Find Academic Supervisors

Laura AmmonView profile

Professor

• Religion and Colonialism
• Early Modern Christianity
• Global Christianity
• +3 more

Laura Ammon is a Professor of Religious Studies and Director of the Watauga Residential College at Appalachian State University's Department of Philosophy and Religion. Her research focuses on colonial religious dynamics, particularly the interplay between Aztec and Catholic beliefs in 16th-century Mexico, and the legacy of colonialism on modern understandings of race and religion. She co-authored Religion in Sixteenth-Century Mexico , analyzing religious syncretism in New Spain. Her work also bridges religion with contemporary issues like artificial intelligence ethics and science fiction's portrayal of spirituality. Her academic journey includes a PhD from Claremont Graduate University (2006), an MA from the University of Chicago (undated), and a BA from Webster University (undated). Her teaching philosophy emphasizes public-facing pedagogy, as seen in collaborative publications on innovative classroom strategies. She explores how technology and media shape religious expression, such as analyzing Star Trek's implicit theology and AI's ethical implications in domestic spaces. Her publications span colonial religious history, digital humanities, and interdisciplinary approaches to religion. Notable works include essays on Bartolomé de las Casas' rhetoric and horror literature's sacred dimensions. She actively contributes to academic discourse through book reviews and media engagements, such as podcast discussions on climate change and religion. Laura's research and teaching reflect a commitment to understanding religion's fluidity across time and culture, blending historical rigor with modern societal questions. Her leadership in the Watauga Residential College underscores her dedication to fostering interdisciplinary academic communities.

Lauren M. BauschView profile

Professor

• Vedic Studies
• Early Indian Buddhism
• Sanskrit Linguistics
• +3 more

Lauren M. Bausch is a Professor at Dharma Realm Buddhist University (DRBU), where she has taught since 2015. She specializes in Sanskrit, Vedic philosophy, and early Indian Buddhism, with a focus on Brahmana texts and their relationship to Buddhist thought. Her work integrates academic research with contemplative practice, contributing to DRBU's curriculum for Contemplative Exercise Immersions and supporting the Institute for World Religions. Education: Ph.D., University of California, Berkeley, 2015 M.A., University of California, Berkeley, 2011 M.A., Graduate Theological Union, 2006 B.A., University of California, Berkeley, 2004 Research Interests: Bausch investigates Vedic ritual hermeneutics, Sanskrit linguistics, and Buddhist-Vedic syncretism. Her interdisciplinary approach connects ancient Indian philosophy with contemporary spiritual practice, emphasizing language as a tool for cosmic and personal transformation. Key themes include sacrificial symbolism, contemplative pedagogy, and interreligious dialogue. Publications Overview: Her recent articles (2018–2024) explore Vedic-Buddhist intersections through philological, artistic, and sociological lenses. Dominant topics include ritual semantics, iconography, and historical interactions between Brahmanical and Buddhist communities in ancient India, reflecting deep engagement with Sanskrit primary sources. Awards and Honors: Fulbright Scholarship International Association of Sanskrit Studies’ Honorary Research Fellowship (2019) Additional Contributions: She developed the 2019 seminar on Vedic Philosophy of Language at Bhandarkar Oriental Research Institute (India) and advances Sanskrit pedagogy at DRBU. Her forthcoming works examine Vedic travel narratives and Buddhist artistic motifs.

