Find Academic Supervisors

Amy MorrisonView profile

Professor

• Art Therapy
• Counseling Psychology
• Developmental Trauma
• +6 more

Amy Morrison, PhD, LMHC, ATR-BC is a faculty member at Antioch University New England's School of Counseling, Psychology, and Therapy. As Program Director of the Clinical Mental Health Counseling Art Therapy Concentration, she integrates contemplative inquiry with creative expression in her work with children, adults, and therapeutic communities. Doctorate in Expressive Therapies, Lesley University Master’s in Expressive Therapies, Lesley University Her research focuses on children's art-making for health and expression , developmental trauma , attachment psychology , and anti-oppressive pedagogy . She explores intersections between creativity and empowerment , particularly for marginalized populations, and emphasizes counselor self-care and ethical practice in her clinical work. Recent publications highlight her expertise in online counseling education , mindfulness , and social justice integration in art therapy training. Her work addresses trends in trauma-informed creative approaches and decolonizing therapeutic curricula . Professional affiliations include: American Counseling Association (ACA) Association for Creativity in Counseling (ACC) American Art Therapy Association (AATA) International Expressive Arts Therapy Association (IEATA) International Visual Literacy Association (IVLA) Dr. Morrison teaches courses in Developmental Trauma , Group Counseling , Crisis Intervention , and Relational Art Therapy . She advocates for anti-racist practices in both clinical and academic settings.

Diane M. CaraccioloView profile

Associate Professor

• Arts Education
• Creative Imagination in Education
• Waldorf Pedagogy
• +7 more

Diane M. Caracciolo is an Associate Professor in the School of Education at Adelphi University’s Ruth S. Ammon College of Education and Health Sciences. She is based in Alumnae Hall and is actively engaged in teaching, research, and community partnerships focused on the arts, imagination, and social justice in education. Education: Ed.D. in Art and Art Education, Teachers College, Columbia University (2006) Goetheanum Diploma in Speech Formation, London School of Speech Formation (1990) M.A. in Speech Arts and Educational Theater, Adelphi University (1980) B.A. in English, SUNY Binghamton (1978) Her research interests include the role of creative imagination in education, Waldorf (Rudolf Steiner) pedagogy, arts-based research, storytelling, and the historical significance of Adelphi’s Children's Centre for the Creative Arts. She explores the healing potential of the arts and the influence of the Michael Chekhov acting method. The recent publications and scholarly work highlight a strong focus on collaborative, community-centered research, particularly with Indigenous communities such as the Shinnecock Nation. Her work bridges theater, arts education, and social justice, often emphasizing decolonizing methodologies, cultural respect, and transformative pedagogy. Themes of identity, healing, and imagination recur across her scholarship. Scientific Awards: Adelphi University Student Government Association, Women's Recognition Award (2017) Adelphi University Student Government Association, Women's Recognition Award (2005) Certificate of Recognition, Women’s History Month, Student Government Association, Adelphi University (2003) President's Award for Excellence in Service, Adelphi University (2003-2004) Caracciolo has received significant grants, including a Faculty Development Grant from Adelphi University and the President’s Grant for Student Research in Diversity from Teachers College, Columbia University. These funded professional development workshops and a documentary film on Indigenous education. She mentors through collaborative projects and community engagement, though no formal advisees are listed. Her creative scholarship includes the production of 'Teaching & Learning with Long Island's Native Peoples,' a professional development DVD. She is actively involved in academic and community-based initiatives, particularly those centered on diversity, multicultural education, and the integration of the arts into teacher education. Her work exemplifies a commitment to ethical, imaginative, and socially responsible scholarship.

