Dr. Laura Glynn is a Professor and Associate Dean for Research at Crean College of Health and Behavioral Sciences, Chapman University. Her work bridges biological, psychosocial, and behavioral processes in human pregnancy, focusing on fetal and child development. Education: BA from University of California, Davis; MA and Ph.D. from University of California, San Diego Her research spans three core domains: (1) Premature birth etiology, (2) Prenatal/postnatal hormone effects on maternal brain-behavior relationships, and (3) Early life influences on child development. She emphasizes predictability in early environments as a protective factor against adversity. Recent publications highlight cross-species studies of early-life unpredictability, maternal cortisol trajectories, and tools like the QUIC-SP for assessing stress. Her work informs policy through developmental neuroscience, maternal-child health, and intergenerational transmission frameworks. She collaborates extensively with researchers at University of California and Chapman University on projects involving maternal-infant dyads, neuroimaging, and microbiome analysis. Her lab explores fetal programming mechanisms, peripartum mental health, and interventions for high-risk populations.
Knut Gunnar Nustad is Professor of Social Anthropology at the University of Oslo's Department of Social Anthropology. His research bridges political anthropology, environmental anthropology, and state formation studies, with regional focus on South Africa, Southern Africa, and Norway. Education : BA in Social Anthropology/Psychology/Development Studies (1993, University of Oslo), MPhil (1994) and PhD (1999) in Social Anthropology from University of Cambridge, University Pedagogics (2006, UMB) Research interests center on: Political ecology of conservation and land use Anthropology of the state and policy processes Informality in political-economic systems Human-animal-ecosystem interrelations Postcolonial environmental governance Temporal dimensions of ecological management Recent publications analyze trout as a lens for colonial environmental legacies, property conflicts, and multispecies politics in South Africa. He co-edited State Formation: Anthropological Perspectives (2005) and Anthropos and the Material (2019), and leads the Global Trout project at Aarhus University (2019-2022) studying interdisciplinary environmental approaches.
Dr Julia Cook is a Senior Lecturer in Sociology at the University of Newcastle's School of Humanities, Creative Industries and Social Sciences. She is a youth sociologist specializing in housing, family finance, and their impacts on young people's lives. As an ARC DECRA Fellow (2022-2025) and chief investigator on the ARC-funded Life Patterns longitudinal research program (2021-2026), her work bridges academic research and policy development. Dr Cook completed her Doctor of Philosophy and Bachelor of Arts (Honours) at the University of Melbourne. Her educational background established the foundation for her expertise in the sociology of youth, time, and housing, with particular attention to economic sociology. Her research focuses on how housing and family financial assistance shape young adults' pathways into homeownership, with special attention to intergenerational financial transfers and young adults' navigation of debt. Through qualitative and mixed methods research, she amplifies young people's voices to inform policy changes, particularly regarding housing, loans, and family assistance. Her work reveals how financialized property markets, precarious housing, and conditional tenancy arrangements impact youth transitions to adulthood. Analysis of her recent publications shows a consistent focus on the financialization of young people's lives, with increasing attention to digital financial services like 'Buy Now Pay Later' platforms, intergenerational wealth transfers, and the gendered dimensions of financial management. Her work increasingly examines how these financial arrangements intersect with housing pathways and future orientations of young people. ARC DECRA Fellow (2022-2025) 2022 ABC Top 5 (Humanities) scholar Co-editor in chief of Journal of Applied Youth Studies Editorial board member: Time & Society, Journal of Youth Studies, Irish Journal of Applied Social Studies Dr Cook actively supervises PhD students focusing on youth, social media, mental health, and housing. She has secured over $2.7 million in research funding, including major ARC grants examining intergenerational financial assistance with homeownership and young people's experiences with debt. Her research partnerships include collaborations with the Greater Bank Financial Literacy Laboratory and the Centre for Household Assets and Savings Management at the University of Birmingham. As a founding member of the Newcastle Youth Studies Centre, Dr Cook contributes to an interdisciplinary research hub focused on youth issues. She regularly engages with media as a commentator on youth sociology topics and has developed interventions to improve financial literacy programs for young people based on her research findings.
