Ricardo Filipe da Silva Pocinho is an academic researcher affiliated with the Higher School of Education and Social Sciences (ESECS) at the Polytechnic Institute of Leiria, Portugal. He joined the faculty in March 2022 and holds the role of Assessor in the Regional Health Administration of the Center (ARS Centro). His primary research focuses on educational evaluation , social competence development , and pedagogical innovation , with emphasis on school-based interventions and socioemotional learning programs. He has supervised five doctoral students and published extensively on topics including family involvement in education, pandemic impacts on teaching, and workplace happiness initiatives. His work integrates interdisciplinary approaches, combining educational psychology with social work methodologies. Recent publications highlight projects like the 'Smiling Team' workplace well-being program and evaluations of educational interventions for youth transitioning from residential care. He collaborates closely with institutions like the University of Coimbra and has presented at major conferences such as TEEM20 and the International Conference on Childhood and Adolescence. Key contributions include designing programs to promote socioemotional competencies in schools and analyzing social policies during pandemics. His research emphasizes practical applications, evidenced by projects like the 'Third Age Universities' study in Portugal and Brazil, and pedagogical innovations in technical director training.
Roxane de la Sablonnière is a Full Professor in the Department of Psychology at the University of Montreal, affiliated with the Faculty of Arts and Sciences. She directs the CSI—Laboratory on Social Change and Identity and is a member of the CÉCD—Centre for the Study of Democratic Citizenship and the CIRCA—Interdisciplinary Research Centre on the Brain and Learning. Her research focuses on social change, cultural identities, intercultural relations, and the psychological impacts of crises like the COVID-19 pandemic. She has advised over 20 graduate students and led numerous research projects funded by agencies such as the Fonds de recherche du Québec (FRQ) and the Social Sciences and Humanities Research Council (SSHRC). Education & Research Focus : Her work examines how rapid societal changes affect individuals, particularly in contexts of immigration, policy shifts (e.g., multiculturalism, secularism), and Indigenous communities. Recent studies include longitudinal analyses of pandemic-related behaviors, identity integration processes, and the role of cognitive strategies in managing conflicting identities. Grants & Collaborations : She leads projects like "S'engager pour mieux aller!" (FRQS-funded) and contributes to strategic networks such as the Centre pour l'Étude de la Citoyenneté Démocratique (CÉCD). Her research integrates psychology with sociology, leveraging mixed methods (e.g., text mining, longitudinal tracking) to address societal challenges. Labs & Teams : As CSI director, she oversees projects on social change dynamics and identity reconstruction. Her work bridges academic and applied domains, influencing policy debates on integration, public health, and community resilience.
Zhiqiang Yu serves as an Associate Professor in the Department of Modern Languages and Comparative Literature at Baruch College's Weissman School of Arts and Sciences, City University of New York. With over two decades of teaching experience, he has established himself as a dedicated educator specializing in Chinese language, cinema, and civilization courses. Education: Ph.D. in Chinese, University of Washington M.A. in Asian Civilization, University of Iowa B.A. in Chinese Literature, Fudan University (Shanghai) Professor Yu's research focuses on innovative approaches to Chinese language pedagogy, with particular interest in applying economic principles and artificial intelligence to language teaching. His work bridges traditional linguistic scholarship with modern educational technology, examining how efficiency, resource allocation, and technological advancements can enhance language learning outcomes. His research spans Chinese linguistics, dialectology, cinema studies, and cultural elements in language teaching. His publication record reveals a consistent trajectory toward optimizing language instruction through systematic analysis. Recent work increasingly focuses on AI applications in language education and the economic framework of pedagogical efficiency. His scholarship demonstrates a progression from traditional linguistic analysis toward innovative teaching methodologies that incorporate modern technological and theoretical frameworks. Scientific Awards: Award of Excellent Academic Research Reviewer from Journal of International Chinese Education (2016) Graduate Teaching Fellowship from University of Washington (1993) Graduate Teaching Fellowship from University of Iowa (1989) Graduate Research Fellowship from University of Iowa (1988) Student Excellency Award from Fudan University (1984) Professor Yu has served extensively on departmental committees including as Department Assessment Coordinator and Secretary of the Asian and Asian-American Studies Committee. He has organized numerous academic events featuring prominent Chinese cultural figures and has contributed to developing Chinese language curriculum resources including online placement tests. His professional service extends to editorial work for CUNY publications and Chinese language training for the New York Police Academy. He maintains active involvement with multiple professional organizations including the American Name Society, American Oriental Society, American Society of Geolinguistics, Association for Asian Studies, and Chinese Language Teachers Association, frequently presenting at international conferences on Chinese language pedagogy.
