Dr. Nicola Cortinovis is an Assistant Professor in the Department of Economic Geography at Utrecht University's Faculty of Geosciences. His research focuses on regional economic performance, industrial dynamics, and the role of knowledge spillovers in shaping regional development. He explores topics such as smart specialization, green innovation, and the impact of multinational enterprises on local economies. Education: PhD in Economic Geography (2016, Utrecht University) Teaching: Courses include Geographies of Multinationals, Location in a Globalized World, and Methods for Economic Geography. Research interests span institutional drivers of regional diversification, the relationship between spatial structure and productivity, and the application of AI in research data processing. He contributes to initiatives like the LSE GILD Blog and collaborates on projects such as PILLARS (Pathways to Inclusive Labour Markets). Recent work examines green innovation in EU regions, export dynamics in China, and wage inequality in the Netherlands. He is affiliated with the Foundations of Complex Systems and Institutions for Open Societies (IOS) research groups.
Anders Skrondal is a Professor II at the University of Oslo's Faculty of Educational Sciences, affiliated with the Centre for Educational Measurement (CEMO). He also serves as a Senior Scientist at CEFH (Research Council of Norway Centre of Excellence) at the Norwegian Institute of Public Health and Co-Principal Investigator at CREATE, another Norwegian Centre of Excellence. His academic journey includes roles as Head of the Biostatistics Group at the Norwegian Institute of Public Health and Professor of Statistics at the London School of Economics (LSE), where he directed the Methodology Institute. Skrondal's research focuses on psychometrics, statistics, biostatistics, and econometrics, with a major contribution being the development of the GLLAMM framework. He has authored 14 books and over 200 peer-reviewed papers, achieving an h-index of 63 and 30,000+ citations. His awards include the 1997 Psychometric Society Dissertation Prize and leadership roles in prestigious organizations like the Psychometric Society and Royal Statistical Society. Research Interests: Skrondal specializes in statistical methodologies including latent variable modeling, multilevel modeling, and missing data analysis. His work bridges theoretical advancements and practical applications in medicine, psychology, and social sciences. He is renowned for integrating latent variable and mixed model frameworks to address complex data structures. Recent trends in his publications emphasize methodological solutions for missing data, non-ignorable mechanisms, and psychometric model validation. His articles span statistical theory, medical applications, and educational measurement. Awards: President, Psychometric Society (2016–2017) Elected Member, International Statistical Institute Outstanding Academic Title for 'The Cambridge Dictionary of Statistics' (2011) Fulbright Professor at UC Berkeley (2013–2014) Advising & Grants: Skrondal has led major research initiatives such as CEFH and CREATE, funded by the Research Council of Norway. While no specific advisee list is provided, his collaborations span international institutions. His work on GLLAMM software is used in over 750 journals, reflecting widespread academic impact. Labs/Teams: Active in CEMO and CEFH, he contributes to interdisciplinary teams advancing educational measurement and public health research. His involvement in CREATE focuses on equality in education through statistical innovations.
Catherine El Zerbi is a Senior Research Fellow in Sustainability (RSS) at Lancaster University’s Faculty of Health and Medicine, Department of Health Research. Her work focuses on interdisciplinary and mixed methods applied health research, with expertise in planetary health, environmentally sustainable healthcare innovations, arts for health, and co-development approaches to reduce health inequalities. Her research includes projects like Rooted in Nature , which explores nature-based interventions and youth participation, and studies on Universal Credit’s impact on children and families. She has contributed to initiatives such as optimising mental health support in schools and equitable access to pediatric care. Her activities include invited talks at conferences like the Royal Geographical Society Annual International Conference and workshops with the Department for Work & Pensions. Key projects include developing North East and North Cumbria Children’s Research Partnerships, mutual aid studies during the pandemic, and evaluations of musical interventions in mental health settings. Her work emphasizes collaboration with communities and stakeholders to ensure inclusive and asset-based methodologies.
