Dr. Hyunjung Shin is an Associate Professor in the Department of Curriculum Studies at the University of Saskatchewan's College of Education. Her work focuses on applied linguistics, EAL education, and critical pedagogy. She holds a Ph.D. from the University of Toronto (2010) in Curriculum, Teaching and Learning, with a specialization in Second Language Education. Her research explores topics such as transnational student experiences, neoliberalism in education, refugee language policies, and identity formation. Notable awards include the Government of Canada Post-doctoral Research Fellowship (2010-2011) and the BAAL International Scholarship (2010). Shin's publications challenge dominant narratives in language education, emphasizing critical perspectives on multilingualism and globalization. She has presented widely, including a TEDx talk on diversity in 2019. Her work integrates participatory action research and ethnographic methods to address systemic inequities.
Luisa Veronis is a Full Professor in the Department of Geography, Environment and Geomatics at the University of Ottawa, Faculty of Arts. Her research focuses on migration studies, refugee resettlement, and Francophone immigration in minority contexts, with an emphasis on social, economic, and cultural dimensions of integration. She holds the University of Ottawa Research Chair in Immigration and Franco-Ontarian communities. Ph.D. in Social Geography, University of Toronto (2006) MA in Social Geography, University of Toronto (1999) BA Honors in Social Anthropology, McGill University (1997) Her work examines how policies, economic conditions, and cultural contexts influence migrant decision-making. She leads interdisciplinary projects like the SSHRC-funded Ottawa Multicultural Media Initiative and co-leads studies on skilled migrant resilience and refugee settlement. Her research spans Ottawa-Gatineau, Toronto, Latin America, and Africa. Recent publications highlight social media’s role in pandemic-era labor market integration, governance structures in migration, and transnational practices. She supervises graduate students on topics related to Francophone immigration and social cohesion. She serves on the editorial board of Cahiers de Géographie du Québec and collaborates on grants including SSHRC Partnership Grants and Insight Grants. Her current teaching includes courses on geographies of globalization and transnational migration. Fieldwork expertise includes Ottawa-Gatineau, Toronto, and Latin American regions, with a focus on multicultural media and community-based research methods.
Gerben van der Vegt is a Professor of Organizational Behavior at the University of Groningen’s Faculty of Economics and Business, Department of HRM & OB. He holds a PhD (cum laude) from the University of Groningen and degrees from Utrecht University. His research focuses on team dynamics, including composition, diversity, membership changes, and performance management. He has served as Director of the Research Institute SOM (2015–2021) and Director of the Master in Human Resource Management program (2005–2007). Currently, he is also a Visiting Professor at Hong Kong Baptist University. Education: PhD (cum laude) in Social and Organizational Psychology, University of Groningen (1998) M.S. in Social and Organizational Psychology, Utrecht University B.S. in Psychology, Utrecht University Research Interests: Effective team functioning and composition Influence of diversity and membership changes on performance Inter- and intra-team collaboration mechanisms Organizational resilience through communication strategies Recent work emphasizes team boundary management, disruption resilience, and newcomer integration. He serves on editorial boards for Academy of Management Journal and Organization Science . His advising includes 10 supervised works, focusing on organizational behavior and team dynamics. His lab explores interdisciplinary approaches to team performance and organizational challenges.
Dr. Prerna Arora is Associate Professor of Psychology and Education at Teachers College, Columbia University, within the Graduate School of Education, Health & Psychology and the Department of Health Studies & Applied Educational Psychology. She directs the School Mental Health for Minoritized Youth and Families (SMILE) Research Lab, where she leads innovative research on mental health equity for immigrant-origin, racial and ethnic minoritized, and historically marginalized youth. Ph.D. in School Psychology – University of Texas at Austin M.A. in Educational Psychology – University of Texas at Austin B.S. in Biology – Arizona State University Predoctoral Internship – Children’s Hospital of Philadelphia Postdoctoral Training – University of Maryland School of Medicine Dr. Arora’s research focuses on culturally tailored mental health interventions, school-based services, barriers to care, and trauma-informed, equity-driven practices. Her work is grounded in participatory action research and mixed methods, aiming to bridge research-practice gaps and empower communities. She has led major funded projects from the Spencer Foundation, National Institute of Mental Health (NIMH), and the U.S. Department of Education, including a $4.9 million grant to train clinicians in culturally responsive services. Her recent publications reflect a strong thematic focus on mental health disparities, cultural adaptation of interventions, school climate, and help-seeking behaviors among AAPI, Latino/a, and immigrant youth. The body of work demonstrates a commitment to advancing equity, social justice, and measurement-based care in school psychology. American Psychological Association Minority Fellowship Program Spencer Foundation Research Grant NIMH Funding U.S. Department of Education OSEP Grant ($4.9 million) Dr. Arora actively mentors PhD and graduate students, many of whom co-author her publications. She has secured major grants that support training, research, and community partnerships. Her leadership extends to editorial roles as Associate Editor of School Mental Health and Consulting Editor of School Psychology Review , and she is a vocal advocate for diversity, equity, and inclusion in academic training and practice. She collaborates extensively with NYC-based organizations, building community-driven research models through the SMILE Lab.
