University of California, Los AngelesUnited States
Yunxiang Yan is a Professor in the Department of Anthropology at the University of California, Los Angeles (UCLA). His work focuses on China and Cultural Anthropology , with specific expertise in Economic Anthropology , Family and Kinship , and Individualization . Education: Ph.D. in Social Anthropology from Harvard University (1993). Yan’s research explores the intersection of social change , moral theory , and family dynamics in modern China. His ethnographic studies in rural villages provide foundational insights into exchange theory and cultural globalization . Recent publications analyze food safety , medical ethics , and moral crises in China, reflecting his interdisciplinary approach combining anthropology, sociology, and philosophy. Articles span themes like intergenerational intimacy , political oppression , and networked social structures . Scientific Awards: Guggenheim Fellowship Levenson Prize-winning Research Yan’s work bridges local Chinese studies with global anthropological discourse. He has held positions at the Chinese University of Hong Kong, Johns Hopkins University, and UCLA since 1996. His career reflects a commitment to documenting the lives of ordinary people, rooted in his early experiences as an expelled villager during Maoist China. Contact: yan@anthro.ucla.edu
Steven Jackson is a Professor of Information Science and Science and Technology Studies at Cornell University's Bowers College of Computing and Information Science, with additional graduate field appointments in Communication and Public Affairs. Since July 2023, he has served as Vice-Provost for Academic Innovation at Cornell, and previously held leadership positions as Chair of Information Science and Dean of William Keeton House. His work bridges academic research with significant institutional leadership in higher education innovation. Dr. Jackson's research focuses on critical intersections of technology, society, and the environment, with three primary strands: technology ethics, law and policy; maintenance, repair and sustainability; and technology, inequality and global development. His work draws from American pragmatism, political economy, and science and technology studies, integrating methods from sociology, anthropology, philosophy, and media studies. He is particularly interested in how computing practices meet social and material worlds, with implications for infrastructure, collaboration, sustainability, and cultural practice. His recent publications reveal a strong emphasis on repair as both theoretical concept and practical methodology, exploring 'ordinary hope' as a framework for technological engagement and examining unmaking as a necessary counterpart to design. The research spans diverse geographical contexts from the global North to South, addressing caste dynamics in computing, digital authoritarianism, and infrastructure challenges in developing contexts. Dr. Jackson has received significant recognition including an NSF CAREER award and more than twenty paper awards at leading computing and information science venues. His research has been supported by major organizations including the U.S. National Science Foundation, Social Science Research Council, Ford Foundation, Sloan Foundation, World Bank, Intel Research, Atkinson Center for Sustainability, and the Canadian Social Science and Humanities Research Council. As an advisor, Dr. Jackson has mentored numerous graduate students who have gone on to prominent positions at institutions worldwide. He currently advises Jen Liu, Amy Cheatle, Daniel Mwesigwa, Johan Michalove, and Ritik Batra, while his former students include Palashi Vaghela (Assistant Professor at Simon Fraser University), Samir Passi (Responsible AI Researcher at Microsoft), Maggie Jack (Assistant Professor at NYU), and Ranjit Singh (Senior Researcher at Data and Society). Dr. Jackson convenes the Computing On Earth Lab, an experimental collaboration bringing together social scientists, humanists, artists, and engineers to rethink the material and planetary foundations of computing. The lab reflects his commitment to interdisciplinary approaches that address computing's environmental impacts and sustainability challenges.