Esther Merget ist Lecturer an der Pädagogischen Hochschule Schwäbisch Gmünd, mit Schwerpunkten in Educational Psychology und Quantitative Research Methods . Sie forscht zur Entwicklung des kindlichen Selbstkonzepts in Kita- und Familienkontexten und leitet Projekte wie Ich bin Ich 2.0 und Ich bin Ich 3.0 . Educational Psychology Developmental Psychology Quantitative Methods Early Childhood Education Inclusive Education Ihre Forschung kombiniert psychometrische Analysen, wie im SKF-Fragebogen , mit praktischen Interventionen zur Förderung von Selbstkonzepten. Sie verwendet SPSS und STATA für Datenanalyse und lehrt Scientific Writing sowie Quantitative Methods . Ihre Publikationen thematisieren Elternintegration , Philosophical Pedagogy , und Mindfulness Practices in Kitas. Sie promoviert seit 2018 zur Self-Concept Development .
Demush Bajrami serves as a full-time Associate Professor at the Faculty of Languages, Cultures and Communication, South East European University (SEEU) in Tetovo, North Macedonia. Holding a PhD in Social Sciences from the University of Tirana (2011-2016) with a dissertation on social media's role in politics, he maintains active academic engagement across media studies, political communication, and educational leadership domains within the Balkan context. Academic Background: PhD in Social Sciences, University of Tirana, Albania (2011-2016) Professor Bajrami's research critically examines political communication dynamics through digital platforms, disinformation ecosystems in transitional democracies, and cross-cultural language interactions between English and Albanian speakers. His work bridges theoretical frameworks with practical applications in media literacy education , educational leadership , and digital citizenship development , particularly focusing on Generation Z communication patterns and institutional resilience against misinformation campaigns. His publications demonstrate consistent regional relevance to North Macedonia and the Western Balkans. Analysis of his 15 most recent publications (2021-2025) reveals three dominant thematic trajectories: (1) Disinformation countermeasures and media literacy frameworks in post-conflict societies, (2) Social media's transformative impact on political leadership and cross-cultural relationships, and (3) Educational leadership challenges in multilingual institutional environments. His methodological approach combines qualitative discourse analysis with empirical studies of communication preferences and institutional practices. While no formal scientific awards are documented in available materials, his collaborative publications with SEEU colleagues indicate active participation in institutional research initiatives addressing regional media literacy gaps and educational policy development. Professor Bajrami's academic supervision focuses on media studies and political communication theses, though specific student names aren't publicly cataloged. His research integrates grant-funded projects examining disinformation vulnerabilities and digital citizenship education within SEEU's institutional framework, contributing to the university's strategic positioning in Balkan media studies.
Inna Rivkin is an Associate Professor in the Department of Psychology at the University of Alaska Fairbanks (UAF), specializing in Social Psychology with a focus on Indigenous health and cultural adaptation . She holds a Ph.D. in Social Psychology from UCLA and a B.A. from UC Berkeley. Current faculty member at UAF since 2007 Previously Visiting Faculty at University of Alaska Anchorage Her research explores: Community-based participatory approaches Intergenerational digital storytelling Cultural resilience in rural Alaska Native communities Stress and coping in rapidly changing cultural contexts Publication trends show expertise in Indigenous methodology, cultural health interventions, and rural mental health. She actively mentors students in interdisciplinary projects and teaches courses including Culture and Psychology, Rural and Alaska Native Psychology, and Community Psychology. Dr. Rivkin collaborates with the Center for Alaska Native Health Research and has led multiple community-driven projects like the Yup’ik Experiences of Stress and Coping study.
Paulo Bala is a postdoctoral researcher and teaching assistant at Interactive Technologies Institute (LARSyS) and Instituto Superior Técnico, respectively. He holds a Ph.D. in Digital Media from Universidade Nova de Lisboa, an M.A. in Entertainment Technology from Carnegie Mellon University and University of Madeira, and a B.Sc./M.Sc. in Informatics Engineering from University of Madeira. Ph.D. (2022) - Digital Media, Universidade Nova de Lisboa M.A. (2015) - Entertainment Technology, Carnegie Mellon University & University of Madeira B.Sc./M.Sc. (2010-2013) - Informatics Engineering, University of Madeira His research bridges Human-Computer Interaction, Entertainment Technology, and eXtended Reality (XR), with a focus on immersive storytelling, AI-driven narratives, and serious games for social impact. He has contributed to projects like eGames Lab , MEMEX , and Beanstalk , exploring applications in cultural heritage, sustainability, and health. Recent publications span domains like AI ethics in academia , speculative LLM design , climate literacy games , and financial literacy through transmedia storytelling . His work appears in top venues such as CHI , ISMR , and ICIDS .