Kristina S. BrownView profile

Professor

• Feminist Family Therapy
• Qualitative Research
• Medical Family Therapy
• +10 more

Kristina S. Brown, Ph.D., LMFT is a Professor and Chair of the Department of Couple and Family Therapy at Adler University's Chicago campus. She has held leadership roles in national organizations including the American Association for Marriage and Family Therapy (AAMFT) and the Commission on Accreditation for Marriage and Family Therapy Education (COAMFTE), and has contributed significantly to systemic therapy through research, editorial work, and professional service. Her educational background includes a Ph.D. in Marriage and Family Therapy from Syracuse University, an M.A. in Marriage and Family Therapy from the University of San Diego, and a B.A. in English with a minor in Women’s Studies from the University of Colorado at Boulder. Dr. Brown identifies as a feminist qualitative researcher with a strong focus on the lived experiences of women across diverse identities. Her research spans topics such as the impact of the COVID-19 pandemic on couples and families, sexual harassment in higher education (#MeToo), medical family therapy related to endometriosis, infidelity, and innovative qualitative methods including dyadic interviewing and autoethnography. She also explores creative intersections such as therapy in the Marvel Cinematic Universe and academics who swear. Her recent publications show a consistent trend in feminist-informed, collaborative, and often autoethnographic research, particularly centered on academic women, couple dynamics during crises, ethical systemic practice, and alternative approaches to pain and intimacy. These works appear in leading journals such as Family Process , Journal of Feminist Family Therapy , and International Journal of Qualitative Methods , reflecting her interdisciplinary and socially conscious scholarship. Family Relations Top Cited Article (2021-2022) 2021 SSTAR’s Best Conceptual Poster Award Adler University Excellence in Teaching Award 2014 Distinguished Service Award for Education (MOAMFT) 2014 President’s Award from Forest Institute 2014 Family Process New Writer’s Fellowship Springfield Business Journal’s 40 Under 40 (2013) Dr. Brown serves as Editor-in-Chief of the Journal of Feminist Family Therapy and Editor of the upcoming AAMFT Systemic Ethics Textbook . She has delivered over 80 units of continuing education and presented more than 50 times at regional, national, and international conferences. While no specific grants are mentioned, her extensive collaborative research projects suggest active engagement in funded and volunteer-driven scholarly initiatives. She mentors through her leadership in peer consultation groups and international research collectives. She is actively involved with global mental health outreach, including volunteering with Floating Doctors in Panama, and contributes to community wellness through creative projects like donating handmade quilts to Project Linus.

Kimani Paul-EmileView profile

Professor

• Anti-Discrimination Law
• Health Law
• Law and Biomedical Ethics
• +4 more

Kimani Paul-Emile is a Professor of Law at Fordham University School of Law , where she holds the Robert L. Levine Distinguished Research Scholar title. She serves as Associate Director of the Center on Race, Law & Justice and faculty co-director of the Stein Center for Law & Ethics . Her expertise spans law & biomedical ethics, health law, anti-discrimination law, race and the law, civil rights law, and drug regulation . Education : PhD from New York University, JD from Georgetown University Law Center, BA (with Honors) from Brown University. Her research examines structural racism in legal systems , particularly in healthcare and drug regulation. Key themes include racial bias in medical treatment , legal reforms for equity , and intersectional discrimination . Her work has been cited in major media outlets like The New York Times and The Guardian . Her recent articles focus on religious healthcare institutions , drug policy's racial implications , and systemic discrimination in health settings . Her 2016 article 'Dealing with Racist Patients' achieved 158,000+ views in the New England Journal of Medicine . Scientific Awards : Drew University Honorary Doctorate (2022) Princeton LAPA Fellowship (2020-2021) John Benson Prize (2019) John Hope Franklin Prize (2019) Greenwall Foundation Grants (2013-2019) Robert Wood Johnson Foundation Grant (2011-2013) Health Law Scholar (2010) She previously worked at the Brennan Center for Justice and Center for Constitutional Rights , focusing on civil rights litigation. She also served as a National Academies Committee member on science and law.

