Body-Based Learning Professors and Supervisors | ApplySharif

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Juan Maria García LastraView profile

Professor

Technical University of DenmarkDenmark

Juan Maria García Lastra is a Professor and Head of the Atomic Scale Materials Modelling group in the Department of Energy Conversion and Storage at the Technical University of Denmark (DTU). His research focuses on theoretical studies of solid-state and molecular materials using advanced computational methodologies such as Density Functional Theory (DFT), Many-Body Perturbation Theory (MBPT), and Non-Equilibrium Green’s Functions (NEGF). Education: Ph.D. from the University of Cantabria (Spain), specializing in DFT developments. Postdoctoral research focused on energy-related materials including photovoltaic systems and battery technologies. Research interests include: Lithium-ion batteries, metal-air batteries, organic photovoltaics, heterogeneous catalysis, and electronic/thermal transport in nanomaterials like carbon nanotubes and graphene. His work contributes to UN Sustainable Development Goals through energy storage and conversion advancements. He supervises multiple PhD projects on topics like battery recycling strategies, computational design of energy materials, and machine learning applications in materials science. Collaborations span global institutions, with recent activities in sodium metal batteries, magnesium-sulfur battery electrolytes, and electrode design optimization. Labs/Groups: Leads the Atomic Scale Materials Modelling group at DTU Energy, focusing on computational methods for energy materials discovery and characterization.

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John J. LucidoView profile

Academic

Mayo Clinic College of Medicine and ScienceUnited States

John J. Lucido, III, Ph.D., is a Medical Physicist at the Mayo Clinic in Rochester, Minnesota, specializing in Radiation Oncology . He is affiliated with the Mayo Clinic College of Medicine and Science and actively involved in clinical research, education, and global medical physics initiatives. Education: Ph.D. in Medical Physics (2013) - University of British Columbia M.S. in Mathematical Physics (2008) - Rutgers University B.S.E. in Engineering Physics - Electrical Engineering (2008) - University of Michigan Dr. Lucido's research focuses on advanced radiation therapy techniques , including: Automated treatment planning systems Dosimetric characterization of novel radiation devices Machine learning applications in organ-at-risk segmentation Clinical decision tools for spine stereotactic body radiation therapy (SBRT) Quality assurance protocols for radiation delivery His publications highlight the integration of Monte Carlo simulations , deep learning , and radiobiological modeling to optimize radiation therapy for complex cases such as pregnant patients, ultracentral lung cancers, and skin electron beam therapy. Scientific awards and honors include: Teacher of the Year - Radiation Physics (Mayo Clinic, 2022) International Graduate Student Fellowship (University of British Columbia, 2009) Graduate Aid in Areas of National Need Fellowship (Rutgers University, 2005) Certified Therapeutic Medical Physicist (American Board of Radiology, 2016) Dr. Lucido actively contributes to professional societies as a Voting Member of the Society of Directors of Academic Medical Physics Programs (SDAMPP) , Chair of the Eclipse Scripting and Automation Group , and International Consultant for C/CAN - Kumasi City Radiotherapy Project . He also serves on multiple Mayo Clinic committees related to education and quality assurance. His work emphasizes global radiation therapy standardization and educational infrastructure development , particularly in underserved regions like Ghana. Recent projects include automated testing platforms for treatment planning scripts and customizable radiation shields for skin therapy.

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Lisa ChinnView profile

Research Professor

University of OregonUnited States

Lisa Chinn is a Postdoctoral Scholar at the HEDCO Institute for Evidence-Based Educational Practice within the University of Oregon's College of Education, and a Research Assistant Professor at the University of Houston. Her research focuses on evidence synthesis of school-based interventions, child development, neuroscience, and cognitive control, employing methods like EEG, virtual reality, and behavioral studies. She has mentored undergraduate and graduate students in research and serves as an editorial fellow at Psychological Review . Education: PhD in Developmental Science (2019), Tulane University MS in Cognitive Neuroscience (2016), Tulane University BS in Psychology (with honors, 2009), University of Oregon Research Interests: Dr. Chinn’s work bridges developmental psychology, neuroscience, and education. She investigates how sensory-motor experiences influence infant cognition (e.g., tactile localization for self-recognition), the neurodevelopmental impacts of institutional care, and auditory processing deficits in learning disorders. Her interdisciplinary approach integrates behavioral experiments, neuroimaging (EEG), and virtual reality. Publications: Her recent work examines infant motor development, the long-term effects of institutionalization on semantic processing, and systematic reviews on learning disorders. These studies highlight her focus on translational research linking basic science to educational practice. Awards: NIH Loan Repayment Program in Pediatric Research (2021–2023) University of Houston Postdoctoral Travel Award (2021, 2022) Babybot Challenge Co-Winner (IEEE ICDL-EPIROB, 2017) Advising & Grants: Dr. Chinn has mentored students in research labs and contributed to grants supporting her work on child development and evidence-based interventions. Her editorial role at Psychological Review reflects her commitment to advancing academic rigor in psychological sciences. Labs & Affiliations: She is affiliated with the HEDCO Institute, focusing on evidence-based educational practices, and collaborates across disciplines to address developmental challenges in underserved populations.

