Associate Professor Karen Pennesi specializes in Linguistic and Sociocultural Anthropology at the University of Western Ontario’s Department of Anthropology. Her research focuses on the role of names in identity construction, verbal art in digital spaces, and climate communication in diverse cultural contexts. She holds a PhD from the University of Arizona (2007). Her research interests include: (1) How names influence self-perception and social treatment in multicultural Canada, (2) Verbal art analyzing pandemic experiences and racism online, and (3) Climate forecasting communication in Brazil and the Canadian Arctic. She teaches courses like ANTH 1021 (Introduction to Sociocultural Anthropology) and ANTH 2252 (Languages in Canada). Publications highlight interdisciplinary work on naming policies, multicultural integration, and Indigenous knowledge systems. She advocates for Universal Design principles to address name diversity in institutional settings. Research includes collaborations with undergraduate students and international scholars, focusing on ethical communication practices and social equity.
Prof. Sierk Ybema is a Full Professor in Organization Sciences at the Faculty of Social Sciences and Humanities at Vrije Universiteit Amsterdam (VU Amsterdam), where he also co-directs the Wellbeing @ Work lab. He concurrently holds a Professorship at Anglia Ruskin University (Cambridge) since 2017. His work focuses on organizational change, identity work, and discourse analysis, contributing to UN Sustainable Development Goals related to quality education and sustainable cities. Research Interests: Identity Work and its symbolic dimensions Organizational Change processes and resistance dynamics Ethnographic studies of healthcare, media, and cross-cultural organizations Liminality and transitional phases in organizations Citizen engagement and co-production in public services Key Projects: Leading the Talma Zorgprogramma research project (2023-2027), exploring integrated dementia care models Co-developing the Wellbeing @ Work lab to address workplace health Awards: Nominated for EGOS 2017 'That's Interesting to Read' Award for innovative organizational scholarship Advising & Grants: Supervised 6 PhD theses focusing on healthcare governance, identity processes, and organizational ethnography. Actively engages in interdisciplinary collaborations across Europe and Asia. Labs/Teams: Co-Director of Wellbeing @ Work lab at VU Amsterdam, fostering research on workplace well-being and organizational dynamics.
Svjetlana Curcic is an Associate Professor of Special Education and instructor in the Elementary Education program at the University of Mississippi's School of Education, Department of Teacher Education. She holds a Ph.D. in Special Education from Michigan State University and an Ed.D. in International and Multicultural Education from the University of San Francisco. Her research focuses on literacy and technology integration to support students with learning disabilities, second language learners, and marginalized populations like Roma students. She has supervised doctoral students and taught courses such as Special Education Law & Procedures and Strategies for the Inclusive Classroom. Her education includes B.A. degrees in English Literature and Journalism from the University of Zagreb (1980), an M.A. in Communicating Arts from the University of Wisconsin-Superior (1981), and advanced degrees in multicultural and special education. Her work emphasizes inclusive practices, policy analysis, and digital tools for diverse learners. Her articles explore topics like preservice teacher writing interventions, Roma education policy, and cross-cultural technology adoption in K-12 settings. She is based at the Tupelo Campus and her office is 333A. Curcic’s research trends span special education pedagogy, multicultural curriculum design, and leveraging technology to address educational disparities. Her recent work highlights collaborative approaches between teacher education programs and writing centers, as well as systemic challenges in inclusive education policies. She has authored over 20 peer-reviewed publications and book chapters in journals like TESOL Quarterly and International Journal of Inclusive Education .
