Professor Caroline Barratt-Pugh is an Honorary Professor in the School of Education at Edith Cowan University (ECU). She holds a PhD from the University of Leeds and has extensive experience in early childhood education, including roles as a teacher, senior advisory educator, and academic. Her career includes positions at Manchester Metropolitan University (UK) before joining ECU in 1992, where she progressed to Associate Professor (2008) and Professor (2013). Professional Associations: Member of Early Childhood Australia, Literacy Educators Network WA, and others. Research Focus: Digital technologies, early intervention, literacy development, multilingual communities, and pedagogical practices. Her research emphasizes family literacy programs like Better Beginnings and KindiLink, focusing on socio-economic impacts, cultural diversity, and Aboriginal communities. Key projects include evaluations of library-school partnerships, text messaging programs (Kindytxt), and empowering marginalized families through literacy initiatives. Awards include the 2021 Engagement Australia Excellence Award for research impact and the 2017 ECU Vice Chancellor's Award for Research Engagement. She has led over 20 grants totaling millions, including projects on transitions, curriculum frameworks, and mental health services. Her work bridges research and practice, influencing policy through evaluations of early childhood programs and advocating for inclusive, culturally responsive education.
Regina M. Mistretta, Ed.D., is a Professor of Childhood/Mathematics Education at the School of Education, St. John's University. With over 35 years of experience across K-12 and higher education, her expertise spans Mathematics Education, Teacher Preparation, and Family and Community Engagement. She has held leadership roles including Program Coordinator, Assistant Chair, and Associate Dean, emphasizing collaborative, inclusive initiatives rooted in clinical experiences and research. Education: Ed.D., Mathematics Education, Teachers College at Columbia University M.S., Mathematics Education, Brooklyn College B.S., Childhood Education and Mathematics, St. John's University Her research focuses on improving mathematics teaching and learning through teacher professional development, family engagement strategies, and multicultural pedagogy. She has authored influential books and articles on supporting parents in K-12 math education, emphasizing collaborative approaches between educators and families. Her courses include methods of teaching mathematics, human relations in education, and curriculum development. Publications highlight themes such as parent-teacher collaboration, community engagement, and practical strategies for nurturing mathematical competence in children. Her work underscores structured yet flexible approaches to education, prioritizing inclusivity and real-world application.
Diana Santistevan is an Associate Professor of Intercultural Management and Organizational Behavior at EM Normandie, where she has been since 2003. She holds a PhD in Management from Université Paris-Dauphine-PSL (2015), focusing on global team engagement. Her research explores multi-teaming, boundary spanning, cross-cultural dynamics, and global team management. She teaches Organizational Behavior, Management, Intercultural Management, and Human Resources courses. Education: 2015: PhD in Management, Université Paris-Dauphine-PSL Research Interests: Global team coordination and dynamics Boundary spanning in multinational enterprises Cross-cultural management challenges Work-life balance policies Institutional complexity and adaptation Key Publication Trends: Her work spans organizational behavior, international management, and leadership strategies. Recent studies address defensive work boundaries among academics, institutional scaffolding in conflict zones, and remote team management. She frequently publishes in top journals like Journal of World Business and Harvard Business Review . Grants/Advising: No specific grants or advisees listed in the provided text. Labs/Teams: Active in EM Normandie’s cross-cultural management unit, collaborating with researchers like L.C. Vo and E. Ekpenyong on global team dynamics and institutional challenges.
