Fiore Geelhoed is an Assistant Professor at Erasmus School of Law, Criminology, Erasmus University Rotterdam. Her research explores extremism, radicalization, and activism, with a focus on subjective experiences within movements labeled as radical or extremist. She also investigates compliance motivations in environmental criminology and conspiracy theory communities. Her primary research interests include understanding narratives and subcultures in extremist movements, conversion processes within Islam, and the societal impacts of polarization. She employs qualitative methodologies to examine how individuals perceive their involvement in contested social movements. Geelhoed actively contributes to public policy as a member of Amsterdam's Expert Group on Radicalization and Extremism. Her work has been featured in media discussions on conspiracy theories and deradicalization.
Erik Glaas is an Adjunct Associate Professor in the Department of Thematic Studies - Environmental Change (TEMAM) at Linköping University. His research focuses on climate change adaptation, particularly addressing 'wicked problems' through visualization tools and participatory decision-making processes. He holds a PhD in Environmental Science (2013) and a Master's in Environmental Science (2007), both from Linköping University. His work emphasizes integrating diverse stakeholder perspectives in urban planning and infrastructure resilience. Erik teaches courses in environmental economics, climate change adaptation, and visualization techniques at both bachelor’s and master’s levels. He leads projects like Visual Water (an interactive platform for stormwater management) and participates in the Nordic Excellence Center NORD-STAR , which focuses on climate-resilient land use and energy policies. Key collaborations involve municipalities, housing associations, and international partners. His research explores thresholds for maladaptation in Nordic agriculture, municipality-property owner partnerships for climate resilience, and the role of visualization in facilitating reflexive decision-making. He has advised on climate adaptation strategies for cities like Norrköping and contributed to policy frameworks through initiatives like the Norrköping Decision Arena .
Liliana Herakova is an Associate Professor in the Department of Communication and Journalism at the University of Maine, where she also serves as Director of Communication Education. A native of Bulgaria with a PhD in Communication from the University of Massachusetts, Amherst, her work spans 15+ years of teaching and research at the intersections of Health Communication, Critical Pedagogy, Equity, and Social Change. She employs ethnographic, performance, and narrative methods to examine communication in learning, knowledge construction, and community-building, with recent focus on critical mentorship practices affecting marginalized academics. Research Interests: Health Communication, Critical Pedagogy, Equity, Social Change, Feminism and Gender Studies Key Collaborations: Partnerships with academic libraries and nursing programs to address systemic inequities Her articles explore topics like queer pedagogy in education, rural health risk behaviors, gender role conflict in nursing, and performative remembering through food rituals. While no specific awards are listed, her work emphasizes equity-minded faculty development and civic engagement.
Jacky Smith is a Professor of Respiratory Medicine at the University of Manchester and Honorary Consultant at Manchester University NHS Foundation Trust. She leads a multidisciplinary research team focused on understanding pathological cough mechanisms and developing novel anti-tussive therapies. As Director of the NIHR Manchester Clinical Research Facility and Respiratory Theme Lead in the NIHR Biomedical Research Centre, she drives translational research in cough pathophysiology and clinical trials. Her work includes pioneering semi-automated cough detection systems commercialized by Vitalograph, impacting regulatory standards for cough therapies. Key roles include NIHR Senior Investigator and Visiting Professor at Imperial College London. Education: MB ChB (Manchester, 1992), PhD (Manchester, 2004) Specialties: Cough reflex measurement, signal processing, clinical trials design Affiliations: British Thoracic Society, European Respiratory Society Research focuses on cough neurobiology, cough monitoring endpoints, and mechanisms in chronic diseases. Collaborates with pharmaceutical industry and global academic networks. Awards include MRC Clinician Scientist and Wellcome Investigator Fellowships.
Dr. Paul Reid-Bowen is a Senior Lecturer in Religions, Philosophies, and Ethics at Bath Spa University's School of Writing, Publishing, and the Humanities. He transitioned from part-time lecturer (2002) to full-time faculty in 2004. His work bridges ecological philosophy, feminist theory, and religious studies, with a focus on paganisms, nature religions, and apocalyptic discourse. He holds a PhD from the University of Gloucestershire (2004) and professional qualifications in education. Education: BA in Religious Studies, University of Wales, Lampeter MA in Religious Studies, University of Wales, Lampeter PhD in Religious Studies, University of Gloucestershire Research Interests: Ecological ethics, existential philosophy, feminist thealogy, methodological critiques in religious studies, and contemporary religious movements. His book Goddess as Nature: Towards a Philosophical Thealogy (2007) explores feminist theological constructs in nature religions. Awards: 1997 Mary Radcliffe Scholarship 1996 Alan Talbot Prize for Religious Studies 1994-1995 Philosophy Bursaries Academic Contributions: Serves as External Examiner for MA Engaged Ecology (Schumacher College) and BA Religion, Philosophy & Ethics (Canterbury Christ Church University). Editor for journals including Goddess Thealogy and the Reframing Continental Philosophy of Religion series. Keynote addresses include discussions on apocalyptic ethics and post-peak humanities. Future Work: Currently developing a book on ecological collapse and civilizational crisis. Engages with speculative realism, object-oriented ontology, and posthumanist frameworks.
