Find Academic Supervisors

Eric Soto-ShedView profile

Lecturer

• Learning Design
• Instructional Methods
• Moral Education
• +7 more

Eric Soto-Shed serves as Lecturer on Education and Director of the Harvard Teacher Fellows Program at the Harvard Graduate School of Education (HGSE). With a 25-year career in education, he has held significant leadership roles including founding director of Harvard's teacher residency program, director of Secondary History/Social Studies Education at Brown University, and teacher educator positions at Stanford and NYU. He earned his Ph.D. from Stanford University in 2013 and previously taught social studies in New York City for 8 years, which deeply informs his commitment to supporting youth from underserved communities. At HGSE, he co-chairs the foundational course 'How People Learn' and teaches curriculum design and instructional methods for history and civic education. Soto-Shed's research centers on promoting inquiry and equity in K-12 history, civics, and social studies education. He co-leads the Civics Thinking Project, which develops research-based civics assessments and curriculum. His work emphasizes balancing the study of oppression with resistance and joy in historical narratives to provide students with a more complete understanding of human experiences. His recent publications explore comprehensive approaches to teaching Black history, civics education, and methods for combatting hate through historical understanding. These works demonstrate his advocacy for year-round Black history education that incorporates competing ideologies and joyful narratives alongside the study of oppression. Grants from the Library of Congress to train educators to teach with primary sources Board member of Self-Evident Education, a nonprofit using multimedia curriculum to educate about race and racism history As a consultant, Soto-Shed works with school districts to develop social studies curriculum and conducts professional development workshops focusing on historical inquiry, teaching controversial issues, and accessibility. His approach combines rigorous academic research with practical classroom applications, making his work valuable to both scholars and practitioners in education.

Darryl LiView profile

Associate Professor

• Law and Violence
• Global War on Terror
• Migration Studies
• +3 more

Darryl Li is an Associate Professor of Anthropology at the University of Chicago and an associate member of the Law School. He holds a PhD from Harvard University (2012). His research focuses on law, violence, migration, and the Global War on Terror, with a comparative emphasis on the Middle East, South Asia, and the Balkans. He is the author of *The Universal Enemy: Jihad, Empire, and the Challenge of Solidarity* (Stanford University Press, 2020), which examines the transnational dynamics of jihad in Bosnia-Herzegovina and its intersections with American empire. Li’s work bridges anthropology, legal studies, and critical theory, addressing themes of universalism, racialization, and carceral systems. His research interests include the anthropology of law, political violence, and the War on Terror’s legacies. Notable awards include the William A. Douglass Prize for *The Universal Enemy*. Li’s scholarship spans ethnographic fieldwork in conflict zones, legal advocacy, and critical analyses of international institutions. Key themes in Li’s work include the racialized dimensions of counterterrorism, the geopolitics of migration, and the entanglements between US imperial power and transnational movements. His articles explore topics such as Guantánamo detainees, the Gaza conflict, and the legal fictions underlying national security narratives. Li’s interdisciplinary approach integrates legal training with anthropological methods, exemplified in his concept of “ethnographic lawyering.” He has contributed to debates on Palestinian rights, carceral systems, and the ethics of solidarity in global conflicts. His work frequently critiques the racial and colonial underpinnings of international law and US foreign policy.

