Find Academic Supervisors

Erin KeithView profile

Assistant Professor

• Inclusive Education
• Equity/Diversity/Inclusion (EDI)
• Special Education
• +5 more

Dr. Erin Keith is an Assistant Professor in the Department of Teacher Education Curriculum and Leadership at St. Francis Xavier University. Her work centers on inclusive education, EDIIADB literacy, and culturally responsive pedagogies with a focus on Indigenous, Black, and racialized communities. She holds a Doctor of Education from Western University, a Master of Education from SUNY Buffalo, and a Bachelor of Arts from Queen’s University. Dr. Keith’s research spans mental health advocacy in schools, decolonizing educational practices, and teacher well-being through wholistic approaches. She has collaborated with educators across Canada, including Nova Scotia Regional Centres for Education, Ontario school boards, and British Columbia districts. Her scholarship includes co-editing a 2024 book on Decolonizing Inclusive Education and authoring a 2022 book on global mental health case studies. Recent publications analyze topics such as anti-racist school leadership, early childhood education frameworks, and adjunct faculty empowerment. She teaches courses like EDUC 436: Inclusive Practices II and graduate-level EDUC 514/517 on diverse learners. As an Ontario Certified Teacher with 16 years of experience, she has held special education roles including ASD Itinerant and Behaviour Support positions. Ontario Association of Mental Health Professionals Contributor to EdCan Network, NAEYC, and TVOLearn

Mari Kristine JoreView profile

Associate Professor

• Social Studies Education
• Postcolonial Theory
• Decolonial Theory
• +7 more

Mari Kristine Jore is an Associate Professor at the University of Agder , affiliated with the Department of Sociology and Social Work . She actively contributes to research groups in Social studies didactics and educational research and Sociological theory and analysis . Research Interests Postcolonial and Decolonial Educational Theories Eurocentrism, Coloniality, and National Exceptionalism Critical Race Theory and Whiteness in Nordic Education Political Emotions and Pedagogical Discomfort Inclusive Curriculum for National Minorities Publication Trends highlight her focus on disrupting colonial legacies in Norwegian social studies, analyzing how Eurocentric and exceptionalist narratives marginalize non-Western perspectives. Her work integrates postcolonial theory with pedagogical innovation, addressing power dynamics, identity construction, and anti-racist practices. Recent articles examine coloniality in Nordic educational frameworks and strategies for fostering epistemological diversity. Collaborations include co-authoring with scholars like Kristin Gregers Eriksen , Beate Goldschmidt-Gjerløw , and others on topics such as controversial topics in schools and decolonial teaching methods.

Kathlyn E FletcherView profile

Professor

• Medical Education
• Internal Medicine
• Patient Safety
• +7 more

Kathlyn E. Fletcher, MD is a Professor at the Medical College of Wisconsin, affiliated with the Department of Internal Medicine and the School of Medicine. She practices and teaches at the Zablocki VA Medical Center in Milwaukee, WI, where she provides patient care, mentors trainees, and conducts research in medical education and patient safety. Institution: Medical College of Wisconsin School: School of Medicine Department: Department of Internal Medicine Clinical Site: Zablocki VA Medical Center Academic Rank: Professor Dr. Fletcher earned her Doctor of Medicine from the University of Chicago, Pritzker School of Medicine in 1996 and completed her residency in Internal Medicine at the University of Chicago Hospitals (1996–1999). She furthered her research training through the Robert Wood Johnson Clinical Scholars Program and earned a master's degree from the University of Michigan School of Education. MD: University of Chicago, Pritzker School of Medicine (1996) Residency: Internal Medicine, University of Chicago Hospitals (1996–1999) Master's Degree: University of Michigan School of Education Research Fellowship: Robert Wood Johnson Clinical Scholars Program Her research focuses on medical education, particularly in graduate medical education, residency training, patient-physician dynamics, and systemic issues such as bias, discrimination, and equity in healthcare. She explores how educational interventions, structural changes, and reflective practices can improve resident well-being and patient outcomes. Her recent work includes studies on difficult patient encounters, pandemic impacts on career interests, and strategies to promote racial and gender equity in training environments. The recent publications (2022–2025) demonstrate a strong thematic focus on medical education innovation, equity, and resident support. Topics include continuity clinics in underserved settings, grant budgeting, virtual residency recruitment, and interactive workshops on discrimination. These works reflect a commitment to improving both the educational experience and the inclusivity of medical training. Dr. Fletcher has not been mentioned as receiving specific scientific awards in the provided text. She actively mentors residents and contributes to curriculum development, grant writing, and policy discussions in medical education. Her work often involves collaborative, multi-institutional research, particularly in residency program evaluation and educational interventions. Though formal advisees are not listed, her leadership in educational programming suggests significant advisory and supervisory roles. Dr. Fletcher is involved in educational research initiatives and quality improvement projects at the Zablocki VA Medical Center and the Medical College of Wisconsin. Her work integrates clinical care with educational scholarship, often focusing on creating supportive, equitable, and effective training environments for future physicians.