Professor Maia Chankseliani is Professor of Comparative and International Education at the University of Oxford and a Governing Body Fellow of St Edmund Hall. She serves as Editor-in-Chief of the International Journal of Educational Research and Chair of the Executive Committee of the Education and Development Forum (UKFIET), and is a Trustee of the University of Bahrain. She leads the International Mobility and World Development research project funded by the U.S. Department of State. Her educational background includes: BA and MA from Tbilisi State University MA from the University of Warwick EdM from Harvard University PhD from the University of Cambridge Professor Chankseliani's research explores the public role of tertiary education in diverse settings, examining how universities contribute to social, economic, and political development, and how international engagement shapes both institutions and societies. Her work spans international student mobility and its developmental impact, academic freedom, university contributions to sustainable development, and higher education in post-Soviet contexts. Her monograph What Happened to the Soviet University? (OUP, 2022) offers insights beyond the former Soviet context, addressing contemporary debates around academic freedom and institutional autonomy. Her major international study International Mobility and World Development represents the first global mixed-methods project examining how international education contributes to societal development. Her recent publications (2023-2025) demonstrate a consistent focus on the ripple effects of international student mobility, particularly examining poverty reduction mechanisms, intercultural competence development, and systemic impacts on home countries. Based on extensive qualitative data from over 700 interviews across 70 countries combined with quantitative analysis, her research reveals how internationally mobile individuals become agents of change through knowledge transfer, policy influence, and institutional reform. This body of work shows that returnees adapt, translate, and embed reform through multiple mechanisms far beyond simple skill transfer. Professor Chankseliani has secured significant research funding from diverse sources including the U.S. Department of State, UKRI/ESRC, British Council, World Bank, Qatar Foundation, and European Commission. Her research has informed policy dialogue in areas such as poverty reduction, education and health systems, gender equality, and civic life. She regularly engages with governments and international audiences, and her work is frequently featured in global media outlets including Nature and University World News. At Oxford, Professor Chankseliani convenes the Comparative and International Education Research Group and previously led the department's MSc in Comparative and International Education from 2017 to 2024. She supervises multiple doctoral students and has worked on numerous externally funded research projects involving UK government departments, international organizations, and academic institutions. Her current research portfolio includes examining how international education experiences translate into societal development outcomes, with particular emphasis on poverty reduction mechanisms and the long-term impacts of mobility on home countries.
Dr. Martha Sidury Christiansen is a Professor of Applied Linguistics/TESOL at the University of Texas at San Antonio , where she serves in the College of Education and Human Development . She is the Principal Investigator of Project RESPETO , a NSF-funded initiative exploring racial equity in engineering education. Her work spans sociolinguistics, digital literacies, and raciolinguistic analysis, with a focus on transnational multilingual communities. Born in Veracruz, Mexico Ph.D. in Foreign/Second Language Education (Ohio State University, 2013) M.A. in English Composition (Indiana University, 2007) B.A. in English Language Teaching (Universidad Veracruzana, 2002) Her research examines how transnational youth navigate digital spaces through multiliteracies , challenges Western academic writing norms via Mexican decolonial methodologies , and investigates raciolinguistic intersections in identity formation. The 15 most recent publications reveal a strong focus on digital communication , transnationalism , and critical pedagogy across journals like TESOL Quarterly and Language@Internet . 2023-2025: Expanding raciolinguistic frameworks in digital contexts 2021-2022: Analyzing multimodal identity construction 2019-2020: Exploring Mexican bilinguals' online language use She has received multiple honors including ACUE Fellow (2023), Fulbright Scholar (2017), and Faculty Leadership Fellow (2021-2022). Her presentations at conferences like ICOLLITE and DDVM Lab highlight her expertise in critical sociolinguistic awareness and digital discourse analysis . Dr. Christiansen actively consults for nonprofits on linguistic equity and multilingual education .