Jim RobinsonView profile

Academic

• Ecotheology
• Religion and Ecology
• Social Justice
• +3 more

Jim Robinson, Ph.D., is a Clinical Lecturer in the Religious Studies Department at Iona University and Director of the Deignan Institute for Earth and Spirit. He holds a Ph.D. from Fordham University, MTS from Harvard Divinity School, and BA from Drew University. His work bridges Ecotheology, Religion and Ecology, and the thought of Thomas Merton and Rosemary Radford Ruether. Robinson actively participates in lay Catholic communities focused on ecology and social justice, including Agape Community, Benincasa Community, and Maryhouse Catholic Worker. His research emphasizes integral ecology, anti-racism, and anti-sexism within theological frameworks. Education: Ph.D., Fordham University Master of Theological Studies (MTS), Harvard Divinity School Bachelor of Arts, Drew University Research focuses on the intersection of religion with ecological and social justice issues. Key themes include: Integral ecology principles from Laudato Si' Merton's engagement with 1960s counterculture Ruether's feminist theology and anti-oppression work Ethical critiques of factory farming and industrial agriculture Publications span theology, religious studies, and eco-spirituality. Recent work addresses eco-theological responses to environmental crises and the legacy of 20th-century theologians. Presentations include global conferences on themes like ecological conversion, sacramental worldview, and interfaith environmental ethics. No scientific awards are explicitly mentioned in available texts. His advising focuses on mentoring students in ecological spirituality and social justice praxis through community-based learning initiatives. Labs/Teams: Leads the Deignan Institute's ecological initiatives and collaborates with lay communities to develop practical models of integral ecology through urban farming projects and waste reduction programs.

Paul LynchView profile

Professor

• rhetoric of religion
• rhetorical theory
• writing pedagogy
• +3 more

Paul Lynch serves as Professor in the Department of English within Saint Louis University's College of Arts and Sciences, where he maintains an active research profile at the intersection of rhetoric and religious studies. His scholarly work focuses on rhetorical theory, writing pedagogy, and the rhetoric of religion, with particular attention to Catholic educational traditions and spiritual formation. His educational background includes: Ph.D. in English, Purdue University (2008) Lynch's research explores how religious discourse shapes pedagogical practices, examining figures like René Girard and Pope Francis through rhetorical frameworks. His recent work investigates spiritual exercises in teaching, Jesuit educational identity, and the rhetoric of Catholic institutional crisis. This research bridges theoretical rhetoric with practical applications in faith-based education and writing instruction. His publication trajectory (2015-2025) reveals consistent engagement with three core areas: Girardian rhetorical theory (12 publications), Catholic educational rhetoric (9 publications), and writing pedagogy (7 publications). Notably, his 2024-2025 works show increased focus on contemporary Catholic institutional challenges while maintaining his longstanding interest in spiritual dimensions of teaching. His scholarly recognition includes: 2023 Ignite Seminar Teacher of the Year, University Core 2018 Article of the Year Award from the Religious Communication Association 2010 James H. Korn Scholarship of Teaching and Learning Award No information is available regarding graduate student advising or research grants. Lynch contributes to Saint Louis University's mission through his scholarship on Catholic rhetorical education and spiritual formation in teaching, though no specific labs or research teams are documented in the provided materials.

• Contemplative Education
• Eco-Justice Pedagogy
• Sustainability and Environmental Education
• +4 more

Professor Jing Lin is a faculty member in the Department of Counseling, Higher Education, and Special Education at the University of Maryland's College of Education. Her work focuses on transformative education integrating contemplative practices, Daoist philosophy, and ecological awareness. She explores themes of interconnectedness, sustainability, and equity through pedagogical innovation. Research Interests: Prof. Lin's scholarship bridges Eastern philosophies with modern educational challenges. Core areas include eco-justice pedagogy, virtue cultivation through Daoist principles, and reimagining education to address global crises like climate change and social inequity. She emphasizes love-based education, intercultural collaboration, and the integration of science with spiritual inquiry. Publications Trends: Recent work highlights contemplative practices as pathways to planetary healing, critiques anthropocentric educational frameworks, and advocates for decolonizing higher education. Her articles often blend interdisciplinary approaches (e.g., quantum physics, neuroscience) with spiritual traditions to propose holistic educational models. Awards: No specific awards listed, but her contributions are recognized through frequent publication in transformative education fields. Advising/Grants: No student advisees or grant details provided in current materials. Her focus appears centered on research and conceptual frameworks rather than applied grant-funded projects. Labs/Teams: Engaged with the Harriet Tubman Department's research initiatives, particularly the Indigenous Futures Lab and D.C. Queer Studies projects. Collaborates internationally on eco-justice and contemplative education networks.

