Allison Godwin is a Professor in the Department of Chemical Engineering at Cornell University, joining the faculty in 2023. She holds a B.S. (2011) and Ph.D. (2014) in Chemical Engineering and Science Education from Clemson University. At Purdue University, she was a tenured member of the School of Engineering Education and held a joint appointment in the Davidson School of Chemical Engineering (2020). Research Interests: Engineering identity development, particularly for underrepresented groups Inclusive pedagogies to reduce equity gaps in STEM Engineering workforce diversity and retention strategies Mixed-methods research on belonging and motivation Scientific Awards: 2023 American Institute of Chemical Engineers Award for Excellence in Engineering Education Research 2022 AERA Division I Outstanding Research Publication Award 2021 CEE William H. Corcoran Award 2017-Present NSF CAREER Award 2016 NARST Outstanding Doctoral Dissertation Award Leadership Roles: Past Chair of ASEE Educational Research Methods Division (2021-2023) Associate Editor for Chemical Engineering Education (2020-Present) Co-led Purdue’s Faculty Learning Community for inclusive teaching
Jae Hoon Lim is a Professor in the Department of Educational Leadership/Educational Research, Measurement, and Evaluation at the Cato College of Education, The University of North Carolina at Charlotte. She serves as Program Director for the Post-Master's Certificate in Qualitative Research and teaches qualitative research methods at both introductory and advanced levels. Ph.D., University of Georgia (2002), Elementary Education with Certificate in Interdisciplinary Qualitative Studies M.A., Korea University (1995), Education with focus on Educational Philosophy B.Ed., Seoul National University of Education (1990), Elementary Education Dr. Lim’s research focuses on intersectionality and equity in STEM education , particularly examining identity construction and systemic barriers faced by underrepresented groups including student veterans, Asian international female students, and African American girls. Her work addresses cultural barriers in educational transitions and critiques social/ethical dimensions of engineering education. Recent publications analyze racial disparities in veteran transitions to STEM careers , gender tightropes in transnational STEM education , and pedagogical strategies for marginalized student groups . Themes across her work include qualitative methodologies, educational equity, and intersectional analyses of race, gender, and class. Principal Investigator for $1.6M NSF grant on veteran education Co-PI for Department of Defense grants supporting student veterans Recipient of UNC Charlotte Faculty Research Grant for women veterans study Dr. Lim actively contributes to academic communities as an Associate Editor for the Journal of Women and Minorities in Science and Engineering and as former President/Chair of the Korean American Educational Researchers Association (KAERA). Her work bridges educational theory with practice through collaborations with institutions like Oxford University Press and Teachers College Press.
Dr. Adelyn Lim serves as a Senior Lecturer in the Department of Sociology and Anthropology at the National University of Singapore's Faculty of Arts and Social Sciences. She also holds the position of Research Associate at the Centre for Family and Population Research and serves on the editorial board of Women's Studies International Forum. Recent appointments include Assistant Dean (since July 2023) and Deputy Head of Sociology and Anthropology (effective January 2025). Her educational background includes a PhD in Anthropology from the Australian National University (2010) and a postdoctoral fellowship at the University of Hong Kong's School of Modern Languages and Cultures (2011-2012). Dr. Lim is an anthropologist and ethnographer specializing in gender and sexuality, with particular focus on cultures of fatherhood, reproductive health, and intersectional and transnational feminisms. Her research examines how gender dynamics intersect with state policies, cultural traditions, and social movements in Asian contexts, particularly Singapore and Hong Kong. She employs critical feminist frameworks to analyze how patriarchal structures persist despite apparent advances in gender equality. Her publication record shows a clear trajectory examining gender relations in Asian societies, with increasing focus on Confucian masculinity and state policies affecting gender roles. Recent work analyzes Singaporean parenting advice to fathers, police work gender dynamics, and 'Asian values' in gender politics, demonstrating how gender essentialism and heteronormativity persist despite progressive rhetoric. Earlier research focused on transnational feminist organizing in Hong Kong, particularly around domestic workers' and sex workers' rights. Dr. Lim teaches courses on Singapore Society, Gender Studies, Sexuality in Comparative Perspective, Social Movements and Collective Action, and co-teaches an interdisciplinary course on Nature and Nurture: Rethinking Sex and Gender with Professor Antonia Monteiro from the Department of Biological Sciences. Her teaching reflects her research interests in gender, sexuality, and social movements, with particular attention to Asian contexts.
