Dr. Cheryl X. Dong is an Assistant Professor of History and Internship Advisor at Bowling Green State University’s College of Arts and Sciences, Department of History. She previously served as Assistant Professor of Public History and Coordinator of Public History Programs at the University of Northern Iowa. Ph.D., Public History, North Carolina State University (2020) M.A., History, University of North Carolina at Chapel Hill (2013) B.A., History and Classical Studies, Duke University (2010) Her research focuses on African American history, memory studies, and cultural heritage, interrogating how institutions interpret Black history to marginalized communities. She examines police brutality, racial inequality, and the role of museums in fostering trust. Recent publications emphasize the Black Panther Party’s relationship with veterans, martyrdom narratives, and 20th-century U.S. military history. Her work spans memory studies, public history, and digital humanities. New Professional Award, National Council of Public History (2021) At BGSU, she collaborates with Fort Meigs and the Wood County Museum. She serves on the National Council of Public History’s Board of Directors and Long Range Planning Committee.
Dr. Ceri Oeppen is a Lecturer in Human Geography at the University of Sussex and a Global Fellow of the Peace Research Institute Oslo (PRIO). Her research focuses on migration, conflict, and development, particularly in Afghanistan and among Afghan asylum seekers and refugees. Her current project, Possibilities and Realities of Return Migration (PREMIG) , funded by the Research Council of Norway, examines return migration in Afghanistan, Pakistan, and three other countries. Her work bridges academic research with policy and community engagement, emphasizing displacement economies, returnee integration, and gender dynamics in migration. Her recent publications highlight trends in forced and voluntary migration, reintegration challenges, and displacement economies, with case studies across Afghanistan, Pakistan, Europe, and Africa. She employs interdisciplinary methodologies, linking migration discourse to broader social and policy contexts. Scientific Awards Global Fellow, Peace Research Institute Oslo (PRIO) She has contributed to grants like the PREMIG project and collaborated with institutions such as the Sussex Asia Centre. Her research also explores public scholarship, ethical engagement, and activism in migration studies.
Julien Diogo serves as Adjunct Professor at Polytechnic Institute of Viseu's School of Education of Viseu since 2020, teaching Market Analysis, Consumer Behavior, Strategic Communication, and Innovation/Creativity courses. He concurrently holds Visiting Professor positions at ISAG (Higher Institute of Administration and Management) since 2018 for Executive MBA programs and was Professor of Organizational Communication at ISCA-UA (2022-2023). His academic roles extend to Visiting Facilitator positions at Brazil's Personal Branding Academy and ISLA's Postgraduate Program in Innovation. His educational background includes: PhD in Communication Sciences (in progress, 2023-2026) at University of Coimbra Specialization in Teacher and Trainer Training (2022-2023) from Employment and Training Institute of Braga Marketing Specialist title (2019) from Polytechnic Institute of Viseu Master's in Communication and Marketing (2010-2012) from Polytechnic Institute of Viseu (Final Grade: 17/20) Bachelor's in Social Communication (2005-2008) from Polytechnic Institute of Viseu (Grade: 17/20) Diogo's research integrates neuromarketing with consumer behavior analysis, focusing on emotional responses in digital environments, Generation Z consumption patterns, and neuroscience applications in place branding. His work examines how cognitive processes influence purchasing decisions through physiological measurements and behavioral experiments, particularly investigating caffeine's neuropharmacological effects on consumer arousal and shop window design's attentional impact. He bridges theoretical neuroscience with practical marketing strategy development. His publication trajectory reveals increasing focus on digital-emotional consumer interfaces, with recent work analyzing pandemic-era behavior shifts and Gen Z's narrative processing. Key thematic clusters include neuromarketing validation in retail architecture, emotional sustainability in e-marketplaces, and neuroscientific foundations of territorial branding, demonstrating consistent application of cognitive neuroscience to contemporary marketing challenges. Scientific recognition includes: 2008 Academic Merit Award for Best Social Communication Student (Polytechnic Institute of Viseu) 2021 Nomination for Global Teacher Prize Portugal Diogo actively supervises master's research including thesis on territorial brand communication (2024), language informality in digital contexts (2024), and Apple's Lovemarks strategy for Generation Z (2024). He contributes to research projects like INOV C+ Intelligent Innovation Ecosystem (2024-present) and co-orientated neuromarketing studies on advertising reception decoding (2020). His academic service includes peer review for IGI Global and International Journal of Marketing. Through his dual leadership as CCO of ICN Agency (neuromarketing consultancy), co-director of PsicoSoma (publishing/training), and expertMind (LMS platform), Diogo maintains robust industry-academia integration, developing neuromarketing frameworks applied across retail, urban planning, and digital experience design contexts.