Richard W. Robins is a Professor in the Department of Psychology at the University of California, Davis, within the College of Letters and Science. He is Director of the Personality, Self and Emotion Laboratory and the California Families Project, and a core faculty member of the NIMH Training Program in Affective Science. Ph.D. in Psychology (Social/Personality), University of California, Berkeley (1995) B.A. in Psychology, University of California, Berkeley (1988) His research centers on personality development, self-esteem, narcissism, self-conscious emotions (pride, shame, guilt, contempt), and developmental trajectories of Mexican-origin youth. He employs longitudinal and experimental designs with multi-method data collection across biological, psychological, and sociocultural domains. His recent publications reflect a strong trend in longitudinal analysis of personality and emotion, particularly focusing on developmental pathways in youth, self-evaluation processes, and cultural influences on emotional expression. Key themes include the interplay between temperament and social behavior, the stability of self-esteem, and the distinction between genuine self-worth and narcissism. Award highlights include: 2012 Diener Award for Outstanding Mid-Career Contributions to Personality Psychology Fellow of the Society for Personality and Social Psychology (2011) Distinguished Scientific Award for Early Career Contribution (APA) Theoretical Innovation Prize (SPSP) Chancellor’s Fellow at UC Davis (2002–2007) Professor Robins has secured research funding from the National Institutes of Health, particularly supporting the California Families Project. He has served as Associate Editor for Personality and Social Psychological Review and Journal of Personality and Social Psychology , and has edited major handbooks in personality psychology. He mentors graduate students and teaches courses in Personality Psychology, Personality Development, The Self, Emotion, and Longitudinal Methods. He leads the Personality, Self and Emotions Laboratory at UC Davis, which focuses on social development, emotion regulation, and self-esteem using integrative and naturalistic research approaches.
Linda Morrice is a Professor of Education and Migration at the School of Education and Social Work, University of Sussex. She specializes in the intersection of refugee/migration studies with education, focusing on informal learning, social integration, and exclusion. Her research spans both the Global North and South, emphasizing refugee access to higher education and policy implications. Current role: Co-Director, Centre for International Education (2021-2024) Education: BA(Hons) in Social Anthropology (University of Sussex), PgDip (Birkbeck, 2004), MA (University of Sussex, 2005), Doctorate in Education (University of Sussex, 2010) Her scientific work explores refugee education through participatory methodologies, creative/narrative methods, and life history approaches. Recent publications analyze racialized borders, digital technology’s role in refugee well-being, and sanctuary city frameworks. Supervision interests include refugee family dynamics, informal pedagogies, and gendered policy impacts. Key grants include UKRI funding for digital well-being of unaccompanied refugee children (2024-2027), ESRC projects on longitudinal qualitative studies (2023-2024), and AHRC research on refugee cultural values (2013-2014). She has led evaluations for the Home Office and Queen Rania Foundation. Professional roles: Co-Chair, Sussex University of Sanctuary group (2019-2024) Advisory member for Home Office integration frameworks and vulnerable persons resettlement schemes Labs/teams: Founding member of University of Sussex Sanctuary Group and Brighton & Hove Sanctuary on Sea. Her research emphasizes participatory practices with refugee communities and longitudinal tracking of social networks.
Colleen Conley is a Clinical Professor in the Department of Psychology at Loyola University Chicago, specializing in clinical psychology with a focus on adolescent and emerging adult mental health. She directs the IMPACT (Improving Mental-health and Promoting Adjustment through Critical Transitions) Lab, which conducts research on psychological well-being during developmental transition periods. Dr. Conley earned her Ph.D. from the University of Illinois at Urbana-Champaign and her B.A. from Lawrence University. Her research program blends observational studies, meta-analyses, and intervention development to improve well-being, particularly during critical life transitions like the college years. Her work examines psychological trajectories in adolescence and emerging adulthood, with special attention to gender issues and LGBTQIA+ well-being. Her research interests center on developmental psychopathology, examining the interplay between individuals and their contexts over time. She investigates how biological, psychological, cognitive, and social factors interact to influence psychological distress and well-being. Much of her work focuses on college student mental health, including trajectories of well-being during the transition to college and interventions to address mental health challenges. Analysis of her recent publications reveals a strong focus on college student mental health, with emphasis on developmental trajectories, intervention effectiveness (particularly peer-led and technology-delivered approaches), and the impact of transition periods on psychological functioning. Her work increasingly incorporates digital interventions and examines moderators of intervention effectiveness across diverse student populations. Research Mentoring Award Program recognition for mentoring award-winning students Heckler Summer Research Fellowship recognition for mentoring fellowship recipients Dr. Conley mentors numerous graduate students in the clinical psychology program, with many completing dissertations on topics related to mental health interventions, student well-being, and developmental transitions. Her IMPACT Lab collaborates with university staff, administrators, and other researchers to develop practical interventions that address student mental health needs. Current projects include Honest, Open, Proud (HOP) for stigma reduction, Wellness Advising with Motivational Interviewing (WAMI), Students Taking on Effective Post-Graduate Skills (STEPS), and Supportive Accountability Methods for Mentoring Young Adults (SAMMY-A). The lab also partners with commercial entities like Headspace for mindfulness research.
