Professor Bin Chen is a faculty member at the Marxe School of Public and International Affairs, Baruch College, and a doctoral faculty member in the Ph.D. Program in Social Welfare at The Graduate Center, CUNY. He is affiliated with the Center for Nonprofit Strategy and Management. Education: Ph.D. in Public Administration (University of Southern California), M.Sc. in Public Administration and Public Policy (London School of Economics), B.A. in English (Shanghai International Studies University) His research focuses on collaborative governance in public policy, government-nonprofit relations, regional network governance, and comparative public administration across family services, elderly care, homelessness, mental health, disability, and pandemic response. He utilizes social network analysis, qualitative comparative analysis, and necessary condition analysis. Recent work explores cross-country pandemic responses (2023), public-private partnerships (2019), and networked governance in China (2015). Awards include the Christopher Pollitt Prize (2023), William Diaz Fellowship (2008-2009), and multiple research grants. He serves on editorial boards for journals like Nonprofit and Voluntary Sector Quarterly and Public Administration Review .
Na Yin is an Associate Professor in the Department of Public Affairs at the Marxe School of Public and International Affairs , Baruch College, CUNY. Her research focuses on social security policy , disability insurance , aging populations , and cross-country comparative studies , particularly examining how policy designs affect individual behavior and well-being. Education: PhD in Economics (SUNY-Stony Brook, 2008), MA in Economics (SUNY-Stony Brook, 2005), BA in Economics (Renmin University of China, 2002) Key Methodologies: Dynamic structural modeling, anchoring vignette approaches for correcting self-reporting bias in disability measures Grants: Multiple awards from PSC-CUNY, Social Security Administration, and Environmental Protection Agency for studies on disability measurement, aging, and policy impacts Her recent publications analyze gender disparities in work disability reporting , racial inequality in work-from-home access , and actuarial fairness in retirement benefits . She also leads a pilot study on anti-Asian violence's mental health impacts among elderly New Yorkers. Scientific Awards CUNY GC ARC Fellowship Nomination (2023) Three-time Nominee for Baruch's Presidential Excellence Award for Distinguished Teaching (2017, 2015, 2011) Early Career Awards at SUNY-Stony Brook: President's Award for Excellence in Teaching (2006), Economics Department Teaching Award (2005) Dr. Yin serves as a Faculty Associate at CUNY Institute for Demographic Research and co-organizes academic seminars. She teaches graduate courses in economic demography , demography of aging , and public policy analysis .
Professor Matthew Clarke serves as Deakin Distinguished Professor and Deputy Vice-Chancellor Research and Innovation at Deakin University, with previous roles including Pro Vice-Chancellor Research Development (2020-2023) and Head of the School of Humanities and Social Sciences (2011-2020). He is affiliated with the Alfred Deakin Institute for Citizenship and Globalisation and co-founded the Centre for Humanitarian Leadership, a collaboration with Save the Children Australia working with over 20 international NGOs. His educational background includes: Doctor of Philosophy from Victoria University of Technology Master of Arts from Monash University Graduate Certificate of Higher Education from Deakin University Bachelor of Economics from Monash University Professor Clarke's research maintains a human-centered focus on economic development, international aid flows, and religion and development, drawing on over three decades of international development experience. His work bridges academic research with practical humanitarian applications, with particular attention to Pacific regional dynamics, faith-based organizations in development contexts, and inclusive approaches for marginalized communities. His leadership has been instrumental in establishing Deakin's humanitarian education programs, including the University's first MOOC in humanitarian disasters. Analysis of his recent publications reveals a consistent trajectory examining humanitarian leadership ethics, development effectiveness, and the intersection of religion with aid work. His research spans both theoretical frameworks and applied policy implications, with growing attention to disability inclusion in humanitarian contexts and Pacific regional politics. Professor Clarke's scholarly contributions have been recognized through prestigious awards: Alfred Deakin Professor (2019) Fulbright Scholar, Non-Profit Leadership (2017-2018) Deakin University Award for Outstanding Contribution to Global Experiences (2016) Deakin University Award for Outstanding Contribution to Research (2008) He has secured significant research funding from diverse sources including DFAT, Save the Children, World Vision, and multiple international universities. His current major projects include a $600,000 agreement with Barwon Health (2024-2028) and a $420,863 project addressing technology-facilitated domestic violence in Pacific Island nations. Professor Clarke has supervised over 20 PhD candidates to completion across diverse topics from humanitarian leadership to Pacific geopolitics. As co-founder of the Centre for Humanitarian Leadership, he has helped build an initiative that has trained hundreds of humanitarian workers from over 70 countries and secured millions in funding. His leadership as DVC Research and Innovation focuses on expanding Deakin's research partnerships with industry, international universities, and research providers to enhance both research quality and real-world impact.