• Diversity, Equity, and Inclusion (DEI)
• Organizational Behavior
• Employment of Justice-Involved Individuals
• +3 more

Nicole Jones Young, PhD, is an Associate Professor of Organizational Behavior at the University of Connecticut's School of Business, specializing in diversity, equity, and inclusion research. Her work addresses systemic inequities in employment, focusing on justice-involved individuals and anti-Black racism within organizations. PhD in Management, Organizational Behavior (University of Connecticut) MBA in Human Resource Management (Fairleigh Dickinson University) BA in Sports Management (Towson University) Her research bridges organizational behavior with social justice, examining ethical leadership, supervisory inclusiveness, and policies like "Ban the Box" that address employment barriers for ex-offenders. She explores how digitization interacts with socially responsible behaviors and contributes to theoretical frameworks for equitable hiring practices. Young’s publications (2015–2024) reveal consistent themes: dismantling racial and systemic barriers in workplaces, advancing inclusive leadership models, and analyzing the intersection of criminal history with gender and workplace equity. Her work spans journals like Human Resource Management Journal , Business Ethics: A European Review , and Academy of Management Learning & Education .

• Education
• Gifted Education
• Secondary Education
• +4 more

Megan Adams is a Professor of Reading Education and Department Chair at Kennesaw State University's Bagwell College of Education. She co-directs the Academy for Language and Literacy, focusing on qualitative research methodologies and equity-centered educational practices. Her work emphasizes marginalized communities, teacher training, and digital pedagogy. Research interests include: Mental health in post-COVID-19 field experiences Social justice curricula for teacher candidates Culturally inclusive educational frameworks Digital cultures of care and equity Recent publications analyze digital teaching ethics (2023), pre-service teacher mental health (2023), and institutional diversity responses (2020). She serves as a dissertation advisor and instructor within the Secondary and Middle Grades Education department.

• Educational Psychology
• School Psychology
• Diversity, Equity, Inclusion & Belonging
• +14 more