Dr Stella Bolaki is Reader in American Literature and Medical Humanities at the School of English, University of Kent, and Co-Director of the Centre for Health and Medical Humanities. She has been a faculty member since 2011, after holding positions at the University of Glasgow and the University of Edinburgh, where she also held a postdoctoral fellowship at the Institute for Advanced Studies in the Humanities (IASH). Her educational background includes a BA from Athens and an MSc and PhD from the University of Edinburgh. BA, Athens MSc, University of Edinburgh PhD, University of Edinburgh Stella’s research spans interdisciplinary fields including contemporary American literature, medical humanities, disability studies, and Black feminist theory. Her work critically examines narratives of illness, chronic conditions, self-care, and the intersection of art and health. She has pioneered research on artists’ books as tools for wellbeing, testimony, and community engagement, particularly in contexts of trauma and social injustice. Her recent publications and projects reveal a consistent focus on expanding narrative forms in medical humanities—moving beyond traditional literary modes to include photography, performance, film, and digital storytelling. Themes of inequality, mental health, climate anxiety, and embodiment recur across her work, especially in her ongoing monograph on self-care. Fellow of the Higher Education Academy Wellcome Trust funding recipient British Academy funding recipient Research England grant awardee Kent’s AHRC Impact Acceleration Account funding Stella supervises doctoral research across a wide range of interdisciplinary topics and has co-supervised a CHASE-funded project on health zines. She contributes to teaching in American literature and medical humanities at the Kent and Medway Medical School. Her professional service includes editorial roles for Contemporary Cultural Studies in Illness, Health and Medicine and the Journal of Literary & Cultural Disability Studies , and leadership in the Eastern Arc Medical and Health Humanities Network and the Kent Medical Humanities Network. She leads public-facing research through creative workshops, exhibitions, and events such as ‘Artists’ Books and the Medical Humanities’ and ‘Mending the Psyche: Art as Reparation’, often in collaboration with NHS partners and community organizations.
Dr. Nikki Hayfield is an Associate Director in Psychology at the University of the West of England (UWE Bristol), affiliated with the Health and Social Sciences department. She holds a Psychology PhD and BSc. Her research spans peri/menopause, women's reproductive lives, bisexual/pansexual/ace spectrum identities, qualitative methods, critical psychology, and feminist psychology. She co-authored Essentials of Thematic Analysis (2021) and Bisexual and Pansexual Identities (2020). She serves on editorial boards for Sex Roles , Feminism & Psychology , and Women's Reproductive Health . Her recent publications focus on LGBTQ+ inclusion in motorsport, mixed-sex civil partnerships, and intersectional challenges in reproductive health. She supervises qualitative research projects and emphasizes methodological innovation.
Rana Jaleel is an Associate Professor in the Department of Gender, Sexuality, and Women's Studies at the University of California, Davis, within the College of Arts & Sciences. She holds multiple leadership roles, including Chair of the Cultural Studies Graduate Group, Chair of the Designated Emphasis in Feminist Theory and Research, Faculty Advisor for the Sexuality Studies Minor, and Co-Director of HATCH: The Feminist Arts & Sciences Initiative. She is also a 2021–2024 College of Arts & Sciences Dean's Faculty Fellow. Education: Ph.D. in American Studies, New York University J.D., Yale Law School MFA in Poetry, University of Michigan, Ann Arbor Rana Jaleel’s research centers on the politics of evidence, examining how harm is recognized or erased in legal, cultural, and political contexts. Her work critically engages with reproductive labor, race, gender, sexuality, property, and international law. She draws from feminist theory, critical ethnic studies, legal studies, and decolonial thought to interrogate the intersections of power, knowledge, and violence. Her interdisciplinary approach is reflected in her contributions across law, cultural studies, and creative writing. Her publications and editorial projects reveal a strong focus on racial capitalism, settler colonialism, queer/trans of color critique, and feminist legal theory. She explores how international legal frameworks for sexual violence are shaped by imperial and racial power. Her work frequently appears in journals such as Critical Ethnic Studies Journal , Cultural Studies , and Brooklyn Law Review . She has co-edited special issues on democracy, gendered citizenship, and racial capitalism, demonstrating a commitment to collective scholarly work. Scientific Awards: Author of Color First Book Award from Duke University Press for The Work of Rape Rana Jaleel is actively involved in academic service and mentorship. As Co-Director of HATCH and leader of the Write the Future! Lab, she fosters creative and critical scholarship among undergraduate students, particularly from women/queer/trans of color and transnational feminist perspectives. She serves on the Editorial Collective and Board of The Critical Ethnic Studies Journal and is a member of the American Association of University Professors’ Committee A on Academic Freedom and Tenure. Her leadership extends to admissions and curriculum development in interdisciplinary programs. She is co-editing a forthcoming issue of South Atlantic Quarterly on 'Queer/Trans of Color Transits and the Global Imaginaries of Racial Capitalism' and continues to develop projects that bridge creative practice, legal critique, and feminist theory.
