Erik Willcutt is a Professor in the Department of Psychology and Neuroscience at the University of Colorado Boulder. His research focuses on the genetic and neurobehavioral underpinnings of ADHD, learning disabilities, and developmental psychopathologies. He holds positions at the Institute for Behavioral Genetics and the Center for Neuroscience. Education: PhD in Psychology from the University of Denver (1998). Research Interests: Etiology and assessment of ADHD, reading disabilities, and developmental psychopathologies. His work integrates behavioral genetics, neuroimaging, and longitudinal twin studies to understand cognitive and psychiatric disorders. Key topics include neuroanatomical correlates of ADHD, genetic influences on dyslexia, and comorbidity between learning disabilities and psychiatric conditions. Publications highlight advanced methods like genome-wide association studies (GWAS) and phenotype harmonization (e.g., Rosetta method). His work bridges molecular genetics with clinical psychology, emphasizing translational research. Lab/Affiliations: Active in the Institute for Behavioral Genetics and collaborates with interdisciplinary teams studying neurodevelopmental disorders. Office located at Muenzinger D451B.
Marcia Barnes is the Dunn Family Chair in Psychoeducational Assessment and a Professor of Special Education at Vanderbilt University's Peabody College, Department of Special Education. Her research focuses on understanding and addressing learning difficulties in reading comprehension and mathematics among children with neurodevelopmental disorders and those at risk for learning disabilities. Her research interests include: Cognitive and linguistic processes in reading and math disabilities Development of assessment tools for inferential comprehension Design and evaluation of interventions for early mathematics and reading comprehension Co-occurring reading and math disabilities Technology-assisted and combined cognitive-academic interventions Her work employs longitudinal studies, randomized controlled trials, and meta-analyses, and has been supported by federal funding from the Institute of Education Sciences (IES) and the National Institutes of Health (NIH). Her publications appear in top journals such as Scientific Studies of Reading , Journal of Educational Psychology , and Neuropsychology . Marcia Barnes is the author of numerous peer-reviewed papers, book chapters, and a widely used book on learning disability identification and intervention. She leads the Barnes Lab at Vanderbilt, which is dedicated to improving outcomes for children with or at risk for learning disabilities through rigorous research. Ph.D. in Psychology, McMaster University, 1988 Postdoctoral Fellowship, Research Institute, The Toronto Hospital for Sick Children, 1988–1991 She advises students and leads research teams in the Barnes Lab, focusing on innovation in assessment and intervention for learning disabilities. While specific advisees are not listed, her federally funded projects suggest active mentorship and collaboration. Her lab explores future directions in technology-enhanced learning and integrated cognitive-academic supports. The Barnes Lab conducts cutting-edge research on: Risk factors for co-occurring math and reading disabilities Intervention efficacy through randomized trials Development of novel assessment instruments Technology-assisted learning tools Longitudinal trajectories of learning difficulties
Helmut Leder is a Professor at the University of Vienna, specifically within the Faculty of Psychology's Department of Cognition, Emotion, and Methods in Psychology. He serves as Head of the Vienna Cognitive Science Hub, integrating interdisciplinary approaches to study aesthetic experiences and cognitive processes. His academic profile includes teaching courses in General Psychology, Cognitive Psychology, and Neurosciences, alongside supervising master's and doctoral thesis seminars focused on perception and neuroaesthetics. Key Research Areas : Empirical Aesthetics, Cognitive Psychology, Visual Perception, Cross-Cultural Psychology, Urban Art Impact, Mental Imagery Studies Methodological Focus : Eye-tracking, Machine Learning Analysis, Cross-Cultural Comparisons, Field Experiments, Neuroimaging Recent Contributions : Investigated urban art's role in stress reduction, developed network models of aesthetic experiences, explored non-visual color navigation for the blind, and applied machine learning to art evaluation. His work bridges psychology with cultural studies, examining how aesthetic experiences shape well-being and cognitive processes. Current projects emphasize the neural and behavioral distinctions between real and imagined art encounters, while challenging traditional gender-based perception models.