Evangeline Akridge is an Assistant Professor in the Department of Educational Psychology at the California School of Education, Alliant International University. She serves in the school counseling and school psychology programs and has been a core faculty member since 2015, with prior teaching experience in private universities since 2008. She has also held leadership roles as Program Coordinator and Program Director. Education: B.A. in Psychology and African-American Studies – University of California, Los Angeles (UCLA) M.S. and Pupil Personnel Services Credential in School Psychology – San Diego Psy.D. in Educational Psychology – Alliant International University Alcohol and Drug Counseling Degree Dr. Akridge's research and professional interests emphasize Diversity, Equity, Inclusion & Belonging (DEIB) , social justice , community engagement , virtual education , parental involvement , and educationally related mental health . Her work is deeply rooted in supporting underserved populations and addressing systemic inequities in education. She focuses on social-emotional learning, juvenile diversion, and charter school environments, with clinical expertise in psychological assessment, special education law, and dual diagnosis. Her recent scholarly contributions reflect a strong commitment to anti-racism, institutional equity, and faculty well-being. The themes across her publications and workshops include combating deprofessionalization of women of color in higher education, creating inclusive academic spaces, and enhancing parent engagement in K–12 settings. These works highlight her interdisciplinary approach bridging psychology, education policy, and community advocacy. Professional Recognition and Contributions: Author of I Am The Expert of My Child Parent-Child Journals and founder of the Parent Engagement Movement Developer of the Community Resource Educational Support Team (C.R.E.S.T.) Model, implemented by Open Heart Leaders in San Diego Active presenter at national conferences including HICE and Charter Schools Development Center Expert witness in due process hearings since 2009 Dr. Akridge advises on community-based mental health initiatives and has led numerous workshops on anti-racism, leadership, and emotional resilience. While no formal grant history is listed, her applied work in schools, courts, and community agencies demonstrates significant impact. She is actively involved in teaching, advocacy, and organizational development, with no indication of part-time status or retirement. Professional Affiliations and Credentials: Credentialed School Psychologist Licensed Educational Psychologist Licensed Clinical Forensic Counselor

Yari OrView profile

Professor

• Transformative Social Work
• Decolonial and Antiracist Education
• Eco-social Transformation
• +8 more

Prof. Dr. Yari Or is a Professor of Social Work at the College of Social Work & Health, Frankfurt University of Applied Sciences. Trained as an anthropologist (Freie Universität Berlin, University of Chicago, UCLA) and learning scientist (Ph.D., Northwestern University, 2007), her research bridges educational science, cultural anthropology, and transdisciplinary transformation research. Her work focuses on transformative social work, eco-social justice, and marginalized communities. She develops nature-based, decolonial, and inclusive methodologies to address crises in urban environments, emphasizing community-led practices and self-organized empowerment. Her pedagogical innovations include expressive writing, mindfulness, and eco-somatic dance as tools for reconnection and decolonization. Yari Or’s publications and projects analyze eco-social transformation, decolonizing practices, and the intersection of migration, ecology, and social justice. She advocates for citation diversity and equity in academic discourse. First price in national competition of German federal agency for civic education (BPB), 2008 Media Max Price, 2009 She supervises BA and MA theses on eco-social change, climate justice, and marginalized youth development. Her teaching includes modules on nature pedagogy, decolonial approaches, and transformative learning environments. She co-leads the PRO FM Innovationsprofessur, developing e-learning modules for personal development and sustainability.

Siân PrimeView profile

Senior Lecturer

• Cultural Entrepreneurship
• Creative Industries
• Social Enterprise
• +5 more

Siân Prime is a Senior Lecturer and Co-Director of Goldsmiths’ Institute for Creative and Cultural Entrepreneurship (ICCE), where she serves as Academic Lead: Enterprise. She specializes in developing culturally aware business models, balancing societal, financial, and founders' impacts through initiatives like Synapse and the Sustainable Enterprise London Festival (SELF). Co-Director, ICCE Academic Lead: Enterprise Senior Lecturer Her research focuses on cultural entrepreneurship , creative industries , and equitable business models . She explores systemic change in social enterprises, migrant enterprise impacts on high streets, and inclusive entrepreneurship frameworks. Siân has co-designed toolkits for mentors, startups, and employability, emphasizing global collaboration and social innovation. Selected recent publications include: "Cultural Enterprise and Leadership" (2024) – addressing equitable leadership in Iraq "Migrant Enterprise and High Streets" (2023) – analyzing creative-tech integration in UK "Towards a Culturally Aware Mindset for Creative Enterprise Education" (2023) – advocating inclusive pedagogy Siân received the National Enterprise Educators Award for Inclusive Enterprise Education (2021) and has served as a Business Book Awards Judge (2023). She contributes to policy through projects like the Resilience Rating System for Non-Profits (2020) and evidence submissions to the UK Parliament's 'A Creative Future' Inquiry (2022). She actively collaborates with institutions worldwide, including: Royal Central School of Speech and Drama (External Examiner 2018–2022) NESTA (Creative Pioneer Team) Arts Council England British Council Cultural Enterprise Office European Commission’s Lifelong Learning Fund

