio-emotional evaluation in education through collaborations with AHIA SL, and promoting civic competence via the Parlamento Cívico initiative. Her work bridges philosophy, education, and digital humanities, emphasizing reflective education in tech-driven environments and ethical responses to postmodern societal transformations. Recent research highlights include analyzing digital screen culture's impact on human cognition and redefining educational excellence through ethical frameworks.
Karin Knorr Cetina is the O. Borchert Distinguished Service Professor in the Department of Sociology at the University of Chicago. She holds a Ph.D. from the University of Vienna (1971), a Post-doctoral Diploma from the Institute for Advanced Studies in Vienna (1972), and a Habilitation from the University of Bielefeld (1981). Her research focuses on economic sociology, financial markets, globalization, and the sociology of science and knowledge. She examines the information architecture of financial markets, global microstructures, and post-social knowledge societies, combining ethnographic methods with theoretical analysis. Her current projects include studies on global foreign exchange markets, the cultural form of financial markets, and microsociological approaches to globalization. She advises doctoral students on topics such as global debt relief technologies, social robots, and the role of objects in social life. Key themes in her work include the interplay between material and epistemic objects, the transformation of social relations in digital environments, and the epistemological underpinnings of contemporary science and finance. Knorr Cetina’s research bridges macro- and micro-sociological perspectives, emphasizing the construction of knowledge and social structures. Her articles explore financial innovation, the dynamics of synthetic societies, and the challenges posed by post-humanist frameworks to social sciences. She is a leading voice in integrating empirical ethnography with theoretical innovation, particularly in the study of science and financial markets.
