جست‌وجوی استاد و پژوهشگر

Keller Easterlingمشاهده پروفایل

استاد

• Architecture
• Urban Design
• Infrastructure Studies
• +۴ مورد دیگر

Keller Easterling is a Professor at the Yale School of Architecture and director of its Master of Environmental Design program. An architect, writer, and theorist, her work interrogates infrastructure space as a medium of political and social innovation. Key themes include global development , spatial justice , and climate resilience , with projects like ATTTNT (2023–2024), a reparations-focused land trust network, and Switch (2015), a mobility framework addressing urban sprawl. Books : Extrastatecraft (2014), Subtraction (2014), Medium Design (2021). Exhibitions : Featured in the Venice Biennale (2014), Architectural League (New York), and the Rotterdam Biennale . Research : Explores spatial products of capitalism , decolonial landholding , and non-extractive design . Engages with HBCUs and land activists to operationalize community economies and mutualist infrastructures . Select Articles : Contributions to Harvard Design Magazine , Domus , and e-flux , analyzing infrastructure as design and spatial counter-logics . Teaching & Collaborations : Leads design studios on medium design and infrastructural reprogramming . Collaborated with institutions like MIT , Guggenheim , and Prada , with recent talks at the European Graduate School (2025) and MoMA (2025).

• Resilient Urban Design
• Green Infrastructure
• Socio-Ecological Systems
• +۶ مورد دیگر

Michelle Laboy is an Associate Professor in the School of Architecture at Northeastern University, with affiliate appointments in Civil & Environmental Engineering and the School of Public Policy and Urban Affairs. She holds a Master of Architecture and Urban Planning from the University of Michigan (2005) and a Bachelor of Science in Civil Engineering from the University of Puerto Rico (2001). Her research focuses on transdisciplinary design methods that integrate socio-ecological systems with built environment resilience, emphasizing material circularity and long-term sustainability. Key projects include the Boston LightWells initiative and Common SENSES, which explore community-driven solutions for urban resilience. Laboy has received prestigious awards including the Latrobe Prize (2017 and 2022) and Excellence in Teaching (2020). She co-founded FieLDworkshop, a design research practice addressing ecological and cultural regeneration in cities. Her work bridges architecture, engineering, and policy through projects funded by NSF, DOE ARPA-E, and Autodesk. Research themes include green infrastructure planning, climate-resilient building systems, and participatory modeling for equitable urban development. Laboy has authored/co-authored books such as *The Architecture of Persistence* and over 30 peer-reviewed articles in journals like *Journal of Industrial Ecology* and *Journal of Architecture*. Her teaching spans comprehensive design studios and systems integration courses, emphasizing transdisciplinary collaboration. Education: MArch/MUP, University of Michigan, 2005 BSc Civil Engineering, University of Puerto Rico, 2001 Key Awards: 2022 Latrobe Prize (AIA College of Fellows) 2020 Excellence in Teaching Award (CAMD) 2017 Latrobe Prize (AIA College of Fellows) Grants & Projects: Principal Investigator: Boston LightWells (Autodesk/ Boston Groundwater Trust) Co-PI: Community Resilience in Extreme Temperatures (Northeastern) DOE ARPA-E grant for carbon-negative timber construction Laboy’s practice, FieLDworkshop, operationalizes research into built projects ranging from residential designs to urban-scale interventions. Her scholarly contributions highlight the interplay between technical innovation and social equity in achieving sustainable urban futures.

