Aino Ahtinen is a University Lecturer in Computing Sciences at Tampere University's Faculty of Information Technology and Communication Sciences. Her work focuses on human-robot interaction, particularly in educational and healthcare contexts. She has extensive experience designing socially assistive robots, wellness technologies, and participatory design frameworks for diverse populations including older adults, children, and professionals. Her research emphasizes co-learning models involving social robots, accessibility in senior-robot interactions, and the integration of robotics into primary education and workplace well-being. Notable projects include the ROBOTOUR co-learning initiative for seniors and ROBOCAMP programs for youth. She has pioneered studies on robot literacy metrics and ethical design considerations in social robotics. Dr. Ahtinen has contributed to over 60 peer-reviewed publications since 2003, with recent work focusing on robot-assisted physical activity, privacy-aware robotic systems, and cross-generational technology education. Her research bridges human-computer interaction, gerontechnology, and educational technology, consistently prioritizing user-centered design principles.
Professor Dawn Lyon is a Professor of Sociology at the University of Kent's School of Social Policy, Sociology and Social Research. She joined the university in 2006, previously working at the University of Essex, European University Institute, Paris V, and Vrije Universiteit Brussel. Her PhD in Sociology was completed at the European University Institute in 2003. She has held visiting roles at institutions including the Australian National University and Goldsmiths, University of London. Her research focuses on the sociology of work, time, and everyday life, with a particular emphasis on rhythmanalysis. She has pioneered audio-visual ethnography in studies like Billingsgate Fish Market and led projects on pandemic time during the COVID-19 crisis. Her work explores how work rhythms intersect with temporal and spatial organization, using innovative methods such as 'feel tanks' and creative participatory approaches. Lyon is a Leverhulme Research Fellow and has taught modules on qualitative research, visual sociology, and the sociology of time. She supervises doctoral students in areas ranging from labor markets to digital technologies and voluntary action. Her research has been supported by grants from the British Academy and others. Publications span over 50 entries in journals like Sociological Review and Time & Society , books including What is Rhythmanalysis? (2019), and edited collections. She serves on the editorial boards of Qualitative Research and Time & Society . Lyon’s work bridges theory and practice, emphasizing interdisciplinary approaches to understanding time, space, and social change. Collaborative projects like Imagine Sheppey and A Day at a Time highlight her commitment to community engagement and methodological innovation.
Claire O'Donnell is an Associate Professor at the University of Limerick's School of Nursing & Midwifery. She holds key administrative roles including Course Director for the BSc Nursing (General) programme and Department International Coordinator, overseeing international collaborations with institutions in Ghana and the USA. Her research focuses on nursing workforce constraints, missed care, stroke care, and interprofessional practice, informed by grounded theory methodologies. She has contributed to global health initiatives addressing perinatal mental health access for refugee women and cultural competence in healthcare education. Educationally, O'Donnell holds a PhD (2016) and MSc (2006) from University College Cork. Her work aligns with UN Sustainable Development Goals, particularly in education and health equity. She has received the PhD Medicine and Health award in 2016. Research interests span workforce planning, clinical supervision, and intercultural nursing education. She has led collaborative projects on peer group clinical supervision and breastfeeding education outcomes. Her recent work highlights pandemic impacts on mental health and nurse resilience strategies. Academic supervision includes over 40 publications and collaborative international grant activities. Key Collaborations: University of Cape Coast (Ghana), University of Minnesota (USA) Labs/Teams: Supportive and Palliative Care Research Cluster Grants: Funding for transnational educational programs and perinatal mental health initiatives
Associate Professor Darrin Verhagen is an award-winning sound designer and composer at RMIT University's School of Design, where he teaches in the Sound Design specialization within the Digital Media Program and directs the Audiokinetic Experiments (AkE) Lab. His academic work bridges creative practice with scientific inquiry into multisensory perception. Verhagen's research centers on the neurobiology of aesthetic experience, particularly exploring how sound interacts with vision, movement, and vibration. His work in the AkE Lab utilizes motion simulators, 4D cinema seating, and light to create installations that investigate the relationship between hearing, vision, movement and vibration. His academic background includes postgraduate research on musical extremes - lowercase sound for his Masters and Noise for his Doctorate. His creative output spans sound design for contemporary dance, theatre, installation, film, television and computer games. Verhagen has released over 20 albums internationally and performs audiovisual live shows globally. He was founder and curator of Dorobo records, which showcased Australian sound art for 15 years. Industry collaborations include work with Melbourne Theatre Company, Malthouse, Chunky Move, Australian Dance Theatre, and others. Notable awards include multiple Green Room Awards for Sound Design, Australian Academy of Cinema & Television Arts award finalist status, APRA Art Music awards finalist for experimental music, RMIT Research Award for technical innovation, and RMIT Teaching Award for excellence in teaching practice. Verhagen's supervision projects reveal a trajectory toward increasingly sophisticated explorations of sound in relation to space, perception, and human experience, with recent work focusing on transdisciplinary design, spatial sound applications, distributed audio systems, and vocal ecology. His work consistently bridges artistic practice with technological innovation and scientific inquiry into perceptual phenomena.
