Most Dynamic Professors To Watch in 2025 | Dr. Zhiwei Zhu

AUGUST 2025

ISSUE – 39

Dr. Shawn Talbott T H E WO R L D ’ S F IT T E ST C E O O N FOOD, MOOD, AND H U M A N P OT E N T I A L

DR. ZHIWEI ZHU B U I L D I N G T H E F UT U R E O F A N A LY T I C S E D U C AT I O N

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CONTENTS

12 DR. ZHIWEI ZHU

CONTENTS

22 SHAWN TALBOTT

CONTENTS

34 NATALIE ALLEN

COVER STORY

Dr. Zhiwei Zhu Building the Future of Analytics Education

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COVER STORY

Where Practice Meets Purpose In an era where industries evolve faster than most curricula can keep up, the need for academic leaders who are both visionary and grounded in real-world experience has never been more urgent. Enter Dr. Zhiwei Zhu, the Academic Director of the Business Analytics and Information Management (BAIM) program at Purdue University and a 2023 honoree by Poets & Quants as one of the "Best Undergraduate Professors."

Dr. Zhu's journey isn't a conventional one. After earning his Ph.D. in statistics, he took a turn away from the ivory tower and into the high-stakes world of corporate analytics. Over the course of more than 15 years, he held senior executive roles at global insurance giants like Swiss Re, SCOR, and Assurant. But in a career de ined by transformation and data-driven decision-making, his most pivotal move came when he returned to academia with a renewed mission: to reimagine how future analysts are trained.

"It wasn't an obvious path," he relects. "But something ̀ was calling—a deeper desire to share, mentor, and give back.”

“It wasn’t an obvious path,” he reflects. “But something was calling—a deeper desire to share, mentor, and give back.”

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COVER STORY

REIMAGINING RELEVANCE At the core of Dr. Zhu's approach is a commitment to dynamic alignment with industry demands.

As Academic Director of Purdue's four-year undergraduate Business Analytics and Information Management (BAIM) program, which currently serves more than 700 on-campus students, Dr. Zhu is continuously benchmarking course content against market shifts.

"We ask ourselves: Are we preparing students for what tomorrow demands, not just today?" he says. This question led to a sweeping transformation of the program's structure. Under Dr. Zhu's leadership, the BAIM team is actively developing an evolving Experiential Education (ExEd) portfolio designed to offer students a range of credit-bearing,

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hands-on learning opportunities. As the portfolio continues to grow, it includes options such as industrysponsored projects, internships, consulting engagements, to student-run business initiatives and analytics competitions.

"Each experience is carefully vetted to ensure alignment with deined ̀ learning outcomes and real-world relevance," Dr. Zhu explains.

It's an ambitious and holistic model—and one that re lects Dr. Zhu's broader pedagogical vision.

These structured, hands-on engagements not only allow students to build technical proiciency but also challenge them ̀ to navigate ambiguity and work collaboratively in complex environments.

"Experiential learning is not just

about doing," Dr. Zhu elaborates.

"It's about re lecting on what you did, connecting it to broader knowledge, and applying it in new, unforeseen situations."

THE 3CS OF CAREER COMPETENCY

Dr. Zhu insists that technical skills alone is no longer enough in today's job market. Instead, he embeds what he calls the "3Cs" of career competency into every course he teaches: Comprehension, Collaboration, and Communication.

"These core skills," he explains, "ensure that students don't just learn technical tools—they also develop the ability to think critically, communicate effectively, and appreciate the value of teamwork.”

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“Teaching isn't about delivering answers. It’s about cultivating a mindset of inquiry, modeling continuous growth, and empowering future professionals to keep evolving.”

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COVER STORY

The emphasis on soft skills is intentional. Dr. Zhu believes the best analytics professionals can bridge the technical and human realms. His course designs relect ̀ this blend by encouraging students to explain complex ideas clearly, work across functions, and think ethically about the consequences of their decisions.

His own teaching philosophy mirrors this balance. "Teaching isn't about delivering answers," he says.

"It's about cultivating a mindset of inquiry, inspiring continuous growth, and empowering future professionals to keep evolving."

This mindset has not gone unnoticed. In 2023, Poets & Quants recognized Dr. Zhu as one of the year's top undergraduate professors, a relection of both his ̀ classroom innovation and student impact.

BUSINESS DATA MINING: THE FAVORITE LAB

Among the many courses he teaches, Business Data Mining holds a special place in Dr. Zhu's heart.

"It's where analytics becomes tangible for students," he says. "It's also where they often feel most empowered by their learning."

To keep the content engaging year after year, Dr. Zhu updates his curriculum in real time to relect ̀ trends like Generative AI and ethical data usage. Course assignments mirror real-world developments in ields such as ̀ marketing analytics and consumer behavior.

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case studies, simulated consulting projects, and student-led presentations to bridge the gap between technical proiciency and ̀ business application. "Students must learn to answer the critical 'so what?'—a question every analytics professional must be ready to address."

His students are also exposed to competitive, team-based projects, helping them build the resilience and collaboration skills demanded in high-performing business environments. "Every data point has a story," Dr. Zhu says. "Our job is to extract that story and deliver it in a way that drives intelligent decision-making."

FROM BOARDROOM TO CLASSROOM

Dr. Zhu's executive experience gives him a unique lens through which to guide his students. In the corporate world, he led analytics teams and strategic data initiatives. Today, those experiences shape both his pedagogy and his mentorship.

"It's not enough to perform regression or clustering," he explains. "Students must learn when to apply these tools, how to communicate insights to decisionmakers, and what trade-offs exist in real-world deployment."

