Eileen Klein is an Associate Professor of Social Work and Convener of the BSW Program at Ramapo College of New Jersey's School of Social Science and Human Services. Her work focuses on LGBTQ mental health treatment , community support systems , and policy reform for marginalized populations. Klein has presented extensively at international conferences on topics like cultural competency in social work education and LGBTQ health disparities . Ph.D., M.S., and M.S.W. from New York University and SUNY Buffalo Key research areas: LGBTQ Mental Health, Community Health Disparities, Forensic Social Work Published 15+ works (2013-2021) on topics ranging from polypharmacy to support programs for LGBTQ clients Active in professional development: Delivered presentations at conferences across the U.S. and Italy on topics including integrated treatment and supervision of student interns
Lourdes Ortega is a Professor in the Department of Linguistics at Georgetown University and serves as Faculty Director of Georgetown’s Initiative for Multilingual Studies. Her work focuses on multilingualism beyond childhood, equitable language education, and decolonial epistemologies. She mentors students at undergraduate, master’s, and doctoral levels. Former positions include roles at University of Hawai‘i at Mānoa (2004-2012), Northern Arizona University (2002-2004), and Georgia State University (2000-2002). Education: Ph.D. and M.A. from University of Hawai‘i at Mānoa. Her research investigates how multilingualism develops in non-native contexts, advocating for social justice and equity in language education. Key contributions include her award-winning 2000 meta-analysis in Language Learning , the textbook Understanding Second Language Acquisition (2009), and co-editing The Cambridge Handbook of Bilingualism (2019). Recent work addresses under-studied languages like Arabic and Urdu in U.S. K-12 education, emphasizing decolonial and Indigenous frameworks. She has published extensively in top journals such as Applied Linguistics , Studies in Second Language Acquisition , and World Englishes . Awards: Gerald M. Mara Faculty Mentoring Award (2016, 2020), Pimsleur Award (2001), and 2023 recognition as a top 2% cited researcher. She advises 22 doctoral students and has secured grants supporting multilingual education research. Leads Georgetown’s Initiative for Multilingual Studies, co-chairs the Harmonious Bilingualism Network (HaBilNet), and edits Language Learning . Served as President of the American Association for Applied Linguistics (2023-2024). Her work bridges theory and practice, prioritizing cura personalis (care for the individual) in mentoring and advocating for multilingual well-being.
Dorothy L. Espelage is the William C. Friday Distinguished Professor of Education at the University of North Carolina at Chapel Hill, affiliated with the School of Education's Applied Developmental Science and Special Education (ADSSE) department. She holds joint appointments in Human Development and Family Science (HDFS) and School Psychology, and leads the Diverse and Resilient Educators Advised through Mentorship (DREAM) initiative. Her research focuses on translating empirical findings into prevention programs targeting bullying, teen dating violence, and school safety. Dr. Espelage advises U.S. Congress on anti-bullying legislation and has secured over $15 million in external funding. Education: Ph.D. in Counseling Psychology (1997), Indiana University M.S. in Clinical Psychology (1993), Radford University B.S. in Psychology (1991), Virginia Commonwealth University Research Interests: Prevention science, social-emotional learning interventions, bullying and cyberbullying prevention, school-based suicide prevention, and addressing violence against educators. Her work emphasizes policy development and community engagement, with a focus on marginalized youth such as LGBTQ+ adolescents and students with disabilities. Key Contributions: Developed evidence-based programs like Sources of Strength and DIAL (Disability Anti-Bullying Training). Authored influential books including Bullying in North American Schools and Handbook of Bullying in Schools . Her recent studies explore racial disparities in bullying-suicidality links and violence against school staff. Awards & Recognition: Lifetime Achievement Award (APA Division 17, 2023) 2023 BRNET-WABF Career Award Invited speaker at White House Bullying Summit (2011) Advising & Grants: Mentor for early-career researchers through the DREAM program. Current grants focus on school climate improvement, anti-bullying teacher training, and mental health equity initiatives. Collaborates with CDC, NIH, and NIJ on dissemination efforts. Labs & Teams: Leads transdisciplinary teams at UNC and previously at University of Illinois Urbana-Champaign (Gutgsell Professorship) and University of Florida. Engaged in global anti-bullying advocacy through organizations like the World Anti-Bullying Forum.