Jason Hartمشاهده پروفایل

مدرس ارشد

• Social Anthropology
• Refugee Studies
• Child Rights
• +۴ مورد دیگر

Jason Hart serves as Senior Lecturer in the Anthropology of Development at the University of Bath and Research Associate at Oxford University's Refugee Studies Centre. His academic career bridges social anthropology and humanitarian practice, with teaching awards at both institutions and a 2013-14 British Academy Fellowship recognizing his scholarly contributions. Hart's research focuses on children and youth in contexts of political violence and forced displacement, integrating anthropological and political-economy perspectives. His fieldwork spans South Asia (Sri Lanka, Nepal, India, Bhutan), limited East Africa, and principal Middle East regions including Israel/Occupied Palestinian Territories and Jordan. Key themes include child rights, protection frameworks, peacebuilding, and the militarization of humanitarian spaces, with particular attention to how global agencies conceptualize and support marginalized youth. Recent publications (2020-2025) demonstrate intensified focus on practical applications: refugee shelter design through Bath's Architecture/Civil Engineering collaboration, ethical dilemmas in child protection research, and Gaza conflict impacts. His interdisciplinary approach connects anthropological theory with engineering solutions for displaced populations, notably through the three-year shelter-enhancement project in refugee camps. Hart's scholarly recognition includes: Teaching Prize at University of Bath Teaching Prize at University of Oxford British Academy Fellowship (2013-14) His research funding includes the current Bath interdisciplinary shelter project and prior British Academy support, complemented by extensive consultancy work for UN agencies and NGOs on evaluation, training, and policy development. While student advisement isn't detailed in sources, his project leadership involves cross-disciplinary teams addressing displacement challenges. Hart currently co-leads an innovative three-year initiative with Bath's Architecture and Civil Engineering department, developing context-sensitive shelter solutions for displaced populations in camps. This work operationalizes his theoretical research through participatory design methodologies that prioritize displaced communities' lived experiences.

Mi Young Ahnمشاهده پروفایل

مدرس

• intersectional inequality
• social class and mobility
• social capital
• +۹ مورد دیگر

Mi Young Ahn is a Lecturer in the Sociology Department at Goldsmiths, University of London, where she joined in August 2022. She serves as the Academic Lead of the Advanced Methods for the Social and Economic Research Thematic Pathway for South East Network for Social Sciences (SeNSS) and is a convenor for the MSc Social Research program. Previously, she held positions at University College London, University of Kent, Bangor University, and Liverpool Hope University. Her educational background includes a PhD and MA in Sociology & Social Policy from Bangor University and a BA in Sociology (with Politics minor) from Korea University, South Korea. She became a Higher Education Academy Fellow in 2021. Dr. Ahn's research focuses on intersectional inequalities, students' sense of belonging, educational inequalities, social mobility, social class, cultural and social capital, and advanced research methods. Her work has developed influential measurement tools like the 10 Words Question for assessing sense of belonging, now widely adopted across universities in the UK, USA, and Canada including Imperial College London's Sense of Belonging Toolkit. Her publication record shows a consistent trajectory in understanding student belonging from multiple angles - examining its relationship to socio-economic status, institutional factors, locality, and its connection to social capital. Recent work expands into curriculum diversification examining racial representation in teaching materials. Society for Research into Higher Education (SRHE) Scoping Award (2018) Research Schools Programme in Opportunity Areas (EEF commissioned) Centre for Transforming Access and Student Outcomes (TASO) project As an educator, Dr. Ahn convenes core quantitative research modules for postgraduates and research methods modules for undergraduates. She serves as a reviewer for academic journals in higher education, education, social policy, and sociology, and contributes to educational conferences and textbook development.

Servet Altanمشاهده پروفایل

استادیار

• Students' motivation and engagement
• Habits of Mind
• Diversity and inclusion
• +۱ مورد دیگر