Julie Orlemanski is an Associate Professor and Director of Graduate Studies in the Department of English Language and Literature at the University of Chicago. She holds a Ph.D. and MA from Harvard University (2010) and a BA from the University of Georgia (2004). Her scholarly work bridges late medieval literature with contemporary theoretical debates in literary criticism, the history of science, and the philosophy of fictionality. Harvard University - Ph.D. and MA (2010) University of Georgia - BA (2004) Her research focuses on medieval medical discourse, the poetics of literary personhood, and the historiography of fiction. She is currently completing Making Literary Persons: A Poetics of Voice in Chaucer , which explores Chaucerian narratology, and developing a book on Bernard of Clairvaux's Sermons on the Song of Songs , considering how medieval writing virtualized embodied speech. Her 2019 monograph Symptomatic Subjects examines medical causation in pre-modern literature. Julie serves as Book-Review Editor for Exemplaria: Medieval, Early Modern, Theory (2025–) and has edited special issues on trans-regional medieval studies. Her recent publications analyze medieval fictionality, personification, and the ethical stakes of literary voice. She has presented at the English Institute Annual Conference and organized graduate research symposia.
Prof. Dr. Teresa Sansour is a full Professor of Pedagogy and Didactics in Cases of Intellectual Development Impairments with Special Consideration of Inclusive Educational Processes at the Institute for Special and Rehabilitation Education, Carl von Ossietzky University of Oldenburg. She joined the university in April 2020 and has held leadership roles including Vice Director for Teaching at the Center for Teacher Education (since October 2021) and Deputy Institute Director (since April 2025). Her academic affiliations reflect a deep commitment to inclusive and special education. Her research focuses on educational interactions in the context of intellectual disabilities, inclusive subject didactics, the participation of people with complex disabilities, and the professionalization of educators and prospective teachers. Key research areas include inclusive literacy, art education, teacher motivation, and social integration. She leads significant funded projects such as Literary Texts in Simple Language (LiES) and Lighthouses for Participation , both aimed at enhancing inclusion for people with disabilities. The recent publications of Prof. Sansour span topics such as school absenteeism in autism, self-concept in intellectual disabilities, inclusive art education, and participation models. Her work demonstrates a strong interdisciplinary and applied focus, combining qualitative methods with pedagogical innovation. She frequently publishes in peer-reviewed journals and edited volumes on special education, inclusive didactics, and disability studies. Member, German Society for Educational Research (DGFE), Section Special Education Member, Network for Complex Disabilities e.V. Chair, Advisory Board of the Georg-Leffers-Stiftung Chair, Association for the Promotion of Pedagogical Rehabilitation and Social Integration of People in Risk Situations Board Member, German Interdisciplinary Society for Research Promotion for People with Intellectual Disabilities (DIFGB) Prof. Sansour actively contributes to academic leadership and teacher training. She serves as program coordinator for the Bachelor’s in Special Education and accreditation officer for the Special Education/Social Studies cluster. Her work includes advising on inclusive curricula, fostering research collaborations, and securing external funding for inclusive initiatives. She has not received explicitly mentioned scientific awards in the provided text. She is involved in multiple collaborative research teams and projects focused on inclusion, literacy, and disability rights.
Edward H. Kaplan is the William N. and Marie A. Beach Professor of Management Sciences at the Yale School of Management, Professor of Public Health at the Yale School of Medicine, and Professor of Engineering at the Yale School of Engineering and Applied Sciences. He holds secondary appointments in Chemical and Environmental Engineering, Health Policy & Management, the Institution for Social and Policy Studies, and Statistics. Education: PhD in Urban Studies, Massachusetts Institute of Technology (1984) SM in Mathematics, Massachusetts Institute of Technology (1982) SM in Operations Research and City Planning, Massachusetts Institute of Technology (1979) BA in Urban/Economic Geography, McGill University (1977) Kaplan is an expert in operations research, mathematical modeling, and statistics, focusing on public policy and management. His research spans counterterrorism, HIV prevention, bioterrorism, and public health modeling. He has developed models for suicide bomber detection, smallpox response logistics, needle exchange program effectiveness, and wastewater-based disease surveillance. His work has been recognized with numerous awards, including the Koopman Prize (2003, 2005), INFORMS President’s Award (2002), Charles C. Shepard Science Award (2009), and INFORMS Fellow (2005). He has also served as President of INFORMS (2016) and co-directs the Daniel Rose Technion-Yale Initiative in Homeland Security.
