Find Academic Supervisors

Peace OssomView profile

Lecturer

• Information Literacy
• Research Data Services
• Information Needs and Behaviors
• +7 more

Peace Ossom is a Lecturer at the San José State University School of Information and Director of Research Data Services at MIT Libraries. She holds adjunct faculty status at the University of Texas at Arlington in the Department of Kinesiology, where she contributes to public health education. Her career spans leadership in national data initiatives, including roles at the NNLM National Center for Data Services and UTA Libraries. Her educational background includes an M.S. in Health Studies and an M.L.S. in Library Science from Texas Woman's University, and a B.A. in Psychology from the University of Oklahoma. Dr. Ossom’s research centers on information literacy, data services in libraries, information behaviors of specific populations, information visualization, and scholarly communication. She is particularly interested in the intersection of libraries and public health, and has contributed to American Heart Association guidelines through advanced search strategies. Her work emphasizes equity, as seen in her scholarship on combating anti-Blackness in libraries and analyzing disparities in public health data reporting during the pandemic. Her recent publications reflect a strong trend in data literacy education, open science, and critical perspectives in librarianship. She has contributed to the ACRL Data Literacy Cookbook and is involved in innovative pedagogical projects such as open data hackathons and software carpentry for librarians. She has no listed scientific awards in the provided text. Peace Ossom has advised and collaborated on multiple research projects, particularly in data services and health informatics. While no formal advisees are listed, her leadership roles at UTA and MIT involve mentoring and team management. She has been involved in grant-funded initiatives such as the NNLM Evaluation Center and advisory roles in national collaborations. She has led or co-managed key institutional units including the UTA FabLab and the Research Data Services unit at UTA Libraries. Currently, she directs research data services at MIT Libraries, indicating leadership in a major academic research support team.

• race studies
• ethnicity
• nationalism
• +9 more

Dr. Toyin Agbetu is a Lecturer in Social Anthropology at University College London's Department of Anthropology, where he has been employed since September 2021. His academic work intersects with his extensive community activism and educational practice. Agbetu specializes in critical examinations of 'race,' ethnicity, nationalism, and coloniality. His research employs critical pedagogy with a reparatory and social justice approach to address systemic racism, structural violence, and algorithmic discrimination. His doctoral research examined how institutional and governmental forms of cultural activism attempt to deliver radical social action on a neighborhood level, revealing how reverse coöptation of institutions by cultural activists enables them to secure grassroots, social-justice focused counterpublic aims. His research interests form a cohesive body of work focused on decoloniality, community resistance, structural violence and abolitionism. These interests manifest in both academic scholarship and practical applications, such as his 2024 development of the racial literacy training module for the NHS's Integrated Training with Practice programme. Agbetu's scholarly work demonstrates a consistent focus on institutional transformation and social justice. His publications explore theoretical frameworks for understanding social dynamics while maintaining practical relevance to contemporary social issues. Award-winning filmmaker Accomplished museologist Developer of racial literacy training for NHS As both a scholar and activist, Agbetu has advised numerous community organizations and governmental bodies. His community education work spans over twenty years, including founding Ligali, a Pan-African organization that challenges Afriphobia in public spaces and services. He has collaborated with City Hall on African Remembrance events, Hackney Council on their Review, Rename, Reclaim project, and various other community initiatives. His background as a senior software developer informs his critical perspective on algorithmic processes and structural violence. Agbetu's teaching philosophy centers on empathy, ethical practice, and human rights, adopting a 'decolonising' approach rooted in social justice values dedicated to freeing people from inequality, violence and dehumanisation.

