Find Academic Supervisors

Hayley M. HaugenView profile

Professor

• Creative Writing
• Poetry
• American Literature
• +5 more

Hayley M. Haugen is a Professor of English at Ohio University Southern, part of the College of Arts and Sciences. She teaches composition, American literature, and creative writing, and is deeply engaged in both literary creation and critical scholarship. Her work bridges creative and academic domains, particularly in poetry and disability studies. Ph.D. in 20th Century American Literature, Ohio University (2006) MFA in Poetry, University of Washington (1995) Her research focuses on creative writing, poetry, disability and illness in contemporary American literature . She explores how personal and bodily experiences are represented in literary works, especially through the lens of authors like Nancy Mairs and Stephen King. Her creative work often reimagines myth and fairy tale, while her critical contributions analyze the cultural and medical narratives surrounding the body. The analysis of her publications reveals a consistent engagement with themes of identity, the body, trauma, and narrative form. Her poetic works emphasize lyrical expression and emotional depth, while her scholarly chapters contribute to disability studies, horror literature, and medical humanities. The interdisciplinary nature of her output reflects a deep integration of creative and critical practice. Her scientific awards include: 2021 Ohio University Southern Campus Faculty Award for Outstanding Research 2020 Ohio University Regional Higher Education Award for Outstanding Faculty 2019 Ohio University Southern Campus Faculty Award for Outstanding Research 2013 Ohio University Southern Campus Faculty Award for Outstanding Service 2011 Ohio University Southern Campus Faculty Award for Outstanding Teaching While no formal advisees are listed, her role as a professor and founding editor of Sheila-Na-Gig Inc. suggests mentorship and leadership in literary communities. She has not received explicit grant mentions, but her sustained publication and editorial work indicate funded or institutionally supported research activities. She leads the nonprofit literary journal and small press, which supports emerging writers and promotes diverse voices in poetry and nonfiction.

Gary Edward HolcombView profile

Professor

• Harlem Renaissance
• African American Literature
• Queer Black Modernism
• +8 more

Gary Edward Holcomb is a Professor in the Department of African American Studies at Ohio University’s College of Arts and Sciences, where he teaches courses on African American literature from the Harlem Renaissance to contemporary works. His scholarship centers on the Harlem Renaissance, queer Black modernism, and the radical writings of Claude McKay. Education: Ph.D., English, Washington State University, 1995 M.A., English, California State University, Long Beach, 1988 B.A., English, California State University, Long Beach, 1984 Holcomb’s research explores the intersections of race, sexuality, disability, and leftist politics in early 20th-century African American literature. He is a leading authority on Claude McKay, having authored the foundational work Claude McKay, Code Name Sasha (2007) and co-edited the rediscovered novel Romance in Marseille (2020), which received international acclaim. His recent scholarship in journals and edited volumes analyzes the novel’s significance in queer, disability, and transnational studies. Upcoming works include Claude McKay: Letters in Exile (2025) and Claude McKay in Context (2026). His publications have appeared in Los Angeles Review of Books , English Language Notes , and Cambridge University Press anthologies, covering themes such as queer Harlem Renaissance authors, Marxist literary traditions, and the politics of archival recovery. These works consistently engage with Black radical thought, queer identity, and global Black modernism. Scientific Awards and Honors: Outstanding Humanities Faculty Research Award, Ohio University (2020–2021) NEH Visiting Scholar (2016) Multiple Fulbright appointments (1998–2006) Honorable Mention, Gustavus Myers Book Award (2007) Choice Outstanding Academic Title (2012) Holcomb has advised and mentored graduate students informally through his teaching and research collaborations, notably with William J. Maxwell and Brooks E. Hefner. He secured research support through faculty fellowships and sabbaticals, conducting archival work at the Schomburg Center and Yale’s Beinecke Library. He founded and serves as president of the Claude McKay Society (2023), promoting ongoing scholarly engagement with McKay’s legacy. Holcomb leads research initiatives centered on the recovery and interpretation of repressed Black literary texts, particularly through editorial projects and international academic collaborations. His work bridges literary scholarship, public humanities, and social justice, influencing both academic and general audiences.