Nancy M. Wells is a Professor in the Department of Human Centered Design and serves as the Senior Associate Dean for Research and Graduate Education in the College of Human Ecology at Cornell University. Her work bridges environmental psychology and public health, examining how built and natural environments impact human health and behavior across the lifespan. Dr. Wells received a joint PhD in Psychology and Architecture from the University of Michigan and completed National Institute of Mental Health (NIMH) post-doctoral training at the University of California, Irvine. Her educational background uniquely positions her to investigate the intersection of physical environments and human wellbeing through both psychological and architectural lenses. Her research focuses on how environmental contexts—from homes to neighborhoods to schools—affect health outcomes, cognitive functioning, and resilience. A central theme examines nature's role in human resilience, particularly how natural environments buffer against adversity and challenge. She has conducted influential work on school gardens and their effects on children's physical activity, dietary habits, and learning. More recently, she has pioneered research on nature and autism, conducting a randomized controlled trial examining natural environments' effects on autistic youth wellbeing. Analysis of Dr. Wells' recent publications reveals consistent focus on nature's health benefits, with strong emphasis on experimental methodologies including randomized controlled trials and natural experiments. Her work spans environmental psychology, public health, and education, with particular attention to vulnerable populations including low-income communities and children of color. NSF Funding for environmental health research USDA Funding for school garden studies Robert Wood Johnson Foundation Funding MacArthur Foundation Funding Senior Associate Editor of Environment and Behavior (4 years) Research Advisory Board of Children and Nature Network Board of Directors for reDirect Dr. Wells actively mentors undergraduate and graduate students through the Wells Lab, involving them in all research stages from data collection to publication. Her research has been supported by multiple significant grants examining housing quality effects on mental health, neighborhood design impacts on physical activity, and school garden interventions. She leads interdisciplinary research teams that integrate perspectives from environmental psychology, public health, landscape architecture, and education. The Wells Lab operates as an integrated research-teaching-outreach unit that develops practical yet rigorous studies to assess causal relations between environment and health, creates valid measurement tools, and identifies causal pathways. Current projects include examining nature's effects on autistic youth wellbeing in partnership with The Center for Discovery in New York, and investigating multi-sensory design in urban public spaces.
Elisha David Klonsky is a Professor in the Department of Psychology at the University of British Columbia, Faculty of Arts. His primary research classification is Clinical Psychology with a secondary focus in Social/Personality Psychology. He directs the Personality, Emotion, and Behaviour Lab (PEBLab) and maintains an active research program while accepting graduate students for the 2023/24 application cycle. Dr. Klonsky earned his PhD from the University of Virginia in 2005. His educational background has positioned him as a leading researcher in clinical psychology, particularly in suicide research. Dr. Klonsky's research interests center on suicide theory, motivations, and the transition from suicidal thoughts to attempts. His work also spans metascience, emotion research, and psychological/clinical assessment. He has developed the influential Three-Step Theory (3ST) of suicide, which operates within an ideation-to-action framework. His research examines how emotional pain, impulsivity, and nonsuicidal self-injury relate to suicidal behavior, with particular interest in developing better assessment tools for clinical practice. Recent work has expanded into metascience, addressing the replication crisis in psychology. His publication record shows consistent high-impact work primarily in suicide research, with recent emphasis on suicide motivations, emotion measurement, and theoretical frameworks. The research demonstrates strong clinical applicability while maintaining rigorous scientific methodology. Dr. Klonsky has received numerous prestigious awards including: UBC Killam Research Prize (2020) Killam Faculty Research Fellowship (2017) American Association of Suicidology: Edwin S. Shneidman Award (2015) Association for Psychological Science Rising Star (2011) David Shakow Early Career Award (2011) American Psychological Association Fellow (2010) Dr. Klonsky has successfully mentored numerous graduate students who have gone on to academic positions at institutions including Old Dominion University, McGill University, Wesleyan University, and Texas Tech University. His research has been supported by significant funding from organizations including the Social Sciences and Humanities Research Council, American Foundation for Suicide Prevention, and National Institute of Mental Health. Current projects include studies on suicidality in youth with autism spectrum disorder and advancing the measurement of emotional experience. The Personality, Emotion, and Behaviour Lab maintains active research programs in suicide, emotion, metascience, and related areas, with particular emphasis on developing parsimonious models of suicide and better understanding suicide motivations and warning signs.