Professor Ian Brunton-Smith is a leading academic in Criminology and Advanced Quantitative Methods at the University of Surrey, Department of Sociology. He holds the role of Professor of Criminology and Research Methods, with affiliations including the Surrey Centre for Criminology and editorial positions at journals such as Sociology and the Journal of the Royal Statistical Society Series A . His research focuses on improving crime measurement, multilevel modeling, Bayesian statistics, and the public understanding of science. He has led projects like the ADR UK Data First Evaluation Fellowship and Re-counting Crime, addressing issues like police under-counting and crime data reliability. He currently supervises PhD student Megan Georgiou and teaches on the MSc Social Research Methods program. His work bridges criminological theory and methodological innovation, with notable contributions to topics like hate crime impacts, prisoner reentry outcomes, and interviewer effects in surveys. He has served on the 2021 REF panel for Sociology and advisory groups for police funding formulas. Education: Holds a PhD in Sociology, with prior academic roles at the University of Warwick (Director of the Warwick Q-Step Centre). His research integrates quantitative rigor with real-world policy applications, particularly in crime prevention and data accuracy. Grants and Projects: Principal Investigator for projects such as 'Re-counting Crime: New Methods to Improve the Accuracy of Estimates of Crime' (ESRC, £299,261) and 'ADR UK Data First Evaluation Fellowship' (£177,202). Collaborations include work on synthetic crime data and carbon footprint analysis of crime prevention measures. Awards and Recognition: While no explicit awards are listed, his extensive editorial roles and leadership in high-impact research initiatives reflect his scholarly influence. Labs and Teams: Co-director of the Surrey Centre for Criminology and involved in cross-disciplinary teams analyzing crime data, survey methodology, and environmental criminology.
Dr. Manuela Colombini is an Associate Professor in Health Systems, Policy, and Gender-Based Violence at the London School of Hygiene & Tropical Medicine (LSHTM), within the Department of Global Health and Development and the Faculty of Public Health and Policy . She co-directs LSHTM’s Gender Violence and Health Centre (GVHC) and leads the gender-based violence theme at the Centre for Maternal Adolescent and Child Health (MARCH) . Her work focuses on health systems responses to gender-based violence (GBV), particularly in low- and middle-income countries (LMICs), integrating feminist theories and health policy frameworks. Her research explores how health systems can better address violence against women (VAW) through service integration, policy implementation, and intervention design. Notable projects include evaluating One Stop Crisis Centres (WHO collaboration), assessing the impact of lockdowns on VAW service provision in South Africa, and studying intersections between VAW and violence against children in the Middle East. She has led studies in Brazil, Palestine, Nepal, Sri Lanka, South Africa, Kenya, and Malaysia. Dr. Colombini’s teaching roles include Project Content Director for the Distance Learning Master in Health in Humanitarian Crises and Module Organiser for courses on Health Policy, Process and Power . She also contributes to training programs for tropical nursing and gender-based violence research. Her professional engagements include advisory roles with the WHO, UNICEF, and the Sexual Violence Research Initiative. Awards include Honorary Fellow (2018–2024) and Honorary Lecturer (2017–2019). Her work emphasizes translating evidence into actionable policies, with a focus on vulnerable populations and health equity.
Amal Bakchan is an Assistant Professor in the Department of Construction Science at Texas A&M University’s College of Architecture. Her research focuses on water and wastewater infrastructure systems, socio-technical management in extreme environments, and sustainable construction waste practices. She holds a Ph.D. in Civil Engineering from the University of Texas at Austin (2021), an M.Sc. in Engineering Management from the American University of Beirut (2010), and a B.E. in Computer Engineering from Beirut Arab University (2008). Her work addresses infrastructure inequity in underserved rural communities, particularly in the Alabama Black Belt, and explores regionalization strategies for decentralized wastewater systems. She also investigates construction waste management using empirical and BIM-based approaches, emphasizing circular economy principles. Her interdisciplinary methods integrate mixed quantitative and qualitative analyses to understand stakeholder perceptions and community-driven solutions. Recent research trends include analyzing infrastructure resilience during crises (e.g., the pandemic’s impact on water demand) and leveraging data-driven approaches like automated vehicle detection systems for construction planning. Notable projects include studies on Lebanon’s water systems during protracted displacement crises and benchmarking pavement practices in data-scarce regions like Saudi Arabia. Bakchan has no listed scientific awards but maintains an active Google Scholar profile. Her grants and advising activities are not explicitly detailed in the provided information. She is affiliated with Texas A&M’s College of Architecture, contributing to both academic programs and outreach initiatives.
Robin Nelson is an Associate Professor at the School of Human Evolution and Social Change, Arizona State University. His work bridges cultural and biological anthropology, focusing on research mentorship, health inequities, and the intersection of race and science. He is affiliated with initiatives such as the NSF-funded CAMP program, emphasizing collaborative research methods. His research critiques traditional methodologies, advocating for inclusive and interdisciplinary approaches. Recent studies include exploring school choice policies in urban Arizona and the historical impacts of plantation systems on health disparities in Texas. He actively addresses systemic biases in academic frameworks, particularly in mentorship and public discourse on race. Key research interests include rethinking temporal perspectives in human behavioral evolution, rigorous qualitative data analysis in biological anthropology, and the role of applied anthropology in policy contexts. He emphasizes bridging academic and applied practices, fostering innovation through mentorship and digital tools. His work often highlights social determinants of health, gender/sex reconceptualization, and the ethical implications of scientific communication. Nelson collaborates widely, with a focus on mentorship frameworks and community engagement. His recent publications underscore the need for methodological inclusivity and transparency in addressing complex social and biological issues. He remains committed to advancing equitable practices in both research and education.