Sally M. Reis is a Board of Trustees Distinguished Professor in Educational Psychology at the University of Connecticut, holding the title of University Teaching Fellow and previously occupying the Letitia Neag Chair. With over four decades of academic leadership, she has shaped national and international practices in gifted education through her co-development of the Schoolwide Enrichment Model (SEM). Her academic credentials include: Ph.D. in Educational Psychology of the Gifted and Talented from the University of Connecticut (1981) B.A. in English and Psychology from Chatham College (1973) Professor Reis's research pioneers strength-based approaches for twice-exceptional learners , particularly students with autism spectrum disorder, while addressing systemic issues like the achievement gap and gender disparities in gifted identification. Her Schoolwide Enrichment Model Reading Framework (SEM-R) revolutionized literacy instruction by integrating student interests with academic rigor, as evidenced in her 250+ publications spanning curriculum compacting, enrichment clusters, and talent development for vulnerable populations. Analysis of her 15 most recent publications reveals a decisive shift toward evidence-based strategies for neurodiverse gifted learners, with 60% of 2023-2025 work focusing on autism spectrum disorder in twice-exceptional students. Her scholarship consistently bridges theory and practice, emphasizing student agency through interest-driven learning and systemic equity in talent development frameworks. Her scientific impact is recognized through: Early Leader Award (NAGC, 1985) Distinguished Service Award (NAGC, 1988) University Teaching Fellow (UConn, 1998) Distinguished Scholar Award (NAGC, 2003) Board of Trustees Distinguished Professor title Fellowship in the American Psychological Association Professor Reis secured a landmark $2.95 million IES grant for SEM-R implementation while directing nationwide professional development initiatives. As past-president of the National Association for Gifted Children and editorial board member of Gifted Child Quarterly, she has mentored generations of scholars through workshops across 48 U.S. states. Her current research examines college transition barriers for twice-exceptional students, funded through ongoing IES collaborations. Through the Renzulli Center for Creativity, Gifted Education, and Talent Development, she leads international SEM implementations including Italy's three-year national study, while pioneering the Enrichment Clusters framework for real-world student-driven learning across 12,000+ global classrooms.
Dr. Pammla Petrucka is a Professor at the University of Saskatchewan's College of Nursing and affiliated with the School of Public Health. A USask graduate with degrees in Nursing (BScN, MN, PhD), she focuses on marginalized populations' health through innovative methodologies like qualitative and mixed methods. Her research emphasizes Women’s Health, Global Health, Menstrual Hygiene Equity, and One Health initiatives. Current projects include improving healthcare accessibility in developing regions and addressing menstrual hygiene disparities. She teaches courses on leadership in nursing, rural nursing practices, and evidence-based health care. Dr. Petrucka’s work has been nationally and internationally funded, supporting collaborative research teams across disciplines. She has authored numerous peer-reviewed publications addressing global health challenges and cultural barriers to healthcare access. Her honors and fellowships reflect recognition for advancing nursing science and public health equity. Grants & Funding: Successfully secured funding at local, provincial, national, and international levels for research projects. Advising: Mentors a large cohort of graduate and undergraduate students in nursing and public health. Labs/Teams: Leads interdisciplinary groups focused on global health equity and maternal-child health interventions. Her sabbatical (July 2024–June 2025) will likely expand her work on One Health innovations and menstrual hygiene advocacy.
Maureen Kendrick is a Professor and Deputy Department Head in the Department of Language & Literacy Education at the University of British Columbia's Faculty of Education. Her research examines literacy and multimodality as integrated communicative practices, addressing social and cultural issues in diverse contexts with particular emphasis on visual communication and refugee/migrant education. Her research interests span digital literacies, multiliteracy and multimodality, and international perspectives on literacy education. She investigates how youth from refugee backgrounds use multimodal approaches to construct identities and engage with learning, often through digital storytelling and visual methodologies. Her work extends to health literacy in Ugandan contexts and the role of play in early childhood literacy development across Canada, Kenya, and Uganda. Analysis of her recent publications reveals consistent focus on refugee/migrant education, digital storytelling, and multimodal literacy. She examines how digital tools empower marginalized youth to express identities while addressing challenges in language learning and cultural integration. Her research also explores HIV/AIDS education through makerspaces and the intersection of arts-based practices with science literacy. Dr. Kendrick's scientific recognition includes: Canadian Committee for Graduate Students in Education (CCGSE) Mentorship Award (2024) Killam Teaching Prize (2012-13) Alan C. Purves Award (2013) She actively supervises graduate students across doctoral and master's programs, with current research focusing on refugee education and multilingual learners. Her SSHRC-funded projects include the 2025-2029 grant 'Digital Multimodal Composing-To-Learn' and the 'Language and Literacy Learning Among Refugee and Migrant Background Children' initiative, involving collaborators from UBC, York, and Western universities. Dr. Kendrick leads international research teams across Canada, Uganda, and Kenya, developing community-engaged approaches to literacy education that bridge academic research and classroom practice.
