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Anna VioralView profile

Assistant Professor

• Nursing Education
• Nursing Research and Evidence-Based Practice
• Nursing Leadership
• +1 more

Anna Vioral, Ph.D., MEd, RN, OCN, BMTCN serves as Assistant Professor of Nursing and RN-BSN Program Coordinator at Chatham University's College of Health Sciences since 2015. With 35+ years as an oncology nurse and 20+ years in nursing education, she drives innovation in evidence-based practice and oncology nursing standards across BSN, RN-to-BSN, MSN, and DNP programs through clinical, classroom, and online instruction grounded in constructivist theory. Her educational foundation includes: BS in Nursing, Albright College MS in Nursing Education, Duquesne University Certificate in Distance Education, Penn State University Master of Adult Education, Penn State University Ph.D. in Nursing Education, Indiana University of Pennsylvania Dr. Vioral's research centers on nursing education methodology, hematology/oncology nursing practice, and evidence-based leadership. She pioneers translational approaches to chemotherapy safety standardization and develops specialized training for non-oncology nurses caring for cancer survivors, emphasizing technological integration and equitable learning environments. Her scholarship bridges clinical oncology practice with pedagogical innovation through multidisciplinary collaboration. Recent publications (2021-2023) reveal three dominant trends: pandemic-related moral injury in healthcare workers, scholarly inquiry development among nurse managers, and multidisciplinary implementation of oncology care standards. These works span nursing leadership, palliative care, and chemotherapy safety domains, consistently translating research into clinical practice improvements through evidence-based protocols. Major recognitions include: Top Ten Reviewer Recognition, Journal of Continuing Education in Nursing (2024) Pittsburgh Magazine Excellence in Nursing Awards (Researcher category, 2018 & 2022) REQ Forum Annual Recognition (2018-2024) Oncology Nursing Society Foundation Doctoral Scholarship (2009) Multiple Indiana University Pennsylvania Doctoral Fellowships (2012-2013) As Principal Investigator or co-PI, she has secured significant research funding including a $30,000 Susan G. Komen Foundation grant through ONS and Allegheny Health Network support for oncology patient experience initiatives. Current projects address moral distress during pandemics and mobile-based oncology competency development. She actively mentors nursing students through the RN-BSN program while maintaining clinical certifications (OCN, BMTCN). Dr. Vioral contributes to oncology advancement through leadership roles in AACN, ASCO, ONS, and the Leukemia and Lymphoma Society, driving national standards for chemotherapy safety and cancer survivorship care.

Kyle HaynesView profile

Associate Professor

• international security
• U.S. foreign policy
• conflict and bargaining
• +2 more

Kyle Haynes is an Associate Professor in the Department of Political Science at Purdue University . He holds a PhD in Foreign Affairs from the University of Virginia and dual BAs in Political Science and History from the University of Delaware. His academic focus spans international security , U.S. foreign policy , conflict and bargaining , signaling , and great power politics . Research Trends : Haynes' recent publications examine signaling mechanisms in international conflict, Sino-Russian strategic logrolling, power transition dynamics, and experimental models of security dilemmas. His work bridges rationalist and constructivist theories through empirical analysis. Publications : Haynes' research appears in top journals like American Journal of Political Science , International Security , and Journal of Conflict Resolution , with policy contributions in War on the Rocks and The Diplomat .

Donatille MujawamariyaView profile

Professor

• Science education
• Minorities and education
• Action research
• +3 more

Donatille Mujawamariya is a Professor at the Faculty of Education , University of Ottawa. She works as a regular researcher at CRIFPE and associate researcher at CREAS/Sherbrooke , with over 50 publications focusing on science education equity and multicultural pedagogy. Notable achievements include being the first recipient of the Faculty of Education's Research Excellence Award (2003) . Research Interests: Science teaching in French-speaking minority contexts GENDER EQUALITY IN STEM ETHNOCULTURAL DIVERSITY IN EDUCATION CONSTRUCTIVIST PEDAGOGY QUALITATIVE & QUANTITATIVE EDUCATION RESEARCH Scientific Awards: 2003 Faculty of Education Research Excellence Award Advocacy: As the only Black professor on the University of Ottawa Board of Governors (appointed 2021), she actively campaigns for faculty diversity to reflect student demographics, particularly for racialized students comprising 8% of international students.

