Matthew Garcia-Dunn is a Senior Lecturer at Otis College of Art and Design, where he has taught Story Structures for 14 years. With a 15-year career in the video game industry, his work spans acclaimed titles like LEAGUE OF LEGENDS , FREE FIRE , and Marvel's MIDNIGHT SUNS , focusing on harmonizing character, conflict, and structure in storytelling across video games, episodic content, and feature films. Education : MFA in Radio-Television-Film from the University of Texas at Austin Research Interests : His expertise centers on narrative frameworks that enhance storytelling in interactive media, combining theoretical foundations with industry practice. His projects have driven creative direction for games and animations, earning recognition through awards like the Emmy and BAFTA. Scientific Awards : Emmy for contributions to SILENT HILL: Ascension , BAFTA for work on LEAGUE OF LEGENDS Professional Impact : Since 2012, he has bridged academia and industry, mentoring students while shaping narratives for globally recognized titles. His work underscores the intersection of storytelling and game design, influencing both educational curricula and entertainment media.
Heather Joseph-Witham is an Associate Professor in the Liberal Arts and Sciences Department at Otis College of Art and Design, where she has worked since 1998. She is a folklorist specializing in fairy tales, myths, and supernatural narratives, with a focus on cultural rituals and pop culture intersections. Education: B.A. in Political Science, UCLA M.A. and Ph.D. in Folklore and Mythology, UCLA (1998) Her research spans the macabre, paranormal, Victorian aesthetics, and Disneyesque themes, reflected in courses like Vampire Literature and Lore, UFOs and Aliens, and Witchcraft in Religion and Society. She has contributed to podcast and television commentary on supernatural stories and cultural symbolism. Scientific Awards: Otis Faculty Development Grants (Fall 2016, Spring 2013, Fall 2009, Fall 2007, 2004-05) OARS Faculty Research Grant (2015-16) Otis TLC Technology Grant (2007) Heather founded the Otis Storytelling Festival, which ran for five years, and has published works including Star Trek Fans and Costume Art , an early study of cosplay as art. She is currently completing a biography, The Vampyre Sebastiaan , and a Festschrift edition for Western Folklore , both due in 2024.
Kathryn O’Toole is an Associate Professor of Psychology at North Park University since 2015, emphasizing collaborative teaching methods and experiential learning opportunities for students in Chicago’s nonprofit, healthcare, and educational sectors. She holds a PhD and MA in Developmental Psychology from Loyola University Chicago and a BS in Psychology from the University of Illinois at Urbana-Champaign. Education: PhD, Developmental Psychology, Loyola University Chicago MA, Developmental Psychology, Loyola University Chicago BS, Psychology, University of Illinois at Urbana-Champaign Her research focuses on developmental psychology, particularly how digital media and environmental distractors affect early childhood literacy, attention mechanisms, and learning outcomes. This work bridges cognitive development with modern educational technology. O’Toole’s recent publications examine differences in story comprehension between print and electronic books, pre-literacy skill development across media contexts, and how televised distractors impact task performance in preschoolers. These studies highlight her interest in understanding how young children process information in evolving technological environments.
Ann Marie Ade is an Associate Professor in the Department of Humanities & Communication at Embry-Riddle Aeronautical University's College of Arts & Sciences, with over 30 years of academic experience. She serves on the Worldwide Faculty Senate, COAS Faculty Council, and multiple institutional committees. M.A.S. in Aviation Aerospace Management (Embry-Riddle) M.S. in Education (SUNY College at Cortland) B.A. in English (Syracuse University) Her research bridges creative writing and online higher education analysis , evidenced by literary publications in Night Flight: Online Literary Journal (2021–2022) and empirical studies on student evaluations in digital learning environments. Recent publications reveal a dual focus: fictional storytelling with aviation themes and educational research examining assessment methodologies in remote instruction settings. Currently teaching ENGL 123: English Composition and ENGL 106: Introduction to Composition , she has held administrative roles including Center Director and Director of Academics at Embry-Riddle campuses in Maryland.
