Dr. Christopher Heffner serves as Co-Chair, Director of Bands, and Professor of Music at Lebanon Valley College (LVC). He directs the Pride of The Valley Marching Band, Symphonic Band, and Wind Ensemble. His roles include teaching music education courses, leading a private trumpet studio, and guest conducting nationally. He holds a B.M. from Western Kentucky University and M.M. and Ph.D. from the University of Florida. Education: B.M., Western Kentucky University; M.M. & Ph.D., University of Florida Research interests focus on music pedagogy, situational leadership in rehearsals, and instrumental music methods. Active as a clinician, he has presented at PMEA conferences and guest lectured on topics like strategic rehearsal management and leadership approaches in music education. His trumpet performance credits include collaborations with the Atlantic Chamber Winds and University of Florida ensembles. He leads multiple ensembles and teaches courses such as MUE 101-01 (Marching Band), MED 335-01 (Instrumental Literature), and trumpet lessons. A member of organizations including NAfME and CBDNA, he also holds honorary affiliations with Kappa Kappa Psi and Tau Beta Sigma.
Yuxiao Mu is a Visiting Assistant Professor at the Kansas City Art Institute (2024–present) and has held Adjunct Professor roles at the Massachusetts College of Art and Design (MassArt) . She also serves as a Graduate Programs Administrator at MassArt (2023–2024) and has experience in studio management and student retention. Born in Dalian, China, she completed her MFA in Photography at MassArt (2023) and BFA at LuXun Academy of Fine Arts (2020). Her artistic practice merges photography, video, printmaking, and painting , driven by themes of memory, emotion, and storytelling. Key projects include Phoenix at Sundown (exploring dementia and familial bonds) and Letter to My Father (symbolizing transcontinental connections via sunset imagery). She emphasizes collaboration, particularly with family across generations, and integrates cultural narratives from Eastern and Western contexts. Yuxiao’s work has been exhibited globally, including in Rome, Boston, and Minneapolis, and featured in Our Culture Magazine , Rogue Magazine , Visual Atelier8 , and others. She received the AICAD Post-Grad Teaching Fellowship (2024–2025) and was shortlisted for the Radius Photobook Workshop Scholarship (2023). Teaching has deepened her artistic practice, fostering mutual growth with students while maintaining her focus on interdisciplinary exploration. In her narrative, she balances roles as an artist and educator, using teaching to refine her techniques and art to explore personal and cultural identity. Her future projects aim to further delve into self-identity and the interplay of mediums to document her evolving journey.
Greg Stewart serves as Professor of Art and Sculpture Area Head at James Madison University's School of Art, Design and Art History. He has held this position since 2002, teaching sculpture, 3-Dimensional Design, and interdisciplinary courses including Thinking Drawing Building and Art In the Social Sphere. His administrative responsibilities encompass managing studio facilities, graduate/undergraduate advising, and coordinating the JMU Public Sculpture Invitational. Education: M.F.A., Ohio University, 1993 B.F.A., State University of New York at Brockport, 1991 Stewart's creative research centers on material experimentation and spatial interventions within public contexts. His work investigates the intersection of physical form and social dynamics through large-scale installations, collaborative community projects, and site-specific interventions. Notable series include "Every Word Was Once An Animal" and "Flexible Geography", which challenge conventional art boundaries through participatory frameworks and unconventional material applications. Awards and Recognitions: Nominated for Impact Award for Teaching, 2015 Faculty Professional Development Grant, 2013 Faculty Professional Development Grant, 2012 JMU Distinguished Scholar Award, 2011 Residency at Grand Central Arts, Los Angeles, 2011 Residency at Cite Internationale des Arts, Paris, 2011 Residency at Redux Center for Contemporary Art, Charleston, S.C., 2010 Virginia Museum of Fine Arts Fellowship in Sculpture, 2010 Arts Council of The Valley Artist Grant, Harrisonburg, Va., 2009 Faculty Research Grant, JMU, 2007 Faculty Development Grant, JMU, 2006 Faculty Development Grant, JMU, 2005 New York Foundation for the Arts Special Opportunity Stipend, 2001 Aesthetic Education Institute of Rochester, N.Y., 2000 Stewart has secured significant grant funding including the Virginia Museum of Fine Arts Fellowship and multiple JMU Faculty Development Grants to support his artistic practice. He mentors emerging artists through studio instruction and coordinates public sculpture initiatives that engage the Harrisonburg community. His collaborative approach extends to advising student projects that merge technical skill with conceptual rigor. He directs JMU's metals studio, plaster facilities, sculpture courtyard, and digital labs while maintaining active partnerships with organizations like SPURSE. His studio practice integrates traditional fabrication methods with experimental approaches to material transformation, often incorporating organic elements and repurposed industrial components.