Yegan PillayView profile

Professor

• Counseling Psychology
• Mental Health
• Health Psychology
• +12 more

Yegan Pillay is a tenured full Professor in the Department of Counseling and Higher Education at the Patton College of Education, Ohio University. He is based on the Athens Campus and holds dual professional licensure as a Licensed Professional Clinical Counselor in Ohio and as a Counseling Psychologist in South Africa. His work bridges clinical practice, counselor education, and research with a strong focus on multicultural and global mental health contexts. Education: Ph.D. in Counselor Education & Supervision, Ohio University M.Ed. in Counseling, Ohio University B.A. Honors in Psychology, University of the Western Cape, South Africa B.A. in Psychology & Sociology, University of the Western Cape, South Africa Dr. Pillay’s research interests center on the intersection of mental health and chronic illness, particularly depression in individuals with type 2 diabetes, as well as the psychological well-being of international and marginalized student populations. He explores innovative therapeutic modalities such as digital narratives, mind mapping, and mindfulness-based group interventions. His work emphasizes cultural competence, clinical supervision, and tele-supervision in counselor training. His recent publications reflect a strong trend toward integrated care models, multicultural counseling, and the adaptation of mental health services during global crises like the pandemic. He frequently collaborates on interdisciplinary research involving diabetes, depression, and behavioral health interventions. Scientific Awards and Leadership: Active leadership roles in the American Counseling Association (ACA) and Ohio Counseling Association (OCA) International engagement in counseling and mental health advocacy Dr. Pillay is actively involved in advising graduate students in counselor education, particularly in areas of trauma, supervision, multicultural issues, and international student mental health. His research is supported by grants focused on depression treatment in chronic illness and counselor training standards. He is also engaged in clinical supervision and continues to practice as a psychotherapist. He is affiliated with research teams working on Program ACTIVE II, a multi-center intervention for depression in diabetes patients, and has contributed to national surveys on CACREP accreditation standards. His lab and team activities emphasize community-based, interdisciplinary approaches to mental health service delivery in both rural and urban settings.

Karen ShenView profile

Assistant Professor

• Health Economics
• Healthcare Labor Markets
• Long-Term Care
• +7 more

Karen Shen is an Assistant Professor in the Department of Health Policy and Management at the Johns Hopkins Bloomberg School of Public Health. She is affiliated with the Roger and Flo Lipitz Center to Advance Policy in Aging and Disability, the Hopkins Economics of Alzheimer’s Disease & Services Center, and the Hopkins Business of Health Initiative. Her research focuses on healthcare labor markets and financing policies affecting aging populations and individuals with mental health and substance use disorders. PhD in Economics, Harvard University, 2021 MS in Statistics, Stanford University, 2013 BS in Mathematical and Computational Sciences, Stanford University, 2013 Dr. Shen's research lies at the intersection of health economics and public policy. Her work investigates how labor market dynamics, staffing policies, and public financing mechanisms impact care delivery and outcomes, particularly in long-term care and mental health settings. She employs rigorous econometric methods to analyze large-scale datasets and inform evidence-based policy. Her recent publications span topics such as healthcare worker shortages, Medicaid financing of home care, nursing home staffing and quality, opioid use disorder treatment access, and the impact of the pandemic on healthcare employment. The articles reflect a strong trend toward policy-relevant empirical research using quasi-experimental designs and administrative data to evaluate real-world interventions. Alleviating Worker Shortages Through Targeted Subsidies: Evidence from Incentive Payments in Healthcare (2024) Who benefits from public financing of home-based long term care? Evidence from Medicaid (2024) Health Care Staff Turnover and Quality of Care at Nursing Homes (2023) Do Policies to Increase Access to Treatment for Opioid Use Disorder Work? (2023) Job Flows Into and Out of Health Care Before and After the COVID-19 Pandemic (2024) Dr. Shen has not received any explicitly mentioned scientific awards in the provided texts. She advises students in health economics and policy, though specific advisees are not listed. She has been involved in research grants related to aging, Alzheimer’s disease, and healthcare policy through her center affiliations. Her work has been widely disseminated, with publications in top journals and attention from news outlets and social media. She is part of collaborative research networks focusing on aging, mental health, and healthcare systems.