• Mental health disparities
• Culturally-informed therapy
• Racial trauma and PTSD
• +7 more

Dr. Monnica T Williams is a Professor in the School of Psychology at the University of Ottawa, where she holds the Canada Research Chair for Mental Health Innovation and Equity. She also maintains a cross-appointment as Professor in Cellular and Molecular Medicine at the Faculty of Medicine, University of Ottawa. Dr. Williams serves as an Adjunct Scientist at the Institute of Mental Health Research at the Royal Ottawa Hospital and is a Research Affiliate at the Center for the Promotion of Health in the New England Workplace at the University of Massachusetts, Lowell. Dr. Williams completed her undergraduate studies at MIT and UCLA, and received her Ph.D. in Clinical Psychology from the University of Virginia. Prior to her position at the University of Ottawa, she was an Assistant Professor at the University of Pennsylvania for four years, followed by five years at the University of Louisville where she served as Director of the Center for Mental Health Disparities, and three years at the University of Connecticut with joint appointments in Psychological Sciences and Psychiatry. Dr. Williams' research focuses on mental health disparities among racialized communities through multiple critical lenses. Her work spans culturally-informed therapy development, racial trauma assessment and treatment, microaggressions and discrimination studies, psychedelic-assisted therapies, and obsessive-compulsive disorder research with a cultural perspective. She has pioneered the Healing Racial Trauma Protocol, a 12-session CBT-based treatment specifically designed for racial trauma, and her research examines how institutional systems of bias affect mental health outcomes across diverse populations. APA Division 12 Samuel M. Turner Early Career Award for Distinguished Contribution to Diversity in Clinical Psychology (2015) Canada Research Chair for Mental Health Innovation and Equity Dr. Williams currently supervises five graduate students working on BIPOC mental health and psychedelic research. She has secured substantial federal, local, and foundation grants to support her psychological research, particularly in racial trauma, OCD, and cultural adaptation of treatments. As co-founder of the International OCD Foundation's Diversity Advisory Board and editorial board member for multiple academic journals, she actively shapes the field's direction toward greater inclusivity. Dr. Williams leads two research laboratories: the Laboratory for Psychedelic Clinical Research and the Laboratory for Mental Health Disparities. These labs focus on developing culturally-informed treatments and studying the impact of racism on mental health through rigorous clinical trials and community-based research. Her teams investigate the potential of psychedelic-assisted therapies for marginalized populations while developing evidence-based protocols for treating racial trauma and OCD in diverse communities.

Katheryn Roberson-MirandaView profile

Assistant Professor

• Racial Discrimination and Mental Health
• Resilience in Communities of Color
• Anti-Racist Activism
• +4 more

Katheryn Roberson-Miranda serves as an Assistant Professor in the Division of Psychological and Educational Services at Fordham University's Graduate School of Education. She actively contributes to academic discourse through editorial roles with Psychiatric Quarterly and The Counseling Psychologist , while maintaining clinical expertise developed through prior work in New York City's jails, outpatient clinics, and hospitals. Her educational foundation includes: Ph.D. in Counseling Psychology, University at Albany/SUNY Certificate of Graduate Study in Health Disparities, University at Albany/SUNY Master of Education in Psychological Counseling, Teachers College, Columbia University Master of Arts in Psychological Counseling, Teachers College, Columbia University Bachelor of Arts, Marist College Roberson-Miranda's research program rigorously examines racial trauma through three interconnected pillars: stress reactions from discrimination, community resilience mechanisms among People of Color, and catalysts for anti-racist activism. Her parallel work in clinical supervision investigates how supervisees' perceptions of multicultural competency directly impact therapeutic disclosure behaviors, revealing critical gaps in training practices that perpetuate harm. This dual focus bridges individual psychological processes with systemic change strategies. Her 2018-2023 publications demonstrate consistent methodological diversity across community-engaged projects, meta-analyses, and clinical supervision studies. Key journals include The Counseling Psychologist and Traumatology , with recurring themes of racial trauma measurement, pandemic resilience in marginalized communities, and supervision ethics. The work consistently centers community-based participatory approaches while advancing theoretical frameworks for race-based traumatic stress. No scientific awards were documented in the provided materials. The source information does not specify grant funding details or enumerate advised students, though her teaching responsibilities for courses including Ethics and Professional Issues in Counseling and Social & Ethical Responsibility in Counseling Psychology imply active graduate student mentorship within Fordham's counseling psychology program.