Mona Abo-Zena serves as Associate Professor in the Department of Curriculum & Instruction within the College of Education and Human Development at the University of Massachusetts Boston. Her work integrates research, theory, and practice to support children and families from diverse backgrounds through an asset-based lens while addressing contextual challenges. Her educational foundation includes a PhD in Applied Child Development from Tufts University, an EdM in Administration, Planning, and Social Policy from Harvard University, and a BA in Sociology from the University of Chicago. Professor Abo-Zena's research centers on religion and spirituality as intersectional dimensions of identity within child development, examining how these function as cultural funds of knowledge affecting learning. She investigates home-to-school connections, culturally responsive teacher preparation, and the experiences of minoritized communities—particularly Muslim youth navigating religious and gender identities. Her work balances critical analysis of structural challenges with affirmation of community strengths. Her publication record reveals consistent focus on decolonizing academic frameworks, spiritual development in early childhood, and Islamophobia's impact on Muslim children. These works span psychology, education, and social work disciplines, demonstrating interdisciplinary rigor through qualitative case studies and sociocultural analyses of religious identity formation. With over two decades of P-16 educational experience encompassing teaching, administration, and board service, Professor Abo-Zena bridges academic scholarship with practical application in teacher development and family engagement initiatives.
Dr. Meredith N Decker is a Clinical Associate Professor in Kinesiology at The University of Texas at Arlington (UTA), affiliated with the College of Nursing and Health Innovation. She holds multiple roles including Athletic Trainer at UTA Health Services and Clinical Education Coordinator. Her academic journey includes a PhD in Kinesiology (2020) from UTA, an MS in Exercise Physiology/Athletic Training (2013) from Kent State University, and a BS in Athletic Training (2011) from California University of Pennsylvania. Her research focuses on athletic training, sports medicine, and healthcare equity, particularly addressing LGBTQIA+ inclusion, concussion management, and implicit bias. Notable awards include the Christine M Bonci Award (2024) and the James Dodson New Horizon Award (2022). She advises doctoral students like Jessica Garcia and Samuel Lauman. Teaching spans courses in clinical athletic training, functional anatomy, and therapeutic interventions. Her service includes roles in LGBTQ+ advisory committees for NATA and SWATA, CAATE accreditation reviews, and community outreach with organizations like Mission Arlington. She actively presents on diversity in healthcare and patient-centered care strategies.
Dr. Breanne Litts is an Associate Professor at Utah State University, affiliated with the Emma Eccles Jones College of Education and Human Services and the Instructional Technology & Learning Sciences department. She leads the Learn, Explore, Design (LED) Lab, focusing on community-centered approaches to learning through making, technology, and cross-cultural collaboration. Her research emphasizes culturally sustaining practices, Indigenous partnerships, and design ethics in educational technology. Dr. Litts holds a Ph.D. in Digital Media from the University of Wisconsin-Madison, with minors in Educational Psychology and Learning Sciences. Her work has been supported by grants from the National Science Foundation and Spencer Foundation, and her publications appear in journals like Teachers College Record and Harvard Educational Review. Her research interests include leveraging technology to bridge cultural divides, computational making in K-12 education, and ethical design processes with Indigenous communities. She has been recognized for mentorship, including the 2021 USU Undergraduate Research Mentor of the Year award. Dr. Litts collaborates with museums, schools, and Indigenous communities to co-design tools that prioritize equity and cultural preservation. The LED Lab’s projects often involve augmented reality, electronic textiles, and place-based learning to foster youth engagement with their cultural and environmental contexts.
Professor Lynne Coventry is a Professor of Cybersecurity at the Department of Cybersecurity and Computing, Abertay University. Her research focuses on cybersecurity, human-computer interaction, and the intersection of technology with societal challenges such as privacy, stigma, and aging populations. She leads projects on phishing detection, digital health systems, and proactive content moderation. Her work contributes to UN Sustainable Development Goals related to health, innovation, and reducing inequalities. Research Interests: Cybersecurity (with a focus on phishing, privacy, and smart home security), healthcare technology (designing inclusive systems for chronic illnesses), and mitigating digital harms in marginalized communities. Her methods include participatory design (e.g., zineography), behavioral studies, and interdisciplinary collaborations. Recent Articles Highlight Trends in: Proactive content moderation algorithms, cybersecurity needs of older adults, and stigma reduction via digital tools. Key themes include balancing usability with security, ethical AI, and technology accessibility for vulnerable groups. Awards: None explicitly listed. Grants and Collaborations: Active in international projects on HIV care, cybersecurity guardianship programs, and misinformation research. Her work involves collaborations across academia, healthcare, and tech sectors. Labs/Teams: Leads interdisciplinary teams addressing cybersecurity culture change in healthcare and designing assistive technologies for aging populations. Her lab emphasizes participatory methods and real-world impact.
