Genesea M. Carter serves as the Associate Director of Composition and Associate Professor in the English and University Composition Program at Colorado State University. She holds a PhD from the University of New Mexico. Her research focuses on administrative systems in higher education, including curriculum design, teacher training, and workload equity, and their impact on instructors’ well-being. She also investigates how students from diverse backgrounds navigate academia, with a focus on working-class pedagogy and identity development. Her recent co-edited collection Systems Shift: Creating and Navigating Change in Rhetoric and Composition Administration (2023) addresses institutional transformation. Earlier work includes Class in the Composition Classroom: Pedagogy and the Working Class (2017), exploring socioeconomic diversity in education. Her articles span topics like digital literacy, interdisciplinary pedagogy, and critical theory in composition studies. Dr. Carter’s scholarship emphasizes equity, intersectionality, and dismantling neoliberal structures in academia. She has contributed to journals such as Composition Studies , Journal of Teaching Writing , and Open Words , and her work bridges practical administration with theoretical frameworks in rhetoric and composition.
Deborah Fox is Associate Professor in Midwifery at the University of Technology Sydney (UTS), Faculty of Health, and a core member of the Centre for Midwifery, Child and Family Health. She serves as Co-lead of the Maridulu Budyari Gumal SPHERE Maternal and Women's Clinical Theme and Chair of the National Publicly Funded Homebirth Consortium. In 2024, she received the Faculty of Health Dean's Academic Excellence Award for Research (Mid Career Researcher), following her 2021 award as Highest Performing Early Career Researcher from the School of Nursing and Midwifery. Her research focuses on optimizing physiological processes and positive experiences for women with complex pregnancies, with particular emphasis on the mediation of technology in midwifery practice. Current projects include evaluation of non-invasive fetal ECG beltless and wireless fetal monitoring in labor and birth, and examining the social, economic and environmental impacts of telemonitoring and telehealth in pregnancy and postpartum care. Dr. Fox's scholarly work demonstrates consistent focus on technology's role in maternity care, women's experiences of monitoring during labor, and innovative approaches to midwifery practice. Her recent publications show increasing emphasis on digital health solutions, AI applications in women's health, and pandemic impacts on maternal care systems globally. Faculty of Health Dean's Academic Excellence Award for Research (Mid Career Researcher) 2024 Highest Performing Early Career Researcher award from School of Nursing and Midwifery 2021 Editorial Board Member, Women and Birth journal Dr. Fox is actively involved in higher degree research supervision and has developed innovative teaching resources, including an Objective Structured Clinical Examination for perinatal mental healthcare. She is scheduled to spend three months as a Visiting Scholar at the University of Oxford in 2025.
Arvind Karunakaran is an Assistant Professor at Stanford University in the Department of Management Science and Engineering. He holds affiliations with the Center for Work, Technology, and Organization (WTO) , Stanford Technology Ventures Program (STVP) , Stanford Institute for Human-centered Artificial Intelligence (HAI) , and the Digital Economy Lab (DEL) . His research focuses on authority and accountability in the workplace , particularly under technological change and human-AI augmentation. Education: Ph.D. from MIT Sloan School of Management (2018) His work employs ethnographic and field-based methods to study empirical puzzles in workplace dynamics, complemented by comparative-historical analysis and quantitative/textual data analysis . Key research areas include social/algorithmic evaluation of workers , human-AI reskilling , and conflicts in symmetrical relations . Recent publications analyze AI's impact on workplace inequality , platform governance , and crowd-based accountability . His findings are published in top journals like Administrative Science Quarterly and Organization Science . Scientific Awards & Recognitions: Best Published Paper Award (ASA, 2025) Gerard J. Tellis Best Junior Faculty Paper Award (AIM Conference, 2025) W. Richard Scott Article Award (ASA, 2024) Responsible Research in Management Award (RRBM, 2024) Future of Organizations Fellowship (2024) Professor Karunakaran advises doctoral and master's students in areas related to technology and organizations , and teaches courses on organizational behavior , organizational theory , and innovation management .