Anna Resnick Henson, DMA, serves as Adjunct Instructor of Bassoon at Oklahoma City University's Bass School of Music since Fall 2006, teaching bassoon lessons and Woodwind Methods classes while maintaining an active orchestral career with the Tulsa Symphony and other ensembles. Her academic credentials include: Bachelor of Music Education from University of North Texas Master of Music in Bassoon Performance from Boston University Doctor of Musical Arts in Bassoon Performance from University of Oklahoma Specializing in woodwind performance and pedagogy, Dr. Henson's expertise spans orchestral repertoire, chamber music, and reed-making techniques. Her performance history encompasses principal positions with the Arkansas Symphony (2005-2006), Monterrey Symphony (Mexico), Israeli Philharmonic, and numerous American orchestras including Wichita Grand Opera and Flower Mound Chamber Orchestra. She maintains a thriving private bassoon studio in Oklahoma City Metro and teaches elementary music, demonstrating commitment to music education across all levels. Dr. Henson has contributed to recordings with North Texas Symphonic Band and Wind Symphony, reflecting her dual focus on performance and pedagogy.
Assoc. Prof. Dr. Bihter Almaç holds an Associate Professor position in the Department of Architecture at Carleton University, Canada. Her academic journey includes a PhD from University College London (2014-2020), a Master's degree from Istanbul Technical University (2009-2011), and a Bachelor's degree in Architecture from the same institution (2004-2009). She has taught at Carleton University since 2021 and previously served as a Postgraduate Teaching Assistant and Short Term Courses Tutor at University College London. Her research focuses on architectural design, theory, and education, with particular interests in critical methodologies, spatial perception, and pedagogical innovations. Notable awards include the 2021 Gemss' Circle Young Science and Art Person Award and the 2009 Archiprix Şevki Vanlı Vakfı Award for architectural excellence. Her work explores themes such as urban geographies, pandemic-responsive housing, AI-driven creativity in education, and the intersection of architectural drawing with theoretical discourse. She has led experimental studio projects and contributed to architectural theory through essay films and critical writings.
Begüm Hamzaoğlu is a Researcher at the Department of Architecture, Istanbul Technical University. She holds a B.Sc. in Architecture (2009-2014), M.Sc. in Architectural Design Computing (2014-2017), and is a Ph.D. candidate in Architectural Design Computing. She serves as a Research Assistant and teaches graduate/undergraduate design studios and computational design courses. Her work includes digital fabrication workshops and explores bridging analog/digital stone carving through visual rule representations, combining shape computation, craft traditions, and digital humanities. Her research focuses on multidisciplinary approaches involving architectural design tools, cultural heritage preservation, and information technologies. She has received notable awards including the 2023 Istanbul Technical University Publication Award and 2024 Best Student Paper Award from CHNT-ICOMOS Austria. Hamzaoğlu's academic career includes roles as both a researcher and educator within the university's architecture program, with active participation in workshops and academic conferences. Her current research emphasizes computational methods for preserving traditional craftsmanship through digital mediums.