Dr. Shanyce L. Campbell is an Associate Professor in the Department of Educational Foundations, Organizations, and Policy at the University of Pittsburgh's School of Education. Her work focuses on equitable educational opportunities for students of color, critical quantitative methods, and transformative education policy. She holds a Ph.D. in Public Policy from the University of North Carolina at Chapel Hill and completed postdoctoral work at the University of Michigan. Dr. Campbell is a co-founder of the Quant4What Collective, advocating for anti-racist quantitative research. Her research has been recognized with awards such as the NAEd/Spencer Postdoctoral Fellowship and the Palmer O. Johnson Memorial Award. Education: Bachelor of Science (summa cum laude) in Accounting from North Carolina A&T State University (2004); Ph.D. in Public Policy from UNC Chapel Hill (2014); postdoctoral fellowship at University of Michigan (2014-2017). Research Interests: Policies influencing access to learning for marginalized students, critical quantitative methods as a liberatory tool, teacher evaluation systems, and equity in education. Grants: Co-Principal Investigator on projects totaling over $2.5 million, including Spencer Foundation grants and Heinz Endowments funding. Recent initiatives include justice-centered interventions for Black youth in Pittsburgh and studies on racial dispositions in schools. Awards: Palmer O. Johnson Memorial Award (2019), NAEd/Spencer Fellowship (2019-2020), and recognition as the first Black doctoral graduate in UNC's Public Policy department (2014). Labs/Teams: Co-Director of the Justice Scholars Institute and member of the Quant4What Collective. Active in professional service, including AERA's Critical Educators for Social Justice SIG and editorial roles for journals focused on equity and critical quantitative approaches.
Linda M. Collins is a Professor of Global Public Health and holds a secondary appointment in Biostatistics at New York University's School of Global Public Health. Previously, she served as Distinguished Professor and Director of The Methodology Center at Penn State University. Her expertise lies in developing the Multiphase Optimization Strategy (MOST), a framework for designing and optimizing behavioral, biobehavioral, and social-structural interventions to enhance effectiveness, efficiency, and scalability. Educational Background: She earned a B.A. in Psychology from the University of Connecticut and a Ph.D. in Quantitative Psychology from the University of Southern California. Her work has been funded by NIH institutes (NIDA, NIAAA, NSF) and other agencies. Research Interests: Collins focuses on intervention optimization in areas like smoking cessation, college student health, HIV care, and health equity. She has pioneered the use of factorial experiments and adaptive designs to identify optimal intervention components. Recent work includes applying MOST to address disparities among African American/Black and Latino populations with HIV and improving mental health service access via digital tools. Recognition: A Fellow of the American Psychological Association, Association for Psychological Science, and Society of Behavioral Medicine, she has also served as past president of key academic societies. Her global presentations on MOST exceed 150, and she has authored influential publications across behavioral science, medicine, and engineering. Grants & Collaborations: Her research collaborations span institutions worldwide, addressing topics such as HIV service optimization, emergency department smoking interventions, and technology-supported behavioral treatments for cancer survivors. She has led large-scale trials like Fit2Thrive (breast cancer survivor physical activity) and the Healthy Campus Trial (mental health apps). Labs/Teams: She leads NYU initiatives integrating implementation science with MOST methodologies. Her work bridges academia and practice through partnerships with healthcare systems and community organizations.