Dr. Megumi Fuse is a Professor in the Department of Physiology at San Francisco State University (SFSU) since 2001. She also serves as Director of the Student Enrichment Opportunities (SEO) Office, managing NIH-funded programs like the Bridge to Doctorate and BMS BE-STEM Scholars. Her research focuses on insect physiology, particularly nociceptive sensitization and developmental responses to tissue damage using Manduca sexta as a model. She holds a Ph.D. from the University of Toronto and completed a postdoc at the University of Washington. Education: B.Sc. Zoology, University of Toronto M.Sc. Biology, York University Ph.D. Physiology, University of Toronto NSERC Postdoctoral Fellow, University of Washington Research Interests: Dr. Fuse investigates how insects respond to external stress and tissue damage, with a focus on pain mechanisms and developmental delays. Her lab uses Manduca sexta to study nociceptive sensitization (a form of pain memory) and signaling pathways involved in regeneration. Key projects include understanding the role of serotonin, feeding, and temperature in pain responses, as well as hormonal调控 of developmental delays after imaginal disc damage. Lab and Mentorship: The Fuse Lab supports diverse student researchers through NIH and Genentech scholarships. Alumni have advanced to PhD programs at prestigious institutions like UC Berkeley, University of Washington, and UBC. Dr. Fuse emphasizes mentoring underrepresented students in STEM through SEO programs. Labs/Teams: The Fuse Lab is part of SFSU's biology department and collaborates with institutions nationwide. Research areas include pain biology, developmental physiology, and epigenetics. The lab maintains a dedicated space for insect care and molecular studies.
Laura Baecher-Lind is the Dean of Education Affairs and Professor of Obstetrics and Gynecology at Tufts University School of Medicine. She holds dual degrees in Medicine (NYU, 2003) and Public Health (UNC, 2009). Her research focuses on medical education innovation, gender equity, telemedicine applications in obstetrics, and reproductive health policy. Key contributions include guidelines on diversity/inclusion in medical training and analyses of state laws impacting medical students' residency choices. Education: Bachelor of Arts, State University of New York (1997) Doctor of Medicine, New York University (2003) Master of Public Health, University of North Carolina (2009) Research Interests: Medical education reform Telemedicine implementation Gender identity inclusivity Workforce diversity Reproductive health policy Awards: Not explicitly listed in provided texts. Her articles (n=41+) address topics like AI chatbots in clinical training, perinatal telemedicine outcomes, and faculty well-being during institutional pressures. She leads Tufts' educational affairs while maintaining clinical roles as an attending physician and residency program contributor.
Debbie S. Dougherty is a Professor of Communication at the University of Missouri and Editor-in-Chief of the Journal of Applied Communication Research . She holds affiliations with the College of Arts and Science and has previously served as Associate Dean of Research, Interim Chair of Communication, and Faculty Fellow for Inclusion, Diversity, and Equity. Her work focuses on organizational power dynamics, particularly regarding sexual harassment and social class, with over 20 years of research output in leading journals. Dougherty has collaborated with organizations like the U.S. Army and National Park Service, providing expert training on workplace harassment. She has also been featured in major media outlets including the New York Times and Forbes . Education: Ph.D. in Communication from the University of Nebraska (2000). Her research interests span feminist standpoint theory, emotion in organizations, and organizational culture. Dougherty has authored a book ( The Reluctant Farmer: An Exploration of Work, Social Class, and the Production of Food , 2011) and sits on seven editorial boards. Awards include the Jack Kay Award for Engaged Research and the Gold Chalk Award for graduate mentoring. Key Contributions: Over 50 peer-reviewed articles, top paper awards (10), and impactful policy training programs. Teaching: Courses on Organizational Communication, Qualitative Methods, and Graduate Research. Service: Leadership roles in promoting equity initiatives and scholarly communication. Her work bridges theory and practice, addressing real-world challenges in workplace culture and social justice through rigorous qualitative methodologies.