Alan BrillView profile

Professor

• Interfaith Theology
• Jewish-Christian Studies
• Kabbalah
• +5 more

Rabbi Alan Brill is the Cooperman/Ross Endowed Chair for Jewish-Christian Studies and Professor in the Department of Religion at Seton Hall University. His work focuses on interfaith theology, Kabbalah, and religious pluralism. He holds a Ph.D. from Fordham University and has authored numerous books, including Rabbi on the Ganges: A Jewish Hindu Encounter (2019) and Judaism and World Religions (2012). Brill has held visiting professorships at Gadja Mada University (Indonesia) and the Vancouver School of Theology. His research explores intersections between Jewish thought and global religions, emphasizing dialogue and comparative theology. He received a Fulbright Senior Scholar Award for research in India and a Dorset Visiting Fellowship at Oxford. His recent work includes analyzing Rabbi Eliezer Melamed’s approach to Hinduism and Buddhism, advocating for inclusive interfaith frameworks. Brill’s scholarship bridges traditional Jewish texts with contemporary theological debates, particularly on religious diversity and mystical traditions.

Servet AltanView profile

Assistant Professor

• Students' motivation and engagement
• Habits of Mind
• Diversity and inclusion
• +1 more

Dr. Servet Altan serves as Assistant Professor in the Department of Guidance and Psychological Counseling at MEF University's Faculty of Education in Istanbul, Turkey. Appointed in July 2022, he concurrently holds administrative roles as IBEC Coordinator and Vice Dean of the Faculty since September 2023. His academic foundation includes Master's and Doctorate degrees from Bilkent University, complemented by 15 years of K-12 international program implementation experience (2007-2022). Dr. Altan's research centers on students' motivation and engagement, Habits of Mind frameworks, diversity and inclusion practices, and international education systems. His scholarship appears in premier journals including the Journal of Teacher Education and Teaching and Teacher Education, reflecting his focus on practical applications in educational settings. As an International Baccalaureate Lead Educator since 2016, he actively trains teachers across national and international schools. Analysis of his 2022-2025 publications reveals three dominant research trajectories: (1) mindfulness applications for reducing test anxiety and enhancing academic achievement, (2) Habits of Mind integration in teacher development and emergency remote teaching contexts, and (3) equity-focused investigations into IB teacher preparation and student psychological needs. His work spans diverse educational environments from Turkish continuum schools to Latina/o/x community college settings, consistently addressing motivation, inclusivity, and international frameworks. Dr. Altan maintains active scholarly engagement through regular presentations at AERA and EARLI conferences. While specific student advisement details and grant information remain unreported in available sources, his leadership roles and publication record indicate significant contributions to educational psychology and international teaching practices.

• Urban Ecology
• Landscape Management
• Nature-Based Interventions
• +4 more

Marcus Hedblom is a Professor in Landscape Management at the Swedish University of Agricultural Sciences (SLU) in Uppsala, Sweden. His academic career focuses on the intersection of urban ecology, landscape management, and human well-being, with extensive research on how people interact with and benefit from urban green spaces. Professor Hedblom's research interests span several interconnected domains related to urban environments and human-nature interactions. His primary focus areas include urban ecology and biodiversity conservation in cities, landscape management for recreational purposes, and the psychological benefits of nature exposure. He has made significant contributions to understanding soundscape perception in urban forests, children's interactions with natural environments, and the development of nature-based interventions for health and well-being. His work often employs multisensory approaches to studying how visual and auditory elements of landscapes affect human experiences and stress recovery. The trends in Professor Hedblom's recent publications (2023-2025) reveal a strong emphasis on practical applications of landscape research. His work increasingly focuses on design frameworks for multifunctional green spaces, particularly those serving children's developmental needs through nature-based play environments. He has developed innovative approaches like the Contemplative Landscape Model for assessing therapeutic outdoor settings and has conducted cross-continental studies on urban wildlife adaptation. His research consistently bridges ecological science with social science perspectives, examining how landscape characteristics correlate with human perceptions and behaviors in urban settings across different cultural contexts. Professor Hedblom has contributed extensively to the understanding of urban bird ecology, particularly how species like house sparrows adapt their vocalizations to urban noise environments. His work on "play biotopes" represents a significant practical application of ecological principles to landscape design, creating synergistic environments where children's development and ecological functions reinforce each other. Recent publications also address the challenges of balancing traditional lawn maintenance with more sustainable alternatives in the face of climate change.