Corine Defrance is a Research Director at CNRS and Deputy Director of UMR SIRICE (Université Paris 1 Panthéon-Sorbonne). Her work focuses on Franco-German relations, Cold War history, post-war reconstruction, and European reconciliation processes. She co-leads the research theme 'Time, Traces and Territories of War (19th–21st centuries)' Research Director at CNRS since 2012 Deputy Director of UMR SIRICE (2021–present) Senior Research Fellow, Leibniz-Institut für Europäische Geschichte (2020/21) Visiting Professor, Freie Universität Berlin (2011/12) Research Interests: Specializing in 20th/21st-century German history, Franco-German reconciliation, Cold War in Europe, post-war university systems, and cultural diplomacy. Her work examines historical memory, transnational education, and Cold War sociopolitical dynamics. Scientific Contributions: Recipient of the Gutenberg Research Award (2019) and Maurice Baumont Prize (2001). Key publications include co-edited volumes on the Élysée Treaty, German universities post-1945, and Franco-German cultural relations. Editorial roles in journals like Monde(s) and Revue d'Allemagne Collaborator in international research projects (Germany, Poland, Albania) Media consultant for documentaries on post-war European history Contributor to public debates on reconciliation and historical memory
Nile Green is the Ibn Khaldun Endowed Chair in World History at the University of California, Los Angeles (UCLA), where he served as founding director of the UCLA Program on Central Asia (2008-2016). His research bridges global history and Islamic studies, focusing on Muslim networks across India, Pakistan, Afghanistan, Iran, Central Asia, and the Indian Ocean world. Specializes in inter-Asia and Indian Ocean studies Explores Sufism, Persian & Urdu travel writing, and Islamic print history Active on global Muslim interactions with non-Muslim societies His recent articles examine topics spanning Islamicate linguistics , transcultural art history , and historiographical methods , particularly in India, Afghanistan, and China. Earlier works established connections between colonial infrastructure and Muslim pilgrimage (Hajj), while his 2016 book The Love of Strangers documented early Middle Eastern students in Europe. Scientific awards include: Guggenheim Fellowship Luce/ACLS Fellow in Religion, Journalism & International Affairs Albert Hourani Book Award (MESA) Ananda K. Coomaraswamy Book Award (AAS) Bentley Book Prize (World History Association) Sir George Staunton Prize (Royal Asiatic Society)
José Ramón Yela Bernabé is a Professor at the Faculty of Psychology, Pontifical University of Salamanca, specializing in Basic Psychology. He leads the research group 'Evaluation and intervention in psychological well-being and health' and has been actively contributing to the fields of clinical and health psychology for over three decades. Education: PhD in Psychology from Universidad Pontificia de Salamanca (1994) - Thesis: 'Learned helplessness in humans (effects of exposure to uncontrollable aversive stimuli and reversal of deficits based on the variables percentage of reinforcement, sequence of failures and attributional instructions)' supervised by Dr. José Luis Marcos Malmierca Research Interests: His research spans multiple interconnected domains within psychology, with particular emphasis on mindfulness-based interventions and self-compassion training . He has extensively investigated the mechanisms through which these approaches improve psychological well-being and reduce symptoms of anxiety and depression. His work also encompasses learned helplessness phenomena, eating disorders particularly bulimia nervosa, stress reduction interventions , and the role of meaning in life as a protective factor for mental health. Additionally, he explores emotional regulation processes and their impact on psychological outcomes across various populations. Research Trends: Recent publications demonstrate a clear shift toward mindfulness and self-compassion interventions , with systematic evaluations of programs like Mindfulness-Based Stress Reduction (MBSR) and Mindful Self-Compassion (MSC). His work increasingly focuses on meta-analytic approaches to establish evidence bases for psychological interventions. There is also notable attention to specialized populations including mental health professionals, parents of children with chronic illnesses, and individuals with behavioral addictions. Scientific Recognition: While specific awards are not mentioned in the provided text, his extensive publication record spanning from 1987 to 2025, with particular productivity in recent years (2020-2025), demonstrates sustained scholarly impact in clinical and health psychology. Contact Information: Email: jryelabe@upsa.es Research Group: He leads the Evaluation and intervention in psychological well-being and health research group, which focuses on developing and evaluating evidence-based psychological interventions to enhance well-being and address mental health challenges across diverse populations.
