Lana Wells is an Associate Professor at the University of Calgary's Faculty of Social Work and holds the Brenda Strafford Chair in the Prevention of Domestic Violence. As Founder/Director of Shift: Primary Prevention Research Hub and Research Fellow at the School of Public Policy, she specializes in preventing gender-based violence through systems change, policy innovation, and community engagement. Key research areas: Gender equity, Indigenous sovereignty, AI ethics for social work, and male allyship in violence prevention Led over $11M in research funding and 22.5M+ in prevention initiatives 2023 Killam Professor Award recipient Recent publications focus on AI applications for violence prevention, gamification in male engagement, and rural/small-town violence reduction strategies. Her work spans interdisciplinary collaborations with public health agencies, Indigenous communities, and international organizations. Major projects: Alberta's Primary Prevention Playbook, Strong Women's Circle with Indigenous communities, ConnectED Parents virtual intervention Active in policy advisory roles for governments and NGOs Scientific awards include: 2023 Killam Annual Professor Award 2022 Queen Elizabeth II Platinum Jubilee Medal 2019 Alberta Inspiration Award 2015 & 2013 Carthy Foundation Leadership Awards 2012 School of Public Policy Fellowship As a graduate supervisor in Social Work and Public Policy, she develops prevention workforce capacity through Shifttolearn.com. Current initiatives include data-driven dashboards for real-time violence prevention and cultural transformation in male-dominated institutions.
Elaine Treharne serves as the Roberta Bowman Denning Professor of Humanities at Stanford University, holding primary appointment in the Department of English with courtesy appointments in German Studies and Comparative Literature. She concurrently acts as Senior Associate Vice Provost for Undergraduate Education and Director of Curriculum, while directing Stanford Text Technologies—a major initiative exploring textual transmission across historical periods. Her leadership extends to co-directing SILICON and spearheading NEH-funded projects that redefine digital approaches to manuscript studies. Her academic foundation includes a B.A. in English Language and Literature (First Class Honors) from the University of Manchester (1986), a Master of Archive Administration from the University of Liverpool (1987), and a Ph.D. in English from the University of Manchester (1992). This archival training underpins her dual expertise in traditional manuscript scholarship and digital innovation. Treharne's research pioneers intersections between medieval materiality and contemporary technology, investigating the haptic experience of medieval books, AI applications for manuscript analysis, and the long history of text technologies. She challenges conventional periodization through projects like 'Disrupting Categories, 1050-1250' while developing computational frameworks for fragmentology and textual distortion. Her work consistently bridges paleography with digital methodology to examine how writing systems shape cultural memory. Recent publications reveal a decisive shift from foundational medieval scholarship toward integrative digital-humanities frameworks, with increasing emphasis on phenomenological approaches to both physical and digital texts. This trajectory culminates in current projects applying machine learning to manuscript transmission patterns and developing ethical guidelines for digital archival tools. Her scientific recognition includes: Fellow of the Society of Antiquaries Fellow of the Royal Historical Society Honorary Lifetime Fellow of the English Association (former Chair and President) Fellow of the Learned Society of Wales American Philosophical Society Franklin Fellow Princeton Procter Fellow Fellow of the Stanford Clayman Institute for Gender Studies Treharne actively supervises graduate students in early literature, Book History, and Digital Humanities while securing major grants including NEH funding for Stanford Global Currents, AHRC support for the Production and Use of English Manuscripts project, and Stanford Impact Labs fellowship for archival tool development. She maintains commitment to ethical scholarly environments through her leadership in VPUE initiatives and digital pedagogy. She directs the Stanford Text Technologies initiative hosting the annual Collegium series, co-directs SILICON for internet longevity research, and leads specialized projects including 'Digital Ker' for Anglo-Saxon manuscript cataloging and 'Medieval Networks of Memory' analyzing mortuary rolls. These interconnected efforts form a comprehensive ecosystem for advancing textual scholarship across temporal and technological boundaries.