Dr. Servet Altan serves as Assistant Professor in the Department of Guidance and Psychological Counseling at MEF University's Faculty of Education in Istanbul, Turkey. Appointed in July 2022, he concurrently holds administrative roles as IBEC Coordinator and Vice Dean of the Faculty since September 2023. His academic foundation includes Master's and Doctorate degrees from Bilkent University, complemented by 15 years of K-12 international program implementation experience (2007-2022). Dr. Altan's research centers on students' motivation and engagement, Habits of Mind frameworks, diversity and inclusion practices, and international education systems. His scholarship appears in premier journals including the Journal of Teacher Education and Teaching and Teacher Education, reflecting his focus on practical applications in educational settings. As an International Baccalaureate Lead Educator since 2016, he actively trains teachers across national and international schools. Analysis of his 2022-2025 publications reveals three dominant research trajectories: (1) mindfulness applications for reducing test anxiety and enhancing academic achievement, (2) Habits of Mind integration in teacher development and emergency remote teaching contexts, and (3) equity-focused investigations into IB teacher preparation and student psychological needs. His work spans diverse educational environments from Turkish continuum schools to Latina/o/x community college settings, consistently addressing motivation, inclusivity, and international frameworks. Dr. Altan maintains active scholarly engagement through regular presentations at AERA and EARLI conferences. While specific student advisement details and grant information remain unreported in available sources, his leadership roles and publication record indicate significant contributions to educational psychology and international teaching practices.

• Geragogy
• Intergenerational Education
• Elderly Well-being
• +۵ مورد دیگر

Anna Leszczyńska-Rejchert serves as a Lecturer at the Department of General and Care Pedagogy within the Faculty of Social Sciences at the University of Warmia and Mazury in Olsztyn, Poland. Holding a dr. hab. (habilitated doctor) degree, she actively contributes to geragogy—the specialized pedagogy of elderly education—through research, community initiatives, and the Intergenerational University program that bridges generational divides. Her research centers on geragogical frameworks for dignified aging, examining third-age universities, silver economy models in Warmia-Mazury, and societal stereotypes about aging. She investigates preparation for aging during middle adulthood, formal care systems from a geragogical perspective, and transcultural value education in preschools. Her work emphasizes intergenerational integration as both an educational strategy and social necessity, particularly through physical spaces like the Educational Intergeneration House. Analysis of her 2020-2024 publications reveals three dominant trends: (1) Theoretical development of geragogy as a distinct pedagogical subdiscipline; (2) Regional implementation of elderly education models responding to Warmia-Mazury's demographic shifts; and (3) Practical innovations in intergenerational programming that transform community spaces into learning hubs. Her scholarship consistently connects Seligman's well-being theories with geragogical practice while addressing Poland's specific aging challenges. Through the Intergenerational University at her faculty, Dr. Leszczyńska-Rejchert operationalizes her research into community action, creating structured knowledge exchange between seniors and youth. This initiative exemplifies her commitment to translating geragogical theory into social integration, serving as both a research site and model for regional aging policy.

Marta Alonso Provencioمشاهده پروفایل

مدرس

• Architecture
• Urban Planning
• Design Methodologies
• +۴ مورد دیگر

Marta Alonso Provencio is a lecturer at the University of Geneva, where she has been responsible for the urban project workshop of the Master's in Territorial Development since 2015. She simultaneously serves as a project manager at the City of Lausanne since 2019, effectively bridging academic research with municipal planning practice. She earned her architecture degree from the Polytechnic of Madrid in 2009 and completed her doctorate in geography at the University of Lausanne in 2016, receiving the Faculty Prize for her dissertation 'Market Urbanities: Trade in the Production of Urban Quality and its Regulations.' Her educational background combines technical architectural training with advanced geographical analysis of urban processes. Alonso Provencio's research focuses on the complex relationship between commercial activities and urban quality, examining how retail shapes public spaces and how planning interventions can enhance sustainable urban environments. Her interests span Architecture and Urban Planning, with particular attention to Design Methodologies, Commodification of Public Space, City Production Processes, and Operational Urban Planning. She approaches urban studies through both theoretical frameworks and practical applications, informed by her international professional experience. Her publication record reveals consistent thematic development across more than a decade, moving from case studies of Lausanne's commercial centers to broader theoretical examinations of retail planning's role in creating sustainable urbanity. Her work increasingly addresses spatial justice concerns and interdisciplinary approaches to urban design education, reflecting evolving priorities in urban studies. Faculty Prize, 2016 (University of Lausanne) As an educator, she has directed master's theses including 'The Right to the Lake: Publicizing the Shores and Putting It to the Test of Operationalization' (2022) and 'Intangible Urban Planning: The Project Through Living, a Land for Weeds?' (2018). Her teaching emphasizes project-based learning through workshops like 'The City Factory' and 'NORTH Territory Project,' fostering practical skills alongside theoretical understanding. With over ten years of professional experience across three countries—working with Aybar-Mateos in Spain, SANAA in Japan, and Esplanade Aménagement in Switzerland—she brings substantial international perspective to her academic work, allowing for comparative analysis of urban planning approaches across different cultural contexts.