Professor Melitta McNarry is a faculty member at Swansea University's Faculty of Science and Engineering, specifically within the School of Engineering and Applied Sciences. She serves as a Professor in Sports and Exercise Sciences, with her office located in the Engineering East Building at Bay Campus. Her research focuses on cardiorespiratory fitness across health, fitness, and lifespan, with particular emphasis on pediatric populations. She is available for postgraduate supervision and maintains active research collaborations with organizations including Hockey Wales, Welsh Rowing, and Swansea City Rowing Club. Professor McNarry specializes in developing non-pharmacological intervention strategies such as inspiratory muscle training and high intensity interval training for people with asthma and cystic fibrosis. Her research also explores pulmonary rehabilitation for patients with respiratory diseases, particularly Idiopathic Pulmonary Fibrosis, and investigates how traditional strategies can be modified for better patient outcomes. This research direction emerged from her post-doctoral work at Swansea University on developing a model of cardiorespiratory control for mobile artificial lungs. Following her PhD work at the University of Exeter, she continues to examine the interaction between training and maturity on biomechanical responses in children and young people. Her recent research output demonstrates a strong focus on pediatric exercise physiology, respiratory conditions, and physical activity interventions across various populations. She has published extensively on cystic fibrosis, asthma, and pulmonary rehabilitation, with a growing interest in technology applications for physical activity assessment and intervention. Her work spans from fundamental exercise physiology to applied clinical research, often incorporating collaborations across multiple institutions and disciplines. Professor McNarry has established herself as a prominent researcher in her field with numerous publications in high-impact journals. Her research has attracted collaborations with national sports organizations and has contributed to clinical guidelines in respiratory conditions. She maintains active research links through ORCID, ResearchGate, Google Scholar, and Scopus, demonstrating her engagement with the international research community.
Jolanta Jastrząb is a Professor at the Academy of Fine Arts in Katowice within the Department of Painting. She serves as coordinator of the interdisciplinary art therapy program (2016-2024) involving the University of Silesia, Academy of Fine Arts, and Academy of Music in Katowice. Since 2010, she has led therapeutic art projects including workshops with incarcerated women and pediatric oncology patients. Her research focuses on: Art therapy methodologies in clinical and social contexts Community-based art interventions Therapeutic applications of visual arts Creative rehabilitation programs Artistic approaches to psychological healing Publications primarily explore art therapy applications, neuroaesthetics, and therapeutic environments. Recent works emphasize clinical validation methods, senior engagement through art, and cross-cultural therapeutic approaches. Scientific Recognition: 8 Rector's Awards (2013-2024) Medal of National Education Commission (2014) Honorary Badge of Merit for Polish Culture (2020) She directs research projects funded by the Ministry of Culture and National Heritage, including innovative art therapy methods for seniors and oncology patients. Leads the 'Art in Action/Social Therapy/Drawing as a Message' studio and collaborates with the 'Kajros' Association of Polish Art Therapists.