Luisa Domingues is an Assistant Professor in the Department of Information Science and Technology at ISCTE - University Institute of Lisbon. She serves as an Integrated Researcher at ISTAR-Iscte - Research Center in Information Sciences, Technologies and Architecture, specializing in Information Systems research. Her academic qualifications include a PhD in Information Science and Technology from ISCTE-IUL (2013). Her primary research interests focus on: Project Management : Methodologies, risk assessment, and knowledge sharing Database Systems : Management, interoperability, and standardization e-Government Solutions : Public sector information systems and shared services Ontological Frameworks : Particularly for architectural heritage documentation Educational Technologies : Blended learning approaches in higher education Her recent publications (2016-2024) demonstrate a strong focus on project management methodologies, knowledge transfer, and information systems in public sector contexts. Key thematic trends include PMBOK framework applications, agile methodology adoption challenges, data science project risks, and technological solutions for cultural heritage preservation. Most works employ case study research and empirical validation methods. Dr. Domingues maintains an active advising portfolio with 1 doctoral candidate and 36 master's students, primarily focusing on topics in project management, information systems, and data science applications. She has held significant academic leadership positions including: 4th Year Coordinator for Bachelor's in Computer Science and Business Management (2020-2027) Program Director for the same degree (2017-2019) At ISTAR-Iscte research center, she contributes to projects involving information systems architecture, data standardization, and knowledge management frameworks.
Daniel Redwood serves as Director of the MS in Nutrition & Functional Medicine at the University of Western States (UWS), a leading institution in integrated health care. With 25 years of clinical chiropractic experience emphasizing nutrition and acupuncture, he previously held a professorship at Cleveland Chiropractic College - Kansas City where he supervised student interns and taught clinical nutrition. His educational background includes: BA in English, State University of New York at Buffalo Doctor of Chiropractic, Palmer College of Chiropractic Dr. Redwood's research focuses on the integration of nutrition and functional medicine within chiropractic practice, advocating for evidence-based holistic models that prioritize prevention and self-care. His work bridges conventional and complementary medicine through clinical applications in pain management, chronic disease prevention, and lifestyle interventions. His scholarly output demonstrates a clear evolution from foundational chiropractic principles toward integrative approaches, with increasing emphasis on evidence-based nutrition protocols and interdisciplinary collaboration in health care delivery systems. Key recognitions include: Educator of the Year (Missouri State Chiropractic Association) Six-time Virginia Chiropractic Association Literary Award winner As an educator and academic leader, he has shaped curriculum development through editorial roles including founding editor of The Journal of Alternative and Complementary Medicine and current associate editor of Topics in Integrative Healthcare. His consulting work with WebMD and Integrative Medicine Consult extends his influence into digital health platforms. Dr. Redwood actively builds bridges between medical disciplines through his leadership at UWS and participation in the Research Agenda Conference (RAC), positioning functional medicine as central to the future of integrated health care systems.
Steve Mann is a Professor in Applied Linguistics at the University of Warwick, where he has been affiliated since 2007. His work focuses on English Language Teacher Education (ELTE), teacher development, and qualitative research methodologies. He holds a PGCE from the University of Warwick (1984) and has extensive experience in ELT across Hong Kong, Japan, and Europe. Mann’s research group investigates reflective practice, teacher beliefs, mentoring, and technology integration in education. Notable contributions include co-editing the Routledge Handbook of English Language Teacher Education (2019) and pioneering studies on video-based teacher reflection. He has supervised numerous PhD students exploring aspects of teacher development, though he is currently not accepting new PhD candidates. Education: PGCE, University of Warwick (1984) Pre-service teaching in English and Drama in England (1980s) British Council Teaching Scheme in Hong Kong (1980s) Research Interests: Teacher education, reflective practice, qualitative interview methodologies, and the role of technology in professional development. His work emphasizes bridging theory and practice in ELT, particularly through collaborative dialogue and action research. Grants & Projects: Supporting Sustainable English Teacher Professional Development in Yunnan Province (British Council, 2022–2023) China Course Research: Postgraduate Curriculum Design (2019–2022) Video in Language Teacher Education (British Council, 2016–2018) Labs/Teams: Leads a research group focused on teacher development, mentoring, and blended learning strategies. Collaborates with institutions like the British Council on global teacher education initiatives.