Todd ColemanView profile

Associate Professor

• Epidemiology
• Biostatistics
• Population Health
• +6 more

Todd Coleman is an Associate Professor in the Department of Health Sciences at Wilfrid Laurier University. His research focuses on epidemiology, biostatistics, and population health with a strong emphasis on LGBTQ+ health, HIV/AIDS, and healthcare equity. He investigates intersectional health disparities affecting sexual and gender minorities, particularly transgender individuals, non-binary people, and LGBTQ+ refugees. His work addresses community-based solutions to mental health challenges, healthcare access barriers, and social determinants of health. Notable research includes studying the protective effects of community inclusion on transgender mental health, the mental health needs of SOGIE refugees, and HIV-related risk behaviors among men who have sex with men. Coleman also explores the impact of minority stressors and social provisions on suicidal ideation in LGBTQ+ populations. He has been actively involved in the OutLook Study assessing healthcare experiences of LGBTQ+ individuals in primary care settings. His research often employs mixed-methods approaches, combining quantitative surveys with qualitative interviews to better understand complex health dynamics. Coleman’s work has informed public health policy recommendations regarding stigma reduction and inclusive healthcare practices. He is fluent in English and French and currently on sabbatical leave until 2025. His office is located at BA540 in Bricker Academic Building, though appointments are required for meetings.

• Narrative Inquiry
• Muslim Women's Education
• Curriculum Development
• +7 more

Muna Saleh is an Associate Professor in the Faculty of Education at Concordia University of Edmonton. A Palestinian Muslim woman and educator, she specializes in narrative inquiry and curriculum development focused on Muslim girls, mothers, and families. Ph.D., University of Alberta M.Ed., University of Alberta B.Ed., University of Alberta Her research explores: Curriculum-making through Rahma pedagogy Digital identity and third-space solidarity Disability studies in Muslim refugee communities Anti-Islamophobia education frameworks Ethical relationality in posthuman social studies Recent publications examine Alberta's K-6 curriculum critiques, disability citizenship narratives, and grandmother-led educational philosophies. Articles span 2019-2023 with emphasis on Islamic pedagogy and critical storytelling. Killam Trusts Fellowship (doctoral research) SSHRC Insight Development Grant (Palestinian curriculum study)

Seok-Won LeeView profile

Associate Professor

• Intellectual History
• Cultural History
• East Asian History
• +7 more

Seok-Won Lee is an Associate Professor of History at Rhodes College, specializing in East Asian intellectual and cultural history with emphases on Chinese and Japanese history. He teaches courses on traditional and modern China while incorporating transnational perspectives that highlight underrepresented voices, borderlands, minorities, and outlaws through critical thinking frameworks developed during his training at Cornell University. Dr. Lee's academic background includes: Ph.D. in History, Cornell University (2010) M.Phil. in History, Cornell University (2007) M.A. in Interdisciplinary Program in Area Studies, Yonsei University (2003) B.A. in History, Yonsei University (2001) His research centers on intellectual history during East Asia's wartime period (1931-1945), examining how imperial intellectuals redefined concepts of nation, space, and community to justify colonial aggression while challenging Western social sciences' universality. Current projects include revising his dissertation into a book manuscript and conducting archival research on Japanese intellectuals' writings about Chinese and Korean history from the 1920s-1940s, with particular focus on Pan-Asianism and China studies in wartime Japan. Analysis of his twelve publications (2008-2021) reveals consistent engagement with wartime intellectual history, racial discourse, and empire-colony dynamics. Key thematic clusters include: Pan-Asianism's evolution across wartime/postwar contexts; intersections of race, empire, and social sciences; and critical examinations of colonial knowledge production. His work bridges history, Asian studies, and postcolonial theory through transnational methodologies. No scientific awards are documented in available materials. While active in teaching and research, no student advisement details or grant information are provided. Dr. Lee maintains affiliations with Rhodes College's Asian and Asian American Studies program and Chinese studies initiatives, though no dedicated labs or research teams are mentioned.

• Health equity
• Social and structural determinants of health
• Black health and wellbeing
• +6 more

Sume Ndumbe-Eyoh is an Assistant Professor at the Dalla Lana School of Public Health, University of Toronto, and Director of the Black Health Education Collaborative (BHEC). Her work focuses on health equity, structural racism, and critical race theory in public health. She holds a Master of Health Sciences in Health Promotion and Global Health from the University of Toronto. Her research examines anti-Black racism, knowledge translation, and health disparities in Black communities. Key research areas: Health equity, Critical Race Theory, Black health, structural determinants Major projects: Reimagining Black Health in Canada (PI), Defining Black Health Competencies (CIHR-funded) Publications: 8+ peer-reviewed articles on equity frameworks, racism, and pandemic responses (2015–2023) Community engagement: Co-led EGAP data governance framework, developed BHEC storytelling resources Education leadership: Teaches African/Black Practicum Preparation course Her work bridges academic research and policy advocacy through Another World Lab and national collaborations.