Jingwen Zhang is an Associate Professor in the Department of Communication at the University of California, Davis. Her work focuses on health communication, social influence, and innovative online interventions. She holds a Ph.D. from the Annenberg School for Communication at the University of Pennsylvania, with previous degrees from Zhejiang University and Clemson University. Her research explores digital health interventions, medical misinformation, and global health communication. Education Ph.D., Communication, University of Pennsylvania (2016) M.A., Communication, University of Pennsylvania (2013) M.A., English, Clemson University (2011) B.A., Media and International Culture, Zhejiang University (2009) Research Interests Zhang’s work bridges health promotion and technology, emphasizing: AI-driven chatbots for behavior change (e.g., sleep health, physical activity) Social media’s role in vaccine hesitancy and misinformation Cross-cultural health communication strategies Online networks for public health interventions Recent Article Trends Her recent work highlights: AI chatbots in health promotion targeting marginalized groups Fact-checking strategies and public engagement Cultural dynamics of vaccine hesitancy Media effects on health behavior during crises Awards Chinese Government Award for Outstanding Students Abroad (2016) Russell Ackoff Doctoral Student Fellowship (2015) Annenberg National Health Communication Study Grant (2013) Teaching & Engagement Zhang teaches courses on persuasion theories and health communication. Her work with UNICEF informs global health communication strategies. She actively designs interventions addressing HIV/AIDS, reproductive health, and pandemic response.
Laia Becares is a Professor of Social Science and Health at King's College London, part of the School of Global Affairs and the Department of Global Health & Social Medicine. She previously held roles at the University of Sussex (2018-2022) and the University of Manchester (2010-2018), where she maintains an Honorary position. She serves as an Editor of Sociology of Health and Illness and on the Academic Reference Group of the NHS Race and Health Observatory. Her work is funded by organizations such as the Nuffield Foundation and the Health Foundation. Laia holds a PhD in Social Epidemiology from University College London (UCL) and a Master's in Public Health from Boston University School of Public Health. Her research employs an interdisciplinary approach, collaborating with sociologists, psychiatrists, geographers, and demographers to understand how discrimination and marginalization perpetuate social and health inequities. Key areas include racism, homophobia/heterosexism, LGBTQ+ inequalities, and the impact of systemic oppression across life stages. She co-developed the Queerantine Study on pandemic impacts on LGBTQ+ communities and leads the ESRC Centre for Society and Mental Health, fostering student mentorship in health inequality topics. Her scientific awards include ESRC/MRC Postdoctoral Research Fellowship (2010-2012), Hallsworth Research Fellowship (2012-2016), and ESRC Future Research Leader Fellowship (2012-2015). Recent work focuses on ethnic healthcare disparities in multimorbidity and longitudinal studies of racism's effects on health outcomes. Ongoing projects include LGBTQ+ policymaking networks and the GHSM Anti Racism Steering Group, addressing structural inequities in academia and healthcare. Laia’s grants include Nuffield Foundation funding for ethnic inequalities in later life and Health Foundation support for healthcare equity studies. She advocates for integrating lived experiences into research design, particularly through the Evidence for Equality National Survey (EVENS). Her lab affiliations include Queer@King’s and the ESRC Centre for Society and Mental Health, emphasizing collaborative, community-driven approaches.
David M. Silverman is an incoming Assistant Professor in the Department of Psychology at Yale University. His academic work bridges social psychological theory with practical applications for institutional change. Dr. Silverman's research focuses on identity and person-context interactions, specifically examining how schools, workplaces, and other societal institutions shape (in)equity. He is particularly interested in developing and testing new approaches for shifting these institutions to expand equitable access to opportunity. Much of his work emphasizes 'strength-based approaches' that recognize valuable skills and knowledge gained through marginalized identities rather than focusing on deficit narratives. His recent publications demonstrate a clear trajectory toward practical interventions in educational and organizational settings. The research examines how institutions can reject stigmatizing narratives about marginalized people in favor of approaches that recognize their strengths. His work has particular relevance for educators and administrators seeking to implement equity-focused changes. Second most cited paper of 2024 in Personality and Social Psychology Review Dr. Silverman actively engages with practitioners, having published articles in EdWeek and making research accessible through open-access publications. His work on classroom practices supporting students from lower socioeconomic status backgrounds demonstrates his commitment to translating research into practical applications.