• Environmental law
• Climate change law
• International law
• +۳ مورد دیگر

Jonas Ebbesson, LL.D, is full Professor of Environmental Law at Stockholm University, Sweden, and has served as Director of the Stockholm Environmental Law and Policy Centre since 2003. He is also Director of the Master Programme in Environmental Law at Stockholm University since 2021. Previously, he was Dean of the Faculty of Law (2012–2017) and Vice-Dean (2006–2008) at the same university. Education: LL.D in Environmental Law, Uppsala University, 1995 Docent (Reader), awarded 1997 Research Interests: Professor Ebbesson’s scholarship spans national, European, and international environmental law, with a strong emphasis on climate change law, the legal dimensions of the UN Sustainable Development Goals, and the intersections of human rights and environmental protection. His work on access to justice and corporate responsibility reflects a commitment to procedural rights and accountability mechanisms in environmental governance. He has examined how international legal instruments—such as the Aarhus Convention—operationalize public participation and access to justice, and he continues to explore the normative implications of planetary boundaries for international law. Scientific Awards: Elected Member of the Royal Swedish Academy of Letters, History and Antiquities (Vitterhetsakademien), 2018 Advisory Roles and Capacity-Building: Since 1997, Professor Ebbesson has acted as an expert consultant to numerous governmental and intergovernmental bodies. Notably, he chaired the Compliance Committee of the UNECE Aarhus Convention from 2011 to 2021. Between 2020 and 2022, he led judicial training and capacity-building initiatives in Colombia, and he has provided legislative drafting assistance in Serbia (2001–2002, 2004) and Vietnam (2004). Leadership & Affiliations: He currently leads the Stockholm Environmental Law and Policy Centre and the Master Programme in Environmental Law at Stockholm University. Additionally, he sits on the board of Stockholm University Art Exhibition Space Accelerator (since 2018).

• Bilingual Education
• Bicultural Parent Involvement
• Educational Equity
• +۷ مورد دیگر

Edward Olivos is a Professor and Associate Dean of Academic Affairs in the College of Education at the University of Oregon. His academic appointments span multiple departments including Critical and Sociocultural Studies in Education, Curriculum & Teaching, Curriculum and Teacher Education, Educational Foundations, IRES, and Latinx studies. Dr. Olivos earned his PhD in Education from San Diego State University in 2003, following an MA (1997) and BA (1991) in Spanish from the same institution. Before pursuing academia, he served as an elementary school teacher in San Diego for over ten years. Professor Olivos specializes in bilingual education and bicultural parent involvement, with research focusing on the relationship between bicultural parents and schools as well as the development of bilingual educators. His work critically examines how schools engage with Latino families and communities, challenging deficit perspectives and advocating for transformative educational practices that honor cultural and linguistic diversity. He has published extensively on policy studies, school reform, parent participation, critical pedagogy, teacher credentialing, and biliteracy issues in K-12 classrooms. His scholarly output reveals a consistent focus on educational equity for Latino students and families, particularly through dual language education programs. Olivos' research demonstrates how bicultural parents navigate school systems, often challenging institutional inertia to advocate for biliteracy and culturally responsive education. His work bridges theory and practice, offering frameworks for authentic engagement that move beyond traditional notions of parent involvement toward genuine partnership and shared decision-making. 2012 American Educational Studies Association Critics Choice Book Award for "Bicultural parent engagement: Operationalizing advocacy and empowerment" As Principal Investigator and Director of the Education Leaders for Oregon English Learners (ELOEL) grant, a 5-year $3 million project, Professor Olivos has created an online ESOL endorsement pathway for Oregon teachers. This significant grant work demonstrates his commitment to developing bilingual educators who can effectively serve English learners across the state. His research and grant activities consistently focus on building capacity within educational systems to better serve linguistically diverse students and their families. Professor Olivos' work is deeply connected to community-based initiatives, particularly those led by bicultural parents themselves. His research often documents and analyzes parent-led movements that challenge traditional school structures to create more equitable educational opportunities for Latino students. Through his publications and grant work, he has established himself as a leading scholar in the field of bilingual education and parent-school relationships.