• Social Work Education
• Psycho-social Oncology
• Social Justice in Social Work
• +3 more

Dr. Elaine Wilson is an Assistant Professor at the School of Social Policy, Social Work and Social Justice, University College Dublin. Holding a PhD in Social Work, she combines academic leadership with clinical expertise, evidenced by her 2023 Fellow in Academic Teaching and Development award. As Programme Director and Co-director of Professional Masters in Social Work (2024-present), she shapes curriculum development while chairing multiple academic committees including the Social Work Advisory Board and Graduate Research Students Committee. PhD in Social Work (UCD) Professional Diploma in University Teaching & Learning (UCD) BSocSc in Social Work (UCD) Her research bridges two domains: 1) Social Work Education focusing on practice teaching, soft skills development, and student-to-student research methodologies, and 2) Psycho-social Oncology examining cancer survivorship, liminal transitions, and healthcare staff training. Publications since 2018 demonstrate consistent impact across these fields. Scientific contributions include: 2023 Fellow in Academic Teaching and Development Co-author of Elgar Encyclopaedia of Social Work (2025) Principal investigator for eldercare staff training grant (2013-2015) As module coordinator for practice education since 2019, she integrates fieldwork with academic theory. Current roles include Acting Vice Principal for Teaching & Learning (2025) and directing the Professional Masters in Social Work program since 2018.

Janet PreisView profile

Associate Professor

• Autism Spectrum Disorders
• Language Development and Disorders
• Social Communication
• +5 more

Janet Preis serves as Associate Professor and Department Chair of the Department of Speech-Language-Hearing Sciences at Loyola University Maryland, where she has held faculty positions since 1994. Previously the graduate program director for 12 years, she oversees accreditation compliance, student mentoring, and curriculum development within the American Speech-Language-Hearing Association framework. Education Ed.D. in Special Education, Johns Hopkins University, 2002 Certificate of Advanced Graduate Studies (CAGS) in Speech-Language Pathology, Loyola College, 1993 M.S. in Speech-Language Pathology, Towson State University, 1985 B.S. in Speech-Language Pathology, Towson State University, 1982 Research Focus Dr. Preis maintains dual research trajectories: autism spectrum intervention examining music's impact on language functioning and emotion recognition in ASD populations, and pedagogical innovation pioneering anti-racism, diversity, equity, and justice (DEIJ) integration across clinical education curricula. Her sociolinguistics expertise informs investigations into social communication disorders across diverse populations. Scholarly Trends Recent publications (2018-2022) reveal concentrated efforts in DEIJ implementation within CSD education and interprofessional collaboration, particularly with nursing programs. Her work demonstrates methodological diversity spanning single-case autism interventions, emotion recognition studies using multimodal stimuli, and IPE simulation effectiveness research for tracheostomy care scenarios. Academic Leadership As Department Chair, Dr. Preis mentors graduate students while teaching core courses including Autism Spectrum Intervention, Cultural Diversity, and Sociolinguistics. Her leadership emphasizes Loyola's Ignatian values through clinical education reforms that address healthcare disparities and promote compassionate interdisciplinary practice. Interprofessional Initiatives She spearheads simulation-based collaborations between speech-language pathology and nursing students, developing protocols for complex patient care scenarios that enhance team communication and clinical decision-making in tracheostomy management and poverty-affected populations.

Sami BarmadaView profile

Associate Professor

• Neurodegenerative Diseases
• RNA Biology
• ALS (Amyotrophic Lateral Sclerosis)
• +5 more

Sami Barmada is an Associate Professor of Neurology and the Angela Dobson and Lyndon Welch Research Professor at the University of Michigan Medical School, where he also directs the Brain Bank. His research focuses on molecular mechanisms underlying amyotrophic lateral sclerosis (ALS) and frontotemporal dementia (FTD), with particular emphasis on RNA stability, RNA-binding proteins, and neurodegeneration pathways. His laboratory employs an interdisciplinary approach combining automated fluorescence microscopy, computer science, genome engineering, and bioinformatics to investigate protein and RNA metabolism in neurodegenerative diseases. Research interests span TDP-43 pathology, stress granule dynamics, autophagy, and repeat expansion disorders, with the goal of identifying therapeutic targets for ALS/FTD. The lab utilizes human neuron models and high-content screening to dissect disease mechanisms. Analysis of recent publications reveals strong focus on TDP-43 autoregulation, RAN translation mechanisms, nuclear transport defects, and sex-specific clinical phenotypes in FTD. Key themes include RNA processing abnormalities, protein quality control failures, and the role of nucleocytoplasmic transport deficits in neurodegeneration. Barmada actively participates in diversity, equity, and inclusion initiatives, having completed MORE Mentor Training, Implicit Bias Training, Anti-Racism Training, and Gender Bias Training. His lab explicitly celebrates diversity as fundamental to scientific progress. The Barmada Lab comprises postdoctoral fellows, graduate students, technicians, research specialists, software engineers, and undergraduates working collaboratively in the A. Alfred Taubman Biomedical Sciences Research Building. The team emphasizes real-time visualization of neurodegeneration to distinguish causal disease mechanisms from secondary effects.