Lisa Panford is an Associate Professor and Course Lead for the PGCE Secondary Modern Languages at St Mary’s University (SMU), where she also serves as a Doctoral College student. She is a member of SMU’s Race Equality Implementation Team and the Centre for Research into the Education of Marginalised Children and Young Adults (CREMCYA). Her roles extend to Associate Fellow of the Institute of Languages, Cultures and Societies (ILCS) at the University of London, and leadership in key organizations like the Association for Language Learning (ALL). She founded the ALL Decolonising Secondary MFL Curriculum Special Interest Group in 2021. Her research focuses on anti-racism in education, decolonial curriculum design, and intersections of race in languages pedagogy. She has contributed to national initiatives like the British Academy’s Languages Gateway and advises on language education policy. With over 14 years in secondary language teaching, she previously worked as a senior examiner for national awarding bodies and a resource reviewer for Oxford University Press. Recent work includes co-supervising a collaborative doctoral project on 'Empowering Critical Thinking through Artivism' and publishing widely on racial equity in language education. Her publications span academic journals, conference proceedings, and teaching resources emphasizing marginalized voices and curriculum transformation. She actively engages in podcasts and media discussions on decolonizing education and teacher training.
Liza Choi is an Associate Professor at the School of Nursing and Midwifery and Interim Associate Dean of Research & Scholarship at Mount Royal University's Faculty of Health, Community & Education. She holds an MBA from Queen's University, a Master of Nursing (University of Calgary), and a nursing diploma from Foothills Hospital School of Nursing. Her research focuses on equity-driven educational interventions for English-as-an-Additional-Language (EAL) nursing students through her award-winning EAL Student Support Group, established in 2009. She also investigates community-connectedness initiatives for Chinese Canadian seniors and mental health program development for marginalized populations. Notable achievements include a 2021 Alberta Government grant to expand her EAL program and a successful grant proposal for Calgary's Happy 50+ Association. She has presented at national conferences including CSSHE and CGNA, with publications in Nursing Education Perspectives, Journal of Nursing Education, and Urban Planning. Grants: Alberta Multiculturalism Grant (2021), Alberta Health Grant (2021) Community Work: Founded EAL Nursing Support Group and serves as Director of Happy 50+ Association Professional Certifications: Life Coaching, MBA in Social Impact Her teaching expertise spans Nursing Fundamentals, Diversity in Health, and Transition to Professional Practice. She advocates for inclusive education policies and has developed web-based mental health tools for seniors.
Sharyn Frawley is a Doctor of Philosophy (PhD) student and sessional academic in the School of Allied Health (Social Work and Social Policy) at the University of Western Australia. She concurrently provides consultancy services to the Family and Domestic Violence (FDV) sector, specializing in training, program evaluation, and staff development. Her work integrates clinical practice with academic research, emphasizing frameworks like Narrative Practices and Response-Based Practice. Education: Graduate Certificate in Sustainable Development and Humanitarian Action (Deakin University) Bachelor of Social Science (Children and Family Studies) (Edith Cowan University) Bachelor of Social Work (First Class Honours) (Edith Cowan University) Master of Arts in Community Development (Murdoch University) Research Interests: Family and domestic violence policy, employment and welfare rights, human rights advocacy, humanitarian action, sustainable development, and climate justice. Her current research explores the intersection of family violence and child protection, ecological approaches for culturally diverse women in crisis accommodation, and welfare-to-work policy analysis. Awards: Australian Government Research Training Program Scholarship and Stipend (2022) South West Development Commission Social Work Prize (2018) Advising/Grants: Currently no specific advising roles or grants highlighted, though her consultancy work involves program evaluation and staff training in FDV sectors. She has contributed to research projects on low-paid workers and language needs in multicultural employment contexts.
Ben Kuo is a Professor in the Department of Psychology at the University of Windsor, affiliated with the Faculty of Arts, Humanities, and Social Sciences. He specializes in multicultural counseling, refugee mental health, and acculturation processes. His work emphasizes culturally responsive clinical practices and community-based research, particularly with marginalized populations such as refugees and Black Canadians. He leads initiatives like the refugee-serving multicultural therapy practicum, fostering trainee competence through service. Key research interests include psychological help-seeking behavior across cultures, coping strategies in multicultural contexts, and the impact of acculturation stress on mental health. His interdisciplinary approach bridges counseling psychology with public health, addressing systemic barriers to equitable healthcare access. Awards: 2023 Canadian Psychological Association Award for Public Service and Social Justice 2019 Mary Lou Dietz Equity Leadership Award (Windsor University Faculty Association) Recognized for volunteering with frontline workers during the pandemic Dr. Kuo supervises student-led projects on immigrant youth mental health and collaborates with organizations like the Multicultural Council of Windsor-Essex. His lab, the Psychological Services and Research Centre, integrates clinical training with community outreach.