Amy LeisenringView profile

Professor

• Sociology of Education
• Gender Inequality
• Race and Class-based Inequalities
• +4 more

Dr. Amy Leisenring is the Associate Dean of Inclusive Student Success at the College of Graduate Studies, San José State University (SJSU). She joined SJSU in 2005 as a Professor of Sociology and served as Graduate Coordinator (2013–2017), Associate Chair (2015–2016), and Faculty Director for ACCESS (2016–2020). Her work bridges sociology of education and gender studies, focusing on systemic inequalities in higher education and K–12 systems. PhD in Sociology, University of Colorado (2004) MA in Sociology, New Mexico State University (1998) BA in Sociology, Miami University of Ohio (1994) Dr. Leisenring's research explores how gender, race, and class intersect to shape educational experiences. Her early work examined criminal justice responses to domestic violence, including police discretion and mandatory arrest policies. Current projects focus on underrepresented minority students' struggles with employment, academic success, and systemic barriers. Her publications span critical analyses of domestic violence policies ( Symbolic Interaction , Qualitative Sociology ) and education equity ( Pacific Sociological Association presentations). Key themes include identity construction, social policy, and equity in education. Scientific awards include the 2015 COSS RSCA Grant for community-based research on parental engagement in low-income schools. She collaborates with CommUniverCity and mentors students in qualitative research methods. Advocated for students' work-life-school balance through grants and community projects Integrated feminist theory into criminal justice and education research Dr. Leisenring's lab work with CommUniverCity and the College of Social Sciences highlights her commitment to community-engaged scholarship. She emphasizes interpretive sociology to analyze systemic inequities.

• Educational Psychology
• Quantitative Research Methods
• Meta-Analysis
• +5 more

Yukiko Maeda is an Associate Professor at the Department of Educational Studies within Purdue University's College of Education. Holding a Ph.D. in Quantitative Methods in Education from the University of Minnesota (2007), she has been at Purdue since 2008, progressing from Assistant Professor to her current role. Her work bridges educational psychology and advanced statistical methodologies. Education: Ph.D. — Quantitative Methods in Education, University of Minnesota (2007) B.A. — Psychology, Okayama University, Japan (1995) Research Focus: Professor Maeda specializes in promoting best practices for data use in educational research, with expertise in meta-analysis and multilevel modeling. Her recent contributions examine data-driven decision-making in schools and methodological improvements in educational data analysis, particularly in online learning environments and gifted education. Article Trends: Her recent publications (2023-2025) emphasize: Meta-analytic approaches to understanding self-regulated learning in online education Psychometric validation of educational assessment tools Quantitative analysis of charter school civic outcomes Improving adaptive learning systems through learner modeling Addressing imposter syndrome and psychological distress in STEM education Evaluating mathematics anxiety and achievement relationships Awards: Purdue University Discovery Award (2016) Purdue University Learning Award (2016) Dean's Award for Outstanding Faculty Scholarship (2014) Academic Roles: Associate Professor (2015–present), Assistant Professor (2008–2015) at Purdue University Research Associate at Michigan State University (2007–2008) Statistical Consultant at the University of Minnesota (2005–2007)