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Kelly Clark/KeefeView profile

Professor

University of VermontUnited States

Professor Kelly Clark/Keefe holds the rank of Professor of Education at the University of Vermont (UVM), affiliated with the Department of Education within the College of Education and Social Services (CESS), and the CESS Dean's Office. Her work bridges material feminist theory with arts-based methodologies to address educational inequities and embodiment. Education: Ed.D. in Educational Leadership and Policy Studies from University of Vermont M.A. in Counseling Psychology from Assumption College Certificate of Advanced Graduate Study in Expressive Arts from Appalachian State University Research Focus: Professor Clark/Keefe’s research explores embodiment, epistemic injustice, and marginalized knowledge production through feminist and arts-based approaches. She examines how somatic literacy and creative practices can challenge systemic inequities in education. Her work often engages philosophies of habit and creativity, particularly in addressing contemporary educational challenges. Publications & Exhibitions: She has authored books such as *Invoking Mnemosyne: Art, Memory, and the Uncertain Emergence of a Feminist Embodied Methodology* (Sense Publishers) and co-authored *Humanizing Methodologies in Educational Research: Centering Non-Dominant Communities* (Teachers College Press). Her scholarly artworks have been exhibited at institutions like Columbia University Teachers College and Manchester Metropolitan University. Awards: Judith A. Aiken Award for Relational Leadership (UVM CESS, 2025) North Carolina Board of Governors Excellence in Teaching Award Reich College of Education Annual Outstanding Teaching Award New England Educational Research Organization John Schmitt Award American College Counseling Association Meritorious Service Award NASPA Region I Outstanding New Professional Award Advising/Grants: While no specific advising or grant details are provided, her research is supported through collaborative projects and interdisciplinary initiatives. Her work emphasizes centering non-dominant communities in educational research and practice. Labs/Teams: Her scholarly practice integrates visual art and academic writing, creating dialogues between embodied inquiry and institutional critique. Collaborations include exhibitions and interdisciplinary research teams focused on narrative and displacement studies.

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Helene IllerisView profile

Professor

University of AgderNorway

Helene Illeris is a Professor in Art Subject Pedagogy at the University of Agder (UiA), Department of Visual and Performing Arts. Her work focuses on art-based educational practices, environmental sustainability, and aesthetic learning processes in the Anthropocene. She leads research groups exploring art’s role in youth education and social relations, emphasizing performative and sensory approaches. Her research integrates a/r/tography and interdisciplinary methodologies to address ecological awareness, community engagement, and transformative education through art. Recent projects include studies on material practices (e.g., wool felting), landscape fieldwork, and border-crossing artistic methodologies. Publications highlight her contributions to art education theory, including co-editing the 2024 anthology *Art Subject Didactics as Artistic, Research-Based, and Attentive Teaching Practice*. Her work bridges art, ecology, and pedagogy, advocating for inclusive and socially responsive educational frameworks.

