Professor Jacqueline Manuel is a Professor of English Education and Curriculum Coordinator for Secondary English at the University of Sydney's Faculty of Arts and Social Sciences. She holds a PhD (UNE), DipEd (UNE), and BA (Hons I) from the University of New England. Her research focuses on secondary English education, curriculum history, teacher development, and teenage reading practices. She coordinates the English curriculum methodology for the Master of Teaching (Secondary) program and advises multiple PhD students. Current projects include co-editing volumes on English teacher development and leading international collaborations like the Professional Lives of English Language Arts Teachers Project. She has held significant roles in curriculum committees and boards, including chairing NSW Board of Studies committees and serving on AITSL panels. Key research interests span educational history, teacher professional identity, creativity in arts education, and early career teacher support. Notable publications include Reimagining Shakespeare Education (2023) and Teenagers and Reading (2012). Awards include the 2018 Alan Laughlin Award for Educational Leadership and 2016 Outstanding Service Award. Professor Manuel collaborates with institutions like the International Federation for the Teaching of English (IFTE) and chairs multiple editorial boards. Her work integrates international perspectives, emphasizing English as an emancipatory subject promoting social justice.
Dr. Cesar Dario Cadena Lerma is a Lecturer at the Department of Mechanical and Process Engineering and a tenured Senior Scientist at the Institute of Robotics and Intelligent Systems (IRIS) at ETH Zurich. He leads the Perception, Mapping and Navigation team within the Robotics Systems Lab (RSL), co-founded and directs the ETH RobotX initiative focusing on educational robotics, and previously held roles at ETH Zurich's Autonomous Systems Lab, University of Adelaide, and George Mason University. His research focuses on robotics perception, particularly in SLAM (Simultaneous Localization and Mapping), semantic scene understanding, and robust perception systems for dynamic environments. Education: PhD in Computer Science and System Engineering from the University of Zaragoza, followed by postdoctoral research at George Mason University and The University of Adelaide. Professional roles include managing director of ETH RobotX and leadership in multi-modal mapping frameworks like maplab 2.0. Research interests emphasize integrating perception and learning in robotics, with a focus on semantic mapping, data association, place recognition, and navigation in unstructured environments. His work bridges traditional SLAM techniques with modern deep learning approaches to create robust, modular systems. Key contributions include the PHASER registration algorithm, SCIM obstacle avoidance framework, and C-Blox dense mapping system. Awards include the Best Paper Award at the 2017 IEEE International Symposium on Safety, Security, and Rescue Robotics. His articles span topics like semantic pointcloud filtering, volumetric mapping, and embodied domain adaptation. He collaborates widely, with over 50 peer-reviewed publications in top venues such as IEEE Robotics and Automation Letters and International Journal of Robotics Research.
Dr. Xin Fan is a Teaching Professor in Modern Chinese History at the University of Cambridge's Faculty of Asian and Middle Eastern Studies (AMES). He also serves as a Fellow and Director of Studies at Lucy Cavendish College and Director of Studies at Robinson College. A global historian, Fan specializes in intellectual history, historiography, and worldviews of twentieth-century China. His research explores the intersections between foreign knowledge, nationalism, and knowledge production in non-Western contexts. He co-edits the SAGE Handbook of Interpreting Chinese History and has authored major works like Global History in China (2024) and World History and National Identity in China (2021). His current projects include studies on emotions and nationalism, as well as the global rise of higher education. Fan has taught at universities in Europe and the U.S., focusing on courses about Chinese cultural and historical contexts. His work bridges global and national perspectives, emphasizing how political consciousness shapes historical narratives. Education & Career: Fan has studied and worked in China, the U.S., Germany, and the UK. While formal academic credentials are not detailed, his career trajectory reflects extensive international scholarly engagement. Research Interests: Fan’s expertise spans intellectual history, nationalism, global historiography, and the sociology of knowledge. He examines how cultural and political conditions influence knowledge production in China, particularly regarding world history, emotional politics, and cross-cultural reception of antiquity. His work challenges Eurocentric frameworks and explores non-Western historiographical traditions. Publications: Fan has authored monographs, co-edited volumes, and published widely in journals such as Global Intellectual History and Contributions to the History of Concepts . His book reviews appear in prominent journals like Journal of Asian Studies and Frontiers of History in China . Teaching & Leadership: Fan teaches undergraduate courses on Chinese history and culture at AMES. He directs studies at two Cambridge colleges, fostering academic mentorship in Asian and Middle Eastern Studies.
