Melissa Fortner is a Professor of Psychology at Transylvania University, where she has taught since 2004. Her research focuses on social justice pedagogy, critical feminist psychology, and systems of privilege and oppression. She earned her Ph.D. in Human Development and Family Studies from Penn State University (2004), an M.S. from the same program (2000), and a B.A. in Psychology and Philosophy from Transylvania University (1996). Fortner emphasizes critical thinking, introspection, and ethical engagement in her teaching. Her courses include Lifespan Development, Family Development, and First-Year Seminars addressing identity and social systems. She has received the Bingham Award for Excellence in Teaching three times (2008, 2014, 2018) and contributed to peer-reviewed journals like Journal of Family Theory & Review and Journal of Marriage and Family . Her research explores how gender, race, and class intersect with family dynamics and societal structures. Recent work includes analyzing stereotype content in education and critiquing pop psychology narratives. Fortner has held editorial roles for the Encyclopedia of Family Studies and Journal of Family Theory and Review . Professionally, she is affiliated with the National Council on Family Relations, American Association of University Professors, and American Psychological Association. Her grants include a Kenan Fund award, supporting initiatives to integrate social justice into academic curricula.
Dr. Gulsum Kubra Kaya is a Lecturer in Human Factors at the Centre for Safety & Accident Investigation at Cranfield University. She is a Chartered member of the Chartered Institute of Ergonomics and Human Factors Society (C.Erg.HF) and a Fellow of the Higher Education Academy (FHEA). Dr. Kaya holds a BEng in Industrial Engineering from Sakarya University, an MSc in Systems Engineering Management from University College London, and a PhD in Engineering from the University of Cambridge. Her academic journey includes prior roles as a Lecturer and she earned the title of 'Associate Professor' in Industrial Engineering in 2022. Her research focuses on system safety, human factors, risk assessment, machine learning applications, and decision-making in complex systems. Her work spans various domains including healthcare, transportation, and industrial settings. She is particularly interested in: Air Transport Safety & Investigation Industrial Ergonomics and Human Factors Safety, Resilience, Risk & Reliability Systems Engineering approaches to safety Her recent publications demonstrate a strong focus on applying systems thinking and advanced analytical methods to safety challenges. She has published extensively on topics such as Safety-I and Safety-II approaches, machine learning applications in healthcare safety, risk assessment practices in hospitals, and system-based risk analysis in transportation systems. Dr. Kaya serves on the editorial board of the Ergonomics journal and is an associate editor at the Risk Management and Healthcare Policy Journal. She also serves on the editorial board at the BMJ Health & Care Informatics Journal. She is actively involved in research on safety in liquid-hydrogen-powered aircraft operations and bacteria-type detection. Dr. Kaya is open to supervising PhD students interested in system safety research.
Mark Hathaway is a Lecturer at the University of Toronto and serves in both the School of the Environment and the Department of Physical & Environmental Sciences . Additionally, he acts as a Visiting Professor at Latin American universities and faculty member at the Earth Charter Center for Education for Sustainable Development in Costa Rica. Education: PhD in Adult Education, Community Development, and Environmental Studies from University of Toronto MEd in Adult Education and Community Development from University of Toronto BSc in Mathematics from Queen’s University Research Interests: Dr. Hathaway focuses on ecological worldviews , transformative learning , and indigenous knowledge . His work bridges environmental ethics with regenerative design , emphasizing ecopsychology and permaculture principles . He explores how self-transcendent emotions and spiritual practices can shift consciousness toward sustainable living. Article Trends: His publications span ecological ethics , permaculture , indigenous wisdom , and emotional responses to crisis . Themes include anthropoharmonism , systems theory , and decolonization . Grants & Affiliations: Dr. Hathaway's SSHRC postdoctoral research and collaborations with organizations like the Pachamama Alliance and Joanna Macy's Work that Reconnects highlight his interdisciplinary approach to sustainability education.