John KrakauerView profile

Professor

• Neuroscience
• Neurology
• Physical Medicine & Rehabilitation
• +12 more

John Krakauer is the John C. Malone Professor of Neurology, Neuroscience, and Physical Medicine & Rehabilitation at the Johns Hopkins University School of Medicine. He is affiliated with the Department of Neurology and holds joint appointments in Neuroscience and Physical Medicine & Rehabilitation. His research is supported by multiple graduate programs including the Biomedical Engineering Program and the Neuroscience Training Program. Dr. Krakauer's research focuses on human sensorimotor learning and motor recovery after brain injury. His work emphasizes the modular architecture of motor control, combining psychophysics, computational modeling, functional brain imaging, non-invasive brain stimulation, and studies of neurological patients. A major focus of his lab is understanding motor impairment after stroke—the leading cause of disability in the United States—using quantitative motion analysis, structural and functional imaging, robotics, and novel neurorehabilitation approaches. The recent publications highlight key trends in systems and cognitive neuroscience, with a strong emphasis on motor learning, neural circuits, and behavioral neuroscience. His work bridges fundamental neuroscience with clinical rehabilitation, particularly in stroke and cerebellar disorders. Articles explore computational models of learning, neural representations in premotor cortex, and the role of habits in reaction times, reflecting a multidisciplinary approach that integrates theory, experimentation, and clinical application. Dr. Krakauer leads a dynamic research team comprising graduate students, postdoctoral fellows, research fellows, and technical staff. His lab fosters interdisciplinary collaboration across neuroscience, engineering, and clinical rehabilitation.

• Sociology
• Qualitative Research Methods
• Medical Sociology
• +4 more

Aksel Tjora is a Professor at the Department of Sociology and Political Science, Norwegian University of Science and Technology (NTNU). He has been affiliated with NTNU since 1998, following his PhD in Sociology (1998), Master of Political Science (1995), and Master of Science (1991). His research focuses on qualitative methodologies, community studies, healthcare sociology, and the sociological implications of technology. Key contributions include his work on stepwise-deductive induction as a qualitative strategy and the book What is Community (2018). He leads the Sociological Outpatient Clinic, a public-facing initiative offering sociological insights to societal challenges. Education: M.Sc. (1991), M.Phil. Political Science (1995), PhD Sociology (1998). Research emphasizes Qualitative research methods Urban and community formations Healthcare technology and organizational change Public smartphone use and digital confessional practices Publications span qualitative methodology textbooks (e.g., Kvalitative forskningsmetoder i praksis ), sociological analyses of festivals and urban spaces, and studies on ADHD's societal framing. His work bridges theory and practice, addressing topics like video-mediated psychiatric care and the sociotechnical dynamics of medical systems. Labs/Teams: Founder and leader of the Sociological Outpatient Clinic, a platform for applied sociological analysis of contemporary issues.

• US Central American Studies
• Latinx Cultural Productions
• Transnational Identities
• +7 more

Maritza E. Cardenas is an Associate Professor of English and Director of the Global Studies Program at the University of Arizona. She holds affiliate appointments in Gender and Women’s Studies, Latin American Studies, the Social, Cultural, and Critical Theory (SCCT) Program, the Institute of LGBTQ Studies, and serves on the Executive Committee for the Human Rights Practice Program. Education: Ph.D. and M.A. in American Culture, University of Michigan B.A. in Comparative Literature, University of Southern California Her research centers on US Central Americans, Latinx cultural productions, and the intersections of disability, race, gender, and sexuality. She explores how marginalized identities are formed through transnational community networks and how cultural narratives challenge dominant ideologies of normalcy and belonging. Her work bridges literary analysis, cultural theory, and social justice advocacy. The body of her recent publications reflects a strong interdisciplinary focus, combining insights from Latinx studies, postcolonial theory, disability studies, and media criticism. Her work appears in leading journals and anthologies, emphasizing diasporic memory, resistance, and the politics of representation in 21st-century U.S. contexts. Scientific Awards and Honors: Woodrow Wilson Postdoctoral Fellowship CMAS-Benson Latin American Research Fellowship Elected Delegate, Latina and Latino Literature Section, Modern Language Association Dr. Cárdenas advises emerging scholars in Latinx and Central American studies and leads the Global Studies program, shaping curricula around transnational justice and human rights. She has secured competitive fellowships supporting her research on identity, dislocation, and cultural production. Her leadership extends into interdisciplinary collaboration across gender, sexuality, and Latin American studies. She contributes to several research collectives and intellectual communities, including the Institute of LGBTQ Studies and the Human Rights Practice Program, where she collaborates on projects addressing inequality, representation, and inclusion.