Angelika Sjöstedt serves as Professor and Chair of Gender Studies within the Department of Humanities and Social Sciences at Mid Sweden University. Her academic leadership spans teaching across Bachelor's, Master's, and PhD programs in Gender Studies and Sociology, while actively contributing to institutional discourse through roles such as delivering the 2024 academic celebration lecture. She maintains significant engagement with contemporary academic freedom debates, notably co-organizing the 2024 seminar series addressing responsible internationalization amid the Gaza conflict. Her research profile reveals deep expertise in intersectional analysis of gender, settler colonialism, and labor precarity, particularly examining how chronic crises manifest in peripheralized regions. Recent work demonstrates acute responsiveness to geopolitical emergencies, with 2024 publications directly confronting academic complicity in genocide. Her methodological approach bridges ethnographic rigor with activist scholarship, evident in long-term collaborations like the Båskoes Sámi research network and Forum for Gender Research. Sjöstedt's scholarly trajectory shows consistent thematic development from early work on flexible knowledge-work subjectivity (2012) through nuanced examinations of rural resilience (2017-2020) to current urgent interventions in academic freedom. Her publications reveal distinctive geographic focus on Norrland's inland regions while maintaining transnational theoretical relevance, particularly regarding mining resistance movements and crisis management frameworks. The 2021-2024 output demonstrates accelerated engagement with acute political emergencies, signaling scholarly adaptation to escalating global crises. Professional networks constitute a critical dimension of her work, with sustained involvement in the Forum for Gender Research since at least 2015 and leadership in the Båskoes network advancing Indigenous research methodologies. Her editorial work on critical anthologies like Aktivism: En antologi om arbete för social och politisk förändring (2022) demonstrates commitment to bridging academic and activist knowledge production.
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.
Christopher Emdin is a Professor of Science Education and Maxine Greene Chair for Distinguished Contributions to Education at Teachers College, Columbia University. He directs the STEAM, DREAM & IdeaLab initiatives. Emdin holds a B.S. in Physical Anthropology/Biology/Chemistry from Lehman College (2000), an M.S. in Natural Sciences from Rensselaer Polytechnic Institute (2003), and a Ph.D. in Urban Education from the CUNY Graduate Center (2007). His research focuses on urban STEM education , culturally responsive pedagogy , and Hip-Hop Education (HipHopEd) . Emdin has received prestigious awards including the Strage Prize (2011) and PDK International Outstanding Dissertation Award (2008) . He pioneered projects like the Science Genius B.A.T.T.L.E.S. , using rap battles to engage urban students in science. His work bridges theory and practice, emphasizing reality pedagogy and cosmopolitan ethics . Key contributions include over 50 publications on urban science education, equity, and hip-hop pedagogy. He is a leader in professional organizations such as NARST and AERA. Emdin’s grants include collaborations with NSF and Fund for Teachers, focusing on science agency and leadership in urban schools. His lab, IdeaLab , advances innovative teaching strategies rooted in youth culture.
Pamela J. Hinds is the Rodney H. Adams Professor and Fortinet Founders Chair in Stanford University's School of Engineering, holding a joint appointment in the Department of Management Science and Engineering. She co-directs the Center on Work, Technology, and Organization and serves on the Director's Council for the Hasso Plattner Institute of Design. Her research focuses on technology's impact on teams, collaboration, and innovation in global and cross-cultural contexts. She earned her Ph.D. in Organizational Science and Management from Carnegie Mellon University (1997). Research Interests: Dr. Hinds explores cross-boundary work teams, particularly those spanning national borders, examining cultural dynamics, language barriers, and site visits' role in knowledge sharing. She investigates human-robot interaction in workplaces and emerging technologies' effects on work practices, including AI, 3D printing, and open innovation systems. Her work bridges organizational behavior, human-computer interaction, and global work dynamics. Awards & Recognition: Lasting Impact Award (2018) Senior Editor of Organization Science Co-editor of Distributed Work (MIT Press) Advising & Leadership: As department chair, Hinds shapes educational and research agendas. Her grants include NSF-funded studies on digital technologies in agriculture and crowd-based innovation. She advises initiatives at the intersection of technology, work design, and global collaboration. Labs & Teams: Co-leads the Center on Work, Technology, and Organization, fostering interdisciplinary research on modern work environments. Engages in Stanford's Design School (d.school) to integrate human-centered design principles into workplace innovation.