Prof. Dr. Andrea Dreyer is a full-time Professor of Art and its Didactics at the Bauhaus University Weimar , where she has served since 2013. She is Vice Dean for Strategic Development within the Faculty of Art and Design and actively participates in academic governance, including roles in graduation committees, teacher training advisory boards, and curriculum commissions. Her research focuses on teacher professionalization, architectural pedagogy, and digital art education, emphasizing interdisciplinary approaches and qualitative social research methodologies. First and Second State Examination for Teaching at Grammar Schools in Art Education and Social Studies (1994–2000, 2004–2006) Andrea Dreyer’s publications span topics such as Bauhaus-inspired pedagogy, urban-rural spatial education, and digital integration in art teaching. She has led initiatives like DigiProSMK and Denkraum.Bauhaus , and her work often bridges art, architecture, and societal transformation. She has served as Dean of Studies and Vice-Rector for Studies and Teaching at Bauhaus University, advocating for phase-transcendent teacher networks and reflective professional practices. Her recent articles address participatory architectural psychology, interdisciplinary curriculum design, and digitalization in art education. Despite extensive committee involvement and editorial contributions, no specific scientific awards are highlighted in the provided texts. She mentors students and collaborators within the kunst:pädagogik | netz:werk platform and maintains active partnerships with institutions like the Thuringian Ministry of Education and Friedrich-Schiller University Jena.
Dr. Mona Tokarek LaFosse serves as Assistant Professor of New Testament and Sacred Literature Studies (Teaching Stream) at the University of Toronto's Faculty of Divinity through a joint appointment at Emmanuel College and Victoria College. She teaches across undergraduate, basic-degree, and graduate programs at Victoria University, specializing in New Testament studies and early Christian history through interdisciplinary lenses. Her educational background includes a PhD from the University of Toronto's Department for the Study of Religion (2011), MA in Religion and Culture from Wilfrid Laurier University (2001), Honors BA in Anthropology from the University of Waterloo (1998), and Biblical Studies certificate from Columbia Bible College (1994). She previously taught at Martin Luther University College, Wilfrid Laurier University, Huron University College, and the University of Toronto. Dr. LaFosse approaches New Testament scholarship through cultural anthropology, storytelling theory, and age studies. Her research examines early Christian communities through the lens of age structure, intergenerational dynamics, and oral storytelling practices. She explores how life course stages shaped social relationships in the ancient Mediterranean, particularly focusing on 1 Timothy's treatment of age hierarchies. Her innovative teaching methodology emphasizes 'embodied story'—integrating performance and physical engagement with texts influenced by Indigenous storytelling traditions. Her recent publications reveal a strong focus on aging in early Christianity, with 2024 articles examining age demographics and comparative gerontology. She also maintains active scholarship in oral tradition studies, particularly regarding the Gospel of Mark and Shepherd of Hermas, while contributing to academic discourse through society leadership and book reviews. Dr. LaFosse holds significant leadership roles including current service on the Canadian Society for Patristic Studies Nominating Committee (2025–26) and co-chairing the Society of Biblical Literature's Social-Scientific Criticism of the New Testament section (2025–27). She actively participates in the Canadian Society of Biblical Studies, Society of Biblical Literature, and KW Biblical Colloquium. Her distinctive teaching portfolio includes innovative courses like 'Zombies, the Bible and the End of the World' and 'Gospel of Mark as Embodied Story,' reflecting her commitment to interdisciplinary engagement with biblical texts through contemporary cultural frameworks and physical performance.
Cheng-hua Wang is an Associate Professor of Chinese Art and Archaeology at Princeton University's Department of Art and Archaeology, with affiliations to the East Asian Studies Program and the Tang Center for East Asian Art. She specializes in Chinese painting, visual culture, and scroll paintings, focusing on their historical contexts, materiality, and intersections with political power and cultural identity. Education : B.A. in History, National Taiwan University (1985) M.A. in Chinese Art History, National Taiwan University (1989) Ph.D. in Chinese Art History, Yale University (1998) Research Focus : Thematic analysis of Qingming shanghe scroll paintings 18th-century Chinese city views and European stylistic influences Artistic materiality and heritage preservation in early 20th-century China Qing imperial collections and their post-Qing reinterpretation Collaborations : Actively engages with Princeton's Art Museum and Tang Center for East Asian Art to organize exhibitions and publish catalogs on Chinese art, emphasizing interdisciplinary approaches to scroll painting studies.