• Migration
• Immigration Policy
• EU Border Control
• +۷ مورد دیگر

Marianne Takle is a Researcher at Oslo Metropolitan University's Center for Welfare and Working Life Research (NOVA), specializing in health and welfare research. Her institutional affiliation includes the Health and Welfare Research department and Media, Environment and Society (MMS) research group, where she contributes to understanding the intersection of social policy, cultural dynamics, and environmental challenges. Takle's research spans migration policy, cultural politics, and intergenerational solidarity, with particular focus on EU migration frameworks, welfare state sustainability, and political dynamics of cultural policy. Her work examines how ecological changes impact social protection systems and explores mechanisms for incorporating future generations into welfare state considerations. Current projects include SOLIDEM (Strengthening Solidarity for Democratic Unity Across Borders) and FESTIPOL (Festivalpolitikk i endring), addressing solidarity erosion and cultural policy dynamics respectively. Her publication record shows a clear progression from migration policy expertise to broader welfare state sustainability questions, with recent work emphasizing the 'Norwegian sustainability paradox' and intergenerational justice. The 2025 Routledge monograph Showing Social Solidarity with Future Generations represents a culmination of her research trajectory into temporal dimensions of welfare policy. Takle actively engages in research dissemination through academic publications, policy reports, and public lectures addressing climate justice and intergenerational responsibility. Her project portfolio includes both completed initiatives like WEST (Bærekraftige samfunn i det 21. århundre) and active collaborations examining work inclusion through qualification programs.

• Violence Prevention
• Community Wellness
• Mindfulness and Contemplative Practices
• +۵ مورد دیگر

Dr. Michelle Coghill Chatman is an Associate Professor in the Education, Health and Social Work department at the College of Arts and Sciences, University of the District of Columbia (UDC). She serves as Director of the Violence Prevention and Community Wellness Program and Founding Director of the Mindful and Courageous Action (MICA) Lab, integrating mindfulness, restorative justice, and healing-centered education to advance community resilience and social justice. Her academic credentials include: Ph.D. in Cultural Anthropology, American University, 2013 Master of Arts in Applied Anthropology, American University, 1998 Bachelor of Science in Anthropology & Sociology, University of the District of Columbia, 1993 Dr. Chatman's research pioneers healing-centered frameworks addressing violence prevention through mindfulness and African spiritual wisdom. She examines holistic youth development and Black family well-being within systemic inequity contexts, emphasizing decolonizing methodologies and community-driven solutions. Her work bridges contemplative practices with social justice to transform educational and justice systems. Her publications reveal interdisciplinary convergence across education, computer science, public health, and criminal justice. Key trajectories include decolonizing technological spaces through ancestral knowledge, pandemic-responsive community building, and restorative approaches to youth justice. This scholarship consistently centers marginalized epistemologies to advance equity and holistic wellness. Her recognitions include: Scholar of Promise, UDC (2014) Teacher of Promise, UDC (2020) Leadership Award, UDC (2024) Fellow, National Coalition of Health Equity, Racial Healing (2024-Present) Dr. Chatman leads major grant initiatives including the Robert Wood Johnson Foundation's Project Youth MIND (2017), National Science Foundation's Ancestral Computing for Sustainability (2019), and Clemens Foundation's Social Justice Mindfulness Certificate (2022). These fund community partnerships advancing violence prevention training and culturally responsive wellness programs across DC. The MICA Lab and Violence Prevention Program form strategic hubs where Dr. Chatman cultivates cross-sector collaborations with DC agencies and nonprofits. These initiatives operationalize her research through community wellness training, youth development frameworks, and policy interventions focused on systemic healing and resilience building.

