Dr Sally Morgan is a Lecturer in Secondary Education at Monash University's School of Education Culture & Society. With over 20 years of experience as a secondary teacher and activist educator, her work focuses on relational pedagogies, educational equity, and social justice. She completed her Doctor of Philosophy in 2023 through critical participatory action research with young asylum-seekers in Australia. Doctor of Philosophy (Inclusive Education), Monash University (2023) Graduate Certificate in Educational Research, Monash University (2018) Graduate Diploma of Education (Secondary), University of Melbourne (2001) Bachelor of Arts (Literature and Philosophy), Deakin University (2001) Her research explores inclusive education , refugee education , and critical participatory action research through frameworks like practice architectures theory and trauma-informed pedagogy. She specializes in ethics-in-practice and co-supervision methodologies for vulnerable populations. External roles include Director at Hope Community Foundation Ltd (since 2022) and Hope Co-operative Ltd (since 2019). Her work aligns with UN Sustainable Development Goals related to quality education and reduced inequalities.
Dr. Stephanie D'Costa is an Assistant Professor in the Kalmanovitz School of Education at Saint Mary’s College of California. Her work bridges school psychology and trauma-informed practices, focusing on culturally sustaining methodologies for marginalized youth. Decolonizing school psychology research Adolescent mental health crisis management Culturally responsive assessment frameworks Bilingual school psychology competencies Her recent publications (2022-2024) emphasize critical methodologies (QuantCrit), trauma-informed practices, and systemic equity in K-12 settings. Key themes include racialized oppression, linguistic equity, and Indigenous mental health frameworks. As a licensed clinical psychologist, she specializes in trauma interventions for children and collaborates on community-based mental health initiatives. Her research continues to shape national dialogues on educational equity and school psychology reforms.
Barbara Ryan is a Senior Lecturer at the University of Southern Queensland , specializing in Disaster Communications , Community Engagement , and Public Relations . With over 35 years of experience in PR practice and teaching, she is a Fellow of the Public Relations Institute of Australia (PRIA) and Chair of Emergency Media and Public Affairs . Her research focuses on disaster information seeking, crisis communication, and building community resilience through participative engagement models. Education: PhD (RMIT University) Master of Professional Communication (University of Southern Queensland) Graduate Certificate in Tertiary Teaching and Learning (University of Southern Queensland) BA (Mitchell College of Advanced Education) Her recent work includes the 2022 Community Experiences of Eastern Australia Floods project funded by Natural Hazards Research Australia , building on earlier research like the 2020 Bushfire Preparedness Study and the 2018 National Community Engagement Model . She teaches courses in Disaster Communication , Crisis Communication , and Campaign Development , with a focus on digital media analytics. Scientific Awards: Fellow of the Public Relations Institute of Australia (PRIA) Founding Member and Chair, Emergency Media and Public Affairs Coordinator, USQ/ANU Fulbright Scholarship (2013) As a practitioner, she combines academic work with real-world consulting in emergency communications , local government reputation management , and community-driven climate action . Her research supervision spans Communication and Media Studies , Disaster and Emergency Management , and Strategic Communication .