Dulce Gonçalves is an Assistant Professor at the Faculty of Psychology of the University of Lisbon, where she has been teaching and researching since 1987. She coordinates the IDEA Project (Investigation of Difficulties for Evolution in Learning), focusing on inclusive education frameworks and learning difficulties. As a specialist in Educational Psychology registered with the Order of Portuguese Psychologists, her work bridges theoretical research with practical applications in educational counseling. Research Interests: Equity & Learning, Educational Counseling, Lay Beliefs and Conceptual Change, Learning Strategies, Inclusive Education. Her publications from 2002 to 2016 emphasize functional assessment models, conceptual change theory, and interventions for learning difficulties. She has edited multiple volumes on the IDEA Project, highlighting interdisciplinary approaches to educational equity and student development.
Ekateryna Todorova, PhD, is an Associate Professor at the Department of Health Care and Social Work, New Bulgarian University. She specializes in developmental dyslexia, speech therapy, and special educational needs. Her career spans over two decades in academic and clinical roles. Research Interests: Dyslexia diagnostics and therapy Articulation and phonological disorders Executive function in learning disabilities Educational technology for special needs Developmental language impairments Inclusive education practices Academic Contributions: She has authored multiple books and chapters on developmental dyslexia and articulation disorders, including Bulgarian adaptations of international diagnostic tools like DDE-2. Her recent research focuses on literacy training for children with physical disabilities using assistive technologies. Professional Roles: Former dean of the Bachelor's Faculty (2016-2020), former director of quality commission, and academic mentor in EU-funded projects like Erasmus+ and Human Resources Development Program.
Lennart Lehmhaus (PhD, 2013) is Akademischer Rat (≈ assistant professor) at the Institute for Jewish and Religious Studies, Faculty of Protestant Theology, Eberhard Karls University of Tübingen. Previously he was a post-doc researcher and lecturer at Freie Universität Berlin (DFG-SFB 980 “Episteme in Motion”), a Rothfeld and Albert J. Wood Fellow at the Katz Center for Advanced Judaic Studies (University of Pennsylvania), and Harry Starr Fellow at Harvard University’s Center for Jewish Studies. Education PhD (Dr. phil., summa cum laude), Martin-Luther-Universität Halle-Wittenberg, 2013 MA (magna cum laude), Heinrich-Heine-Universität Düsseldorf & Gerhard-Mercator-Universität Duisburg, 2006 Year-long study program, Hebrew University Jerusalem, 2002–2003 Polish language & culture, Jagiellonen-University Kraków, 2004/2005 Research Interests Lehmhaus investigates ancient and medieval Jewish cultures through rabbinic and Talmudic texts, focusing on the history of medicine, knowledge production, and sciences in Late Antiquity and the early Islamicate period. He explores how Jewish traditions of healing, pharmacology, and medical lore interacted with Graeco-Roman, Byzantine, Syriac, Persian and early Islamic medical discourses, and how these traditions were transmitted, transformed, and re-appropriated across cultures. Additional interests include the literary and ethical dimensions of Midrash, contemporary Jewish identity and culture, and the trajectories of Jewish motifs from antiquity to modern Israeli and American contexts. Research Output Trends Across more than 35 peer-reviewed articles and chapters, Lehmhaus consistently combines philological precision with comparative cultural analysis. His work moves from close readings of rabbinic lists and recipes to broad questions of epistemic strategies, pain and suffering, disability, gynaecology, and the construction of medical authority. Recurring themes include the role of lists and catalogues as epistemic tools, the intersection of medicine with ethics and martyrdom, and the transcultural flow of pharmacological knowledge. His forthcoming monograph Talmudic Bodies of Knowledge and multi-volume Sourcebook of Medical Passages in Talmudic Texts will consolidate these strands. Scientific Awards & Fellowships Albert J. Wood Fellow, Katz Center, University of Pennsylvania (2024–2025) Rothfeld Research Fellow, Katz Center (2017–2018) Harry Starr Research Fellow, Center for Jewish Studies, Harvard University (2016–2017) Grants & Collaborative Networks Lehmhaus is Principal Investigator and coordinator of the DFG-funded research network Between Encyclopaedia and Epitome – Talmudic strategies of knowledge-making in the context of ancient medicine and sciences (2022–2026), a collaboration between Tübingen University, University College London, and Freie Universität Berlin. Editorial & Series Leadership He is the founding editor (2022-) of the monograph series ASK – Ancient Cultures of Sciences and Knowledge (Mohr Siebeck) and has edited or co-edited multiple volumes, including Defining Jewish Medicine (2021, open access) and Collecting Recipes: Byzantine and Jewish Pharmacology in Dialogue (2017).