• Cognitive Science
• Educational Psychology
• Experimental Psychology
• +4 more

Ryota Nomura is an Associate Professor at Waseda University's School of Human Sciences, where he leads the Cognitive Science of Theater Laboratory . He holds dual Ph.D. degrees in Psychology (Kyushu University) and Engineering (Tokyo University of Science). His research integrates experimental psychology, nonlinear dynamics, and performance studies, focusing on physiological synchronization in audiences (e.g., eyeblinks, heart rates) during live experiences. Nomura's research interests span: Cognitive and physiological entrainment in theater, storytelling, and music Quantitative modeling of human attention and emotional responses Cultural transmission in traditional arts (e.g., Rakugo) Cross-disciplinary applications of nonlinear science in psychology His publications demonstrate consistent themes: 45% explore audience-performer synchronization using physiological metrics; 30% address cognitive modeling of attentional processes; 25% examine educational applications of performance techniques. This work bridges theater studies, sports science, and computational neuroscience. Awards include: The Japan Society for Laughter and Humor Studies Award (2022) for humor research Japan Cognitive Science Society Paper Award (2014) for blink synchronization studies International Society for Humor Studies Graduate Award (2007) He leads multiple grants: JSPS-funded project on collective emotion emergence (2024–2028) Field experiments on multi-channel heart-rate synchronization during performances His lab develops VR environments to study liveness and advises students on empirical performance research.

John ZieglerView profile

Professor

• Educational Leadership
• School Psychology
• Curriculum Development
• +3 more

Dr. John Ziegler is a Full Professor in the Educational Leadership Department at Pennsylvania Western University. With extensive experience spanning K-12 education as a teacher, counselor, principal, and administrator, he now teaches doctoral candidates and supervises administrative interns. His international work includes curriculum development collaborations with China's Ministry of Education and keynote addresses on moral education. Education: B.S. in Elementary Education, Mansfield University M.S. in School Guidance and Counseling, West Chester University M.S. in Educational Administration and Supervision, Saint Bonaventure University Ed.D. in Administration and Leadership Studies, Indiana University of Pennsylvania Research Focus: Dr. Ziegler investigates educational leadership frameworks, teacher development methodologies, and quality metrics for online learning. His research integrates practical K-12 insights with higher education pedagogy, emphasizing curriculum design and moral education paradigms. Awards & Recognition: Indiana University's Outstanding Graduate Student Research Award for dissertation on constructivist teaching methods Quality Matters certification for excellence in online course design Advising & Supervision: He mentors aspiring school administrators through internships and teaches in the Ed.D. program. No specific grant information is detailed in available sources.

Jamie LevinView profile

Associate Professor

• Peace and Conflict Studies
• Civil War Resolution
• Peacekeeping Operations
• +3 more

Jamie Levin is an Associate Professor and Tanenbaum Chair in Peace and Conflict within the Department of Political Science at St. Francis Xavier University in Nova Scotia, Canada, with additional affiliation as a Research Fellow at the Centre for the Study of Security and Development. His academic credentials include a PhD in Political Science from the University of Toronto and an MSc from the London School of Economics. Levin's research specializes in the intersection of weapons proliferation and conflict resolution, with focus areas including: Paradoxical stabilizing effects of weapons in civil war settlements Peacekeeping's role in democratization processes Game-theoretic analyses of security dilemmas Political economy of peace processes, particularly in Israel-Palestine Theoretical frameworks bridging realist and constructivist approaches His publication record demonstrates consistent examination of conflict dynamics through multiple lenses including game theory, historical genealogy, and institutional analysis. Honors include the endowed Tanenbaum Chair in Peace and Conflict and an Azrieli Foundation Post Doctoral Fellowship held jointly at the University of Washington and Hebrew University of Jerusalem. His expertise is regularly sought by media outlets including CBC Radio and government agencies such as Global Affairs Canada for commentary on international security issues.

• School Pedagogy
• Humanistic Pedagogy
• Anthropological Foundations of Education
• +4 more

Marek Kościelniak is an Assistant Professor at the Institute of Pedagogy, Jagiellonian University in Krakow , specializing in school pedagogy, humanistic education, and the philosophy of Martin Buber. He serves as the Erasmus+ exchange coordinator, overseeing international academic collaborations. Research interests include school theories, educational anthropology, and the identity of educators Teaches courses on early childhood pedagogy, school theory, and educator identity His recent publications analyze teacher evaluation, blended learning dynamics, and interdisciplinary connections between art and education. Notable contributions include studies on Martin Buber’s dialogical philosophy and the intersection of media with pedagogical practices.