Arthur Schafer is a Full Professor in the Department of Philosophy at the University of Manitoba's Faculty of Arts and Founding Director of the Centre for Professional and Applied Ethics. He serves as a National Research Associate of the Canadian Centre for Policy Alternatives and previously held roles as ethics consultant for the Winnipeg Regional Health Authority and Head of the Section of Bio-Medical Ethics in the Faculty of Medicine. His academic credentials include a BLitt in Philosophy from the University of Oxford (1967) and a BA Honours from the University of Manitoba. His distinguished career spans over five decades of ethical scholarship and public engagement. Professor Schafer specializes in professional and applied ethics with intensive focus on bioethics , research ethics , and biomedical conflicts of interest . His work critically examines medical assistance in dying , informed consent , clinical trial ethics , and human rights frameworks , establishing him as a leading voice in Canadian ethical discourse. His philosophical approach bridges theoretical rigor with practical policy applications across multiple professional domains. Analysis of his 13 most recent publications reveals enduring engagement with evolving ethical challenges, particularly the tension between institutional interests and professional integrity. His scholarship demonstrates consistent progression from foundational ethical theory toward contemporary policy applications, with recent work heavily concentrated on medical assistance in dying and pharmaceutical industry influence in healthcare systems. His scientific recognition includes: D. R. Campbell Outreach Award (1984) Olive Beatrice Stanton Award for Excellence in Teaching (1976) Canadian Commonwealth Scholarship (1964) Woodrow Wilson Fellowship (1964) Canada Council Fellow As an active supervisor for Master's and PhD students, Schafer extends his mentorship through ethics consulting for professional associations in Medicine, Engineering, Architecture, Nursing, and Pharmacy. His policy impact is evidenced by service on the Provincial-Territorial Expert Panel on Medical Assistance in Dying and two published reports for the Canadian Centre for Policy Alternatives. His extensive media contributions—including hundreds of CBC appearances and newspaper columns—demonstrate exceptional public scholarship. The Centre for Professional and Applied Ethics, which he founded, functions as a vital interdisciplinary hub connecting academic philosophy with real-world ethical challenges across healthcare, law, and public policy sectors, facilitating ongoing dialogue between scholars, practitioners, and community stakeholders.
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.
Lyndsay Campbell is a Professor at the University of Calgary, cross-appointed between the Faculty of Law and the Department of History in the Faculty of Arts. Her work bridges Canadian and American legal history, comparative law, and constitutional studies. Ph.D., Jurisprudence and Social Policy, University of California, Berkeley (2008) Master of Law, University of British Columbia (1999) J.D., University of British Columbia (1995) M.A., English Literature, University of Toronto (1991) B.A., English Literature, University of British Columbia (1990) Campbell's research focuses on Canadian and American legal history , libel law , constitutionalism , and imperial legalities . Her work examines intersections between legal and extralegal regulatory strategies, comparative approaches to law, and 19th-century Canadian constitutionalism. Current projects include an edited collection on Legal Histories of Empire with Shaunnagh Dorsett. Her publications analyze legal histories of censorship , racial justice in law , and gender-related legal frameworks . Recent work includes the 2022 monograph Truth and Privilege and the 2020 co-edited open-access volume Canada’s Legal Past . Fellow, Constitutional Law and History Program, University of California, Berkeley (2008) William Nelson Cromwell Fellowship in Legal History (2007) Dean's Normative Time Fellowship, UC Berkeley (2004) Regents Intern Fellowship (2001) Osgoode Society Legal History Prize (1998) SSHRC doctoral fellowship (1997) Campbell teaches courses in Canadian and American history, legal theory, and the undergraduate Law and Society program. She previously practiced law in British Columbia and clerked for justices at the British Columbia Court of Appeal.
Nicoline Frølich is Professor and Director of the Centre for Learning and Education (LINK) at the University of Oslo, Norway. She also holds part-time Professor II appointments at the Department of Government, University of Bergen and at NIFU – Nordic Institute for Studies in Innovation, Research and Education. Education 2002 – PhD in Comparative Politics, University of Bergen 1994 – Master in Comparative Politics, University of Bergen 1992 – Pedagogy, Norwegian School of Economics (NHH) 1989 – Master in Economics and Business Administration, Norwegian School of Economics (NHH) Research Interests Frølich’s research focuses on governance, management and organisation of higher education systems, institutional reforms, knowledge policies, and public administration. She employs institutional theory to examine how universities and colleges respond to policy pressures, merger processes, quality assurance mechanisms, and leadership communication during change. Recent Publication Trends Between 2018 and 2025 her work has concentrated on three interconnected themes: leadership and communication within university mergers, gendered career trajectories in academia, and the tension between quality assurance systems and institutional autonomy. Empirically, her studies draw on Nordic and European cases, combining survey data with qualitative analyses of policy enactment. Scientific & Professional Appointments 2023–present – Academic Chair, Circle U alliance 2023–present – Member, SIKT advisory board (Norway) 2021–present – Editorial board member, TEAM – Tertiary Education and Management 2021–2022 – Chair, EAIR – The European Higher Education Society 2019–present – Advisory Board member, UKÄ (Swedish Higher Education Authority) 2019–2021 – Co-Editor-in-Chief, TEAM – Tertiary Education and Management Research Groups & Projects Frølich leads the research group Knowledge, Learning and Governance: Studies in higher education and work (HEDWORK) and participates in the Policy, Bureaucracy, and Organization (PBO) group. She is currently directing the project Re-Structure , which investigates the effects of structural reforms on Norwegian higher education institutions.