Marci GrayView profile

Academic

• Mental Health
• Racial Trauma
• Anti-Racism
• +7 more

Marci Gray is an Adjunct Lecturer at the Factor-Inwentash Faculty of Social Work (FIFSW), University of Toronto, where she contributes to the education of social work students. She is also a Registered Social Worker, clinician, author, speaker, and mental health advocate with over 20 years of experience in the social services field. Education: Bachelor of Arts in Sociology & Law, York University Master of Social Work, University of Toronto PhD in Social Work (in progress), Factor-Inwentash Faculty of Social Work, University of Toronto Her research and professional work center on the impact of racism on mental health, with a focus on racial trauma, stigma surrounding mental illness in the Black community, and the psychological well-being of racialized employees in workplaces. She integrates anti-racism, diversity, equity, and inclusion (DEI) principles into both clinical and organizational contexts. Marci is the founder of Gray Matter Health, a counselling and consulting firm providing individual, couple, and family therapy, as well as DEI and psychological health & safety consulting. She is the author of The Empowerment Planner , a mental health and wellness tool designed to enhance mindset, resilience, and well-being. She is a sought-after speaker and trainer, working with non-profits, corporations, and government agencies. She also serves as a media expert, appearing on platforms such as Cityline, Breakfast Television, Global, CTV News, and Your Morning to discuss mental health, racism, and wellness. Her advisory and public engagement work reflects a strong commitment to community-based education, advocacy, and systemic change in mental health and social justice. She is actively involved in simulation-based teaching and learning initiatives at FIFSW and contributes to continuing education and interprofessional training programs.

• Counseling
• Multicultural Counseling
• Youth Identity Formation
• +7 more

Dr. Megan Cannedy is an Assistant Professor of Counseling in the School of Counseling at the College of Adult and Graduate Studies, Regent University. She is a licensed Marriage and Family Therapist in Texas and California, serving as a full-time online faculty member with over a decade of clinical experience across diverse settings including schools, residential programs, private practice, and faith-based organizations. Her educational background includes a Ph.D. in Counselor Education and Supervision from Regent University, an M.A. in Clinical Psychology from Azusa Pacific University, and a B.A. in Youth Ministry from the same institution. Dr. Cannedy's research focuses on critical areas in contemporary counseling, including youth identity formation, multicultural counseling, resiliency development, and faith-integrated counseling. She actively explores how racial stress, social determinants of health, and cultural dynamics impact mental health outcomes, particularly among emerging adults and marginalized youth populations. Her work emphasizes empowerment, advocacy, and holistic healing. Her recent publications and presentations reflect a strong trend toward integrating social justice with clinical practice, examining help-seeking behaviors in African American emerging adults, the role of counselors in addressing systemic inequities, and developing faith-based models for mental health support. Much of her scholarship bridges psychological theory with practical, community-oriented interventions. Dr. Cannedy has served as co-editor for Faith in Action and the Journal of Psychology and Christianity , contributing to the discourse on religion and mental health. Though no formal awards are listed, her editorial roles and consistent publication record reflect scholarly recognition. She is actively involved in advising and collaborative research, particularly with colleagues such as Dr. Lesa Robins, Dr. Brandi Suggs, and Dr. Ashley Gantt. She has presented at major counseling conferences including the Association for Counselor Education and Supervision (ACES) and the Christian Association for Psychological Studies (CAPS). Her work includes grant-like initiatives focused on prevention, advocacy, and community resilience, especially in post-pandemic and racially charged contexts. Dr. Cannedy contributes to research teams focused on youth empowerment and racial justice, including initiatives like the 'Acknowledge & Empower' prevention program. These teams aim to develop practical tools for youth to overcome racial injustice and secondary trauma, reflecting a strong commitment to applied, community-engaged scholarship.

Candice C. BeasleyView profile

Associate Clinical Professor

• Clinical Social Work
• Child Welfare Practice
• Intimate Partner Violence
• +12 more