• Greek Literary Texts
• Archaic and Classical Greek Literature
• Lyric Poetry
• +7 more

David W. Fearn is Professor of Greek and Head of Department at the University of Warwick, Faculty of Arts. He joined the Warwick department in 2008 after holding Junior Research Fellowships at Corpus Christi College, Cambridge (2003-5), Corpus Christi College, Oxford (2005-7), and Jesus College/Faculty of Classics, Oxford (2007-). His academic career spans over two decades with a focus on Greek literary texts across various socio-political and cultural contexts from archaic and classical Greece through to modern spaces of reception. His educational background includes: BA/MA, Literae Humaniores, Magdalen College, University of Oxford, 1998 (Demy; Double First) MSt, Greek and/or Latin Languages and Literature, Magdalen College, University of Oxford, 1999 (Distinction) DPhil, Greek Literature, Magdalen College, University of Oxford, 2003 PCAPP, University of Warwick, 2011 Professor Fearn's research centers on the poetics, aesthetics, and socio-political contextualizability of archaic and classical Greek literature, with particular emphasis on lyric poetry. He investigates the relationship between Greek literature and its original contexts of production and reception, while also exploring contemporary critical-theoretical approaches to literature. His work often engages with Pindar's poetry as a key touchstone. Beyond classical studies, he has developed a significant interest in the history, theory, and practice of photography, which he increasingly integrates with his scholarship on ancient lyric poetry, creating innovative connections between ancient texts and contemporary visual culture. His publications demonstrate a consistent focus on Greek lyric poetry, particularly the works of Pindar and Bacchylides, while expanding into broader questions of classical reception, the relationship between text and visual culture, and the application of contemporary theoretical frameworks to ancient literature. His work shows an evolving trajectory from close philological studies toward more interdisciplinary approaches that bridge classical scholarship with philosophy, visual studies, and critical theory. Professor Fearn is an active member of several academic communities: Member of the Society for the Promotion of Hellenic Studies Committee member of Warwick's Centre for Research in Philosophy, Literature, and the Arts Member of Warwick's Environmental Humanities Network Associate member of Warwick's Centre for Research in Post-Kantian European Philosophy He serves as a referee for numerous prestigious journals and reviews academic books for major publishers. Professor Fearn is deeply committed to teaching and supervision, offering undergraduate modules on Greek texts and lyric poetry, and supervising postgraduate students in Ancient Literature and Thought. He also maintains an active photography practice, with his work available through his portfolio website, which increasingly intersects with his academic interests.

David QuinterView profile

Associate Professor

• East Asian Buddhism
• Japanese Religions
• Medieval Japan
• +6 more

David Quinter is an Associate Professor at the University of Alberta, holding a 50/50 joint appointment between the Department of East Asian Studies and the Program in Religious Studies. His primary research focuses on medieval Japanese Buddhism, particularly the Shingon Ritsu movement and its engagement with the Mañjuśrī cult. He examines intersections of narratives, rituals, and material culture in devotional practices, with special attention to outcasts and social welfare in Japanese religion. Teaching areas include East Asian religions, Japanese Buddhism, and methodological approaches to the study of religion. He has taught courses such as 'East Asian Religions,' 'Buddhism in Japanese History,' and 'Lived Religion in Asia.' Quinter's publications include the monograph From Outcasts to Emperors: Shingon Ritsu and the Mañjuśrī Cult in Medieval Japan (Brill, 2015) and numerous articles on topics like Eison's role in religious innovation, Manjusri iconography, and medieval Buddhist material culture. His work bridges textual analysis with material and ritual studies, emphasizing how religious practices shaped social and political dynamics in premodern Japan.