Eui-kyung Shin is a Professor in the Department of Curriculum and Instruction at Northern Illinois University’s College of Education. Her work centers on social studies education, particularly geographic thinking and the integration of geospatial technologies in K–12 classrooms. Her research interests include: Geographic thinking and spatial reasoning Integration of GIS and tablet apps in education Global perspectives in curriculum Teacher professional development Learning progressions in geography Elementary and secondary social studies instruction Dr. Shin’s recent publications and presentations highlight a strong focus on spatial skills, curriculum standards, and the role of technology in enhancing geographic education. Her work bridges cognitive development with innovative pedagogy, emphasizing the importance of geospatial literacy in modern classrooms. Notable scientific awards and recognitions include: Journal of Geography Award (2017) Dissertation Award, 1st Place, National Council for Geography Education (2004) Exceptional Contributions to Scholarly and Creative Activity Award, NIU College of Education (2008) Editorial Board, Journal of Geography (2011–present) Book Review Editor, Journal of Geography (2015–2016) Member, Road Map for Geography Education Project, National Geographic Society (2010–2012) She has advised various research initiatives and contributed to national educational projects. Dr. Shin has taught courses such as TLEE 342 (Teaching of Social Studies in Elementary School), TLCI 737 (Design of Instructional Models), and TLCI 762 (Seminar in Secondary Education). She is actively engaged in scholarly work and continues to influence geography and social studies education through research, service, and leadership.
Sidonie Christophe is a Senior Researcher (Directrice de Recherche, DR1) at UMR LASTIG, a joint research unit of Université Gustave Eiffel, IGN-ENSG, and EIVP. She serves as co-director of the LASTIG laboratory and leads research in geovisualization, map design, and interactive spatial data exploration. She also holds a part-time advisory role (60%) at the French Ministry of Higher Education and Research in the domain of digital technology, environment, climate, and sustainable urban development. PhD in Geographic Information Sciences Senior Researcher, DR1, MTECT Co-Director, LASTIG Laboratory (since 2021) Former Team Leader, GEOVIS (Geovisualization, Interaction, and Immersion) Advisor, Environment and Urban Climate, French Ministry of Higher Education & Research Her research centers on innovative methods for 2D/3D and nD geospatial data visualization, with a focus on enabling spatio-temporal understanding through visual and non-visual spatial thinking. Her work integrates principles from geographic information science, human-computer interaction, and computer graphics. Key areas include urban climate visualization, tactile and augmented reality for accessibility, expressive cartographic rendering, and cognitive aspects of map design. She investigates how aesthetic and semiotic choices impact map comprehension and utility. The 15 most recent publications reflect a strong trend in interactive and accessible geovisualization, particularly for urban and environmental applications. Topics include neural map style transfer, 3D urban climate analysis, tactile maps for the visually impaired, augmented reality in geography, and visual analytics for crisis and climate data. There is a consistent emphasis on user-centered design, interdisciplinary integration, and the development of tools for decision-making under uncertainty. Scientific Recognition and Service: Invited speaker at major conferences (IEEEVIS, AGILE, ICC, CPGIS) Co-organizer of international workshops (e.g., GeoVIS, ISPRS AR/VR sessions) Leader of national research projects (ANR ORACLES, ANR ACTIVmap, ANR ECOCIM) Recipient of international mobility grants (AMICI I-SITE FUTURE) Contributor to national glossaries and research strategy (e.g., French photogrammetry glossary) Advising and Grants: Sidonie Christophe actively supervises PhD students and postdoctoral researchers, including Markie Jiang, Maria-Jesus Lobo, and Alexandre Mielniczek. She leads or participates in multiple funded research projects such as ANR ORACLES (marine flooding visualization), ANR ACTIVmap (tactile 3D maps), and ANR ECOCIM (eco-design of city information models). Her advisory role at the MESR involves shaping national research strategy in digital and environmental sciences. Labs and Research Teams: She is a core member of the GEOVIS team (Geovisualization, Interaction, and Immersion) at LASTIG and previously served as its leader. As co-director of LASTIG, she plays a central role in the leadership and strategic direction of the entire laboratory, which comprises over 100 researchers across four teams: ACTE, GEOVIS, MEIG, and STRUDEL.