Dr. Zara Ersozlu is a Senior Lecturer in Mathematics Education within the School of Education at the University of Newcastle, Australia. With a distinguished international career spanning multiple continents, she has held academic positions at prestigious institutions including North Carolina State University (USA), Gazi and Gaziosmanpasa Universities (Turkey), National Taiwan Normal University (Taiwan), The University of Western Australia, Murdoch University, and Deakin University. Her academic journey includes tenured positions as an Associate Professor and leadership roles as Department Head and Chair in teacher education disciplines. Currently, she teaches undergraduate and postgraduate courses in mathematics education, including Effective Pedagogies in Primary Mathematics, K-6 Mathematics, K-6 Numeracy, and Digitally Supported Learning. Dr. Ersozlu earned her Doctor of Philosophy from Firat University in Turkey and her Master of Art from Sakarya University. Her extensive academic preparation is complemented by five years of practical teaching experience in public schools prior to entering academia. This blend of theoretical knowledge and practical classroom experience informs her approach to teacher education and educational research. At the broadest level, Dr. Ersozlu's research investigates solutions to real-life problems impacting people's well-being, success, and capacity to achieve. Her scholarly work spans primary and secondary mathematics education, the psychology of mathematics (including metacognition, self-regulation, and anxiety), cross-cultural educational studies, teacher education, virtual simulated learning environments, and educational assessment. She has increasingly focused on the transformative potential of AI and machine learning in education, exploring how these technologies alter teaching, learning, and research processes. Her methodological expertise encompasses both quantitative and qualitative approaches, allowing her to effectively analyze both small and large educational datasets. Analysis of Dr. Ersozlu's recent publications reveals a strong emphasis on mathematics anxiety, teacher education, and the integration of technology in learning environments. Her work demonstrates a consistent focus on practical applications of educational research to address real-world challenges in mathematics education. The interdisciplinary nature of her research connects educational psychology, technology integration, and cross-cultural perspectives, with particular attention to how these elements intersect in teacher preparation and student learning outcomes. 2023 ATEA Research Recognition Award from the Australian Teacher Education Association 2021 Fellow of the Higher Education Academy (Advance HE, UK) 2010 Fellowship Program for Postdoctoral Researchers from the Council of Higher Education of Turkey Dr. Ersozlu is deeply committed to mentoring the next generation of scholars, currently supervising four PhD students and having successfully guided ten students to completion. Her grant portfolio includes significant funding for projects such as Best Practice Guidelines for RPL in Initial Teacher Education Programs ($60,000), Exploring the Reciprocal Relationship Between Mathematics Anxiety and Mathematical Resilience ($2,599), and multiple conference travel awards. She serves as an Associate Editor for several prominent journals including the International Electronic Journal of Mathematics Education and as Editor for Interdisciplinary STEM Education. Her editorial work reflects her standing as a respected voice in mathematics education research. Dr. Ersozlu's academic leadership extends to her role in developing innovative teaching approaches that integrate virtual simulation technology and learning analytics. Her work with TeachLivE™, a mixed-reality classroom simulation platform, demonstrates her commitment to creating authentic learning experiences for teacher education students. Through these initiatives, she bridges the gap between educational theory and classroom practice, preparing future educators to effectively implement evidence-based teaching strategies in diverse learning environments.
Wu Hung is the Harrie A. Vanderstappen Distinguished Service Professor at the University of Chicago, affiliated with The College , the Department of Art History , and the Department of East Asian Languages and Civilizations . He serves as Director of the Center for the Art of East Asia and Consulting Curator at the Smart Museum of Art .
Ana Vives-Rodriguez, MD is an Assistant Professor of Neurology at Yale School of Medicine. She specializes in movement disorders and cognitive-behavioral neurology, caring for patients with Parkinson's disease, tremor, tics, dystonia, Alzheimer's disease, Dementia with Lewy bodies, and frontotemporal dementias. Based at Yale Physicians Building in New Haven, Connecticut, she provides both in-person and telehealth services to adult patients, accepting new patients without requiring referrals. Dr. Vives-Rodriguez's educational background includes: BS and MD from University of Costa Rica (2009), graduating Magna Cum Laude Residency at University Costa Rica/Calderon Guardia Hospital (2014) Clinical Fellowship in Movement Disorders at Yale New Haven Hospital (2018) Advanced Fellowship in Cognitive Behavioral Neurology at Boston University/VA Medical Center (2022) Her primary research interests focus on the behavioral and cognitive aspects of movement disorders and the early diagnosis of neurodegenerative disorders . Dr. Vives-Rodriguez examines structural and functional brain changes in conditions like Parkinson's disease, Wilson's disease, and Alzheimer's disease and their relation to clinical manifestations. Her work bridges clinical practice with translational neuroscience to improve diagnostic approaches and patient outcomes in complex neurological conditions. Analysis of her publications from 2017-2021 reveals a strong focus on movement disorders, cognitive impairment, and neuroimaging. Her research spans clinical observations of movement phenomena like index finger pointing and writing tremor, structural and functional brain changes in Wilson's disease, and innovative approaches to medical education in movement disorders. A recurring theme is the intersection between movement disorders and cognitive function, highlighting her dual expertise in both specialties. Dr. Vives-Rodriguez serves as a Sub Investigator for the Cognitive Training in Parkinson's Disease clinical trial (HIC ID 2000033352), which is recruiting participants aged 40+ through 2027. While specific grant funding isn't detailed in the available information, her active research program suggests ongoing support for her work in neurodegenerative disorders. She is affiliated with Yale's Movement Disorders and Neurodegenerative Disorders divisions, working within the Department of Neurology at Yale School of Medicine. Her clinical work at Yale Physicians Building integrates the latest research findings into patient care while contributing to the academic mission through teaching and scholarly activities.