• Education Policy
• Sociology
• Psychology
• +5 more

Dr. William A. Smith serves as Distinguished Professor at the University of Utah across three units: Department of Education, Culture & Society, Ethnic Studies Program (African American Studies division), and Department of Psychiatry. As Chief Executive Administrator for Strategic Initiatives and Mental Health Justice at Huntsman Mental Health Institute, he leads national programs addressing mental health normalization. His career spans 25+ years of academic leadership, with titles including Professor (2018–present), Distinguished Professor (2024–present), and Adjunct Professor in Psychiatry (2023–present). PhD in Education (University of Illinois at Urbana-Champaign) MS in Counseling Psychology (Eastern Illinois University) BA in Psychology (Eastern Illinois University) Internationally recognized for coining Racial Battle Fatigue (RBF) , Smith’s research examines systemic racism’s cumulative impact on physical/mental health through micro/macroaggressions. His interdisciplinary work bridges education, sociology, psychology, psychiatry, and ethnic studies. Key article trends show: 2025–2024: Mental health in psychiatric settings 2022–2023: Systemic racism in STEM/medicine 2018–2020: Graduate student retention challenges 2006–2014: CRT analysis of campus climates Scientific honors include: AERA Fellow (2025) Top 1% RHSU Edu-Scholar (2023, 2025) AERA Scholars of Color Career Contribution Award (2023) Stanford University/Elsevier Top 2% Scientist (2022–2024) Spencer Foundation Mentor Award Derrick Bell Legacy Award Through 150+ keynote speeches annually and mentorship of graduate/postdoctoral scholars, Smith drives institutional change while maintaining active research grants from organizations like the Spencer Foundation. His work reshapes mental health practices, educational policies, and racial equity frameworks.”

• Socially just leadership education
• College student learning and identity development
• Postsecondary sexual health education
• +7 more

Dr. Amber Manning-Ouellette serves as Associate Professor in the Educational Foundations, Leadership & Aviation department at Oklahoma State University's College of Education. She also holds the significant administrative role of Interim Vice President for Student Affairs at OSU and has been awarded the prestigious Anderson, Farris, and Halligan Professorship for College Student Development. As a Hargis Leadership Faculty Fellow, Dr. Manning-Ouellette bridges academic scholarship with practical leadership in higher education administration. Her research interests span socially just leadership education, college student learning and identity development, postsecondary sexual health education, and diversity, equity, and inclusion in higher education. Through various contexts including international education, historical methods, STEM education, and gender perspectives, she examines how students develop leadership capacities and navigate identity formation in college settings. Her work particularly focuses on marginalized populations and how educational structures can be transformed to support more equitable outcomes. Dr. Manning-Ouellette's scholarly output reveals consistent focus areas across her publications. Her research demonstrates strong commitment to social justice in leadership education, with particular emphasis on liberatory frameworks that challenge traditional power structures. She has made significant contributions to understanding college-level sex education, with multiple publications examining curriculum gaps and opportunities for improvement. Her work on international leadership development, particularly through study abroad experiences, shows how global contexts enhance leadership learning. Additionally, her research on diversity, equity, and inclusion in higher education addresses critical gaps in career development services for historically excluded populations. Anderson, Farris, and Halligan Professorship for College Student Development Hargis Leadership Faculty Fellow Anderson, Farris, and Halligan College Student Development Endowed Professorship (2019) Dr. Manning-Ouellette has secured significant research funding including the NASPA IV-West Region Research Grant (2025), the Humanities-, Arts-, And Design-Based (HAD) Disciplines Research Project Grant from OSU's Vice President of Research (2022), and the Understanding Diversity Equity, and Inclusion (DEI) Pedagogies grant from the National Career Development Association (2021). She has advised numerous graduate students through doctoral dissertation committees and directed readings in higher education and student affairs. Her teaching portfolio includes foundational courses in student development theory, assessment in higher education, college student sexuality, and leadership studies, along with supervising internships and capstone experiences for graduate students in higher education administration.

