Kevin Barge is a Professor of Communication and Interim Head of the Sociology Department at Texas A&M University. He holds a Ph.D. from the University of Kansas (1985). His research focuses on leadership theory, organizational change, and dialogic communication practices, emphasizing practical theory development and bridging academic and practitioner perspectives. He is a member of the Taos Institute and the Aspen Conference planning team, and has received major awards including the 2016 Gerald M. Phillips Award and 2017 Central States Communication Hall of Fame Award. Key research interests include reflexive leadership practices, appreciative inquiry in organizations, and communication strategies for managing polarized issues. He advocates for engaged scholarship that produces socially impactful knowledge. He has served on editorial boards for journals like Management Communication Quarterly and has extensive teaching experience in communication theory, organizational leadership, and group processes. Barge's work emphasizes collaborative methodologies, including co-inquiry approaches with practitioners and systemic constructionist frameworks. His publications span leadership theory, organizational communication design, and pedagogical innovation. He actively promotes academic-practitioner partnerships to enhance both theoretical and real-world applications of communication research.
Joe Salvatore is a Clinical Professor of Educational Theatre and Vice Chair for Academic Affairs at the Steinhardt School of Culture, Education, and Human Development, New York University. He directs the Verbatim Performance Lab (VPL), focusing on interview-based theatre to address social issues like healthcare discrimination and political discourse. His work bridges theatre, research, and community engagement, with projects such as Her Opponent (2017) and That’s Not a Partisan Feeling, That’s Patriotic (2024). He holds leadership roles in NYU’s Arts & Health initiative and the University of British Columbia's Research-based Theatre Collaborative. Research Interests: Salvatore specializes in verbatim performance, ethnodrama, and the application of theatre in healthcare and political contexts. His projects explore how performance can disrupt systemic biases, document social phenomena, and foster empathy. Recent initiatives include collaborations with Keith R. Huff on politically charged theatre pieces and international healthcare bias studies. Awards: Johnny Saldaña Outstanding Professor of Theatre Education Award (AATE) NYU MLK Jr. Faculty Award Steinhardt Teaching Excellence Award Gender and Trans Justice Award Grants & Collaborations: His work is supported through NYU’s interdisciplinary initiatives and partnerships with institutions like the Lincoln Center Directors Lab. The Verbatim Performance Lab actively engages in global research networks, including projects on clergy abuse survivor narratives and US presidential election perceptions. Labs & Teams: Leads the Verbatim Performance Lab (VPL), a hub for research-based theatre that collaborates internationally. Affiliated with NYU’s Arts & Health program and the Artists' Literacies Institute advisory board.
Erik Nystrom is a composer and academic at City, University of London, specifically affiliated with City St George's, where he conducts research and artistic work in electroacoustic and computer music. His practice centers on multichannel sound, spatial texture, and live interactive performance using algorithmic systems. He previously held a Leverhulme Early Career Fellowship at the University of Birmingham’s BEAST studio, contributing significantly to spatial synthesis and performance aesthetics. Education: PhD in Electroacoustic Music, City University, London (supervised by Denis Smalley) MA in Electroacoustic Music, City University, London (supervised by Denis Smalley) Erik’s research explores the intersection of human and machine agency in improvisation, focusing on post-human cognition, nonconscious processes, and the concept of intra-action. His work integrates machine learning, agent-based systems, and real-time synthesis, particularly through the SuperCollider environment. He investigates how algorithmic systems can co-create with human performers, generating emergent sonic textures through feedback and listening behaviors. Key themes include spatial sound, acousmatic improvisation, and the philosophical underpinnings of technological creativity. His 15 most recent works and publications reveal a strong trend toward algorithmic improvisation, cognitive assemblages, and spatial synthesis. The articles and compositions emphasize machine learning, real-time interaction, and the blurring of composition and performance. Subfields such as post-human attractors, topographic synthesis, and listening agents dominate his recent output, reflecting a deep engagement with both technical innovation and philosophical inquiry in music. Scientific Awards: Leverhulme Early Career Fellowship (2015–2018) The Merciful Company Cordwainer's Prize for Outstanding Achievement on the MA Programme Mercer's Music Prize for Most Outstanding Achievement on the PhD Programme Audience Prize at Metamorphoses International Electroacoustic Composition Competition, Brussels (2010) Erik has advised no formal students listed in the text, but his research has been supported through competitive grants such as the Leverhulme Fellowship. He has presented his work globally at major conferences including ICMC, SMC, NIME, and Beyond Humanism. His compositions have been released by empreintes DIGITALes and performed at institutions like the University of Oxford and De Montfort University. He is actively involved in creative labs and research teams, notably through his work with BEAST (Birmingham Electroacoustic Sound Theatre) and participation in symposia such as the IKO/OSIL Symposium in Graz, Austria. His current practice involves developing interactive systems for live spatial performance, often involving collaborative electroacoustic composition with intelligent agents.