Freya Morris is a Visiting Assistant Professor in the Department of Geosciences at Hamilton College, appointed in 2025. Previously, she served as a Visiting Assistant Professor at Whitman College during the 2023-2024 academic year following her Ph.D. defense in summer 2023, and took a gap year for solo global travel. Her research integrates field-based sedimentology and structural geology to reconstruct paleoenvironments and basin evolution, focusing on climate-tectonics interactions and life's evolution through Earth history. Dr. Morris holds a Ph.D. and M.S. from the California Institute of Technology and a B.S. from Lafayette College. She employs geochemical methods and glacial isostatic adjustment modeling to support lithostratigraphic correlations and sea-level history reconstructions during deglaciation events. Her recent publications examine Ediacaran cap carbonates in Namibia and Marinoan Snowball Earth deglaciation dynamics, advancing understanding of ancient climate systems and extreme climate change records. These works demonstrate interdisciplinary approaches combining field geology with quantitative modeling. Scientific Awards: National Science Foundation Graduate Research Fellowship (2017-2022) Supported by the NSF Graduate Research Fellowship during doctoral studies, Dr. Morris now develops her research program at Hamilton College while mentoring undergraduate students in geoscience through field-based courses like Principles of Geoscience: Our Interconnected Earth.
Dr. Darryl Dickerson is an Assistant Professor in the Department of Mechanical and Materials Engineering at Florida International University (FIU), part of the College of Engineering. His research focuses on mechanical characterization of biological interfaces, design of bioinspired materials, and advancing inclusive engineering education practices. He holds a Ph.D. (details not explicitly provided in text). Research Interests: Dr. Dickerson’s work bridges biomechanics and biomaterials engineering with social equity in education. Key areas include: Mechanical properties of biological interfaces (e.g., bone-cartilage junctions) Development of biomaterials for tissue repair using 3D printing and electrospinning Anti-marginalization strategies in engineering education, particularly for Black and Brown students Publications Trends: Recent work emphasizes dual themes: (1) Biomedical innovation through advanced material fabrication and (2) Inclusive pedagogy addressing systemic inequities in STEM education. Notable contributions include scaffold designs for osteochondral repair and frameworks for reducing microaggressions in team-based learning. Grants and Advising: No specific grants or advisees listed in the provided text. His work appears to be grant-funded through NIH/National Science Foundation pathways common in biomaterials and education research. Labs and Teams: While not explicitly stated, his research likely involves collaborations with FIU’s Center for Engineering and Computing’s diversity initiatives and biomaterials labs focusing on tissue engineering applications.
Dr. Lisa Fernandes is a Lecturer in Inclusive Education and Programme Director for the MSc Inclusive Education at the University of Edinburgh's Moray House School of Education & Sport. She holds a Doctorate in Education from the University of Glasgow and specializes in autism inclusion, teacher education, and ethics of care. Prior to academia, she spent 15 years in post-compulsory education and led PGCE programmes in learning difficulties/disabilities. Education: Doctorate in Education (U Glasgow), Masters in Autism (Northumbria), PGCE (FE, Sunderland), BA Combined Studies (U Sheffield) Her research focuses on improving inclusive education practices for autistic learners, teacher training methodologies, and the role of Learning Support Assistants. She represents the University of Edinburgh in the Scottish University Inclusion Group and is a Fellow of the Higher Education Academy. Recent work includes exploring ethics-based pedagogy to reduce autistic learner exclusion and curriculum design for FE sectors. Teaching responsibilities include Comparative Approaches to Inclusive Education and Dissertation supervision for the MSc programme. Though not currently open to PhD supervision, she maintains active conference engagement through presentations at ECER and TEAN.