Filippo De Pieri is a Full Professor in the Department of Architecture and Design (DAD) at the Polytechnic University of Turin , where he serves as Coordinator of the PhD Committee on Architecture, History and Design and is a member of the Doctoral School Council. His academic roles are deeply embedded in architectural historiography, urban history, and environmental studies, with a focus on 20th-century urban transformations, mass housing, and public engagement in architectural discourse. Full Professor, Department of Architecture and Design, Polytechnic University of Turin Coordinator, PhD Program in Architecture, History and Design Scientific Director, Collaboration Agreement with Sibilla Aleramo Comprehensive Institute (2022–2025) Scientific Director, PRIN National Research Project: 'Places and Stories of Proximity' (2023–2025) His research interests include historical research methodology, environmental history, public history, urban history, and the history of architecture . He explores how architectural practices, urban planning, and everyday life intersect, with particular attention to housing, collective facilities, and the social meaning of urban space. His work often bridges Italian and international case studies, from Turin and Milan to Buenos Aires, Zurich, and Tianjin. The recent publications of Filippo De Pieri reflect a strong trend in urban microhistories, material culture, and the socio-political dimensions of housing and public space . His articles span environmental perspectives, sanitary urbanism, and the historiography of key figures like Osvaldo Piacentini and Giancarlo De Carlo. The interdisciplinary nature of his work integrates architectural history with social, cultural, and environmental studies, often emphasizing underrepresented narratives and everyday urban experiences. He has supervised numerous PhD students working on topics such as mass housing, urban regeneration, and transnational architectural exchanges. His leadership in national research projects and doctoral education underscores his role as a central figure in Italian architectural historiography. Among his notable contributions is the curation and editorial work on the volume Histories and Neighborhoods. Methods, Narrations, Actors (2022), which brings together international perspectives on urban community studies. Filippo De Pieri is actively involved in teaching at both graduate and doctoral levels, offering courses on environmental history, housing histories, urban design, and research methodologies. He also leads initiatives connecting academia with schools and communities, reinforcing the public dimension of architectural history.
Martin Atherton is an academic affiliated with the University of Central Lancashire (UCLan), specializing in Deaf culture, disability studies, and social history. His work explores themes such as leisure practices within Deaf communities, historical attitudes toward disability, and the role of sports in fostering social cohesion. Research interests include Deaf identity formation, the impact of historical policies on marginalized groups, and the intersection of sports with cultural identity. He has published extensively on topics ranging from the social role of deaf clubs to the hidden histories of football events like the 1966 World Cup trophy theft. Key contributions include analyzing barriers to professional opportunities for deaf individuals, examining the legacy of the 1834 Poor Law Amendment Act, and documenting the cultural significance of sports in Deaf communities. His work bridges historical analysis with contemporary social issues, emphasizing marginalized voices in academic discourse.
Laura Gruber Godfrey is an Associate Professor of English at North Idaho College and serves as a Writing Specialist for the University of Idaho's Vandal Gateway Program. She is affiliated with the College of Letters, Arts and Social Sciences and contributes significantly to interdisciplinary teaching and research in literature, writing, and spatial humanities. Education: B.A. in English, Emory University M.A. in English, University of Idaho Ph.D. in American Literature, Washington State University Her research centers on Hemingway studies, cultural geography, deep maps in literature, environmental humanities, and geospatial technologies. She explores the philosophical and literary dimensions of space, place, and environment, particularly in American fiction. Her work bridges traditional literary analysis with digital and spatial methodologies, contributing to the evolving field of spatial literary studies. The recent articles reflect a consistent focus on Hemingway’s narrative geographies, spatial theory, and environmental themes. Her publications demonstrate a trajectory integrating digital tools with literary scholarship, especially in pedagogy and interpretation. The works span journals and edited collections in American literature, digital humanities, and environmental writing. Scientific Awards: Open Educational Resource Trailblazer Award, North Idaho College, 2023 North Idaho College Sabbatical Award, 2018 North Idaho College Faculty Achievement Award, 2017 Laura Gruber Godfrey has been actively involved in curriculum development, student support, and academic publishing. She teaches courses in writing, rhetoric, literary theory, and Hemingway studies at both undergraduate and graduate levels. While no specific grants are listed, her sabbatical and achievement awards suggest institutional recognition and support for her scholarly work. She has advised and mentored students through her teaching roles, though formal advisees are not listed. She is associated with the Vandal Gateway Program at the University of Idaho, which supports student transition and success, indicating her commitment to educational access and pedagogical innovation. Her interdisciplinary research lab or team is not explicitly named, but her editorial and collaborative projects suggest active participation in scholarly networks focused on Hemingway, digital humanities, and environmental literature.
