Dr. Jessica Moriarty is a Senior Lecturer in Creative Writing and Course Leader for the MA program at the University of Brighton's School of Humanities and Social Science. She specializes in Creative Writing pedagogy, autoethnography, and community engagement, with a focus on diversity and well-being. Her recent book, Walking for Creative Recovery , explores autoethnography as a tool for well-being. She is a Senior Fellow of the Higher Education Academy and leads mentorship programs in the School. Education: PhD (2012): Autobiographical and researched experiences with academic writing: an analytical autoethnodrama, University of Brighton Master of Creative Writing (2002), University of Sussex Research Interests: Creative Writing pedagogy for student confidence and community projects Autoethnography in interdisciplinary contexts (e.g., domestic abuse, maternal experiences) Storytelling as a tool for social change and well-being Grants & Collaborations: £135,000 AHRC grant for Immobilities of Gender-Based Violence in the Covid-19 Pandemic (2020) £20,000 Leonardo project on vocational training for writers (2014) Multiple community partnerships, including Maisha Stories and Writing Our Legacy Labs/Teams: Member of the Centre for Arts and Wellbeing and the Experimental Design Practices Research Excellence Group.
Britta Timm Knudsen is a Professor at Aarhus University, affiliated with the School of Communication and Culture, where she contributes to both the Experience Economy and Scandinavian Studies programs. Her research spans critical cultural theory, decolonial practices, digital media, and affective experimentation. University: Aarhus University School: School of Communication and Culture Position: Professor Email: norbtk@cc.au.dk Location: Jens Chr. Skous Vej 2, 8000 Aarhus C, Denmark Her research interests focus on cultural heritage, film and video, aesthetics, colonial legacies, and affective ambivalence. She explores how media and artistic practices engage with decolonial resistance, emotional geographies, and urban cultural memory. Her work often intersects with Indigenous perspectives, digital activism, and experimental methodologies. The recent articles reflect a strong engagement with decolonial visualities, translocal media events (such as the George Floyd video in Denmark), and playful resistance through internet memes. Her scholarship combines critical heritage studies with affect theory, digital culture, and postcolonial critique, forming a cohesive trajectory around memory, power, and representation. Britta Timm Knudsen has been involved in significant research projects such as Playing with Ghosts and ECHOES: European Colonial Heritage Modalities in Entangled Cities . She has supervised visiting PhD students, including Shama Patel, and secured external research funding. Her editorial roles in journals like International Journal of Heritage Studies and Nordicom Review demonstrate her academic leadership. Playing with Ghosts - Affective ambivalence in decolonial art practices (2023–2025) ECHOES: European Colonial Heritage Modalities in Entangled Cities (2018–2021) Emotionel geografi netværk (2008–ongoing) She is actively engaged in public discourse, having contributed to Danish media outlets such as DR P1 and various radio programs, discussing topics ranging from nostalgia in film to existential themes. Her work bridges academic research and public engagement, particularly in the context of colonial heritage and cultural memory.
Dr. Jennifer Adams is a Professor at the University of Calgary with dual appointments in the Werklund School of Education and the Faculty of Science’s Department of Chemistry. She holds a Tier II Canada Research Chair in Creativity, Equity, and STEMM. Her work focuses on equity in STEM education, postsecondary faculty education, and transdisciplinary approaches. Dr. Adams earned her PhD in Urban Education from The Graduate Center, CUNY, and has prior roles including Associate Professor at Brooklyn College and leadership in informal science institutions like the American Museum of Natural History. Education: PhD Urban Education (2006), MS Nutrition (1996), MA Education (1995), BA (not specified) Her research emphasizes anti-deficit and justice-oriented pedagogies, with a focus on marginalized communities. Key areas include racial equity in STEM, sociocultural theory, and critical transdisciplinary methods. Dr. Adams leads the Creativity, Equity, and STEM Lab, advancing equity through community-based and arts-infused approaches. She edits academic journals such as the International Journal of Informal Science and Environmental Learning and has collaborated on projects like the Resilient Schools Consortium (RiSC). Recent publications explore belonging in STEM, anti-racist education frameworks, and transdisciplinary methodologies. Her work bridges formal and informal learning environments to address systemic inequities. Dr. Adams actively engages in policy advocacy and community partnerships to foster inclusive STEM ecosystems globally.