• Clinical Reasoning
• Diagnosis
• Medical Education
• +6 more

Rabih Geha, MD is an Associate Professor of Medicine at the University of California, San Francisco (UCSF) School of Medicine. Based at the San Francisco VA Medical Center, he serves as the Director of Education for the Emergency Department, overseeing the education of Psychiatry, Emergency Medicine, and Internal Medicine residents. Clinically, Dr. Geha splits his time between the emergency room and the inpatient teaching wards, bringing practical experience to his educational roles. Dr. Geha completed his medical education at Alpert Medical School of Brown University in Providence, RI (MD, 2014), followed by residency training at UCSF (2017) and a chief residency at UCSF (2018). His educational background has provided a strong foundation for his current roles in medical education and clinical practice. Dr. Geha's research and professional interests center on clinical reasoning, diagnosis, medical education, and diagnostic schema development. He is particularly focused on innovative approaches to teaching diagnostic reasoning and improving medical decision-making processes. His work addresses critical challenges in medical education, including developing tolerance for ambiguity among medical students, addressing cognitive biases in clinical reasoning, and creating effective frameworks for diagnostic problem-solving. Dr. Geha is passionate about anti-racism initiatives in medicine and promoting women in medicine through his educational platforms. Analysis of Dr. Geha's publication record reveals a consistent focus on clinical reasoning education and diagnostic challenges. His work spans various medical specialties including internal medicine, hospital medicine, dermatology, endocrinology, and infectious diseases, demonstrating his broad clinical expertise. A notable trend in his research is the development of innovative educational tools and frameworks for clinical reasoning, including the exploration of natural language processing applications for case library development. His publications frequently address cognitive aspects of medical decision-making, diagnostic errors, and strategies for improving diagnostic accuracy. Dr. Geha is the co-founder of Clinical Problem Solvers, a multimodal medical education venture run by a global and diverse team. This initiative hosts a weekly podcast covering topics such as diagnostic reasoning, anti-racism, and women in medicine, along with virtual morning reports and a clinical reasoning training academy. Through this platform, he has significantly impacted medical education beyond the UCSF campus, reaching a worldwide audience of medical learners and educators.

Charles L. Leavitt IVView profile

Associate Professor

• Modern and Contemporary Italian Literature
• Italian Film Studies
• Fascism and Resistance
• +6 more

Charles L. Leavitt IV is the William Payden Associate Professor of Italian and Film at the University of Notre Dame, serving as Director of Graduate Studies in Italian. His research focuses on modern and contemporary Italian literature and film, with specialties in post-war cultural history, Fascism/Resistance studies, and minoritized cultures. He co-directs the Primo Levi Digital Commentary project and holds affiliations with the Kellogg Institute for International Studies and the Nanovic Institute for European Studies. Leavitt’s work has been honored with major awards, including the 2020 AAIS Visual Studies Book Prize for Italian Neorealism: A Cultural History and the 2022 Society for Italian Studies Essay Prize. Education: Ph.D. (Literature), M.A. (Italian Studies), and B.A. (Comparative Literature) from the University of Notre Dame and University of Oregon. His teaching spans Italian literature, cinema, and comparative studies, with a focus on post-war and contemporary contexts. He organizes the Italian Research Seminar and Modern Roads to Rome lecture series, and serves on editorial boards for Italian Studies , Italianist , and Annali d'italianistica . Key research areas include Italian Jewish culture, African American-Italian cultural intersections, and the legacy of Fascism. His current book project examines African American soldiers’ roles in Allied-Occupied Italy. Leavitt’s scholarship bridges film, literature, and history, emphasizing transnational cultural flows and Italian contributions to global culture. Award-winning educator, Leavitt has received teaching excellence awards from the University of Reading and University of Notre Dame. His work integrates interdisciplinary approaches, combining close textual analysis with broader historical and cultural frameworks to explore identity, memory, and resistance in 20th-century Italy.