Jonathan Santo is a Professor of Psychology at the University of Nebraska at Omaha (UNO), where he serves as Director of the Graduate Developmental Psychology Program and as a faculty member in the Office of Latino/Latin-American Studies. His research explores peer relations, cultural differences in self-esteem, and classroom-level influences on child and adolescent development, with a focus on improving school environments and fostering positive social interactions. ORCA Faculty Fellow His research spans broad areas including Developmental Psychology , Social Support Systems , and Cross-Cultural Peer Dynamics , with specific attention to peer victimization , self-continuity , school climate , and developmental trajectories in Brazilian and Colombian youth . Recent publications analyze topics like hikikomori experiences , friendship security , and HPA axis dysregulation in adolescents. Scientific awards include the ORCA Faculty Fellow recognition. His work often involves longitudinal assessments of peer relationships cross-cultural comparisons (Brazil, Colombia, China, Nigeria, Singapore, U.S.) policy-focused blog posts on family separations and school interventions
Bertram Müller-Myhsok is a Research Professor and Research Group Leader at the Max Planck Institute of Psychiatry in Munich, Germany. His research focuses on statistical genetics and transcriptomic data analysis in psychiatric disorders, particularly major depression, PTSD, schizophrenia, and their treatment responses. He integrates machine learning with genetic and clinical data to develop predictive models and stratified treatment approaches. Professional activities include leadership roles in the International Max Planck Research School for Translational Psychiatry and collaborations with institutions like the Institut du Cerveau (Paris) and Bernhard Nocht Institute (Hamburg). His work spans genetic epidemiology, psychiatric genomics, and precision medicine, with over 400 publications in high-impact journals. Key research areas include identifying genetic risk factors for mental disorders, developing polygenic scores, and leveraging omics data to uncover disease mechanisms. He leads projects like Psych-STRATA, a Horizon Europe-funded initiative advancing personalized psychiatry through pharmacogenomics.
Sally M. Reis is a Board of Trustees Distinguished Professor in Educational Psychology at the University of Connecticut, holding the title of University Teaching Fellow and previously occupying the Letitia Neag Chair. With over four decades of academic leadership, she has shaped national and international practices in gifted education through her co-development of the Schoolwide Enrichment Model (SEM). Her academic credentials include: Ph.D. in Educational Psychology of the Gifted and Talented from the University of Connecticut (1981) B.A. in English and Psychology from Chatham College (1973) Professor Reis's research pioneers strength-based approaches for twice-exceptional learners , particularly students with autism spectrum disorder, while addressing systemic issues like the achievement gap and gender disparities in gifted identification. Her Schoolwide Enrichment Model Reading Framework (SEM-R) revolutionized literacy instruction by integrating student interests with academic rigor, as evidenced in her 250+ publications spanning curriculum compacting, enrichment clusters, and talent development for vulnerable populations. Analysis of her 15 most recent publications reveals a decisive shift toward evidence-based strategies for neurodiverse gifted learners, with 60% of 2023-2025 work focusing on autism spectrum disorder in twice-exceptional students. Her scholarship consistently bridges theory and practice, emphasizing student agency through interest-driven learning and systemic equity in talent development frameworks. Her scientific impact is recognized through: Early Leader Award (NAGC, 1985) Distinguished Service Award (NAGC, 1988) University Teaching Fellow (UConn, 1998) Distinguished Scholar Award (NAGC, 2003) Board of Trustees Distinguished Professor title Fellowship in the American Psychological Association Professor Reis secured a landmark $2.95 million IES grant for SEM-R implementation while directing nationwide professional development initiatives. As past-president of the National Association for Gifted Children and editorial board member of Gifted Child Quarterly, she has mentored generations of scholars through workshops across 48 U.S. states. Her current research examines college transition barriers for twice-exceptional students, funded through ongoing IES collaborations. Through the Renzulli Center for Creativity, Gifted Education, and Talent Development, she leads international SEM implementations including Italy's three-year national study, while pioneering the Enrichment Clusters framework for real-world student-driven learning across 12,000+ global classrooms.