Eric Soto-Shed serves as Lecturer on Education and Director of the Harvard Teacher Fellows Program at the Harvard Graduate School of Education (HGSE). With a 25-year career in education, he has held significant leadership roles including founding director of Harvard's teacher residency program, director of Secondary History/Social Studies Education at Brown University, and teacher educator positions at Stanford and NYU. He earned his Ph.D. from Stanford University in 2013 and previously taught social studies in New York City for 8 years, which deeply informs his commitment to supporting youth from underserved communities. At HGSE, he co-chairs the foundational course 'How People Learn' and teaches curriculum design and instructional methods for history and civic education. Soto-Shed's research centers on promoting inquiry and equity in K-12 history, civics, and social studies education. He co-leads the Civics Thinking Project, which develops research-based civics assessments and curriculum. His work emphasizes balancing the study of oppression with resistance and joy in historical narratives to provide students with a more complete understanding of human experiences. His recent publications explore comprehensive approaches to teaching Black history, civics education, and methods for combatting hate through historical understanding. These works demonstrate his advocacy for year-round Black history education that incorporates competing ideologies and joyful narratives alongside the study of oppression. Grants from the Library of Congress to train educators to teach with primary sources Board member of Self-Evident Education, a nonprofit using multimedia curriculum to educate about race and racism history As a consultant, Soto-Shed works with school districts to develop social studies curriculum and conducts professional development workshops focusing on historical inquiry, teaching controversial issues, and accessibility. His approach combines rigorous academic research with practical classroom applications, making his work valuable to both scholars and practitioners in education.
Elizabeth Goodenough is a Lecturer IV in the Arts and Ideas in the Humanities Program at the University of Michigan's Residential College, part of the College of Literature, Science, and the Arts (LSA). She has taught at Harvard, Claremont McKenna, Sarah Lawrence College, and across multiple University of Michigan units including the Residential College, School of Education, and School of Information. Dr. Goodenough received her MAT and PhD from Harvard University and has established herself as a leading scholar in Childhood Studies. Her research focuses on: Children's literature and representation of childhood Environmental education and children's relationship with nature Secret spaces and imaginative worlds of childhood The impact of war on children's experiences Historical perspectives on childhood reading and literature Her scholarly trajectory shows a progression from examining children's voices in literature to exploring presidential childhood reading habits, with environmental concerns about children's play spaces forming a significant through-line. Her publications reveal a consistent interdisciplinary approach that bridges literary analysis, environmental studies, and psychological perspectives on childhood development. Dr. Goodenough has received significant recognition for her work: Award for the PBS documentary 'Where Do the Children Play?' Finalist for the 2014 U-M Provost's Teaching Innovation Prize UROP Outstanding Research Award Honorable Mention (2015) UROP Outstanding Research Mentor Award (2016) Golden Apple Award nomination (2018) Elected Fellow of the Society for Values in Higher Education (SVHE) As an educator, Dr. Goodenough has mentored numerous students, including those who organized the 'Secret Spaces of Childhood' conference and exhibition. Her RC course 'Growing Up Near the Great Lakes' exemplifies her innovative approach to environmental education. She serves on the Editorial Board of the Michigan Quarterly Review and was selected to serve on the Children's Literature Association's Phoenix Award Committee. Dr. Goodenough established the Landscapes of Childhood Series at Wayne State University Press and continues to contribute significantly to interdisciplinary scholarship that bridges humanities, environmental studies, and childhood development.