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Jeremy GummesonView profile

Adjunct Assistant Professor

University of Massachusetts AmherstUnited States

Jeremy Gummeson is an Adjunct Assistant Professor at the University of Massachusetts Amherst, affiliated with the College of Information and Computer Science. He currently works in the Sensors Lab under Deepak Ganesan and the Laboratory for Advanced Systems Software under Prashant Shenoy. His research focuses on energy harvesting for wearables, backscatter communication systems, and distributed wireless sensing technologies. Education: Ph.D. in Computer Systems Engineering from the University of Massachusetts Amherst (2013). Research Interests: Jeremy’s work spans energy-efficient wearable devices, privacy in sensor systems, metamaterial-based mmWave networks, and low-power environmental monitoring. His innovations include intra-body power transfer for health wearables and acoustic-based sensing for vision-impaired environments. Recent projects emphasize sustainable computing and secure authentication mechanisms within smart spaces. Article Trends: His recent publications (2024-2025) highlight advancements in privacy-preserving audio systems, metamaterial networks, and intra-body communication. These reflect a focus on integrating biomedical applications with cutting-edge wireless technologies to enhance both functionality and security. Leading the Way award (Hewlett Packard, 2015) IEEE Outstanding Senior (2006) Betterment of the ECE Department award (2006) Outstanding Teaching Assistant (2006) Advising & Grants: Jeremy has no listed advisees. He has served as a reviewer for ACM MobiSys, ACM UbiComp, ACM CHI, IEEE RFID, and multiple transactions journals. As Web Chair for ACM HotMobile (2016), he contributed to conference organization. His current lab affiliations drive collaborative research in sensor systems and network software. Labs/Teams: Active member of the Sensors Lab and the Laboratory for Advanced Systems Software, working on projects involving energy autonomy, wireless communication, and health monitoring through wearable technologies.

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Julia MorphetView profile

Professor

Monash UniversityAustralia

Julia Morphet is a Professor at the School of Nursing and Midwifery, Monash University. She holds leadership roles including National President of the College of Emergency Nursing Australasia (2017–2022) and membership in key health policy bodies like the Australian Commission on Safety and Quality in Health Care. Her expertise spans emergency nursing, healthcare workforce development, and simulation-based education. Education: PhD in Transition to Specialty Practice, Deakin University (2015) Graduate Diploma in Health Economics, Monash University (2017–2018) Master of Nursing (Education), Monash University (2006–2007) Bachelor of Nursing, Monash University (1992–1994) Research Interests: Emergency department patient experiences and safety Nurse workforce preparation and clinical competency Simulation in nursing education and skill development Workplace violence prevention strategies Recent Article Trends: Focus on patient safety, interprofessional collaboration in critical care, and evidence-based practice improvements. Key themes include nursing informatics impacts, ventilator-associated event prevention, and pandemic-era care protocols. Awards: Julie Finucane OAM Medal (2021) Annie M Sage PhD Scholarship (2013) Betty Jeffrey Award (2012) Advising & Grants: Supervised over 20 research students (PhD to Honours) on topics like emergency department triage, simulation-based learning, and healthcare workforce economics. Active in collaborative projects such as the 'Registered Nurse Standards for Practice Review' (2024) and 'Just Say No to the Just in Case Cannula' trial (2023). Labs/Teams: Leads Monash Health Ethics Committee and the CENA Research Committee. Collaborates with national groups like Cabrini Health Scientific Advisory Board and the National Opioid Analgesic Stewardship Program.

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Michelle CarlsonView profile

Professor

Johns Hopkins UniversityUnited States

Michelle Carlson is a Professor in the Department of Mental Health at the Johns Hopkins Bloomberg School of Public Health , with joint appointments in the Department of Epidemiology and the School of Nursing’s Center on Innovative Care in Aging. As a core faculty member at the Center on Aging and Health , she integrates wearable technology and data science to study lifestyle interventions for cognitive aging and dementia prevention. Education: PhD & MA in Mental Health from Duke University (1995/1993), BA from University of Minnesota (1988) Key Research Areas: Cognitive aging, dementia prevention, lifestyle interventions, neuroimaging, physical activity measurement, aging environmental interactions Her recent work explores: 3D immersive game environments for combined cognitive-physical training Neighborhood-level predictors of vascular dementia Wearable sensor applications in longitudinal aging studies Randomized trials for school-based volunteer interventions Using GPS and accelerometry, she investigates how urban environments shape cognitively enriching activities for older adults, with particular focus on underserved populations. Her 12-year follow-up study tracks volunteer service impacts on brain health and healthcare utilization.