Dr. Angels Trias-i-Valls is an Associate Professor in Economic and Digital Anthropology and Director (People) at Regent's University London's School of Arts and Humanities, Department of Media and Communications. With over 25 years of academic experience, she pioneers research at the intersection of anthropology, digital technologies, and immersive environments. Her educational background includes a PhD in Social Anthropology from Queen's University Belfast (1999), Llicenciatura in Cultural Anthropology from University of Barcelona (1992), and Film and Media Production from Centre de la Imatge, Barcelona (1991). Additional qualifications include Senior Fellowship in the Higher Education Academy (2018), CPD certificate in Blockchain (2023), and PGSC PhD Supervision certification. Trias-i-Valls' research spans two distinct periods: from 1995-2010 focusing on visual/economic exchanges in Japan and Europe, and post-2010 exploring digital anthropology in virtual environments. Her current work investigates cultural understandings of AI, blockchain economies, and the Metaverse through ethnographic and pedagogic lenses. She pioneered the UK's first e-learning BA/MA in Social Anthropology and produced foundational digital anthropology projects at Queen's University Belfast and Lancaster University. Her 15 most recent publications reveal a decisive shift toward digital anthropology, with 60% focusing on Metaverse applications, blockchain economies, and virtual learning. The remaining works examine Japanese economic practices, gender/sexuality studies, and open-access academic publishing innovations. This trajectory demonstrates her evolution from traditional economic anthropology to cutting-edge digital ethnography. Higher Education Academy Excellence Recognition Award (2009) C-SAP Anthropology Associate Award (£1,000, 2008) Two HEA C-SAP awards for digital anthropology projects Senior Fellow of the Higher Education Academy (2018) MCMI Charter from Manager Institute (2016) As an educator, she supervises PhD candidates (including Mitchell Belfer on Middle East coalitions), has mentored 75 undergraduates and 25 MA students, and teaches courses on Digital Media and Society, Social Media and Digital Culture, and Emergent Technologies. She co-developed electives on Web3, Metaverse, and Blockchain while leading curriculum design for Media Communications and Management programs. Her grants include £5,000 for C-SAP OER Consortium projects on open educational resources and £2,500 for 'Interrogating Consent and Dominance' research. She directs the Media Sensorial Lab and serves as LGBTQ+ Network Chair and EDI representative.
Mollie Chapman is a Lecturer at the Department of Environmental Systems Science, ETH Zurich, where she leads the Environmental Values and Food System Transformation group in TdLab. She holds a B.A. (2006) in Anthropological Sciences from Stanford University, a M.Sc. (2012) in Sustainable Development from the University of Basel, and a Ph.D. (2017) in Resource Management and Environmental Studies from the University of British Columbia. Her research focuses on sustainability transformations, emphasizing inter- and transdisciplinary collaboration between academic and civil society groups. Key areas include food systems, farmer motivations, ecological restoration, and the role of cultural values in shaping human-nature relationships. Chapman’s work bridges social sciences, natural sciences, and humanities to address systemic sustainability challenges. She explores how plural value concepts—especially relational values—can foster inclusive environmental policies while maintaining place-specific meanings. Recent projects examine the socio-cultural dynamics of community supported agriculture and the potential of social media influencers to drive sustainability behaviors, while also critiquing platform limitations. She advocates for methodologies that prioritize creativity and reflexivity in sustainability science. Her publications in 2025 emphasize innovative approaches to sustainability communication and policy, including leveraging social media’s influence and refining transdisciplinary values frameworks. Earlier work (2023–2021) highlights collaborations on cultural dimensions in land use and participatory models in agriculture. Though no formal awards are listed, her contributions reflect a commitment to advancing transformative sustainability practices through rigorous, context-sensitive research. While Chapman does not list formal advisees, her academic roles and publications indicate active involvement in mentoring transdisciplinary research initiatives. TdLab, her affiliated team, serves as a hub for integrating diverse perspectives to tackle complex environmental challenges.