Dr Jon Warren is a Reader in Statistics at the University of Warwick, specializing in probability theory. His research spans stochastic flows, random matrices, and properties of Brownian motion, with significant contributions to understanding complex stochastic systems. Research Interests: Dr Warren's work is centered on probability theory, particularly in the areas of stochastic flows, random matrices, and Brownian motion. His research delves into the intricate behaviors of these systems, exploring their properties and applications in various mathematical contexts. Publications: His recent publications cover a wide range of topics within probability theory, including stochastic heat equations, Dyson Brownian motion, and random matrix theory. These works highlight his expertise in both theoretical developments and practical applications of stochastic processes. Teaching: He teaches ST910 Introduction to graduate probability, demonstrating his commitment to educating the next generation of statisticians and probabilists. Contact: Dr Warren can be reached at J.Warren@warwick.ac.uk for academic inquiries or collaboration opportunities.
Dr. T. Hugh Crawford is an Associate Professor in the School of Literature, Media, and Communication at Georgia Institute of Technology. He holds a PhD in American Literature from Duke University (1996) and specializes in the cultural studies of science and technology, with a focus on literary and cultural studies, science and technology studies, and modernism. His research intersects literature, medicine, cinema, and environmental humanities, with notable works exploring William Carlos Williams, Herman Melville, and interdisciplinary approaches to walking and nature. He has taught courses such as LCC-2100: Intro to Science, Technology & Culture, LCC-3219: Literature and Medicine, and LMC-2000: Introduction to Literature, Media, and Communication. His academic leadership includes serving as past president of the Society for Literature, Science, and the Arts and editor of Configurations: A Journal of Science, Technology, and Culture . Crawford’s recent publications (2015–2024) emphasize interdisciplinary inquiry, blending literary analysis with science studies, environmental thought, and posthumanism. His work on Thoreau, Whitehead, and Latour reflects a commitment to exploring embodied experience and the intersections of human and non-human networks. His articles, such as Apples and Grapes: Thoreau, Latour, and the Land (2024) and In the Vagueness of the Low Hum of Insects in an August Woodland (2017), highlight his engagement with ecological and philosophical themes.
Kat Haynes is an Honorary Fellow at the School of Earth, Atmospheric and Life Sciences (SEALS) at the University of Wollongong. Her research focuses on environmental change, disaster risk reduction, and community resilience through participatory processes. She holds a Ph.D. in Environmental Sciences from the University of East Anglia (2005). Her work emphasizes youth and community-centered initiatives, including post-disaster investigations in Australia and volcano risk communication in Montserrat. Haynes has received significant recognition, including the Australian Academy of Science ASPIRE Award (2015) for contributions to disaster risk reduction and climate adaptation. She leads or collaborates on grants such as the NSW Bushfire Inquiry (2021), Re-walking and Reawakening Country (2021), and Indigenous cultural burning research (2020). She has advised on multiple higher-degree research projects, including geochemistry studies of historical fires. Her research spans natural hazards, environmental management, and human geography, with a focus on wildfire management, flood risk communication, and elderly resilience during disasters. She collaborates with government and NGOs to institutionalize child-centric disaster resilience strategies. Haynes also contributes to global initiatives like the Centre for Environmental Risk Management of Bushfires and has published extensively on disaster preparedness and recovery.
Ann-Charlotte Palmgren is a University Lecturer in Gender Studies at Åbo Akademi University, affiliated with the Faculty of Arts, Psychology and Theology and the Department of Culture, History and Philosophy. She holds a PhD in Gender Studies (2014) and the title of Docent (2021), equivalent to Associate Professor. Her academic work spans interdisciplinary research at the intersection of feminist urban studies, youth and girlhood studies, internet studies, and methodological innovation. Her research interests include: Feminist urban studies and spatial justice Girlhood and youth temporalities Critical autoethnography and poetic inquiry Qualitative methods and creative academic writing Ethics in ethnographic research Temporalities in literature and environmental crisis Her recent publications (2021–2025) reflect a strong thematic coherence centered on embodiment, temporality, and poetic expression in research. She frequently employs walking interviews, autoethnography, and interdisciplinary methods to explore how young people experience urban and digital spaces. Her work bridges scholarly rigor with poetic and narrative forms, contributing to evolving methodologies in the humanities. Scientific awards received include: Första pristagare i Solveig von Schoultz-tävlingen för dikter (2018) Utmärkt undervisningsförmåga in Gender Studies (2022) Honourable mention for 'Standing still: Walking interviews and poetic spatial inquiry' (2018 Wiley Area Prize) She is actively involved in academic mentoring and supervision, currently serving as main supervisor for three doctoral researchers. She has contributed to university pedagogy through workshops and seminars and plays a leadership role in research, including jury memberships, dissertation evaluations, and hosting academic visitors. Since 2023, she has been editor-in-chief of the journal Finsk Tidskrift , further amplifying her influence in Nordic humanities scholarship. Her research is supported by grants from The Turku Urban Research Programme and Svenska litteratursällskapet i Finland, focusing on girlhood in urban space and temporality in youth culture and environmental questions.