Ayah Zirikly is an Assistant Research Scientist at the Center for Language and Speech Processing (CLSP) at Johns Hopkins University, specializing in Natural Language Processing applications for mental health and clinical informatics. Her work bridges computational linguistics with real-world healthcare challenges, particularly in suicide risk assessment and bias detection in medical documentation. Research Focus: Dr. Zirikly pioneers NLP solutions for mental health informatics, with landmark contributions including the UMD Reddit Suicidality Dataset for suicide risk assessment and NLP tools for Social Security Administration disability eligibility processes. Her expertise spans Arabic NLP (co-developer of MADAMIRA toolkit), transfer learning for low-resource settings, and analysis of stigmatizing language in clinical records. Recent work investigates social determinants of health through electronic health record analysis and develops frameworks for detecting AI dataset bias. Publication Trends: 2023-2025 publications reveal three dominant threads: (1) Suicide prevention via social media analysis and data warehouse modeling, (2) Linguistic bias detection in medical records with focus on race/gender disparities, and (3) Synthetic data generation for clinical communication. Her leadership in CLPsych workshops establishes her as a key contributor to clinical NLP benchmarking. Professional Background: Holds a PhD in Computer Science from George Washington University (Mona Diab's NLP lab) and completed postdoctoral training at the National Institutes of Health. Current research extends her NIH work on mobility/mental health status extraction for disability determination while addressing critical gaps in health equity through computational methods.
Assoc. Prof. Dr. Ali Şükrü Özbay currently serves as an Associate Professor at Karadeniz Technical University's Faculty of Arts, Department of English Language and Literature. He earned his PhD and MA in Applied Linguistics from Karadeniz Technical University and holds a BA in English Language and Literature from Ankara University. Education : PhD (2015) and MA (2004) from Karadeniz Technical University; BA (1996) from Ankara University Dr. Özbay's research focuses on Corpus Linguistics , Learner Corpora , Academic Writing , Translation Studies , and Language Pedagogy . His work investigates lexical bundles, support verb constructions, and pragmatic markers through computational corpus analysis. Recent publications analyze four-word recurrent expressions in educational technology contexts, collocational priming in Turkish EFL learners' mental lexicon, and semantic prosody of intensifiers in academic corpora. He supervises theses on data-driven learning applications and corpus-based teaching materials. Dr. Özbay has held managerial roles including Deputy Head of Department (2019–present) and Assistant Coordinator for Erasmus+ programs (2017–2021). He actively participates in international conferences and has published in journals like Turkish Studies , Australian Journal of Applied Linguistics , and Hacettepe Eğitim Dergisi .
Eglė E. Murauskaitė is a Senior Faculty Specialist at the University of Maryland and a Senior Non-Resident Fellow with the Vilnius Institute for Policy Analysis. She lectures at Vilnius University and Kaunas University of Technology, focusing on international security, gray zone warfare, and unconventional threats. Her work spans academic research, government consulting, and crisis simulations design across Europe, the U.S., and MENA. Education: Master of International Relations (Security Studies, Summa Cum Laude, Sciences Po Paris 2012), Bachelor of Economics (SSE Riga 2008). Research Areas: Nuclear security, WMD proliferation, crisis communication, emotion studies, and interdisciplinary approaches to security challenges. Leadership: PI for DoD Minerva projects on Western assistance in Ukraine and emotions in adversarial campaigns; lead for ICONS Project simulations. Scientific Awards: Senior non-resident fellow at Vilnius Institute for Policy Analysis. Her recent publications analyze Ukrainian resilience, Russian nuclear rhetoric, and foreign fighter risks. She also contributes to public discourse via the NYLA Update podcast and National Drama Theatre discussions.
Laura E. Pérez is a Professor in the Chicanx and Latinx Studies Program and Department of Ethnic Studies at the University of California, Berkeley. She serves as Chair of the Latinx Research Center and is a core faculty member in the doctoral program in Performance Studies and the Department of Women’s Studies. Ph.D. in Romance Languages & Literatures, Harvard University B.A./M.A. Joint Degree, Romance Languages & Literatures, University of Chicago Exchange Scholar, Stanford University Summer Courses, Universidad de Salamanca Her research intersects decolonial aesthetics, feminist and queer theory, and spiritualities within Chicanx/Latinx and Indigenous cultural practices. She has curated significant Latina/o performance art exhibitions and authored foundational texts in Chicana art criticism. Pérez’s recent work explores coalitions between U.S. women of color feminist thought and Latin American decolonial ethics. In 2023, she is co-curating a major retrospective of Amalia Mesa-Bains at the Berkeley Art Museum & Pacific Film Archive. Her 2020 publication Eros Ideologies received a National Association of Chicana and Chicano Studies Book Award Honorable Mention. College Art Association’s Wyeth Foundation for American Art Publishing Grant (2020) Hellman Faculty Fellows Award Mellon Fellowships Susan B. Anthony Post Doctoral Fellowship Pérez has mentored graduate students in Ethnic Studies and taught courses spanning decolonial theory, racialization, spirituality in the arts, and U.S. women of color feminist thought.