Stephen Billings is an Associate Professor of Finance at the Leeds School of Business, University of Colorado Boulder, where he holds the Global Real Estate Capital Markets Chair position. He serves as the faculty director of the MS in Real Estate program and research director for the CU Real Estate Center. His work spans multiple research centers including the Center for Research on Consumer Financial Decision Making and the Michael A. Klump Center for Real Estate. Billings received his PhD in Economics from the University of Colorado, a MS in urban planning from the University of North Carolina, and a BS in economics from Georgetown University. Prior to joining CU Boulder in 2016, he was faculty at the University of North Carolina Charlotte with appointments in both economics and public policy, where he also served as faculty director for the real estate center. His research focuses on the intersection of housing, schools, neighborhoods and crime, addressing critical policy issues including the impact of public investment in light-rail transit on neighborhoods, school segregation's influence on academic achievement and crime, neighborhood gentrification causes, lead-based paint in low-income housing, and the effects of sea level rise and natural disasters on neighborhood sorting and household finances. Billings employs sophisticated analysis of large micro-datasets with studies based on data and policies in Charlotte, NC and Denver, CO. His work connects urban economics with public policy, demonstrating how neighborhood environments shape individual outcomes across multiple dimensions. Billings' recent publication record demonstrates a consistent focus on neighborhood effects, school choice impacts, crime economics, and housing market dynamics. His work frequently examines the intersection of race, housing, and economic outcomes, with particular attention to policy implications. He has developed innovative methodological approaches to studying residential amenities and neighborhood spillovers, with increasing attention to climate change impacts on housing markets. His research appears in top journals including The Quarterly Journal of Economics, American Economic Review: Insights, and Journal of Urban Economics. As an educator, Billings teaches undergraduate and masters classes in real estate finance and economics, as well as doctoral and masters level courses on cost-benefit analysis and statistical methods. He has extensive consulting experience conducting economic impact studies, including assessments of North Carolina's public higher education system, affordable housing needs in Colorado communities, and the economic effects of marijuana legalization on property markets. His practical policy work complements his academic research, creating a bridge between theoretical insights and real-world applications. Billings leads significant research initiatives through the CU Real Estate Center, where he directs studies examining the impact of business improvement districts and other urban development policies. His work bridges academic research with practical policy applications, making substantial contributions to our understanding of how housing, education, and neighborhood environments shape individual outcomes and community development. His December 2023 memo on the HUD Officer Next Door Program exemplifies his engagement with current housing policy issues.