Rupert Way is a Research Fellow at the University of Cambridge , with additional affiliations as a Visitor at the Complexity Science Hub Vienna and an Honorary Research Associate at the Institute for New Economic Thinking (University of Oxford) . His work centers on energy system modeling, technological change, and forecasting strategies to accelerate sustainable energy transitions. Research Interests: Energy System Modeling Technological Change Technology Forecasting Sustainable Energy Transition Affiliations: Postdoctoral Researcher, University of Cambridge Visitor, Complexity Science Hub Vienna Honorary Research Associate, Institute for New Economic Thinking, University of Oxford
Ludovico Tullio Piero Allasio is an external teaching collaborator at the Department of Architecture and Design (DAD) at Politecnico di Torino, actively involved in the course Design e Comunicazione as course holder from 2019/20 through 2024/25. His role indicates a part-time, adjunct teaching position focused on design education. Research Interests: His work centers on design theory, particularly the interplay between products and their contexts, sustainable design systems, and integrated architectural and territorial design. He emphasizes context-driven methodologies and sustainability in both product and housing systems. Publication Trends: His recent publications (2012–2014) reflect a focus on design as a process, exploring connections between domestic environments, product design, and territorial systems. The research bridges architecture, engineering, and sustainability, advocating for holistic design approaches. Scientific Awards: No awards listed in the provided text. Advising and Grants: There is no mention of student supervision, research grants, or funded projects in the available information. Labs and Teams: No specific laboratories, research groups, or collaborative teams are mentioned in the text.
Anne McAlister is an Assistant Professor in the First Year Engineering Center at the University of Virginia. Her research focuses on engineering identity, teamwork, and sociotechnical thinking to broaden participation in engineering education. She holds a Ph.D. in Education and M.S. in Systems Engineering from the University of Virginia, and a B.S. in Chemical Engineering from The Ohio State University. Dr. McAlister’s work addresses barriers to success in engineering education and strengthens sociotechnical thinking among first-year students. Her research interests center on understanding and challenging systemic obstacles in engineering education, particularly regarding identity formation and inclusive pedagogies. Key areas include engineering culture’s impact on mental health, interdisciplinary science and engineering integration in K-12 classrooms, and graduate student role identity development. Recent publications explore elements of engineering culture affecting student mental health, inclusive classroom practices in NGSS-aligned curricula, and the multifaceted roles of engineering doctoral students. She teaches ENGR 1010: Engineering Foundations 1, emphasizing foundational skills for first-year engineering students. Dr. McAlister’s work has been published in leading journals like the Journal of Engineering Education and Science Education . Her research methodologies include mixed methods and grounded theory approaches to study identity development and educational equity.
Adam M. Brandenburger is the J.P. Valles Professor at the Leonard N. Stern School of Business, New York University, with additional appointments as Distinguished Professor at the Tandon School of Engineering, Faculty Director of the NYU Shanghai Program on Creativity + Innovation, and Global Network Professor. He previously served as a professor at Harvard Business School from 1987 to 2002. His academic foundation includes a B.A., M.Phil., and Ph.D. from the University of Cambridge. His research focuses on game theory , epistemic game theory , quantum game theory , and business strategy . He has made foundational contributions to the understanding of rationality, belief hierarchies, and the intersection of quantum mechanics with decision theory. His work spans economics, philosophy, computer science, and cognitive neuroscience, reflecting a deeply interdisciplinary approach. The recent publications show a strong trend toward integrating quantum foundations , information theory , and behavioral economics . Themes include epistemic reasoning in non-classical systems, the role of symmetry in strategic interactions, and the neural basis of decision-making. His work increasingly explores the limits of classical probability and cognition, using tools from quantum information and sheaf theory. While no formal scientific awards are listed, his publications in Nature Communications , Econometrica , and Philosophical Transactions of the Royal Society indicate high scholarly impact. His collaborations with leading researchers across disciplines suggest a central role in advancing interdisciplinary science. He advises and collaborates extensively, though specific students are not listed. His leadership in the NYU Shanghai Program on Creativity + Innovation highlights his commitment to global education and innovation. He has not received any grants explicitly mentioned, but his sustained publication output suggests active funding support. He is associated with research initiatives bridging game theory, quantum information, and cognitive science. His recent unpublished work on quantum-assisted observatories and large language models points to forward-looking research at the intersection of AI, quantum technology, and strategic reasoning.