Marlen Mouliou is an Assistant Professor of Museology at the Department of History and Archaeology , National and Kapodistrian University of Athens (NKUA), affiliated with the School of Philosophy . She leads the Postgraduate Programme in Museum Studies and coordinates CIVIS Open Labs and Service-Learning initiatives. Her roles include overseeing public archaeology projects at the Marathon excavation and serving on committees like the European Academic Heritage Network (UNIVERSEUM) and the Peloponnesian Folklore Foundation . Education: Bachelor's in Archaeology and History of Art, NKUA MA and PhD in Museum Studies, University of Leicester, UK Research Interests: Focus on museums' social value, participatory practices, university museums, and community engagement. Key themes include contested histories, urban museology, and refugee empowerment through cultural projects like The Museum of Our Discoveries . Publications: Over 50 works including Revisiting Museums of Influence (2021) and articles on post-war Greek museum narratives, urban heritage, and refugee inclusion. Recent projects emphasize service-learning and civic engagement methodologies. Awards: Fulbright Foundation Grant (2023-24) as Visiting Scholar. Grants & Projects: KA2 Erasmus+ Service-Learning Project (2022-24) Co-founder of Tetradia Mouseiologias journal Labs & Teams: Leads NKUA's public archaeology initiatives and co-ordinates interdisciplinary teams in museum innovation and urban studies.
Frederick Steiner serves as Dean and Paley Professor at the University of Pennsylvania Stuart Weitzman School of Design. A globally recognized leader in ecological design and urban planning, he previously led the University of Texas at Austin School of Architecture for 15 years. His academic roles span teaching at Penn, Arizona State University, and Tsinghua University. A Fellow of the American Society of Landscape Architects and the Council of Educators in Landscape Architecture, he has held prestigious fellowships including a Rome Prize at the American Academy in Rome. Steiner earned his PhD and MA in City & Regional Planning from the University of Pennsylvania, alongside a BS in Design and MRP from the University of Cincinnati. He co-founded the Ian L. McHarg Center for Urbanism & Ecology, advancing sustainable design principles. His research focuses on ecological urbanism, megaregion planning, and sustainable land management, with notable contributions to the Sustainable SITES Initiative. His work integrates ecological science with urban development, emphasizing resilience and equity. Key areas include climate adaptation, historic preservation, and community-driven planning. He has advised on major initiatives like Austin’s Comprehensive Plan and the University of Texas campus strategy. Steiner’s accolades include an honorary MPhil from the College of the Atlantic and the UC College of Design’s Outstanding Alumni Award. His publications explore topics from McHarg’s legacy to megaregional governance, reflecting a commitment to bridging ecological and urban systems.
Dr Aimee Grant is a Senior Lecturer in Public Health at Swansea University, affiliated with the School of Health and Social Care within the Faculty of Medicine, Health and Life Science. She holds a Wellcome Trust Career Development Fellowship focusing on participatory research with the Autistic community to address reproductive health disparities. Her work emphasizes social justice and challenges systemic inequalities in healthcare and education, particularly for Autistic individuals and marginalized groups. Dr Grant’s research spans qualitative methods, including documentary analysis, and she has authored influential books on research methodologies. Education: Mature student background with a working-class origin, transitioning from healthcare roles to academia. Research Interests: Center on Autistic lived experiences, reproductive health equity, infant feeding practices, and advancing qualitative research methods. Notable Projects: The Autism from Menstruation to Menopause study and community science initiatives on infant formula safety. Grants: Over £2.5 million from Wellcome Trust, MRC, and ESRC for studies on Autistic healthcare access and breastfeeding support. Teaching: Supervises PhD students in participatory and qualitative research, including Holly Morse and Lyndsey Hookway. Collaborations: Leads the Centre for Lactation, Infant Feeding and Translational Studies (LIFT) and works with global researchers on autism and healthcare equity. Labs/Teams: Directs the LIFT Centre, which prioritizes community-led research. Future Work: Expanding participatory methodologies to address healthcare inequities and advancing Autistic self-advocacy in research design.