Dr. Candice C. Beasley is the Interim Associate Dean of Academic Affairs and Clinical Associate Professor at Tulane University's School of Social Work. She holds a DSW from Tulane, an MSW from the University of Oklahoma, and a BS in Social Counseling from Our Lady of Holy Cross College. Her leadership and scholarship are deeply rooted in equity, justice, and clinical excellence in social work practice and education. Areas of Expertise: Child Advocacy, Protection, and Welfare Clinical Social Work Disaster Mental Health Intimate Partner and Sexual Violence Justice and Corrections Medical Social Work Community Development, Policy, and Planning Dr. Beasley’s research focuses on equity in social work education, anti-racism in field training, reproductive justice, and mental health policy. Her recent publications emphasize systematic reviews on educational practices, involuntary hospitalization, and compensation in field education. She is a strong advocate for integrating social justice into curricula and professional development. Her recent scholarly work reveals a consistent trend toward interdisciplinary, justice-oriented research, particularly in mental health policy, trauma-informed care, and systemic reform in social work education. She frequently collaborates with colleagues across institutions, emphasizing collaborative, evidence-based solutions to social disparities. Scientific Awards and Honors: 2018 – Faculty Excellence Award (Tulane University) 2018 – Alumni Spotlight (University of Oklahoma) 2017 – Faculty Excellence Award (Tulane University) 2017 – Phi Alpha: National Honor Society for Social Workers (Tulane University) 2011 – Golden Key International: International Honor Society 2011 – Phi Alpha: National Honor Society for Social Workers (University of Oklahoma) Dr. Beasley has served as a Co-Principal Investigator on the Teacher Resilience Education and Enhancement Study (2017–2018). She actively contributes to the academic community through peer review for journals such as Family Process , Smith College Studies in Social Work , and Journal of Racial & Ethnic Health Disparities . She previously co-chaired CSWE’s Council on Racial, Ethnic & Cultural Diversity and continues to serve on related committees. She is involved in community initiatives such as the Louisiana Crisis Response Trainer program and has developed impactful curricula, including the Ubuntu Program for Emotional Wellness in collaboration with Pfizer and Take Action for Health. Her leadership in DEI and social work education extends through podcast contributions and national conference presentations.

Megan MahowaldView profile

Professor

• Speech-Language Pathology
• Healthcare Education
• Communication Sciences
• +4 more

Megan Mahowald, Ph.D., CCC-SLP, serves as the Program Director at Marymount University, where she leads initiatives in speech-language pathology and healthcare education. Her work emphasizes inclusive, anti-racist practices and community-centered healthcare solutions, bridging academic excellence with real-world impact. Her research interests include: Advancing cultural competency and diversity in communication sciences Interprofessional collaboration in clinical education Literacy development and equity for marginalized student populations Grant management and sponsored program leadership Recent publications highlight trends in anti-racism, cultural responsiveness, and interprofessional education within communication sciences and disorders. She has also contributed to grant management best practices and literacy outcomes for Hmong students. Scientific awards include: Vice President of Diversity, Equity and Inclusion’s Diversity Champion Award (2024) Outstanding Educator Award (2020) Outstanding Undergraduate Research Mentor (2015) Megan has mentored students in undergraduate research and led program development efforts, fostering community partnerships to enhance clinical training and inclusivity.

Georgios LampropoulosView profile

Professor

• Psychotherapy Process and Outcome
• Psychotherapy Integration
• Therapist Training and Supervision
• +11 more

Georgios Lampropoulos, PhD, is a faculty member at the Michigan School of Psychology (MSP), where he has been teaching since 2018. Prior to joining MSP, he served as core faculty at Adler University's Clinical PsyD Program in Chicago and at Florida State University's Counseling/School Psychology PhD Program. He is actively involved in graduate education, research, and mentorship in clinical and counseling psychology. Education: PhD in Counseling Psychology, Ball State University MS in Clinical Psychology, University of Crete, Greece BS in Psychology, University of Crete, Greece Dr. Lampropoulos' research centers on psychotherapy process and outcome, psychotherapy integration, therapist development and supervision, and international and diversity issues in psychology. His work emphasizes evidence-based practices, the therapeutic relationship, homework in psychotherapy, and the integration of positive psychology with social justice. He has published over 30 scholarly works and presented more than 60 times at national and international conferences. The recent articles and presentations reflect a strong trend in clinical research focusing on therapist training, homework compliance, cultural factors in mental health, and integrative psychotherapy models. His work bridges theory, research, and practice, particularly in enhancing therapeutic effectiveness through structured interventions and culturally sensitive approaches. Professional Memberships: American Psychological Association Society of Clinical Psychology (Division 12) Society of Counseling Psychology (Division 17) Society for the Advancement of Psychotherapy (Division 29) Society for Psychotherapy Research Society for the Exploration of Psychotherapy Integration Dr. Lampropoulos frequently serves on graduate committees and mentors students in clinical research and practice. He emphasizes individualized teaching and mentoring, aiming to develop critically thinking, evidence-driven, and socially aware professionals. While no specific grants are mentioned, his involvement in randomized controlled trials and conference symposia suggests active research engagement. He also contributes to the academic community through peer review for clinical and counseling psychology journals. He is involved in initiatives promoting anti-racism and social justice at MSP, reflecting his commitment to equity in mental health practice and education.