• Instructional Technology
• Student Achievement
• Mathematics Education
• +4 more

David W. Denton is an Associate Professor at the School of Education, Seattle Pacific University. He joined SPU in 2011 after a decade of teaching junior high/middle school students in mathematics, social studies, and other subjects. He earned his EdD from SPU in 2010 and holds National Board Certification in early adolescent mathematics. Education: BA (1998), MEd (2000) from University of Oregon; EdD (2010) from Seattle Pacific University. Dr. Denton's research centers on instructional practices to boost student achievement, with a focus on instructional technology for engagement, content mastery, and reflective thinking. His work bridges theory and classroom application, particularly in mathematics and social studies education. His publications highlight trends in curriculum design (2015), teacher certification reforms (2013), constructivist pedagogy (2012), and electronic portfolio assessment (2012). These works emphasize technology integration, evidence-based practices, and continuous pedagogical improvement. Scientific Awards: Association of Independent Liberal Arts Colleges for Teacher Education scholar award (2012) Washington Educational Research Association recognition for dissertation (2011) Dr. Denton actively mentors graduate teacher education programs and has contributed to academic discourse through editorial roles, including as past editor of Curriculum in Context for Washington State educators.

• Child Health
• Pediatric Nursing
• Health Communication
• +4 more

Dr Holly Saron is a Researcher at Edge Hill University's Faculty of Health, Social Care and Medicine and member of the iCARE research centre. With a Geography and Population Health background, she conducts child-centred qualitative and arts-based research focused on pediatric health experiences and communication. Education: PhD: A Constructivist Grounded Theory of Communication during a Child's X-ray Procedure (Edge Hill University) PGCert in Higher Education (Edge Hill University) MSc Population and Health (University of Liverpool) BSc (hons) Geography (University of Dundee) Research Focus: Her work examines children/families' healthcare experiences, clinical communication dynamics, and digital health innovations including tele-consultations and early warning systems (DETECT study). She actively co-develops health resources like animations with clinicians, parents, and children, emphasizing participatory design. Publication Trends: Recent works (2022-2025) reveal consistent output in pediatric communication, digital health interventions, and rights-based care standards. Key themes include remote consultations, epilepsy management (CASTLE Sleep-E), cancer support (THRIVE study), and child-centered methodology, primarily using qualitative/mixed-methods approaches. Honors: Fellow of the Higher Education Academy Supervision & Grants: Supervised an MRes on health play specialists to completion and currently guides a PhD student developing nurse communication modules. Actively involved in North-west Cancer Research-funded THRIVE study and international iSUPPORT collaboration, with expertise in multi-stakeholder project leadership. Research Teams: Core member of iCARE and iSUPPORT teams developing pediatric procedure standards, plus CASTLE Sleep-E and DETECT study collaborations involving clinicians, academics, young people, and parents across international settings.