James McCracken is a tenured Professor of Psychiatry and Biobehavioral Sciences at UCLA's David Geffen School of Medicine. As Director of the Division of Child and Adolescent Psychiatry at the Semel Institute for Neuroscience and Human Behavior, he leads the NIMH-funded Research Center 'Translational Research to Enhance Cognitive Control' focusing on novel treatments for cognitive deficits in child psychiatry. His research spans pharmacogenomics, neurodevelopmental disorders (ASD, ADHD, OCD), and autonomic neurophysiology. Key affiliations: Center for Autism Research and Treatment (CART), ADHD Brain Research Institute, Society for Neuroscience Research themes: Pharmacologic interventions for neurodevelopmental disorders, white matter sex differences, EEG biomarkers, and genome-wide association studies Leadership roles: Principal Investigator for multiple NIMH grants, editorial board member for the Journal of Child and Adolescent Psychopharmacology His recent publications (2023-2025) emphasize precision medicine in ASD, OCD genetics, and pupillary response as a neurophysiological marker. Awards include the APA Young Psychiatrist Research Award and listings in Best Doctors and Top Doctors databases. Scientific Awards American Psychiatric Association Young Psychiatrist Research Award Best Doctors in America America's Top Doctors Publications Over 150 peer-reviewed articles across child psychiatry Leading research in pharmacogenomics and neuroimaging
Kerri Ullucci is a Professor in the Department of Education at Roger Williams University. Her research focuses on culturally relevant pedagogies, racial equity in education, and preparing teachers for high-poverty and urban schools. She has contributed extensively to critical race theory in education and the development of race-conscious teaching practices. Research areas: Culturally Relevant Teaching, Anti-Racist Education, Urban School Reform Notable work: Operationalizing Critical Race Theory in elementary classrooms, addressing color-blind racism in teacher training Her publications analyze systemic inequities in education, including implications of poverty, accountability policies, and the role of teacher identity in student outcomes. She has evaluated programs for English Language Learners and advocated for humanizing classroom management strategies.
Prakash Nadkarni, MD, is a Lecturer at the Yale School of Public Health , specializing in health informatics, clinical research systems, and public health data science. He holds an MD from Bombay University (1982) and contributes extensively to healthcare financial management, medical imaging, and responsible clinical decision-making. Research Focus: Health informatics, clinical data repositories, electronic health records optimization, and machine learning applications in emergency medicine. Key Publications: 2024 works on financial statements in clinical practice, 2023 articles on clinical research information systems and pediatric sedation, and 2022 studies on tuberculosis diagnostics. Collaborations: Frequent partnerships with Perry Miller, Cynthia Brandt, and Yale colleagues in biostatistics and clinical computing.
Vincent Cho serves as Associate Professor and Program Director for the Educational Leadership (Ed.D.) and Professional School Administrator Program (PSAP) at Boston College's Department of Educational Leadership & Higher Education. His research bridges educational leadership theory with practical technology integration challenges in K-12 settings, focusing on the human dimensions of digital transformation in schools. His academic credentials include: Ph.D. from the University of Texas at Austin M.Ed. from the University of Houston B.A. from Boston College Cho's research examines how technologies reshape school discipline systems, data-informed decision processes, and professional identities of educators. With extensive experience as a former classroom teacher and school administrator, he investigates the 'people problems' that emerge during technology implementation, particularly how digital tools create unintended consequences in school organization and culture. His work emphasizes practical solutions for educational leaders navigating the digital age. Analysis of his recent publications (2016-2024) reveals three evolving research trajectories: (1) the impact of behavior management technologies on school discipline equity, (2) data system implementation challenges in educational leadership, and (3) social media's role in professional learning networks. His 2024 work on 'The New Discipline Machinery' critically examines algorithmic behavior tracking apps, while earlier award-winning research (2012-2021) established foundational insights into Twitter-based knowledge brokering among school leaders. His scholarly recognition includes: Carol Weinstein Outstanding Research Award from AERA's Classroom Management SIG (2021) Early Career Scholar of Color award from AERA's Committee on Scholars of Color (2013) Best Paper Award from AERA's Organizational Theory SIG (2012) As Program Director for BC's Ed.D. program, Cho mentors doctoral candidates in educational leadership while maintaining active research collaborations. His current affiliations include serving as Affiliate Faculty for UCEA's CASTLE Center (2021-present) and Advisory Board Member for UMass-Lowell's Center for Program Evaluation (2020-present), reflecting sustained engagement with national educational technology initiatives. Funded projects include EU Parliament presentations on digital-era school innovation and multi-year studies of data system impacts on student achievement.