Stéphanie GarneauView profile

Professor

• Migration
• Racism and neo-colonialism
• Social Classes
• +3 more

Stéphanie Garneau is a Full Professor in the School of Social Work at the University of Ottawa, specializing in migration, racism, and social class through qualitative field research. She codirects the Migration, Pluralism and Citizenship research axis at the Center for Interdisciplinary Research on Citizenship and Minorities (CIRCEM) and leads the Research Collective on Migration and Racism. Her educational background includes: PhD in Sociology, Université Lumière-Lyon II, 2006 M.A. in Sociology, Université Laval, 2000 B.A. in Sociology, Université Laval, 1998 Professor Garneau's research examines migration through the lenses of social classification, racialization, and non-economic drivers, with focus on Moroccan migrants in Quebec. She employs microsociological approaches and multi-site comparative fieldwork to analyze borders, solidarity movements, and education systems. Her work consistently challenges economic determinism in migration studies while highlighting neo-colonial dimensions of racism. Her publications reveal evolving focus from youth disengagement (2017-2019) to crisis-driven racialization (2023-2025), maintaining core themes of social class and qualitative methodology. The forthcoming 2025 monograph synthesizes her analysis of how crises are socially constructed to marginalize migrants through racialized bordering practices. Professor Garneau currently supervises three graduate students: Hélène LeScelleur, Tamara Marie-Ange Pierre, and Cassandra Fournier. Her research leadership spans multiple initiatives: Codirector, Migration axis at CIRCEM (2019-2023) Cochercheuse, Chaire - Réseau de recherche sur la jeunesse du Québec (2018-present) Director, Research Collective on Migration and Racism (2018-2022) Member, CR36 research group on ethnicity/migration/citizenship (AISLF) She maintains active research partnerships through the Observatoire Jeunes et Société and previously collaborated with the Laboratoire interdisciplinaire pour la sociologie économique. Her fieldwork spans Quebec, Ontario, Morocco, and France, with expertise in linguistic minorities and Francophonie.

Crystal IshiharaView profile

Adjunct Professor

• Higher Education Leadership
• Organizational Behavior
• Business Psychology
• +6 more

Crystal Ishihara, PhD, is an Adjunct Professor at The Chicago School of Professional Psychology (TCSPP), specializing in Business Psychology, Organization Leadership, and Behavioral Economics. She has been affiliated with TCSPP since 2009, transitioning from roles in the Registrar's Office to Director of Academic Record Compliance within the TCS Education System. Her academic background includes a BA in Psychology and Advertising (Hawaii Pacific University, 2008), an MA in Industrial/Organizational Psychology (TCSPP, 2010), a PhD in Business Psychology (TCSPP, 2017), and an MA in Marriage and Family Therapy (Hope International University, 2024). In her academic roles, Dr. Ishihara teaches courses such as training and development, leadership coaching, organizational behavior and consulting, personality and lifespan, and group facilitation. She chairs dissertations for students focusing on justice, equity, diversity, and inclusion (JEDI) topics. Her community engagement includes establishing the Anti-Racism Collaboration with Saybrook University, supporting initiatives like YWCA's Stand Against Racism (2022) and Until Justice Just Is (2023) through data analysis. She also serves as an Associate Marriage and Family Therapist with the Orange County Asian Pacific Islander Community Alliance.

Jarmin YehView profile

Adjunct Associate Professor

• Sociology
• Gerontology
• Age-Friendly Cities
• +7 more

Jarmin Yeh , PhD, MPH, MSSW , is an Adjunct Associate Professor in the Department of Social & Behavioral Sciences at the School of Nursing, University of California San Francisco (UCSF) . They are also a sociologist, gerontologist, and age-friendly cities/health researcher working to advance social justice for older adults, people with dementia, and caregivers. Director of the CARING (Community Action Research in Gerontology) Lab , focusing on community-based, interdisciplinary health equity projects Co-director of the UCSF Emancipatory Sciences Lab , originally founded by Dr. Carroll L. Estes Research and Community Impact Core focus: Health equity in aging , dementia care systems , age-friendly city design , and anti-Asian racism during the pandemic Key projects: Competency training for home care workers , 4Ms Framework for age-friendly health systems , and visual methods co-research with older adults Affiliations Affiliate faculty at UCSF Healthforce Center , Philip R. Lee Institute for Health Policy Studies , and Bioethics Instructor for UCSF Master of Science in Healthcare Administration and Interprofessional Leadership (MS-HAIL) Program Board member of Metta Fund , Community Living Campaign , and other aging/disability advocacy groups