Robert Macfarlane is an Official Fellow at Emmanuel College, Cambridge, elected in 2002, and serves as Director of Studies in English. At the University of Cambridge, he holds the position of Professor of Literature and the Environmental Humanities within the Faculty of English. His interdisciplinary work bridges academic scholarship and creative practice, focusing on humanity's relationship with nature, landscape, and ecological systems through writing, film, and collaborative arts. His educational journey began with an undergraduate degree at Pembroke College, Cambridge, followed by an MPhil at Magdalen College, Oxford. After teaching in Beijing, he completed his PhD at the University of Cambridge, where he was appointed to his Fellowship during his doctoral studies. Macfarlane's research centers on the environmental humanities, exploring geology and the Anthropocene, phenomenology, and virtualisation. He investigates nature and wildness, travel- and place-writing, creaturely life, walking practices, ethics in literature, urban spaces, dwelling, subterranean environments, ruins, land ownership, and apocalyptic cultures. His methodology integrates literary criticism with fieldwork, artistic collaboration, and philosophical inquiry to examine humanity's evolving relationship with the natural world. His publications reveal a consistent trajectory of blending scholarly rigor with creative expression across multiple media. Books like Underland and The Lost Words demonstrate his signature approach of merging environmental scholarship with poetic form, while films, music albums, and audio dramas extend these themes into auditory and visual realms. This transmedia practice has created a distinctive body of work that transcends traditional academic boundaries, engaging global audiences in conversations about ecological consciousness and the rights of nature. His major recognitions include: Election as Fellow of the Royal Society of Literature 2017 EM Forster Prize for Literature from the American Academy of Arts and Letters 2023 inaugural Weston International Award for career achievement in non-fiction As an educator, Macfarlane teaches across all three years of Emmanuel College's undergraduate English program, from core 'Practical Criticism' papers to specialized dissertations on contemporary literature. At the Faculty level, he convenes the MPhil course 'Cultures of the Anthropocene' and supervises both MPhil dissertations and PhD candidates, mentoring emerging scholars in environmental humanities through rigorous academic training combined with creative methodologies. He maintains dynamic creative partnerships with artists including Jackie Morris, Olafur Eliasson, and Stanley Donwood, and musicians such as Johnny Flynn and Cosmo Sheldrake. These collaborations manifest in internationally celebrated projects spanning illustrated books, film narrations, musical albums, and BBC audio dramas, forming a vibrant interdisciplinary network that continually expands the boundaries of environmental storytelling.
Sojung Bahng is an Assistant Professor in the Department of Film and Media at Queen’s University, with a cross-appointment to the DAN School of Drama and Music. Her work bridges multidisciplinary art, practice-based research, and digital media innovation. She holds a PhD from Monash University’s SensiLab (Australia), recognized with the 2020 Mollie Holman Medal for her thesis on cinematic VR. Her research focuses on digital storytelling, VR aesthetics, and the intersection of technology with cultural narratives. Education: PhD in Information Technology (SensiLab, Monash University) Masters in Culture Technology (KAIST, South Korea) BFA in TV/Film Production & Art Theory (Korea National University of Arts) Research explores VR’s potential for reflexive storytelling beyond immersion, emphasizing ethical engagement and cross-cultural narratives. Notable projects include Sleeping Eyes (narcolepsy simulation), Anonymous (VR identity exploration), and Floating Walk (autobiographical documentary). She curates Somplexity , a posthumanist art project funded by Seoul Foundation for Arts and Culture. Awards include the Mollie Holman Medal (2020) and Excellence in Experience Design (Sleeping Eyes). Current SSHRC-funded project Meta-Metaverse investigates digital art approaches to the metaverse. Her work is exhibited globally at venues like Heide Museum (Melbourne), ISEA (Dubai/Montreal), and festivals such as BIAF and TSFM. Grants and collaborations include SSHRC funding and leadership in Research-Practice , a framework exploring research/practice intersections. Her academic contributions span peer-reviewed journals (SIGCHI, ACM Interactions) and conferences (ISEA, ICIDS).
