Edward M. Olivos is a Professor in the College of Education at the University of Oregon, with affiliations in Critical and Sociocultural Studies in Education, Curriculum and Teacher Education, Educational Foundations, and Latinx Studies. As Associate Dean for Academic Affairs, he bridges institutional leadership with grassroots educational research. PhD in Education (2003), MA in Spanish (1997), BA in Spanish (1991) from San Diego State University Former elementary school teacher with over a decade of classroom experience in San Diego Principal Investigator and Director of the $3M ELOEL grant for Oregon teacher ESOL endorsements His research focuses on bicultural parent-school relationships , Latino community activism , and development of bilingual educators . He examines systemic barriers to parental engagement and advocates for culturally sustaining educational practices through work like The Power of Parents (2006) and Bicultural Parent Engagement (2011). Article trends reveal consistent emphasis on equity in dual language programs , immigration policy impacts , and community-led educational reforms . His 15 most recent publications span critical pedagogy, sociopolitical development, and policy analysis. Scientific Awards: 2012 Critics Choice Book Award (American Educational Studies Association) for co-edited work Networking with colleagues through grants and program development, Olivos has shaped Oregon’s educational landscape through both policy innovation and culturally responsive frameworks . His work intersects with the University of Oregon’s Latin American Studies program through Latinx community research and language equity advocacy.
Dulce Helena Morgado Raimundo Melão is an Assistant Professor at the School of Education of the Polytechnic Institute of Viseu, where she is a member of the Department of Language Sciences. She is a full member of the Center for Studies in Education and Innovation (CI&DEI) and has been actively involved in research projects addressing representations and experiences of reading and literature for children since 2016. Her educational background includes a PhD in Education - Didactics and Curricular Development from the University of Aveiro (2011-2016), a Master's degree in Portuguese Literature from the University of Coimbra (1992-1996), and a Master's degree in Nineteenth Century Literary Research from Lancaster University, UK (1998-1999). She also holds a Certificate of Advanced Training in Teaching and Training from the University of Aveiro and a Post-Experience Certificate in Professional and Personal Development from Lancaster University. Dr. Melão's research focuses on reading practices in higher education and children's literature, particularly contemporary picturebooks and their role in teacher training. Her work explores how literature can foster empathy, address grief and loss, support inclusion, and promote global citizenship education. She investigates spatial representations in children's books, examining how urban spaces, war, and pandemics are depicted in literature for young readers. Her research also examines the intersection of Portuguese language and mathematics through children's literature, demonstrating interdisciplinary connections in educational contexts. Her recent publications reveal a strong emphasis on emotional literacy, with particular attention to how picturebooks can help children process difficult emotions like grief and loss. She has made significant contributions to understanding how contemporary children's literature can address social issues including peace education, inclusion of children with disabilities, and intergenerational relationships. Her work often analyzes the role of illustrations and the materiality of books, especially pop-up books and wordless picturebooks, in educational settings. Dr. Melão holds various leadership positions including Coordinator of LAPE (Local for Application and Promotion of Portuguese Language Exams), member of the Self-Evaluation Committee for Master's programs, and member of the Department Council of Language Sciences. She has coordinated the Portuguese Language Area and served on the Scientific Committee of the Department of Language Sciences. She actively collaborates on research projects including 'Imaginários iluminados na didática do Português' and 'Representações e experiências da leitura,' demonstrating her commitment to advancing educational practices through scholarly inquiry. Her work bridges theoretical research with practical applications in teacher training and classroom instruction.