Rosa Santos Gilbertz serves as Associate Provost for Faculty Development and Professor of Special Education at the University of Illinois at Urbana-Champaign. In her administrative role, she oversees campus-level processes and policies related to faculty development and success, including mentoring programs for pre-tenure and mid-career faculty, career paths for specialized faculty, and leadership development initiatives. Prior to becoming Associate Provost, she served as Interim Head of the Department of Special Education in the College of Education (2016-17) and was a Provost Fellow for Faculty Development and Diversity (2015-16). Dr. Santos' educational background includes: PhD in Special Education from Utah State University MS in Special Education from Emporia State University BS in Family Life and Child Development from University of the Philippines Her research program focuses on young children with disabilities and their families within early intervention and early childhood special education contexts. She has developed expertise in three interrelated areas: (1) building empirical knowledge on how parents facilitate children's learning and development; (2) understanding the role of culture and language in young children's development; and (3) translating research to practice for early childhood professionals. Her work consistently emphasizes culturally responsive practices for diverse families of children with disabilities. Analysis of her recent publications reveals strong thematic continuity in supporting marginalized populations, particularly refugee families, military families, and culturally diverse families of children with disabilities. Her scholarship demonstrates sophisticated methodological approaches across qualitative, quantitative, and mixed methods research designs. Dr. Santos has received numerous prestigious awards throughout her career: 2022: Distinguished Graduate Lecturer at San Diego State University 2013: CEC Leadership Award from The Council for Exceptional Children 2012: Merle B. Karnes Service Award from The Division for Early Childhood 2009-2013: Teaching Academy Faculty Fellow 1999-2014: Multiple recognitions as an Excellent Teacher As a principal investigator, she has secured substantial funding from federal agencies including the Illinois Department of Human Services, US Department of Defense, US Department of Agriculture, and US Department of Education. Her current grants focus on early intervention training, military family support, and leadership development for special education personnel, with total annual funding exceeding $1.7 million. Dr. Santos actively collaborates with the Military Families Learning Network and directs the Early Intervention Training Program at the University of Illinois, developing innovative resources for professionals serving diverse families in early intervention settings. Her leadership extends to national organizations including the Division for Early Childhood of the Council for Exceptional Children.
Dr. Marcia L. Montague is a Clinical Associate Professor in Special Education at Texas A&M University's College of Education and Human Development. With over ten years of higher education teaching experience and nine years as a special education classroom teacher, she focuses on transition support for first-generation college students and individuals with disabilities. Her leadership includes roles as Training Director at the Center on Disability and Development, Chair of the Special Education Master's Program, and Co-Director of Heart of Texas GEAR UP. Education Ph.D., Educational Psychology, Texas A&M University M.Ed., Educational Psychology (Bilingual Special Education), Texas A&M University B.S., Interdisciplinary Studies (Special Education), Texas A&M University Research Focus Montague's research examines systemic approaches to educational equity, including: college retention strategies for marginalized students; disability-inclusive disaster preparedness; evidence-based teacher training models; and culturally responsive family engagement. Her work emphasizes practical interventions in K-12 and postsecondary settings, often through community partnerships with school districts and disability service agencies. Publication Trends Her scholarly output (2014-present) demonstrates consistent focus on special education praxis, with recent meta-analyses evaluating GEAR UP programs' long-term efficacy. Recurring themes include: validating assessment tools for self-advocacy; optimizing MTSS frameworks for teacher development; and creating accessible resources for Spanish-speaking families. Methodologies range from case studies in disaster management to large-scale educational data analysis. Awards and Honors College of Education Extraordinary Service Award (2024) Chancellor's Academy of Teacher Educators Team Award (2023-2024) Provost Faculty Teaching Excellence Award (2023-2024) Distinguished Achievement Award for Teaching (2021) Faculty Sustainability Champion Award (2021) Departmental Outstanding Teaching Award (2021) Leadership and Service Directs multiple university initiatives including Aggie Homework Helpline and Heart of Texas GEAR UP. Provides professional development for educators and disability service providers. Noted accomplishments include being named T-Camp Namesake (2025) for exemplary contributions to student development.