Mary-Lee Mulholland is a full-time Professor at Mount Royal University's Faculty of Arts, Department of Sociology & Anthropology. Holding a Ph.D. from York University, an M.A. from Carleton University, and a B.A. (Hons) from the University of Calgary, she brings extensive academic credentials to her role. She serves as Chair of the department while teaching courses such as Introduction to Cultural Anthropology, Anthropology of Religion, and Anthropology of the Body. Education: Ph.D., York University M.A., Carleton University B.A. (Hons), University of Calgary Her scholarly work examines intersections of race, gender, sexuality, and class through Latin American popular culture forms like salsa and mariachi. As an applied anthropologist, she has worked with governmental and non-governmental organizations on diversity policies and newcomer integration strategies. Currently, she explores how science and pseudo-science shape perceptions of fear and violence in martial arts contexts. Her research has garnered recognition through multiple awards, including the Distinguished Faculty Award (2017), Teaching Excellence Award (2019), and Outstanding Service Award (2020). Her publications span topics from mariachi performance studies to academic ethics frameworks. For a comprehensive list of her scholarly contributions, see her Google Scholar profile. Scientific Awards: Distinguished Faculty Award (2017) Teaching Excellence Award (2019) Outstanding Service Award (2020) Contact her directly at mmulholland@mtroyal.ca for academic collaboration, departmental inquiries, or research discussions.
Daniel J McAllister is an Associate Professor at the National University of Singapore Business School , Department of Management and Organisation. His research explores interpersonal relationships in organizations , with particular emphasis on social emotions , trust dynamics , and their implications for organizational citizenship behavior and ethical leadership . He has published extensively in top-tier journals such as Academy of Management Review, Journal of Applied Psychology, and Academy of Management Journal. Academic Focus: Organizational Behavior, Trust/Distrust, Workplace Emotions Teaching Interests: Technical Knowledge, Practical Application, Ethical Decision-Making Key Courses: MNO2007 (Undergraduate), BMA5004A (MBA), MNO6012A (PhD) McAllister's research spans workplace underdog trajectories, awe in leadership, abusive supervision, and cross-cultural management in China. His work examines how emotions like contempt, envy, and schadenfreude influence organizational outcomes. He emphasizes creating a safe learning environment that integrates theoretical knowledge ( technical ), real-world application ( practical ), and ethical judgment ( wisdom ). McAllister has received consistently positive student feedback for his engaging teaching style , with recent evaluations highlighting improvements in time management and practical relevance. He distributes course materials post-class and avoids rote memorization, prioritizing conceptual understanding. His 2025 work on workplace underdogs and awe-driven leadership continues to shape contemporary organizational theory.
Kendall King is a Professor of Multilingual Education and Associate Dean for Graduate Education and Faculty Development at the University of Minnesota , College of Education and Human Development. With expertise in sociolinguistics and language policy, they coordinate the undergraduate TESL minor and lead research projects funded by the U.S. Department of Education through CARLA. B.A. Psychology, University of California, Santa Barbara (1991) M.S. TESOL, University of Pennsylvania (1993) Ph.D. Educational Linguistics, University of Pennsylvania (1997) Their research focuses on second language learning , bilingualism , and equity , particularly in contexts involving minoritized languages and immigrant/refugee populations. They examine how family and school practices influence language use and academic success, with a strong emphasis on native language literacy as a pedagogical resource. Recent publications analyze neoliberal influences on language policies, including critiques of state seals of biliteracy and bilingual parenting frameworks. Their work has shaped Minnesota's LEAPS Act (2014), promoting multilingual approaches for English learners. Collaborative studies with Martha Bigelow highlight literacy development in newcomer students. Scientific Awards: Distinguished Scholarship and Service Award (AAAL, 2024) Linda Duttenhaver Distinguished Alumni Award (UC Education Abroad, 2023) ACTFL Research Priorities Initiative (2019) Helen C. Bailey Alumni Award (2016) Imagine Fund Annual Award (UMN, 2014) CEHD Summer Research Award (UMN, 2012) King emphasizes responsive advising and co-publishing with PhD students, supporting their participation in conferences and departmental intellectual life. They co-lead initiatives to expand multilingual recognition through state biliteracy seals.