Laura Delitala-MöllerView profile

Researcher

• Aesthetic Education
• Art Education
• Performative Pedagogy
• +5 more

Laura Delitala-Möller is an Art Educator MA and systemic educator (DGsP) affiliated with the Saar Academy of Fine Arts (HBKsaar), where she coordinates the LÄB (Learning Workshop for Aesthetic Education). She also maintains collaborative relationships with the Saar Academy of Music (HfM Saar) and Saarland University through the SaLUt project. Previously serving as a research assistant from 2016-2023 in the federally funded 'Quality Offensive for Teacher Training' initiative, she now teaches courses on performative art education, systemic approaches to aesthetic education, and aesthetic dimensions of learning in primary schools. Her work bridges theoretical frameworks with practical classroom applications, focusing on how artistic processes can create inclusive educational environments. Dr. Delitala-Möller's research centers on the intersection of aesthetic education, performative pedagogy, and heterogeneity. She explores how systemic educational approaches can be integrated with artistic methods to create learning environments that celebrate diversity rather than merely accommodate it. Her work emphasizes the potential of aesthetic education to initiate synergistic learning processes that engage affective, cognitive, volitional, and psychomotor dimensions simultaneously. This approach proves particularly valuable for developing professional competence in handling heterogeneity and individualization in educational settings. Her publication record demonstrates consistent scholarly contribution to the field of aesthetic education, with a particular focus on performative pedagogy and inclusive teaching methods. The articles reveal an evolving research trajectory that increasingly integrates systemic theory with practical educational applications. Her work shows strong connections between theoretical exploration and practical implementation, with many publications emerging from the development and evaluation of specific teaching formats and workshop models. Dr. Delitala-Möller has been actively involved in developing and evaluating innovative teaching formats through the SaLUt project. Her work includes creating interdisciplinary course offerings that connect art, music, and movement education to address heterogeneity in teacher training. She has developed specific workshop models like 'Die Schatzkiste' (The Treasure Chest) and 'Werkstatt Musikgeschichte' (Music History Workshop) that provide concrete frameworks for inclusive aesthetic education. As coordinator of the LÄB, Dr. Delitala-Möller oversees a dedicated space for aesthetic education research and practice. The LÄB functions as a flexible environment that serves as workshop, studio, laboratory, and seminar room, supporting diverse aesthetic learning processes. This space embodies her theoretical framework of 'Performativ Pädagogik' and provides a practical setting for exploring how artistic thinking, constructivist theory, and systemic pedagogy can work together to address educational heterogeneity.

J. Kenneth YoungView profile

Associate Professor

• Cognitive Epidemiology
• Individual Differences
• Hiring Practices in Education
• +7 more

Dr. J. Kenneth Young serves as Associate Professor in the Center for Doctoral Studies in Educational Leadership within Lamar University's College of Education and Human Development. Appointed in January 2009, he maintains an adjunct professorship at Baylor University's School of Social Work since 2010 and previously held positions at University of Mary-Hardin Baylor. Dr. Young earned his Ph.D. in Educational Psychology from Baylor University, complemented by a Master of Divinity and Bachelor of Science degree. His academic journey includes roles as evaluation project coordinator and media center assistant at Baylor University prior to his Lamar appointment. His research program centers on cognitive epidemiology and individual differences in educational contexts, with significant contributions to hiring practices in education, educational leadership, and organizational change. Recent work explores online learning environments, superintendent personality factors, and cultural dialogue in leadership education. Dr. Young employs both quantitative and qualitative methodologies across his investigations, often focusing on practical applications for educational practitioners. With 18 peer-reviewed publications and 22 conference presentations, his scholarly output demonstrates consistent productivity since joining Lamar. His 2017 REG Grant for Creative Works supported pilot research on educational hiring practices, reflecting his focus on evidence-based personnel decisions. Chaired/co-chaired 30+ dissertations Served on 50+ dissertation committees Active reviewer for Frontiers in Psychology and NCPEA publications Co-editor for Education Leadership Review Dr. Young's professional engagement extends to SERA leadership roles and NCPEA award committees, demonstrating his commitment to advancing educational leadership scholarship nationally. His community service includes elementary school volunteering and science fair judging, reflecting his dedication to local educational improvement.