Joana Maria Barreto Ramos de Almeida CabralView profile

Researcher

• attachment and emotional regulation
• multicultural competences
• inequality
• +7 more

Joana Maria Barreto Ramos de Almeida Cabral is a Researcher at HEI-Lab - Digital Human-Environment Interaction Lab, affiliated with the Faculty of Psychology and Education at the University of Porto. She holds a PhD in Psychology from the Faculty of Psychology and Educational Sciences of the University of Porto (FPCEUP) and is also training as a psychodynamic psychotherapist. Education: Degree in Psychology with specialization in Psychological Consultation for Young People and Adults (2002), Faculty of Psychology and Educational Sciences of the University of Porto (FPCEUP) PhD in Psychology (2011), Faculty of Psychology and Educational Sciences of the University of Porto (FPCEUP) Dr. Cabral's research focuses on critical psychological and social issues, with particular emphasis on attachment and emotional regulation, multicultural competences, and various forms of structural violence including inequality, racism, and gender discrimination. Her work bridges clinical psychology with social justice concerns, examining how systemic issues impact mental health and well-being. She employs both quantitative and qualitative methodologies to investigate these complex relationships, with a special interest in vulnerable populations and the development of culturally sensitive interventions. Analysis of her recent publications reveals a strong trend toward examining the intersection of digital environments with psychological well-being, particularly focusing on how online spaces affect mental health, coping mechanisms, and experiences of discrimination. Her work spans multiple subfields including social psychology, clinical psychology, and cross-cultural psychology, with a consistent focus on understanding and addressing structural inequalities. The research shows increasing attention to digital contexts, LGBTQI+ mental health, and the psychological impact of social class-based discrimination. Dr. Cabral is actively involved in multiple research projects, including 'Mapping Youth Work and Anti-work Attitudes,' 'HiTOP-SR: A new era for psychological assessment,' 'AIDiAL: an intelligent chatbot to explore new literacies,' and 'TechMap: Assessment of minimum level of proficiency in digital literacy.' These projects demonstrate her commitment to applying psychological research to contemporary societal challenges, particularly those related to digital transformation and social inequality. She has supervised 37 students and is regularly involved in academic activities including conferences and media engagements, such as her upcoming presentation on 'Social positioning and well-being in childhood and adolescence: The role of class-based discrimination' and her contribution to the media piece 'What poverty takes from children?'