William Martinez, PhD, ABPP is an Associate Professor of Psychiatry and Behavioral Sciences at the University of California, San Francisco (UCSF) School of Medicine and Vice Chair for Diversity and Health Equity. He serves as Director of the Child and Adolescent Services clinic at Zuckerberg San Francisco General Hospital and Director of Pediatric Mental Health for the UCSF Health and Human Rights Initiative. Dr. Martinez is a licensed psychologist (CA PSY28084) certified by the American Board of Professional Psychology in Clinical Child and Adolescent Psychology. UCSF Weill Institute for Neurosciences Division of Infant, Child, and Adolescent Psychiatry Director of the Fuerte program Faculty in APA-accredited internship programs Dr. Martinez's research focuses on reducing behavioral health disparities among ethnic minority youth, with special emphasis on Latinx and immigrant populations. His socio-ecological approach addresses three key areas: the impact of social determinants on behavioral health disparities; implementation of evidence-based prevention and intervention programming for traumatic stress; and policy advocacy for juveniles in immigration court proceedings. His work integrates implementation science with community-based participatory research to develop culturally responsive mental health interventions. Analysis of Dr. Martinez's 15 most recent publications reveals a strong concentration on immigrant mental health, particularly focusing on newcomer Latinx youth. His research spans trauma, adaptation, telehealth implementation during the pandemic, critical consciousness, and the impact of immigration policy on mental health. The publications demonstrate an interdisciplinary approach combining clinical psychology, public health, and policy advocacy. Scientific awards and honors include: CHCF Health Care Leadership Program Fellow (2022-2024) NIH Loan Repayment Program (2018-2020) Jeffrey S. Tanaka Memorial Dissertation Award (2015) Ford Foundation Dissertation Fellowship (2013-2014) Predoctoral Minority Fellowship Program (2010-2013) Dr. Martinez is Principal Investigator of several major research projects, including the Fuerte program (a school-based prevention program for newcomer immigrant youth), and serves as Co-Investigator on NIH-funded research examining community-based sports interventions for newcomer youth. He is actively involved in training through the Multicultural Clinical Training Program and Clinical Psychology Training Program at UCSF/ZSFG. His leadership extends to global health equity, with research interests spanning child and adolescent health, mental health, human rights, refugee health, policy standards of care, and implementation science across California and Latin America and the Caribbean.
Liv T. Davila is an Associate Professor at the University of Illinois at Urbana-Champaign, with appointments across the College of Education, Center for Global Studies, and European Union Center. Her research focuses on language learning, identity formation, and equity for immigrant and refugee students, particularly in K-12 settings. Education: PhD in Education (University of North Carolina at Chapel Hill), MEd in TESL (University of North Carolina at Charlotte), MA in Comparative Education (University of Minnesota), BA in Anthropology/French (Grinnell College) Her work employs qualitative methods, including ethnography and discourse analysis, to examine multilingual learners’ experiences, teacher education practices, and global migration’s impact on schools. She has received the Outstanding Graduate Teaching Award (2020) and led research on language access during the pandemic. Recent publications highlight co-teaching dynamics, refugee youth resilience, and translanguaging in preschools. She advocates for pedagogies that affirm students’ identities through home languages and multicultural approaches. Scientific Awards: Outstanding Graduate Teaching Award, College of Education (2020)
