Don Perini is a Professor of Creativity and Innovation and Director of the Creativity and Innovation Honors Institute at Cornerstone University's School of Business & Innovation. He holds an M.F.A. in Creative Writing from National University, an M.A. in Philosophy from Talbot School of Theology, and a B.A. in Christian Education from Biola University (1989). His research interests focus on bridging knowledge and practical skills through problem-based learning, Yoda Sessions, and mentoring. He emphasizes fostering creativity, innovation, empathy, and collaboration to prepare students for dynamic careers. In 2006, he received the Teacher of the Year Award at Cornerstone University. Publications: 'Emerge' (2014), 'Rhyming With Orange' (2011), and the 'Emerge Study Guide' (2015). Speaking Engagements: Includes engagements at Frederik Meijer Gardens, Shape Corporation, National Youth Workers Conference, and others. Professionally, he coordinates core courses, leads the Creativity and Innovation initiative, and serves on committees like the Gift-in-Kind Review Committee. Personally, he enjoys creating board games, mountain biking, and hosting students for meals and games.
Jon Fraser is a Professor of Theatre and Film at Long Island University (LIU), specifically within the School of Performing Arts at the C.W. Post Campus. He began his academic journey in 1983 as an adjunct at Southampton College and became a full-time faculty member in 1985. He served in numerous administrative roles, including assistant, associate, acting, and senior associate dean of the School of Visual & Performing Arts, before returning to full-time teaching in 2008. B.A., Columbia University M.F.A., Tisch School of the Arts, New York University His research and creative work centers on playwriting, directing, acting, and film history , with a notable emphasis on LGBTQ+ theatrical legacy and liberal arts education. He has authored biographical essays in 'The Gay & Lesbian Theatrical Legacy' and contributed to national discourse through conference presentations. His artistic output includes numerous full-length and one-act plays, many produced by Circle East Theatre Company and the Post Theatre Company. The recent publications and performances reflect a consistent engagement with contemporary American drama, existential themes, and social commentary . His work often explores identity, morality, and human relationships through symbolic and character-driven narratives. The integration of media, such as his foundational role in establishing LIU Public Radio, highlights his interdisciplinary approach. Winner, Edward Albee Foundation Fellowship (1983) Semi-finalist, Samuel French One-Act Play Festival (2002) Finalist, New York State Council on the Arts Creative Artists Public Service Program Fraser has advised and mentored students through performance and academic instruction, and while specific advisees are not listed, his leadership in curriculum and theatre production demonstrates significant educational impact. He was instrumental in creating an NPR affiliation for the university’s radio station and led the Arts & Media Division at Southampton. His presentations at the Association for Theatre in Higher Education reflect national recognition and scholarly contribution. He is actively involved with professional organizations including The Dramatists Guild, Actors’ Equity Association, Screen Actors Guild, Association for Theatre in Higher Education, and the International Council of Fine Arts Deans. His work bridges performance, education, and media, fostering a dynamic academic and artistic environment.
David Holzman is an Adjunct Professor of Theory and Piano at the School of Performing Arts, Long Island University (LIU). He holds a B.M. magna cum laude from Mannes College of Music and an M.M. from Queens College, CUNY. He is internationally recognized for his performances and recordings of 20th- and 21st-century piano music, particularly works by modernist composers such as Stefan Wolpe, Donald Martino, and Ralph Shapey. His research and performance interests center on contemporary classical music, avant-garde piano techniques, and the cognitive and physical challenges of interpreting complex modern scores. He has published extensively on these topics, including in Contemporary Music Review and Sonus Magazine , and contributes liner notes that combine scholarly insight with accessible commentary. His work on performing with hearing loss adds a unique dimension to his scholarship. The body of his recent publications and recordings reveals a sustained engagement with American modernism, serialism, and the music of Jewish composers. His work bridges performance, analysis, and pedagogy, often exploring the psychological and physical dimensions of playing highly complex music. He has been a frequent lecturer at institutions such as Columbia University, NYU, and Darmstadt, further extending his influence beyond the concert stage. Honors include: Grammy nomination for Best Instrumental Solo Performance Indie Award for Best Classical CD Deems Taylor Award for Best Liner Notes Grants from the National Endowment for the Humanities, Aaron Copland Foundation, and Alice B. Ditson Fund Commissioning support from Reader’s Digest-Meet the Composer and New Jersey Council on the Arts Holzman has advised and mentored through masterclasses, lecture-recitals, and recordings. His performances at venues like Merkin Hall, Bargemusic, and the Darmstadt Festival have been supported by grants and institutional sponsorships. He has collaborated with the Stefan Wolpe Society and performed at festivals dedicated to experimental music, contributing significantly to the preservation and promotion of underrepresented modernist repertoire. He is actively involved in performance-based research and maintains a strong digital presence through his website battlemuse.com , where he shares insights on performance, hearing loss, and contemporary music. His work at the intersection of disability and artistry offers a compelling narrative on resilience and innovation in music.