This real-world context extends beyond the lecture hall. Dr. Zhu mentors student-led organizations as if they were actual businesses—challenging students to build strategic plans, deine KPIs, ̀ and engage stakeholders. These simulations mimic executive environments and offer students a unique glimpse into professional realities.

"My goal is to help students grow into not only capable analysts," he says, "but also thoughtful leaders who can inluence meaningful ̀ change through data."

ANTICIPATING THE FUTURE OF ANALYTICS

When asked about the future of analytics education, Dr. Zhu is cleareyed and expansive. He identiies ̀ three critical fronts for educators to prioritize: •

•

•

Human-Centric AI Literacy: Students must understand AI's societal and ethical implications, not just its technical structure.

Generative AI Integration: With the rise of multimodal data, educators need to prepare students for analysis that goes beyond numbers to include language, image, and audio.

Cross-Disciplinary Fluency: The future lies at the intersection of disciplines.

Programs must integrate analytics, computing, business, ethics, and communication.

Dr. Zhu's own research—including contributions to Harvard Data Science Review and INFORMS Analytics journals—has explored the rapidly evolving role of Data Science and Generative AI, and their implications for the future of analytics education and training.

"Cross-disciplinary offerings aren't optional anymore," he insists. "They are vital.”

TEACHING AS A BRIDGE, NOT AS A PLATFORM

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COVER STORY

than a career path; it's a mission.

After receiving a Fulbright U.S. Scholar grant in 2024, he spent time collaborating with business schools across Europe, exchanging ideas and developing curricula that bridge cultures and disciplines.

"That experience deepened my commitment to education as a bridge—between industries, cultures, and generations."

He's also channeling that vision into a textbook, “From Data to Decisions: The Past, Present, and Future of Analytics in the Age of AI, which distills his professional and academic insights into an accessible, student-friendly framework. It provides a foundation for students not just to learn analytics, but to apply it in service of strategic, ethical, and data-informed leadership.

"The classroom isn't just a space for

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transfer of knowledge," he says. "It's a launchpad for the next generation of thinkers and doers."

A PASSION FOR PRECISION—AND PASTRY? Though known for his analytical rigor and pedagogical innovation, there's a lighter side to Dr. Zhu that might surprise many. On weekends, he enjoys experimenting in the kitchen, blending Eastern and Western lavors in creative recipes.

"Cooking—like teaching—is about balance," he smiles. "It's where structure meets creativity. It's also one of the few places where I can lose myself in the process and enjoy immediate feedback—sometimes brutally honest!—from family and friends."

It's a metaphor that suits him well.

Whether in the kitchen or the classroom, Dr. Zhu is always

crafting experiences that nourish the mind, expand the imagination, and push boundaries.

A LEGACY IN MOTION

As the landscape of data science and AI shifts beneath our feet, leaders like Dr. Zhiwei Zhu ensure that the next generation doesn't just keep up—they lead.

Through innovative teaching, realworld integration, and a commitment to ethical, crossdisciplinary luency, he is redeining ̀ what it means to be a professor in the 21st century.

"The impact I can make as an educator," he says, "echoes far beyond what I could accomplish in a company.”

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S I M P LY S C A N A N D S U B S C R I B E

Dr. Sh aw

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In–Focus

wn Talbott

The World’s Fittest CEO on Food, Mood, and Human Potential

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ew experts straddle the worlds of science, performance, and mental health as effectively as Dr. Shawn Talbott. A pioneer in nutritional psychology, Dr. Talbott has dedicated his career to exploring how food in luences mood, and how biochemical balance can drive human potential. With a PhD in Nutritional Biochemistry and entrepreneurial training from MIT, he's authored 14 books, developed over a billion dollars' worth of wellness products, and redeined ̀ how we approach mental itness.

From supporting Olympic athletes to turning personal loss into professional purpose, Dr. Talbott's work is both deeply scientiic and ̀ profoundly human. In this interview, The World's Fittest CEO relects on ̀ lessons from endurance sports, how resilience can be trained, and why the future of well-being lies at the intersection of nutrition, psychology, and lived experience.

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What irst drew you to the intersection of nutrition and psychology? Was there a speciic ̀ “aha” moment that launched your focus on psycho-nutrition?

We all have experienced the intersection of nutrition (food) and psychology (mood), when a meal didn't “agree” with us – making us feel tired or bloated. Or a related experience of “stress eating” – where our hectic day seems to drive us toward comfort foods like pizza and cookies.

My PhD is in Nutritional Biochemistry, so I'm always trying to understand the underlying balance of neurotransmitters, hormones, and other biochemical signals that drive emotions, behavior, and performance. In the early part of my career, I was mostly a “sports nutritionist” – working with elite-level athletes and coaches at the US Olympic Training Centers, US Ski and Snowboard team, and US Track & Field.

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In–Focus It was fun helping them get ready – mentally and physically – for the Olympics and championship events all over the world. But, at the end of 2001, my younger brother died of a drug overdose – and that completely changed the course of my research and everything that my work focuses on.

With the athletes, I knew that the ones standing on the top step of the podium with the gold medal weren't any “ itter” (physically) than their competitors, but they had the “mental edge” that enabled them to win. They had sharper focus, could manage stress better, bounce back from challenges quicker, and sleep more soundly – they were more “mentally it” – and ̀ that translated into superior physical performance.