Vicente Talanquer is a University Distinguished Professor in the Department of Chemistry and Biochemistry at the University of Arizona, College of Science. His academic journey includes a B.S., M.A., and Ph.D. in Chemistry from the Universidad Nacional Autónoma de México (UNAM), followed by postdoctoral research at the University of Chicago's James Frank Institute. He has held various academic roles, including Professor and Associate Professor at UNAM before joining the University of Arizona in 2000. His research focuses on chemistry education, particularly student reasoning, assessment, and the development of chemical thinking. Key areas include understanding how students conceptualize chemical reactions, design learning progressions, and improve formative assessment strategies. He has led initiatives such as the Instructional-Teams Model to enhance teaching practices in STEM courses. Dr. Talanquer has received numerous awards, including the ACS Award for Achievement in Research (2021) and Arizona Professor of the Year (2015). He actively contributes to national and international educational committees, editorial boards, and professional societies such as the American Chemical Society and NARST. His work emphasizes curriculum innovation, teacher preparation, and fostering equity in science education. His research is supported by grants from the National Science Foundation and the UA Provost Investment Fund, focusing on active learning, large-enrollment course redesign, and systems thinking approaches. Talanquer's publications span over 200 peer-reviewed articles, textbooks, and educational resources in chemistry education, reflecting his commitment to advancing both research and practice in the field.
Deval Desai serves as Reader in International Economic Law at the University of Edinburgh's Edinburgh Law School, a position he has held since 2020 after serving as Lecturer from 2020-2023. His academic career includes research positions at Harvard Law School and the Geneva Graduate Institute. Dr. Desai also brings extensive practical experience from a decade working with the World Bank on rule of law and governance in sub-Saharan Africa, as well as advising the United Nations on rule of law issues. Dr. Desai's educational background includes an MA in History and French Literature from Oxford University, followed by legal training at City University/BPP Law School (PGDipL and PGDipLP), and advanced law degrees (LLM and SJD) from Harvard Law School. At Harvard, he held prestigious fellowships including the Byse Fellowship, Program on Negotiation Next Generation Fellowship, and Institute for Global Law and Policy Fellowship. MA (Oxon), History and French Literature PGDipL, PGDipLP, City University/BPP Law School LLM, Harvard Law School SJD, Harvard Law School Dr. Desai's research centers on law and development, administrative law and regulation, theories of the state, and patterns of knowledge and authority across the Global North and South. His work examines institutional reform processes, particularly how expertise and knowledge operate within rule of law initiatives. His interdisciplinary approach draws from legal and social theory, development studies, international relations, and performance studies, as evidenced in his monograph Expert Ignorance (Cambridge University Press). His recent work focuses on fiscal sociology, administrative law in the Global South, and the politics of social welfare provision. Dr. Desai's publications span leading journals in law, political science, and development studies, revealing a consistent focus on the intersections between legal institutions, governance, and development. His work demonstrates increasing engagement with comparative methodologies and critical perspectives on knowledge production in global governance. Recent articles show particular attention to fiscal policy, welfare systems, and responses to global crises like the Covid-19 pandemic, with comparative studies between India and European contexts. Dame Muriel Spark Medal (2024, Royal Society of Edinburgh) Chancellor's 'Rising Star' Award (2023, University of Edinburgh) Member of the Young Academy of Scotland Fellow of the Royal Society of Arts Fellow of the Young Academy of Europe Dr. Desai has secured significant research funding from diverse international sources, including a £2.1 million Swiss National Science Foundation Sinergia grant titled 'Reversing the Gaze: Towards Post-Comparative Area Studies' where he serves as PI. He also leads projects funded by the British Academy, University of Edinburgh's Big Ideas Accelerator, Scottish Funding Council, and Foreign, Commonwealth, and Development Office. His commitment to mentoring is evident through his recognition with the Susan Manning Award for Inspiring Mentor and his leadership in establishing programs like the Global Scholars' Academy at the Geneva Graduate Institute and the Global Justice summer school at CEU. As editor-in-chief of the Cambridge University Press book series 'Elements in Legal Theory and the Global South' and serving on multiple editorial boards, Dr. Desai plays a significant role in shaping scholarly discourse. His current research projects examine 'loss' in legal institutions guiding transitional processes, constitutional implications of fiscal arrangements in fragile contexts, and social welfare provision in India and Italy.