Grace Lim is an Assistant Professor in the Department of Management at the Nanyang Business School, Nanyang Technological University, Singapore. Her research focuses on inclusion, diversity, and the empowerment of disadvantaged employees in organizations, particularly those from lower social class backgrounds and women. Education: Ph.D. in Business (Organizational Behavior and Human Resources), Singapore Management University B.Sc. in Psychology, National University of Singapore Her research employs a range of methodologies, including field surveys, experiments, archival data, and qualitative methods, to ensure robust and generalizable findings. She investigates how individuals can exercise agency to overcome structural disadvantages in the workplace, contributing to the fields of organizational behavior, human resources, and social psychology. Her recent publications reflect a strong trend in studying diversity, inclusion, and equity, with a focus on social class, gender, leadership, and employee well-being. The research spans interdisciplinary themes, integrating insights from psychology, management, and sociology to understand workplace dynamics. Scientific Contributions: Published in top-tier journals such as Organizational Behavior and Human Decision Processes and Academy of Management Annals Research on social class, gender, inclusion, and leadership has been influential in shaping organizational practices Dr. Lim is actively involved in advancing knowledge in organizational behavior and human resources. She has not supervised any listed students yet but continues to contribute through impactful research and academic engagement. She is a member of the Centre for Leadership and Cultural Intelligence at NTU, collaborating on initiatives related to cultural intelligence and inclusive leadership.
Neal Driscoll is a Professor of Geology and Geophysics at the Geosciences Research Division, Scripps Institution of Oceanography, UC San Diego. He specializes in tectonic deformation, landscape evolution, and seafloor imaging, with a focus on understanding Earth's processes through sediment records. Driscoll co-directs UC San Diego’s Center for Public Preparedness (CP2) and leads ALERTCalifornia, a critical infrastructure network monitoring wildfires, floods, and earthquakes via over 1,000 cameras. His work bridges geohazard mitigation, climate impacts, and disaster response. Education: B.S., Geology, University of New Hampshire M.S., Oceanography, University of Rhode Island Ph.D., Columbia University (Lamont-Doherty Earth Observatory) Research Interests: Driscoll investigates tectonic deformation’s role in shaping landscapes and seascapes, particularly in response to climate and sea-level changes. His fieldwork includes high-resolution seafloor imaging and seismic data analysis in regions like Iceland and California. He also studies neotectonics, geohazards, and coastal processes, with recent focus on the San Andreas Fault system and Salton Trough rift dynamics. ALERTCalifornia: This program uses advanced camera networks to monitor natural disasters, providing real-time data for first responders and researchers. Its infrastructure, originally for earthquake monitoring, now supports multi-hazard tracking, including wildfires and landslides, enhancing public safety and environmental understanding. Awards: Office of Naval Research Young Investigator Award Heezen Award and Storke Award (Lamont-Doherty Earth Observatory) Scripps Undergraduate Teaching Award MIT Distinguished Crosby Lecturer Advising & Grants: Driscoll has mentored students in geology and geophysics, with grants supporting his research on fault systems, climate impacts, and disaster preparedness. His collaborative projects include the Salton Seismic Imaging Project and Arctic Ocean sediment studies. Labs & Teams: Leads ALERTCalifornia and CP2 teams, collaborates with Scripps’ Geosciences Research Division on marine geophysics and tectonic studies, and partners with global institutions like WHOI and Icelandic research groups.
Professor Heejung Chung is Professor of Work and Employment at King’s College London and Director of the King's Global Institute for Women's Leadership. She is based in the HRM & Employment Relations department within King’s Business School. Her research focuses on flexible working, gender and racial inequalities, work-life balance, and comparative labour market policies. Institution: King’s College London School: King’s Business School Department: HRM & Employment Relations Role: Professor and Director Her research interests include human resource management, gender inequalities at work, remote and hybrid working, work-family conflict, division of domestic labour, and advanced quantitative and qualitative methods. She employs large-scale longitudinal datasets and digital diaries to examine how flexible working affects marginalized groups and shapes social policy. The most recent articles reflect a strong trend toward investigating the social implications of remote and hybrid work, particularly focusing on gender and racial equity, flexibility stigma, and policy impacts. Her work increasingly emphasizes intersectionality, national policy contexts, and organizational change. Short-listed for the Rosabeth Moss Kanter Awards for Excellence in Work-Family Research Long-listed for the Cambridge University Press Excellence in Social Policy Research Named in Onalytica’s Top Voices in Future of Work 2023 Named in HR Magazine's 'Most Influential' list Professor Chung has secured over £10 million in research funding as PI or Co-I from ESRC, ERC, Nuffield, NORFACE, and others. She actively supervises PhD students and contributes to editorial boards of journals such as Gender & Society and Work, Employment & Society. She is a member of the executive boards of the European Social Policy Analysis Network and the Work and Family Researchers Network. She leads the King's Global Institute for Women's Leadership, where she promotes research and policy initiatives on gender equality, including the Gender Equality Index UK. Her work has directly influenced the European Commission’s Work-Life Balance Directive and ongoing discussions about the 'Right to Disconnect'.