Holly J. Benjamin, MD is a distinguished sports medicine specialist at the University of Chicago, serving as the inaugural Director of the Primary Care Sports Medicine Program at UChicago Medicine Student Wellness Center. She holds leadership positions including Chair of the Committee on Sports Medicine & Fitness for the Illinois Chapter of the American Academy of Pediatrics, and serves as Head Medical Team Physician for the WNBA Chicago Sky and medical officer for major events including the Bank of America Chicago Marathon, US Soccer, and USA Triathlon. Her educational background includes: B.S. in Integrated Life Sciences, Kent State University (1994) Combined BS/MD, Northeastern Ohio Universities College of Medicine (1994) MD, Northeastern Ohio Universities College of Medicine (1994) Residency in Pediatrics, The University of Chicago Children's Hospital (1997) Fellowship in Primary Care Sports Medicine, Lutheran General Hospital (1998) Dr. Benjamin specializes in sports medicine with particular expertise in youth, adolescent, and collegiate athletes. Her research spans acute and overuse sports injuries, concussion management, sport biomechanics, and musculoskeletal ultrasound. She has made significant contributions to understanding injury prevention strategies, safe return-to-play protocols, and the psychological aspects of sports injuries. Her work frequently addresses female athletes and elite/professional athletes, with emphasis on evidence-based approaches to optimize performance while minimizing injury risk. Recent publications demonstrate a strong focus on concussion research, with multiple studies examining diagnostic approaches, recovery trajectories, and factors influencing outcomes. Her work spans biomechanics, mental health considerations in sports injuries, and innovative approaches to injury prevention across various athletic populations. Her scientific recognition includes: Election as Fellow of the American College of Sports Medicine (2003), becoming the second female pediatrician ever elected Election as Fellow of the American Medical Society of Sports Medicine Distinguished Alumni Award from The New Aurora High School Alumni (1999) Invitation to serve as volunteer physician for the Olympic Training Center (2008) Multiple expert contributions to national media including Runner's World and the Naperville Sun Dr. Benjamin actively mentors through her coaching roles at high school and collegiate levels, emphasizing safe return-to-play post-injury and injury prevention. She has developed educational content through video productions for the American Academy of Pediatrics and serves as head team physician for the University of Chicago Lab School and the NCAA Division III UChicago Maroons. Notably, she is one of only a few sports medicine specialists in the country offering diagnostic and procedural musculoskeletal ultrasound in her office, demonstrating her commitment to advanced diagnostic capabilities for patient care.
Jeremy K Fox is Associate Professor of Psychology at Montclair State University's College of Humanities and Social Sciences, where he directs the RECAP (Research on Emotion, Coping and Anxiety in Pediatrics) laboratory. His research examines developmental pathways to childhood anxiety and depression. Education includes: PhD in Clinical Psychology, State University of New York at Albany MA in Psychology, State University of New York at Albany BA in Psychology, Johns Hopkins University Research focuses on temperament-environment interactions, emotion regulation deficits, and school-based interventions. Current work investigates parental influences on anxiety development and peer-supported treatment models for minority youth. Articles demonstrate consistent focus on improving mental health service accessibility. Leads graduate training in clinical psychology and mentors doctoral students in anxiety research. RECAP lab investigates affective mechanisms underlying adolescent distress and develops digital interventions for school settings.
Richard Jochelson serves as Dean of Law at the Faculty of Law, University of Manitoba (Robson Hall), a position he has held since July 1, 2016. Previously, he taught criminal law for 10 years at the University of Winnipeg. Dr. Jochelson holds a Ph.D. in Law from Osgoode Hall Law School at York University, an LLM from the University of Toronto Faculty of Law, an LL.B. with Gold Medal from the University of Calgary Faculty of Law, and a B.Sc. in Zoology with Distinction from the same institution. He completed his legal training as a clerk at the Alberta Court of Appeal and Court of Queen's Bench before working at a major Canadian law firm. Dr. Jochelson's research program centers on critical issues in criminal justice and constitutional law, with primary interests in police powers jurisprudence, sexual regulation (particularly obscenity and indecency law), jury systems and representativeness, and legal pedagogy. His interdisciplinary approach bridges law with sociology and psychology, bringing empirical and theoretical rigor to legal scholarship. His work consistently addresses social justice concerns, examining how vulnerable populations interact with the justice system and how concepts like risk, precaution, and visibility shape legal decision-making. He has developed a distinctive methodology combining doctrinal analysis with empirical research on judicial behavior and jury decision-making. His recent publications reveal evolving scholarly priorities that respond to contemporary legal challenges. The 2025 article "Morbid Matters" addresses medical assistance in dying within federal corrections, while his 2024 works on youth terrorism cases and agnotology demonstrate expansion into new interdisciplinary territories. His longstanding commitment to