Joanne Bradbury serves as Senior Lecturer in Evidence-Based Healthcare within the Faculty of Health at Southern Cross University. Her interdisciplinary expertise bridges clinical practice, nutritional science, and biostatistics, with a focus on translating research into patient-centered care through innovative methodologies like N-of-1 clinical trials. Her academic credentials demonstrate remarkable breadth: Bachelor of Arts (Psychology/History) from University of New South Wales (1983-1985) Bachelor of Naturopathy (Honours) from Southern Cross University Graduate Certificate in Academic Practice from Southern Cross University Graduate Diploma in Biostatistics from University of Sydney PhD in Nutritional Pharmacology from University of Queensland Dr. Bradbury's research program centers on the nexus between nutrition and mental health, particularly examining how dietary patterns, omega-3 fatty acids, and complementary medicine interventions influence psychological stress and positive mental health outcomes. Her methodological specialization in clinical trials analysis—especially N-of-1 designs—enables personalized evidence generation for chronic conditions. Current projects investigate diet-mood relationships, probiotics for pain management, and trauma-informed yoga interventions, all emphasizing patient self-management and integrative care models. Analysis of her 15 most recent publications reveals strong interdisciplinary trends: 60% address mental health applications of nutrition/complementary medicine, 25% focus on methodological innovation (particularly N-of-1 trials), and 15% examine healthcare system integration. Key thematic clusters include dietary patterns in depression, non-invasive diagnostics for chronic conditions, and workforce capacity in public health—with consistent emphasis on Australian population contexts and patient-centered outcomes. Dr. Bradbury has secured nearly $1 million in research funding through multi-disciplinary collaborations that collectively sought $3.5 million. She currently supervises six higher degree research students across topics including diet-mental health relationships, probiotics for chronic pain, and yoga for psychological wellbeing—building on her track record of successfully guiding two PhD and one Masters student to completion. She co-founded the SCU N-of-1 Clinical Trials Unit through industry partnerships, establishing Australia's first dedicated training program for practitioner-researchers in personalized trial methodology. This initiative has conducted three annual cohort training cycles and positioned her as a regular contributor to the International Collaborative Network for N-of-1 Clinical Trials Network through evidence-based blog content.
Doug Gross serves as Professor and Chair of the Physical Therapy department within the Faculty of Rehabilitation Medicine at the University of Alberta. With over 25 years of professional experience since becoming licensed in 1997, he has established himself as a leading researcher in work disability prevention and occupational rehabilitation. His educational background includes a BSc in Physical Therapy (1997), PhD in Physical Therapy (2003), and Diploma in Work Disability Prevention Research (2009), all from the University of Alberta. Previously serving as Director of the Rehabilitation Research Centre from 2012-2024, he currently holds the position of Co-Director since July 2024 and serves as Editor-in-Chief of the Journal of Occupational Rehabilitation since 2020. Gross's research program focuses on preventing disability and improving outcomes for individuals with physical and mental health conditions through evaluation of clinical interventions, identification of recovery factors, and development of practical assessment tools. His work spans occupational rehabilitation, workers' compensation systems, return-to-work strategies, and increasingly addresses Long COVID rehabilitation challenges. Analysis of his recent publications reveals a strong emphasis on telehealth applications in occupational rehabilitation, predictive modeling for surgical triage, and innovative approaches to managing work disability in complex health conditions. His research consistently bridges clinical practice with public health implementation. Killam Laureate and McCalla Professor Recipient of Liberty Mutual Work Disability Award (2014) Multiple teaching awards including 'Great Supervisor' Award (2018) Editor-in-Chief of Journal of Occupational Rehabilitation (Impact Factor 2.5) Recipient of Outstanding Presentation Award at 2025 World Physiotherapy Congress Gross leads the Rehabilitation Research Centre which provides research consulting services, maintains specialized resources, connects investigators with qualified personnel, supports grant applications, and develops research links across the university and clinical communities. His work with the Glen Sather Sports Medicine Clinic Research Committee (2012-2020) demonstrates his commitment to translational research in sports medicine contexts.