Erika LeeView profile

Professor

• Immigration History
• Asian American History
• Race and Ethnicity
• +6 more

Erika Lee is the Bae Family Professor of History and Radcliffe Alumnae Professor at Harvard University, serving as Director of the Schlesinger Library on the History of Women in America. A past president of the Organization of American Historians, she is a leading scholar of U.S. immigration, Asian American history, and xenophobia across the 19th-21st centuries. Her research centers on immigration history, Asian American history, and the intersections of race, xenophobia, law, gender, and society. Lee examines how systemic racism and exclusionary policies have shaped American identity, with particular focus on Asian American experiences and the historical roots of contemporary anti-immigrant sentiment. Lee's recent publications (2020-2024) analyze xenophobia during crises like the COVID-19 pandemic, anti-Asian discrimination, and immigration policy weaponization. Her work reveals historical patterns connecting past exclusion laws to modern nativist movements while highlighting immigrant resilience and the power of public history. Lee's honors include: American Book Award Asian/Pacific American Award for Literature Andrew Carnegie Fellowship Election to the American Academy of Arts & Sciences Immigrant Heritage Award Pioneer Award from OCA Champion for Justice Award She received the Andrew Carnegie Fellowship for research funding and testified before Congress on anti-Asian discrimination. As a public intellectual, Lee frequently contributes to media discussions on immigration and race through major outlets including the New York Times and CNN. Lee co-founded three digital humanities initiatives: Immigrant Stories (documenting immigrant experiences through digital storytelling), #ImmigrationSyllabus (educational resource on immigration history), and Immigrants in COVID America (tracking pandemic impacts on immigrant communities).

Laura E. MartinView profile

Professor

• Cognitive Neuroscience
• Neuroimaging
• Health Behaviors
• +7 more

Laura E. Martin, PhD, is a Professor in the Department of Population Health at the University of Kansas Medical Center (KUMC) and serves as the Executive Associate Director at Hoglund Biomedical Imaging Center. Her academic journey began with undergraduate training in psychology and dance at the University of Kansas, followed by a Ph.D. in psychology with an emphasis in cognitive neuroscience from Rice University, and a postdoctoral fellowship at KUMC. Dr. Martin is a cognitive neuroscientist whose research focuses on applying neuroimaging methods to understand health behaviors, particularly addictive behaviors such as smoking and eating. Her work examines self-regulation, impulsivity, reward processing, and decision making through functional neuroimaging techniques. As Executive Associate Director at Hoglund Biomedical Imaging Center, she provides technical expertise to investigators and trainees interested in incorporating neuroimaging into their research programs. Her collaborations span diverse areas including aging, depression, obesity, gambling, social neuroscience, decision-making, resting state fMRI, and neuroeconomics. Her research is currently funded by the National Institutes of Health, with a recent focus on using guided episodic future thinking to increase physical activity adherence and promote healthy brain aging among mid-life adults. Dr. Martin is passionate about mentoring students at all levels and sharing her enthusiasm for research methodology, critical evaluation of research, and appropriate method selection for specific research questions. Current research emphasizes health neuroscience examining how health behaviors change the brain and how the brain can be changed to change health behaviors Leads and contributes to team science approaches addressing complex research questions Helps conceptualize research projects and brings specialized data collection and analytic tools to interdisciplinary teams Dr. Martin has published extensively in high-impact journals, with recent work focusing on dementia prevention, neuroimaging methodology, eating disorders, addiction research, and physical activity interventions. Her approach combines cognitive neuroscience with practical applications for improving health behaviors across the lifespan. As an educator and mentor, Dr. Martin works with trainees from high school to faculty level, emphasizing the integration of neuroimaging research with broader research questions and training students in research methodology and critical thinking.