Anthony CullenView profile

Associate Professor

• International Humanitarian Law
• International Human Rights Law
• Contemplative Methods in Education
• +4 more

Affiliations & Roles Dr. Anthony Cullen serves as an Associate Professor in the School of Law at Middlesex University, London. He concurrently holds roles as a Visiting Professor at the University of Bordeaux, External Examiner at Dublin City University, Senior Fellow of the UK Higher Education Academy, and Senior Research Associate at DCU's Centre for Educational Disadvantage. His work bridges legal scholarship with pedagogical innovation and social justice. Research Interests Dr. Cullen’s research focuses on international humanitarian law, human rights law, contemplative methods in education, decolonization of academia, and student well-being. He actively advocates for integrating mindfulness and meditation into legal education to enhance practitioner resilience and ethical decision-making. Recent Trends in Publications His recent work emphasizes interdisciplinary approaches, blending legal theory with spirituality (e.g., 'Enlightened Management'), decolonizing legal frameworks, and addressing systemic inequities in education and conflict zones. He also explores the evolving nature of armed conflict in digital age warfare. Awards & Recognition Outstanding Wellbeing and Student Support Award (2022) Supervision & Mentorship Currently supervising three PhD candidates: Sylvain Jordan, Fru Ndemeno-Tegomoh, and Oje Hart. His mentorship focuses on fostering academic rigor while prioritizing mental health and professional ethics. Labs & Collaborations Collaborates with the Heartfulness Institute on mindfulness initiatives and the Rajiv Gandhi School of Intellectual Property Law on legal education reforms. His work often intersects with global institutions like the ICC and NGOs addressing humanitarian law compliance.

Agnes B. CurryView profile

Professor

• Ethics
• Social Philosophy
• Native American and Indigenous Philosophy
• +3 more

Agnes B. Curry, Ph.D., is a Professor of Philosophy and Director of the Core Curriculum at the University of Saint Joseph (USJ), where she has served since 2001. She holds a Ph.D. and M.A. in Philosophy from Fordham University and dual degrees in Piano (B.M.) and Philosophy (B.A.) from Benedictine College. Her work bridges philosophical theory with everyday life experiences, emphasizing how ideas shape human perception. Dr. Curry teaches courses on ethics, race, and women philosophers, and actively contributes to academic discourse through editorial roles and collaborative research. Her research focuses on 20th-century ethics, Native American philosophy, and moral/spiritual values in media. She co-edits Studies in Native American and Indigenous Philosophy and serves on the American Philosophical Association’s national committee. Dr. Curry also engages in contemplative practices, serving as a Spiritual Director and contributing to interfaith initiatives through organizations like Spiritual Directors International. Dr. Curry’s publications span academic chapters, edited volumes, and media analyses. She collaborates on projects like a book with Dr. Josef Velazquez on values in television, and her work has been featured in journals such as Slayage and Studies in Native American and Indigenous Philosophy . Her teaching philosophy emphasizes critical thinking and interdisciplinary connections, reflected in courses like Philosophy of Race and Food Ethics .

• Peace Studies
• Reconciliation
• Buddhism and Spirituality
• +5 more

Hugh Curran is a Lecturer in the Peace & Reconciliation Studies Program at the University of Maine’s College of Education and Human Development. He holds affiliations with the Morgan Bay Zendo (board member) and Friends of Morgan Bay (founder), focusing on mindfulness practices and environmental stewardship. His career includes directorship of a homeless shelter in Downeast Maine and co-authorship of a Maine history book with Esther Wood. He has presented at international venues including Oxford University and the Global Council on Tolerance and Peace in Malta. Education: Undergraduate studies at Nova Scotia (specific institution unspecified). Extensive Zen monastic experience and global pilgrimage. Teaching specialties include Buddhism, nonviolence, ecology-spirituality linkages, and peace pedagogy through courses like PAX 201 and PAX 350. Research integrates contemplative traditions with social justice issues, addressing animal ethics, homelessness advocacy, and environmental spirituality. Recent work emphasizes Buddhist perspectives on ethics and interfaith peacebuilding. Active in organizing regional peace conferences and public radio discussions on socio-political topics. Labs/Teams: Collaborates with Morgan Bay Zendo’s retreat programs and Friends of Morgan Bay’s nature conservation initiatives. Engaged in interdisciplinary peace studies collaborations across UMaine departments.