Seung-kyung Kim serves as the Korea Foundation Professor in the Department of East Asian Languages and Cultures and Director of the Institute for Korean Studies at Indiana University's School of Global and International Studies. Previously, she held leadership roles at the University of Maryland including Chair of Women’s Studies, Director of the Center for East Asian Studies, founding Director of the Asian American Studies Program, and Acting Associate Dean for the College of Arts and Humanities. Her research centers on gender dynamics in social movements, examining women's roles as workers and their interactions with state structures. She investigates transnational migration under globalization, with particular focus on family experiences and educational outcomes, while developing feminist frameworks for understanding social transformation. This interdisciplinary work bridges Korean Studies, Gender Studies, and Global Migration Studies through empirical analysis of South Korean contexts. Recent publications (2020-2021) reveal a trajectory emphasizing critical area studies methodology, transnational feminist theory, and institutional analysis of Korean Studies development. Her work consistently connects micro-level family dynamics with macro-level globalization processes, particularly through examinations of kinship systems, educational migration (Kirŏgi families), and state-society negotiations in East Asia. No scientific awards, prizes, or fellowships were documented in the provided materials. The available records indicate no explicitly listed graduate students or advisees. No research grants, funding sources, or sponsored projects were specified in the source text, though her directorship of the Institute for Korean Studies implies administrative oversight of research initiatives. As Director of the Institute for Korean Studies, Kim leads a major research hub promoting interdisciplinary scholarship on Korea within Indiana University's School of Global and International Studies. Her previous directorship of Maryland's Center for East Asian Studies demonstrates sustained leadership in building academic infrastructure for area studies, while her founding of the Asian American Studies Program highlights commitment to intersectional research frameworks.
Jennifer Einspahr is an Associate Professor in the Political Science Department at Kalamazoo College, where she has been employed since 2004. She also serves as Chair of the Political Science Department (2013-present), Dean of the First-Year Class (2016-present), and has held leadership roles in interdisciplinary programs such as Women, Gender, and Sexuality Studies and Critical Theory. Education: Ph.D. in Political Science from Rutgers University (2004), B.A. in Politics (Cum Laude) with a Gender Studies minor from Whitman College (1996). Research Interests center on feminist theory, democratic theory, and the intersection of structure and agency in political systems. Her work critically examines classical republicanism, Rousseau’s political philosophy, and the role of space/place in democratic practices. Scientific Awards: Okin-Young Award (2011) for best feminist political theory paper in an English-language journal Finalist, Charlotte Newcombe Dissertation Fellowship (2003) Service includes peer reviewing for prestigious journals (e.g., Political Theory, American Political Science Review) and active participation in professional organizations like the American Political Science Association and the Association for Political Theory.
Lynne E. Ford serves as Professor of Political Science in the Department of Political Science at the College of Charleston, where she contributes to academic instruction and research in political science. Her faculty position indicates active engagement with the institution's scholarly community. Her educational qualifications include: Ph.D. in American Political Behavior, University of Maryland, College Park M.A. in Government and Politics, University of Maryland, College Park B.A. in Political Science, The Pennsylvania State University Professor Ford's research examines core dynamics of American political systems with specialized focus on gender dimensions in political participation and leadership. Her work investigates structural barriers to women's political advancement, civic mobilization patterns, and institutional mechanisms affecting representation. This scholarship bridges theoretical political science with practical implications for democratic engagement and equality. Her publication record demonstrates sustained contribution to political science education through textbook authorship and targeted scholarly articles. The recurring emphasis on gender equality across her works—from foundational textbooks to specialized journal publications—reveals a cohesive research trajectory examining power structures and representation gaps in American political institutions. Her professional recognition includes: Mortar Board honor society membership Golden Key honor society membership Phi Kappa Phi honor society membership Distinguished Faculty Service Award (2010) No available information describes her student advising activities or research grant acquisitions. The text provides no details about laboratory facilities, research teams, or collaborative projects under her direction.