Christopher Johnstoneمشاهده پروفایل

استاد

• Inclusive Education
• International Development
• Internationalization of Higher Education

Christopher Johnstone is a Professor and Department Chair of Organizational Leadership, Policy, and Development at the University of Minnesota-Twin Cities. His research focuses on operationalizations of inclusiveness in international development, K-12 education, and campus internationalization, with extensive fieldwork in Sub-Saharan Africa and South Asia. Education Ph.D. in Comparative and International Development Education, University of Minnesota M.S. in Special Education, Syracuse University B.S. in Special Education, State University of New York, Plattsburgh Research Focus Johnstone's work explores disability inclusion, international education systems, and equity in global contexts. His current projects examine livelihoods in East Africa, disability identity in India, and inclusive employment frameworks in Bhutan, demonstrating a consistent emphasis on bridging policy and practice in diverse cultural settings. Publication Trends His scholarly output centers on inclusive education policy, disability studies, and international development, with recent works examining post-pandemic assessment, cultural adaptation of curricula, and critical analyses of inclusion frameworks in Global South contexts through both empirical research and theoretical contributions. Awards and Honors Fulbright Specialist, Czech Republic (2018) Outstanding Mentoring and Advising Award, Council of Graduate Students (2016) Global Engagement Award, University of Minnesota (2015) Leadership and Grants Johnstone directs significant initiatives including a UNICEF global evaluation of disability inclusion, serves as Academic Director of the Mandela Washington Fellowship, and leads a grant on inclusive employment in Bhutan. His work integrates research with practical implementation across educational and development sectors.

Karin Nanna Charlotta Hjorthen Zelanoمشاهده پروفایل

پژوهشگر ارشد

• European integration
• EU law implementation
• governance
• +۵ مورد دیگر

Karin Nanna Charlotta Hjorthen Zelano serves as a Postdoctoral Fellow at the ARENA Centre for European Studies, University of Oslo, where she contributes to the "European integration and national law: Compliance in complex institutional orders (COMPLEX)" project. Her research examines role perceptions and problem definitions in EU law implementation among national agencies and courts, with particular focus on Norway's integration of European legal frameworks. Her academic journey includes a Ph.D. in Political Science from the University of Gothenburg (2013-2018), where her dissertation addressed multilevel governance challenges of East-West EU mobility. During doctoral studies, she participated in the Horizon2020 "IMAGINATION" project and conducted research at the Austrian Academy of Sciences. She holds an MA in Political Science from Uppsala University (2006-2011), including an exchange year at SciencesPo Paris, and served as Scientific Editor at Nordicom (2018-2022). Dr. Zelano's research spans European integration, EU law implementation, migration governance, and bureaucratic practices, with methodological emphasis on comparative analysis across Scandinavian and European contexts. Her work consistently explores tensions between supranational legal frameworks and national implementation practices, particularly regarding mobility, social policy, and refugee protection. She investigates how institutional actors interpret and operationalize European regulations within domestic administrative systems. Her scholarly output since 2016 demonstrates evolving focus from East-West migration governance to contemporary challenges in EU law compliance and refugee protection. Recent publications reveal increasing attention to vulnerable populations and the intersection of legal frameworks with social policy implementation, particularly examining Norway's unique position outside but integrated with the EU. She actively participates in ARENA's research ecosystem through the "COMPLEX" and "Rule of Law in NAV: Principled Justification (RETTS)" projects, collaborating with European institutions including Erasmus University Rotterdam and the Austrian Academy of Sciences. Her work bridges academic research and policy development in European governance and migration studies.