Ulrik Schroeder is a Universitätsprofessor (Full Professor) at RWTH Aachen University, leading the Chair of Learning Technologies within the Faculty of Computer Science. His research focuses on the intersection of educational technology, learning analytics, and immersive technologies with particular emphasis on practical implementations in higher education settings. Professor Schroeder's research spans multiple interconnected domains in educational technology. His primary interests include Learning Analytics implementation (particularly using xAPI standards), Virtual Reality applications for education, Open Educational Resources development and conversion, and gamification approaches for programming education. He has developed several notable tools including convOERter for OER conversion, WebWriter for creating explorable explanations, and various xAPI-based learning analytics infrastructures. His work consistently bridges theoretical frameworks with practical educational applications, often focusing on computer science education contexts. Analysis of his recent publications reveals a strong trend toward integrating Learning Analytics with immersive technologies, particularly Virtual Reality environments. His research demonstrates a systematic approach to educational technology development, with emphasis on scalability, interoperability through standards like xAPI, and practical implementation in real educational settings. The work increasingly focuses on personalized learning paths, quality assurance for educational resources, and privacy-conscious data collection. Co-editor of 21. Fachtagung Bildungstechnologien (DELFI) (2023) Co-editor of Hochschuldidaktik der Informatik HDI 2018 Co-editor of DeLFI 2018 conference proceedings Professor Schroeder has supervised numerous doctoral and postdoctoral researchers who frequently appear as co-authors on his publications, indicating an active research group. His projects often involve interdisciplinary collaborations across computer science, education, and psychology. Current major initiatives include the AIStudyBuddy project for study path analysis and the development of VR classroom simulations for teacher training. His research group, the Learning Technologies Innovation Lab, develops open research tools that support various aspects of educational technology research and implementation.
Susan Holmes is Professor at the School of Media, Language and Communication Studies at the University of East Anglia (UEA), where she joined as Reader in Television in 2007 and was appointed to Professor in 2018. She is an active member of several research groups including Media Equality, Film, Television and Media, Gender and Its Intersections Steering Committee, and HealthUEA. Her work spans television studies, celebrity culture, and feminist approaches to eating disorders. Professor Holmes received her academic training at the University of Sussex (BA in English and Media Studies), followed by an MA in Film from the University of Southampton, and completed her PhD on British film and television in the 1950s at the same institution. Prior to joining UEA, she taught Media and Cultural Studies at the Southampton Institute (now Southampton Solent University) and television and film at the University of Kent. Her research focuses on several interconnected areas that challenge traditional disciplinary boundaries. In television studies, she has made significant contributions to understanding British television history, particularly through her books 'British TV and Film in the 1950s' and 'Entertaining TV: the BBC and Popular Programme Culture in the 1950s,' where she challenges canonical ideas about early BBC television. Her work on reality TV examines historical development, generic labeling, and celebrity. Since 2014, she has conducted important empirical research on feminist approaches to eating disorders, analyzing media representations and working directly with people with lived experience. A key focus of this research examines how feminist approaches are neglected in contemporary eating disorder treatment, with implications for both clinical practice and cultural understanding. She co-founded the influential Celebrity Studies journal in 2010 and edited it for the first eight years of its publication. Analysis of Professor Holmes' recent publications reveals a clear trajectory where her expertise in media and television studies converges with her feminist scholarship on eating disorders. Her most recent work (2023-2025) increasingly focuses on cross-cultural applications of feminist approaches to eating disorders (including work in China), the use of innovative methodologies like Photovoice, and examinations of therapeutic alliance in treatment settings. Simultaneously, she continues to analyze contemporary media representations, particularly focusing on motherhood, true crime television, and reality TV through feminist lenses. This dual focus demonstrates how media representations shape cultural understandings of both celebrity and health conditions. Professor Holmes' significant contributions to academia have been recognized with several prestigious awards: Senior Fellowship from Advance HE (2024) UEA engagement award (2017) ALPSP award nomination for Celebrity Studies as best new journal (2011) She currently runs the Feminist Media Studies research cluster at UEA and is actively supervising postgraduate research in areas including popular television, television/film history, British TV history, stardom/celebrity, and feminist approaches to eating disorders. Her current major research project is the 'ALLIANCE study' (2024-2026), funded by the National Institute for Health and Care Research, which aims to develop practice and policy recommendations to support effective therapeutic alliance in inpatient treatment for eating disorders. This builds on her earlier British Academy-funded research on 'Entertaining Television: British TV, the BBC and Popular Programme Culture in the 1950s' (2007-2008). Professor Holmes plays a significant role in the academic community through her editorial work, serving on the boards of journals including Archives of Psychology, Big Data & Society, and Critical Studies in Television, and previously as co-founder and editor of Celebrity Studies. She has also been active in media engagement, contributing expert commentary on topics ranging from Netflix's portrayal of eating disorders to Celebrity Big Brother.