• Medical Education
• Emergency Medicine
• Diagnostic Imaging
• +4 more

Dr. Esther H. Chen is a Professor of Emergency Medicine at the University of California, San Francisco (UCSF) School of Medicine. She provides clinical care at both UCSF Medical Center and Zuckerberg San Francisco General Hospital and Trauma Center. Additionally, she serves as the associate program director for UCSF's residency program in emergency medicine, playing a key leadership role in graduate medical education. Dr. Chen earned her undergraduate degree in biological sciences from Stanford University, followed by her medical degree from the Renaissance School of Medicine at Stony Brook University. She completed her emergency medicine residency at the University of Pennsylvania and has since established herself as a prominent educator and researcher in the field. In 2017, she completed UCSF's Diversity, Equity, and Inclusion Champion Training, reflecting her commitment to advancing equity in medicine. Dr. Chen's research spans multiple critical areas in emergency medicine and medical education. Her work on gender disparity in analgesic treatment for abdominal pain has been widely cited (over 92 citations), establishing her expertise in identifying and addressing bias in clinical practice. She has made significant contributions to medical education methodology, developing innovative approaches to residency training including flipped classroom models and game-based learning for high-risk obstetric emergencies. Her research also focuses on diagnostic imaging utilization, shared decision-making in time-constrained settings, and quality improvement initiatives with a particular emphasis on sustainability and financial incentives for resident engagement. More recently, Dr. Chen has emerged as a leader in addressing systemic issues in academic medicine, with publications examining racism in emergency medicine research and practice, reporting of race and ethnicity in medical literature, and strategies for handling microaggressions in the workplace. Her work on the Standardized Letter of Evaluation has shed light on how quiet students are perceived in residency applications, contributing to more equitable evaluation practices. As associate program director, Dr. Chen mentors numerous residents and fellows while implementing educational innovations that have influenced emergency medicine training nationwide. Her scholarly work demonstrates a consistent commitment to improving both clinical practice and educational methodologies in emergency medicine through rigorous research and thoughtful application of findings to real-world settings.

Isabel KentengianView profile

Lecturer

• Spanish Language Education
• Heritage Language Learning
• Intercultural Competence
• +5 more

Isabel Kentengian is a Lecturer in the Department of World Languages and Cultures at The College of New Jersey, specializing in Spanish language education, heritage language pedagogy, and intercultural competence. Her work bridges applied linguistics, social justice, and professional language training. Education: Ph.D. in Applied Linguistics (New York University, 2020), M.A. in Applied Linguistics (University of Illinois at Chicago, 1995), B.A. in Psychology (Bryn Mawr College, 1982), and a certificate in Hispanic Studies (Universidad Complutense de Madrid, 1979). Her research focuses on critical pedagogy in Spanish language instruction, linguistic landscapes in the U.S., and Spanish for the professions, particularly in healthcare and business contexts. She has developed innovative curricula for Spanish for Medical Purposes and Spanish for the Professions certificates. Recent publications examine community-centered oral history projects, medical Spanish curriculum evaluation, and linguistic landscapes as pedagogical tools. Her work frequently addresses health equity, professional communication, and identity negotiation among heritage speakers. Professional Affiliations: American Association for Applied Linguistics, American Council on the Teaching of Foreign Languages, National Association for Bilingual Education, and Healing the Children New Jersey. Service Roles: Academic Diversity Officer for Intercultural Competency, Faculty Lead for International Student Success, and member of the HSS Anti-Racism Advocates Committee.