Ahmed Ferhadi is a Clinical Professor of Middle Eastern & Islamic Studies at New York University (NYU), specializing in linguistics with a focus on Second Language Acquisition, Sociolinguistics, and Language Testing. He holds a PhD in Linguistics from the University of Michigan (1990), an MA in Teaching Arabic as a Foreign Language (TAFL) from the same institution, and an M.S. in Applied Linguistics from the University of Edinburgh. His teaching career spans institutions like Princeton University, Columbia University, and Kurdish universities such as Salahuddin and Suleimaniyya Universities. He pioneered video-based language performance evaluation methods during his tenure at Middlebury College in 1991, which became a standard practice. Ferhadi has also served in high-level advisory roles, including President of the Association of American Teachers of Arabic (AATA) since 2017 and Distinguished Global Scholar of Kurdish Studies at American University (2010). Research interests include Kurdish language standardization, advanced Arabic pedagogy, and the sociopolitical dimensions of language. His projects include a Kurdish standardization initiative and curriculum development for advanced Arabic learners. Ferhadi has received numerous accolades, including the Golden Teaching Award (NYU 2000) and Top Language Award (U.S. Department of State 2006). His publications span linguistic theory, pedagogical techniques, and cultural studies, with recent works addressing Arabic dialect dynamics and Kurdish language policy. Ferhadi’s work bridges academic rigor with practical applications, emphasizing technology’s role in modern language education.
Thomas Banchoff is Director of the Berkley Center for Religion, Peace, and World Affairs and serves as Vice President for Global Engagement at Georgetown University, where he holds a professorship in both the Department of Government and the Walsh School of Foreign Service. His leadership combines academic scholarship with practical global engagement initiatives that address critical contemporary challenges. Georgetown University: Professor, Department of Government and Walsh School of Foreign Service Berkley Center: Director University Administration: Vice President for Global Engagement Banchoff earned his B.A. from Yale University (1986), M.A. from the University of Bonn (1988), and Ph.D. in Politics from Princeton University (1993). His scholarly development was enriched by prestigious fellowships including Harvard's James Bryant Conant Post-Doctoral Fellowship (1997-1998) and a Humboldt Fellowship at the University of Bonn (2000-2001). His research focuses on ethical and religious dimensions of global politics, with particular expertise in Catholic Social Teaching's application to contemporary challenges. Banchoff's scholarly trajectory evolved from European politics (evidenced by early works like The German Problem Transformed ) to contemporary analyses of religion's role in global governance. His current work emphasizes Pope Francis's "culture of encounter" concept across international relations, education, and interfaith dialogue. Recent scholarship increasingly addresses democratic erosion, AI ethics from religious perspectives, and Jesuit higher education's contribution to global citizenship. Analysis of his publication history reveals thematic progression toward practical applications of religious perspectives to global challenges. His recent work demonstrates engagement with urgent issues including democratic backsliding (as seen in his moderation of the 2025 IAJU Assembly panel on Nicaragua and Lebanon), AI ethics, and interfaith collaboration in conflict zones. DAAD Prize for Distinguished Scholarship in German studies (2003) Banchoff directs the IAJU Global Citizenship Fellows Program, which engages over 2,000 students across 60+ institutions in 20+ countries. His leadership extends to significant initiatives including Catholic Social Teaching and the Global Future of Development, Faith and the Global Agenda, and Religious Pluralism in World Affairs. Upcoming engagements include "Nostra Aetate at 60" (September 2025) and "Pope Francis: A Legacy of Human Fraternity" (August 2025), reflecting the continued relevance of his work at the intersection of religion, politics, and global challenges.