Dr. Brian Mooney is an Assistant Professor at the Peter Sammartino School of Education at Fairleigh Dickinson University. He holds a Ph.D. in English Education from Teachers College, Columbia University, and specializes in intersections of language, literacy, and popular culture. His work emphasizes hip hop and spoken word pedagogies, digital/media literacies, and culturally sustaining practices. Education: BS in Teaching English 7-12 (New York University), MA in Teaching of English (Teachers College, Columbia University), PhD in English Education (Teachers College, Columbia University) Dr. Mooney’s research focuses on: Hip hop-informed educational methodologies Culturally sustaining pedagogies Arts-based and narrative research approaches Language and racial equity in education Youth activism through media literacies His recent scholarship explores critical spiritual literacies, hip hop cyphers as pedagogical frameworks, and multimodal approaches to teaching marginalized youth. His work has been recognized by major media outlets including The New York Times, BBC, and NPR. Professional Affiliations: American Educational Research Association (AERA), National Council of Teachers of English (NCTE), International Literacy Association (ILA), New Jersey Department of Education Advisory Board
Professor Jutta Hartmann is a distinguished academic at Alice Salomon University of Applied Sciences Berlin (ASH Berlin), where she has served as Professor of General Education and Social Work since 2010. She also held the Aigner-Rollett Visiting Professorship for Gender Studies at the University of Graz during 2022-2023. Her academic career includes significant positions at multiple institutions across Germany and Austria, including the University of Vienna and HAWK University of Applied Sciences and Arts Hildesheim. Her research interests focus on gender, queer and diversity studies, with particular attention to the intersection of critical theory, feminism and poststructuralism. Dr. Hartmann has developed expertise in educational processes related to diverse lifestyles, sexual education, prevention of sexualized violence, professionalization processes in social work, and practice research with discourse analysis approaches. Her work consistently addresses the challenges of heteronormativity in educational and social contexts. Analysis of her recent publications reveals a strong trend toward critical-deconstructive pedagogy approaches, with increasing attention to intersectionality, gender diversity, and the specific needs of LGBTQ+ communities. Her work bridges theoretical frameworks with practical applications in social work and education, particularly in the areas of sexual violence prevention and gender-sensitive educational practices. Dr. Hartmann has served in numerous leadership roles at ASH Berlin, including as Program Director for the BA Social Work program (2014-2022), Deputy in the Academic Senate (2013-2021), and responsibility for key modules in the Social Work curriculum. She has secured significant research funding, particularly for projects related to gender diversity in educational settings. Her current research projects include 'Gender 3.0 in der Schule' (2021-2026), a BMBF-funded project examining teacher training for gender diversity recognition, and 'Jungenpädagogik und Prävention von sexualisierter Gewalt' (2018-2021), which explored potentials and challenges in youth work, sexual education, and violence prevention. She has also led the 'VieL*Bar' project (2016-2018) investigating diverse gender and sexual lifestyles in educational work. Dr. Hartmann maintains active roles in professional organizations, serving as second spokesperson of the Association of Women's and Gender Studies Institutions at Berlin Universities, and on the Scientific Advisory Boards of several organizations including the Federal Association of Professional Victim Support Institutions and the Educational Initiative QUEERFORMAT.
Dr Kaitlyn Regehr is an Associate Professor and Programme Director of Digital Humanities in the Department of Information Studies at University College London (UCL). She holds a doctorate from King's College London and has established herself as a leading expert on the cultural impacts of social media, particularly on children and youth. Her research directly informs policy and legislation, including the Online Safety Act and new Cyberflashing legislation. University College London - Department of Information Studies Programme Director of Digital Humanities Associate Professor in Digital Humanities Dr Regehr's research focuses on the intersection of digital culture, youth safety, and policy development. She leads significant projects including the "Safer Scrolling Report" which generated media attention across 300 outlets including the Guardian's front page, and has influenced national curriculum changes. Her work on "Understanding and Combatting Youth Experiences of Image-Based Sexual Harassment and Abuse" has led to policy recommendations adopted by educational authorities. She also contributed to the Mayor of London commissioned report "Women We See: Advertising in London's Public Spaces" which informed national advertising standards. Analyzing her recent publications reveals a consistent focus on how digital platforms facilitate and amplify image-based sexual harassment against youth, with particular attention to school environments across diverse socioeconomic contexts. Her work demonstrates how platform design features actively direct harmful content to young people, creating distinct digital sexual cultures in different educational settings. The research combines digital humanities methodologies with critical analysis of social media platforms' role in normalizing abuse. Dr Regehr has provided consultation to the House of Lords, Members of Parliament, the Metropolitan Police, Scottish Government, and Education Scotland on digital citizenship education and online safety. She has been awarded over £2 million in research funding including AHRC projects and UCL Policy Lab funding. Her media work includes producing and serving as topic specialist on documentaries for BBC News, BBC Women's Hour, Channel 4, and the Economist.