Stacey YiView profile

Researcher

• Health Care Access
• Mental Health Treatment
• Racial Equity
• +10 more

Stacey Yi serves as an Assistant Policy Researcher at RAND and is a Ph.D. candidate in the Community-Partnered Policy and Action stream at the RAND School of Public Policy. Her work bridges health policy research with community-centered solutions, focusing on vulnerable populations and systemic inequities. Her academic credentials include: M.P.H. in Health Management from the T.H. Chan School of Public Health at Harvard University B.A. in Ecology and Evolutionary Biology from Rice University Yi's research centers on behavioral health care access, Asian American mental health, and health equity, with demonstrated expertise in racial justice, child welfare, and community wellness. She investigates service barriers for marginalized groups including Chinese older adults facing anti-Asian hate, veteran single parents, and youth in suicide prevention programs. Her methodological approach combines policy analysis, community surveys, and cost-benefit evaluations to address systemic gaps in public health infrastructure. Her 11 publications (2023-2025) reveal consistent thematic focus on mental health policy implementation, particularly California's CalAIM initiative and anti-Asian hate response systems. She employs mixed-methods research across public health, social services, and military medicine domains, with strong emphasis on community-partnered approaches and equity-centered evaluation frameworks. Prior to RAND, Yi worked as a health policy consultant at Bailit Health, served in Rep. Raul Ruiz's office, and directed Camp Kesem's regional programs. Her professional trajectory demonstrates sustained commitment to translating research into actionable policy solutions for underserved communities.

Joseph FlynnView profile

Professor

• Multicultural Education
• Social Justice Education
• Curriculum Studies
• +7 more

Joseph Flynn is a Professor in the Department of Curriculum and Instruction at Northern Illinois University’s College of Education. He holds a Ph.D. in Curriculum, Teaching, and Education Policy from Michigan State University, an M.A. in Curriculum Studies from DePaul University, and a B.A. in Philosophy from Eastern Illinois University. His work bridges academic scholarship and public engagement, focusing on critical education, race, and social justice. Ph.D., Curriculum, Teaching and Education Policy – Michigan State University M.A., Curriculum Studies – DePaul University B.A., Philosophy – Eastern Illinois University Dr. Flynn’s research centers on the intersection of multicultural and social justice education, with a particular focus on Whiteness studies, media and popular culture, and curriculum theory. He critically examines how race, especially Whiteness, shapes educational experiences and institutional practices. His teaching includes courses such as Creating Learning Communities , Critical Practices in Curriculum and Instruction , and The Portrayal of Teachers in Film , reflecting his interdisciplinary and critical approach. The 15 most recent publications and presentations reveal a consistent thematic focus on racial dialogues, systemic racism in education, and the role of media in shaping teacher identity and public perception. His work spans journal articles, books, and national conference presentations, often analyzing how curricula and pedagogies can either reinforce or challenge racial inequities. Key themes include White fatigue, urban education reform, rubrics in assessment, and the representation of race in film and hip hop. Dr. Flynn is the author of White Fatigue: Rethinking Resistance for Social Justice (2018) and co-author of A Rubric Nation (2015). His public scholarship is widely disseminated through WNIJ’s 'Perspectives' series, where he offers insightful commentary on contemporary social and political issues. He is also the co-founder of the Social Justice Summer Camp for Educators at NIU, demonstrating his commitment to community-based learning and professional development. He advises on curriculum and social justice initiatives and has been involved in urban school-university partnerships. Though specific grant details are not listed, his collaborative research and program development indicate active engagement in funded or institutionally supported projects. He mentors future educators and contributes to diversity strategic planning in higher education. Dr. Flynn is affiliated with the Social Justice Summer Camp and integrates his research into practical, community-oriented programming. His work extends beyond the university into public media, where he fosters broader dialogues on race, merit, and national identity.