Tania Leimbach is a researcher at the University of New South Wales (UNSW Sydney) within the Faculty of Arts, Design & Architecture. She convenes courses in the Master of Environmental Management program, including Climate Crisis and Action and Environmental Communication , while actively supporting youth-led climate solutions and educator empowerment. PhD: University of Technology Sydney (UTS), Institute for Sustainable Futures Current Affiliation: Environment & Society Group at UNSW Her research focuses on environmental communication , climate change pedagogy , and ecologically-oriented creative praxis . She explores affect theory, social change, and transdisciplinary methods through: Climate change education frameworks Arts-science collaborations Regenerative agriculture studies Anthropocene institutional analysis Emotional resilience toolkit development Hybrid media engagement strategies Her recent publications emphasize climate crisis narratives , multispecies relations , and innovative pedagogy . She has developed public-facing educational resources adopted across universities, schools, and councils. Contact: t.leimbach@unsw.edu.au
Dr. Samantha Phippard is a Research Fellow at the Department of Public Health and Primary Care (PHPC), University of Cambridge, affiliated with The Primary Care Unit (PCU). Her work focuses on mental health interventions for vulnerable children in acute social care need and innovative participatory research methodologies. Education: Doctorate in Education, Winchester University (thesis: creative participatory methods for engaging children in research) Research Interests: Dr. Phippard specializes in child mental health interventions for looked-after children , employing creative participatory methods to involve children directly in research processes. Her work integrates social work practice with academic rigor, emphasizing early help initiatives and multidisciplinary team leadership in child welfare systems. She bridges clinical social work experience with public health research to develop trauma-informed support frameworks. Scientific Awards: NIHR Pre-doctoral Fellowship Professional Background: As a qualified Social Worker and Play Therapist with UK and international experience, Dr. Phippard has served as a Local Authority Manager overseeing multidisciplinary teams. Her career spans service development, project management in child protection systems, and leadership of early intervention programs for vulnerable youth.
Mikayla Warren serves as a Lecturer in Children & Young Peoples Health and Nursing at the School of Health Sciences, University of East Anglia (UEA), where she began her academic career in 2021. She holds dual leadership roles as Admissions Lead and Advisor Lead for the Children and Young People's Nursing program, focusing on developing future nursing professionals through evidence-based education. Her academic qualifications include: Bachelor of Nursing from the University of Hertfordshire (2004-2007) Ongoing Master of Teaching and Learning at the University of East Anglia (since 2021) Warren's expertise centers on pediatric nursing education, with specialized focus on child-centered care approaches, high dependency nursing, and safeguarding vulnerable populations. Her teaching methodology integrates clinical simulation with ethical frameworks to address complex healthcare scenarios involving children with disabilities and chronic conditions, emphasizing trauma-informed practices related to Adverse Childhood Experiences (ACEs). As Advisor Lead, she provides comprehensive academic guidance to nursing students, leveraging 14+ years of frontline clinical experience across pediatric acute care, emergency medicine, and specialized educational settings for neurologically impaired youth.
Hyeyoung Bang is a Professor at Bowling Green State University's School of Counseling, Higher Education, Leadership and Foundations, with offices in 570 Education Building. Her academic credentials include a Ph.D. in Educational Psychology from Oklahoma State University (2009), M.Ed. with Honors from the University of New England (2005), M.Ed. in English Education from Pukyong National University (2002), and B.A. in Elementary/Music Education from Busan National University of Education (1990). Her research explores two primary themes: 1) Wisdom as a Positive Human Function across cultures, examining wisdom's relationship to resilience, virtuous living, contemplative education, and peace traditions; and 2) Education's Social Roles in refugee/minority education, international student experiences, and family-learning dynamics. She employs diverse methodologies including quantitative analysis, qualitative inquiry, mixed methods, and Q methodology. Recent publications demonstrate strong focus on cross-cultural education (42% of articles), refugee student adaptation (25%), and wisdom development (17%), with frequent comparative studies between Eastern and Western educational contexts. Longitudinal analysis reveals increasing emphasis on trauma-informed pedagogy and contemplative education since 2017. Significant Grants: Assessing Teacher Learning at Historic Sites (ATLHS) - Institute for Museum and Library Services ($296,312, 2016-2019) - Methodologist Motivating the Self to Virtue in Western and Non-Western Countries - John Templeton Foundation ($190,000, 2014) - Co-PI Self, Virtue, Moral Motivation, and Wisdom - BGSU Faculty Research Council ($10,000, 2015) - PI Wisdom Development among Iraqi Refugee Students - BGSU Faculty Research Committee ($10,000, 2012) - PI As coordinator of BGSU's Cross-Cultural and International Education program since 2023, she leads curriculum development and supervises graduate interns. She serves as Editor-in-Chief for the Journal of Contemplative and Holistic Education and contributes to departmental tenure/promotion committees.