Gavin Oxburgh is a Professor of Police Science at Northumbria University and an HCPC-registered Consultant Forensic Psychologist. He holds Chartered Psychologist and Chartered Scientist statuses, and serves as Assistant Director of The Northern Hub for Veteran and Military Families Research. With 22 years in the Royal Air Force Police as a senior detective specializing in child protection and sexual offenses, he now advises globally on legal psychology and human rights. His work includes collaboration with the International Criminal Court (ICC) and contributions to the UN-led Mendez Principles on Effective Interviewing. Research focuses on legal/criminological psychology, including international human rights, non-coercive interviewing, false memories, and veterans' issues. He has secured over £5M in grants from ESRC, EPSRC, and defense-related funds. Key roles include editorial positions for Journal of Investigative Psychology and Torture Journal , and Associate Investigator status with EPSRC/GCHQ's Academic Centre of Excellence in Cyber Security Research (ACE-CSR). Professional activities include founding ETICA (Global) for ethical investigative practices and co-founding the International Investigative Interviewing Research Group (iIIRG). He trains investigators worldwide, including UN agencies, European institutions, and South African law enforcement. His qualifications include a PhD in Psychology (2011), PGCLTHE (2008), and Fellow of the British Psychological Society (FBPsS). Notable projects include studies on remote forensic interviewing during the pandemic, veteran suicide prevention, and capacity-building in counter-wildlife crime. His work emphasizes ethical interviewing techniques, cross-cultural challenges, and technology's role in modern investigations.
Elaine M Shenk is a Professor of Spanish and Chair of the Department of Languages and Linguistics at Saint Joseph's University. Her work focuses on sociolinguistic phenomena in language contact settings, emphasizing language ideologies, bilingualism, and policy debates across Puerto Rico and the United States. Education : PhD in Spanish-Linguistics from the University of Iowa; MA in Spanish-Linguistics from the University of New Mexico; BA in Liberal Arts from Eastern Mennonite University. Her research explores the symbolic values and political dimensions of language contact, with a focus on Puerto Rican communities, U.S. legislative discourse, and educational contexts. She examines metaphors in language-status dynamics, sociolinguistic variation in intermediate classrooms, and the historical evolution of language policies in Congressional bills. Recent publications address language ideologies in Puerto Rican migration, metaphors in language debates, and policy frameworks. These works span sub-fields like language legitimation campaigns, bilingual education strategies, and discourses on protectionism versus receptivity in language officialization. Scientific Awards : 2019 Ed Brady SJ Faith in Action Award 2019 Alpha Sigma Nu Teaching Award 2016 Honorable Mention, AATSP Outstanding Scholarly Publication Award Multiple research grants including the Michael J. Morris Grant (2014) Service-learning and curriculum development grants (2012-2010)
Rika Hanamitsu is a Professor at the School of Social Sciences, Waseda University, where she teaches courses related to intercultural communication studies. She holds a Doctor of Philosophy degree from Waseda University and is also affiliated with the Center for International Education and the Global Education Center at the university. Education: Doctor of Philosophy from Waseda University Affiliations: Center for International Education, Global Education Center Her research focuses on intercultural communication and applied linguistics, particularly examining how cultural stereotypes, identities, and communication styles are represented in media and literature. She has conducted extensive research on Allen Say's works and their cultural implications, analyzing how they depict multicultural experiences and identity formation. Professor Hanamitsu's educational activities include teaching various courses including 'Seminar III (Intercultural Communication Studies)', 'Exploring Cultures through Film', 'Inter-Cultural Communication', 'Freshman Seminar', and 'Intercultural Communication' in both fall and spring semesters of 2025. Her teaching emphasizes the use of films as educational tools for intercultural understanding and literacy development. She has participated in overseas activities such as attending the Summer Institute of Intercultural Communication at Hope College, University of Michigan in 2002. Her social activities include intercultural communication training using games to develop communication skills, which she has conducted since 2011. International Presentations: 35th IBBY World Congress (2016), Summer Institute of Intercultural Communication (2002) Domestic Conferences: Japan Association for Language Education & Technology, Japan Association of College English Teachers, Japan Society of English Usage and Style Research Projects: Cultural Comparison of Conflict Scenes in Movies and Their Treatment (2005)