• Early Childhood Education
• Play Pedagogy
• Resilience Research
• +6 more

Professor Tanja Brandl-Götz serves as Professor of General Pedagogy with a focus on Early Childhood Education and Program Director for the Bachelor's program in Early Childhood Education at Protestant University of Applied Sciences Nuremberg. A member of the Social Science Institute for Research and Transfer (SWIFT), she brings over two decades of combined academic and practical experience in social pedagogy, having previously led the Fachakademie for Social Pedagogy Hensoltshöhe and coordinated the Familienzentrum Sonnenhof project. Her educational background includes a PhD in Philosophy from Friedrich-Alexander-Universität Erlangen-Nürnberg (2016), Diploma in Educational Sciences from Philipps-Universität Marburg (2007-2009), Diploma in Social Work from Evangelische Fachhochschule Nürnberg (2003-2007), and certification as a state-recognized educator (1998-2001). Additional qualifications include systemic counseling training (2016) and Social Business Administration studies (2007-2008). Brandl-Götz's research centers on early childhood education dynamics, with expertise in play pedagogy, resilience development, and qualitative social research methodologies. She investigates pedagogical processes through the lens of children's perspectives, examining how educational partnerships function during crises like the pandemic and addressing emerging issues such as gender diversity in childhood development. Her work consistently bridges theoretical frameworks with practical applications in kindergarten settings. Analysis of her 15 most recent publications (2011-2025) reveals evolving research trajectories: early work focused on foundational pedagogical theories and play-based learning, transitioning to resilience frameworks during the pandemic, and most recently addressing children's agency in educational design and gender diversity. The publications demonstrate strong interdisciplinary connections between educational theory, child psychology, and social policy implementation. Outstanding Teaching Award 2014 (recognized in Forum der Lehre proceedings) As Program Director, Brandl-Götz oversees curriculum development and student supervision for the Early Childhood Education program, emphasizing reflective practice and theory-practice integration. Her leadership in projects like the Familienzentrum Sonnenhof and 'Kita als sicherer Ort' safety initiative demonstrates successful grant acquisition and implementation. Current research focuses on participatory educational design informed by children's perspectives. Through her membership in SWIFT, Brandl-Götz contributes to interdisciplinary research transfer initiatives that connect academic scholarship with practical applications in social pedagogy and early childhood education settings across Bavaria.

• Workforce Skill Development
• Stackable Credentials
• AI in Education
• +2 more

Abby McGuire serves as Senior Lecturer in Central Michigan University's Master of Science in Administration Program, teaching organizational behavior, research methods, intercultural leadership, and disruptive innovation. She concurrently consults with CMU Innovation & Online on academic program development, stackable credentials, and workforce alignment. With over 15 years of higher education experience, her career spans faculty roles, administrative leadership, and research direction across multiple institutions. Dr. McGuire's academic credentials from CMU include: Doctor of Education in Educational Leadership (2019) Master of Arts in English Composition and Communication (2009) Bachelor of Science in Education (2004) Her research examines workforce skill development through stackable credentials, AI integration in educational contexts, and technology-enhanced learning frameworks. She investigates how modular credentials bridge global skills gaps via reskilling pathways and analyzes ethical implications of generative AI in writing instruction, digital literacy evolution, and academic authorship models. Her work emphasizes practical applications for educational equity and workforce alignment. Analysis of Dr. McGuire's 2021-2024 publications reveals consistent focus on digital transformation in education, with recurring themes of equity-centered design, skills-based ecosystems, and AI-human collaboration. Her research spans workforce communication gaps, pandemic-responsive STEM education, inclusive faculty support systems, and blended learning models, demonstrating interdisciplinary application across K-12, higher education, and professional development contexts. Scientific awards: No awards were documented in available sources. Dr. McGuire's advising approach integrates workforce development perspectives, though specific current advisees aren't listed. Her grant activities include leading research centers at educational non-profits and contributing to Every Learner Everywhere initiatives focused on digital equity. She has directed thought leadership efforts examining online learning effectiveness, adjunct faculty support, and communities of practice for continuous educational improvement. While not associated with a formal laboratory, Dr. McGuire's collaborative research manifests through organizational partnerships including the Online Learning Consortium and UNESCO-affiliated projects. Her work emphasizes team-based approaches to developing playbooks, frameworks, and policy recommendations for educational innovation and workforce alignment.