Chris Koenig-Woodyard is a Sessional Lecturer III at the University of Toronto Mississauga (UTM) in the Department of English and Drama. He has been teaching for 20 years, specializing in 18th-21st-century literature with a focus on genre studies, particularly Gothic and Monster Studies, Transatlantic Romanticism, Victorianism, and the interplay between literature and pop culture (e.g., Twilight , Lady Gaga, Dungeons & Dragons). Education: BA (Wilfred Laurier University), MA (University of Western Ontario), DPhil (University of Oxford). His research explores Posthumanism, Gothic literature, and pedagogical innovation. He founded the Monster Studies Lab and co-edited Transatlantic Romanticism: An Anthology and Sullen Fires Across the Atlantic . He has contributed to major anthologies like The Broadview Anthology of British Literature and published extensively on vampire demography, gothic typology, and transatlantic literary exchange. Key awards include the Undergraduate Teaching Award at the University of Toronto and multiple teaching excellence nominations. His courses span topics from Jane Eyre to Taylor Swift, reflecting his commitment to bridging historical and contemporary cultural analysis. He emphasizes critical thinking through ambiguity in Gothic literature and maintains a 'pedagogy of care' in his teaching approach. Scientific Awards: Undergraduate Teaching Award (University of Toronto) TVO’s Best Lecturer competition finalist Leadership in Faculty Teaching award (Ontario) Faculty Teaching Excellence Award (UTM) As a co-editor of the Transatlantic Romanticism anthology and a contributor to Mixed-Race Superheroes , Dr. Koenig-Woodyard’s work spans both traditional literary scholarship and modern genre analysis. His research on the Anthropocene in The Bone Clocks and gothic pedagogy demonstrates interdisciplinary engagement.
Dr. Dariusz Terefenko is an Associate Professor at the Eastman School of Music (University of Rochester), holding joint appointments in Jazz Studies & Contemporary Media and Music Theory. He serves as Coordinator for the Advanced Certificate in the Art of Improvisation. His work bridges theoretical rigor and performance practice, with a focus on jazz harmony, improvisation pedagogy, and interdisciplinary music studies. Education & Career: He earned his Ph.D. from the Eastman School of Music (2004) with a dissertation on Keith Jarrett’s compositional techniques. His global academic engagements include visiting professorships at Polish universities (Pomeranian University, University of Lublin) and residencies in Ukraine, Brazil, and across the U.S. Research & Publications: A leading figure in jazz theory pedagogy, Terefenko authored foundational textbooks like Jazz Theory: From Basic to Advanced Study (Routledge, 2018), translated into Polish and Chinese. His research explores harmonic analysis, historical improvisation techniques, and multicultural influences in jazz. Recent work includes studies on Latin rhythms and Baroque improvisation pedagogy. Performance & Outreach: As a pianist, he records solo albums ( Evidence , 2010) and collaborates internationally. He regularly conducts masterclasses and clinics, emphasizing improvisation and theoretical mastery. His Coursera course The Blues: Understanding and Performing an American Art Form reaches global learners. Academic Leadership: He has chaired sessions at the Society for Music Theory and presented at conferences worldwide. His advisory mentorship spans DMA and Ph.D. candidates in jazz studies and music theory, focusing on topics like Miles Davis’ modal innovations and jazz phrase rhythm.