Professor Emily So serves as Deputy Head of the School of Arts and Humanities at the University of Cambridge and directs the Cambridge University Centre for Risk in the Built Environment (CURBE). A chartered civil engineer with extensive field experience, she holds leadership roles in the Open-Oxford-Cambridge AHRC Doctoral Training Partnership and chairs the Faculty EDI Committee. Her research focuses on urban risk and resilience , particularly in earthquake-prone regions. Combining structural engineering with epidemiological approaches, she develops innovative casualty estimation models and engages directly with affected communities worldwide. Her work spans seismic safety, disaster epidemiology, and remote sensing applications for rapid damage assessment. Professor So's publication trends reveal strong emphasis on machine learning for disaster risk modeling , with recent work featuring graph neural networks, deep clustering for urban morphology, and LSTM-based population forecasting. Her research bridges engineering, social sciences, and data science to address resilience in developing nations. 2010 Shah Family Innovation Prize (Earthquake Engineering Research Institute) Fellow of the Institution of Civil Engineers (FICE) Scientific Advisory Group for Emergencies (SAGE) member advising UK government As Director of CURBE, she leads interdisciplinary collaborations with EEFIT, Global Earthquake Model (GEM), World Bank, and USGS. Her field investigations following major earthquakes inform practical solutions for vulnerable communities, notably contributing to the 2017 World Building of the Year design in China. Current work includes sabbatical research for 2025-2026 focused on decolonizing architectural approaches to disaster resilience. Professor So maintains active roles in professional organizations and international disaster response frameworks, with her CURBE team developing methodologies now implemented globally for seismic safety improvements.
Dr. Jeewanie Jayasinghe Arachchige is a Lecturer in the Department of Computer Science at Vrije Universiteit Amsterdam, Faculty of Science. She teaches undergraduate courses including Bachelor Project Computer Science, Professional Development, and Software Engineering Processes for the academic year 2024–2025. Her research focuses on process mining , healthcare informatics , and data security . She applies process mining to analyze healthcare pathways and subpopulation treatment variations, develops explainable AI frameworks for predictive analytics, and examines data governance in emerging architectures like Data Lakehouses. Her work intersects legal informatics, particularly formalizing Sri Lankan civil court processes using ontology engineering. Recent publications highlight trends in balancing simplicity and complexity in process modeling, Industry 4.0 healthcare applications, and cybersecurity in model-driven web development. She has contributed to over 20 peer-reviewed articles since 2006, spanning topics from service-oriented architectures to value network analysis. Her teaching and research emphasize practical applications of IT in healthcare, legal systems, and enterprise environments. No ancillary activities are currently recorded.