Dr. Kyla Paolucci is an Assistant Professor of Graphic Design at St. John’s University’s St. John’s College of Liberal Arts and Sciences, Department of Art and Design. Holding a BFA from the Rhode Island School of Design (RISD) and an MFA from Vermont College of Fine Arts, her professional career includes work with major firms like Amazon, HBO, and Hearst Magazines. Her research focuses on how cultural contexts shape design practices, emphasizing the intersection of craft traditions with modern optimization strategies. She advocates for socially responsive design through pedagogical approaches that blend durational making with accessibility. Education: BFA in Graphic Design (RISD), MFA in Graphic Design (Vermont College of Fine Arts) Her teaching emphasizes exploring vernacular design histories and fostering critical engagement with tools like risograph printing. Professional projects under her studio ‘Patio’ include rebranding initiatives for mission-driven organizations. Research interests include the tension between traditional craft methods and digital tools, as well as equitable design practices. Currently teaching Interaction I at St. John’s, she also develops educational tools like the redesigned ‘prompt tool’ for student projects. Her work often incorporates experimental typography and Riso printing techniques, evidenced by projects like the ‘Intro 2 RISO Zine’ (2024).
Peadar Mac Giolla Bhríghde is a Lecturer in the Department of English and Irish at Marino Institute of Education, serving as National Coordinator for the Irish Language Requirement (SCG/OCG) since 2004. He specializes in inclusive education and Irish language policy, delivering modules on special educational needs and Irish-medium teacher training. Teaches on the B.Ed. (Irish medium) program Develops language assessment frameworks Collaborates on North-South educational initiatives Research focuses on SCG certification processes, multilingual pedagogy, and teacher preparation. Authored over 15 professional articles since 2008, with recent work addressing inclusive language education strategies and cross-border collaboration. Key contributions include: 2023: Clarifying SCG options for educators 2022: Promoting London-Belfast SCG collaboration 2017: Aligning SCG with European language standards Recipient of grants from Northern Ireland Department of Education (2017) and Irish education departments (2005-2010), supporting curriculum development. Maintains SCG website since 2004. Professional memberships include SCG Steering Committee and Open University exam board. Expertise spans studio recording projects for language assessments (2006-2023) and teacher training workshops across Ireland. Holds M.Ed. (UCD) and Dip. Remedial Ed. (Coláiste Iorrais), with qualifications in psychology and management.
Sandra Denicke-Polcher is an architect, National Teaching Fellow and Associate Dean (Education) at the Royal College of Art’s School of Architecture . She has spent over two decades in UK higher education, previously serving as Deputy Head of Architecture (Acting Head 2018–19) at London Metropolitan University. Her leadership champions inclusive architectural education and alternative pathways into spatial practice, embedding global citizenship and community-engaged learning within the curriculum. Education and Academic Background: Qualified architect with extensive postgraduate teaching experience since 2000. National Teaching Fellow (AdvanceHE, 2018) and Senior Teaching Fellow (AdvanceHE, 2016). Research Interests: Sandra’s research interrogates the dynamic relationship between architectural education and live practice. She specialises in community-based, participatory design processes—termed Live Projects —that bring students and local stakeholders together to co-produce spatial solutions. Her ongoing initiative Crossing Cultures (est. 2016) links London design studios with a long-term project in depopulated Calabria, Italy, exploring agricultural adaptation to climate change and migrant settlement through blended residencies and hands-on construction. Additional interests span intercultural pedagogy, social justice in the built environment, student wellbeing, and the re-activation of underused rural territories via inclusive architectural interventions. Research Funding & Grants: Transformation Grant, London Metropolitan University (2022) Rescaling Grant, London Metropolitan University (2021) ERASMUS funded Training Programmes CAMP & CURVE with KAIROS Europe (2020) Scientific Awards & Recognition: National Teaching Fellowship, AdvanceHE (2018) Senior Teaching Fellowship, AdvanceHE (2016) Practice & External Engagement: Sandra is a founding partner of the collaborative practice public works . Their urban regeneration scheme Geesthacht an die Elbe! (Germany) received first prize for exemplary building in the public realm (2003). She regularly serves as external examiner, validation panel member and competition juror, and has delivered UN-Habitat workshops on urban regeneration. Labs, Teams & Projects: She leads and mentors through the Live Project Studio model, integrating students, community groups and not-for-profit partners such as Le Seppie (Italy). The studio functions as a pedagogical laboratory where research, teaching and civic impact converge.