Yi-Ju Cheng is an Associate Professor at Rider University in the Department of Graduate Education, Leadership, and Counseling, specializing in play therapy and multicultural counseling. With multiple certifications in child-centered play therapy and a focus on diversity in counseling, Cheng works at the intersection of cultural competence and therapeutic interventions for children and families. Licensed Professional Counselor (New Jersey) Certified Child-Centered Play Therapy (CCPT)-Trainer/Supervisor Registered Play Therapist™ (RPT) Research Interests include multicultural issues in play therapy, child-centered approaches, and counselor education. Cheng explores how play therapy can address externalizing behaviors in children and improve outcomes for African American adolescents and families with substance use disorders. Their work emphasizes cultural humility and adapting therapeutic practices for Asian populations, with a focus on diversity training in counseling programs. Selected Trends show a dedication to multicultural play therapy, evidenced by publications like Multicultural Play Therapy (2022) and research on racism in therapeutic settings (2022). Articles span child-parent relationship therapy (2022), standardized LGBT family assessments (2020), and group play therapy dynamics (2018). Scientific Awards include the NARACES 2018 Research Grant, Rider University Faculty Appreciation (2019), and a 2022 Faculty Spotlight in Rider Alumni Magazine. Editorial Board Member, Journal of Child and Adolescent Counseling (2018-Present) Editorial Board Member, Journal of Counselor Leadership and Advocacy (2022-Present) President-Elect, New Jersey Association for Play Therapy (2022-Present)
Michael C. Tinkler is an Associate Professor of Art and Architecture and Chair of European Studies at Hobart and William Smith Colleges, where he has been a faculty member since 1999. He holds a Ph.D. from Emory University and a B.A. from Rice University. His academic home is in the Department of Art and Architecture within the College of Arts and Sciences, where he teaches a wide range of courses spanning from ancient to modern art, with a special focus on the medieval period. Education: Ph.D., Emory University B.A., Rice University His research centers on eighth- to tenth-century Europe, particularly the art and architecture of the Carolingian court, with sustained attention to inscriptions, the interplay between words and images, and sites such as the mosaics of Santa Prassede in Rome. He also investigates medieval badges, pilgrimage culture, Gothic Revival architecture in American colleges, and humor in the Middle Ages. His pedagogical interests include interdisciplinary teaching and the use of digital tools in art history education. The trends in his scholarly articles reflect a deep engagement with material culture, epigraphy, and visual rhetoric of the early medieval period. His work often bridges art history, literature, and religious studies, focusing on how symbols function in both sacred and secular contexts. Recurring themes include authority, literacy, devotion, and the body in medieval art. Michael Tinkler has presented widely at international conferences such as the International Congress on Medieval Studies in Kalamazoo and has organized sessions on medieval humor and pedagogy. He has directed the Rome study-abroad program and collaborates with colleagues on interdisciplinary courses, particularly with Professor Laurence Erussard in English. He maintains digital resources for students, including image databases and virtual bookshelves, and is active in developing teaching tools for medieval studies. Current Research and Projects Include: Early medieval inscriptions and word-image-space interactions Analysis of the mosaics of Santa Prassede, Rome Study of medieval badges, including pilgrimage and carnival badges Investigation of Gothic Revival architecture at Hobart and William Smith Colleges Pedagogical innovations in teaching medieval humor and interdisciplinary humanities Collaborative digital scholarship and online teaching resources
Penny Von Eschen is the William R. Kenan Jr. Professor of History and American Studies at the University of Virginia, within the College of Arts and Sciences, Department of History. She is a leading scholar in transnational American history, African American history, and Cold War cultural politics. Currently on leave during the 2025–2026 academic year, she remains an active and influential academic voice. Education: Ph.D. in History, Columbia University, 1994 M.A. in History, Columbia University, 1987 B.A. in Philosophy, Northwestern University, 1982 Her research focuses on the intersections of race, culture, and U.S. global power, particularly through the lens of jazz diplomacy, anticolonial movements, and Cold War ideology. She explores how African American cultural expression served as both a tool and a critique of U.S. foreign policy. Her work emphasizes transnational publics, memory, and the contradictions of American democracy in global contexts. She is currently working on a book about crises of authority in anticolonial counterpublics after WWII. Her publications reveal a sustained engagement with cultural diplomacy , racial politics in international relations , and alternative global histories . From jazz ambassadors to the 1989 revolutions, her scholarship traces how marginalized voices have reshaped narratives of power and freedom. She often examines moments of rupture and possibility in global history, especially where race, culture, and politics converge. Scientific Awards: Stuart L. Bernath Book Prize (1998) for Race against Empire Myers Outstanding Book Award (Gustavus Myers Center) First Runner-Up, John Hope Franklin Prize (2005) for Satchmo Blows Up the World Von Eschen has played a significant role in public history and academic mentorship. She co-curated the globally touring exhibition Jam Sessions: America’s Jazz Ambassadors Embrace the World , which brought scholarly work to broad audiences. Her editorial roles in major anthologies, including American Studies: An Anthology and Contested Democracy , reflect her leadership in shaping the field. While specific advisees are not listed, her influence extends through graduate education and interdisciplinary collaboration. She has secured institutional support for public exhibitions and scholarly projects, demonstrating success in grant acquisition and public engagement. Labs, Teams, and Collaborative Work: She co-curated the Jam Sessions exhibition with the Meridian International Center, Washington D.C., in collaboration with the U.S. Department of State’s Bureau of Educational and Cultural Affairs. This project involved international coordination across 27 countries and 38 venues, reflecting a large-scale, interdisciplinary team effort in public history. She has also collaborated with prominent scholars such as Manisha Sinha, Janice Radway, and Kevin Gaines on edited volumes, indicating sustained engagement with collaborative academic networks.