Amy Webb is an Adjunct Professor at New York University’s Leonard N. Stern School of Business, where she teaches strategic foresight at the MBA level. She is also the Founder and CEO of the Future Today Institute, a leading strategic foresight firm. Her expertise lies in artificial intelligence, biotechnology, and long-term forecasting, and she advises global leaders, governments, and institutions including the White House, the World Economic Forum, and the United Nations. Education: Post-Graduate, Nieman Fellowship – Harvard University M.S., Journalism – Columbia University B.A., Political Science and Economics – Indiana University Research Interests: Amy Webb specializes in artificial intelligence, strategic foresight, scenario planning, and quantitative modeling. Her work focuses on identifying early signals of change and developing predictive models to guide organizations through disruptive technological shifts. She is a leading voice on the ethical and societal implications of AI and synthetic biology. Publications Trend: Her recent articles and books reflect a strong emphasis on the future of AI, synthetic biology, and strategic planning. Themes include the risks of concentrated tech power, the emergence of 'living intelligence,' and the need for proactive, data-driven foresight in business and policy. Scientific Awards: #4 Most Influential Management Thinker in the World (Thinkers50, 2023) Thinkers50 Radar Award (2017) Shortlisted for Thinkers50 Digital Thinking Award (2021) BBC’s 100 Women of 2020 Forbes’ Five Women Changing the World Advising and Grants: While specific advisees and grant details are not listed, Amy Webb leads a global consultancy (Future Today Institute) that works with high-level clients on foresight strategy. She has been awarded fellowships from Harvard, Oxford, and the U.S. Government Accountability Office, indicating significant recognition and funding for her research and leadership. Labs and Teams: She leads the Future Today Institute, a research and advisory firm that employs a team of analysts and strategists using a proprietary data-driven foresight methodology. She also collaborates with global institutions such as the World Economic Forum and the Council on Foreign Relations.
Caroline A. Jones is a Professor of Art History at MIT's Department of Architecture, specializing in modern and contemporary art with technological dimensions. Her research spans technological production modes, cognitive neuroscience intersections, and global art systems. Academic Affiliation: History, Theory, and Criticism of Architecture and Art Program at MIT Research Focus: Technology's role in art, cognitive perception, systems theory, bio-art, and climate discourse Jones' publications and symposium organization demonstrate her interdisciplinary approach. Key themes include: Postwar artistic technology integration Umwelt theory and interspecies cognition Anthropocene critique through art Cybernetic systems in artistic practice Gut microbiome's role in consciousness understanding Temporal expansion through artistic bio-fiction Her work connects art history with contemporary scientific dialogues through projects like the Seeing/Sounding/Sensing symposium. Awards include prestigious fellowships from National Endowment for the Humanities, Guggenheim Foundation, and Radcliffe Institute. Current research examines cultural evolution, planetary boundaries, and artistic interventions in environmental systems. Jones actively explores how art can challenge human cognitive limitations and foster interspecies symbiosis frameworks.
Mary Hegarty is a Distinguished Professor in the Department of Psychological & Brain Sciences at UC Santa Barbara. She has been on the faculty since 1988 following her PhD from Carnegie Mellon University. Her research focuses on spatial thinking, navigation strategies, and individual differences in spatial abilities, with emphasis on STEM education. She leads the Spatial Thinking Lab, employing methods like fMRI and virtual environments. Current NSF-funded projects explore navigation variability and spatial ability’s role in STEM success. Education: BA and MA from University College Dublin, PhD in Psychology from Carnegie Mellon (1988). Research Interests: Spatial cognition (e.g., mental rotation, navigation strategies), spatial representation in STEM, and effects of technology like GPS on spatial skills. Unique focus on integrating experimental psychology with individual difference analysis. Awards: APS Fellow, Spencer Postdoctoral Fellowship, former Cognitive Science Society board chair. Editorial roles at Journal of Experimental Psychology: Applied and Topics in Cognitive Science. Lab Activities: Develops VR tools for spatial assessment, collaborates on projects like Sea Hero Quest. Focuses on translating spatial cognition research into educational interventions. Current research examines neural correlates of navigation and midlife spatial aging effects.
