Ido Davidesco is an Assistant Professor and Director of the Lab-to-Classroom Research Group at Boston College's Lynch School of Education and Human Development. He holds a Ph.D. from the Hebrew University of Jerusalem and a B.A. from the Open University of Israel. Expertise: Cognitive/Social Development, STEM Education, Learning Technologies, and Neuroscience-Education Intersections Labs: Uses EEG, eye-tracking, and VR to study attention/engagement in K-12 and undergraduate settings Research focuses on bridging neuroscience findings with classroom practices through partnerships with educators. Recent grants include NSF CAREER funding for studies on undergraduate biology learning and NIH support for citizen science projects. Awards: 2022 IMBES Early Career Award, NSF CAREER Award Led projects on brain health investigations and computational thinking integration in high school biology.
Stephen M. Haas is a tenured Full Professor in the School of Communication, Film, & Media Studies at the University of Cincinnati and former Graduate Program Director (2002-2007). He served as Chair of the Health Communication Division of the National Communication Association and is nationally recognized for his longitudinal LGBTQ+ couples maintenance project and co-creation of Uncertainty Management Theory. Education: Ph.D. Communication, Ohio State University, 1999 M.A. Communication, University of Cincinnati, 1991 B.A. Communication, University of Cincinnati, 1990 Haas’s research integrates Health Communication and Interpersonal/Relational Communication , emphasizing relationship maintenance in same-sex and different-sex couples, social support among families confronting chronic illness (especially HIV/AIDS), patient self-advocacy in physician-patient interaction, and the emergence of online negative enabling support groups. His recent publications (2022-2025) extend into pediatric populations, examining how caregiver-nurse communication affects family management and quality-of-life for children dependent on long-term mechanical ventilation, while continuing to explore minority stress, resilience, and policy impacts on LGBTQ+ partnerships. Scientific Awards: 2017 Monograph of the Year, NCA GLBTQ Studies Division 2004 Health Communication Distinguished Article of the Year, NCA 2001 Golden Anniversary Monograph Award, NCA 2000 Gerald R. Miller Outstanding Dissertation of the Year, NCA 2000 ICA/NCA International Dissertation of the Year Haas has been continuously funded by NIH agencies (NIMH, NINR, NIAID) and the University of Cincinnati, securing over $1.1 million as PI/Co-I for projects on HIV-status disclosure, relationship maintenance, uncertainty management, and pediatric chronic-care communication. He currently mentors interdisciplinary teams investigating provider-parent interactions in high-technology pediatric settings. He teaches undergraduate and graduate courses in Health Communication capstone, Interpersonal Communication Theory, Persuasion & Influence, and Empirical Research Methods, and sits on editorial boards for Health Communication and LGBTQ+ Family .
ZiYoung Kang, Ph.D., NCC, is an Assistant Professor in the Counselor Education Program at Duquesne University's School of Education. Her expertise spans mindfulness-based interventions, multicultural counseling, and educational mentoring programs. She holds a Ph.D. in Counselor Education from Pennsylvania State University (2014), an M.A. in Educational Counseling and dual B.A./B.S. degrees in Education and Earth Science Education from Seoul National University (2006, 2008). Her research focuses on mindfulness interventions for mental health, multicultural conflict resolution, and student development across K-12 and higher education. She has developed mentorship programs integrating schoolteachers, parents, and college mentors to enhance student support. As a -Buddhist minister ordained in 2020, she incorporates mindfulness practices across religious and cultural contexts through workshops and lectures. Her published work explores counseling theory applications, including constructivist approaches, Holland's career environment assessments, and social justice advocacy. She emphasizes practical career counseling strategies and program evaluation methodologies. ZiYoung has over 10 years of experience coordinating educational partnerships and supervising mentors. Her work bridges counseling theory with real-world applications, particularly in diverse educational settings.
Marty Cooper is an Associate Professor in the Psychology Department at the State University of New York at Old Westbury, within the School of Arts and Sciences. He specializes in counseling psychology with a focus on intersectional minority identities and ageism interventions. Dr. Cooper holds a Ph.D. from Seton Hall University, an M.A. from New York University, and a B.A. from Hunter College. His research examines sexual orientation competence among psychologists and ageism interventions, with notable work on LGBTQ+ mental health and Christian Arab American communities. He has received awards like the SUNY Chancellor's Teaching Excellence Award and NYU's Arnold Grossman Faculty Award. Professional service includes roles at Kings County Hospital, New York Medical Reserve Corp, and ACA's Professional Outreach Committee. His work bridges clinical practice with social justice, emphasizing culturally responsive care.