Jonathan McGavockView profile

Professor

• Pediatrics
• Type 2 Diabetes in Youth
• Physical Activity and Health
• +12 more

Jonathan McGavock is a Professor in the Department of Pediatrics & Child Health at the University of Manitoba and an Investigator at the Children's Hospital Research Institute of Manitoba (CHRI). He leads the Physical Activity, Cardiometabolic health & Equity (PACE) Lab, which focuses on preventing and managing type 2 diabetes in youth through physical activity, behavioral interventions, and health equity initiatives. His research spans clinical trials, implementation science, and community-engaged studies with a strong commitment to Indigenous health and anti-racist practices. His research interests center on pediatric cardiometabolic health, with a focus on type 1 and type 2 diabetes, physical activity, and emotional regulation. He investigates how urban infrastructure like trails impacts youth health and how behavioral interventions can improve outcomes in at-risk adolescents. His work emphasizes health equity, particularly for Indigenous communities, and integrates Truth and Reconciliation principles through partnerships with Elders, knowledge keepers, and patient co-researchers. His recent research projects reflect a strong trend in interdisciplinary, patient-oriented science, combining clinical trials (e.g., TEAM Trial, DIRECTION Trial) with population-level studies on urban design and Indigenous health. These studies often employ causal methods and implementation frameworks to inform policy and practice. His work is funded by major agencies including CIHR, JDRF, and Diabetes Canada, reflecting national recognition of his contributions. Scientific awards and honors are not explicitly listed, but his leadership of large, multi-year grants indicates significant peer recognition. His research is supported by major funding programs such as Diabetes Action Canada 2.0 and the CIHR Health Research Training Platform Grant (my ROaD), which also support trainee development. Dr. McGavock mentors graduate students and leads training initiatives focused on obesity and diabetes research. His lab, the PACE Lab, fosters an environment of equity, anti-racism, and community partnership. He is involved in advising through structured mentorship programs and graduate supervision, though specific student names are not listed. His research includes major health system interventions, such as Ikiskawasoot for Indigenous maternal health and the Indigenous Youth Mentorship Program. The PACE Lab operates on Treaty 1 Territory and conducts research across Treaties 2, 5, and adhesion to Treaty 5, emphasizing collaboration with Anishinaabeg, Nehethowuk (Ininew), Red River Métis, and other Indigenous communities. The lab is committed to decolonizing research practices, supporting Indigenous hiring, and integrating traditional healing into health interventions.

• Pedagogy
• Teacher Education
• Professional Development
• +10 more

Elaine Munthe is a Professor of Pedagogy at the University of Stavanger, affiliated with the Knowledge Center for Education within the Faculty of Educational Sciences and Humanities. She has held numerous leadership roles, including Dean of the Faculty (2013–2019), Head of the Knowledge Center for Education (2019–2024), and Head of Department at IGIS. She has been employed at UiS since 1995 and continues in her current professorship from November 2024 onward. Dr. Philos. in Pedagogy, University of Oslo – Dissertation: 'Teachers' professional certainty' Her research centers on teacher education, professional development, school reform, inclusion, diversity, and digital competence. She conducts systematic knowledge summaries to inform educational policy and practice, particularly in Nordic countries. Her work emphasizes how teachers learn, develop professionally, and navigate uncertainty in complex educational environments. Her recent publications reveal a strong trend toward systematic and scoping reviews on critical issues in teacher education, inclusion, multicultural classrooms, and digital competence. These works are published in high-impact journals such as Teaching and Teacher Education , Review of Education , and Scandinavian Journal of Educational Research , indicating her leadership in synthesizing evidence for policy and practice. Leader, Monitoring Group for Primary and Secondary School Teacher Education Reform (2010–2015), appointed by the Norwegian Ministry of Education Chair, Expert Committee evaluating Danish teacher education (2018) Chair, Expert Committee evaluating Norwegian teacher education (2022–2024), under NOKUT Program Chair, Evaluation of Professional Renewal (2020–2023); Deputy Chair (2023–2025) Long-standing member and chair of Research Council program boards for PRAKUT and FINNUT (12 years) University Board Member, University of the Faroe Islands (2020–ongoing) Faculty Board Member, UiO (2020–2024); Faculty Council Member, HINN (2020–2024) Elaine Munthe leads and contributes to major research initiatives and policy evaluations. She collaborates widely with national and international scholars and institutions. Her work directly influences teacher education reform and school development in Norway and beyond. She is not associated with a specific lab but operates through research centers and policy evaluation bodies.