Dr. Hyun-Jung Kang serves as an Assistant Professor of Music Therapy at the State University of New York at Fredonia, bringing extensive international experience from teaching positions at multiple South Korean universities since 2007. Her academic credentials include: Ph.D. in Expressive Therapies from Lesley University Ph.D. in Music Therapy from Ewha Womans University Master of Education (M.Ed.) in Music Therapy Education from Ewha Womans University Bachelor of Music (B.M.) in Orchestral Instruments and Bachelor of Arts (B.A.) in Psychology from Ewha Womans University Violin training at Seoul Arts High School Her research integrates Community Music Therapy (focusing on everyday well-being, educational applications, and interdisciplinary practice), Neuroscience-informed Trauma Care (applying neuroscientific principles to trauma interventions), and Spirituality and Mindfulness . She critically engages with contemporary philosophy including ecological perspectives, postmodernism, and posthumanism to advance therapeutic paradigms. Publication trends reveal increasing emphasis on community-based applications, with recent work examining amateur orchestra participation's impact on well-being, trauma-focused interventions for vulnerable populations, and theoretical foundations of community music therapy. Her scholarship bridges clinical practice with philosophical inquiry across diverse contexts from educational settings to correctional facilities. Dr. Kang directs CoMuHeal and has secured significant funding including grants from Gyeonggi-do government (Korea) for trauma-healing concerts targeting firefighters and Kyobo Life Insurance (Korea) for COVID-19 mental health initiatives. Her clinical practice spans 18 years with expertise in Guided Imagery and Music (Level II), Jungian Sandplay, and neuroscience-informed psychotherapies for developmental disorders and trauma. As a music-centered expressive arts therapist, she has delivered interventions for children with developmental disabilities, at-risk adolescents, and trauma survivors through community-level projects that demonstrate her commitment to translating research into practical therapeutic applications.
Prof. Dr. Ilona Nord serves as Chair of Religious Education and Didactics of Religious Education at the Institute for Protestant Theology and Religious Education, Julius-Maximilians-University of Würzburg. Her academic leadership extends to multiple research initiatives including the Center for Antisemitism-Critical Education and studies on AI in Religious Leadership. She holds significant roles in international theological societies and church committees. Dr. Nord's research focuses on the intersection of religious education with contemporary social transformations. Her work particularly examines: Digital transformation and mediatization of religious practices and education Diversity-oriented approaches in religious pedagogy Theological responses to populism and social polarization Inclusion practices in theological education and church contexts Contemporary applications of Paul Tillich's theological framework Religious responses to migration and hospitality ethics Her recent publications demonstrate a consistent focus on how religious education adapts to digital culture and social diversity. The trajectory of her work shows increasing attention to digital theology, with multiple publications addressing mediatization of religious culture, online church practices during the pandemic, and digital religious education. Her research bridges theoretical theology with practical educational applications. Dr. Nord has received significant recognition for her contributions to theological scholarship: President of North American Paul Tillich Society (2022-2024) Vice-President of North American Paul Tillich Society (2019-2021) Leadership roles in multiple international theological research associations Membership in the International Academy of Practical Theology As Chair of Religious Education, Dr. Nord supervises doctoral candidates and leads multiple research projects, including the CONTOC Study on churches online during the pandemic and initiatives on antisemitism-critical education. She maintains active collaborations with institutions across Europe through Erasmus+ programs with partners in Israel, Ukraine, Netherlands, France, Sweden, and other countries. Dr. Nord leads several research teams including the Center for Antisemitism-Critical Education and collaborates with the Center for Church Development (CCEA). Her work connects academic theology with practical church applications through partnerships with the Evangelical Church in Germany (EKD) and Lutheran churches across Europe.