Henry Hoffmann is a Professor and Liew Family Chair in the Department of Computer Science at the University of Chicago. His research focuses on self-aware computing systems that adapt to meet goals like power efficiency, performance, and security. He leads the SEEC project and has contributed to advancements in computer architecture, embedded systems, and quantum computing. Hoffmann received the PECASE (2019), DOE Early Career Award (2015), and was inducted into the Samsung Hall of Fame for discovering vulnerabilities in SmartTVs. He holds a PhD from MIT (2013) and has co-founded Config Dynamics (2019). His work bridges control theory, machine learning, and traditional computer systems to create adaptive solutions for modern computing challenges. Education: PhD in Electrical Engineering and Computer Science from MIT (2013), SM (2003), and B.S. (1999) with highest honors from UNC Chapel Hill. Professional experience includes roles at Tilera Corporation and MIT Lincoln Laboratory. Research Interests: Self-aware systems, adaptive resource management, quantum computing optimization, and cybersecurity. His SEEC framework enables systems to autonomously adapt to constraints like energy and performance. Recent work explores applying adaptive techniques to AI/ML models for energy-efficient inference and security. Awards: Over $19M in research funding, 100+ publications, and leadership roles in NSF Expedition EPiQC (quantum computing). Named Chair of UChicago CS Department (2023-2024). Labs/Teams: Systems Group, EPiQC (quantum computing), and CERES (unstoppable computing systems). Current students include Jerry Ding and Ryien Hosseini. Notable alumni include Yi Ding (now faculty at Purdue) and Nikita Mishra.
Dr Virginia Hagger is a Senior Lecturer in Nursing at Deakin University's School of Nursing & Midwifery, part of the Faculty of Health and the Institute for Health Transformation. She specializes in diabetes education, self-management, and psychological wellbeing. Her research focuses on structured education programs, diabetes distress, and workforce development. She holds a PhD and Master of Public Health from Deakin University. Dr Hagger has led numerous national and international studies, including interventions targeting diabetes distress, insulin therapy barriers, and telehealth support. She is affiliated with the Quality and Patient Safety (QPS) Strategic Research Centre and the Australian Centre for Behavioural Research in Diabetes . Awards include the 2019 Alfred Deakin Medal and 2017 Vice-Chancellor's Award for Teaching Excellence. Her teaching spans undergraduate and postgraduate nursing, including units on diabetes pathophysiology and psychosocial contexts. Current doctoral students focus on diabetes distress, social support in Ethiopia, and autonomy in insulin management. Over 30 peer-reviewed articles and grants (e.g., MRFF-funded HypoPAST and LISTEN trials) underscore her contributions to diabetes care innovation and workforce training.