Nicola Valentine is a Senior Lecturer and Programme Leader in the School of Humanities at De Montfort University, Faculty of Arts, Design and Humanities. She is an accomplished novelist, scriptwriter, and short story writer with a strong focus on creative writing, particularly crime fiction and working-class narratives. Her work spans novels, short films, graphic stories, and academic contributions to writing pedagogy. Research Interests: Creative Writing Fiction and Crime Fiction Working-Class Fiction Script Writing Genre Fiction and Memoir Her recent publications reflect a deep engagement with psychological depth, social realism, and narrative innovation. Themes across her fiction and films include memory, identity, trauma, and the representation of working-class life in contemporary Britain. Her literary output includes acclaimed novels such as The Killing Jar and Dead Flowers , as well as award-winning short films and contributions to collaborative graphic literature. Scientific Awards: Betty Trask Award Authors' Club Best First Novel Award Waverton Good Read Nottingham Creative Business Award Nicola Valentine has been shortlisted for several prestigious awards and serves on the Reading Committee for the Authors' Club Best First Novel Award. She actively supervises PhD and MA students, including Julian Pinnock and Mira Ho, and contributes to curriculum development in professional writing. She is a member of the Society of Authors, NAWE, and the Authors' Club, and has presented on creative writing education at national conferences. Her current projects include a literary novel Flyboats , a crime novel in the Sian Love series, and a potential TV adaptation of The Killing Jar .
Dr Sheeba Rosewilliam is a Lecturer in Physiotherapy at the School of Sport, Exercise and Rehabilitation Sciences, University of Birmingham. She serves as the Equality, Diversity & Inclusion (EDI) Lead and is actively involved in teaching, research, and administrative leadership. Her academic journey includes a PhD in Health Services Research from the University of Birmingham (2016), an MSc and BSc in Physiotherapy from India, and a PG Cert in LTHE. BSc (Physiotherapy), 1993 – Christian Medical College, Vellore, India MSc (Physiotherapy), 2002 – TN Dr. MGR Medical University, Chennai, India PG Cert in LTHE, 2013 – University of Birmingham, UK PhD in Health Services Research, 2016 – University of Birmingham, UK Her research is centered on patient-centred care, with a strong emphasis on goal setting within stroke and neurological rehabilitation. She explores how goal setting can be integrated into self-management and community-based interventions, and investigates shared decision-making, particularly with frail elderly patients. Her pedagogical research focuses on fostering patient-centred philosophy in healthcare students. The analysis of her recent publications reveals a consistent focus on qualitative and mixed-methods research in rehabilitation. Key trends include the conceptual and practical aspects of patient-centred goal setting, the development of patient-centred professionals, and the application of shared decision-making across various rehabilitation settings (acute, intermediate, community). Her earlier work also includes clinical trials on neuromuscular electrical stimulation for stroke recovery. Dr Rosewilliam has made significant contributions to the academic community through her publications in top rehabilitation journals and a highly cited book chapter. Her work has helped shape understanding and practice around patient-centred rehabilitation. She supervises BSc and MSc dissertation students and currently mentors postgraduate researchers on topics such as self-management after stroke, improving balance using community volunteers, and goal setting in palliative care. She has contributed to research funding through her involvement in projects and has served in key administrative roles, including Admissions Tutor for Physiotherapy and MSc Dissertation Lead. She is a committee member of the Northfield Stroke Association, bridging academic research with stroke survivor communities. Dr Rosewilliam is actively involved in her research community, regularly reviewing for leading rehabilitation journals and the BMJ. She is also committed to EDI, drawing from her BAME background to promote fairness, open discussion, and equal opportunity within her School and the wider University.
Concepción Ros Ros is a Professor at the Catholic University of Valencia San Vicente Mártir, with an affiliation to the University of Valencia. Her primary area of expertise is Theory and History of Education. She has authored over 40 journal articles, contributed to 43 collective works, and published 6 books. Her research focuses on physical education pedagogy, gender representation in textbooks, educational methodologies, and the integration of technology in learning. She has directed 13 doctoral theses, mentoring students in topics ranging from sports science to inclusive education. Key research interests include analyzing stereotypes in educational materials, gamification in pedagogy, and the physical health of musicians. Ros Ros has collaborated extensively on projects addressing curriculum development, teacher training, and the sociocultural dimensions of education. Her work spans interdisciplinary areas like neuroeducation, digital competence, and the role of video games in education. She has pioneered studies on motor stories for children with disabilities and the cognitive resilience of police defense protocols. Ros Ros actively engages in educational innovation, including flipped learning and the application of AI in teaching methods. Her contributions to academic discourse emphasize evidence-based practices and equitable educational strategies.