Dr. Jennifer Katz is Professor of Psychology at SUNY Geneseo, where she has taught since 2003. She is a licensed psychologist (NY 014693-1) and author of 'The Good Widow: A Memoir of Living with Loss'. As Coordinator of the Pathways Peer Advocacy Program and Training Coordinator for Connect and Breathe After Abortion Talkline, she develops student support systems. Katz researches individual well-being in social contexts, focusing on marginalized groups. Her work examines bystander intervention in sexual violence, intimate partner violence dynamics, contraceptive coercion, LGBTQ+ bullying responses, and abortion care advocacy. She investigates how gender ideologies, racial attitudes, and social norms influence interpersonal behavior. Publications demonstrate expertise in: 1) Bystander decision-making across racial/gender contexts, 2) Reproductive coercion in dating relationships, 3) Mental health impacts of material hardship during pregnancy, and 4) Effects of ideology on sexual health perceptions. Recent work emphasizes intersectional approaches to violence prevention. Education: PhD in Clinical Psychology, University of Georgia (1998) Pre-doctoral internship, Medical University of South Carolina MS in Psychology, University of Georgia BS in Psychology, University of Miami Awards: Dr. Spencer J. Roemer Supported Professorship (2019-2022) Patricia and Jerry Smith Endowed Faculty Incentive Award (2018) Chancellor's Award for Excellence in Faculty Service (2017) President's Award for Research and Creativity (2014) Geneseo PATH Award (2012) Chancellor's Award for Excellence in Teaching (2008) Carol Harter Award for Mentoring (2005)
Dr. Chia-Ling Mao is a Professor in the Valley Foundation School of Nursing at San José State University's College of Health and Human Sciences. She holds a PhD from Texas Woman's University and has over 40 years of academic and clinical experience in psychiatric nursing and community mental health. Her work emphasizes cultural competency and interdisciplinary collaboration. Education: Doctor of Philosophy, Texas Woman's University, 1985 Master of Science, University of Illinois, 1977 Bachelor of Science, National Defense Medical Center, Taiwan, 1971 Research Interests: Dr. Mao focuses on cultural competency in nursing care, global health challenges, and the mental health needs of diverse populations. She pioneered a study abroad program for nursing students to enhance cross-cultural understanding and has taught at undergraduate, graduate, and doctoral levels. Her research spans topics like complementary medicine use among ethnic minorities, health literacy in aging populations, and nurse-student simulation training. Publications & Presentations: Over 70 peer-reviewed articles and conference presentations, including work on hypertension adherence in Chinese Americans, CAM practices in pediatric care, and nursing education innovations. Key themes include cultural barriers in healthcare, mental health interventions, and transcultural nursing practices. Teaching & Service: Teaches courses like NURS 202 (Philosophical Foundations of Nursing Science) and actively volunteers in underserved communities. Her work bridges theory and practice through collaborative research with UCSF and interdisciplinary teams. Labs/Teams: Collaborates with nurse-managed clinics and community organizations to implement evidence-based care models, such as the Omaha System for outcome measurement.
School of the Art Institute of ChicagoUnited States
Veronica Bohanan is a Lecturer in the Art Therapy and Counseling Department at the School of the Art Institute of Chicago. A registered and board-certified art therapist, her interdisciplinary work spans poetry, feminist anthologies, and stage productions. She holds an MFAW (2015) and MAAT (2013) from SAIC, an MA in Social Foundations of Education (1999), and a BA in Speech and Hearing Sciences (1997). Her creative publications include contributions to 'The Year That Change America Anthology' (2020), 'Home Girls Make Some Noise: Hip Hop Feminist Anthology', and authored works like 'OM: My Sistagyrl Lotus'. Exhibition history includes group shows at Rumble Arts and Sullivan Gallery exploring art therapy in cultural contexts.