Priscilla D. Allen, PhD, LMSW, serves as Professor and Louisiana Nursing Home Association Sister Michael Sibille Professor in Aging and Geriatrics at Louisiana State University's School of Social Work. She holds dual leadership roles as Executive Associate Director of LSU's Life Course and Aging Center and Associate Editor of The Journal of Comparative Social Welfare. Her professional engagement extends to LEADER (Louisiana Enhancing Aging Through Dignity Empowerment and Respect), where she serves on the board as co-founder of Louisiana's first nursing home culture change coalition. Her academic foundation includes: PhD in Social Work from Fordham University (2001) MSW and Certificate in Gerontology from University of Connecticut (1994) BA in Sociology from Keene State College (1990) Prior to academia, she championed resident rights as long-term care ombudsman for 3,400 nursing home residents in Southwestern Connecticut, complemented by frontline roles as nursing home social worker and rural town social worker. Dr. Allen's research program critically examines systemic challenges in aging through four interconnected pillars: long-term care reform, healthy aging promotion, aging policy analysis, and ageism mitigation. Her work bridges clinical practice and policy advocacy, particularly focusing on nursing home culture change implementation and disaster vulnerability of older populations. She investigates workforce dynamics including female labor participation trends and retirement transitions, consistently centering social justice perspectives in gerontological scholarship. Her publication portfolio reveals strong interdisciplinary integration across social work, public health, and policy domains. Recent works demonstrate methodological diversity from quantitative analyses of labor force trends to qualitative disaster response evaluations, with consistent thematic emphasis on dignity preservation in aging services. Key contributions include developing assessment frameworks for nursing home psychosocial care and establishing evidence-based disaster protocols for elderly populations. Scientific Awards: No awards listed in source documentation. Advising and Grants: Secured $10,000 CSWE Gerontological Education Grant (2009-2011) from John A. Hartford Foundation for Certificate in Gerontology Program development. While specific advisees aren't documented, her leadership in specialized curriculum development and Life Course and Aging Center suggests extensive student mentorship in gerontological social work. Labs and Teams: Directs research initiatives through LSU's Life Course and Aging Center, focusing on translational aging research. Co-leads LEADER coalition's statewide efforts to implement person-centered care models across Louisiana's nursing homes, facilitating collaboration between regulators, providers, and advocacy groups to transform long-term care culture.
Angela Sweigart-Gallagher serves as Associate Professor of Performance and Communication Arts at St. Lawrence University and holds the NY6 Academic Leadership Fellowship. She teaches beginning and advanced acting courses alongside specialized offerings in Political Theatre and Performance, Drama for Teaching and Learning, Arts Administration & Marketing, and Theatre, Sustainability, and the Natural World. As University Theatre director, she employs collaborative approaches to develop inexperienced theatre artists' creative processes and artistic voices. Education: PhD Theatre Research (Minor: Curriculum and Instruction), University of Wisconsin MA Theatre Research, University of Wisconsin BA English and Theatre, University of Mary Washington Sweigart-Gallagher's research centers on political theatre as resistance, with specialization in applied theatre methodologies. Her work critically examines gender politics through performance, particularly regarding women's bodily autonomy and political representation. Co-founder of The Wandering Uterus Project, she creates satirical performances that challenge patriarchal structures and governmental policies affecting women. Her scholarship increasingly addresses sustainable theatre practices, integrating environmental consciousness into production design and theatrical processes. Her publication pattern reveals evolving scholarly interests from historical analyses of nationalism in youth theatre toward immediate political commentary on contemporary issues. Recent works demonstrate consistent engagement with youth performance, gender politics, and resistance strategies, particularly through satire. She maintains active regional theatre criticism while producing theoretically rigorous scholarship connecting performance to broader social and political movements, with increasing emphasis on sustainability and pandemic-era performance adaptations. Scientific Awards: NY6 Academic Leadership Fellow Sweigart-Gallagher mentors students through collaborative production work and specialized courses that blend theory and practice. Her DIY Theatre course exemplifies project-based learning where students design and execute theatrical elements under faculty guidance. She has secured production resources for sustainable theatre initiatives, incorporating recycled materials and LED lighting to reduce environmental impact. Her collaborative research with colleagues like Victoria P. Lantz and Melissa C. Thompson demonstrates commitment to interdisciplinary approaches to performance scholarship. The Wandering Uterus Project functions as her primary creative research laboratory, producing politically charged performances including 'Dr. Womb and Dr. Tomb' and 'A Series of Modest Pronouncements' that satirize policies affecting women's bodies. This collective has presented work nationally at festivals and academic conferences, using interactive and site-specific techniques to engage audiences in political discourse. Her 'Dissent/Resist' durational performance and Women's March protest art demonstrate ongoing commitment to using performance as direct political action.