• Ethnic-racial Identity
• Developmental Psychology
• Educational Interventions
• +2 more

Dr. Amina Kaafiya Abdullahi is a Researcher at the University of Gothenburg's Department of Psychology - Neuro, Cognitive and Developmental Psychology. Her work focuses on ethnic-racial identity development in adolescents, educational interventions, and cross-cultural psychological frameworks. Her research examines: Identity formation processes in multicultural educational settings Teacher training approaches for ethnic diversity School-based interventions across European contexts Structural analysis of group identity dynamics Abdullahi's recent publications (2021-2024) demonstrate a consistent focus on ethnic-identity interventions, with methodological emphasis on both qualitative studies (focus groups, perception analysis) and quantitative program evaluations. Her work frequently addresses pedagogical applications across Sweden and broader European contexts.

• Educational Leadership
• Social Justice in Education
• Health in Educational Workforce
• +3 more

Eleanor Su-Keene is an Assistant Professor in the Department of Teaching, Learning, and Culture at Texas A&M University. She holds a Ph.D. in Educational Leadership and Research Methodology from Florida Atlantic University (2022), an M.S. and B.S. in Biology from the University of Nevada, Reno (2014 and 2012). Her interdisciplinary background bridges biological sciences with education and leadership studies. Her research focuses on improving educational systems through health, leadership, and social justice lenses. Key areas include principal well-being, mental health impacts on educators, and equity for Asian American and Pacific Islander students. She employs mixed-methods approaches to address systemic challenges in education. Recent work examines sleep quality's role in leadership efficacy and burnout mitigation strategies. Dr. Su-Keene has published widely in journals like Management in Education and Leadership and Policy in Schools , and contributes op-eds to Education Week . She holds former distinctions as an AERA Clark Scholar and AACTE Holmes Scholar. Courses taught include MASC 420 (Inquiries into Life and Earth Science). Her awards include the AERA Division A Clark Scholar and AACTE Holmes Scholar recognitions. Research spans antiracist school leadership frameworks, crisis management in education, and burnout prevention strategies. She advocates for positive psychology interventions and systemic approaches to enhance educator well-being.

• Racism and Anti-Racism
• Diaspora Studies
• Transnationalism
• +5 more

Anna Rastas is a University Lecturer and Adjunct Professor at Tampere University, with additional roles as an Adjunct Professor of European Ethnology at the University of Helsinki. She holds a Doctorate in Social Sciences and has extensive experience in academia, including roles as an Academy Research Fellow (2015–2020) and Senior Research Fellow. Her work focuses on racism, anti-racism, diaspora studies, and decolonial approaches in museums and cultural heritage. She has conducted fieldwork globally, including in Europe, the U.S., and Africa, and has led projects such as the Rethinking Diasporas initiative funded by the Academy of Finland. Rastas is also an anti-racism activist, providing training to institutions and NGOs. She has authored or edited multiple books, including From Margins to Museums and Kaikille lapsille , and her research emphasizes collaborative and action-oriented methodologies. Her academic career spans over two decades, including visiting scholar positions at the University of Amsterdam and UC Davis. She has organized conferences like the 6th Afroeuropeans Conference (2017) and co-convened panels on museums and anti-racism at SIEF2021. Rastas’s research often intersects with policy and public engagement, aiming to challenge systemic racism and promote inclusive cultural practices. Her current projects explore museums as spaces for anti-racism and the representation of African diasporas in European institutions.