Associate Professor Darrin Verhagen is an award-winning sound designer and composer at RMIT University's School of Design, where he teaches in the Sound Design specialization within the Digital Media Program and directs the Audiokinetic Experiments (AkE) Lab. His academic work bridges creative practice with scientific inquiry into multisensory perception. Verhagen's research centers on the neurobiology of aesthetic experience, particularly exploring how sound interacts with vision, movement, and vibration. His work in the AkE Lab utilizes motion simulators, 4D cinema seating, and light to create installations that investigate the relationship between hearing, vision, movement and vibration. His academic background includes postgraduate research on musical extremes - lowercase sound for his Masters and Noise for his Doctorate. His creative output spans sound design for contemporary dance, theatre, installation, film, television and computer games. Verhagen has released over 20 albums internationally and performs audiovisual live shows globally. He was founder and curator of Dorobo records, which showcased Australian sound art for 15 years. Industry collaborations include work with Melbourne Theatre Company, Malthouse, Chunky Move, Australian Dance Theatre, and others. Notable awards include multiple Green Room Awards for Sound Design, Australian Academy of Cinema & Television Arts award finalist status, APRA Art Music awards finalist for experimental music, RMIT Research Award for technical innovation, and RMIT Teaching Award for excellence in teaching practice. Verhagen's supervision projects reveal a trajectory toward increasingly sophisticated explorations of sound in relation to space, perception, and human experience, with recent work focusing on transdisciplinary design, spatial sound applications, distributed audio systems, and vocal ecology. His work consistently bridges artistic practice with technological innovation and scientific inquiry into perceptual phenomena.
Dr. Matt Offord is a Senior Lecturer in Experiential Leadership Education within the Management department at the University of Glasgow's Adam Smith Business School. As Associate Director for Learning and Teaching (Scholarship of Learning and Teaching), he leads initiatives in educational innovation and mentors teaching-focused academics. His unique background as a former naval officer with nearly 30 years of service informs his practical approach to leadership education. Offord's research centers on experiential learning methodologies, particularly ecopedagogy, outdoor learning, and educational escape rooms. Drawing inspiration from John Dewey's educational philosophy, he creates learning experiences that develop critical reflection about leadership through unconventional settings and simulations. His work bridges theory and practice with a focus on 'wide awake' consciousness in leadership development. His extensive publication record shows a clear trajectory toward innovative educational approaches, with recent work emphasizing ecopedagogy, AI integration in business education, and sustainable leadership practices. Offord has published in journals including Postdigital Science and Education, Open Scholarship of Teaching and Learning, and Palgrave Communications. Shortlisted for Best Innovation Strategy Award (Association of MBAs and Business Graduates, 2024) Shortlisted for Innovation in Business Education Award (QS Reimagine Education, 2023) Distinction in MSc (Digital Education) (University of Edinburgh, 2023) Distinction in Post Graduate Certificate of Academic Practice (University of Glasgow, 2021) Aspect Innovation Fellow (2023) Senior Fellow of Recognising Excellence in Teaching (RET) Certified Management and Business Educator (CMBE) Offord actively mentors early career academics and PhD students while leading the School's academic efforts in Technology Enhanced Learning and Teaching (TELT) and AI. His current supervision focuses on paradoxical leadership, post-heroic leadership, emotional regulation, and leadership expectations. Significant grant funding supports his work, including the Knowledge Exchange Innovation Fund 2025 (£36,000) for educational escape rooms in maritime DEI training and the Chancellor's Fund 2023-2025 for ecopedagogy teaching projects. His teaching practice spans undergraduate, postgraduate, and executive education levels, with expertise in experiential learning through practical ecopedagogy, outdoor learning, serious games, and simulations. Offord has developed educational escape rooms for business education and maritime leadership training, demonstrating his commitment to innovative pedagogical approaches that connect classroom learning with real-world challenges.
Angela Beggan is a Senior Lecturer at the School of Health and Life Sciences, Liverpool John Moores University. Her academic work centers on Physical Activity and Health, Narrative Inquiry, and Behaviour Change, with a focus on Postqualitative Inquiry and Human-centred Design. University: Liverpool John Moores University School: School of Health and Life Sciences Academic Rank: Senior Lecturer Her research interests span Qualitative Research Methods , Co-Production , and Ageing and Physical Activity . She actively contributes to the United Nations Sustainable Development Goals (SDGs) through her work. Recent publications (2025) include explorations of Compostable Interventions , Posthuman Walking Rhythms , and Stress in Professional Cycling . Her 2024 article on Birdsong in Physical Activity Interventions highlights innovative methodological approaches. Angela’s academic activities include invited talks , peer-review , and examination roles in postgraduate research. She has served on the Board of Directors for South Lanarkshire Leisure and Culture since 2005, demonstrating long-term community engagement.