Tiffany-Rose Sikorski is an Associate Professor in the Department of Curriculum and Pedagogy at the Graduate School of Education and Human Development, The George Washington University, with a courtesy appointment in the Department of Physics. She is a leading researcher in science education, focusing on how learners construct coherent scientific understanding through collaborative reasoning and discourse. Ph.D., Curriculum and Instruction (Science Education), University of Maryland, College Park M.A.T., Secondary Education (Physics), Boston University B.A., Physics and Astronomy, Boston University Her research centers on coherence seeking —the process by which learners build connections between ideas and resolve inconsistencies in science. This framework informs the design of assessments, curricula, and learning progressions that support authentic scientific inquiry. She emphasizes asset-based approaches that recognize and build on learners' diverse capabilities. Her recent publications span informal science education, teacher development, physics education, and engineering education. Key themes include museum-based learning, limiting case analysis in physics, social innovation in engineering, and equity-oriented pedagogy. Her work often bridges theory and practice, aiming to transform classroom and informal learning environments. Morton A. Bender Teaching Award Member, GW Academy of Distinguished Teachers Dr. Sikorski has secured over $5 million in research funding, including NSF-supported projects on STEM teacher preparation in high-need schools and service-learning in engineering education. She advises graduate students in curriculum and instruction and has developed programs such as the GW Learning Assistant Program. Her professional service includes peer review for top journals in the field and leadership in national education initiatives. She is actively involved in interdisciplinary research teams focused on improving science and engineering education across K-12, higher education, and informal settings. Her lab and collaborative networks emphasize innovation, equity, and civic engagement in STEM.
Rebecca Thomas is a Lecturer in Academic Practice at the University of East Anglia, affiliated with the School of Education & Lifelong Learning. She teaches on the MA Higher Education Practice program and leads a Creative Resource Group, promoting innovative teaching methods. Previously, she served as Senior Lecturer and Programme Leader in Photography at the University of Hertfordshire, where she coordinated learning and teaching initiatives across Creative Arts. Her research interests center on creative and narrative-based approaches to education. She emphasizes using artistic strategies to enhance engagement in learning and teaching, particularly in higher education and healthcare contexts. Her work bridges fine art, pedagogy, and clinical education, focusing on how storytelling and interpretive methods can transform educational practices. The two most recent publications reflect a strong trend in narrative inquiry applied to healthcare education, particularly neonatal nursing. These works explore how personal stories and emotional experiences can be leveraged for professional training and empathetic care development. The interdisciplinary nature of her research connects education theory, clinical practice, and qualitative methodology. Rebecca Thomas has not been publicly recognized with any scientific awards based on the available information. She advises students within the MA Higher Education Practice program, though specific names of advisees are not listed. There is no mention of external research grants or funding. Her academic journey reflects a blend of creative arts and educational leadership, with ongoing contributions to pedagogical innovation. She leads a Creative Resource Group aimed at developing and sharing innovative teaching tools and strategies, likely involving collaboration with educators across disciplines to foster creative learning environments.
Karen Hauer, MD, PhD, is Professor of Medicine and Vice Dean for Education at the University of California, San Francisco (UCSF) School of Medicine. She is a leading scholar in medical education with a focus on competency-based medical education, learner assessment, equity, coaching, and remediation. Her work bridges clinical practice in internal medicine with rigorous educational research. PhD in Medical Education, joint program, UCSF and University of Utrecht MD, University of California, San Francisco Residency and Chief Residency, Internal Medicine, UCSF Bachelor’s degree, Stanford University Her research centers on improving the fairness and validity of medical student and resident assessment, particularly through entrustable professional activities (EPAs), coaching models, and addressing bias in evaluation. She has extensively studied the impact of pass/fail grading systems, Step 1 reform, and the role of feedback and supervision in clinical learning environments. Her recent work explores equity in awards, anti-oppressive curricula, and the implications of AI in health professions education. She mentors numerous fellows, residents, and students in medical education research. Analysis of her recent publications reveals a strong thematic focus on assessment innovation, educational equity, and the integration of competency-based frameworks across the medical education continuum. She frequently publishes in top-tier journals such as Academic Medicine , JAMA Network Open , and Medical Education , often in collaboration with national leaders in the field. Dr. Hauer has not received any scientific awards listed in the provided text. She actively mentors students and trainees in medical education research and has led major curriculum reforms at UCSF, including the implementation of longitudinal coaching and equitable assessment practices. While no specific grants are mentioned, her extensive publication record suggests sustained research funding and leadership in multi-institutional studies. Dr. Hauer leads educational innovation at UCSF as Vice Dean for Education, overseeing curriculum and assessment strategy. Her work contributes to national dialogues on medical education reform, particularly through her scholarship on clinical competency committees, milestone assessment, and entrustment decision-making.