My brother used drugs to self-treat his anxiety, depression, and ADHD – so I thought that maybe I could apply what we knew about mental itness in elite athletes – and try to “mainstream” those practices to help the average person to feel “less bad” (anxiety, depression, tension, fatigue) and feel “more good” (energy, mood, focus, resilience) in their everyday life.

This was more than 20 years – and 14 books – ago, but now we have an entire ield of research known as “Nutritional Psychology” where “Psycho-Nutritionists” and Certiied ̀ Mental Wellness Coaches (CMWCs) use overall dietary patterns as well as speci ic foods, nutrients, and supplements to help people feel their best and perform at their peak.

You've competed in ultraendurance sports while

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conducting high-level research.

How have your personal athletic experiences shaped your academic and professional path?

Endurance sports teach you one thing very quickly: that your mindset is either your secret weapon or your weakest link. When you're 60 miles into a mountainous trail run, with another 40 to go and the sun is setting, your body/mind connection becomes a feedback loop of everything—nutrition, sleep, emotional state, resilience.

I began to view the body/mind connection as a real-time laboratory, which helped me reine ̀ my research lens toward real-world performance, not just statistical signi icance. I love “doing the research” – but even more than that, I love “applying the research” to a given real-life situation to see how well it works (or not).

This “real world” approach has made me more disciplined in how I approach science, business, and teaching: resilience isn't a character trait that you're born with, it's a trainable system that everyone can master – and the Food-MoodPerformance connection is underpinned by biochemistry that we can measure and manage and modulate.

You've developed over a billion dollars' worth of products – how do you balance scientiic ̀ integrity with consumer appeal in product development?

It's a delicate dance between what's true and what sells – and I've found that the very best and most successful products live at the intersection of good science applied

to solve a real problem and with bene its that users can feel.

I always start with the science: mechanism, ef icacy, bioavailability, sustainability. But then I ask, “How will this make someone feel? Will they notice a difference in 10 weeks, or 10 days or 10 minutes?” If they won't feel it, they won't keep taking E X E L E O N M AG A Z I N E

it—and if it doesn't work, they shouldn't.

The key is to translate complex science into felt experience, while respecting both the evidence and the intelligence of the end user. I always say that my best customer is an “open-minded skeptic” – the person who is curious about solving W W W. E X E L E O N M AG A Z I N E . C O M

the problem in a natural and scienti ically-valid way, but who also doesn't just believe everything that they hear. They listen to the science and reserve the right to say.

“I'll be the judge of that” (by trying the product to see if the science matches up to their experience).

The result of “following the science”

is products that earn trust because they deliver biological truth with emotional impact – and that translates into a satisied user and a ̀ regular customer.

How has your background in both nutrition science (via Rutgers) and entrepreneurship (via MIT) shaped your approach

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In–Focus to teaching, mentoring, or leading in your ield?

My scienti ic training at Rutgers taught me to always keep looking for “root causes” by continuing to peel back the underlying biochemistry driving a condition or behavior (what a scientist would call “mechanism of action”). My MIT experience taught me that great ideas die without proper execution – and that good science without clear communication is just data.

So, I try to mentor students and teams to be “bilingual” – luent in ̀ both biological mechanisms and business models. Whether I'm in a lab, classroom, or boardroom, I teach from a “systems” perspective that encourages people to zoom in and zoom out, ask “why” over and over again.

This helps us build solutions that align science and strategy but also keeps in mind the emotional “soul” that enables people to connect the research and the product with solving their problem and improving some aspect of their life.

My goal is to help the next generation become not just experts, but translators and changemakers.

What advice would you give to the next generation of students who want to work at the intersection of science, sports, and mental health?

The most important thing is to “stay curious” – because that will keep you engaged, moving forward, and humble. The next is to “get comfortable being uncomfortable” – because being on the “bleeding edge” where scientiic and business ̀ disciplines collide, is where you'll W W W. E X E L E O N M AG A Z I N E . C O M

ind all the people telling you how something can't be done.

Students need to learn enough science to hold their own with research colleagues – and that competence will enable them to stay curious enough to question the standard playbook. Spending time with people outside of your normal sphere of practice – with athletes, therapists, chefs, startup founders – is where the real insights are and where you'll start to see connections that nobody else has yet seen.

One last thing is – don't wait until you're “ready” (because you're never truly ready) – so start building something now, even if it's a little bit ugly and messy and undercooked. We don't need more perfect resumes. We need more people who can connect the dots and turn insight into impact.

You've been called the “World's Fittest CEO.” What does that title mean to you personally—and professionally?

It's lattering and funny, but I take it as a challenge, not a trophy. For me, itness – whether mental itness or ̀ physical itness – isn't about medals or Strava stats. It's about challenging yourself – it's a mentality of “you versus you” or “beat yesterday” – and encouraging others to do the same along the way.

Underlying all of that is the need to “practice what I preach” by being metabolically lexible, mentally sharp, and emotionally resilient. So professionally, my “hobbies” are also a proof point. I remember the original itness guru, Jack LaLanne ̀

joking that, “I can never die, it would ruin my image.”

In a similar way, I think it's fun to show people that while I'm building products or writing books that claim to unlock the secrets of human performance, I better be living that experiment myself – every day.

Finally, what's one thing you've learned from your students or younger professionals that changed how you see your own ield?

That connection matters more than credentials. I have the pedigree – the fellowships – the academic and industry awards – but as the saying goes, “people don't care how much you know, until they know how much you care.”

Today's students aren't satisied ̀ just with being smart and gaining their own pedigree – they want to make an impact – they want to help others – they want to leave the world a better place.

My students are constantly reminding me that people don't just want better data, they want to feel seen, empowered, and transformed.