Elizabeth A. Williams is a Professor of Organizational and Health Communication and Chair of the Department of Communication Studies at Colorado State University, with affiliate faculty status at the Colorado School of Public Health. Her research examines high reliability organizations (e.g., fire departments) and their health/safety practices, including accident response, organizational learning, and wearable technology applications. Education: Ph.D. in Communication from Purdue University Affiliations: Department of Communication Studies, Colorado School of Public Health Recent work includes: Nonprofit resilience during crises (2024) Emotional sustainability in human services (2022) Wearable tech integration in firefighting (2018) Virtual team communication dynamics (2011) She co-edited the award-winning Organizations, Communication, and Health (2017 NCA award) and serves on ResponderStrong's advisory board. Recognized for Excellence in Teaching and Outstanding Service by the College of Liberal Arts, her research bridges organizational theory with public health through communication strategies.
Dr. Ana Garcia Melgar is a Lecturer in Disabilities and Inclusive Education at the School of Education, La Trobe University, Australia. She also holds a Research Fellow position at the Living with Disability Research Centre at the same institution, demonstrating her dual commitment to teaching and research in inclusive education and disability support. Her educational background includes a PhD and a Master of Education from La Trobe University, and a Bachelor of Psychology from the Autonomous University of Madrid, Spain. She is fluent in Spanish and English, enabling broad academic collaboration. Ana's research is centered on inclusive education, with a strong focus on reasonable adjustments for students with disabilities, peer mentoring, and access to mainstream services. She has developed a peer-assisted learning framework grounded in cognitive and social learning theories, which has been applied in programs like the Peer Learning Advisers (PLA) at La Trobe and In2Science mentoring. Her work emphasizes practical interventions to improve teacher capacity and educational equity. Her recent research outputs reveal a consistent trend in evaluating inclusive practices through mixed-methods and experimental designs. She has contributed significantly to the development and validation of the Reasonable Adjustments for Inclusive Education (RAIE) rating scale and has explored online training interventions for educators. Her publications span topics including co-teaching, AAC research in schools, collaborative team approaches, and peer mentoring across school and university contexts. Reliability Testing of the Reasonable Adjustments for Inclusive Education Rating Scale (2024) Toward the Improvement of Inclusive Education via Online Intervention (2023) Collaborative team approaches to supporting inclusion (2022) Peer assisted academic support: mentors’ and mentees’ experiences (2021) Ana has served as a program evaluator for large-scale educational initiatives in Victoria, including school improvement and teacher education programs. She is currently leading a research evaluation of the 'Passions & Pathways' program for Goldfields LLEN and is supported by a grant from the Bertalli Family Foundation (2023–2027), indicating sustained funding for her work. She is affiliated with interdisciplinary teams including the Living with Disability Research Centre and has collaborated extensively with colleagues such as Teresa Iacono, Julie Spong, and Kathy Bagley. Her work aligns with Sustainable Development Goals 4 (Quality Education) and 10 (Reduced Inequalities), underscoring its societal impact.
Dr. Frank Meyer is a researcher at the Leibniz Institute for Regional Geography (IfL) since April 2024, focusing on Geographies of Belonging and Difference within the Theory, Methodology, and History of Geography department. His career includes roles as a research associate at TU Dresden (2019–2024) and the Leibniz Institute for Regional Geography (2010–2019), alongside teaching at Leipzig University and Humboldt University Berlin. He holds a PhD from the University of Leipzig (2019) on subjective perceptions of territorial regulatory withdrawal in rural regions. Meyer specializes in qualitative social geography, global health geographies, and migration studies. Key research areas include transnational organ transplantation systems, regionalist movements, and socio-spatial stigmatization. He co-leads the 'Umbrüche und Transformationen' Leibniz Lab and contributes to the EEGA Science Campus. His work emphasizes innovative methods like improvisational theater for regional identity studies and qualitative visualization techniques. Recent projects include analyzing fiscal demands of regionalist parties and geopolitical impacts on healthcare systems in post-Dayton Bosnia. Meyer's publications span peer-reviewed journals (Geographische Zeitschrift, Erdkunde), edited volumes, and methodological guides for qualitative research. He co-edited 'Ins Feld und zurück' (2018) and organized the IMAJINE research project. His research bridges theoretical contributions (e.g., postsecularism) with applied studies on rural depopulation and transnational medical practices.