Christelle NICOLAS is a Researcher at the Texts and Cultures Research Center, University of Artois, Arras. Her work bridges contemporary art theory, spatial studies, and educational practices grounded in fieldwork. She holds a PhD in Art Theory from the University of Artois, with a dissertation titled "Working with Space: Space as Terrain, Material, Medium, and Subject of Contemporary Art," supervised by Anne Volvey. Education: PhD in Art Theory, University of Artois (Thesis: "Working with Space: Space as Terrain, Material, Medium, and Subject of Contemporary Art," Dir. Anne Volvey) Her research centers on the interplay between space, place, and memory in contemporary art, with a focus on performance, performativity, and spatiality. She explores how spatial concepts manifest in landscape, inhabiting practices, and arts of memory, often through interdisciplinary lenses combining geography, art theory, and cultural studies. Her work also investigates educational methodologies rooted in field practice, emphasizing experiential learning in art education. Christelle's recent publications and conference presentations reveal a consistent engagement with spatial theory in contemporary art, particularly examining the works of artists like Jonas Mekas and Abraham Poincheval. Her research often intersects American studies, insularity, and human-animal relationships, demonstrating a broad interdisciplinary approach that connects art practice with philosophical and geographical inquiries. Scientific Awards: No scientific awards mentioned in the provided text. While formal PhD or Master's students are not listed, Christelle has actively mentored through workshops and tutorials. At the University of Artois, she led tutorials in cultural geography for third-year students. She has also conducted numerous workshops internationally, including at the Academy of Art in Bratislava and IDBL art school, focusing on research methodologies, performance, and exhibition curation for art students. Christelle collaborates within the Texts and Cultures Research Center and Discontinuités laboratory at University of Artois. She is co-founder of the association "Assembler du Dehors" (2022), dedicated to research-creation in performance and visual arts through site-specific practices. In a creative partnership with scenographer Carolina E. Santo, she develops participatory performances and walking conferences, such as the "Terrain de jeux" project, exploring the relationship between bodies, space, and landscape.
Dr. Nicole Lee is an Assistant Professor in Art Education at NSCAD University, specializing in a/r/tography and curriculum studies. She holds a PhD from the University of British Columbia, where her SSHRC-funded dissertation won multiple prestigious awards. Her research explores intersections of art, pedagogy, spirituality, and community, with a focus on contemplative and affective educational practices. Dr. Lee teaches in graduate programs including the Master of Arts in Art Education and Master of Fine Arts, and currently serves as Vice President of the Canadian Society for Education Through Art (CSEA/SCÉA) and Chair of its 2024 conference. Education: PhD in Curriculum Studies (Art Education), University of British Columbia MEd, York University BFA (Visual Arts, Studio), York University BEd (Visual Arts and English), York University Her research interests include curriculum theory, philosophy, community-based art practices, and thanatology within educational contexts. Notable publications include contributions to A/r/tography: Essential Readings (2024) and Walking with A/r/tography (2021). She is an editor of multiple volumes on a/r/tography and curriculum studies, including an upcoming Springer publication on material and digital explorations. Awards: Elliot Eisner Doctoral Research Award Ted T. Aoki Prize Canadian Association for Curriculum Studies Dissertation Award Dr. Lee’s leadership in CSEA/SCÉA reflects her commitment to advancing art education through community engagement and scholarly collaboration. Her work bridges theoretical and creative practices, emphasizing ethical and affective dimensions of teaching and learning.
Ananda Marin is an Associate Professor at the University of California, Los Angeles (UCLA), affiliated with the Graduate School of Education and Information Studies. She holds a doctoral degree from Northwestern University and specializes in learning sciences with a focus on socio-cultural dimensions of learning and development. Her work emphasizes Indigenous and non-dominant communities, exploring practices such as family science activities, Native American STEM participation, and culturally responsive methodologies. Marin employs participatory approaches including community-based design research, discourse analysis, and video-ethnography. Her research investigates how mobility, place, and cultural variability influence knowledge-building, with projects like analyzing forest walks as ecological learning contexts and reimagining STEM education through decolonial frameworks. She advocates for ethical validity in co-research practices and dignity-affirming pedagogies. Key themes in her scholarship include relational ontologies, embodied cognition, and the intersection of globalization with Indigenous epistemologies. Recent work highlights walking methodologies, improvisational dance as enactive cognition, and the role of storytelling in collective learning. Marin’s interdisciplinary contributions bridge cognitive science, cultural studies, and educational equity.