Claus Vinther Nielsen is a Professor at Aarhus University's Department of Public Health - Department of Health Services Research, Faculty of Health. His work focuses on rehabilitation research with particular emphasis on work-related health issues and patient-centered care approaches. His research interests span rehabilitation engineering, work-related illnesses, working environment, low back pain, heart rehabilitation, cancer rehabilitation, and spinal conditions. Nielsen's work demonstrates a strong commitment to improving healthcare delivery through evidence-based rehabilitation interventions that address both physical and social determinants of health. Nielsen's recent publications reveal a trend toward interdisciplinary rehabilitation research with increasing emphasis on digital health solutions, patient-reported outcomes, and addressing health inequities in rehabilitation services. His work bridges clinical practice and health services research, particularly in the Danish healthcare context. As a principal investigator and collaborator on multiple significant research projects, Nielsen demonstrates leadership in developing rehabilitation interventions for diverse patient populations including cancer survivors, individuals with low back pain, and those with heart conditions. His current projects include leading "Tilbage til hverdagen efter kræft i bækkenorganerne" (2025-2026), collaborating on "WORK-IT-OUT" for low-back pain rehabilitation (2024-2027), participating in the "SPR" practical rehabilitation research initiative (2020-2026), managing the "SEVERIN" rehabilitation research network since 2012, and contributing to the "Joined Inclusion" project for functional somatic disorders (2021-2023). Nielsen is actively involved in the SEVERIN network for rehabilitation research, which appears to be a major collaborative effort connecting various rehabilitation research activities across institutions and specialties.
Dr. Carolyn C Foster is a tenure-track Assistant Professor of Pediatrics at Northwestern University Feinberg School of Medicine and an attending physician at Ann & Robert H. Lurie Children's Hospital of Chicago. She serves in the Department of Pediatrics with a focus on Advanced General Pediatrics and Primary Care. As principal investigator of the Foster Health Lab, Dr. Foster leads research initiatives focused on improving care for children with medical complexity and disability. Dr. Foster's educational background includes: BA from Columbia University (2006) MD from Harvard Medical School (2011) MS from University of Washington (2017) Pediatrics internship and residency at University of Washington School of Medicine (2012-2014) Chief Medical Resident at University of Washington (2015) Fellowship in Health Services and Quality of Care Research (2017) Dr. Foster's research focuses on improving the wellbeing of children with disabling chronic conditions while reducing healthcare-related stress for their families. Her work spans children with special healthcare needs, medical complexity, home healthcare, telemedicine, health policy, and disability advocacy. She employs family-partnered research approaches and innovative healthcare design to address systemic challenges in pediatric care for vulnerable populations. Her recent publications demonstrate a strong emphasis on healthcare delivery models for children with medical complexity, particularly examining discharge planning, rural-urban workforce differences, and care utilization patterns. These works reflect her commitment to translating research into practical solutions that improve care coordination and accessibility for children with complex medical needs. Dr. Foster has received numerous accolades for her contributions: Top Reviewer, The Society of Hospital Medicine (2024) Outstanding Contribution to Education, Feinberg School of Medicine (2022-2024) Recognition of Exemplary Professionalism, Feinberg (2021) As principal investigator of the Foster Health Lab, Dr. Foster holds significant funding from NIH, AHRQ, and the Lucile Packard Foundation for Children's Health. She directs Lurie Children's Stanley Manne Research Institute's Health@Home Initiative, which focuses on developing innovative digital tools for pediatric healthcare delivered outside hospital settings. Her leadership extends to multiple advisory roles including Medical Advisory Board Member for the Lucille Packard Foundation and Stakeholder Advisory Board Member for PCORI. Dr. Foster leads interdisciplinary teams working at the intersection of pediatric care, technology innovation, and policy development. These groups collaborate with families, clinicians, and policymakers to design and evaluate novel approaches to caring for children with medical complexity in home and community settings, with particular attention to disability advocacy and equitable access to care.