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Barbara RichView profile

Associate Professor

University of Southern MaineUnited States

Barbara Rich is an Associate Professor of Social Work at the University of Maine's School of Social Work. With over 30 years of teaching experience, she specializes in service-learning methodologies, international fieldwork, and human/animal welfare issues. She holds an MSW from Columbia University and pursued doctoral studies at Boston College's social work program. Education: MSW (Columbia University), Doctoral studies (Boston College) Her research focuses on innovative pedagogical strategies for service-learning, risk management in global contexts, and intersections between human and animal welfare. Notable publications include works on experiential learning frameworks and participatory community projects. Dr. Rich has taught courses ranging from introductory social work to specialized topics like substance abuse, adolescent practice, and Belizean community services. Her work emphasizes integrative mind/body/spirit approaches in clinical practice.

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Laurent LiotéView profile

Research Fellow

Massachusetts Institute of TechnologyUnited States

Laurent Lioté serves as an MCSC Impact Fellow at the Massachusetts Institute of Technology, collaborating across the MIT Climate & Sustainability Consortium (MCSC), MIT Energy Initiative (MITEI), and MIT Climate Policy Center (MCPC). Holding a PhD in Engineering and Public Policy from University College London, his work bridges academic research and governmental practice. Education: PhD in Engineering and Public Policy, University College London (UK) Lioté's research centers on the engineering-policy interface, employing ethnographic methods and theoretical frameworks from Engineering Studies and Science and Technology Studies. He investigates how engineers and policymakers collaborate on net-zero strategies, examining organizational structures, cultural barriers, and knowledge exchange mechanisms within government institutions. His work specifically analyzes the UK energy ministry's operations to develop actionable frameworks for improving transdisciplinary collaboration in sustainability transitions. His publication portfolio reveals a clear trajectory toward integrating engineering expertise with policy development, particularly in energy systems and climate governance. Key themes include the operationalization of engineering advice in governmental settings, the socioeconomic impacts of digital infrastructure, and innovative approaches to transdisciplinary engineering education. This body of work consistently addresses the practical challenges of implementing sustainability policies through improved engineer-policymaker collaboration. While specific awards remain unnamed in available materials, his research has generated award-winning publications recognized by both academic and policy communities. Supported by MIT's Climate Project initiative, Lioté actively engages in knowledge dissemination through teaching and public speaking across three continents, emphasizing practical applications of his research findings. His current work within MIT's collaborative ecosystem focuses on developing micro- and organizational-scale strategies to enhance knowledge exchange between engineers (across government, industry, and academia) and policymakers, with the explicit goal of accelerating global sustainability transitions through evidence-based policy interventions.

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Laura BissellView profile

Lecturer

Royal Conservatoire of ScotlandUnited Kingdom

Dr. Laura Bissell is an Athenaeum Research Fellow and Lecturer in Contemporary Performance Practice at the Royal Conservatoire of Scotland (RCS). Her interdisciplinary work bridges performance studies, feminism, ecology, and technology, with a focus on matrescence and mobility. She holds a PhD from the University of Glasgow and is a Senior Fellow of the Higher Education Academy. Her education includes a first-class MA (Hons) in English Literature and Theatre Studies, an MPhil in Performance Studies, and a Postgraduate Certificate in Higher Arts Education. She previously taught at the University of Glasgow, Glasgow School of Art, and Transart Institute Berlin. Research interests include contemporary performance practices, technology’s role in art, eco-theatre, and feminist praxis. Her collaborative Making Routes project explores creative mobilities. She co-edits the International Journal of Performance Art and Digital Media ’s Matrescence and Media special edition, and is authoring a monograph on matrescence and performance. Recent work includes COP26-related climate performance studies and a 2023 life-writing article. Awards include the Athenaeum Research Fellowship and HEA Senior Fellowship. She advises doctoral research across video game performance, eco-queer theory, and neuroqueering dance practices. Professional roles include RCS Sustainability Committee Co-Chair and External Examiner for University of Salford and Rose Bruford College. Qualifications include Yoga teaching and Mental Health First Aid certifications.

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Mark LeatherView profile

Associate Professor

Plymouth Marjon UniversityUnited Kingdom

Mark Leather is an Associate Professor of Education at Plymouth Marjon University's School of Education, specializing in Adventure Education and Outdoor Learning. He leads the MRes in Outdoor Education program and has extensive experience in diverse education sectors, including secondary education, outdoor centers, and international programs. His research focuses on experiential pedagogies, nature-based learning, and the intersection of play and education. Leather holds an EdD from the University of Exeter, an MSc in Outdoor Education from the University of Edinburgh, and is a Senior Fellow of the Higher Education Academy. He is actively involved in professional bodies like the British Educational Research Association (co-convenor of the Nature, Outdoor Learning, and Play SIG) and the European Institute for Outdoor Adventure Education. His research highlights include studies on place-based education, Forest School critiques, and the role of technology in outdoor learning. Key contributions include the PLaTO-Net framework for outdoor pedagogy terminology and the exploration of hyperreal nature through social media. He regularly presents at international conferences and serves as an external examiner for multiple universities. Leather’s work emphasizes fostering connections between students, educators, and the natural environment, advocating for pedagogical approaches that integrate play, place-responsive teaching, and global environmental challenges.