Courtney N. Reed is a Lecturer in Digital Technologies at Loughborough University London, where she joined in November 2023. She maintains a dual role as a visiting research fellow at the Max Planck Institute for Informatics. Her academic journey includes a BMus in Electronic Production and Design from Berklee College of Music (2016), followed by an MSc (2018) and PhD (2023) in Computer Science from Queen Mary University of London. Prior to her current position, she completed postdoctoral research at both the Max Planck Institute for Informatics and King's College London. Bachelor of Music: Electronic Production and Design, Berklee College of Music (2016) Master of Science: Computer Science, Queen Mary University of London (2018) Doctor of Philosophy: Computer Science, Queen Mary University of London (2023) Dr. Reed's research explores the entangled relationships between humans, bodies, instruments, and technology in music interaction, with particular focus on vocal electromyography (VoxEMG) and the vocalist-voice relationship. Her work incorporates feminist and post-human theories to examine sociopolitical contexts within arts technology, aiming to design for creativity while acknowledging individual, messy bodies in artistic practice. She has developed an open-source platform for vocal electromyography to investigate how biosignal feedback changes understanding and perception of the body in vocal performance. Her interdisciplinary approach bridges music technology, human-computer interaction, and embodied interaction studies. Analysis of Dr. Reed's recent publications (2023-2025) reveals a strong thematic focus on embodied interaction in music technology, with particular emphasis on vocal performance, biosignal feedback, and the philosophical underpinnings of digital instrument design. Her work consistently integrates theoretical frameworks like Karen Barad's agential realism with practical applications in digital musical instruments. Key trends include the exploration of ambiguity in data representation, the sociocultural dimensions of timbre in instrument design, and the development of novel methodologies for understanding embodied musical experiences through micro-phenomenology and ethnographic approaches. ACM SIGCHI Outstanding Dissertation Award (2024) for her thesis 'Imagining & Sensing: Understanding and Extending the Vocalist-Voice Relationship Through Biosignal Feedback' Best Newcomer Award at Loughborough University London's Community Awards Celebration (2024) Dr. Reed actively contributes to the academic community through conference organization and leadership roles. She serves as Member-at-Large on the NIME Board, previously chaired papers for NIME 2024, and co-organized the IBM SkillsBuild Sprint at Loughborough London. She has also chaired sessions at the ACM TEI Conference and co-chaired the Student Design Competition. Her collaborative work spans multiple institutions and includes significant contributions to interdisciplinary projects that bridge music, technology, and human experience. She has been instrumental in developing the senSInt research group and the RaveNET wearable network project. Dr. Reed leads the senSInt research group which focuses on sensorimotor interaction in music and performance contexts. The group develops innovative technologies including the VoxEMG platform for vocal electromyography, the Bones anti-corset for vocal performance, and the RaveNET network of wearable biosensing nodes. These projects explore the intersection of biosignals, embodied interaction, and musical expression, creating novel frameworks for understanding how technology mediates human creativity and performance. The group frequently collaborates with musicians, technologists, and theorists to develop and test these systems in real-world performance contexts.
Hector Rivera is an Associate Professor in the Department of Educational Psychology at Texas A&M University’s College of Education and Human Development. His research focuses on bilingual education, educational resilience, classroom learning environments, and community development, particularly for English Language Learners (ELLs). He has advised doctoral students such as Bizhu He and Lileana Rios-Ledezma. His work bridges sociocultural perspectives with practical interventions to support underrepresented groups, including refugees and minority students. Awards include the 2015 Outstanding New Faculty Award from CEHD. Key research initiatives include the Eco-Resilience NPD program (2016-2021), funded by the US Department of Education, aimed at connecting multiple environments to support ELL success. Other projects address teacher performance evaluation and STEM pathways for Hispanics. Rivera has held leadership roles like Chair of the Climate Committee in EPSY (2016) and Co-Chair of the NABE Special Interest Group (2015). Publications span topics like parental involvement in bilingual education, teacher empowerment, and the impact of learning environments on student resilience. His work often emphasizes culturally responsive practices and systemic equity in education.