Bronwyn FredericksView profile

Professor

• Indigenous Health
• Indigenous Education
• Social Justice
• +5 more

Professor Bronwyn Fredericks serves as Deputy Vice-Chancellor (Indigenous Engagement) at the University of Queensland and is an Affiliate Professor at the UQ Poche Centre for Indigenous Health. Her work spans Indigenous health, education, and social justice, with a focus on community-controlled models and anti-racism frameworks. She supervises PhD and MPhil students and has published extensively on Indigenous methodologies and cultural competency. Research Interests : Indigenous health equity and pandemic preparedness Decolonizing education and curriculum Indigenisation Food security in remote Indigenous communities Constitutional reform and Indigenous self-determination Combatting online misinformation in Indigenous contexts Recent article trends emphasize Indigenous-led health interventions, educational access strategies, and critiques of colonial heritage. Her work often bridges academia with community action through co-design and yarning methodologies.

Adam Jerome MellaView profile

Assistant Professor

• Acute care nursing
• Bridge to Canadian nursing
• Health equity
• +7 more

Adam Jerome Mella is an Assistant Professor in the Faculty of Nursing at MacEwan University, affiliated with the Department of Professional Nursing and Allied Health. As a registered nurse (RN) with clinical expertise in neurosciences, he focuses on creating learning-centered environments that enhance critical thinking and clinical judgment in nursing students. His work emphasizes equity, social justice, and support for internationally educated nurses (IENs) transitioning into Canadian healthcare. Education PhD in DHA (Virginia) Master of Nursing (Alberta) Registered Nurse (RN) Research Focus Adam's scholarship centers on three interconnected domains: Clinical Nursing Education: Developing frameworks to improve clinical reasoning, critical thinking, and evidence-based decision-making in high-pressure healthcare settings. Health Equity & Social Justice: Advocating for inclusive environments in healthcare education and practice, particularly for marginalized groups and internationally educated nurses. Nursing Workforce Integration: Addressing challenges faced by IENs and creating pathways for their successful transition into the Canadian healthcare system. Publication Trends His 2021 literature review examines patient assignment strategies in clinical nursing education, reflecting his broader focus on optimizing experiential learning and pedagogical methods to enhance student preparedness for real-world healthcare challenges. Professional Engagement Adam holds active roles in: Alberta Association of Nurses (AAN) College of Registered Nurses of Alberta (CRNA) Canadian Association of Schools of Nursing (CASN) Social Justice and Anti-Racism Interest Group Internationally Educated Nurses of Alberta (IENAA) Board of Directors He also contributes to curriculum development at MacEwan and serves as a peer reviewer for Teaching and Learning in Nursing .

Rachel RoegmanView profile

Associate Professor

• Educational Leadership
• Equity in Education
• Social Justice
• +4 more

Rachel Roegman is an Associate Professor in the Department of Education Policy, Organization and Leadership at the University of Illinois at Urbana-Champagne , where her work centers on equity-focused educational leadership , anti-racist practices , and instructional leadership . Her research examines how leaders develop and sustain equity-oriented approaches, informed by her prior experience as a middle school teacher in traditional and alternative school settings. Key Research Themes: Equity, social justice, instructional rounds, teacher residency programs, and data-driven leadership. Professional Context: Affiliated with the College of Education, focusing on legal and fiscal policy in school leadership through courses like Law and School District Leader and Diversity, Leadership & Policy . Roegman's publications span equity visits , racial equity in clinical practices , and social network analysis in district improvement . Her work emphasizes contextual influences on leadership, often intersecting with urban education and policy coherence . Despite no explicit awards mentioned, her co-authored 2019 book Equity Visits remains a seminal contribution to equity-based leadership frameworks.