Dr. Kelly James is an Adjunct Professor at Yorkville University's Department of Counseling Psychology and an Affiliate Professor at the Counselor’s View of Italy Institute. She holds a PhD in Counselor Education & Supervision from Regent University, alongside master's degrees from Oral Roberts University and a bachelor's from the University of Arkansas. Her expertise lies in trauma therapy, counseling psychology, and mental health, with a focus on neurobiological and quantum physics perspectives. She co-authored Why Aren’t You Over This By Now? and hosts a weekly radio show addressing trauma recovery. Recognized as the 2019 Top Mental Healthcare Professional by IAOPT, her work integrates clinical supervision, EMDR therapy, and energy-based healing techniques like the Emotion Code. Education: PhD in Counselor Education & Supervision (Regent University), MA in Licensed Professional Counseling and Marriage & Family Therapy (Oral Roberts University), BS in Psychology (University of Arkansas). Awards: Top Mental Healthcare Professional, IAOPT (2019) Advising & Grants: Supervises students in counseling programs and maintains a full-time private practice specializing in trauma therapy. No specific grants mentioned.
Shreya Bhandari is a Professor of Social Work and Director of the Master of Social Work (MSW) program at Purdue University Northwest (PNW). She holds a Ph.D. in Social Work from the University of Missouri and an MSW from Tata Institute of Social Sciences, Mumbai. Her research focuses on domestic violence, mental health of South Asian communities, and cultural competency in social work practice. She is the author of 'South Asians in the United States: A guide for Social Workers and Other Helping Professionals' (NASW Press, 2022). Professor Bhandari teaches courses on Cultural Diversity, Social Policy, and Practice. She is a Licensed Independent Social Worker (LISW) in Ohio and holds EMDR certification. She leads a private practice, Tasalli Counseling, specializing in South Asian mental health. Her recent initiatives include launching PNW's MSW program in 2025 and co-developing a faculty mentoring program to support new educators. Her research has been presented globally and addresses transnational abandonment, gender norms among South Asian youth, and healthcare decision-making. She has secured grants for community-focused projects and collaborates with the College of Humanities, Education and Social Sciences (CHESS) to advance social work education and advocacy.
Renee DeHart is a Professor and Associate Dean for Student Affairs at McWhorter School of Pharmacy, Samford University. With over 15 years of experience in acute and ambulatory care practice before assuming her leadership role in 2012, she focuses on fostering professional and personal growth within a faith-based academic community. Education includes: PharmD, University of Florida MSW, Samford University Board Certified Pharmacotherapy Specialist Her research examines pharmacy student engagement, wellbeing, and mental health interventions. Recent publications analyze educational systems, organizational structures, and stress mitigation in pharmacy training environments. Awards and honors: Faculty Preceptor of the Year (2014, 2023) AACP Community Engaged Service Award (2014) ACCP Fellow (2008) Phi Lambda Sigma honor society (2003) Professional service includes leadership roles in APhA, ACCP, and AACP with focus on student services and diabetes care initiatives.
Jacob W. Glazier serves as Assistant Professor of Psychology and Head of the Psychology B.S. Undergraduate Studies Program at the University of West Georgia’s School of Social Sciences within the College of Humanities, Arts, and Social Sciences. He teaches diverse courses spanning Introduction to General Psychology, Psychology of Gender, Clinical Parapsychology, and specialized seminars on Deleuze & Guattari. A licensed professional counselor (LPC) and National Certified Counselor (NCC), Dr. Glazier integrates clinical practice with academic work while coordinating the Bill Roll Lecture series through Ingram Library’s Special Collections. His educational background includes: B.A. in Philosophy and Psychology from Augustana College (2008) M.S. in Clinical Mental Health Counseling from Western Illinois University (2011) Ph.D. in Psychology: Consciousness and Society from the University of West Georgia (2018) Dr. Glazier’s research interrogates critical theory, subjectivity, and exceptional experiences through interdisciplinary lenses combining psychoanalysis, feminism, and post-colonial perspectives. His work challenges conventional disciplinary boundaries by examining paranormal phenomena as culturally situated events, with particular focus on trickster archetypes, decolonizing frameworks, and the socio-political dimensions of anomalous experiences. Current projects include a book for Routledge’s Concepts for Critical Psychology series. Analysis of his publication record reveals consistent thematic evolution toward critical approaches to exceptional experiences , increasingly emphasizing decolonization and feminist perspectives. His 2025 articles on Western Georgia folklore and invisible worlds demonstrate methodological innovation through critical narrative analysis, while earlier works established foundational connections between Lacanian psychoanalysis, parapsychology, and queer theory. Scientific recognition includes: PA Book Award (2023) for editing Paranormal Ruptures: Critical Approaches to Exceptional Experiences As Lead Editor of Mindfield: The Bulletin of the Parapsychological Association and Head of the Psychology B.S. program, Dr. Glazier actively mentors students through practicum courses (PSYC-4887) and develops curriculum exploring intersections of consciousness studies, gender, and the paranormal. His leadership in the Bill Roll Lecture series fosters collaborative scholarship between psychology and library special collections.