Kristin Mmari, DrPH, MA is a Professor and Chair of the Masters Program in Population, Family and Reproductive Health at Johns Hopkins University's Bloomberg School of Public Health. She holds primary departmental affiliation with the Department of Population, Family and Reproductive Health and is affiliated with the Center for Adolescent Health, Urban Health Institute, William H. Gates Sr. Institute for Population and Reproductive Health, and Center for Qualitative Studies in Health and Medicine. Education: DrPH, Tulane University, 2000 MA, Case Western Reserve University, 1995 BA, St. Olaf College, 1991 With expertise in medical anthropology and international health, Dr. Mmari specializes in cross-cultural research, qualitative methods, and program evaluation focused on vulnerable adolescent populations. Her research spans two primary areas: assessing contextual factors influencing adolescent health and evaluating adolescent health interventions, using innovative mixed methods approaches including Photovoice methodology and community mapping. Her work addresses critical issues including gender norms, opportunity youth, adolescent risk and protective factors, implementation research, and monitoring and evaluation. Dr. Mmari's recent publications reveal a strong focus on adolescent health during the pandemic, neighborhood environmental impacts on health disparities, gender norm acquisition in early adolescence, and cross-cultural coping strategies. Her research shows consistent emphasis on qualitative methodologies applied to global adolescent health challenges, with particular attention to vulnerable populations across diverse cultural contexts. Awards and Recognition: Johns Hopkins University, DSA Faculty Appreciation Mentor Award, 2017 Johns Hopkins University, Golden Apple Teaching Award, 2017 Johns Hopkins University Teach Excellence Award (2012, 2015, 2017, 2019) National Institute of Health, Health Disparities Loan Repayment Award (2009-2011) Faculty Grant Award, Department of Population, Family and Reproductive Health, 2005 Dr. Mmari has provided technical assistance to numerous organizations including UNAIDS, UNICEF, WHO, and Pathfinder International. She serves as the lead qualitative investigator on the Global Early Adolescent Study (GEAS), a 15-country study exploring how gender norms acquisition shapes early adolescent relationships and health behaviors, and was previously the lead qualitative investigator on the WAVE study examining adolescent health in disadvantaged urban environments.
Paolo Spada is a Lecturer in the Department of Politics and International Relations at the University of Southampton. He holds a PhD in Economics from Bologna University (2006) and a PhD in Political Science from Yale University (2012). His research focuses on governance and social innovations, particularly democratic innovations in public administration, parties, and organizations. He employs comparative methodologies, including large surveys, field experiments, and mixed-methods analysis. Current projects include the Horizon2020 PHOENIX initiative evaluating democratic innovations for the European Green Deal, alongside studies on digital participation platforms and randomized controlled trials. Spada teaches modules on comparative methods, democratic innovations, collective intelligence, research design, and randomized controlled trials at both undergraduate and postgraduate levels. His academic career includes fellowships at Harvard Kennedy School (2011-2013) and the University of British Columbia (2013-2015). He has contributed to projects like the Citizens’ Assemblies (2015-2016) and the Empatia and Scholio initiatives in Portugal and the UK. His external roles include reviewing for Horizon 2020 and speaking on collective intelligence at institutions like UM6P. Spada’s research spans global case studies in Brazil, the U.S., Cameroon, Iceland, Canada, Italy, Portugal, Germany, and the Czech Republic. His work emphasizes the diffusion and impact of participatory governance tools, blending empirical rigor with practical applications in policy design.
Lloyd A. Goldsamt is a Senior Research Scientist at NYU Rory Meyers College of Nursing and holds an affiliated role at the NYU School of Global Public Health as Associate Director of the Dissemination Core at the Center for Drug Use and HIV/HCV Research. He is also a faculty member at the Fordham University HIV and Drug Abuse Prevention Research Ethics Training Institute. His work spans over 25 years of NIH-funded and community-based research focused on HIV and STI prevention among high-risk populations including men who have sex with men, male sex workers, and injection drug users. PhD, MA in Clinical Psychology – SUNY Stony Brook BA – University of Massachusetts at Amherst Dr. Goldsamt’s research centers on behavioral and structural interventions to reduce HIV transmission, with a particular focus on stigma, mental health, and health disparities. His expertise includes evaluation of drug courts, mHealth adherence platforms, and ethical frameworks for research involving vulnerable populations. He has conducted extensive work in international settings, including China and Vietnam, and has contributed to understanding condom-related stigma, ART adherence, and the psychosocial health of marginalized groups. His recent publications reflect a strong trend toward mixed methods and intervention development, particularly in the areas of digital health, stigma reduction, and ethical research practices. He has led or contributed to studies on nurse mental health during the pandemic, retention in HIV care among youth, and culturally sensitive interventions for older adults and male sex workers. Phi Beta Kappa Dr. Goldsamt serves as Evaluator for the Brooklyn Treatment Court, an Evaluator for the OJJDP Juvenile Drug Court Learning Collaboratives, and an Evaluation Consultant for the OJJDP Opioid Affected Youth Initiative. These roles underscore his commitment to translating research into policy and practice within the juvenile justice and public health systems. He has not advised any named students in the available texts, but his leadership in training and ethics programs suggests mentorship involvement. He is actively involved in research teams and cores at NYU, particularly those focused on drug use, HIV, and public health dissemination. His work bridges clinical psychology, public health, and social justice, aiming to improve health outcomes for underserved populations through rigorous evaluation and ethical research practices.