Cathy Wu is an Associate Professor at MIT, with affiliations in the Laboratory for Information and Decision Systems (LIDS), Department of Civil and Environmental Engineering (CEE), and Institute for Data, Systems, and Society (IDSS). Her research group focuses on integrating machine learning with model-based optimization to solve complex problems in transportation systems and cyber-physical systems. Academic Leadership: Class of 1954 Career Development Associate Professor (MIT) Research Grants: NSF CAREER Award, Amazon Robotics, Mathworks, MIT Mobility Initiative, US DOT, Microsoft Research, Cintra, Symbotic Research Interests : Wu's work bridges AI and engineering challenges in transportation. Key areas include: Hybrid ML/Model-based Optimization (large neighborhood search, branch-and-cut) Sustainable Mobility (Project Greenwave, eco-driving) Multi-Agent Coordination (warehouse automation, cooperative driving) Cyber-Professional Systems (generalization in RL, transfer learning) Recent work demonstrates significant advances in eco-driving (11-22% emissions reduction), large-scale multi-agent path finding (1000+ agents), and foundational RL methods for traffic control. Her group has produced 15+ major publications since 2015, with notable media coverage in Science, Wired, and NewScientist. Selected Scientific Awards NSF CAREER Award (2023) Ole Madsen Mentoring Award (2025) IEEE ITSS WiE/YP Fellowship (2024) Harold L. Hazen Teaching Award (2022) Her lab has advised 12+ graduate students and postdocs, including: Vindula Jayawardana (PhD '24, now at Anthropic) Sirui Li (PhD '25, now at Microsoft Research) Yining Ma (Postdoc, active researcher) Zhongxia Yan (PhD '24, now at Anthropic)
Timo Minssen is Professor of Law at the University of Copenhagen (UCPH) and the Founding Director of UCPH's Center for Advanced Studies in Bioscience Innovation Law (CeBIL). He also holds affiliations as an LML Research Affiliate at the University of Cambridge and an Inter-CeBIL Research Affiliate at Harvard Law School's Petrie-Flom Centre. With extensive expertise in Intellectual Property, Competition, and Regulatory Law, Minssen focuses on the legal aspects of emerging health and life science technologies, including genome editing, big data, artificial intelligence, and quantum technology. His educational background includes a German law degree (Staatsexamen) from Georg-August-University in Göttingen, and Swedish biotech & IPR related LL.M., LL.Lic., and LL.D. degrees from Lund University and Uppsala University. His PhD thesis on the patentability of biopharmaceutical technology in the US & Europe received the prestigious Swedish King Oscar award. 2024: TUM Global Visiting Professor, Technical University of Munich (Germany) 2016: Visiting Research Fellow, University of Cambridge (UK) 2014: Visiting Research Fellow, University of Oxford (UK) 2013-14: Visiting Scholar, Harvard Law School (US) 2012: LL.D. - Doctor of Laws (Swedish "juris doktor"), EU/US patent law, Lund University, Sweden Minssen's research spans AI & Big Data in Health & Life Sciences, Sustainable and responsible innovation & tech transfer, Pharmaceutical-, Life Science- & Biotech Law, Comparative European & US Patent Law, Intellectual Property Law & Open Innovation, and EU Competition- & US Antitrust Law. His work addresses legal issues throughout the lifecycle of health and life science products and processes, from R&D regulation to technology transfer and commercialization. His extensive publication record includes 7 books and over 200 articles and book chapters published in leading journals such as Science, Nature Biotechnology, JAMA, and Harvard Business Review. His research has been featured in The Economist, Financial Times, and other major media outlets. Minssen's recent work shows a strong focus on AI regulation, quantum technology law, and data governance in health contexts, reflecting the evolving landscape of technology and law. Scientific Awards and Recognition King Oscar award for best Jur. Dr. thesis (2014) Jorcks Fonds Forsknings Pris (Jorck's Foundation Research Prize) (2017) Awapatent Research Prize (2009) Max Planck Research Scholarship (2005) Visiting Scholar appointments at Harvard Law School, University of Oxford, and University of Cambridge Recipient of a Novo Nordisk Foundation Grant for a "Collaborative Research Program in Biomedical Innovation Law" (2018) As an advisor, Minssen serves international organizations including the WHO, WIPO, and EU Commission. He has supervised numerous PhD students in areas including pharmaceutical law, biotechnology patents, and antimicrobial resistance. His current research projects include the Novo Nordisk Foundation's International Collaborative Bioscience Innovation & Law (Inter-CeBIL) Programme (50 million DKK), CLASSICA: EU Horizon Project on AI-assisted surgery, and AI@Care: Law and Ethics and Algorithmic Bias in Healthcare. Minssen leads the Center for Advanced Studies in Bioscience Innovation Law (CeBIL), which serves as a hub for interdisciplinary research on the intersection of law, technology, and innovation in the health and life sciences. The center collaborates with institutions worldwide to address pressing legal challenges in emerging technologies.