That's why I now teach biochemistry not as a collection of pathways, but as a language of possibility and a means to unlock the best version of ourselves.

Because when your internal biology is aligned, it works for you, and the rest of your life starts to work too.

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In–Focus

Dr. Erica Forzani Engineering Human-Centered Health Innovation

Dr.

Erica Forzani stands at the intersection of chemistry, engineering, and human wellbeing, where cutting-edge science meets compassionate care. As a pioneering researcher, educator, and entrepreneur, she has dedicated her career to translating complex scienti ic ideas into real-world medical solutions that can improve, and in some cases, save lives.

Her path is anything but conventional.

Born with a natural curiosity and nurtured by a childhood illed with ̀ science experiments, mechanical tinkering, and late-night hospital visits to see her cousin in a clinical lab, Erica's journey has been deeply personal. It's a story rooted in inspiration, driven by 2 8 | AU G U S T 2 0 2 5

empathy, and powered by an unrelenting desire to make a difference. What began with a simple chemistry kit gifted by her father has evolved into a lifelong mission to develop breakthrough biosensing technologies for some of healthcare's most urgent challenges.

Today, with over two decades of experience, more than 50 scientiic ̀ publications, multiple patents, and the successful commercialization of her innovations, Dr. Forzani is leading a new generation of interdisciplinary thinkers.

Her work bridges academia and entrepreneurship, theory and application, lab research and patient outcomes.

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In–Focus

As she embarks on a new chapter with the Phoenix Children's Research Institute at the University of Arizona's College of Medicine, Dr. Forzani is coming full circle, bringing her skills back to the pediatric healthcare space where her passion irst took root. In this exclusive interview, she relects on ̀ her career, the lessons she's learned, and why the future of engineering isn't just about data and devices, it's about people.

Your work bridges chemistry, engineering, and health sciences.

What inspired your path into

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such an interdisciplinary space?

My irst inspiration was my father.

When I was 11, he gave me my irst ̀ chemistry kit and microscope. We spent countless hours doing experiments together. He also invited me to work with him in his workshop and to help ix his car on ̀ weekends. I loved how he involved me in what were traditionally seen as "man's chores." That bond and those shared experiences sparked my love for science and engineering.

Later, my cousin Laura, who worked

night shifts in a clinical chemistry lab, inspired me to pursue medical laboratory science. I remember how much I loved visiting “her” lab at the hospital. I was fascinated by the clinical environment and the role diagnostics played in patient care.

During my residency at a children's hospital in Có rdoba, Argentina, I especially loved the night shifts.

They allowed me to collaborate directly with emergency doctors and contribute to urgent diagnostic cases. What truly moved me was seeing the anxious parents waiting E X E L E O N M AG A Z I N E

In–Focus for lab results. That experience made me realize I wanted to do more—and do it faster. That's what led me to pursue a Ph.D. and shift my focus to engineering new diagnostic tools.

In 2003, I joined Arizona State University to develop my engineering skills and work on sensor technologies. Now, 22 years later, I've come full circle—returning to pediatric healthcare at Phoenix Children's Hospital through the Phoenix Children's Research Institute at the University of Arizona's College of Medicine (starting July 2025). I'm beyond excited. It feels incredibly meaningful to dedicate this next chapter of my life to improving children's health through technology.

As a professor and researcher, how do you nurture creativity and innovation in your students while maintaining scientiic ̀ rigor?

a problem faced by doctors or patients and know that we, as engineers and scientists, can help solve it.

How has your background in both science and entrepreneurship shaped your approach to teaching and mentoring?

Entrepreneurship keeps me grounded in the real world. It pushes me to think creatively about how scienti ic breakthroughs can actually reach people and make a difference. It has also taught me resilience, which I pass on to my students.

I'm particularly grateful for support from U.S. federal SBIR programs like those from NIH and NSF. Arizona's innovation ecosystem has also been a vital part of this journey, especially through collaborations with the Partnership for Economic Innovation's WearTech Applied Research Centers and the Flinn Foundation.

It's all about balance. I provide timely guidance and constructive feedback without micromanaging. I align students with projects that match their personal goals, give credit where it's due, and encourage collaboration both within our team and with external partners. When students feel ownership and connection, innovation comes naturally—and future leaders are born.

In your experience, what is the biggest misconception students have about chemical and biosensor research?

Translating clinical needs into realworld solutions. It's powerful to see

Honestly, today's students are incredibly sharp and well-informed.

They often arrive with a solid understanding of what chemical and biosensor development

What do you ind most ful illing about your role as an educator in the ield of engineering and ̀ biosensing technology?

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When someone uses Breezing—one of the products I helped develop—I feel proud. It empowers professionals to understand patients' metabolism better and helps improve care through smarter, more personalized guidance.

involves. Their curiosity and drive are a huge part of what fuels my work. Without them, I'd be halfway in my efforts.

With over 50 publications, multiple patents, and transferred IPs, how do you personally deine ̀ impact in your career?

I de ine impact in two ways:

1. Student Success – Helping my students land their dream jobs and watching them thrive is one of the greatest joys in my career.

2. Societal Impact – Creating technologies that improve people's lives. Publications and patents are milestones, but the real success is when a product is used in the real world and makes a meaningful difference.

As a woman in STEM leading in highly technical ields, what advice would you give to young women entering engineering or chemistry today?

Balancing personal and professional life—especially around motherhood—can be challenging.