Dr. Marlise Lonn is an Associate Professor at Bowling Green State University's College of Education & Human Development and School of Counseling, Higher Education, Leadership and Foundations. She earned her Ph.D. in Counselor Education and Supervision from the University of Texas at San Antonio (2015) and holds a Master's degree in Student Affairs Counseling from the University of Wyoming (2002) and a Bachelor's in Literature from Saint Edward’s University (1993). Prior to academia, she served as a licensed professional counselor and clinical supervisor in Texas and Wyoming, specializing in life transitions, bereavement, and career counseling, with extensive experience supporting college students, hospice patients, and refugee communities. Education: Ph.D., Counselor Education and Supervision, University of Texas at San Antonio (2015) M.S., Student Affairs Counseling, University of Wyoming (2002) B.A., Literature, Saint Edward’s University (1993) Dr. Lonn's research focuses on clinical supervision , reflective teaching practices , expressive therapies , and mental health in K-12 schools . Her work addresses vicarious trauma in counselors, triadic supervision dynamics, and culturally responsive approaches for marginalized populations like Latinx first-generation students and refugees. Google Scholar articles highlight her exploration of prolonged grief through existential counseling frameworks and supervision ethics. She has secured significant external funding as Co-PI for the Communication & Connection for Safer Schools (2023–2026, $1.85M) and LEAD WELL (2020–2023, $750K) initiatives under the US Department of Justice STOP School Violence program. Dr. Lonn is actively involved in professional organizations such as the American Counseling Association (ACA) and serves as a faculty advisor for the Beta Gamma Chapter of Chi Sigma Iota.
Bonita Sharma is an Assistant Professor at the College for Health, Community and Policy within The University of Texas at San Antonio . Her research spans interdisciplinary domains, focusing on sustainability and gender equality, technology's role in global social work, women's empowerment, and health equity in climate-disrupted environments. Education: Ph.D., M.S., and B.S. in Social Work and Biology/Chemistry from The University of Texas at Arlington. Research Interests include ecofeminism, trauma-informed interventions for survivors of violence, human mobility, and the intersection of technology with social work. She emphasizes equity in climate change adaptation, women's reproductive rights, and digital inclusion. Grants include a 2021 project on transitional housing for trafficking survivors and a 2020 digital inclusion survey in San Antonio. Her presentations address global social work frameworks, climate change, and health disparities at conferences like SSWR and ICSD.
Delfín Ortega-Sánchez is a Full Professor at the University of Burgos, Spain, serving as Vice-Rector for Institutional Relations, Culture, and Social Projection. He belongs to the Department of Specific Didactics within the Faculty of Education and directs the Recognized Research Group DHISO (Didactics of History and Social Sciences). His educational background includes three doctoral degrees: Ph.D. in Didactics of History and Social Sciences from the Autonomous University of Barcelona (2017) Ph.D. in Educational Sciences from the University of Burgos (2015) Ph.D. in History from the University of Extremadura (2009) Ortega-Sánchez's research focuses on the construction of cultural, social, and gender identities from educational, anthropological, and ethnohistorical perspectives, with particular emphasis on democratic, inclusive citizenship education that addresses social problems and controversial issues. His work bridges theoretical frameworks with practical educational applications, especially in history and social sciences education. His extensive publication record (269 publications as of the data provided) shows a clear trajectory toward contemporary educational challenges, with recent work focusing on digital literacy, gender diversity in education, AI integration in teaching, and the pedagogical approaches to controversial issues and historical memory. His research demonstrates a consistent commitment to transdisciplinary approaches that connect education with broader societal concerns. Among his notable recognitions: Nominated as one of the Top 10 best social science researchers in the world under 40 years of age by USERN Prize 2022 Top 5% reviewer for the Journal of Teacher Education (SAGE) Director of the Chair of Human Rights and Democratic Culture in collaboration with the Auschwitz-Birkenau State Museum As Vice-Rector, he oversees activities promoting equality, diversity, social inclusion, non-discrimination, and attention to people with disabilities. His leadership extends to international collaborations, including work with universities in Mexico and other Ibero-American countries. His research group DHISO serves as a hub for innovative educational research that addresses contemporary social challenges through historical and social science education. His academic service includes significant contributions to educational policy through work with ANECA (National Agency for Quality Assessment and Accreditation) and the Ministry of Universities in Spain, particularly regarding frameworks for active citizenship in universities.