police powers scholarship continues with "Ancillary Police Powers in Canada" (2024). The pandemic period saw significant contributions to understanding digital justice, mental health in legal education, and remote court proceedings. His criminal law scholarship maintains focus on jury representativeness, particularly regarding Indigenous inclusion following Bill C-75's elimination of peremptory challenges. Students' Teacher Recognition Award (CATL) - 2018 Dr. Jochelson has secured multiple SSHRC Insight Grants as both Principal and Co-investigator, demonstrating his ability to lead interdisciplinary research teams. His mentorship extends to junior academics and students, with several publications co-authored with emerging scholars. He has built significant research infrastructure, notably assembling nearly 40 interdisciplinary scholars across Canada for Robsoncrim.com, which has elevated the Criminal Law Edition of the Manitoba Law Journal to prominence as one of Canada's preeminent criminal law publications. As Dean of Law, Dr. Jochelson provides leadership in academic governance and legal education innovation. His service includes extensive committee work on academic affairs, workload policy, and hiring/tenure committees. His commitment to universal design principles informs both his teaching approach and administrative leadership, emphasizing accessibility and student-centered pedagogy that allows flexible evaluation methods tailored to individual learning preferences.
Professor Marina Jirotka is a leading academic in Human-Centred Computing at the Department of Computer Science, University of Oxford, and a Governing Body Fellow at St Cross College. She directs the Responsible Technology Institute and leads interdisciplinary research on responsible innovation in AI, robotics, and digital systems. University: University of Oxford School: Department of Computer Science Position: Professor of Human-Centred Computing Leadership: Director, Responsible Technology Institute Fellowships: EPSRC Established Career Fellowship (RoboTIPS) Her research focuses on integrating ethical, societal, and human values into technology design. Key areas include responsible innovation, human-computer interaction, algorithmic accountability, and socio-technical systems. She explores trust, transparency, and governance in autonomous systems, digital mental health, and quantum computing ethics. Her recent publications reflect a strong trend in responsible robotics, explainable AI, digital wellbeing, and ethical governance. Articles emphasize interdisciplinary methods, stakeholder engagement, and practical tool development such as the Ethical Black Box and TrustScapes. Themes span autonomous vehicles, social robots, algorithmic bias, and sustainability in digital innovation. Excellence in Teaching Award, University of Oxford (2006) ESRC/SSRC Fellowship (2007) UCLA Scholar Award (2011) EPSRC Established Career Fellowship (2018, 2019) Vice Chancellor’s Innovation Award Highly Commended (2020) She supervises numerous PhD and Master’s students and leads major grants including RoboTIPS, RAILS, PARIS-DE, and Adolescent Mental Health in the Digital World. She co-directs ORBIT, a leading RRI training provider, and contributes to policy through advisory roles with the House of Lords, All-Party Parliamentary Groups, and industry consortia. She is a member of the IEEE P7000 working group and the UK Committee for IIASA. Her lab work involves interdisciplinary teams focused on responsible technology design, public engagement, and ethical tool development.
Gyu Tag Lee is a Professor in the International Studies Department at George Mason University Korea, specializing in Cultural Studies with a focus on K-Pop, media criticism, and the globalization of culture. He holds a PhD in Cultural Studies from George Mason University (2013), an MA in Communication from Seoul National University, and a BA in English Language and Literature from the same institution. Having completed three years of military service in the Republic of Korea Air Force, he has been teaching at George Mason University Korea since 2014. His research interests span Cultural Studies, Media Criticism, Popular Music, K-Pop and Hallyu, Globalization of Culture, and Music Industry studies. Professor Lee is particularly recognized for his expertise on K-Pop's global expansion, cultural appropriation issues within the industry, and the relationship between Korean cultural identity and global pop music markets. His extensive publications reflect a consistent focus on K-Pop's evolution, from its historical roots to contemporary challenges and future directions. His work examines the tension between local Korean identity and global appeal, the role of digital platforms in fan engagement, and the cultural politics surrounding K-Pop's international success. Professor Lee's research demonstrates how K-Pop functions as both a cultural product and economic phenomenon with significant implications for understanding transnational cultural flows. As a respected commentator in the field, he serves on the selection committee for the Korean Music Awards and has been featured in numerous international media outlets including Wall Street Journal, South China Morning Post, Netflix's documentary Explained, and major Korean broadcasters such as KBS, MBC, and SBS. His insights on cultural appropriation in K-Pop have been particularly influential in shaping discussions about cultural sensitivity and global cultural exchange. Professor Lee teaches courses including Media Criticism, Globalization and Culture, K-Pop, Hallyu, and Korean Society, and Korean Popular Culture in a Global World, bringing his scholarly expertise directly into the classroom to educate the next generation of cultural critics and analysts.