Dr. Michael Loizou is an Associate Professor in Digital Health at the University of Plymouth's School of Nursing and Midwifery (Faculty of Health). His work focuses on integrating digital technologies into healthcare education and patient care, particularly through virtual reality (VR), artificial intelligence (AI), and wearable devices. He is actively involved in PhD supervision within Healthcare Technology, emphasizing applications in AR/VR simulations, biosensor integration, and AI-driven interventions. Research interests span affective computing in mental health, surgical tool detection via computer vision, and co-designed digital solutions for older adults. Dr. Loizou has contributed to projects addressing rheumatoid arthritis physical activity promotion, multilingual VR language teaching, and disaster management systems for typhoon evacuation scenarios. His work aligns with UN Sustainable Development Goals, particularly improving health and well-being (SDG 3) and fostering innovation (SDG 9). Key research trends in his publications include leveraging VR for nursing education simulations, AI-driven interventions in chronic disease management, and participatory design of age-friendly technologies. He has explored emotional intelligence in healthcare training agents and developed frameworks to mitigate label leakage in surgical tool detection systems. No scientific awards are explicitly listed in the provided text. Dr. Loizou collaborates on interdisciplinary projects, including integrated care systems in England and digital skill gap mitigation in healthcare. He advocates for micro-learning through gamification to address cultural competency challenges in multicultural workplaces. His work extends to ‘Playable City’ initiatives, enhancing urban mobility for seniors via wearable tech, and designing digital games to engage older adults in health-promoting activities. These efforts highlight his commitment to bridging technological innovation with real-world healthcare and societal needs.
Todd J. Clark is the Dean & Professor of Law at Widener University Delaware Law School. He holds a B.A. from Wittenberg University, J.D. from University of Pittsburgh, and M.B.A. from West Virginia University. His research focuses on employment discrimination, sports law, hip-hop culture's legal intersections, and corporate justice. He has authored/co-authored multiple books and articles in prominent law reviews. Education: B.A. in Political Science, Wittenberg University J.D., University of Pittsburgh School of Law M.B.A., West Virginia University Clark’s scholarship bridges legal theory and social justice issues, particularly in minority communities. He has held leadership roles including Senior Associate Dean at St. Thomas University College of Law and Director of New Initiatives at North Carolina Central University School of Law. His recent work explores trauma-informed justice systems and DEI policy impacts. Prior to academia, he practiced employment law at Steptoe & Johnson and taught legal writing at West Virginia University. He is a Kappa Alpha Psi fraternity member and advocates for underrepresented law students.
Béatrice Bouvier-Laffitte is an HDR (Habilitation à Diriger des Recherches) lecturer in Language Sciences at the University of Angers, attached to the CIRPaLL research center (Interdisciplinary Research Center on Heritage in Letters and Languages). She serves as Academic Director of the Master's in Language Teaching (DDL) and coordinates Chinese courses at Anjou Interlangues. Her professional roles include jury memberships for doctoral theses and research coordination in Franco-Chinese cultural and linguistic dynamics. Education: HDR in Language Sciences (2017, University of Cergy-Pontoise), Doctorate in Didactics of Languages and Cultures (Sorbonne Nouvelle University), and a Master's in Chinese Language and Civilization (INALCO, Paris). Research focuses on linguistic representations, French language acquisition in China, cultural plurality, and the Francophonie in Asia-Pacific. Key themes include intercultural mediation, plurilingual identities, and the socio-linguistic dynamics of Sino-French interactions. Her work bridges literary analysis, ethnography, and didactic innovation. Her publications span Francophone literature, language policies, and cultural studies. She actively contributes to international conferences and editorial boards, emphasizing trans-cultural dialogue and pedagogical reform in language education. She advises doctoral students on topics like plurilingualism, cultural identity, and mobility studies. Labs/Teams: CIRPaLL (EA 7457), affiliated with interdisciplinary projects on linguistic diversity and cultural heritage.