Pregnancy and parenting can impact the pace of your career. My advice is to establish your career irst if possible. And if you do decide to have children, make sure you have a reliable support system—ideally, a partner who shares the load during demanding times. With smart planning and a strong support network, it's absolutely possible to thrive in both.

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In–Focus

Natalie Allen on the Power of Nutrition and Mentorship

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atalie Allen wears many hats, professor, mentor, innovator, and the powerhouse dietitian fueling Missouri State University's studentathletes. Whether she's designing personalized nutrition plans for football linemen or guiding graduate students through real-life clinical experiences, her passion for food as fuel, and as a vehicle for education, is undeniable.

A Missouri State alumna herself, Natalie has come full circle, bringing her classroom expertise to the ield and her ̀ ield experience to the classroom. Through her nutrition programs for kids, leadership in sports dietetics, and high-energy teaching style, she's changing the way students, and athletes, think about food, health, and performance.

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In this candid interview, Natalie shares insights on the evolving ield of dietetics, her philosophy on practical nutrition, and why staying connected to both education and athletics makes her a better leader every day.

As the team dietitian for Missouri State athletics, how do you approach creating nutrition plans for athletes in different sports?

It takes a team, and I'm fortunate to work with an incredible one. Our athletic trainers, team physicians, strength coaches, and team psychologist all play vital roles in supporting our studentathletes. We communicate regularly to ensure every aspect of an athlete's health is addressed—and nutrition is a key part of that equation.

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In–Focus When it comes to creating plans, I tailor each approach based on the sport, position, training cycle, and individual goals. A swimmer's needs are completely different from a football lineman's. My dietetics graduate students also gain hands-on experience by delivering education and support to our 600 studentathletes. It's a collaborative, high-energy environment.

You split your time between the classroom and the athletic ield. How do those roles in luence one another in your daily work?

husband here, and now our kids are students too, we're proud Mo State Bears. Coming back as a professor is a full-circle moment. I'm passionate about helping students ind their path, ̀ and I'm lucky to be part of an amazing academic team. Our dietetics faculty collaborate well, and we achieve so much because we work as a team.

You've developed programs like SNEAKERS and “Fun”tastic Nutrition” for younger students. What inspired that initiative?

Nutrition education should start early, and it should be fun! I saw a gap in engaging, ageappropriate programs for kids, so I created my own. These programs bring science to life through movement, games, and interactive learning. Now, my college students teach elementary students, and we all have a blast learning together.

They absolutely go hand in hand. Working with athletes keeps me sharp in clinical practice and ensures I stay current, which makes me a better registered dietitian and educator. In the classroom, students love hearing realworld examples bring science to life in a relatable and relevant way.

How is the ield of dietetics changing, and what new skills do students need to succeed?

As a Missouri State alumna, how does it feel to return as a professor and mentor the next generation of health professionals?

Dietetics is evolving rapidly.

There's more integration of technology, more interdisciplinary collaboration, and a stronger emphasis on leadership and communication.

Future dietitians need to be adaptable, data-savvy, and comfortable in diverse settings—from clinical to corporate.

Students work on projects like cooking videos, educational handouts, and performancefocused recipes. These assignments give them practical skills and a sense of contribution to real-world sports nutrition, which they love.

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more important than ever.

If you could give one piece of practical nutrition advice to every college student, what would it be?

Eat real food. Nutrition doesn't have to be complicated or perfect. I like the 80/20 rule: eat well 80% of the time and enjoy life the other 20%. And above all, don't let social media be your dietitian.

Final thoughts?

Being a dynamic professor means staying engaged, adaptable, and studentcentered. It's about bringing energy to the classroom, making material meaningful, and helping students grow both personally and professionally. A dynamic professor doesn't just teach—they mentor, listen, and evolve alongside their students.

I'm lucky to do work that matters. Whether I'm fueling athletes, mentoring students, or teaching third graders how to build a healthy plate, I see nutrition as a powerful tool for change. I'm honored to represent Missouri State University and make a difference every day.

Soft skills are critical: empathy, critical thinking, and the ability to translate science into practical, everyday advice are

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Exeleon Spotlight

An Interview with

Dr. Ricardo Rossello Entrepreneur, Scientist, Politician and Professor

Dr.

Ricardo Rossello is the Chief Visionary Of icer (CVO) of the Regenerative Medicine Institute (RMI Health), where he leads groundbreaking research on longevity and regenerative therapies aimed at enhancing human life and well-being. A trained scientist and former Governor of Puerto Rico, Dr. Rossello has combined his passion for public service and scienti ic innovation to explore how advances in biotechnology can positively impact global health.

His latest book, The Reformer's Dilemma, advocates for a 'radical middle' in U.S. politics, stressing the importance of rationality, collaboration, and foresight in an era marked by rising extremism in the

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political landscape. Through both his research and writings, Dr. Rosselló is committed to pioneering solutions that address today's societal challenges, from healthcare to governance.

How did your scienti ic career in regenerative medicine evolve, and what brought you to focus on longevity at RMI Health?

I distinctly remember a class I had with my mentor at MIT, Robert Langer. In it, he introduced the idea of stem cells.

'Imagine a resource that can generate any part of the body and that can potentially be grown inde initely” he said. I was immediately captivated. I've always had an innate curiosity, but since

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Exeleon Spotlight that moment, I have been fascinated by how scientiic ̀ advancements and research can serve to improve human life. I knew exactly what I wanted to work on after that day.

My academic background in biomedical engineering and molecular biology laid the foundation for my work at RMI Health. In my studies and my work today, I've focused on the potential for stem cell research to regenerate tissues, tackle illness, and, revolutionize our approach to aging.