Marco Tomietto is a Professor at Northumbria University's Nursing Midwifery and Health Department. He also holds a Professorship at the University of Oulu. His expertise spans clinical learning environments, mentorship, newcomer organizational socialization, and VR in healthcare. He earned a PhD in Work and Organizational Psychology from the University of Verona, a Master's in Nursing Science from the University of Udine, and a Nursing degree from the University of Udine. His research focuses on nursing workforce sustainability, vaccine hesitancy, VR applications, and healthcare organizational dynamics. He has published over 80 articles and secured grants like the MONARCH project for veteran healthcare needs analysis. Awards include the 2010 Editor’s Award in Nursing Science and the 2022 Sigma Global Nursing Research Award. Key projects include developing mentoring frameworks, analyzing vaccine hesitancy among nurses, and leveraging VR for clinical training. He advises PhD students on topics like healthcare workforce retention and VR implementation. Education: PhD in Work and Organizational Psychology (2014), MSc Nursing Science (2008), BSc Nursing (2001) Grants: Partnership for Workforce Sustainability, MONARCH, and RAF Families Federation initiatives Labs/Teams: Collaborates with international networks on healthcare policy, public health, and nursing education
Stephen Humphrey is the Alvin H. Clemens Professor of Management and Organization at the Smeal College of Business, Pennsylvania State University. His research focuses on social relations at work, with a primary emphasis on teamwork dynamics, negotiation theory, and organizational behavior. He holds a PhD in Organizational Behavior and Human Resource Management from Michigan State University and a BS in Psychology from James Madison University. Professor Humphrey's research explores two core areas: (1) the 'bottom-up' formative design of teams (including composition, role allocation, and reward structures), and (2) the 'top-down' management of existing teams (focusing on temporal dynamics, structural adaptation, and conflict resolution). His work on team microdynamics examines multilevel, multi-period, and multi-theoretical aspects of teamwork. His recent publications demonstrate strong research trends in team dynamics, organizational reputation, negotiation pedagogy, and ethical decision-making. Articles frequently employ meta-analytic approaches and focus on contextual factors influencing team performance across diverse settings. The research consistently bridges theoretical frameworks with practical organizational applications. Professor Humphrey teaches negotiation skills across undergraduate, MBA, EMBA, and executive education programs. He has developed several negotiation simulations derived from real-world scenarios and teaches doctoral seminars on organizational research design. As faculty advisor, he mentors PhD and DBA students in research methodology and academic development.
Cen “April” Yue is an Assistant Professor of Mass Communication, Advertising, and Public Relations at Boston University’s College of Communication. Her research focuses on internal public relations, leadership communication, organizational change, and corporate social responsibility/irresponsibility. She holds a Ph.D. in Communication from the University of Florida, an MA from Purdue University, and a BA in English from Shandong Normal University. Yue’s work has been published in top journals like Communication Research and Public Relations Review. She is co-authoring a book, *Strategic CEO Communication* (Routledge, 2025), and has received over 10 top research awards. She serves as Chief Research Editor at the Institute for Public Relations’ Organizational Communication Research Center and holds advisory roles at the Internal Communication Research Hub (University of Florida) and the Global Strategic Communication Consortium. She also contributes to editorial boards of Public Relations Review and Communication Reports. Her research explores AI’s role in communication, ethical responses to corporate misconduct, and leadership’s impact on employee engagement. Notable projects include a computational review of 2,675 public relations articles (2012–2022) and studies on supervisory communication and employee well-being. Yue previously taught at the University of Connecticut and has designed courses in public relations principles, campaigns, and research methods. She actively engages in professional organizations and advocates for inclusive, ethical communication practices in organizations.
Vahe Permzadian is an Assistant Professor in the Department of Psychological Science at Missouri University of Science and Technology, where he has been employed since 2020. Prior to this position, he served as a Lecturer of Management in the School of Business and Economics at the State University of New York at Plattsburgh for one year. His academic background includes a Ph.D. in Industrial-Organizational Psychology from the University at Albany, State University of New York. Education Ph.D. in Industrial-Organizational Psychology from University at Albany, State University of New York M.A. in Experimental Psychology from Brooklyn College, City University of New York B.A. in Psychology from Queens College, City University of New York Research Interests Dr. Permzadian's research focuses on three key domains: adjustment and socialization of organizational newcomers, goal setting and motivation in work and achievement settings, and scholarship of teaching and learning. His work bridges industrial-organizational psychology with educational psychology, examining how psychological principles apply to both workplace and academic settings. He has conducted extensive research on assessment formats, open educational resources, and the relationship between personality traits and performance outcomes, with particular attention to motivational processes and their impact on individual achievement. Publication Trends Dr. Permzadian's recent publications show a strong methodological emphasis on meta-analyses and systematic reviews examining educational interventions and psychological processes. His work spans both organizational psychology (focusing on workplace motivation, social efficacy, and personality) and educational psychology (focusing on student learning, assessment formats, and educational resources). A notable trend is his investigation of how test formats (closed-book vs. open-book) affect learning outcomes, as well as the impact of open educational resources on student achievement, reflecting his commitment to evidence-based educational practices. Teaching Dr. Permzadian has taught a comprehensive range of courses at both undergraduate and graduate levels since 2013, including Industrial-Organizational Psychology, Organizational Psychology, Principles of Statistics, Psychology of Personality, Introduction to Psychology, Principles of Management and Organizational Behavior, Human Resource Management, and Training and Development. His teaching portfolio demonstrates expertise across core psychology domains and business applications, with many courses taught repeatedly over multiple years, indicating established curriculum development and instructional expertise.