M. Ann Shillingford is an Associate Professor of Counselor Education in the Department of Counselor Education and School Psychology at the University of Central Florida's College of Community Innovation and Education. She coordinates the UCF National Holmes Scholar Program (NHS) and the Ph.D. program in Counselor Education, focusing on mentoring underrepresented groups in higher education. Ph.D. in Counselor Education & Supervision from UCF Research expertise in multicultural counseling, social justice, and educational disparities Facilitates study abroad programs in Dominica for counseling students Her research explores the effects of media exposure to police and community violence on African American mothers raising young black men, using critical race theory to deconstruct systemic inequities in education and mental health. Recent publications include antiracist supervision models, HIV prevention counseling, and qualitative studies on marginalized communities. Dr. Shillingford’s work emphasizes cultural immersion and social justice activism in counseling education, with a focus on supporting Haitian immigrant students and addressing the achievement gap for Black males.
Camille Ragin, PhD, MPH is a Professor in the Cancer Prevention and Control Program at Fox Chase Cancer Center (FCCC), where she serves as Associate Director for Cancer Disparities Research and Research Integration within the Office of Research Initiatives for Strategic Excellence (RISE). She is Principal Investigator of The African Caribbean Cancer Consortium (AC3) and a member of the NCCN Advancing Cancer Care Access for All Forum Program. Her work focuses on understanding and addressing cancer disparities among populations of African ancestry through molecular epidemiology research. Dr. Ragin earned her BS in Medical Laboratory Sciences from Hunter College, New York, NY, followed by a PhD in Infectious Diseases and Microbiology and an MPH in Epidemiology, both from the University of Pittsburgh, PA. Her educational background provides a strong foundation for her interdisciplinary approach to cancer disparities research. Dr. Ragin's research focuses on the Molecular Epidemiology of Cancer in the African Diaspora, examining the genomic basis for cancer risks and outcomes among populations of African ancestry. She founded and leads the African Caribbean Cancer Consortium (AC3), a global effort to assess cancer burden in the African Diaspora. She established the Cancer Prevention Project of Philadelphia (CAP3), a multicultural community-based cohort of healthy participants, and the African Cancer Genome Registry (AGR), a multi-national cohort of Black participants diagnosed with cancer. Her work has particularly focused on racial disparities in head and neck squamous cell carcinoma, where she has demonstrated that differences in outcomes between Black and White patients may be independent of barriers to care and screening. Her recent publications reveal a strong emphasis on cancer disparities research, with particular focus on prostate cancer, head and neck cancer, and HPV-related cancers among populations of African ancestry. Her work increasingly incorporates advanced methodologies including AI applications, neighborhood-level variables, and genetic feedback mechanisms to better understand and address health inequities. She maintains a strong commitment to community engagement and participatory research approaches that empower underserved populations. AACR Team Science Award, African Caribbean Cancer Consortium Team (2023) International Community Service Award, TJB - Philadelphia, PA (2015) My Sisters' Health Watch Distinguished Stakeholder (2015) Citation from City Council of Philadelphia (2015, 2012) American Cancer Society's Cancer Control Award (2016) Charles Gordon Henry Award (2012) Keleti Prize for Excellence in Environmental Health (2005) Dr. Ragin actively mentors the next generation of scientists, particularly from underrepresented backgrounds. Her lab includes doctoral students, postdoctoral associates, and research staff working on various aspects of cancer disparities research. She serves as mentor and trainer for students recruited from historically black colleges through the Undergraduate Summer Research Fellowship program. Her community engagement model has been successfully adapted in both the Caribbean and Philadelphia metropolitan area, facilitating strong recruitment of participants of African ancestry for population-based molecular epidemiology studies. Dr. Ragin leads the Cancer Prevention and Control research program with a dedicated team including doctoral students, research specialists, and administrative support. Her laboratory focuses on understanding the molecular basis for cancer disparities, particularly in head and neck squamous cell carcinoma among populations of African ancestry. The AC3 serves as a broad-based resource for education, training and research on cancer etiology, screening, prevention, treatment and survivorship related to populations of African descent.