Mamoru IWABUCHI is a Professor at Waseda University's School of Human Sciences, where he has served since April 2018. Previously, he held positions as Associate Professor and Project Associate Professor at The University of Tokyo's Research Center for Advanced Science and Technology (2009-2018), and as Associate and Assistant Professor at Hiroshima University's Graduate School of Education (2001-2008). His academic journey includes international experience as a Visiting Researcher at the University of Washington (2003-2004) and Research Associate at the University of Dundee (1997-2000). Dr. IWABUCHI earned his Doctor of Engineering and Master of Engineering from Osaka University, and an MSc from the University of Dundee. His educational background spans Electrical Engineering and Applied Computing, providing a strong foundation for his interdisciplinary research. His research focuses on Rehabilitation Science and Human-Computer Interaction with particular emphasis on assistive technology for people with disabilities. He has pioneered smartphone-based diagnostic systems for eye health assessment and developed innovative communication interfaces for individuals with severe and multiple disabilities. His work bridges engineering, healthcare, and education, creating practical solutions that enhance accessibility and inclusion. Recent projects integrate machine learning with everyday technologies to support reading and writing difficulties, while maintaining compatibility with standard classroom materials. Analysis of his publication record reveals a consistent trajectory from fundamental assistive technology research toward increasingly sophisticated, integrated solutions that leverage mainstream technologies like smartphones and tablets. His work demonstrates a progression from specialized assistive devices toward adaptations of commercially available technologies that serve both disabled and non-disabled users. 2020.11: Outstanding Presentation Award, Human Interface Society 2019.12: Excellent Presentation Award, Japan Society for Welfare of the City 2017-2014: Microsoft MVP Awards (Windows Development and Kinect for Windows) 2008: University of Washington DO-IT Program Trailblazer Award 2004: Japan Society for Industrial Technology Education Meritorious Service Award Dr. IWABUCHI has secured significant research funding through Japan Society for the Promotion of Science grants, focusing on inclusive education, communication support for severe disabilities, and digital fabrication for assistive technology. His laboratory (iwalab.jp) serves as a hub for developing practical solutions that bridge technological innovation with real-world disability support needs. He has held leadership roles in professional societies including the Human Interface Society and ISAAC (International Society for Augmentative and Alternative Communication), contributing to the advancement of accessibility standards and practices in Japan and internationally.
Dr. Mareike Ahns serves as a Senior Scientist in the Research Group for Sports Pedagogy and Didactics at the Department of Sports and Movement Science, University of Salzburg. She holds multiple leadership roles including Deputy Chair of the Teacher Training Coordination Office, member of the Interdisciplinary Expert Council for Gender Studies, and serves as the Family, Gender, Disability & Diversity Representative for her department. Starting in the 2024/2025 academic year, she will hold a substitute professorship in Movement and Sports Didactics at the University of Vienna. Her research focuses on emotional experiences in physical education, democracy education in sports teaching, and reflective competence development among sports coaches. She has developed innovative educational approaches through the Salzburg Education Laboratories, particularly focusing on emotions and democracy education in movement and sports instruction. Dr. Ahns has published extensively since 2019, with significant contributions in 2022-2025, demonstrating an interdisciplinary approach that connects sports science with educational theory, emotional psychology, and democratic values education. Her work often employs qualitative methodologies to explore students' and teachers' experiences in physical education settings. She is actively involved in academic conferences including the German Association for Sports Science University Day and the European College of Sport Science conference.
Abigail McKnight is a Research Fellow at the Centre for Analysis of Social Exclusion (CASE) at the London School of Economics and Political Science (LSE) , where she has worked since 1999. Her research focuses on poverty , inequality , social mobility , wealth distribution , and employment policy , with a particular emphasis on marginalized groups. Affiliation : London School of Economics and Political Science (since 1999) Expertise : Poverty, Inequality, Social Mobility, Labour Market Policy Research Highlights : Abigail has led major projects on multidimensional inequality , material deprivation measures , and the impact of minimum wage policies on ethnic and disabled workers. Her work often intersects with social exclusion and financial resilience , analyzing how households cope with economic shocks. Scientific Awards : Fellow of the Royal Society of Arts, Manufactures and Commerce (RSA) Grants : Recent funding from the Department for Work and Pensions , Itla Children's Foundation , Low Pay Commission , and Nuffield Foundation .