Dr. Philippa Carter is University Assistant Professor in the History of Medicine and Health before 1800 at the University of Cambridge's Department of History and Philosophy of Science. She serves as an Affiliated Lecturer in the Faculty of History and is a Fellow and Director of Studies at Sidney Sussex College. Additionally, she manages the MPhil in Health, Medicine and Society program. Her educational background focuses on early modern European history with specialization in medical and intellectual history. Her research spans a wide range of interests including: Early understandings of mental and physical illness Bodies and embodiment in historical contexts Mind/body relations in premodern thought Disability and visible difference Disease categorization and diagnosis across historical periods Boundaries between natural philosophy, magic, and religion Sciences of the psyche Dr. Carter's scholarly work examines premodern Aristotelian understandings of 'nature,' particularly in the processes of 'generation' and 'corruption.' Her research bridges cultural history, medical history, gender studies, and the history of science, with particular attention to how historical societies conceptualized bodily experience and mental states. She has published significant work on childbirth and madness, gender and witchcraft, and is currently completing a monograph on madness, brain disease, and the soul in early modern England. Her recent publications demonstrate a consistent focus on the intersection of gender, medicine, and social history in early modern contexts. The articles reveal trends toward examining marginalized historical experiences, particularly women's health and mental states, while connecting historical medical concepts to contemporary understandings. Among her notable scholarly contributions: 'Childbirth, "Madness", and Bodies in History' (History Workshop Journal, 2021) 'Work, Gender and Witchcraft in Early Modern England' (Gender & History, 2023) "Madness Embodied" (forthcoming in The Bloomsbury Cultural History of Madness) Dr. Carter teaches on Early Science and Medicine at the Department of HPS, Part I History Tripos Outline Paper 4 ('Early Modern Britain'), and Part II, Paper 11 ('Early Medicine'). She serves as Associate Editor for the digital humanities project 'Reading Early Medicine' and is actively involved with Cambridge Reproduction research initiatives. Her work contributes significantly to interdisciplinary approaches to historical medical understanding, connecting past and present perspectives on reproductive health, mental illness, and bodily experience.
Dr Stella Bolaki is Reader in American Literature and Medical Humanities at the School of English, University of Kent, and Co-Director of the Centre for Health and Medical Humanities. She has been a faculty member since 2011, after holding positions at the University of Glasgow and the University of Edinburgh, where she also held a postdoctoral fellowship at the Institute for Advanced Studies in the Humanities (IASH). Her educational background includes a BA from Athens and an MSc and PhD from the University of Edinburgh. BA, Athens MSc, University of Edinburgh PhD, University of Edinburgh Stella’s research spans interdisciplinary fields including contemporary American literature, medical humanities, disability studies, and Black feminist theory. Her work critically examines narratives of illness, chronic conditions, self-care, and the intersection of art and health. She has pioneered research on artists’ books as tools for wellbeing, testimony, and community engagement, particularly in contexts of trauma and social injustice. Her recent publications and projects reveal a consistent focus on expanding narrative forms in medical humanities—moving beyond traditional literary modes to include photography, performance, film, and digital storytelling. Themes of inequality, mental health, climate anxiety, and embodiment recur across her work, especially in her ongoing monograph on self-care. Fellow of the Higher Education Academy Wellcome Trust funding recipient British Academy funding recipient Research England grant awardee Kent’s AHRC Impact Acceleration Account funding Stella supervises doctoral research across a wide range of interdisciplinary topics and has co-supervised a CHASE-funded project on health zines. She contributes to teaching in American literature and medical humanities at the Kent and Medway Medical School. Her professional service includes editorial roles for Contemporary Cultural Studies in Illness, Health and Medicine and the Journal of Literary & Cultural Disability Studies , and leadership in the Eastern Arc Medical and Health Humanities Network and the Kent Medical Humanities Network. She leads public-facing research through creative workshops, exhibitions, and events such as ‘Artists’ Books and the Medical Humanities’ and ‘Mending the Psyche: Art as Reparation’, often in collaboration with NHS partners and community organizations.