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Peter NestorView profile

Professor

University of QueenslandAustralia

Professor Peter Nestor is a renowned academic in Neuroscience at the University of Queensland's Queensland Brain Institute, with an adjunct appointment as a cognitive neurologist at Mater Hospital. His research focuses on neurodegenerative dementias, particularly Alzheimer's disease and frontotemporal dementia, emphasizing early-stage diagnosis through neuroimaging (MRI/PET) and biomarker analysis. He leads investigations into pathological mechanisms, including amyloid and tau proteins, and develops diagnostic tools like quantitative susceptibility mapping (QSM). His work bridges clinical and research settings, aiming to improve diagnostic accuracy and patient outcomes. Key areas of expertise include differential diagnosis of neurodegenerative disorders, cognitive assessment tools, and MRI advancements for individualized patient analysis. He collaborates with centers like the Clem Jones Centre for Ageing and Dementia Research, contributing to multi-institutional studies on biomarkers and neuroimaging standards.

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Jennifer GoldsteinView profile

Professor

California State University, FullertonUnited States

Dr. Jennifer Goldstein is a Professor of Educational Leadership in the College of Education at California State University, Fullerton (CSUF). As Director of the LEAD program, she focuses on improving educational quality for underserved communities, particularly through university-district partnerships and dismantling antisemitism in education. Her research emphasizes teacher leadership, policy analysis, and equity-driven frameworks. Her publications include the 2024 book Radical University-District Partnerships and articles exploring partnerships for leadership preparation (2025), urban education dynamics (2023), and teacher evaluation systems. She actively engages with educational communities through podcasts like AUHSD Future Talks, discussing leadership preparation, whole-child education, and innovative program models such as LEAD. Her work spans diverse topics from systemic accountability frameworks (2007–2009) to wellness and interdisciplinary approaches in education. Despite the breadth of her research, a core theme is bridging institutional gaps to foster equitable educational opportunities. She holds no explicitly stated awards but is recognized for her contributions to teacher leadership and partnership models. Dr. Goldstein advises the LEAD program, though no specific advisees are listed. Her affiliations include the Department of Educational Leadership at CSUF and collaborations with local school districts. She advocates for community-driven solutions to educational challenges through both academic and applied initiatives.

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Wendelin KüpersView profile

Associate Professor

Karlshochschule International UniversityGermany

Wendelin Küpers is an Associate Professor at Karlshochschule International University (since 2013) and holds concurrent roles as Associate Professor at ICN Business School (France) and Massey University (New Zealand). His academic training includes a PhD (Dr. rer. pol.) from the University of Witten/Herdecke, with postdoctoral research at the University of St. Gallen. His research focuses on phenomenology, embodied organizational practices, sustainable leadership, and integral management. He has held visiting fellowships at institutions like the Imagination Laboratory and serves on editorial boards for journals such as Integral Review and Organizational Aesthetics . Research interests span embodied organizational life-worlds , practical wisdom in leadership , and sustainability through aesthetic and ethical practices . Key projects include 'Em-Bodied-MIND-full' (mindfulness in leadership) and 'De-Sign-Doing' (sustainable design practices). He actively contributes to conferences like EURAM and EGOS, focusing on critical management studies and ethics. His awards include the 'Key Reading' designation in Emerald Reviews (2005), a Johnson Award nomination (2008), and the Erasmus+ grant (2014/2015). Küpers has authored/co-authored over 20 books, including Phenomenology of the Embodied Organization (2015) and Inter-Praxis (forthcoming 2023). His work bridges philosophy, management, and sustainability, emphasizing interdisciplinary approaches. He leads initiatives like the Practical Wisdom in Leadership book series and advises organizations such as the Social Responsibility Council (India). Current projects explore embodied practices in digital environments and eco-conscious organizational transformations.

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