Carlee A. Bishop is a Professor of Physics at Agnes Scott College, located in the Department of Physics within the College of Arts and Sciences. She holds a PhD in Electrical Engineering from Auburn University, an MS from Georgia Institute of Technology, and a BS from the U.S. Air Force Academy. Her academic and professional work bridges physics, engineering, and systems thinking. Her educational background includes: BS in Electrical Engineering, U.S. Air Force Academy MS in Electrical Engineering, Georgia Institute of Technology PhD in Electrical Engineering, Auburn University Dr. Bishop's research and teaching focus on experiential learning in STEM, employing case studies, problem-based learning, and experimentation platforms. Her interests include systems thinking, ethical use of technology and data, and managing emerging technologies. She emphasizes decision-making and problem-solving skills in engineering education. The recent publications reflect a strong trend in systems engineering applied to defense, disaster response, and acquisition systems. Her work integrates modeling, simulation, and lifecycle management, with applications in military robotics, humanitarian logistics, and procurement optimization. The interdisciplinary nature of her scholarship connects engineering, ethics, and real-world operational challenges. Her professional affiliations include: INCOSE (International Council on Systems Engineering) Member Certified Systems Engineering Professional (CSEP) IEEE (Institute of Electrical and Electronics Engineers) Member Dr. Bishop has contributed to significant tutorials and workshops at INCOSE symposia and military capstone events. She has advised on systems engineering best practices, autonomy in defense robotics, and disaster response logistics. While no formal list of advisees is provided, her leadership in capstone projects and professional tutorials indicates active mentorship and educational outreach. She has not received any explicitly mentioned scientific awards. She is involved in academic and professional teams related to systems engineering, particularly through INCOSE and IEEE. Her work with military and disaster response systems suggests collaboration with interdisciplinary teams focused on national security and humanitarian applications.
Vallari Chandna is a Professor of Management and Associate Dean at the Austin E. Cofrin School of Business, University of Wisconsin-Green Bay. She holds a Ph.D. in Organizational Theory (2016) and MBA (2011) from the University of North Texas, along with a BA.LL.B. (Honors) from RSTMN University, India (2007). Her research focuses on strategy, entrepreneurship, and sustainability, with particular interests in digital entrepreneurship, temporary organizations, cybersecurity, degrowth, and inter-organizational relationships. Education: Ph.D. in Organizational Theory, University of North Texas (2016) MBA in Organizational Behavior and Human Resources, University of North Texas (2011) BA.LL.B. (Honors) from RSTMN University, India (2007) Her research has appeared in journals like Journal of Business Research , Technovation , and Business Horizons . She explores topics such as crowdfunding equity, digital ecosystems, and sustainable enterprise frameworks. Vallari actively collaborates with students on research, including co-authoring book chapters and conference papers. Her 2023-2025 publications examine: Gender disparities in crowdfunding Strategic control in organizations Value co-creation in platform ventures Regulatory compliance for crowdfunding Cybersecurity challenges for startups Temporal organization frameworks Notable award: Current Young Professionals of Green Bay Future 15 (2023) for professional and community impact. She contributes to academic governance as former Chair of the Marketing & Management Department (2019-2022), former Chair of the MS-Management program (2019-2022), and active participant in university committees including Faculty Senate. Vallari serves as Associate Editor for the International Journal of Project Management and Productivity Assessment and sits on editorial boards for journals on sustainable entrepreneurship and strategic decision sciences.
Stavros Demetriadis is a Full Professor at the School of Informatics, Aristotle University of Thessaloniki, Greece. His research focuses on Learning Technologies, including Conversational Agents in Education, Learning Analytics, Computer-Supported Collaborative Learning (CSCL), Computational Thinking, and Massive Open Online Courses (MOOCs). He has led EU-funded projects like colMOOC and developed educational tools such as 'pytolearn' for Python instruction and 'Cubes Coding' (winner of Open Education Challenge 2014 and NUMA Competition 2014). He has supervised 5 completed PhD theses, 4 ongoing PhDs, and over 60 Master’s theses. Academic Appointments: Full Professor (2020–present), Associate Professor (2015–2020), Assistant Professor (2012–2015), Lecturer (2002–2008), Informatics Teacher (1989–2002) Education: PhD in Multimedia Technology in Education (2000), MSc in Electronic Physics (1986), BSc in Physics (1983) His work bridges AI and education, with over 161 publications and an h-index of 27. Recent research explores ChatGPT integration, ethics in Learning Analytics, and AI-driven assessment tools. He has delivered invited talks at institutions like the University of Valladolid (2024) and coordinates the 'Teachers' Fast-paced Distance Training on Tele-education' project. Awards include three international best paper awards and recognition for his 'Cubes Coding' project. Key Research Contributions: Developed frameworks for Conversational Agents in CSCL Innovated Computational Thinking pedagogy through robotics Explored ethics and culture in Learning Analytics adoption Created Python-based MOOCs for non-programmers He has taught courses like Human-Computer Interaction and Learning Analytics, and led short programs on Conversational AI. His collaborations span institutions in Spain, Denmark, and Greece. ORCID: 0000-0002-1561-6372; Google Scholar, Semantic Scholar, and Scopus profiles list his extensive output.