Dr. Rosanna Cox is a Lecturer in Early Modern Studies in the Department of English at the University of Kent. She holds degrees from the University of Cambridge and Birkbeck, University of London (PhD). Her work bridges literature and political thought in the 17th century, with a focus on John Milton and republican ideologies. Education: MA, University of Cambridge MA, PhD, Birkbeck, University of London Her research explores the formation of political identity, gendered citizenship, and classical influences on statecraft during England’s political transformations between 1643 and 1660. She is currently finalizing a monograph titled Milton and the Ideal Citizen: Versions of Liberty, Slavery and Political Identity, 1643–1660 , which examines Milton’s use of classical models to shape civic consciousness. Additional interests include early modern education, university curricula, and mid-seventeenth-century diplomacy. The analysis of her publications reveals a consistent focus on Milton, republicanism, liberty, and political language. Her work spans literary analysis, political theory, gender studies, and digital humanities, often integrating classical and contemporary frameworks. She employs interdisciplinary methods, combining textual scholarship with historical and philosophical inquiry. Scientific Awards and Recognition: e-Learning Fellowship, Centre for Editing Lives and Letters, Queen Mary, University of London Dr. Cox is actively involved in academic outreach through an innovative podcasting project that reimagines scholarly communication. This initiative is funded by her e-Learning Fellowship and contributes to public engagement with early modern studies. While specific grant details are not listed, her fellowship indicates successful external funding. She has advised on digital dissemination and contributes to public-facing scholarship. She is also a member of the Society for Renaissance Studies, reflecting her active role in the academic community. Dr. Cox co-edits and contributes to a digital podcasting project hosted by the Centre for Editing Lives and Letters (CELL), which serves as a platform for innovative academic outreach. This team-based initiative leverages digital media to expand the reach of Renaissance scholarship, functioning as both a research and public engagement lab.
Chad Wickman is an Associate Professor in the Department of English at Auburn University, part of the College of Liberal Arts. He specializes in rhetoric and composition with a focus on professional and public dimensions of technical, scientific, and medical communication. His research explores genre theory, scientific communication practices, and writing in health professions, emphasizing interdisciplinary connections between rhetoric and STEM fields. Wickman holds a PhD in Rhetoric & Composition from Kent State University. His editorial leadership includes serving as past Editor-in-Chief of the international journal Written Communication . His research portfolio spans over a decade, with publications in journals like Rhetoric Review , Journal of Business and Technical Communication , and Environmental Communication . His work examines rhetorical frameworks in scientific and medical contexts, such as biomedical research writing, medical case reports, and corporate crisis communication. He has analyzed the role of genre in shaping scientific practices, the semiotic power of writing in laboratories, and the ethical dimensions of open science and data ownership. His recent studies highlight the intersection of rhetoric, visualization, and experimental practices in scientific research. Though no specific grants or advising roles are detailed here, his contributions to writing program development and editorial work reflect sustained engagement with academic and professional communication standards.