Susan Robertson holds the Chair in Sociology of Education at the Faculty of Education, University of Cambridge, where she serves as Director of the Doctoral Programme and Editor-in-Chief of Globalisation, Societies and Education . She joined Cambridge in 2016 after academic appointments at the University of Auckland and University of Bristol, bringing over three decades of international expertise in critical education studies. Her educational foundation includes doctoral research in Sociology/Policy at the University of Calgary (1990), preceded by professional experience in the Research Division of Western Australia's Ministry of Education. This trajectory established her cross-sectoral perspective on education systems and policy implementation. Robertson's research critically examines state-education relationships through governance frameworks that determine educational equity and outcomes. She investigates how global and regional actors mediate the social contract between states and citizens, with particular focus on geopolitical shifts, OECD influence, and neoliberal transformations in higher education. Her work bridges sociology, political economy, and decolonial perspectives to address social justice imperatives in education. Analysis of her 2024-2026 publications reveals sustained engagement with higher education geopolitics, digital transformation challenges, and global governance mechanisms. Key thematic clusters include critiques of OECD-driven policy frameworks, analyses of ordinal citizenship in education systems, and examinations of how digitalization reshapes university missions while exacerbating existing inequalities. As Director of the Doctoral Programme, Robertson oversees comprehensive PhD training while convening the Culture, Politics and Global Justice research cluster that fosters interdisciplinary collaboration on transnational education challenges. Her service on the ESRC funding council positions her at the nexus of research strategy and resource allocation in UK social sciences. The Culture, Politics and Global Justice cluster under her leadership functions as a dynamic hub for critical scholarship, hosting regular seminars and collaborative projects that connect Cambridge researchers with global partners to address emergent issues in education governance and social transformation.
Ricardo Filipe da Silva Pocinho is an academic researcher affiliated with the Higher School of Education and Social Sciences (ESECS) at the Polytechnic Institute of Leiria, Portugal. He joined the faculty in March 2022 and holds the role of Assessor in the Regional Health Administration of the Center (ARS Centro). His primary research focuses on educational evaluation , social competence development , and pedagogical innovation , with emphasis on school-based interventions and socioemotional learning programs. He has supervised five doctoral students and published extensively on topics including family involvement in education, pandemic impacts on teaching, and workplace happiness initiatives. His work integrates interdisciplinary approaches, combining educational psychology with social work methodologies. Recent publications highlight projects like the 'Smiling Team' workplace well-being program and evaluations of educational interventions for youth transitioning from residential care. He collaborates closely with institutions like the University of Coimbra and has presented at major conferences such as TEEM20 and the International Conference on Childhood and Adolescence. Key contributions include designing programs to promote socioemotional competencies in schools and analyzing social policies during pandemics. His research emphasizes practical applications, evidenced by projects like the 'Third Age Universities' study in Portugal and Brazil, and pedagogical innovations in technical director training.
Prof. Gjalt de Graaf is a Full Professor in the Department of Political Science and Public Administration at Vrije Universiteit Amsterdam, leading the New Public Governance (NPG) research group. He holds dual appointments in the Faculty of Social Sciences and Humanities, specializing in public governance quality, integrity, and value conflicts. His work addresses how social media, academic education, and whistleblowing impact governance practices. Research focuses on resolving public value conflicts, particularly in academia and public institutions. He explores governance through lenses like art’s role in policy-making and administrative traditions’ influence on professional ethics. Notable contributions include studies on Dutch justice policy under pressure and cross-national comparisons of academic integrity. Awarded the Best Article Award 2017 Public Integrity and the VU Faculty of Social Sciences Research Prize (2008) , his work aligns with UN SDGs on peace, justice, and strong institutions. He advises 4 PhD theses and leads projects like Veerkrachtige en zinvolle samenlevingen , addressing societal resilience and youth participation. Teaching includes courses on good governance, public administration ethics, and leadership in dynamic environments. He actively engages in media commentary on integrity issues and organizes conferences on anti-corruption and ethical leadership.
Reed Stevens is a Professor in the Learning Sciences department at Northwestern University's School of Education and Social Policy (SESP). He holds a PhD in Cognitive Studies in Education from UC Berkeley (1999), an MA from UC Berkeley (1994), and a BA in Mathematics from Pomona College (1987). His research focuses on understanding learning across diverse settings including classrooms, workplaces, and museums, emphasizing how mathematical and technological practices shape cognition. Stevens develops tools like VideoTraces for media annotation and designs innovative educational models such as FUSE Studios to create scalable, interest-driven learning environments. His work bridges cognitive science and sociocultural studies, employing methods like audio-video ethnography and conversation analysis. Key themes include spatial reasoning in making activities, teacher adaptation to facilitator roles, and the diffusion of educational innovations. Stevens collaborates with industry partners to integrate real-world practices into school curricula, addressing challenges in scaling STEAM initiatives and fostering equitable participation. His research has implications for teacher training, curriculum design, and the development of technology-mediated learning tools. Stevens' recent work explores civic data science applications, professional learning in trades like coffee roasting, and the redefinition of scientific practices in education. He actively contributes to debates on expanding what counts as valid scientific inquiry and has published extensively on learning pathways, institutional adoption of innovations, and the role of agency in student-driven projects.