Mohammad Modarres is the Nicole J. Kim Eminent Professor at the University of Maryland within the A.J. Clark School of Engineering. He serves as Director of the Center for Risk and Reliability (CRR) and is a Professor of Nuclear Engineering in the Department of Mechanical Engineering. Dr. Modarres co-founded the world's first degree-granting graduate curriculum in reliability engineering at the University of Maryland and has established himself as an international expert in reliability and risk analysis. Dr. Modarres received his educational credentials from prestigious institutions: B.S. in Mechanical Engineering from Tehran Polytechnic M.S. in Mechanical Engineering from MIT M.S. and Ph.D. in Nuclear Engineering from MIT Dr. Modarres' research spans multiple critical areas in engineering risk and reliability. His primary interests include probabilistic risk assessment, uncertainty analysis, probabilistic physics of failure, and probabilistic fracture mechanics. His work encompasses both experimental investigations and sophisticated probabilistic model development. He has made significant contributions to materials degradation science, prognosis and health management systems, and nuclear safety analysis. His research bridges theoretical developments with practical applications in complex engineering systems, particularly in nuclear power and aerospace sectors. Analysis of Dr. Modarres' recent publications reveals a strong trend toward integrating advanced data science techniques with traditional reliability engineering. His work increasingly incorporates machine learning, deep learning, and entropy-based approaches to solve complex problems in prognostics and health management. There's a clear focus on multi-unit systems, particularly in nuclear power applications, and a growing emphasis on data-driven methodologies for remaining useful life estimation and failure prediction. His research maintains a strong foundation in probabilistic methods while embracing cutting-edge computational approaches. Dr. Modarres has received numerous prestigious honors and awards throughout his distinguished career: Nicole Y. Kim Eminent Professorship in Engineering Minta Martin Professorship in A.J. Clark School of Engineering University of Maryland Distinguished Scholar-Teacher (2019) Tommy Thompson Award for outstanding lifetime contributions to nuclear safety (American Nuclear Society) Fellow, American Nuclear Society Fellow, Institute of Electrical and Electronics Engineers (IEEE) Life Fellow of IEEE 1996 Maryland Inventor of the Year Award (in Information Sciences) FDA Commissioner Special Citation for Contributions to Risk Assessment Methods (2004) 2008 International Research Leadership Award (Society for Reliability Engineering, Quality and Operations Management) Honorary Doctorate from Universidad Da Vinci de Guatemala As the founding director of the Center for Risk and Reliability, Dr. Modarres has built a world-renowned program that has awarded over 500 Ph.D. and master's degrees. His research has been supported by significant grants from government agencies and industry partners, particularly in nuclear safety, aerospace reliability, and critical infrastructure protection. He has mentored numerous students who have gone on to become leaders in reliability engineering across various industries. His center collaborates extensively with the International Atomic Energy Agency (IAEA) and other international organizations on risk assessment methodologies. The Center for Risk and Reliability (CRR), which Dr. Modarres directs, serves as a hub for multidisciplinary research in risk and reliability engineering. The center has recently renovated its facilities to enhance collaboration among researchers from different engineering disciplines. CRR maintains strong partnerships with industry leaders including Amazon Lab126 (as evidenced by their collaboration on device durability research) and has been instrumental in advancing probabilistic risk assessment tools used in nuclear power plant safety analysis. The center hosts regular seminars, workshops, and international conferences, positioning itself at the forefront of risk and reliability research globally.