Kylie Evans, PhD, MSW, LISW is a researcher in the Social Work department at Ursuline College in Ohio. Her work focuses on trauma-informed care, child development, and social work interventions. Research Interests: Trauma and its psychological/physiological impacts on children Interventions for adolescents and families Health equity and pandemic-related stressors Developmental neurobiology and therapeutic models Key Publications: Recent work includes studies on trauma-informed care frameworks, child exposure to intimate partner violence, and innovative interventions like CoHealing for indirect trauma.
Erica Weintraub Austin is a Professor and Director of the Murrow Center for Media and Health Promotion Research at Washington State University’s Edward R. Murrow College of Communication. A fellow in the International Communication Association and recipient of the Samuel H. Smith Leadership Award, her work bridges media literacy, health communication, and political engagement. Ph.D., Communication, Stanford University (1989) A.M., Communication, Stanford University (1988) B.A., Journalism (special honors), George Washington University (1982) Her research focuses on media literacy as a tool for healthier decision-making and civic engagement across ages. She developed the Message Interpretation Process Model , widely cited in media literacy intervention studies. Current projects examine Covid-19 disinformation mitigation and family nutrition programs . Her recent publications span health communication , media literacy effects , and political engagement , with a focus on youth and family contexts. Articles explore topics like alcohol advertising skepticism and pandemic vaccine intentions. Scientific Recognition : Top 2% Scientists, Elsevier (2023) ICA Fellow (2021) Public Relations Educator of the Year (2004) She has advised numerous WSU students in studies on media effects, led statewide anti-tobacco campaigns, and contributed to curricula like FoodMania! and Take It Seriously: Sex and Media . Her work appears in journals such as Current Obesity Reports , Journal of Health Communication , and Health Communication .
Prof. Dr. Peter F. Titzmann is a faculty member at the Institute of Psychology within the Faculty of Philosophy at Leibniz University Hannover since 2016. His research focuses on the intersection of developmental psychology and migration studies, particularly examining how immigrant adolescents adapt to new cultural contexts. Professor, Leibniz University Hannover (since 2016) Former Professor, Weingarten University of Education (2015–2016) Assistant Professor, University of Zurich (2012–2015) Research interests include: Cross-cultural developmental psychology Acculturation processes in adolescence Interethnic friendships and prejudice reduction Delinquency among immigrant youth Quantitative research methods School-parent collaboration His recent publications emphasize longitudinal and comparative analyses of immigrant youth adaptation, with subfields spanning family dynamics, socio-cultural integration, and contextual influences on development. Projects like the LEITER initiative on teacher-parent interaction further highlight his applied focus in educational settings. Functions include roles in the Institute of Psychology's executive management, audit committee, and examination boards.
Elizabeth Ahl is a Professor and Coordinator of the Eagle Pond Authors' Series at Plymouth State University, where she has taught since 2001. Holding a PhD from the University of Nebraska and MFAs/BFAs from the University of Pittsburgh and Emerson College, her work bridges poetry with interdisciplinary explorations in mathematics, science, and the fine/performing arts. She has performed poetry with musicians, curated gallery shows pairing poets and printmakers, and written extensively on topics ranging from the U.S. space program to letterpress printing. Education: BFA in Creative Writing from Emerson College; MFA in Poetry from the University of Pittsburgh; PhD in English from the University of Nebraska. Interdisciplinary Focus: Explores intersections between poetry, systems theory, historical events (e.g., Apollo 1 fire), and creative pedagogy. Her recent publications in journals like Passengers and Stanza Cannon reflect themes of environmental impermanence, familial bonds, and the materiality of language. She won the 2023 New Hampshire Literary Award for A Case for Solace and the 2008 Slapering Hol Press Chapbook Contest. Her creative pedagogy emphasizes physicality in writing processes, such as cut-up poem assignments and collage-based drafting. Scientific and Literary Contributions: Examines the etymology of language and its cognitive implications Analyzes failures of imagination in technical systems (e.g., NASA's "sneak circuits") Advocates for libraries as "vital circulatory systems" through essays and public commentary Professor Ahl’s practice extends to community engagement, including leaving signed copies of her books in Little Free Libraries nationwide. Her teaching philosophy integrates creative constraints as tools for innovation, demonstrated through assignments that blend physical craft with digital reflection.