P.G. (Peter) Dendooven is an Associate Professor at the Particle Therapy Research Center (PARTREC) within the Department of Radiation Oncology at the University of Groningen. He holds an 80% appointment there and concurrently serves as a 20% Visiting Professor at the Helsinki Institute of Physics, University of Helsinki. His work bridges nuclear physics and medical applications, focusing on advanced imaging techniques for radiation therapy verification and nuclear safety. Education includes a Ph.D. in Physics (1992, KU Leuven), postdoctoral research at Lawrence Livermore National Laboratory, and roles as Senior Researcher in Finland. He has pioneered projects like the cryogenic stopping cell for radioactive ions and real-time proton therapy verification systems. Research interests span proton therapy validation via PET imaging, nuclear fuel analysis using position-sensitive detectors, and radiation safety technologies. Notable projects include the EUREKA success story Time-of-Flight PET with SiPM sensors and contributions to the Super-FRS cryogenic stopping cell at FAIR. Teaching includes Medical Imaging Instrumentation, Advanced Instrumentation and Extreme Environments, and Medical Physics courses at both undergraduate and graduate levels. He has supervised multiple experimental setups and coordinated courses since 2012. Labs/Teams: PARTREC, Helsinki Institute of Physics radiation safety group, and collaborations with CERN and FAIR facilities.
Tom Carlson is a Professor and Branch Director at Alliant International University's San Diego campus within the California School of Professional Psychology. He specializes in Marital and Family Therapy, with a focus on feminist and social justice approaches. PhD in Marital and Family Therapy Co-editor of the Journal of Contemporary Narrative Therapy His research interests include narrative therapy, LGBTQ+ affirmative practices, relational ethics, and alternative pedagogies. He has co-developed innovative methodologies like "Relational Accountability" and "Insider Witnessing Practices" for couples therapy and trauma-informed care. Notable scientific contributions include the 2012 AAMFT Training Award for diversity and inclusion efforts. He is also a Fellow of the American Association for Marriage and Family Therapy. Carlson co-authored the upcoming book Reimagining Narrative Therapy Through Practice Stories and Autoethnography with David Epston and Travis Heath, emphasizing narrative ethics and experiential learning.
Prof. Dr. Margit Stein is a full Professor of General Education at the University of Vechta, where she has held a professorship since March 2010. She is affiliated with the Department of Educational Sciences within the Faculty of Educational Sciences. Her academic leadership includes serving as Director (2017–2019) and Deputy Director (2012–2017) of the Center for Teacher Education (ZfLB) at the university. She holds a doctorate and habilitation in psychology and education from the Catholic University Eichstätt-Ingolstadt, where she also completed her diplomas in both Pedagogy and Psychology. Her research centers on value-based and democratic coexistence in heterogeneous societies, with a strong focus on promoting peaceful and solidarity-based living among diverse cultural, religious, and ethnic groups. Key areas include intercultural and interreligious friendships, democratic education, the prevention of religious radicalization, and fostering sustainability competencies. She emphasizes empirical educational research, inclusive education, media research, and digitalization in education, often applying her work in practical, policy-relevant contexts across Germany and internationally, particularly in Africa. Her recent academic contributions (2023–2025) reflect a consistent focus on radicalization prevention, democratic student participation, global citizenship education, and service learning. She frequently collaborates on interdisciplinary and international projects such as MetESD (ESD curricula), Distanz, and UWIT (radicalization research), often with partners in Togo, Tanzania, and across Europe. Her work bridges research, practice, and policy, evident in her development of handbooks for youth work, anti-violence guides, and inclusion manuals. Eduimpact award for Science Communication (University of Vechta) Erasmus+ MetESD project recognized as a 'Success Story' by the European Commission EFRE Regional Youth Report recognized by the United Nations University Promotion scholarship from Studienstiftung des Deutschen Volkes Georg-Gottlob-Studienpreis for best psychology diploma Maximilian Bickhoff Prizes for best diplomas in Pedagogy and Psychology (1999) Prof. Stein actively supervises research and collaborates with numerous colleagues and students, though specific advisees are not listed. She has led and contributed to significant research grants, particularly from the BMBF, EU (Erasmus+, EFRE), BMZ, and GTZ. Her work often involves creating educational materials, policy recommendations, and training programs for teachers and social workers. She leads service learning initiatives that connect university students with societal challenges, especially in migration, inclusion, and sustainability. She is deeply involved in international research networks and projects focused on radicalization (RADIS), education for sustainable development, and inclusive education. Her leadership in developing roadmaps against child and forced marriages, handbooks in multiple African languages, and inclusive training manuals demonstrates her commitment to applied, transformative research. She plays a key role in fostering university-school-society collaborations, particularly through student councils and community-based learning.