Dr. Armando Guevara Gil is a Peruvian legal anthropologist and historian currently serving as Director of Research at the Universidad para el Desarrollo Andino (UDEA, Huancavelica, Perú), Professor of Law at the Universidad Peruana de Ciencias Aplicadas (UPC, Lima), and Associate Researcher at the Instituto del Perú (USMP, Lima). He has held visiting positions at the University of Torino (2019) and as a guest researcher at the Max Planck Institute for European Legal History (Frankfurt, 2019-2020). His academic background includes: Law degree from Pontificia Universidad Católica del Perú Master's degree in cultural anthropology from University of Wisconsin-Madison Doctorate in law from University of Amsterdam Dr. Guevara Gil specializes in legal pluralism, colonial and republican law in the Andes, water law, and indigenous rights. His research explores historical normativity regimes in Andean societies, examining how indigenous communities maintain and assert their legal systems within modern nation-states. He employs interdisciplinary approaches combining legal history, anthropology, and political science to analyze the complex interactions between official state law and indigenous legal traditions, with particular focus on water rights, land tenure, and prior consultation processes. His scholarly work demonstrates consistent thematic development around Andean legal systems, evolving from colonial legal history to contemporary issues of indigenous rights recognition. Recent publications reveal increasing attention to the concept of 'multiversos narrativos' - exploring alternative historical narratives of water and land rights in the Andes through oral history methodologies. His research consistently challenges essentialist approaches to indigenous identity and legal recognition, documenting how bureaucratic and administrative practices often undermine indigenous rights despite international legal frameworks. Dr. Guevara Gil's research has been recognized through numerous fellowships and awards: Postdoc Scholarship at Max Planck Institute for European Legal History (2019-2020) Multiple fellowships at Max Planck Institutes (2012-2014) Eight research prizes from Pontificia Universidad Católica del Perú (2008-2018) MacArthur Foundation Scholar Grant (1994-1995) Wenner-Gren Foundation Fellowship (1988-1989) As principal investigator, Dr. Guevara Gil has secured significant research funding for projects examining legal pluralism in Andean communities. He currently co-directs the 'Multiversos Narrativos' research project with Thomas Duve at the Max Planck Institute for Legal History and Legal Theory, which employs dialogical and participatory methodologies to document communal narratives about water rights, land, and natural resources in Huancavelica, Peru. His work with the Universidad para el Desarrollo Andino focuses on community-based legal research and capacity building. Dr. Guevara Gil maintains active affiliations with multiple research networks including the American Anthropological Association, Commission on Legal Pluralism, Instituto Internacional de Historia del Derecho Indiano, Latin American Studies Association, and Law and Society Association. His current research examines how Peruvian administrative practices undermine indigenous rights through essentialist interpretations of indigenous identity, particularly in mining contexts where consultation processes are frequently circumvented.
Marissa Abram is an Assistant Professor in the School of Nursing at Duke University, holding this position since 2023. She earned her Ph.D. from Adelphi University in 2017 and maintains active external relationships with the International Nurses Society on Addictions (IntNSA) and Wake County HIV Clinic. Education: Ph.D., Adelphi University, 2017 Dr. Abram's research centers on psychiatric-mental health nursing with critical contributions to substance use disorder treatment, harm reduction frameworks, and innovative simulation-based education. Her work addresses urgent gaps in preparing mental health nurse practitioners for traumatic scenarios like patient suicide, developing nurse-led care models for substance use disorders, and combating stigma in addiction nursing. She demonstrates strong commitment to health equity through research examining racial justice in clinical training and intersecting vulnerabilities like climate impacts on rural substance users. Analysis of her 2023-2025 publications reveals three dominant trajectories: (1) Simulation methodology for interprofessional trauma-informed training, (2) Structural analysis of nursing's role in the national addiction crisis, and (3) Implementation science for nurse-led models of care. Her work consistently bridges clinical practice, education innovation, and policy advocacy with emphasis on vulnerable populations. Grants: Faculty Scholars Program 2025 Research (Principal Investigator), Josiah Macy, Jr. Foundation (2025-2027) Dr. Abram actively mentors through DNP projects (NURSING 975) and teaches advanced courses including NURSING 766 (Assessment and Management of Addictive Disorders). Her external partnerships with IntNSA and Wake County HIV Clinic demonstrate applied commitment to addiction nursing practice and HIV care integration. She contributes to professional discourse through editorial work with major nursing journals while advancing workforce development for behavioral health through interprofessional fellowship models.