Samia Khan is a Professor in the Department of Curriculum & Pedagogy at the University of British Columbia's Faculty of Education, where she also serves as Associate Dean of Research. Her academic work bridges educational technology, science education, and teacher preparation across K-16 contexts. Dr. Khan earned her PhD from the University of Massachusetts. Her educational background informs her interdisciplinary approach to learning sciences and technology integration. Her research centers on how digital technologies transform science learning , with emphases on model-based teaching , visualization tools , and equitable participation in STEM . She investigates simulation technologies, future-state modeling, and strategies to broaden science engagement through interpretive and mixed-methods research. Her work particularly examines teacher epistemologies, scientific reasoning development, and socio-cultural factors in technology-mediated learning environments. Analysis of her recent publications reveals three dominant trends: (1) International comparative studies of science curricula across Southeast Asia, (2) Efficacy of digital tools (PhET, GeoGebra, Symbolab) in conceptual understanding, and (3) Pre-service teacher development in model-based science instruction. Her research spans diverse contexts from Canadian classrooms to Rwandan and Vietnamese educational settings. Dr. Khan's contributions have been recognized through: New Scholar Award from the Canadian Society for Study in Education Prime Minister’s Award of Canada for Teaching Excellence in Science, Technology, and Mathematics As former MET Director (2021-2022) and author of foundational courses ETEC 530/533, she has significantly shaped UBC's educational technology programs. Her Faculty Associate role at the Institute of Resources, Environment, and Sustainability demonstrates cross-disciplinary engagement with sustainability education. Her research appears in leading journals including Journal of Technology and Teacher Education, Computers and Education, and Educational Technology Research and Development, with consistent citation as field-shaping work in educational technology.
Rey Ramirez, MD is an Assistant Professor of Orthopaedics & Rehabilitation at Yale School of Medicine, specializing in Hand & Upper Extremity Surgery with a focus on pediatric hand conditions. He joined Yale in 2022 after completing his pediatric hand surgery fellowship at Shriners Hospital of Philadelphia. Dr. Ramirez is affiliated with the Hand & Upper Extremity Surgery division and Pediatric Orthopaedics within the Department of Orthopaedics & Rehabilitation. Dr. Ramirez's educational background includes: BS in Biology from California Institute of Technology (2003) MD from David Geffen School of Medicine at UCLA (2007) Internship at Keck School of Medicine - Los Angeles County Medical Center (2008) Residency at Keck School of Medicine - Los Angeles County Medical Center (2012) Hand Surgery Fellowship at University of Texas Southwestern (2013) Pediatric Hand Surgery Fellowship at Shriners Hospital of Philadelphia (2014) Dr. Ramirez's primary research interests focus on pediatric hand surgery, including congenital hand conditions, brachial plexus birth injuries, and arthrogryposis. His clinical expertise spans pediatric hand reconstruction, microsurgery, and treatment of conditions such as amniotic band syndrome, carpal tunnel syndrome in children, and peripheral nerve injuries. Additionally, he has a strong interest in diversity and inclusion within orthopedic surgery, examining gender and racial disparities in the field and factors influencing specialty choice among medical students and residents. His recent publications demonstrate a dual focus on clinical pediatric hand surgery techniques and diversity in medicine. The surgical publications often address innovative approaches to complex pediatric hand conditions, while his diversity-focused work examines gender disparities in orthopedic surgery and physical medicine, contributing to important conversations about inclusion in medical specialties. His work spans both original research articles and textbook chapters on hand surgery topics. Dr. Ramirez has received several professional recognitions: "Top Research Study" award for his work on women's experiences in orthopedics versus physical medicine (2024) Top Doc for Kids recognition (2020) Best "Surgical Pearl" Paper award from the Pediatric Hand Study Group (2014) Dr. Ramirez is actively involved in mentoring medical students and residents, currently advising Tamanna Patel, Claire Donnelley, Louise Atadja, and Peter Laub. His educational contributions include developing virtual curricula for medical student orthopedic education and examining methods to improve resident performance on standardized examinations. While specific grant funding isn't detailed in the provided information, his research activities suggest involvement in both clinical outcomes studies and healthcare disparities research. Within the Yale Orthopaedics & Rehabilitation department, Dr. Ramirez contributes to the Hand & Upper Extremity Surgery and Pediatric Orthopaedics divisions. His work intersects with the department's broader research initiatives including the Liu Lab for Translational Orthopaedic Research and the 3D Collaborative for Medical Innovation (3DC), though specific lab leadership isn't mentioned in the provided information.