Irmelin Kjelaas is an Associate Professor in Norwegian Didactics at NTNU's Department of Teacher Education within the Faculty of Social and Educational Sciences. She specializes in applied linguistics, multilingualism, and second language learning, particularly in educational contexts. Her work focuses on language policies, refugee education, and inclusive pedagogical practices for immigrant populations. **Education:** PhD in Applied Linguistics from NTNU (2009), focusing on conversations between unaccompanied minor asylum seekers and social workers. Research Interests: Her key areas include: Multilingualism in vocational and general education Refugee youth integration and language barriers Critical discourse analysis of educational policies Teacher training for linguistic diversity Language ideologies in Norwegian schools Recent Article Trends:** Her publications emphasize: Language policy challenges in vocational education (2025) Integration barriers for newly arrived students (2023-2024) Teacher narratives on refugee inclusion (2022-2023) Bilingualism in Norwegian curriculum design (2019-2020) Roles & Networks:** Co-leads the 'Second Language Didactics Network' with national education stakeholders Member of LiVE (Multilingualism in Vocational Education) and Nordic FLIN networks Board member of cultural platform Anna & Azra Advising & Grants:** Main supervisor of PhD candidate Unni Soltun Andreassen (2019–2023) Involved in EU-funded projects like INCLUSCHOOL and FAMREUN Collaborates with Universities of Oslo, Exeter, and VIA University College Labs/Teams:** Co-leads NTNU's 'Linguistic Diversity in School and Society' research group Develops curricula for vocational teachers via NTNU's Continuing Education programs
Justin Oakley is Professor and Deputy Director of the Monash Bioethics Centre at Monash University. His research focuses on virtue ethics, moral psychology, and applied bioethics, particularly in healthcare contexts. He leads projects on ICU resource allocation during COVID-19, religion in healthcare, and dignity of risk in aged care. Oakley's research explores: Virtue ethics applications in professional roles (e.g., physicians, researchers) End-of-life decision-making , including terminal sedation and Islamic bioethics Healthcare policy design through ethical frameworks for AI, surgeon report cards, and antimicrobial prescribing Moral psychology of hope, blame, and professional boundaries His 15 most recent publications (2020-2025) cluster around: Clinical ethics of hope and conviction Regulatory challenges in AI/health technology Religious pluralism in medical practice Virtue-based approaches to professional accountability Awards: ACU Eureka Prize for Research in Ethics (2004) Academic Leadership: Oakley teaches in Monash's Master of Bioethics program and undergraduate ethics courses. He edits the Monash Bioethics Review and leads interdisciplinary projects involving philosophers, clinicians, and policymakers. Current work examines virtue ethics in professional regulation and assisted reproduction ethics.
Steve Taylor is a Professor at The Business School of Worcester Polytechnic Institute (WPI), with a PhD from Boston College. His research focuses on Organizational Aesthetics and Reflective Practice, emphasizing the intersection of art and management. He has authored books like Staging Organization and Leadership Craft, Leadership Art , and his plays have been performed globally. Taylor holds roles such as Series Editor for Palgrave Macmillan and Fulbright Specialist. He advises numerous student projects, including initiatives in sustainability and community development. His work aligns with UN SDGs related to Quality Education, Decent Work, and Innovation. Taylor’s contributions span academic leadership, arts-based methodologies, and organizational ethics.
Dr. Adam Nix is an Associate Professor in Responsible Business at the Department of Management, Birmingham Business School, University of Birmingham. He is a member of the Centre for Responsible Business and co-leads its participation in the UN-affiliated PRME initiative. He also serves on the editorial board of the journal Business History as Book Reviews Editor. PhD in Management, Aston Business School (2019) Fellow of the Higher Education Academy (2016) MSc in International Business (2012) BA (Hons) in Business and Law (2011) Adam Nix's research centers on organizational corruption, misconduct, and irresponsible behavior, particularly in evolving market environments such as deregulated energy markets. His work integrates historical analysis with digital methodologies, including the use of AI to analyze email archives. Key research themes include EDI-related misconduct, linguistic trust in professional misconduct, and the preservation of digital organizational records. He has collaborated with institutions such as the National Archives UK and the Cabinet Office. His recent publications span interdisciplinary journals including Business History Review , AI & Society , and Journal of Business Ethics , reflecting a blend of business history, ethics, and digital innovation. His research shows a strong trend toward methodological innovation in archival research and a critical examination of corporate accountability. Henrietta Lawson Award for Best Article in Business History Review (2021) British Academy of Management’s Best Full Paper Award in Organisational Studies (2023) Birmingham Business School Outstanding Research Award (2023) Adam Nix has secured research funding from the Arts and Humanities Research Council and the Andrew W. Mellon Foundation for projects such as EMCODIST and Contextualising Email Archives. He teaches modules on Responsible Business, Sustainability, and Corporate Responsibility at both undergraduate and postgraduate levels. He has supervised PhD students and collaborates widely with scholars like Stephanie Decker and David Kirsch. His work bridges historical inquiry with contemporary ethical and technological challenges in business. He is actively involved in developing AI-based tools for searching and contextualizing email archives, contributing to the preservation and accessibility of digital-era corporate records. His lab and project work focus on digital archiving, AI-assisted historical research, and ethical business practices.