Terry Hanley is a Professor of Counselling Psychology at the University of Manchester’s Manchester Institute of Education (MIE), serving as Associate Director of Research for the School of Environment, Education and Development. He holds visiting professorships at York St John University (UK) and serves as an international academic advisor for the Moscow School of Economics and Social Sciences’ Counselling Masters program. His research focuses on the intersection of education and therapy (EaT), addressing therapeutic interventions in schools, digital mental health innovation, and social justice advocacy. Research interests include therapy in educational settings, applied psychologist education, and psychology’s role in addressing inequality. He co-leads the ‘Education and Psychology’ research group at MIE and has authored/co-edited influential texts like *The Sage Handbook of Counselling and Psychotherapy*. A Fellow of the British Psychological Society and Higher Education Academy, he is also HCPC-registered as a practitioner psychologist. His recent work explores social media’s ethical implications for therapists, digital mental health platforms, and the impact of austerity on youth well-being. Over 130 publications and 74 supervised research projects reflect his commitment to advancing counselling psychology’s practical and scholarly contributions. Awards: Fellow of the British Psychological Society Fellow of the Higher Education Academy Advising: Supervised 74 research projects, focusing on digital therapies, youth mental health, and educational psychology. Collaborates internationally on initiatives like the TELL Study on lockdown impacts. Labs/Teams: Member of the Education and Psychology research group at MIE, contributing to interdisciplinary projects on EaT and digital futures.
Carlyn Mueller is an Assistant Professor of Special Education in the Department of Rehabilitation Psychology & Special Education at the University of Wisconsin-Madison’s School of Education. Her work focuses on disability identity development, curriculum representation, and intersectionality of race and disability. She holds a PhD from the University of Washington (2019) and completed a postdoctoral fellowship at Vanderbilt University. Educational Background: PhD in Education, University of Washington, 2019 Academic Pathways Postdoctoral Fellow, Vanderbilt University Research Interests: Dr. Mueller investigates how disability identity forms in educational settings, including curriculum representation and the interplay between race and disability. Her work emphasizes inclusive practices and social justice in education. Key Themes in Publications: Her research spans disability identity formation, intersectionality, curriculum design, and advocacy. Recent work explores race-disability intersections in education and systemic barriers in STEM accessibility. Awards: Outstanding Dissertation Award, AERA Special & Inclusive Education SIG (2020) Pediatric Rehabilitation Poster Award (2019) Advising & Grants: While no formal advisee list is provided, her research indicates active collaboration with interdisciplinary teams. Grants and funding sources are not explicitly listed in the provided materials. Labs & Teams: Affiliated with the Department of Rehabilitation Psychology & Special Education at UW-Madison, focusing on disability studies and inclusive education initiatives.
Karime Mescouto is a Research Fellow at RECOVER Injury Research Centre, University of Queensland. As a physiotherapist and postdoctoral researcher, she investigates sociocultural dimensions of pain care using qualitative methodologies and critical theory frameworks. Research focuses on: Critiques of biopsychosocial models in pain management Health equity in musculoskeletal care Clinical uncertainty and patient experiences Intersectional approaches to rehabilitation Her work employs innovative qualitative designs including ethnography and participatory methods to examine power dynamics in healthcare. Recent publications explore how reflexivity can transform low back pain practices and challenge dominant biomedical paradigms.
Celina McEwen is a Postdoctoral Research Associate at The University of Sydney, specializing in the anthropology and sociology of education. Her work bridges professional practice, equity in workplaces, and technology-mediated learning, with a focus on work-integrated learning (WIL) and practice-based education. Her research spans three core areas: Professional Practice: Developing the concept of 'deliberate professional' through ARC Discovery Projects like 'Developing Interdisciplinary Expertise in Universities' and 'Leadership Diversity Through Relational Intersectionality in Australia' Equity Studies: Investigating systemic issues in aged care, workplace diversity policies, and social justice interventions Technology-Mediated Learning: Exploring mobile learning frameworks, online education design, and digital tools for workplace learning Recent publications analyze care paradoxes in aged care, leadership diversity, and inclusive pedagogies. Her work appears in conferences like ASCILITE and journals focusing on educational technology, social justice, and professional learning. She contributes to ongoing debates about: Interdisciplinary research methodologies Intersectional approaches to organizational equity Mobile technology capacity building Community cultural development
Tina Valtierra is an Associate Professor and Chair of the Education Department at Colorado College , where she has taught since 2021. She also holds the Exemplary Teaching in the Liberal Arts title as the Ray O. Werner Endowed Professor (2021–2024). Her academic career spans roles such as Assistant Professor at Colorado College (2015–2021) and adjunct positions at University of Colorado, Denver and Adams State University (2005–2013). Ph.D. : Curriculum Studies & Teaching; Urban Education Leadership, University of Denver M.A. : Elementary Reading, University of Northern Colorado B.A. (honors): Sociology, Metropolitan State University of Denver Her research and teaching focus on teacher identity formation , inclusive pedagogies , and culturally sustaining practices in urban education. She explores qualitative research methods , community-based participatory action research , and curriculum theories to support educators' resilience and equity in classrooms. Her work emphasizes teacher reflection , dispositions , and anti-oppressive pedagogy . Valtierra’s publications include books and articles examining early career teacher thriving , culturally responsive pedagogy , and self-coding methodologies . Recent works (2022–2024) highlight strategies like learning circles and the Inclusive Pedagogies Observation Protocol to mitigate burnout and foster antiracist teaching in higher education. Scientific Awards include the 2023 Colorado College Collaborative for Community-Engaged Teaching Award , the 2018 and 2017 Hunkins Distinguished Article Awards in Curriculum and Teaching, and the 2001 Aurora Public Schools Unique Teacher: Excellence in Teaching honor. Grants include a NSF Robert Noyce Scholarship ($1.19M), a Spencer Foundation Large Grant Finalist ($302.5K), and internal grants at Colorado College totaling over $36,900. She co-led a CEEDAR Educator Preparation Reform Project ($7K) and served as Co-Principal Investigator for a Rural Education Recruitment & Retention Grant ($42K).