• Education and International Development
• Decolonial Studies
• Racism and Identity Politics
• +5 more

Laila Kadiwal serves as an Associate Professor (Teaching) in the Department of Education, Practice & Society at the UCL Institute of Education, University College London. Her academic work bridges critical theory with practical applications in international education contexts. Dr. Kadiwal earned her DPhil from the University of Sussex, an MSc in Higher Education from the University of Oxford, and completed the Graduate Programme in Islamic Studies and Humanities through SOAS University of London and the Institute of Ismaili Studies. Prior to her UK appointment, she taught for 12 years in diverse educational settings across India. Her research employs a decolonial lens to investigate racism, identity weaponization by authoritarian actors, and knowledge production politics in education and international development. Working across India, Pakistan, Tajikistan, and the UK, she examines education's role in conflict zones, refugee experiences, climate injustice, and minority rights. Notable contributions include developing the Theatre of the Privileged decolonial pedagogy and the 'india and me: engage.reflect.act' public education program that engages with grassroots movements addressing intersectional injustices. Analysis of her recent publications reveals consistent scholarly output focused on decolonial education approaches, critical consciousness development, and resistance to authoritarianism, particularly in South Asian contexts. Her work demonstrates methodological diversity, incorporating semi-structured interviews, participatory approaches, visual analysis, and conceptual frameworks. As co-director of Best Foot Music, Dr. Kadiwal extends her academic work into community practice through an intercultural organization collaborating with displaced and refugee artists in the UK. With extensive international teaching experience, she has supervised over 550 students from 46 countries. At UCL, she leads MA modules including 'Education and Development in Asia' and 'Education in Muslim Communities,' while also serving as a visiting lecturer at institutions including the University of Sussex, University of Brighton, King's College, and universities in Sweden and China.

Stefania AglianoView profile

Assistant Clinical Professor

• Child Protection Services
• Anti-Oppression Practice
• Gang Prevention
• +3 more

Stefania Agliano is a Clinical Assistant Professor and Field Liaison in the School of Social Work at Sacred Heart University. She holds a Master of Social Work from Fordham University (2001), a Bachelor of Social Work from Central Connecticut State University (1999), and is pursuing a Ph.D. in Education/Organizational Leadership at Northeastern University. Her expertise spans child welfare, anti-oppression practices, gender-based violence prevention, and anti-trafficking education. She is co-founder of I AM Training and Consultation Group, providing prevention curricula and training for child welfare organizations. Education: Ph.D. Education; Organizational Leadership (Northeastern University, 2018–present) Master of Social Work (Fordham University, 1999–2001) Bachelor of Social Work (Central Connecticut State University, 1995–1999) Research Interests: Gang prevention, racial justice, workforce wellness in child protection, impact of incarceration on fatherhood, and trafficking prevention. Her work emphasizes systemic dehumanization of marginalized youth and community-driven solutions. Projects: I AM: Empowerment Project Higher Education Implementation (2016–2018, funded by Aurora Foundation) Sex Trafficking Treatment and Training (2014–2016, funded by ACYF/Children’s Bureau) Her research outputs focus on bridging gaps between policy, practice, and community needs in high-risk populations. She actively collaborates with educational institutions and child welfare agencies to design impactful prevention tools.

Heinz Stapf-FinéView profile

Professor

• Social Policy
• Political Education
• Democracy Development
• +5 more

Prof. Dr. Heinz Stapf-Finé is a Professor of Social Policy at Alice Salomon University of Applied Sciences Berlin (ASH Berlin) . His work focuses on democracy development , social equality , and political participation through applied research projects. Current projects include Krise als Chance (2023-2025) analyzing pandemic impacts on volunteer engagement Gleiche politische Teilhabe (2021-2024) guiding outreach political education DEMOKRATIE (2015) examining democracy-distant attitudes His research spans social policy analysis , healthcare systems , and democratic resilience , with emphasis on qualitative methodologies and participatory research . Publications include: Handbuch aufsuchende politische Bildung (2025) on outreach political education The World We Want to Live In (2022) addressing digital transformation Scientific awards encompass roles as Vertrauensdozent (Hans-Böckler & Friedrich-Ebert Stiftungen) and editorial board membership of Sozialer Fortschritt journal. He supervises PhD students like Irene Köppe and Nele Rathke , and has received third-party funding from institutions like the Stiftung Deutsche Klassenlotterie Berlin .