Efleda P. Tolentino is Associate Professor and Chairperson of the Department of Teaching and Learning at the College of Education, Information and Technology, Long Island University (LIU), Brookville Campus. She also serves as Director of the Early Childhood Program. Her academic credentials include a Ph.D. from New York University and B.A. and M.A. degrees from the University of the Philippines. She is deeply committed to teacher education and creating inclusive, inquiry-based learning environments for young children. Dr. Tolentino's research and teaching are centered on early childhood and elementary education, with a strong emphasis on the Reggio Emilia approach, developmental psychology, language and literacy development, bilingual education, and racial identity in early childhood. She is particularly interested in how teacher educators can act as agents of change by fostering critical thinking and equity literacy among pre-service and in-service teachers. Her pedagogy is grounded in a social constructivist framework, emphasizing the 'pedagogy of listening,' personal narrative, reflection-action, dialogic inquiry, and field practica to help teacher candidates develop professional dispositions sensitive to the needs of young children and their diverse cultural backgrounds. Her most recent publications and presentations focus on emergent literacies, remote teaching during the pandemic, transliteracies, and racialized identities in education. These works reflect a consistent trend toward understanding how children make meaning through multiple modalities, especially in digital and hybrid learning environments, and how teachers can support this process equitably. Her scholarship bridges theory and practice, drawing inspiration from Paolo Freire and the Reggio Emilia philosophy. Dr. Tolentino has been recognized with numerous honors, including being a multiple-time nominee and 2022 awardee of the Newton Award for Excellence in Teaching at LIU. She has also received awards from Brown University, the University of Vermont, and New York University for teaching, research, and service. Her affiliations include the National Association for the Education of Young Children (NAEYC), International Reading Association, and National Council of Teachers of English. She actively supervises doctoral students, having chaired and served on numerous dissertation committees focusing on leadership, equity in STEM, financial literacy, bilingual education, and literacy practices. Her work as a mentor reflects her commitment to developing future educational leaders and researchers. Dr. Tolentino has also participated in international study groups, including visits to Reggio Emilia, Italy, and has delivered invited presentations in China and the Philippines, underscoring her global impact on early childhood education.
Dr Colin Porlezza is a Senior Lecturer at City St George's, University of London, where he joined in 2018, and serves as a Visiting Professor at the Institute of Media and Journalism (IMeG) at Università della Svizzera italiana in Lugano, Switzerland. A Swiss national from Zurich, he earned his doctorate, BA, and MA in Communication Sciences with a specialization in mass communication and new media at Università della Svizzera italiana. His academic journey includes previous positions at the University of Zurich and University of Neuchâtel. His research focuses on the datafication and hybridization of digital journalism , media accountability and transparency , and governance and ethics in digital journalism . He currently leads the DMINR project funded by Google Digital News Initiative, which develops AI tools for news verification while studying AI's impact on journalism. His recent work includes analyzing political representation in Swiss public broadcasting and examining AI's effects on journalistic authority. Porlezza has produced over 40 peer-reviewed publications including 20 journal articles, 25 book chapters, and two books with top publishers. His work spans critical areas including media accountability, accuracy in journalism, crowdfunding models, and entrepreneurial journalism. His research shows strong thematic continuity in examining how digital transformation affects journalistic practices and ethics. Principal Investigator of DMINR project (Google Digital News Initiative) Board member of Swiss Association of Communications and Media Research Former Co-Chair of Journalism Studies Section Advisory Board member of Austrian National Study of Journalists Member of international Network Innovamedia for journalism innovation Prior to his academic career, Porlezza co-founded the European Journalism Observatory (2004-2013) and worked as a freelance journalist for German-language publications including Neue Zürcher Zeitung. He has delivered keynotes for organizations including the Swiss Federal Media Commission, Forum Alpbach Talks, and British-Swiss Chamber of Commerce. Fluent in French, German, and Italian, he maintains strong connections between Swiss and international media research communities.