Cleophas Muneri is an Assistant Professor and Interim Co-Chair in the Department of Communication and Journalism at the University of New Mexico. He holds a Ph.D. from the University of New Mexico (2012). His research focuses on media’s role in shaping cultural identities and democracy, particularly in the Global South. Key areas include media democracy, critical cultural studies, and intercultural communication. He explores how digital media, civil society, and social movements contribute to democratization amid globalization challenges. Dr. Muneri’s work integrates decolonial theory and critical approaches to analyze media’s impact on cultural identities and democratization struggles in postcolonial contexts. His research addresses issues like media capture, news deserts, and disinformation, emphasizing solidarity-building in fragmented media ecosystems. He has co-authored a book on Journalism, Democracy, and Human Rights in Zimbabwe, and co-edited a volume on social media and justice. His teaching spans both graduate and undergraduate levels in media and critical cultural communication. His recent publications analyze social media’s dual role in advancing social justice and its pitfalls, digital journalism challenges in Zimbabwe, and intercultural pedagogy. He emphasizes critical reflexivity in education and interrogates whiteness discourses in classrooms. No scientific awards are explicitly mentioned in the text. Muneri’s advising and grants focus on fostering intercultural dialogue and media literacy. His research groups investigate media’s role in democratization, with ongoing projects on global north-south media dynamics and civil society mobilization. While no specific labs or teams are named, his work aligns with UNM’s interdisciplinary research in communication and cultural studies.
Satoshi Miyazaki is a Professor at Waseda University's Graduate School of Japanese Applied Linguistics and affiliated with the Faculty of International Research and Education . With a Ph.D. from Monash University, his work bridges Japanese language education, second language acquisition, and cross-cultural communication. Education Background: Doctor of Philosophy (Japanese Applied Linguistics) - Monash University (1997) Graduate School of Japanese Applied Linguistics - Waseda University (1982) Research Interests focus on Japanese language pedagogy, natural acquisition mechanisms, and interactional strategies for non-native learners. His innovative use of Eye Mark Recorders (EMR) and Event-Related Potentials (ERP) has advanced understanding of cognitive processes in language learning. Recent Articles (2011-2001) reveal trends in Japanese language education reform, cross-cultural learning challenges, and technology-enhanced teaching methods. Key themes include correctional language programs for foreign inmates, immersion environments, and brain processing studies using advanced neuro-linguistic techniques. Research Projects have received continuous funding from Japan Society for the Promotion of Science, including prison language education programs, foreign care worker competence frameworks, and EMR-based lecture comprehension analysis. His work extends to international collaborations with institutions in Australia, the U.S., and Europe.
Marta González-Lloret is a Professor of Spanish and Applied Linguistics at the Department of Languages and Literatures of Europe and the Americas (LLEA) and an Associated Graduate Faculty member of the Department of Second Language Studies (SLS) at the University of Hawai‘i at Manoa . Originally from Valladolid, Spain, she has resided in Hawaii for over 30 years and holds a PhD in Second Language Acquisition, an MA in Linguistics, an MA in European Languages, and a Licenciatura in English Philology. Education: PhD in Second Language Acquisition, University of Hawai‘i at Manoa (2008) MA in Linguistics, University of Hawai‘i at Manoa (1997) MA in European Languages (Spanish Linguistics), University of Hawai‘i at Manoa (1993) Licenciatura in Filología Inglesa, Universidad de Valladolid (1991) Her research focuses on the intersections of technology and Task-Based Language Teaching (TBLT) , as well as L2 Pragmatics and Conversation Analysis . Her work explores how digital environments enhance pragmatic competence and foster intercultural communication. She has co-edited seminal volumes on technology-mediated TBLT and serves as Series Editor for Task-Based Language Teaching and Pragmatics & Language Learning . She has received prestigious awards, including the Board of Regents’ Medal for Excellence in Teaching (2018) and the HALT Excellence in Teaching Award (2010) . Her teaching portfolio includes Spanish language, teacher training, and critical digital literacies, often delivered through hybrid or online formats. Scientific Awards: Board of Regents’ Medal for Excellence in Teaching (2018) College of LLL Excellence in Teaching Award (2013) HALT Excellence in Teaching Award (2010) 'Oihana Maika’i Award for Research Excellence (2005) Top 2% Most-Cited Researchers (2023) Top 400 World Linguists (2023) She has conducted over 80 invited talks and 17 plenary/keynote lectures globally, addressing topics like AI in language education, pragmatic development in digital spaces, and task design for multilingual contexts. Her editorial and leadership roles include co-chairing international conferences and serving on advisory committees for ACTFL Guidelines (2024).