Dr. Amanda Claudia Wager is a faculty member at Vancouver Island University (VIU), affiliated with the Faculty of Education and the Department of Teacher Education. She has previously held research and teaching roles at Lesley University (Cambridge, MA) and the University of British Columbia (Vancouver, BC). Her work is deeply rooted in community-engaged, arts-based, and culturally responsive scholarship, with a focus on equity, inclusion, and social justice in education. Her research interests span Culturally Responsive Pedagogy , Indigenous Language Revitalization , Youth-Led Public Art , Restorative Justice in Higher Education , and Family and Community Engagement in bilingual education. She frequently employs participatory methodologies such as research-based theatre, digital storytelling, and critical ethnography. Her recent projects reflect a strong commitment to interdisciplinary, socially transformative research. These include youth-led Hul'qumi'num language reclamation through digital art, community-based literacy with street-involved youth, and national EDI symposia that foster institutional change. Funded by SSHRC, the U.S. Department of Education, and various foundations, her work consistently centers marginalized voices and promotes capacity building. Dr. Wager has received scholarly recognition through fellowships such as the Russell Fellowship and Junior Faculty Fellowship at Lesley University. Her grants and collaborations demonstrate sustained leadership in research innovation and mentorship. Research-Based Theatre and Ethnodrama Youth Language Revitalization Initiatives Equity, Diversity, and Inclusion (EDI) Strategy Development Arts-Integrated Literacy Programs Restorative Justice in Academic Institutions Community-Engaged Teacher Education She has mentored graduate students and collaborated with Indigenous communities, educators, and youth across Canada and the U.S. Her work bridges academia and community action, emphasizing ethical research practices and transformative knowledge mobilization.
Amy Brookes is an Associate Professor at the University of Reading, serving as School Director of Diversity and Inclusion. She co-leads the BSc Architecture stage 1 design studio and teaches visualization and communication within the architecture program. With a background as a RIBA Chartered Architect and former associate director at BPR Architects, Brookes brings substantial professional experience to her academic role, having delivered £36m worth of educational projects including a £18m Science and Technology building for Middlesex University. Education: PhD in Architecture by Published Works, University of Westminster, 2023 PGDip in Professional Practice in Architecture (RIBA/ARB part 3), University of Westminster PGDip Architecture (RIBA/ARB part 2), University of Westminster BSc Architectural Studies (RIBA/ARB part 1), Cardiff University Brookes' research centers on the intersection of architecture and science fiction, exploring how narrative and utopian thinking can inform architectural practice. Her work examines narrative communication in architectural design, the utopian imaginary in architecture, and widening participation in architectural education. She investigates how science fiction literature and film represent architectural concepts, particularly focusing on megastructures, collective spaces, and feminist approaches to urban design. Her research demonstrates architecture as a social art that should embody and support progressive social development through consultation, participation, and narrative communication. Analysis of Brookes' recent publications reveals a consistent focus on the relationship between science fiction and architectural thinking, with particular emphasis on feminist and queer perspectives. Her work increasingly examines threshold conditions, edge-lands, and the politics of collective space, demonstrating how speculative fiction can provide critical frameworks for reimagining urban environments. The interdisciplinary nature of her research connects architecture with literary studies, gender studies, and urban theory, creating innovative approaches to both design practice and architectural education. Scientific Awards and Recognition: Nominated for Teaching Excellence Award at Newcastle University As School Director of Diversity and Inclusion, Brookes leads initiatives to broaden participation in architecture education. She co-founded Involve Architecture Collective, which has partnered with major institutions including Tate Britain, RIBA, Open City, the V&A Museum, and the Horniman Museum to create small-scale installations and workshops that engage diverse audiences with architectural thinking. Her teaching philosophy emphasizes social engagement in design and explores narrative's role in architecture, directly informed by her research into science fiction. Brookes is an active member of several scholarly communities including the Imaginaries of the Future Network, London Science Fiction Research Community, the British Science Fiction Association, and the Utopian Studies Society. Through Involve Architecture Collective, she maintains a practice-based research approach that bridges academic inquiry with public engagement, creating opportunities for community participation in architectural discourse and design processes.
Megan Smith is the Executive Dean of the Faculty of Science at Charles Sturt University (CSU), with a career focused on advancing clinical reasoning, healthcare education, and interprofessional practice. She holds a professorial appointment and has been actively involved in academic leadership, curriculum development, and fostering collaborative learning environments across disciplines. Her research interests center on clinical decision-making processes in healthcare professions, particularly among dietitians and physiotherapists. She explores how contextual factors, professional autonomy, and interprofessional dynamics influence clinical judgments in acute care and community settings. Smith has also contributed to understanding parental experiences in pediatric physiotherapy, mental health interactions in healthcare, and strategies to enhance rural health workforce development. Her work emphasizes translating theoretical frameworks into practice through innovative educational models, including practice-based learning, reflective practice, and clinical supervision policies. She has led initiatives to strengthen interprofessional education programs and improve workplace learning placements for allied health students. Smith has authored over 79 publications, with recent contributions focusing on clinical reasoning in health professions, leadership in tertiary education, and the implementation of evidence-based practices. Her scholarship bridges educational theory and practical healthcare challenges, advocating for patient-centered, culturally responsive care models.