Our work offers real potential to tackle age-related diseases – an area that has received a big boost in support as well as funding since the World Health Organization of icially classiied aging as a ̀ disease. But longevity research is about more than just extending life; it's about extending quality of life, which is why RMI Health's mission is so important to me.

What excites you most about the future of longevity research and the work you're doing at RMI Health?

We are entering an era where science can fundamentally reshape how we age. The work we are doing at RMI Health is advancing therapies that could slow down and even reverse age-related decline. From cellular regeneration to optimizing immune function, these breakthroughs could change people's lives. It's incredibly exciting to be on the front lines of this revolution.

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Your new book, The Reformer's Dilemma, calls for a 'radical middle' in U.S. politics. What inspired you to write it, and what do you mean by the 'radical middle'?

The Reformer's Dilemma was born out of my experience both as a politician and as a citizen observing the growing polarization in the U.S. and around the world.

The 'radical middle' represents a shift in the linear deinition that ̀ clogs a vast number of us in between the extreme left and extreme right. The basis for it is understanding that these two extremes are behaviorally the same and they are codependent.

As such, how can the vast majority of us, over 80%, create a counterweight to those extremes?

The proposed solution is creating a behaviorally opposite group; a movement.

Where the extremes are dogmatic, unclear, uncompromising, simplistic, and driven by fear; the radical middle should create a space for rationality, compromise, embracing complexity and collaboration, clarity, and driven by foresight. It's about rejecting the extremes on both sides of the political spectrum and working toward progress that beneits the ̀ broader population. This isn't about compromising values but about inding common ground to move forward as a society.

How does your experience as Governor of Puerto Rico in luence your views on political reform and the message in your book?

My time as Governor taught me that reform, no matter how necessary, is never easy. You're constantly balancing competing interests, and the louder, more extreme voices often drown out those who seek thoughtful, sustainable solutions. Puerto Rico faced immense challenges, from economic crises to natural disasters, and those experiences shaped my belief that we need leaders who are willing to engage and navigate complex issues and engage with people across the spectrum.

How do you see the future of political reform in the U.S., and what role do you hope your work—both in science and politics—will play in shaping it?

I believe political reform will come from the ground up, through a renewed focus on civic engagement and communitydriven initiatives. I also believe that foresight can combat fear to enable productive discussions and outcomes. These two are the focus of the mission of my foundation.

My hope is that the work I'm doing, whether through longevity research or my advocacy for political moderation, inspires a new generation of leaders who value innovation, collaboration, and resilience. We need people who aren't afraid to challenge the status quo but who do so in a way that brings people together rather than drives them apart.

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Diversity And Inclusion, Or Beauty But Not The Beast Written By: Dr. Thomas J. Bussen

T

he industrialist Andrew Carnegie once said, "Teamwork is the ability to work together toward a common vision. The ability to direct individual accomplishments toward organizational objectives. It is the fuel that allows common people to attain uncommon results.”

True, perhaps, but not always so. Teams can also lead otherwise productive individuals to wither and burn, to crack, break, and shatter. What distinguishes Carnegie's hopeful team's outcomes from the dreary and painful?

To be sure, teamwork is a complex, multi-faceted phenomenon, and so explanations for team outcomes bely a singular explanation. And yet, in an ever more global world, the diversity of teams – or its lack thereof – is a vital predictor of team success.

Does then diversity improve team performance, or does it harm team performance? Somewhat unfortunately, “yes” seems the best answer. Before exploring the ways in which diversity may both harm and help a team, a brief excursion to consider exactly what is meant by diversity is useful.

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UT Austin's David Harrison and colleagues conceptualize diversity at the surface level and at the deep level. Surface level diversity is that diversity which is quickly and readily apparent.

This is the diversity of the young and the wizened coming coming together, the accents of different ethnicities, the visible manifestations of gender or race.

By contrast, deep level diversity is rather sneakier – a team may exhibit very little surface level diversity but may over time come to recognize its differences across various psycho-social spectrums. You are an extrovert; I an introvert. His values differ from her values, her behaviors are at odds with his. These deep level differences may be invisible during early interactions, but the longer a team works together, the more familiar each becomes of the others' little peccadillos.

THE DOUBLE-EDGED SWORDS OF DIVERSITY

At irst glance it may appear that surface level differences ought to cause teams the biggest headaches. And indeed, they do. In the absence of signi icant deep level differences, however, the timeline is brief. Imagine that you and I come together with a kaleidoscope of surface level differences – differences in age, gender, nationality, religion, perhaps even different roles and responsibilities in the organization. The similarity-attraction theory holds that initially, we may not much take to one another.

This theory proposes that we humans tend to prefer that which is similar, and to disdain that which is different (lest we judge our species too harshly, suf ice it to say that this preference has evolutionary roots, roots which arguably serve us less with each globalizing day).

But then imagine that as it happens, our surface levels differences mask deep level similarities. We both are big St. Louis Cardinals baseball fans; we support the same national politicians; our sense of morality overlaps; and heck, we both love cruise ships despite their icky reputation. Before long, the two of us are getting along splendidly, having long ago intuited that those surface level differences matter little amidst similarities that go 4 6 | AU G U S T 2 0 2 5

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more to our senses of identity.

What really matters, therefore, are those surface level differences. Take the reverse situation.

Initially two teammates seem to have much in common at the surface level. Similarity attraction bias acts to magnetically attract the two, and all assume a friendship or at least collegial relationship is fast budding. But as deep level difference after deep level difference rises to the surface, the relationship begins to fray.