Chelsey R. Carter is an Assistant Professor of Public Health in the Department of Social and Behavioral Sciences at Yale School of Public Health with a secondary appointment in the Department of Anthropology. A Black feminist anthropologist of medicine, public health, and race from St. Louis, Missouri, Dr. Carter's interdisciplinary work bridges public health, anthropology, and critical race studies to address health inequities, particularly focusing on neurodegenerative diseases like ALS in Black communities. Dr. Carter received her BA in Anthropology from Emory University (2012), followed by an MPH and PhD from Washington University in St. Louis (2021), and completed a Presidential Postdoctoral Fellowship at Princeton University (2022). Her educational background reflects her commitment to both anthropological theory and public health practice. Her research examines the relationship between social determinants of health (particularly anti-Black racism, socioeconomic status, and gender) and neurodegenerative diseases such as amyotrophic lateral sclerosis (ALS) and motor neuron diseases. Dr. Carter employs ethnographic research and qualitative methodologies to investigate how embodied inequality impacts diagnosis, treatment, and engagement in clinical trials for Black individuals with ALS. She also leads research on precision medicine and genomic research in Black communities through The Black Genome Project and studies caregiving among persons impacted by ALS. Her scholarship has been funded by the National Science Foundation, the Andrew Mellon Foundation, and the Wenner Gren Foundation. Analysis of Dr. Carter's recent publication trends reveals a strong focus on health equity, particularly examining how systemic racism manifests in medical settings and contributes to health disparities. Her work spans multiple domains including neurodegenerative diseases, HIV/AIDS care, genomics, and mental health, with consistent attention to intersectional approaches that consider race, gender, and socioeconomic status. A notable pattern in her scholarship is the use of qualitative and mixed methods to center the lived experiences of marginalized communities, challenging dominant biomedical paradigms through a Black feminist lens. Principal's Development Fund Visiting Scholar (2024) Distinguished Teaching Award from Yale School of Public Health (2023) Funding from the National Science Foundation Support from the Andrew Mellon Foundation Wenner Gren Foundation grant Dr. Carter actively mentors students and has developed innovative teaching approaches, including her course 'Biomedical Justice: Public Health Critiques and Praxis,' which encourages students to bring their full selves into the classroom. Her research has been supported by significant grants that enable community-engaged work addressing health disparities. She emphasizes the importance of community partnerships in her research, ensuring that academic work serves and is accountable to the communities being studied. Dr. Carter is Founder and Director of The LEITH (Lived Experiences Igniting Transformations in Health) Lab, which addresses Black invisibility and misdiagnosis for rare neurodegenerative and genetic diseases. The lab brings together persons and caregivers impacted by rare diseases, researchers, clinical providers, educators, students, and activists to develop more humanizing and critical approaches in the rare neurodegenerative field. The LEITH Lab's vision centers on advancing anti-racist research, fostering awareness through education, creating palliative networks for support, and developing a pipeline of health equity scholars.
Anthony Lising Antonio is an Associate Professor at the Stanford Graduate School of Education and Associate Director of the Stanford Institute for Higher Education Research . He serves as the founding faculty director of LifeWorks , an undergraduate integrative learning program. His work focuses on postsecondary access, racial diversity in education, student development, and social stratification. PhD, University of California, Los Angeles (1998) MA, University of California, Los Angeles (1994) MS, Stanford University (1992) BS, University of California, Berkeley (1988) Dr. Antonio's research spans stratification in higher education, racial and ethnic minority student development, and the impact of diversity on institutions. Recent work explores college admissions essays, synthetic text analysis, engineering equity, and social network applications in educational research. His 2024-25 courses include Diversity and Equity Issues in Higher Education and Holistic College Student Development. His publications address critical themes like racialization in STEM, gender dynamics in undergraduate applications, intersectionality in student status, and college access program partnerships. Articles frequently employ social network analysis, critical race theory, and interdisciplinary methodologies to examine educational equity and institutional change. Principal investigator for educational RCTs Co-author on large language model demography studies Contributor to affirmative action policy debates Dr. Antonio advises doctoral students in education and sociology, with affiliations to the Center for Comparative Study in Race and Ethnicity and the Asian American Studies program. He resides in EAST House, a Stanford residential fellowship focused on equity and societal issues.
Amanda Berry is a Professor of STEM Education and Deputy Dean (Research & Innovation) in the School of Education at RMIT University, Australia. Her research focuses on science education, teacher education, and methodologies for capturing classroom practices. She leads initiatives to develop tools for representing teachers' pedagogical expertise and has contributed to frameworks like the refined consensus model of pedagogical content knowledge (PCK). Her work emphasizes teacher professional development, particularly for highly accomplished educators, and explores adaptive expertise in interdisciplinary teaching. She actively supervises postgraduate research students and collaborates internationally on projects like the Sharing Knowledge Project in inquiry-based teaching. Key research themes include STEM integration, teacher educator professionalism, and the role of student voice in assessment reform. Her interdisciplinary approaches bridge theory and practice, influencing both policy and classroom strategies in science and mathematics education.