Tomas de Rezende RochaView profile

Assistant Professor

• Educational Justice
• Equity Studies
• Philosophical Foundations of Education
• +5 more

Tomas de Rezende Rocha is an Assistant Professor in the Department of Social and Cultural Foundations at the University of Wisconsin-Madison's College of Education. His work focuses on educational justice and equity through philosophical inquiry, addressing topics like contemplative education, teacher strikes, and climate change education. He holds a PhD in Philosophy and Education from Columbia University, an MPhil from the University of Cambridge, and a BA from Brown University. Education: PhD in Philosophy and Education, Columbia University MPhil in Politics, Development and Democratic Education, University of Cambridge BA in Education Studies, Brown University Research Interests: Explores intersections of philosophy and education, including epistemic justice in open practices, liberal autonomy frameworks, and Paulo Freire's pedagogical theories. Current projects include co-editing Teachers and Philosophy (SUNY Press, 2025) and serving as associate editor of LÁPIZ (Latin American Philosophy of Education Society). Courses Taught: Includes philosophical foundations of education, educational inquiry methodologies, and ethics in education. Recent courses: EDLPS 525/526 (Educational Inquiry), EDLPS 521 (Philosophy of Education). Affiliations: Active in multiple philosophy of education societies (PES, LAPES) and centers like the Center for Ethics & Education (UW-Madison) and Justice in Schools (Harvard).

Patricia A. JenningsView profile

Professor

• Social and emotional learning
• Mindfulness
• Teacher occupational stress
• +3 more

Patricia (Tish) Jennings is a Professor of Curriculum, Instruction & Special Education at the University of Virginia's School of Education and Human Development. She is an internationally recognized leader in social and emotional learning and mindfulness in education. As the Program Director for the Ed.D. in Curriculum & Instruction, she has established herself as a key figure in developing evidence-based approaches to educator wellbeing and classroom climate. University of Virginia, School of Education and Human Development Department of Curriculum, Instruction & Special Education Program Director, Ed.D. in Curriculum & Instruction Dr. Jennings received her Ph.D. from the University of California Davis in 2004, M.Ed. from Saint Mary's College in 1980, and B.A. from Antioch College in 1977. With over 22 years of experience as a teacher, school director, and teacher educator, she brings substantial practical knowledge to her research. Dr. Jennings' research focuses on social and emotional learning, mindfulness practices, and teacher occupational stress. She pioneered the application of contemplative science to solve difficult problems in education, particularly examining how teacher wellbeing impacts classroom environments and student outcomes. Her work bridges the gap between theoretical research and practical classroom implementation, with a special emphasis on creating compassionate learning environments that support both educators and students. Analysis of her publication history reveals a consistent focus on mindfulness-based interventions in educational settings, with particular emphasis on how teacher wellbeing directly affects classroom quality and student outcomes. Her research trajectory shows increasing attention to scalable implementation models and the connection between educator stress management and student social-emotional development. Distinguished Researcher Award from the University of Virginia (2023) Joseph E. Zins Distinguished Scientist Award from CASEL (2024) Cathy Kerr Award from the Mind & Life Institute (2018) Featured in Mindful Magazine's 'Ten Mindfulness Researchers You Should Know' Dr. Jennings serves as Principal Investigator for multiple large-scale studies funded by the U.S. Department of Education, including Project CATALYZE and Project ENGAGE. She was a member of the National Academy of Sciences Committee on Promoting Healthy Mental, Emotional, and Behavioral Development in Children and Adolescents. Her CARE (Cultivating Awareness and Resilience in Education) program has been evaluated by What Works Clearinghouse and recommended by the CDC to promote educator wellbeing. Dr. Jennings leads the Contemplative Teaching and Learning Lab, where she and her team develop and evaluate mindfulness-based professional development programs designed to address teacher occupational stress. The lab's work focuses on practical implementation strategies that can be adapted across diverse educational settings while maintaining scientific rigor.