Marianne McAra is a Research and Teaching Fellow and Subject Lead for Transformation Design at The Glasgow School of Art's School of Innovation and Technology. Her work focuses on youth engagement, creative education, and participatory design methodologies. She holds a PhD in Design from GSA and has led numerous projects exploring community collaboration, heritage contexts, and futures-oriented design. Education: PhD in Design, The Glasgow School of Art (2017) Research Interests: Marianne's research integrates action research and ethical frameworks to address challenges in participatory design, youth empowerment, and cultural heritage. She has pioneered methods like artifact-based documentation and participatory video in marginalized communities. Her work often bridges academia and practice through collaborative projects with museums, social enterprises, and local governments. Key Contributions: Over 15 peer-reviewed articles and 36 publications across design pedagogy and community engagement. Notable projects include LEAPFROG (community tools development), Glasgow's Future Stories (participatory democracy frameworks), and Serumpun (craft preservation in Borneo). Advising & Grants: Supervises MRes and PhD students in design innovation. Lead researcher on projects funded by Highlands and Islands Enterprise, with focus on social innovation and co-creation. Labs/Teams: Core member of the Innovation School's Transformation Design unit, collaborating with interdisciplinary teams on urban futures and cultural heritage initiatives.
Dr. Iain Findlay-Walsh is a Lecturer in Music at the University of Glasgow, specializing in sound art and experimental music practices. His research integrates field recording, studio production, and autoethnographic methods to explore personal listening, sonic perception, and virtuality in music. He co-directs the Immersive Experiences Lab, focusing on VR in arts research, and serves on the UoG XR Strategy Group and SCCA EDI committee. Key research areas include sound art, first-person field recording, and the intersection of digital media with auditory experience. Notable works include A Transmutation Music (2025) and Listener Musics (2021). He has received the Kenneth Elliot Postgraduate Scholarship (2014) and Glasgow Educational Trust Award (2010). Teaching focuses on experimental music practices, sound design, and spatial audio. He supervises doctoral research on topics like album innovation and posthuman philosophy. His creative outputs span sound installations, multichannel audio works, and performance art.
Christopher W Sims serves as Associate Professor of the Practice in Duke University's Sanford School of Public Policy and Associate Professor of the Practice of Art, Art History and Visual Studies within Trinity College of Arts & Sciences. He also directs Duke's Center for Documentary Studies, a position he assumed in 2024. M.F.A. in Studio Art, Maryland Institute College of Art (2008) Master's in Visual Communication, University of North Carolina at Chapel Hill B.A. in History, Duke University Sims' research explores the intersection of documentary practice, cultural memory, and geopolitical representation. His work critically examines military training simulations, transnational cultural exchanges, and climate resilience through visual documentation. As director of the Center for Documentary Studies, he leads initiatives examining social justice narratives across multiple continents. His recent publications and exhibitions reveal a consistent focus on visualizing power structures, particularly in his acclaimed work on U.S. military training villages that replicate Middle Eastern environments. This research connects military anthropology with contemporary visual culture, demonstrating how simulated environments shape real-world military operations and cultural perceptions. Callanan Excellence in Teaching Award Nominee (2022) Center Emerging Photographer Award (2021) Top 5% Instructor Teaching Excellence Award (2019) Baum Award for Emerging American Photographer (2010) "100 Under 100: Superstar of Southern Art" (Oxford American, 2012) Sims directs the Center for Documentary Studies' anti-racism initiatives and leads multiple federally funded research projects examining German cultural expressions in Brazil, climate resilience in Germany, and dialogues about war experiences. His work with the E.O. Wilson Biodiversity Foundation and Guantánamo Public Memory Project demonstrates his commitment to socially engaged scholarship that bridges academic research and public understanding. As director of Duke's Center for Documentary Studies, Sims oversees programs that train students in ethical visual storytelling while managing international partnerships with institutions in Germany, Brazil, and India. His leadership in the Anti-Racism Instructor Preparatory Academy has reshaped documentary pedagogy across multiple disciplines.