Tom Coward is a Senior Lecturer teaching MArch Architecture (RIBA 2) in the Department of Architecture and Landscape at the Kingston School of Art, Kingston University. With over 23 years of experience as a qualified British architect and RIBA Client Advisor, he brings extensive professional expertise to his academic role. He has taught architecture courses for more than 19 years, including serving as Year Leader from 2019-2022, and has contributed significantly to curriculum development and course revalidation. His educational background includes: 2021: Fellowship of the Higher Education Academy 2005: Professional Practice Examination, London Metropolitan University 2002: MA RCA Architecture & Interiors, Royal College of Art 1998: BA (Hons) Architecture First class, University of Nottingham Dr. Coward's research focuses on conversational architecture, participatory practice, and the relationship between architectural practice and academic activities. His work emphasizes community engagement, social prescription, and the role of everyday objects in architectural design. He is currently completing a PhD by Practice titled "Towards a Conversational Architecture," which explores how lived experience informs architectural practice and education. His research has involved fieldwork to significant architectural sites including works by Giancarlo de Carlo in Urbino, Lina Bo Bardi in Sao Paulo, and Charles Moore in California. His notable scholarly contributions and recognitions include: Young Architect of the Year 2005, Runner Up Architects Journal '40 under 40' Winner, 2005 Fellowship of the Royal Society for the Encouragement of Arts, Manufactures and Commerce Fellowship of the Higher Education Academy RIBA Award for The Green Community Centre As an educator, Dr. Coward has supervised numerous MArch students whose work has been published and exhibited internationally and won industry awards. He has developed innovative teaching approaches, including community-based residencies such as the Walworth Living Room project with Pembroke House Settlement and engagement with Shinfield Parish Council. During the pandemic, he led efforts to transform teaching into effective digital environments while maintaining the relational aspects of architectural education. He has also served as a RIBA Pt III Internal Assessor at the University of Brighton and as the Louis I Kahn Visiting Assistant Professor at Yale University in 2011-12. Dr. Coward is a founding director of the award-winning RIBA chartered practice AOC Architecture Ltd, described as "One of the most promising, successful new practices in British Architecture" (The Times). The practice is known for its socially engaged, characterful buildings that operate at diverse scales in sensitive contexts. Projects by AOC have been exhibited internationally and published in significant architectural publications including Hatch (2008), New Arcadians (2012), New Architects 3 (2016), and Post-Modernism, Buildings in Britain (2017).
Professor Oliver Burmeister is a Professor in Information Systems and Presiding Officer of the Human Research Ethics Committee at Charles Sturt University (CSU). He leads the 'Flourishing Communities' research sphere under CSU's strategic plan, focusing on community-centric research with social impact. His work emphasizes ethical technology design, particularly in healthcare for aging populations using Value Sensitive Design (VSD). He also holds a Senior Research Fellow position, fostering interdisciplinary collaboration between researchers and communities. His research interests span health information systems, cybersecurity in healthcare, LGBTQ+ eldercare robotics, cultural safety in healthcare policy, and disaster resilience strategies. Notable contributions include frameworks for privacy in blockchain applications and co-design approaches for rural workforce planning. He actively promotes ethical hacking practices and has evaluated telehealth technologies' impact on social cohesion. Key areas of focus include: Gerontechnology ethics and aging populations Cultural competency in Indigenous health Rural health equity and disaster preparedness AI/robot ethics in eldercare Health data privacy via federated learning His leadership roles include guiding CSU's Human Research Ethics Committee and co-authoring policy frameworks for community engagement. He has published extensively on topics ranging from LGBTQ+ elder care robots to the socio-technical challenges of rural healthcare systems.