Andrew Goodspeed is a Professor at the Faculty of Languages, Cultures and Communication of South East European University in Tetovo, Macedonia. His academic career spans over two decades, with notable administrative roles including Provost (2012–2018) and Dean (2010–2012) at the same university. He holds a PhD in Anglo-Irish Literature from Trinity College, Dublin (2003), and undergraduate degrees from Oxford University and the University of Michigan. Education: PhD, Anglo-Irish Literature (2003), Trinity College, Dublin B.A., English Language and Literature (1997), Oxford University B.A., Russian Language and Literature (1994), University of Michigan Research interests focus on Modernist Literature , particularly James Joyce and Samuel Beckett , with explorations into humor and satire , political oppression in drama , and language dynamics in multilingual contexts . His publications include analyses of Joyce's plays, Beckett's existential themes, and intersections of language and power in Harold Pinter's works. Recent trends highlight his engagement with Irish and European literary traditions , trauma theory , and transatlantic cultural exchanges .
Steven T McCaw is a Professor in the Department of Applied Medicine and Rehabilitation at Indiana State University's College of Health and Human Services. With a Ph.D. in Physical Education from the University of Oregon (1989), his expertise spans biomechanics, physical therapy, and exercise science. Ph.D., University of Oregon, 1989 McCaw's research focuses on biomechanical analysis of movement patterns, injury prevention, and exercise physiology. He has published extensively on ankle stabilization, resistance training mechanics, and pediatric exercise science. His recent work explores recovery factors after distal radius fractures and simulation-based occupational therapy education. Recent scholarship trends highlight his interest in rehabilitation science, with specific emphasis on contextual influences in recovery, muscle activation patterns during functional exercises, and footwear biomechanics. His 2026 presentations at the American Occupational Therapy Association conference further underscore his contributions to simulation training and health equity education. Nice Accolades on Social Media, OT students (2024) Appreciation Letter, Physical Therapy Students (class of 2025) (2022) McCaw provides consulting services to Fusion Engineering in Naperville, IL, and actively contributes to university service as a session chair for Project Stepping Stone. His teaching philosophy emphasizes interactive, evidence-based approaches to prepare graduate students for clinical certification in physical and occupational therapy.
Christopher D. Lin is an Adjunct Assistant Professor in the Asian American Studies Program at Hunter College, part of the City University of New York (CUNY), within the School of Arts and Sciences. He is also an active artist and educator based in Brooklyn, NY, contributing to both academic and museum education environments. Educational Background: BA, Yale University MFA, Hunter College Christopher Lin's artistic practice lies at the intersection of systematic experimentation and ritual, employing sculpture, performance, installation, and conceptual projects. His work repurposes familiar materials in unfamiliar arrangements, transforming the everyday into visceral experiences that provoke contemplation. Central themes include transience, the human condition, and environmental anxiety. Through performative encounters and found objects, Lin creates spaces where play evolves into reflection. His work has been exhibited in notable venues across New York, Philadelphia, and Chicago, including Flux Factory, Hercules Art Studio Program, Church of St. Paul the Apostle, Ethan Cohen Fine Arts, and Thomas Hunter Project Space. Lin’s contributions to art and education have been recognized through the C12 Emerging Artist Fellowship in 2016. C12 Emerging Artist Fellowship (2016) Lin is currently an Artist-in-Residence at the Hercules Art Studio Program and works in the Education Department at the Museum of Modern Art (MoMA), where he leads gallery engagements, studio sessions, and school visits. His teaching and outreach reflect a strong commitment to experiential learning and public engagement with contemporary art. While no formal advisees or research grants are mentioned, his dual role as artist and educator underscores a deep integration of creative practice and pedagogy. He is affiliated with the Asian American Studies Program, suggesting a potential focus on cultural identity and representation within his teaching. No dedicated research lab or team is mentioned, but his residency and museum work imply collaborative and community-oriented practices.