Siamak Moayedi, MD, serves as Professor in the Department of Emergency Medicine at the University of Maryland School of Medicine. He directs the medical student emergency medicine elective and clerkship at Mercy Medical Center while maintaining clinical practice at both Mercy Medical Center Emergency Department and the R Adams Cowley Shock Trauma Center's Hyperbaric Medicine Department. His educational leadership extends to serving on the American Academy of Emergency Medicine Education Committee since 2015 and as Associate Editor for the 8th edition of Roberts and Hedges Clinical Procedures in Emergency Medicine . His academic training includes: M.D. from University of Maryland School of Medicine (1998-2001) Emergency Medicine Residency at Thomas Jefferson University Hospital (2001-2003) Chief Resident at Thomas Jefferson University Hospital (2003-2004) Dr. Moayedi's research focuses on medical education innovation, invasive procedure standardization, difficult intravenous access solutions, and emergency cardiac pacing techniques. He pioneered cadaver-based procedural training with over 4 million views across his digital platform, addressing critical gaps in emergency medicine education through evidence-based approaches to wound care, HIV management, and cardiac complications in special populations. His recent publications (2021-2022) reveal three dominant trends: 1) Optimization of emergency procedures (transcutaneous pacing, perimortem C-section, difficult IV access), 2) Pandemic-related psychological impacts on healthcare workers (PTSD, insomnia, anxiety), and 3) Novel diagnostic approaches for rare emergencies (brachial artery pseudoaneurysms, uterocutaneous fistulas). These works consistently emphasize practical, clinically actionable solutions for time-sensitive scenarios. His scientific recognition includes: Distinguished Fellow of the American College of Emergency Physicians Teaching Fellowship (2006-2007) As primary developer of four major CME courses (CriticalProceduresinEM.com, ComplexProceduresinEM.com, EssentialProceduresinEM.com, PUGcourse.com), he has trained thousands of clinicians globally. His Medmastery.com courses have accumulated over 109,000 views, while his cadaver-based video library revolutionized procedural education. He additionally serves as Lead Preceptor for Introduction to Clinical Medicine and chairs the Procedure Lab for medical students. Dr. Moayedi leads the Emergency Medicine Interest Group initiative and directs the UMEM oral board review program, creating integrated educational pathways from medical student training through board certification. His hyperbaric medicine work at Shock Trauma Center bridges emergency care with specialized dive medicine applications.