Anu Kajamaa, PhD, is an Adjunct Professor and Principal Investigator in the Faculty of Educational Sciences at the University of Helsinki, Finland. She also holds positions as an Honorary Professor at the University of Exeter's College of Social Sciences and International Studies (UK) and as a Visiting Associate Professor at Aalto University in both the School of Business (Department of Management Studies) and the School of Arts, Design and Architecture (Department of Media). She serves as Co-Leader of the Learning, Culture and Interventions (LECI) expert group and Vice Director of the Doctoral Program of School, Education, Society and Culture (SEDUCE). Dr. Kajamaa's research focuses on collective learning, creativity, organization and management, continuous learning, and change through interprofessional working and formative interventions. She is an expert in sociocultural- and practice-based theories, qualitative research methods, and participatory intervention techniques, particularly cultural historical activity theory and the Change Laboratory method. Her work spans multiple contexts including primary schools, teacher education, prisons, health and social care, and entrepreneurship hubs. Her recent publications demonstrate a strong trend toward educational innovation through makerspaces and the integration of technology in learning environments. The research shows increasing focus on AI-mediated learning processes, relational expertise development, and collaborative innovation practices across educational settings. Her work consistently applies sociocultural theoretical frameworks to examine how learning occurs in complex, real-world contexts. 2023: The Royal Society of Medicine and Center for the Advancement of Interprofessional Education Practitioners Award, UK 2022: Early Career Award, American Educational Research Association (AERA) 2021: The Clinical Teacher Journal Impact Award 2020: Editor's Choice Award (BERA and BJET) 2015: The Adult Educator of the Year, University of Helsinki Dr. Kajamaa has secured significant research funding including an EU HORIZON 2020-MSCA-RISE project on collaborative working between correctional and mental health services, an Erasmus+ KA205 Strategic Partnerships project on media literacy, and an Academy of Finland-funded project on makerspaces. She coordinates the Nordic Research Network on Digitalising Childhoods and is a member of the Playful Learning Center ecosystem. As one of the founders of the European Centre of Excellence in Qualitative Study and Inquiry in Training and Education, she has established herself as a leader in qualitative educational research methodology. Her international research collaborations span institutions including University College London, McGill University, Columbia University, and the University of Oulu. She has been a visiting researcher at numerous institutions worldwide including UC Berkeley, ESSEC Business School, and the University of Exeter. Her work with the Playful Learning Center and the Nordic-Baltic ISCAR network demonstrates her commitment to advancing educational research through international collaboration.
Associate Professor Erica Southgate is a leading researcher at the University of Newcastle , specializing in emerging educational technologies with a focus on virtual reality and AI ethics . Her work bridges digital learning and sociology of education , emphasizing equity in education and technology accessibility for all learners. PhD and BEd from University of Newcastle 2016 Equity Fellow for national research 2017 ASCILITE Innovation Award Southgate's research explores how immersive technologies can transform education through student content creation , ethical frameworks , and curriculum redesign . Recent studies focus on generative AI policy , VR learning environments , and digital footprint management . Her VR School Study demonstrates practical implementation strategies. Key publications include the first VR education book and AI ethics guidelines for Australian Government. She leads the Digital Identity, Curation and Education (DICE) research network and advocates for human rights in educational technology .
Wendy Gunn is an Adjunct Professor (Research) in the Department of Design at Monash University. She holds a PhD in Social Anthropology from the University of Manchester (2003) and an MA in Social Anthropology from the same institution (1996). Her research focuses on collaborative design processes, sustainability in healthcare systems, and the integration of anthropological methods into engineering and architectural design. Gunn has extensive experience in interdisciplinary research, particularly in healthcare sustainability, medical device lifecycle management, and sustainable care pathway redesign. She has supervised numerous PhD theses across institutions including NTNU (Norway), University of Cape Town, and RMIT University. Notable collaborations include roles with the Healthcare Without Harm (HCWH) plastics working group, the UK Sustainable Healthcare Coalition (SHC), and the EU-funded GreenCare consortium. Her work contributes to UN Sustainable Development Goals related to environmental sustainability and healthcare innovation. Key research interests include design anthropology, emerging technologies, and the application of anthropological frameworks to collaborative design challenges. Recent work explores digitalization in healthcare, distributed care systems, and the environmental impact of medical packaging.