Dr. Young Yun Kim is a Professor in the Department of Communication at the University of Oklahoma's Dodge Family College of Arts and Sciences, where she has developed nationally recognized Intercultural Communication graduate programs since joining in 1988. Her academic journey spans continents, beginning in Seoul, Korea, and continuing through significant scholarly institutions in the United States. B.A.: Seoul National University, Seoul, Korea M.A.: University of Hawaii (East-West Center Communication Institute) Ph.D.: Northwestern University, Evanston, Illinois Dr. Kim's research pioneers the theoretical foundations of cross-cultural adaptation and interethnic communication. Her Integrative Communication Theory of Cross-Cultural Adaptation positions communication as the central mechanism for achieving internal equilibrium in new cultural environments, while her Contextual Theory of Interethnic Communication examines associative and dissociative behaviors across ethnic boundaries. Her work uniquely bridges personal transformation with systemic cultural dynamics, emphasizing how intercultural experiences foster expanded human understanding. Analysis of her recent publications reveals consistent theoretical refinement with increasing focus on identity transformation, synchrony in communication, and the emergence of intercultural personhood beyond traditional cultural boundaries. Her scholarship demonstrates remarkable continuity in core themes while progressively incorporating globalization's impact on individual and collective identity formation. Scientific Awards Fellow of the International Communication Association (2002) Top Scholar Award for Lifetime Achievement, Intercultural Communication Division, International Communication Association (2006) Dr. Kim has directed numerous doctoral theses and collaborated on significant cross-cultural research projects examining adaptation patterns among diverse populations including Korean and Indonesian expatriates, Hispanic youth, international students, and refugees. Her research funding includes a two-year study of Indochinese refugees (1978-1980) sponsored by the U.S. Department of Health and Human Services, reflecting sustained external validation of her methodological rigor and theoretical significance. As a foundational leader in intercultural scholarship, Dr. Kim serves on 11 editorial boards including Journal of Communication and Human Communication Research, and has held executive positions in the International Communication Association and International Academy for Intercultural Research, culminating in her presidency (2013-2015) of the latter organization.
Neil Selwyn is a Professor in the Faculty of Education at Monash University with over 30 years of research experience focusing on the integration of digital technology into educational settings. His work centers on the 'real-life' constraints and problems faced when implementing technology-based education, with expertise in AI, automation, data-driven education, and digital degrowth. His primary research interests span digital technology and society, the use of digital technologies in educational settings, digital sociology of education, and environmental sustainability issues associated with digital technology use. Professor Selwyn is recognized internationally for his critical approach to educational technology and has led numerous nationally-funded projects examining educational data, learning analytics, and AI technologies. His recent publications reflect a growing focus on the environmental implications of AI in education, digital degrowth, and the practical challenges teachers face when implementing AI tools in classrooms. This work demonstrates a shift toward examining the sustainability and ethical dimensions of educational technology. Fellow of the Academy of Social Sciences in Australia (2024) Professor Selwyn serves as a media commentator for major outlets including the NYT, WSJ, CNN, Guardian, BBC, and ABC, and hosts the 'Education Technology Society' podcast. He maintains significant international collaborations, currently holding visiting positions at Lund University (2025), University of Oxford (2023-2027), and previously at the University of Gothenburg (2016-2017).