Laura Acosta is an Assistant Professor in the Department of Sociology within the School of Social Sciences at the University of California, San Diego. Her research focuses on civil war, political deception, and the cultural barriers to social change in Latin America, particularly in Colombia and Mexico. As a cultural and political sociologist, she explores the contradictions between public beliefs and material realities in conflict-affected societies. Her work combines historical, quantitative, and ethnographic methods to analyze how political leaders fabricate threats and how such narratives become self-fulfilling prophecies that deepen social divisions. Her research has been published in leading journals such as Theory and Society , Social Forces , and Quality & Quantity . The publications reveal a strong thematic focus on political culture, conflict dynamics, and methodological rigor across qualitative and quantitative paradigms. Scientific Awards: Awards and honors from the American Sociological Association Laura Acosta mentors graduate students and conducts interdisciplinary research on conflict and social change. Her book project, The Enemy Foretold , represents a significant contribution to understanding the cultural roots of civil war. She previously held postdoctoral and teaching positions at Brown University and Trinity College Dublin.
Dr. Leigh McLean is an Associate Research Professor at the University of Delaware's School of Education and Center for Research on Educational and Social Policy. Her research focuses on teachers' emotions, well-being, and instructional practices, with a focus on early-career educators and STEM teaching. She uses quantitative, mixed-methods, and longitudinal approaches to study classroom dynamics and teacher effectiveness. Education: Ph.D. in Developmental Psychology (Arizona State University, 2015), M.S. in Developmental Psychology (Florida State University, 2012), B.S. in Human Development and Family Sciences (Oregon State University, 2010). Research interests include teacher well-being, classroom observation methodologies, and the impact of professional development on teaching quality. Recent grants include NSF-funded projects exploring mentored teaching experiences and teacher effectiveness. Professional awards include RIISE Fellow (2022) and CLAS Teaching Award Nominee (2020). Grants total over $3.15M, including IES and NSF funding. Her work has been published in Child Development , Teaching and Teacher Education , and featured in EdWeek and The Today Show .
Jennifer Grant Weinandy is an Assistant Professor in the Department of Psychology at Ohio University’s College of Arts and Sciences. She leads the Thoughts and Experiences of Addiction (TEA) Lab, where she conducts mixed-methods research on behavioral addictions, particularly gambling and compulsive sexual behavior, with a focus on harm reduction and cultural factors such as religion and spirituality. She is actively involved in training and mentoring, currently accepting Ph.D. students for Fall 2025. Ph.D., Clinical Psychology, Bowling Green State University, 2023 Predoctoral Internship, New Mexico Veteran’s Affairs Health Science Consortium, 2022–2023 B.S., Psychology, John Carroll University, 2017 Dr. Grant Weinandy’s research explores the intersection of behavioral addictions, cultural identity, and treatment accessibility. Her work emphasizes harm reduction , diversity , and open science practices. She investigates how religious and spiritual struggles influence addiction experiences and treatment outcomes, particularly among vulnerable populations such as veterans and rural communities. Her lab is committed to reducing health disparities and improving evidence-based care through rigorous, transparent research. The recent publications and presentations highlight a strong trend in understanding public perceptions of addiction , help-seeking behaviors , and the role of moral and religious beliefs in defining and responding to addictive behaviors. Using nationally representative datasets and mixed-method designs, her work bridges clinical psychology with public health, contributing significantly to the discourse on non-abstinence treatment goals and culturally sensitive interventions. She has not received any explicitly mentioned scientific awards. Dr. Grant Weinandy is actively involved in advising and grant-funded research. She is currently mentoring graduate and undergraduate students in the TEA Lab, supervising projects on gambling in college students, harm reduction practices among providers, and rural addiction experiences. She collaborates with researchers at the University of New Mexico, UC Berkeley, Boston University School of Medicine, and others. While specific grants are not listed, her multi-institutional collaborations suggest active external funding and research support. She teaches PSY 6760 (Diversity Issues in Research and Clinical Practice) and PSY 2710 (Psychopathology), contributing to both clinical training and academic education. The TEA Lab operates under core values of respect, open-mindedness, care for the whole person, independence, and work-life balance. It conducts research on gambling disorder, harm reduction, and cultural impacts on addiction, with current projects focusing on provider beliefs, rural gambling experiences, and college student behaviors. The lab emphasizes open science, public engagement, and inclusivity, welcoming students from underrepresented backgrounds and those with lived experience in addiction.