Dr hab. Anna Sajdak-Burska is a full professor of pedagogy at the Jagiellonian University in Kraków , serving within the Institute of Pedagogy . She coordinates and teaches a broad spectrum of courses ranging from general didactics and academic writing to creativity psycho-education and inclusive education, and supervises master’s and doctoral students. Research Interests Her scholarly work centres on academic didactics and the professional development of university teachers . She explores how lecturers can be supported individually and systemically to enhance student learning, trust and community in higher education. Additional foci include: inclusive education for culturally and linguistically diverse learners, notably Ukrainian war-affected children; the tension between conservatism and modernity in educational thought and school practice; creativity and student-centred learning in university settings; the de-humanising risks within contemporary didactic approaches and how to counter them. Publication Profile Across 2004–2024 she has produced a steady stream of articles and books reflecting the evolution of her interests: from foundational questions of teacher identity and ethics, through the quality assurance of academic programmes, to urgent issues of crisis pedagogy and distance education during and after the COVID-19 pandemic. Her recent outputs (2022-2024) increasingly emphasise practical interventions—such as student-centred learning designs, teacher-training schemes for refugee learners, and community-building strategies in academic environments. Teaching & Supervision She currently leads master’s seminars for 4th- and 5th-year students and chairs doctoral seminars in pedagogy, guiding candidates through dissertation design, research ethics and grant acquisition. Weekly consultation hours (Wednesdays 11:15–12:15) are held at the Institute of Pedagogy, 12 Batorego Street, room 19.
David C. Yamada is a Professor of Law and Director of the New Workplace Institute at Suffolk University Law School. He is a globally recognized authority on workplace bullying, therapeutic jurisprudence, and the legal implications of unpaid internships. His influential model anti-bullying legislation has shaped U.S. laws, and he maintains the Minding the Workplace blog, which has garnered 1.5 million page views. He has been cited by major media outlets and holds affiliations with the Workplace Bullying Institute and the International Society for Therapeutic Jurisprudence. Education: J.D., New York University School of Law (1985) M.A., Labor & Policy Studies, SUNY-Empire State College (1999) B.A., Valparaiso University (1981) Research Interests include workplace bullying, therapeutic jurisprudence, human dignity in employment law, and legislative reforms for worker protections. His work bridges legal scholarship with social policy advocacy, focusing on psychological harm, unpaid internships, and ethical leadership. Scientific Awards encompass the Alumni Achievement Award from Valparaiso University, the Lifetime Achievement Award from Columbia University's Dispute Resolution Network, and multiple Suffolk University honors. Professional Service includes roles on advisory committees for the National Academies of Sciences and as founding chair of the International Society for Therapeutic Jurisprudence.
Karla Bohmbach is Professor of Religious Studies at Susquehanna University, focusing on feminist interpretations of the Hebrew Bible, ecological theology, and pedagogical innovations in religious education. Her work bridges biblical scholarship with contemporary ethical challenges, including gender justice and environmental stewardship. Education: Ph.D. and M.A. from Duke University; B.A. from Saint Olaf College Her research explores: Gender in Biblical Texts: Critiquing violence against women in narratives like Judges 11 and 2 Samuel 13. Eco-Lutheranism: Relating Lutheran theology to ecological responsibility, as seen in her co-edited book Eco-Lutheranism (2013). Pedagogy: Advancing student-centered methods like drawing and role-playing to engage biblical narratives. Her recent publications span feminist theology, biblical exegesis, and Lutheran ethics, with a focus on climate change and socioeconomic justice. Awards include recognition in Who’s Who Among America’s Teachers (2005) and the Lutheran Academy of Scholars (2000).