The research offers us this, therefore: surface level differences initially disrupt team harmony, but over time matters less and less. By contrast, deep level differences initially matter little, but disrupt team harmony more over time.

The takeaway may appear obvious: to avoid deep level differences. Alas, such a takeaway would ignore a vital strand of research. That while deep level differences do indeed tend to harm teams, they also tend to improve team outcomes much more than does surface level diversity.

All of that deep level diversity allows team members to learn from one another, to better explore decision making paradigms, and to exchange a greater quantity and quality of information. In and of itself, for instance, differences in team members' ages or ethnicities offer little; but when those differences in age and ethnicity lead to dramatically juxtaposing life experiences, or when other deep level differences do so, now the team has a rather more diverse set of opinions and ideas to view decisions from all perspectives.

The problem is that deep level differences may prevent the sort of communication needed to leverage such learning opportunities. Similarly, surface level differences may prevent team members from learning enough about one another to recognize that despite their surface level differences, and perhaps despite deep level differences, they also have deep level similarities.

The challenge for teams, therefore, is to avoid the potential con licts arising from diversity, and to thereby gain access to the goldmine that is a W W W. E X E L E O N M AG A Z I N E . C O M

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deeply diverse team. The SimilarityAttraction Bias offers insights as to how, exactly, we can do this.

WEAPONIZING THE SIMILARITYATTRACTION BIAS

I spoke to Doug Mattheus, the senior marketing executive at telecommunications company Cell C until 2019, and now an independent consultant and professor at Nelson Mandela University. He explained to me that while working for Firestone Tire in post-Apartheid South Africa, during the heady days surrounding Nelson Mandela's election to President, Firestone provided diversity training to its employees. Mattheus explains that a psychologist divided the group into partners based on surface level differences: this man with that woman, that white South African with that black South African, and so forth.

Then, the trainer asked the partners to converse and aim to discover what characteristics they held in common. While all of the partners engaged in the activity, Mattheus recalls two individuals in particular. These two individuals were over lowing with surface level differences: one male and one female, one a white and one a black South African, one a senior organizational member and the other a lowlevel worker. But now both were crying.

30-odd years later, Mattheus felt the goosebumps rising as he tells the story. It turned out that the partnered professionals were each the parent of a developmentally disabled child. Did their surface level differences matter in the face of this realization? Of course not. They now shared something, something deep, that far exceeded the import of such surface levels characteristics.

This is the similarity-attraction bias at work for us. Far from allowing the bias to manipulate us into a place of separation, that psychologist working for Cell C leveraged 4 8 | AU G U S T 2 0 2 5

the bias by helping trainees to identify similarities that would prove more important than differences.

The psychologist Jonathan Haidt, similarly, advised that surface level differences may be “drowned in a sea of similarities.” He was correct, in part. We ought indeed to highlight similarities, though to “drown” our differences may not quite hit the mark.

Rather, we ought to highlight similarities, but use the similarity-attraction bias to create the space for embracing differences, too. Only then do we facilitate a working relationship that is based on mutual attraction, while also learning and beneiting ̀ from each other's differences.

While Mattheus' story is powerful, it is admittedly anecdotal. As researchers like to say, it has an n of 1 - a sample size of just one person, hardly suf icient to generalize at large. Psychologist Jerry Burger tested this proposition, however, and his indings are perhaps even more provocative.

In the study, research participants complete a psychological survey, which they are made to believe is the focus of the study. The real study, however, came later – as participants were exiting the study, another would-be study participant working undercover for the researchers asked if the participant would be willing to read his 8-page essay, providing one page of feedback within 24 hours. Somewhat surprisingly, 48% agreed.

This represented the control group. A second group of participants were subjected to the same procedure, but during the purported psychological study were told that they shared a Type-E ingerprint with ̀ another research participant. This is not surprising, they were told; approximately 80% of the population has Type-E ingerprints. Leaving the research study later, lo and behold their ingerprint twin ̀ comes approaching – asking as before whether the participant would review his eight-page paper and return the notes E X E L E O N M AG A Z I N E

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within 24 hours. This time, 55% agree – a slight increase but not a statistically signi icant one.

The real breakthrough came in study three. This time, the participant is again told that he shares type-E ingerprints ̀ with the undercover research participant, but now he is told that only 2% of the population has these same prints.

Approached to review the essay by the ingerprint friend, now a full 82% agree to review the essay.

The study suggests that, as Wharton's Adam Grant once put it, we don't simply highlight commonalities. We highlight “uncommon commonalities”. Paired with Mattheus' story from Cell C, we might also seek to highlight important commonalities (which presumably the Type-E ingerprints were not).

In creating the terms by which team members may communicate and recognize uncommon commonalities, and important ones too, organizations play a key role. The risk is that employees never reach this vital place of communication, and this is most likely to happen when employees are too blinded by their prejudices and stereotypes to recognize the multitude of commonalities that all of us humans inevitably share.

Organizations, therefore, ought to play an active role in facilitating an environment not just of diversity, but of diversity and inclusion. An inclusive environment is one in which cultural and other differences are embraced; in which differences are seen as opportunities for learning, for personal growth, and for achieving excellence. By championing diversity, by ensuring employees recognize the potential value when opting into diverse teams, the foundation is laid for just the sort of breakthroughs seen by Mattheus, and in the Burger study.

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About the Author: Dr. Thomas J. Bussen, with a Doctorate of Busines Administration, JD, and MBA, is an Assistant Teaching Professor at Miami University in Oxford, Ohio, and a cross-cultural management scholar. He is the author of several cross-cultural books, including Shaping the Global Leader (2019).