Dawn Wirick, PhD is an Associate Professor in the Counseling Program at West Coast University . Her career focuses on integrating counseling methodologies with clinical practices for chronic conditions and family dynamics. Ph.D. in Counselor Education and Supervision from The University of Akron M.A. in Community Counseling from Ashland University B.A. in Political Science and Psychology from Ashland University Dr. Wirick’s research emphasizes family therapy , chronic pain management , and technology-assisted counseling . Her work explores how cognitive-behavioral and motivational interviewing techniques can address spillover effects of chronic illness on families. She has presented extensively at conferences like the International Association of Marriage and Family Counseling (IAMFC), focusing on veterans’ mental health and teletherapy innovations .
Dr. Heidi Giebel is a Professor in the Department of Philosophy at the University of St. Thomas in St. Paul, Minnesota. She specializes in integrating Aristotelian-Thomistic ethics with Confucian ethics and contemporary psychological research on moral development. Her work bridges classical philosophy with modern biomedical ethics. University of Notre Dame, PhD University of Notre Dame, MA St. Norbert College, BA Her research focuses on ethical excellence as a path to human flourishing, with particular emphasis on virtue assessment, moral identity formation, and cross-cultural ethical frameworks. She applies these theories to practical domains like medical ethics, education, and familial relationships. Recent publications analyze prenatal moral status attribution, end-of-life care ethics, and interdisciplinary approaches to virtue psychology. Her courses include seminars on biomedical ethics and comparative studies of heroes/villains in Eastern and Western traditions. Notable collaborations include co-authored works on moral education and clinical ethics, though no formal awards or grants are listed in the provided text.
Research Assistant Professor in the Department of Human Services at the University of Virginia's School of Education and Human Development. Nationally Certified School Psychologist specializing in school-based mental health and youth development initiatives. Educational background: Ph.D. in School Psychology (Georgia State University, 2020), M.Ed. (Georgia State University, 2014), B.A. (Depauw University, 2010). Recipient of Dean’s Doctoral Fellowship and Outstanding Dissertation Award during doctoral studies. Research focuses on student well-being through bioecological frameworks with emphasis on social justice and equitable measurement practices. Develops culturally responsive curricula for Black middle school youth in underserved communities. Leads action research to promote developmentally appropriate practices in middle schools and advance evidence-based, equitable school mental health systems. Award highlights: College of Education and Human Development Dean’s Doctoral Fellow Department of Counseling and Psychological Services Outstanding Dissertation Award Nationally Certified School Psychologist credential Professional leadership includes presidency of Hawaiʻi Association of School Psychologists and service on National Association of School Psychologists’ Government Relations Committee. Implements school mental health initiatives through Virginia Partnership for School Mental Health (VPSMH), E-IMPACTS project, and Remaking Middle School (RMS) consortium. Former school-based practitioner with Hawaiʻi Department of Education following APA-accredited predoctoral internship.
Karthik Gunnia is a Clinical Assistant Professor and Director of Clinical Training in NYU's Ph.D. in Counseling Psychology program at the Steinhardt School of Culture, Education, and Human Development. He holds a BS in Cognitive Science from UCLA and a Doctorate in Psychology from George Washington University. His clinical training includes predoctoral internship at NYU-Bellevue Hospital and postdoctoral work at UCSF. Dr. Gunnia specializes in graduate-level teaching and supervision, focusing on supervision methodologies, psychopathology, and innovative courses such as 'Mind Playing Tricks on Me: Mental Health in Contemporary Music.' His research emphasizes reducing mental health stigma, enhancing treatment efficacy, and improving counselor training practices. He currently oversees clinical supervision at the Counseling and Consulting Workshop (CCCW) and contributes to curriculum development in clinical psychology. His work spans academic, clinical, and community-based mental health contexts.