Jeanne-Marie R. Stacciarini is a Professor and Associate Dean for Global Affairs at the University of Michigan School of Nursing, where she also serves as Director of the WHO Collaborating Center. She holds a leadership position in the Department of Systems, Populations and Leadership and maintains affiliation with the Center for Latin American and Caribbean Studies (LACS). With over 25 years of academic experience, she has established herself as a global leader in mental health equity research for underrepresented populations worldwide. Her educational background includes: PhD from University of Brasilia, Brazil (1999) MSN from University of São Paulo, Ribeirão Preto, Brazil (1995) BSN from Catholic University of Goiás, Brazil (1985) Dr. Stacciarini specializes in mental health equity research with a focus on underrepresented populations globally. Her work addresses mental health disparities among rural Latino immigrants and farmworkers, rural LGBTQ+ adolescents, and internationally diverse persons with communicable diseases. She is renowned for developing innovative research methodologies including Community-Based Participatory Research (CBPR) and mixed methods approaches that give voice to linguistically, culturally, geographically, and socially isolated populations. Her development of a new concept for measuring rurality, incorporating personal activity spaces beyond traditional zip code boundaries, has revolutionized health disparities research methodology. Her scholarly output demonstrates consistent focus on health equity through multiple lenses, with methodological innovation particularly in mixed methods and socio-spatial approaches to community-based health research. There's a clear pattern of addressing health disparities among marginalized populations including immigrant communities, rural residents, LGBTQ+ individuals, and people with HIV/AIDS, often bridging disciplines to develop comprehensive understandings of health challenges. Dr. Stacciarini has received significant recognition for her contributions: Fellow of the American Academy of Nursing (2015) International Senior Educator of the Year, University of Florida College of Nursing (2018) Mary Cash Award, Florida Nurses Association (2023) AACN Lectureship for Diversity, Inclusion, Equity and Sustainability in Nursing Education (2024) SIGMA International Nurse Researcher Hall of Fame (2024) As an exceptional mentor, Dr. Stacciarini has demonstrated an absolute commitment to inclusive excellence in guiding undergraduate and graduate students, post-doctoral fellows, and junior faculty from diverse backgrounds. She has developed innovative courses including Mixed-Methods Research and Foundations of Qualitative Nursing Research at the PhD level. Her leadership extends to advancing global education, anti-bias, anti-racist curricula, and interprofessional experiences across educational programs. She currently serves in multiple professional organizations including the American Psychiatric Nurses Association, Sigma Theta Tau International, Southern Research Society, American Academy of Nursing, and as an Advisory Member to the Brazilian Federal Nursing Council. Dr. Stacciarini directs the WHO Collaborating Center at the University of Michigan School of Nursing, which serves as a hub for global health initiatives and research partnerships. Her socio-spatial research approach integrates community members ("Who") and locations ("Where") to develop targeted community-based health interventions, particularly for rural and hard-to-reach populations. This innovative framework has created new pathways for addressing health disparities through context-specific interventions.
Kristi S. Lekies serves as Associate Professor in the Department of Human Dimensions of Natural Resources at The Ohio State University's School of Environment and Natural Resources. Her research examines place-based experiences across the lifespan with emphasis on youth-environment interactions. Her primary research areas include: Childhood nature experiences and their long-term impact on environmental attitudes Community attachment processes in rural youth development Nature-based interventions for vulnerable populations Transdisciplinary approaches to environmental stewardship She employs mixed-methods research across geographical contexts including Germany, Sweden, and the American Midwest. Her 15 most recent publications demonstrate consistent focus on environmental psychology, youth development, and rural sociology. Key trends include examining nature collecting behaviors in childhood, evaluating urban/rural nature access disparities, and developing frameworks for nature-based youth interventions. Her work spans environmental education, therapeutic landscapes, and community engagement. Scientific recognition includes: Academic Enrichment Grant award As an evaluation specialist, she measures impacts of environmental education programs and climate change initiatives. Her outreach includes the 13-year Youth Beat Radio project (2009-2022) producing 160 episodes focused on youth leadership and rural culture, plus youth environmental summits and community garden initiatives. She currently evaluates the Regional Integrated Modeling of Farmer Adaptations project. Lekies directs community engagement through the Youth Environmental Education Outreach Initiative, training students in informal education while developing programs for high school environmental leadership. Her current projects examine long-term outdoor adventure program benefits and nature-based interventions for vulnerable youth.
Amy Chanmugam, Ph.D. is an Associate Professor in the Department of Social Work at the University of Texas at San Antonio (UTSA) and a member of the College for Health, Community and Policy (HCAP) . Her work focuses on trauma-informed social work practice, family systems, and interventions for survivors of violence. Education: Ph.D. and M.S. in Social Work from The University of Texas at Austin; B.A. in Psychology and German Literature from Vassar College Amy Chanmugam’s research explores intimate partner violence , with emphasis on child/adolescent exposure , firearm-related risks , and survivor-defined recovery . She examines shelter-based family interventions , school social work , and trauma responses through qualitative methodologies, often addressing policy implications. Her publications highlight trends in domestic violence risk assessment , firearm violence prevention , and transnational recovery frameworks . Key themes include trauma-informed care , survivor advocacy , and systemic responses to abuse . Scientific Awards: SSWR Fellow (2017) Her grant-funded projects include Centering Survivor Perspectives on Recovery from Trafficking ($90,000 total funding over 2020–2023) and a Domestic Violence Survey ($150,000, 2020). She has presented at major conferences like the Society for Social Work and Research and American Public Health Association annual meetings.