Pablo Álvarez-Pérez is an Associate Professor in the Department of Political Science and Public Policy at ISCTE University Institute of Lisbon, Portugal. He holds a PhD in Sociology from the University of Huelva and serves as Director of the Master's in Social Work program. His research focuses on migration, superdiversity, digital social work, and social exclusion, with particular emphasis on intercultural competency and human rights frameworks. He collaborates with the CIES-Iscte research center and Spain's UNED university on socio-educational interventions in diverse contexts. Teaching responsibilities include courses on social work theory/history, superdiversity in contemporary society, and professional practice modules in bachelor's and master's programs. He leads the 'Lead to Change' research project (2024–2027), addressing participatory models for health/welfare behavior change in families with disabilities, alongside partners in Portugal, Spain, Sweden, and Italy. His work integrates digital tools and community-based approaches to address socio-economic challenges. Key research themes span migration's impact on family structures, digital transformation in social work practice, and inclusive education systems for students with intellectual disabilities. Recent publications explore metaverse applications in social services, artistic interventions in community development, and policy frameworks for superdiversity. He actively contributes to curriculum design and interprofessional education initiatives in social work training programs across Europe.
Francesca Murialdo is Director of Interior Architecture and Design Programmes at Middlesex University, London, and holds visiting professorships at Politecnico di Milano and other institutions. Her work bridges academic leadership, design practice, and research, focusing on adaptive reuse, retail spaces, and community-driven design. She has over 25 years of experience in academia, including roles as Programme Leader and Adjunct Professor in Italy and the UK. Roles: Director of Programmes (Middlesex), Visiting Professor (Politecnico di Milano), Adjunct Professor (Politecnico di Milano) Research Themes: Retail scape dynamics, adaptive reuse strategies, hidden narratives in interiors Educational Philosophy: Practice-led education integrating research-by-design, emphasizing collaboration, activism, and inclusivity Her research explores how interiors can catalyze social change, with notable projects like the KilburnLab initiative reimagining disused community spaces. She has authored/co-authored books and articles on retail futures, sustainable design, and digital pedagogy. Professional practice includes founding studios like laboMint and Studiometrico, emphasizing design’s role in shaping societal identities. Awards and recognitions are not explicitly listed but her contributions are noted as impactful within the field.
Dr. Alexandre Sousa is an Associate Professor in the Department of Physics at the University of Cincinnati, affiliated with the College of Arts & Sciences. His primary research focuses on experimental high-energy physics, particularly neutrino oscillations and their implications for understanding fundamental particle interactions and cosmological evolution. He has held positions at Harvard University and the University of Oxford before joining UC in 2012. Education: Ph.D. in Physics (Tufts University, 2006), M.Sc. in Physics (Tufts University, 2000), B.Sc. in Physics Engineering (Instituto Superior Técnico, 1998). Research Interests: Neutrino properties, CP violation, neutrino mass hierarchy, sterile neutrino searches, and long-baseline experiments (NOvA, DUNE, MINOS+). His work addresses questions like whether neutrinos violate CP symmetry and the structure of neutrino mass ordering. He leads the NOvA Test Beam effort and coordinates detector simulations for NOvA. Grants & Awards: ORAU Ralph E. Powe Junior Faculty Enhancement Award (2014), UC Rising Star Award (2017), multiple Fermilab Intensity Frontier Fellowships (2013–2019), and NSF grants for education and detector development. He has led over $2.5M in federal and private grants, focusing on HEP data analytics and neutrino experiments. Teaching & Service: Championed active learning methods in physics education. Served as Teaching & Learning Liaison (2016–2018) and active member of the Diversity and Inclusion Committee. Recognized with the Darwin T. Turner Breakfast of Champions Award (2018). Labs & Collaborations: Co-leader of NOvA Test Beam, NOvA Detector Simulations Group, and MINOS/MINOS+ Analysis Coordinator. Collaborates on DUNE, LBNE, and CHIPS projects, advancing neutrino detection technologies and computational methods.