Marcos Cruz is Professor of Innovative Environments at The Bartlett School of Architecture, University College London (UCL), where he leads research in bio-integrated design. He runs Bio-ID with Dr. Brenda Parker, a multidisciplinary research platform investigating design driven by biotechnology, computation, materials, and fabrication. Previously, he served as Director of The Bartlett from 2010-2014 and founded the BiotA Lab (2014-2018). His academic career spans multiple institutions including University College London (where he ran MArch Unit 20 for 19 years), University of Westminster (2008-2010), UCLA (2010), and IAAC (2014-present). Professor Cruz holds a Licenciatura from ESAP Porto, a Masters with distinction from UCL, and a PhD from UCL (2007), sponsored by the Portuguese Foundation for Science and Technology. His doctoral research on 'Neoplasmatic Architecture' earned him the RIBA President's Research Award in 2008. He is a registered architect with both the Architects Registration Board (ARB) and the Portuguese Architecture Chamber. His primary research area is Bio-Integrated Design, which explores how biotechnology and computation can reshape our built environment in response to climate change. This work goes beyond using nature as inspiration; instead, it treats nature as the medium for a multi-layered design approach. His key research project, Poikilohydric Living Walls, investigates integrating growth systems directly on building facades using algae and mosses that can switch photosynthetic activity on and off without additional maintenance. Another significant research area is The Body in Architecture, which examines the relationship between human flesh and architectural flesh, proposing a 'thick embodied flesh' that creates truly inhabitable architectural interfaces. His recent publications demonstrate a strong progression toward integrating living systems directly into building materials and facades. The research spans from microbial to tectonic scales, with increasing focus on biomaterials, robotic fabrication, and sustainable design approaches that actively participate in urban ecosystems rather than merely responding to them. RIBA President's Research Award (2008) for 'Neoplasmatic Architecture' Multiple Best Unit awards at Bartlett Summer Show (awarded by Thom Mayne, Paul Finch, Richard Rogers, Claude Parent, and Ross Lovegrove) Work part of permanent collection at FRAC Orleans Exhibitions at Venice and São Paulo Biennales Professor Cruz has supervised numerous PhD students through UCL's Research-by-Design programme and currently directs the MArch/MSc in Bio-Integrated Design. His research has been supported by EPSRC and involves industrial partners including Laing O'Rourke, Pennine Stone Limited, and Amorim, with academic partners at UCL Biochemical Engineering, University of Coimbra, and IST Tomar. He co-founded MAM-ARCH London (formerly marcosandmarjan) in 2000, whose work has built buildings and pavilions, won international competitions including the Kunsthaus Graz, and been exhibited globally. His practice represents a significant bridge between architectural design and biological systems, positioning him at the forefront of bio-integrated architectural research.
Dr. Brenda Douglass (DNP, APRN, FNP-C, CDCES, CNE, CTTS) is an Assistant Professor and Associate Director of the DNP-AP Program – Project Focus at Johns Hopkins University School of Nursing. Her work bridges clinical expertise in endocrinology, primary care, and chronic disease management with leadership in competency-based education (CBE) and nursing policy. Research Focus: Competency-Based Education in DNP programs Evidence-based practice and healthcare transformation Leadership development and professional identity in advanced nursing Chronic disease management, diabetes care, and aging Innovation in nursing education and technology Scientific Contributions: She has published extensively on DNP curriculum redesign, interprofessional education, and primary care workforce challenges. Her work emphasizes systems thinking, academic-practice partnerships, and quality improvement. Awards & Honors: Maryland Higher Education Commission Academic Nurse Educator Certification Award (2024) New Nursing Faculty Fellowship (2023) Sigma Theta Tau International Honor Society inductee (2006, 2011) Teaching Excellence Awards at Drexel University (2018, 2021, 2023) Mentorship & Leadership: Dr. Douglass serves as a mentor for DNP students and faculty, leads national committees on nursing education, and has developed initiatives to strengthen academic-practice partnerships.