• Ethnocultural Diversity in Education
• Immigration and Socioeconomic Disadvantage
• School-Family-Community Collaboration
• +7 more

Fasal Kanouté is a Full Professor in the Department of Psychopedagogy and Andragogy at the Faculty of Education, Université de Montréal. Her career spans over two decades, progressing from Assistant Professor (2000-2006) to Associate Professor (2006-2012) and Full Professor since 2012. She maintains an active research profile focused on ethnocultural diversity in educational contexts. Office: Marie-Victorin Building, Room C312 Contact: 514 343-6172 | Fax: 514 343-7660 Online: ResearchGate | Institutional Website Her research centers on immigration, ethnocultural diversity, and educational equity, with particular attention to immigrant student experiences, school-family-community collaboration, and anti-racism practices. She has directed over 20 theses examining socioschool experiences of immigrant youth, Haitian diaspora communities, and pedagogical approaches for linguistic diversity. Her recent publications analyze racial fatigue among Black educators, Muslim immigrant youth perspectives, and acculturation challenges for permanent resident students in Quebec universities. She has edited special journal issues on ethnocultural diversity in Canadian postsecondary education and school-family relations with ethnocultural minorities. 2009 Finalist for Prix Jacques-Couture (Quebec Citizenship Award) 2007 Université de Montréal Teaching Excellence Award (Associate Professor) 2005 Faculty of Education Teaching Excellence Award (Assistant Professor) Kanouté has supervised numerous graduate students and secured substantial funding from SSHRC and FRQSC for projects including La participation à la société québécoise (2019-2024) and Favoriser le développement langagier chez les élèves allophones (2017-2023). She collaborates extensively with CEETUM (Centre d'études ethniques des universités montréalaises) and community organizations serving immigrant populations.

• Racism and anti-racism in education
• School segregation and integration
• Juridification of education
• +3 more

Emma Arneback is Senior Lecturer and Associate Professor at the University of Gothenburg , Department of Education and Special Education. Her work centres on educational equity, racism and anti-racism, school segregation, and the juridification of schooling—especially since the UN Convention on the Rights of the Child became Swedish law. Research interests span: Racism and anti-racism in schools Widening participation in higher education Local initiatives against school segregation Juridification of education and children’s rights Education and democracy She currently leads or co-leads three externally-funded projects: Challenging Segregation through Education (Swedish Research Council, 2021-2025) What Happens to Schools when the UN Convention on the Rights of the Child becomes Law? (JURED) (Riksbankens Jubileumsfond, 2022-2025) Racism and Antiracism in Middle School (ROAR) (Swedish Research Council, 2025-2028) Across more than 40 peer-reviewed publications since 2010, her scholarship tracks the evolving interplay between policy, classroom practice, and legal frameworks, with a consistent emphasis on creating more equitable educational conditions. Professional service includes membership in the IPS Institutional Council and the National Board of Save the Children Sweden.

• Vocational Education
• Teacher Education
• Migrant Education
• +4 more

Helena Korp is a Senior Lecturer at the Department of Education and Special Education , University of Gothenburg. Her work bridges vocational education, teacher training, and the integration of newly arrived migrant students into Swedish educational systems. Research Interests: Dr. Korp explores vocational knowing and becoming, critical race theory in education, identity construction among marginalized learners, and policy implications of inclusive practices. Her research often intersects with the challenges faced by refugee and migrant populations in Nordic welfare states. Publication Trends: Recent articles focus on vocational pedagogies, emergency education frameworks for migrant students, equity in individual development plans, and the reproduction of systemic racism in educational landscapes. Themes include language learning, gender dynamics, and policy critiques in Swedish compulsory and vocational education. Labs & Teams: Dr. Korp collaborates with municipalities and educational institutions on projects like the ULF initiative, emphasizing practice-based research and development. She contributes to understanding how vocational and teacher education can mutually inform each other.