Lizbeth Olivia Escobedo BravoView profile

Assistant Professor

• Human-Computer Interaction
• Ubiquitous Computing
• Cognitive Assistive Technology
• +15 more

Lizbeth Olivia Escobedo Bravo is an Assistant Professor in the Faculty of Computer Science at Dalhousie University, where she conducts research at the intersection of Human-Computer Interaction, Ubiquitous Computing, and Cognitive Assistive Technology. Her work focuses on developing and evaluating technology to improve the quality of life for vulnerable populations, particularly children with autism, pregnant women, and individuals with cognitive disabilities. Her educational background includes a BS and PhD from Universidad Autónoma de Baja California (UABC), an MSc from Centro de Investigación Científica y de Educación Superior de Ensenada (CICESE), and a postdoctoral fellowship in Biomedical Informatics at UC San Diego. BS – Universidad Autónoma de Baja California (UABC) PhD – Universidad Autónoma de Baja California (UABC) MSc – Centro de Investigación Científica y de Educación Superior de Ensenada (CICESE) Postdoc – University of California, San Diego (Biomedical Informatics) Her research interests include Human-Computer Interaction (HCI), Ubiquitous Computing, Cognitive Assistive Technology (CAT), Mobile Technologies, Accessible Computing, and Children-Computer Interaction. She emphasizes interdisciplinary collaboration across computer science, psychology, education, medicine, and design. The 15 most recent articles reflect a consistent focus on assistive technologies for neurodevelopmental and cognitive challenges. Key themes include early detection of developmental delays (ActEarly), handwriting assessment (PenSando), autism support (MOBIS, MOSOCO, FarmerKeeper, SATORI), maternal health (PREGO), and ADHD assistance (SmarTasko). These works span mobile, augmented reality, and sensor-based systems, with strong emphasis on usability, accessibility, and real-world deployment across diverse cultural and economic contexts. Scientific contributions and recognitions include: Active research leadership in multiple assistive technology projects Interdisciplinary collaborations with institutions such as Georgia Tech, UC Irvine, UC San Diego, MSU, Chapman University, and CREATE-NET Industry partnerships with IMSS, Pasitos A.C., ClubLia Kinder, EdNinja Inc., and others Focus on technology for social good and inclusive design She is actively involved in mentoring and advising, currently recruiting PhD and Master’s students for her research group. Her work has been supported through academic and industry collaborations, though specific grants are not listed. She previously worked in the software industry as a project manager and COO, bringing leadership experience to her academic role. Lizbeth leads a dynamic research lab focused on developing and deploying accessible, user-centered technologies. Her team works on projects such as ActEarly, PenSando, and SATORI, often involving cross-border studies and community engagement. The lab emphasizes real-world impact, ethical design, and scalability of solutions, particularly for underserved populations in Latin America and North America.

Laura NaborsView profile

Professor

• Child Health
• Mental Health
• Community Services
• +5 more

Laura Nabors is a Professor in the School of Human Services at the University of Cincinnati, affiliated with the College of Education, Criminal Justice, and Human Services. She teaches in both the Health Promotion and Education Program and the Substance Abuse and Counseling Program. Education: Ph.D. in Clinical Child Psychology, University of Memphis (1993) M.A. in Clinical Psychology, Xavier University (1988) A.B. in International Affairs, Xavier University (1985) Her research focuses on child and family health, mental health in community settings, and program evaluation for children’s services. She has worked extensively with children facing chronic medical conditions, developmental disabilities, and health disparities, emphasizing community-based interventions and resilience-building strategies. Research Trends: Recent publications highlight obesity prevention for adults with disabilities, asthma management in urban areas, tobacco exposure impacts on child temperament, and mental health interventions during the pandemic. Her work integrates public health, behavioral science, and psychometric validation. Scientific Awards & Recognition: 2022 Fellow, APA Division 53 (Society of Clinical Child and Adolescent Psychology) 2017 Dolly Cohen Teaching Award, University of Cincinnati 2005 Diplomat, ABPP in Child Clinical Psychology Multiple APA and SOPHE conference recognitions Grants & Leadership: She has led state and college-level grants, including Ohio Department of Mental Health’s evaluation of foster care services (2012-2013) and a DEI-focused program for adults with disabilities (2022-2023). She serves on editorial boards for Journal of Asthma , Behavior Modification , and American Journal of Public Health .