Dr. Zoe Latham is a Lecturer and researcher in the School of Art, Design and Architecture at the University of Plymouth. Her work focuses on re-conceptualizing place theory through ritual, embodiment, and narrative practices. She has extensive architectural design experience in adaptive reuse, conservation, and community engagement. Her research integrates autoethnography, storytelling, and film to explore human-environment connections. Education: Holds a PhD (institution unspecified) examining place theory and ritual in architectural praxis. Teaching Roles: Module Leader for Year 1 Design/Communication in UG Architecture; Studio Tutor for Year 3 UG and PG MArch programs. Previously taught at the University of Plymouth International College. Research Interests: Investigates participatory methods to understand complex place relations, with projects like the Mapping Place visual archive. Connects ritualized practices to environmental sustainability and embodied experiences. Notable Projects: A student team under her supervision was nominated for the RIBA MacEwen Award (2020) for a Riverside Community Primary School design.
Emilie Taylor Welty serves as Program Director for Architecture, Design-Build Manager at the Albert and Tina Small Center for Collaborative Design, and Favrot III Associate Professor of Architecture at Tulane University's School of Architecture and Built Environment. As a leader in design-build education, she bridges academic theory with practical community applications through her work at Tulane and as co-founder of Colectivo, a New Orleans-based architecture firm focused on material explorations and making as part of the design process. Her educational background includes a Master of Architecture from Tulane University and a Bachelor of Science in Architectural Engineering Technology from the University of Southern Mississippi. Before founding Colectivo, she worked at Bild Design, bringing professional experience into her academic practice. Taylor Welty's research focuses on public interest design, material explorations, and expanding access to design through community engagement. Her work emphasizes radical incrementalism—addressing complex urban challenges through both large-scale thinking and small, actionable projects. She champions design-build pedagogy as a method that outperforms conventional architecture education by teaching complexity and collaborative problem-solving. Her research examines how social psychology intersects with architectural design, particularly in public spaces and monuments, as demonstrated by her SOM Foundation-funded project 'Public Space and Scrutiny.' Her publications reveal consistent themes in community-based design, post-disaster reconstruction in New Orleans, and the educational value of design-build studios. The articles show progression from foundational work in design-build pedagogy (2017-2018) to more interdisciplinary approaches combining architecture with social psychology (2020-2022), culminating in recent explorations of digital fabrication within design-build education (2024). National Practice and Leadership award from the AIA/ACSA Collaborative Practice Award from the Association of Collegiate Schools of Architecture SOM Foundation interdisciplinary research prize for 'Public Space and Scrutiny' Malcolm Heard Award (mentioned in press) Barbara Moely service learning teaching award (mentioned in press) Taylor Welty has led over thirty applied research projects through Tulane's design/build studios, creating transformative community spaces like Grow Dat Youth Farm and Parisite Skatepark. Her grant-funded work includes the SOM Foundation's 'Public Space and Scrutiny' project conducted with colleagues Tiffany Lin and Dr. Lisa Molix. She mentors students through hands-on community projects that address real-world challenges in New Orleans neighborhoods, teaching them to be 'better designers, makers, and citizens' while advancing community partnerships. As Design-Build Manager at the Albert and Tina Small Center for Collaborative Design, Taylor Welty leads a team that works with non-profits on planning, visioning, and design-build projects throughout New Orleans. The Center serves as Tulane School of Architecture's community design hub, connecting faculty expertise with community needs. Notable projects include Sugar Roots Farm Outdoor Classroom, Prisoner's Apothecarts, Rubarb Community Bike Shop, and Hotel Hope Playscape—each demonstrating her commitment to using architecture as a tool for social change and community empowerment.
Ben Derlan is an Adjunct Lecturer in Architecture at Tulane University, teaching ARCH 1011- First Year Design Studio. He concurrently teaches art history at St. Mary’s College of Maryland and works at the Small Center. His research focuses on the politics, form, and ecologies of the built environment, emphasizing equitable public space, community-driven design, and rural planning challenges. Derlan holds a Master of Architecture from Yale University (2023) and a B.A. in Art & Environmental Studies from St. Mary’s College of Maryland. Research Interests: Through writing, photography, and design, Ben explores marginalized urban spaces, historic preservation, and abolitionist spatial practices. His documentary film project, WATERWORKS , and experimental studio Field Works reflect his interdisciplinary approach to architecture and ecology. Recent publications in MOLD Magazine and Paprika! examine topics like rural anxiety, pre-Columbian urbanism, and spatial justice.