His latest book, Enlightened Self Interest: Individualism, Community, and the Common Good (coming in 2023, Georgetown University Press), makes the case for a more inclusive and globally minded professional ideology.

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Entering the Educa on Market An Entrepreneur’s Four-Step Guide – WRITTEN BY VERLAN STEPHENS More than ever, smart companies are entering or expanding in the education market, many of them in unexpected and pro itable ways.

From creative start-ups to architects to huge tech names such as Dell and Epson, they realize that this multi-billion-dollar market is part of a potentially lucrative future-forward marketing strategy.

In the past 18 months, education as an industry has grown signi icantly with the in lux of additional state and federal funding to meet the new demands created by the COVID-19 pandemic. Many businesses are sensing this opportunity, but how and where to start?

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As you consider this market, keep in mind both the larger institutions and the premium value of teachers as an individual consumer target audience. In the next year, 85 percent of teachers are planning to make some large purchase decisions, such as a vacation of a week or more (61%), according to an August 2021 survey of teachers from Harris Poll and sponsored by Agile Education Marketing and SheerID. To help with their purchase decisions, nearly all teachers (97%) say they proactively research brands through online reviews (80%) and online searches (71%).

Understanding teachers' interests and spending patterns can give you the insight you need to break into the education market and amp up your revenue.

With that in mind, let's get started: Step 1: Learn the market.

How do you know if this is the space for you? The world of education is a highly fragmented, everchanging place, unlike any other market out there.

The largest segment—and probably the one most impacted by COVID—is Kindergarten through 12th Grade. The K-12 system is the most dependent on government funding, so it's always looking for innovative services and products to serve more than 56.6 million students in public and private schools Savvy entrepreneurs need to identify key factors:

Ÿ The speci ic purchasing patterns of target school districts or education systems. Ÿ The key decisionmakers and the process for the major purchasing decisions. Ÿ The size of the school budgets, broken down by strategic categories.

It's important to remember that virtually all school and district purchasing decisions are made collaboratively by groups of educators. This means that you usually cannot just target one job title. You need to familiarize yourself with the various roles and responsibilities to determine all the key players.

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Step 2: Understand these key players.

Digging deeper, there are approximately 4.3 million educators and school staff in the U.S. in K-12 alone.

Collectively, they account for 3.4 percent of the American working population and represent up to $15.8 billion dollars in spending in key consumer spending categories.

Pay particular attention to their buying persona.

Teachers tend to have a higher discretionary spending budget and, on average, have a higher earned income than comparable non-educator households.

Understanding the speci ic buyer personas can help you tailor your approach and determine which districts and which job categories you should target.

Speci ically, you should keep in mind:

Ÿ The education market outperforms the general public, government aside, in direct marketing campaigns. They are active, loyal, and highly in luential consumers, especially for companies that provide them discounts. Ÿ They have relative inancial stability and high education levels. Roughly 75 percent are female, and women traditionally hold a considerable portion of household buying power. Ÿ Teachers are generally well-respected members of the community and are often looked to for advice, both inside and outside the classroom. Ÿ They are among the irst to identify what resources are needed in schools, even the nontraditional products or services.

Step 3: Provide speciic solutions. ̀ Many companies are inding their way into the education market, including irms not traditionally linked to classrooms, such as food service, transportation, software, local attractions, security, janitorial services, and more.

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About the Author:

An expert in data compilation & data analysis, Verlan specializes in making meaning of data – as a Managing Partner at Agile Education Marketing and one of its founders he brings his passion and expertise in data trending and market intelligence to its clients.

He holds more than 35 years of experience in creating, developing and managing customer solutions through its entire product lifecycle.

This means that if you carefully examine all the possibilities, there's probably a spot for your company or product. Using strategic audience segmentation is the key to sharper messaging and higher response rates. The more you align your message to the needs of the person on the other end, the more likely they will listen.

For each potential product or service, remember to drill down deep in considering: Ÿ Who has used our product or service before, and how did it work?

Ÿ How is it going to solve the problem and need of those I'm contacting?

Ÿ How can schools or individual consumers pay for this?

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Step 4: Timing is everything.

Connecting with the consumer at the right time is essential, especially in the K-12 sector, where understanding the purchasing cycle is a key component in achieving success. Most schools inalize their budgets during spring to early summer. This means that the start of the calendar year (or maybe even earlier) is the optimal time to be in front of educators. They can't budget for your products if they don't know about them.

Paving the way for a smooth sales process starts with carefully tailoring your marketing communications to provide what educators need at every stage of the decision-making process.

With billions lowing into this market, now is the time to assess your potential.

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DYNAMIC PROFESSORS OF THE YEAR

In a time when education is rapidly evolving, Exeleon Magazine proudly presents its special edition: The 10 Most Dynamic Professors To Watch in 2025. This listing spotlights forward-thinking educators who are rede ining what it means to teach, inspire, and lead in today’s academic and professional landscape.

From groundbreaking research and innovative teaching methods to community impact and global thought leadership, these professors represent a new wave of academic excellence. Whether mentoring the next generation of leaders, driving change through policy and innovation, or bridging the gap between academia and industry, these educators are shaping the future of education.

Victoria Medvec

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Dr. Shawn Talbott

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Dr. Erica Forzani

Natalie Allen

Dr. Ricardo Rossello

Zhiwei Zhu

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Ellen Ensher

Marc van Essen

Stephanie Elizabeth Raible

Aziza C. Jones

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