Hakan Sandal-Wilson is an Assistant Professor of Gender, Peace and Security at the Department of Gender Studies, London School of Economics and Political Science. His research critically examines intersections of gender, sexuality, ethnicity, religion, and conflict in the Middle East, particularly focusing on Kurdish queer/LGBTIQ+ politics and diasporic movements. He is also invested in creative-critical interdisciplinary research methods, co-editing a volume on politically engaged methodologies. Previously, he served at the University of Cambridge as a Teaching Associate and Affiliated Lecturer, and as Campaigns Officer for Amnesty UK’s LGBTI Network. Education : - PhD, University of Cambridge Centre for Gender Studies - MA in Cultural Studies, Istanbul Bilgi University Research Interests : - Queer Studies in Conflict Zones - Kurdish Social Movements - Diasporic Feminist and Queer Activism - Ethnography and Creative Writing Methodologies Publications Trends : His work bridges theoretical inquiries with activism, emphasizing marginalized queer voices in conflict-affected regions. Recent projects include monographs on Kurdish queer politics and co-edited collections on creative-critical interventions for social justice. Awards & Grants : No awards explicitly mentioned, but his work has been translated into multiple languages and featured in outlets such as openDemocracy and Jadaliyya. Advising & Mentorship : No listed advisees, but directs LSE’s MSc Gender and MSc Gender (Research) programmes, teaching courses like GI402 (Gender, Knowledge & Research Practice) and GI413 (Gender, Race & Militarisation). Labs & Collaborations : Co-convened 'Creaction' interdisciplinary workshops at UCL, fostering global creative-critical social justice research.
Hilde Fiva Buzungu is an Associate Professor in the Department of Social Work, Child Welfare and Social Policy at Oslo Metropolitan University, Faculty of Social Sciences. Her work bridges social anthropology, applied linguistics, and public policy, with a strong focus on language and communication in welfare services for minority language speakers. Her research interests include: Language discordance and interpreter-mediated communication in social work and healthcare Multilingualism and migration Professional practices in child welfare and public administration Interpreter training and quality assurance Human rights and minority inclusion Intersectionality in social services Buzungu's recent publications (2020–2024) reveal a consistent focus on the challenges of language access in public institutions such as NAV, child welfare, and hospitals. Her work critically examines how language barriers affect service delivery, professional decision-making, and equity. She investigates systemic issues in interpreter availability, quality, and integration, particularly during crises like the Ukrainian refugee influx. Her research combines ethnographic methods with policy analysis, emphasizing the 'space between' where meaning is negotiated across languages and cultures. She has contributed extensively to both academic and public discourse, publishing in journals like Nordic Social Work Research and Kritisk juss , as well as producing key reports for governmental bodies like Integrerings- og mangfoldsdirektoratet and Oslo University Hospital. Her book Language Discordant Social Work in a Multilingual World: The Space Between (2023) synthesizes her core themes. Buzungu actively disseminates her findings through public lectures, media engagement, and policy forums, advocating for improved language services in the Norwegian public sector. She is affiliated with the research group on Professional Qualification and Professional Practices in Social Work and Child Protection.
Senior Lecturer Christoffer Dahl is a faculty member at Kristianstad University within the Faculty of Teacher Education and the Department of Subject Teacher Education . He specializes in Swedish with a didactic focus and is an active member of the Learning in Language and Literature (LiLL) research group. Since 2015, he has contributed significantly to both teaching and research in literature education, particularly in the areas of textbook analysis, multimodal discourse, and literary didactics. Research Focus: Theoretical and methodological intersections between linguistics , literary studies , and didactics Reception theory, genre theory, and discourse analysis in educational contexts Multimodal analysis of literature textbooks Comparative Nordic textbook studies (Denmark, Norway, Sweden) Intersectionality in literature education His current major project is a comparative study that builds on his doctoral thesis, Litteraturstudiets legitimeringar , analyzing how Nordic literature textbooks legitimize the study of literature through writing and images, with a focus on intersectionality. Teaching & Collaboration: Christoffer teaches text analysis and children's literature . He has collaborated since 2013 with Mikael Nordenfors (University of Gothenburg) on the Swedish National Agency for Education’s website, contributing to the SMDI network (Swedish with a didactic orientation). Supervision & Academic Service: Supervised 75 student works Active peer reviewer for journals and publishers (e.g., Routledge, Taylor & Francis) Organizer and participant in multiple academic conferences and workshops Consultant and expert reviewer for educational agencies