Dr. Omid Rezaei is a Researcher and Casual Academic at the School of Medical and Health Sciences, Edith Cowan University (ECU). He serves as a Research Associate in the Systematic Profiling in Neurological Conditions (SPIN) Program, focusing on qualitative studies about lived experiences of individuals with neurological conditions. His academic journey includes a PhD in Social Science from ECU (2024) and a Master in Social Sciences from Iran (2014). His research focuses on social determinants of health, immigrant integration challenges, and refugee resettlement experiences in Australia. Key areas include analyzing barriers faced by Afghan immigrants, non-English-speaking communities, and neurological disorder patients. His work bridges sociology, health sciences, and public policy. Dr. Rezaei’s publications (2011–2025) address topics ranging from housing challenges for migrants to cultural attitudes toward marriage in Iran. He has contributed to understanding the social well-being of university students and tourism development in developing societies. No scientific awards are explicitly mentioned. His research collaborations involve institutions like the ECU Survey Research Centre and community organizations addressing refugee integration.
Dr. Matt Dennis is a Senior Lecturer and Associate Head (Student Experience) in the School of Computing at the University of Portsmouth. He holds a BSc (Hons) in Internet Information Systems (University of Aberdeen, 2009) and a PhD in Computer Science (also from University of Aberdeen, 2014), focusing on adapting feedback to learner personality to increase motivation. His research spans adaptive systems, eHealth, and cultural adaptation in educational technology. Education: BSc (Hons) Internet Information Systems, University of Aberdeen (2009) PhD in Computer Science, University of Aberdeen (2014) Research Interests: Adaptive/Persuasive/Motivational systems Cultural differences in feedback expectations Personalized healthcare interventions Teaching: Software Engineering, Usability Engineering, and Complex Problem Solving modules. His recent work includes developing adaptive exercise selection algorithms and tablet-based interventions to improve skin self-examination after melanoma treatment. He collaborates with PhD student Muhammad Sidi-Ali on cultural aspects of educational feedback. Research outputs emphasize personalized reminders, emotional support systems, and cross-cultural adaptation in technology. His articles highlight trends in adaptive systems for education and healthcare, with a focus on learner personality, cultural factors, and health behavior change. Current projects explore how cultural differences shape feedback expectations in education.
Prof. Antonella Brighi is a Tenured Professor and Dean of the Faculty of Education at the Free University of Bozen-Bolzano (UniBz). She holds a PhD in Developmental Psychology and leads European and national research projects on bullying, cyberbullying, and school well-being. Her work examines risk factors, mental health impacts, and intervention strategies in educational contexts. She directs the SWAP-v IT Joint Research Laboratory, collaborating with Flinders University (Australia), Bologna University, and UniBz. Additionally, she serves as an Adjunct Lecturer in Education at Flinders University. Her research focuses on bullying prevention, socioemotional learning, early childhood education, and the psychological well-being of youth. Key projects include the YOGA PROBEN WEEK initiative for student well-being and interdisciplinary collaborations addressing cyberbullying in marginalized groups. She teaches courses such as Developmental Psychology of Childhood and Adolescence, and contributes to the PhD Programme in Education and Social Sciences. Prof. Brighi actively engages schools and policymakers through consultancy roles, designing programs to foster positive peer relationships and resilience. Her recent work explores technology-facilitated violence, pandemic impacts on adolescents, and culturally responsive educational practices. She emphasizes evidence-based interventions and participatory approaches to empower youth and educators.