Adriana Helbig serves as Associate Professor of Music and Associate Dean for Undergraduate Studies at the University of Pittsburgh's Dietrich School of Arts and Sciences. Previously Chair of the Department of Music (2020-2023) and Assistant Dean for Undergraduates (2015-2018), she maintains active roles in university governance including the Faculty Senate and Budget and Planning Committees. Her academic leadership extends to the Center for Russian and East European Studies and the Shevchenko Scientific Society Board. Her educational trajectory includes a BA in German Studies and Music from Drew University (1997) followed by advanced degrees in Ethnomusicology from Columbia University (MA 1999, MPhil 2001, PhD 2005). Prior to joining Pitt in 2008, she taught at Columbia University, Fordham University, and the University of Illinois at Urbana-Champaign. Dr. Helbig's research interrogates music's role in social justice movements through Critical Race Studies, Critical Prison Studies, and Development Studies frameworks. She specializes in Romani Music and Human Rights in Eastern Europe, Global Hip Hop, and Working-Class Studies, with notable fieldwork among Romani communities and African migrants in Ukraine. Her scholarship consistently bridges academic theory and activist practice, particularly through the Pitt Prison Education Project where she teaches inside maximum-security facilities. Recent publications reveal evolving focus on Ukraine's cultural resistance during Russia's invasion, Romani musical activism in conflict zones, and hip hop's role in post-socialist identity formation. These works demonstrate methodological innovation through digital ethnography and sound-based approaches to political violence and displacement. Her distinguished recognition includes: Fulbright Fellowship ACLS Fellowship NEH Fellowship Woodrow Wilson International Center Fellowship Humanities Center Fellow (Pitt, 2009) Honors College Faculty Fellow (2015-2018) As a dedicated mentor, she has advised doctoral dissertations on diverse topics including Istanbul's healing music traditions, Black women in Capoeira, drag performance aesthetics, and blindness in blues traditions. Her prison education work combines with Center on Race and Social Problems affiliations to advance music's role in carceral reform. Current grants support documentation of war-time musical practices in Ukraine and Romani resistance narratives. Dr. Helbig directs the Carpathian Music Ensemble and Bluegrass Ensemble at Pitt while collaborating with the Pitt Prison Education Program to develop curriculum integrating musical practice with critical pedagogy in carceral settings.
Dr. Alison Willis serves as a Lecturer and Researcher in the School of Education at the University of the Sunshine Coast (USC), Australia, where she founded the Teachers of Australia social media campaign highlighting educators' contributions. Her work bridges academic performance frameworks with student well-being initiatives across diverse educational contexts. Her educational background includes a PhD from the University of the Sunshine Coast completed in 2013. Professional experience spans primary, middle, and secondary schools alongside university-level undergraduate and postgraduate instruction, with leadership roles in curriculum development and pedagogical coaching. Research focuses on stress and trauma impacts on learning, particularly informed by fieldwork in Northern Uganda where she examined teacher roles in conflict/post-conflict environments. Current investigations explore cultural influences on learning processes and teacher conceptions in developing contexts, with strong emphasis on balancing academic agendas with holistic student well-being. International development work includes DFAT programs supporting teachers from Indonesia, West Papua, Uganda, and Vanuatu. She actively contributes to USC's Transcultural and Indigenous Pedagogies Research Group, investigating culturally responsive teaching methodologies and indigenous knowledge integration in educational frameworks. Her scholarship addresses critical gaps in trauma-informed practices within global education systems, particularly regarding teacher resilience in high-stress environments.