James LOPARICSمشاهده پروفایل

استاد

• All-day education
• Education for Sustainable Development
• General Educational Science
• +۳ مورد دیگر

James LOPARICS serves as Professor for All-Day Education at the University of Teacher Education Vienna's Institute for Continuing Education, teaching primary/leisure education courses while providing school development consulting across Viennese all-day schools. His institutional role bridges academic research and practical school improvement through direct engagement with educators and policymakers. Academic Background Doctorate in Educational Science, University of Rostock (2018-2022) Master's in Education and Sustainability, University of Rostock (2015-2017) Bachelor's in Educational Science, FernUniversität Hagen (2011-2014) University Course in School Development Consulting, PH Vienna (2018-2020) Advanced Psychotherapy Training, Austrian Society for Behavioral Therapy (2020-present) Loparics' research centers on transformative education frameworks addressing epochal crises like climate change, with critical examinations of economization in school quality systems and innovative approaches to leisure pedagogy. His work consistently connects theoretical constructs with practical school contexts, particularly through Viennese case studies on interdisciplinary cooperation in all-day settings. His 15 most recent publications (2019-2024) reveal three dominant trends: (1) Development of indicators for sustainable development education (SDG 4.7) amid measurement challenges; (2) Critical analysis of quality management systems (QMS/SQR) as manifestations of educational economization; and (3) Theoretical advancement of leisure pedagogy as neglected policy domain. These threads converge in his signature focus on 'epochal key problems' as quality criteria for all-day schooling. He actively supervises master's theses in primary education programs and contributes to the ÖKOLOG-Team's environmental certification (Umweltzeichen) initiatives, developing sustainability curricula for Viennese schools while presenting research at international conferences including ECER and WERA Extended Education forums.

Marc L. Roarkمشاهده پروفایل

استاد

• Housing
• Homelessness
• Property Law
• +۹ مورد دیگر

Marc L. Roark is a Professor of Law and Associate Dean of Faculty Development at The University of Tulsa's College of Law. He specializes in property law with a focus on housing, homelessness, and resilience theory. His work bridges legal frameworks with socio-economic challenges, particularly in marginalized communities and indigenous contexts. Roark holds an LL.M. from Duke University and a J.D. from Loyola University New Orleans, alongside a B.A. in History from Louisiana State University. His research explores narratives and norms in property conflicts, including squatting dynamics, resilient property theory, and economic development on American Indian reservations. Key projects include the economic impact study of secured transactions laws on tribal lands and vulnerability theory applications in housing crises. Roark has been a visiting scholar at institutions like the University of Pretoria, University of Essex, and University of Adelaide. Roark's recent publications emphasize scalable legal frameworks for urban resilience, housing trusts, and energy commons. He collaborates internationally on projects addressing property law's role in crises, including pandemic responses and climate adaptation. His work frequently integrates interdisciplinary approaches, combining legal analysis with socio-economic data and human rights perspectives. Education: LL.M., Duke University School of Law J.D., Civil Law, Loyola University New Orleans School of Law B.A., History, Louisiana State University Awards & Honors: Associate Research Affiliate Professor, University of Pretoria Fellow, Emory University's Vulnerability and Human Condition Initiative (2022-2023) Visiting Research Fellowships at University of Essex (2017), University of Adelaide (2019), and multiple European institutions Key Projects: Co-author of Squatting and the State: Resilient Property Theory in an Age of Crisis Economic impact studies on tribal secured transactions laws Development of resilience theory applied to housing and Indian law