Bettina BrandstetterView profile

Professor

• Religious Education
• Interreligious Studies
• Discourse Sensitivity
• +6 more

Bettina Brandstetter is a Professor for the Special Research Area of "Interreligious Studies" at the Private University of Education of the Diocese of Linz since 2022. Previously, she served as a Postdoctoral Researcher in Religious Education and Catechetics at the Institute for Practical Theology of the Catholic Theological Faculty of the University of Vienna (2019-2022), and as a Contract University Lecturer for Early Childhood Education and Religious Education at the Private University of Education of the Diocese of Linz (2018-2019). She has maintained a position as a Lecturer at the Department of Religious Education of the Theological Faculty of the University of Salzburg since 2018. Dr. Brandstetter completed her habilitation project at the University of Vienna since 2020 titled "Powerful Differentiations: Perspectives for a Discourse-Sensitive Religious Education." She earned her doctorate in Theology from the University of Salzburg (2013-2017) with a dissertation on "Between Homogenization and Pluralization: The Position of the Kindergarten Educator in the Heterogeneity of Cultures and Religions," which received distinction. Her academic background includes a Diploma in Independent Religious Education from the University of Salzburg and the Catholic Theological Private University of Linz (1997-2005). Her research focuses on the intersection of religious education, interreligious studies, and critical pedagogy. Dr. Brandstetter specializes in discourse-sensitive approaches to religious education, particularly examining power dynamics, colonial legacies, and othering processes in educational contexts. Her work critically engages with postcolonial theories, anti-racism education, migration pedagogy, and inclusive practices in early childhood education settings. She investigates how religious and cultural diversity is negotiated in educational spaces, with particular attention to the kindergarten as a site of identity formation and religious encounter. Analysis of her recent publications reveals a growing emphasis on postcolonial perspectives in religious education, with increasing attention to the intersections of religion, racism, and group-based hostility. Her work consistently applies discourse analysis to examine how power operates in educational settings, particularly regarding the representation of "the other" in religious education contexts. She has developed a distinctive approach that combines theological reflection with critical social theory to address issues of diversity, inclusion, and social justice in educational practice. AK-Wissenschaftspreis for her dissertation "Between Homogenization and Pluralization. The Position of the Kindergarten Educator in the Heterogeneity of Cultures and Religions" (December 3, 2018) Shortlist for the University of Salzburg Dissertation Prize for the same work (December 12, 2018) Participation in the Mentoring Program for Postdoctoral Researchers at the University of Vienna (2021-2023) Dr. Brandstetter serves as an advisor for doctoral students and early-career researchers, particularly through her involvement in the mentoring program at the University of Vienna. Her leadership extends to directing research projects such as "Interreligiosity - FAKIR Project" and contributing to institutional development in religious and intercultural education. She has secured third-party funding for various research initiatives focused on discourse-sensitive approaches to religious education and intercultural competence development. As a key member of the Institute for Science Transfer at the Private University of Education of the Diocese of Linz, Dr. Brandstetter contributes to knowledge exchange between academic research and educational practice. She is actively involved in the Linz Center for Educational Research and collaborates with national and international networks including NARRT (Network for Anti-Semitism and Racism-Critical Religious Education and Theology), AKRK (Working Group for Catholic Religious Education and Catechetics), and ESWTR (European Society for Theological Research by Women).

• Asian American Literature
• Literary Recovery
• Early Asian American Texts
• +5 more

Floyd Cheung serves as a Professor of English Language & Literature and American Studies at Smith College, where he also holds the position of Vice President for Equity and Inclusion. He is the founding chair of the Five College Asian/Pacific/American Studies Certificate Program, demonstrating his leadership in expanding Asian American studies across multiple institutions. His academic career at Smith College encompasses both scholarly research and administrative leadership, having previously served as director of the Sherrerd Center for Teaching and Learning from 2014 to 2019. Dr. Cheung received his B.A. from Whittier College and completed his M.A. and Ph.D. at Tulane University. His educational background in literature and American studies has informed his scholarly focus on recovering and interpreting early Asian American texts. Cheung's research primarily centers on the recovery and interpretation of early Asian American literary works, with particular attention to forgotten and lesser-known authors. His scholarship examines how Asian American identity has been constructed through literature, autobiography, and cultural representation throughout American history. He has made significant contributions to the field through his editorial work on texts by H.T. Tsiang, Sadakichi Hartmann, and other overlooked writers. His research also extends to contemporary issues of race, equity, and inclusion in educational settings, reflecting his dual commitment to scholarly inquiry and practical application in campus communities. As a published poet, Cheung bridges creative expression with academic scholarship, with works appearing in journals such as Inklette Magazine and Eclectica Magazine . His recent publications reveal a consistent focus on literary recovery, with increasing attention to the connections between historical Asian American experiences and contemporary issues of representation and equity. While his earlier work concentrated on textual analysis of specific authors and periods, his more recent scholarship shows a shift toward applying these insights to current educational practices and inclusion efforts. His work on microresistance represents an innovative bridge between his literary scholarship and practical applications in diversity education, demonstrating how theoretical understanding can inform actionable strategies for addressing microaggressions in both physical and digital learning environments. Smith's Sherrerd Prize for Distinguished Teaching (2012) As Vice President for Equity and Inclusion, Cheung leads Smith College's initiatives to improve campus climate for all students, staff, and faculty. He emphasizes the communal nature of inclusion work, advocating for a growth mindset and acknowledging the emotional dimensions of equity efforts. His approach combines scholarly rigor with practical implementation, drawing on his understanding of historical patterns of representation to inform contemporary inclusion practices. Cheung's commitment to mentoring extends beyond traditional academic advising, as he actively works to create institutional structures that support diverse voices and perspectives across the campus community.