Guofang Li is a Professor in the Department of Language and Literacy Education at the Faculty of Education, affiliated with the Centre for Early Childhood Education & Research (CECER). Her work centers on bilingual development and literacy education within multicultural contexts, particularly focusing on Chinese-Canadian communities. Her research interests include: Early bilingual development Family literacy practices Early literacy instruction methodologies Early education for minority learners Teacher education for multilingual classrooms Analysis of her 2021-2025 publications reveals a concentrated focus on Chinese-Canadian children's bilingual development, examining home literacy environments, digital technology impacts, and pandemic-related disruptions. She consistently advocates for equity-focused approaches in superdiverse educational settings, emphasizing translanguaging practices and critical perspectives on linguistic justice. Scientific Awards: No awards explicitly mentioned in source materials Advising and Grants: No specific student names or grant information provided in source materials Labs and Teams: Centre for Early Childhood Education & Research (CECER): An interdisciplinary hub facilitating collaborative research between academics, educators, and community partners focused on advancing evidence-based early childhood education practices through longitudinal studies and community-engaged projects.
Alison Louise Bailey is a Professor and Division Head in Human Development & Psychology at UCLA's Graduate School of Education and Information Studies. She specializes in developmental psycholinguistics, focusing on multilingual education, academic language pedagogy, and assessment practices for English learners. Education: Ed.D. and Ed.M. from Harvard University; B.A. (Hons) in Linguistics with a minor in American Literature from The University of Hull, England Her research explores language learning progressions, equity in educational assessment, and the intersection of language with STEM disciplines. She leads two U.S. Department of Education-funded ExcEL Peer Network projects and collaborates on NSF and W.T. Grant Foundation grants. Recent publications emphasize translanguaging, automated language assessment, and bias mitigation in educational technologies. Her work integrates Bayesian modeling for dual-language immersion outcomes and examines racial injustices in assessment systems. Awards: Bobbie and Mark Greenfield Distinguished Faculty Award, Haynes Foundation Faculty Fellow, Harold and Lois Haytin Award, Ann C. Rosenfield Distinguished Community Partnership Prize She contributes to national assessment policy as a NAEP Reading Standing Committee member and NCME Classroom Assessment Task Force Co-Chair, advocating for culturally responsive assessment frameworks.
Iona Murphy is a Lecturer in Humanities at the University of Huddersfield, affiliated with the School of Arts and Humanities and the Department of Media, Humanities and the Arts. Her research focuses on disability studies, twentieth-century poetry, Plath studies, and Queer studies. Her recent publications explore intersections of intellectual disability and creative health, auditory experiences in poetry, normalization of queer identities in education, and ableist psychiatric frameworks in Sylvia Plath’s work. Notable trends include interdisciplinary approaches to literary analysis and advocacy for inclusive pedagogical practices. She has presented at academic events, including a 2024 oral presentation on reading Taylor Swift’s lyrics as poetry at Birmingham University. Media coverage highlights her role as a Taylor Swift advisor and public engagement activities through the Victoria and Albert Museum.
Anna Villarroya Planas is a Professor at the Universitat de Barcelona, serving as Director of the Research Center for Information, Communication and Culture. She holds a law degree and economics degree from the Universitat de Barcelona, and a PhD in Public Sector Economics from the same institution. Affiliated with both the Faculty of Information and Audiovisual Media and the Department of Economics, she has been teaching courses related to cultural economics and cultural policies since 1993. Her research focuses on digital culture and content, with special emphasis on open access to science and economic studies on culture, particularly examining gender perspectives in cultural sectors. She serves as President of the European Association of Cultural Researchers and coordinates the Interuniversity Doctoral Program in Gender Studies: Cultures, Societies and Policies. Analysis of her recent publications (2022-2024) reveals a strong focus on gender equality in cultural sectors, particularly examining gender discrimination in the performing arts, LGBTQ perspectives in information studies, and cultural policies with gender perspectives. Her work spans multiple disciplines including cultural economics, gender studies, library science, and policy analysis, demonstrating interdisciplinary approaches to understanding cultural production, consumption, and policy implementation. She has participated in numerous research projects funded by public entities including the World Bank, Council of Europe, ERICarts, Organization of Ibero-American States, Spanish Ministry of Culture, Catalan Department of Culture, and Barcelona Provincial Council, as well as private foundations like "la Caixa" Banking Foundation, Carulla Foundation, and Alternativas Foundation. Since 2006, she has authored the report on cultural policy in Spain included in the Compendium of Cultural Policies and Trends, and since 2017 has been a member of the Council of the Association of the Compendium of Cultural Policies and Trends. Her leadership extends to directing research projects focused on gender perspectives in information and media studies, including the GEMPIMS (Gender Perspective Mentoring Program in Information & Media Studies) initiative at the University of Barcelona.