Tina Dacin is a Professor of Strategy and Organizational Behavior at the Smith School of Business, Queen's University, Canada. She holds the Stephen J.R. Smith Chair and serves as Director of the Community Impact Research Program. Her roles include former Director of the Smith School’s Centre for Social Impact, former University Senate member, and former Chair of the Principal’s Innovation Fund Committee. She co-founded the Community of Social Innovation Chair and holds affiliations with the Academy of Management and Informs. Education: Ph.D. (1993) in Business Administration from the University of Toronto and M.A. in Psychology from the University of New Brunswick. Research focuses on cultural heritage, social innovation/entrepreneurship, strategic alliances, and globalization. Key themes include custodianship, tradition preservation, place-making, and institutional dynamics. Recent work explores craft-based ventures, place-sensitive organizational practices, and institutional renewal in crises like the Detroit water wars. Awards: None explicitly listed, though her chair position reflects academic distinction. Teaching includes courses on global social impact and analytics/ethics policy. Labs/Teams: Leadership in the Community Impact Research Program and the Scotiabank Centre for Customer Analytics.
Dr. Emily Wall is an Assistant Professor in the Department of Computer Science at Emory University, leading the CAV Lab (Cognition and Visualization). She earned her Ph.D. in Computer Science from Georgia Tech (2020) and completed a postdoctoral fellowship at Northwestern University before joining Emory. Ph.D., Computer Science, Georgia Tech (2020) Postdoctoral Researcher, Northwestern University Current: Assistant Professor, Emory University Her research focuses on enhancing human decision-making through data visualization and visual analytics by addressing cognitive limitations and biases. Key areas include metacognition promotion, computational strategies for bias mitigation, and human-AI collaboration in data analysis. She combines cognitive psychology principles with technical implementation using tools like D3.js and Tableau. Recent publications highlight her work on LLM applications in visual analytics, cognitive bias interventions, and trust calibration in AI systems. Current students like Mengyu Chen, Shiyao Li, and Zhongzheng Xu are presenting at top conferences such as CHI and IEEE VIS. She also explores educational applications through interactive visualization pedagogy and innovative assessment methods. Dr. Wall actively engages in academic service through graduate mentorship, conference judging, and diversity initiatives. Her lab emphasizes both technical proficiency and social justice implications in visualization design, reflected in course projects that merge artistic expression with data-driven storytelling.
John Gallagher is Associate Professor in English and Information Sciences at UIUC. His research examines how writers adapt to participatory audiences in digital environments, including social media interactions and AI writing tools. Using case studies and computational methods, he explores algorithmic audiences, ethical implications of AI, and technical communication in institutional contexts. He teaches courses in professional writing, digital rhetoric, and research methodologies. Recent projects analyze content creators' narratives about platform algorithms, inclusive emoji design, and academic integrity challenges posed by generative AI.
Felicity McArdle is a Professor in the Department of Early Childhood Education within the Faculty of Education at Queensland University of Technology. With a distinguished career spanning over two decades, her work centers on reimagining early childhood pedagogy through critical lenses of social justice, art education, and play-based learning. Her research has significantly influenced Australian early childhood policy and practice. McArdle's research interests demonstrate a consistent commitment to transformative education. She critically examines how art and play function as vehicles for social justice, challenging neoliberal discourses in early childhood education. Her work on refugee children's artistic expression and anti-bias curriculum development reveals her dedication to equity-oriented pedagogy. Through collaborative drawing methodologies and visual research approaches, she has pioneered innovative ways of understanding children's perspectives. Her publication trends reveal a sophisticated evolution from foundational work on visual arts in education (2001-2010) toward increasingly critical examinations of power, policy, and social justice (2011-2021). The consistent citation impact of her work—particularly her 2002 paper 'Early Childhood Art Education: A Palimpsest' with over 13,000 citations—demonstrates her field-defining contributions to reconceptualizing art education as critical praxis. McArdle has held significant editorial roles including co-editing the influential 2013 volume 'Young Children, Pedagogy and the Arts' and serving on the editorial board of Australian Journal of Early Childhood. Her collaborations with leading scholars like Susan Grieshaber, Jennifer Sumsion, and Linda Knight have produced seminal work on intentional teaching and play-based learning. Her research methodology expertise centers on visual and arts-based approaches, particularly collaborative drawing techniques that engage children as active research participants. This methodological innovation reflects her commitment to ethical research practices that honor children's agency while generating meaningful insights about early childhood experiences.