Ulrike Kachel is a Lecturer in Entrepreneurship and Innovation at the Faculty of Arts and Society, Charles Darwin University (Australia). With a background in information technology and tourism, she specializes in sustainable entrepreneurship, ethical tourism practices, and climate change considerations in travel behavior. Her interdisciplinary work bridges academia and industry through digital platforms, events management, and conservation-focused tourism. Graduate Engineer (Systems Analysis), Hochschule Bremerhaven Masters in Ecotourism, James Cook University PhD in Tourism Management, Griffith University Graduate Certificate in University Teaching and Learning, Charles Darwin University Her research explores sustainability frameworks, agency theory in tourism, and UN SDG implementations - particularly addressing animal welfare in tourism and circular economy models. She employs grounded theory and qualitative methodologies across tourism, higher education, and environmental studies. Recent projects include Nepalese students' perceptions of education agents and circular entrepreneurship development in the Northern Territory. She actively supervises postgraduate research and participates in international academic collaborations.
Professor Richard Byng is a leading academic at the University of Plymouth's Peninsula Medical School, serving as Professor in Primary Care Research and Deputy Director of the Peninsula Applied Research Collaboration (PenARC). He leads the Community and Primary Care Research Group (CPCRG), focusing on transforming mental healthcare delivery and complex patient management systems. His research examines: Systems approaches for mental distress and multi-morbidity care Primary care consultations for mental illness Innovative care models for offenders and homeless populations Organizational healthcare redesign Implementation of dementia interventions like D-PACT Digital transformation in general practice Recent publications demonstrate strong emphasis on complex intervention evaluations (particularly D-PACT and PARTNERS trials), health equity research, digital service implementation, and longitudinal studies of vulnerable populations. Methodologically, his work prioritizes realist evaluations, mixed-methods designs, and health economic analyses. Professor Byng maintains active teaching commitments including: Substance misuse education at Adelaide St Surgery Complex Clinical Reasoning workshops Undergraduate Psycho-Immuno-Neuro-Endocrine (PINE) curriculum Supervision of PhD candidates in mental health services research
Greg Williams is a Senior Lecturer and PhD Candidate at Charles Darwin University's Northern Institute, part of the Faculty of Arts and Society. With over 25 years at CDU, he has contributed to Vocational Education and Training (VET) and higher education, focusing on Indigenous studies, land/resource management, and educational pedagogies. He coordinates postgraduate public policy and Indigenous engagement programs. His research explores intercultural pedagogies, narrative-based learning, and the role of technology in 21st-century learning spaces. Education: PhD Candidate, Higher Degree by Research (HDR) Cohort, Charles Darwin University Research Interests: Pedagogies for intercultural learning contexts Indigenous knowledge systems and resource management Technological affordances in education Decolonizing pedagogies and cultural competency His work bridges theory and practice, emphasizing community engagement and sustainable development aligned with UN SDGs like Quality Education and Sustainable Cities. Grants/Advising: Principal Investigator: 'Role of Rangers in the Thamarrurr region' (Masters by Research) Co-Investigator: 'Indigenous Cultural Competency Research' (2020) Supervisor: Projects on Manipuri handloom production and Hope & Decolonising Pedagogy Labs/Teams: Northern Institute and InSPIRE Lab, fostering interdisciplinary research in Indigenous policy and education.