Dr. Andrea Kurth is a researcher at the Institute for Sports Didactics and School Sports at the German Sport University Cologne, a leading institution in sports science. Her work bridges academic research and practical application in physical education, with a strong focus on inclusive practices, psychomotor development, and digital learning tools. Her research interests include Sports Pedagogy , Physical Education , and Psychomotor Skills , with recent work exploring digital media for individualized student support and the integration of inclusive sports remedial classes. Her publications reflect a commitment to translating research into classroom practice, particularly in school sports settings. The trends in her recent publications show a growing emphasis on technology-enhanced learning, inclusive education frameworks, and motor development in children. Her work often intersects with curriculum policy, teacher training, and practical interventions in schools. Scientific Awards: Family Scholarship (2016) Dr. Kurth actively contributes to the academic and professional community through research, publications, and conference participation. She has been involved in numerous workshops and conferences, such as the Psychomotor Conference and the Annual Conference of the DGfE Sports Pedagogy Commission, indicating ongoing scholarly engagement and knowledge transfer. While no formal grants are listed, her family scholarship suggests early-career research support. She collaborates extensively with colleagues like Daniel Klein and Christine Joisten. She is involved with the Institute for Sports Didactics and School Sports, which focuses on improving teaching methodologies and inclusion in physical education. Her activities, including speaking at the Cologne School Sports Day and leading sessions at academic conferences, highlight her role in both research dissemination and practical teacher education.
Haohan Wang is an Assistant Professor at the University of Illinois Urbana-Champaign's School of Information Sciences, with affiliations to the Carl R. Woese Institute for Genomic Biology and the National Center for Supercomputing Applications. His research focuses on developing trustworthy machine learning methods for computational biology and healthcare applications , emphasizing robustness , causality , and interpretability in vision-based models. Recent research trends in his work include: Large Language Model interactions with biomedical challenges (GenoAgent, GenoTex) Adversarial security in language and vision models (Guard, Jailbreakzoo) Genomic data analysis through robust machine learning frameworks (Precision Lasso, Kernel Mixed Models) Interactive toolkits like Robustar for data annotation and model training Scientific awards include recognition as Baidu's Top 50 AI+X Rising Young Scholars (2022), Best Paper Honorable Mention at WSDM 2023, and Broad Institute's Next Generation status (2019). Current projects explore AI-made scientists for biomedical discovery and Robustar development for GUI-based robust vision learning.
Dr. David J. Mulder serves as Professor of Education and Department Chair at Dordt University , where he teaches both undergraduate and graduate courses in educational foundations, technology integration, and STEM pedagogy. With a career spanning over 25 years—14 as a K-12 Christian school teacher and 11+ in higher education—his work bridges classroom practice with academic research. Ed.D. in Educational Technology (Boise State University, 2017) M.Ed. in Curriculum & Instruction (Dordt University, 2008) B.A. in Elementary Education (Dordt University, 1998) His research explores AI ethics in Christian education , social presence in digital learning , and faith-integrated technology practices . Recent publications analyze Biblical AI frameworks and robotics in early childhood education , demonstrating his focus on technology's cultural impact and human-centered instructional design . He has delivered over 100 professional development sessions across North America. While his 2024 articles highlight technology's dual role in both pedagogical innovation and human connection preservation , his 2023-2016 work reveals consistent themes in teacher digital adaptation , Christian educational philosophy , and technology evaluation tools . His research frequently intersects with STEM education and digital literacy in faith-based contexts. Scientific Contributions: Recipient of NSF Robert Noyce Scholarship Grant (DUE-2243334) for technology-integrated teacher development Author of Always Becoming, Never Arriving: Developing an Imagination for Teaching Christianly Dr. Mulder co-hosts the It's Good to Be Smart! podcast and produces the Positivity – Passion – Purpose newsletter, both focusing on practical educational strategies and faith-informed technology use.
Javier Courel Ibáñez serves as a Permanent Labor Professor (Associate Professor) in the Department of Physical Education and Sports at the Faculty of Education and Sports Sciences Melilla. His teaching responsibilities include structured tutoring sessions held Wednesdays from 9:00-12:00 and 15:00-19:00 in Office 007 across both academic semesters. His research spans Sports Science , Exercise Physiology , and Biomechanics , with concentrated expertise in athletic performance assessment, injury epidemiology, and evidence-based exercise interventions. Key domains include football (soccer) injury dynamics, padel performance analysis, rehabilitation protocols for tendinopathies, and physical activity applications for aging populations and post-COVID-19 recovery. His methodological approach integrates velocity-based resistance training, systematic literature reviews, and prospective cohort studies to address contemporary challenges in sports medicine. Analysis of his 2022-2025 publications reveals three dominant research trajectories: pandemic-related sports injury patterns (particularly in female football), technology-driven performance assessment (MyotonPRO reliability, resistance-band testing), and special population interventions (older adults, rheumatic conditions). His work consistently bridges laboratory findings with practical applications through EULAR collaborations and sport-specific training protocols.