Matthew J. Mayhew serves as the William Ray and Marie Adamson Flesher Professor of Educational Administration within the Department of Educational Studies at The Ohio State University's College of Education and Human Ecology. He received his BA from Wheaton College, Illinois; his master's degree from Brandeis University; and his PhD from the University of Michigan in 2004. Dr. Mayhew maintains an active research agenda examining how collegiate conditions, educational practices, and student experiences influence learning and democratic outcomes. Dr. Mayhew's research interests span higher education's impact on moral reasoning, pluralism, productive exchange across worldview differences, and innovation capacity. His work particularly focuses on religious, spiritual, and secular diversity in higher education settings, examining how these dimensions shape campus climate and student development. He has developed significant assessment tools such as the Interfaith, Spiritual, Religious, and Secular Campus Climate Index (INSPIRES) to measure institutional commitment to diverse worldview identities. His recent publications reveal a strong emphasis on innovation capacity development in students, religious pluralism in college settings, and the impact of campus environments on diverse student populations. The research demonstrates increasingly interdisciplinary approaches, with collaborations spanning engineering education, sustainability initiatives, and international comparisons of educational systems. American Educational Research Association Religion and Education SIG Emerging Scholar Award Diamond honoree by ACPA-College Student Educators International Dr. Mayhew has successfully secured over $20 million in research funding from prestigious sources including the National Science Foundation, the Ewing Marion Kauffman Foundation, the Andrew C. Mellon Foundation, the Templeton Religion Trust, and the Arthur Vining Davis Foundations. His major research projects include EDiCTS (Enhancing Diversity in Career and Technical STEM), EDiCTS 2.0, EmPOWERment, and InFORM (Including Faculty on Religious, Spiritual, & Secular Mattering). He serves as editor of the Digest of Recent Research and has held editorial board positions for the Journal of Higher Education, Research in Higher Education, and the Journal of College Student Development.
Justin A. Sitron is an Associate Professor and Associate Dean at Widener University's College of Health and Human Services, specializing in Human Sexuality Studies. He holds a PhD in Human Sexuality (2008) from Widener, along with degrees in Education and Spanish from Villanova University. PhD, Human Sexuality (2008), Widener University BS, Education (2000), Villanova University BA, Spanish Language and Literature (1999), Villanova University As an educator, sexologist, and interculturalist, Sitron focuses on developing culturally sensitive curricula and training frameworks for sexuality education. His seminal work on the sexological worldview —a construct measuring professionals' cultural sensitivity to sexual diversity—has been published in leading journals. He integrates the Developmental Model of Intercultural Sensitivity (DMIS) into sexuality education, creating transformative learning experiences for graduate students. His research spans the intersection of cultural competence and sexual health, particularly in marginalized communities. Recent articles emphasize harm reduction in education, attitude measurement tools, and the evolution of sexological worldview frameworks. Sitron's work has been cited globally, influencing HIV education initiatives and LGBTQ+ inclusive practices. Outstanding Dissertation Award , Center for Education, Widener University (2008) Sitron is actively involved in professional organizations like AASECT and SSSS, serving as President of the latter since 2023. He advocates for critical thinking in graduate education and has been featured in Yahoo! Life , The Daily Item , and USA Today discussing topics such as asexuality, anal sex, and Pennsylvania sex education policies.