Cassandra TellegenView profile

Lecturer

• Developmental disabilities
• Autism Spectrum Disorder
• Parenting programs
• +5 more

Dr. Cassandra Tellegen is a Teaching Associate at the School of Psychology within the Faculty of Health, Medicine and Behavioural Sciences at the University of Queensland. She serves as Curriculum Development Leader at the Parenting and Family Support Centre (PFSC), where she is responsible for updating and creating Triple P training materials. As a clinical psychologist and board-approved clinical supervisor who completed her PhD in Clinical Psychology in 2013 at UQ, she has established herself as a significant contributor to the field of developmental psychology and evidence-based parenting interventions. Dr. Tellegen earned both her Bachelor (Honours) and Doctor of Philosophy degrees from the University of Queensland. Her doctoral research focused on parenting children with developmental disabilities, specifically evaluating the Stepping Stones Triple P-Positive Parenting Program for children with autism spectrum disorders. Her primary research interests center on developmental disabilities with a special emphasis on Autism Spectrum Disorder. Dr. Tellegen's work extensively explores behavioral family interventions, particularly the Triple P (Positive Parenting Program) system. She investigates parenting self-efficacy, implementation science of evidence-based parenting programs, and compassion-based interventions. Her research often employs meta-analytic approaches and examines how parenting programs can be effectively implemented across various contexts including educational settings and with diverse populations. A notable aspect of her work is the development and validation of measurement tools for assessing parental adjustment and self-regulation. Analysis of Dr. Tellegen's publication record reveals a strong trajectory focused on implementation science of parenting interventions, particularly examining factors that facilitate or hinder successful adoption of evidence-based programs in real-world settings. Her recent work has increasingly focused on parenting self-efficacy, home-school partnerships, and compassion-based interventions. Methodologically, she frequently employs meta-analysis, randomized controlled trials, and structural equation modeling to understand complex relationships in family systems and implementation contexts. Dr. Tellegen actively supervises doctoral students at the University of Queensland, serving as Principal Advisor for research on parent mental health symptoms and family adjustment outcomes, and as Associate Advisor for studies examining parental self-regulation in home-school partnerships. She has secured research funding, including a past grant from the Edmund Rice Overseas Aid Fund for a randomized controlled trial of a parenting program for Kenyan parents living in poverty. Her work bridges academic research with practical application through her role at the Parenting and Family Support Centre. As Curriculum Development Leader at the PFSC, Dr. Tellegen works closely with the Parenting and Family Support Centre team, contributing to the development and refinement of evidence-based parenting interventions. Her work bridges academic research with practical application, ensuring that parenting programs are both scientifically rigorous and accessible to practitioners and families. She regularly presents her findings at national and international conferences, including the Australian Association for Research in Education and the Helping Families Change Conference.

• Medical Education
• Clinical Communication
• Wellbeing
• +18 more

Anita Laidlaw is an Honorary Senior Lecturer in the School of Medicine at the University of St Andrews, within the Department of Medical & Biological Sciences. She is actively involved in teaching and research, with a strong focus on medical education, clinical communication, and professional wellbeing. University: University of St Andrews School: School of Medicine Department: Medical & Biological Sciences Academic Rank: Senior Lecturer (Honorary) Email: ahl1@st-andrews.ac.uk Her research spans two overlapping domains: healthcare communication and higher education research. In healthcare communication, she investigates factors influencing clinical interactions and develops training to enhance patient-centered communication, including observational studies on weight management discussions and empathy maps in medical education. In higher education, she focuses on student and professional wellbeing, burnout, help-seeking behavior, and academic career pathways, especially during transitions such as those caused by the COVID-19 pandemic. Her recent publications highlight a consistent trend in wellbeing, communication, and medical education, with increasing use of narrative and animation-based methods to support healthcare professionals' mental health. These works reflect interdisciplinary approaches combining psychology, education, and organizational theory. She has received several scientific awards and recognitions: AMEE Associate Fellow (2018) Education Research Committee member, Association for the Study of Medical Education (2021) McCall MacBain Teaching Excellence Award (2018) SMERC Travel Fellowship (2019) Travel Award to attend AMEE conference (2006) Anita Laidlaw supervises postgraduate research students and has led or co-led multiple research projects, including those funded by SMERC, The Russell Trust, and internal awards. She is actively involved in professional networks such as the Association for the Study of Medical Education (ASME), the European Association of Communication in Healthcare (EACH), and the Scottish Medical Education Research Consortium (SMERC), where she serves as a Board Member. She also organizes academic activities such as the St Andrews Research Internship Scheme and presents her work widely at conferences and workshops.

Martin ScheininView profile

Part-Time Lecturer

• International Human Rights Law
• Public International Law
• Comparative Constitutional Law
• +6 more

Martin Scheinin is a Part-time Professor in the Department of Law at the European University Institute (EUI), where he previously served as full-time Professor of International Law and Human Rights (2008–2020) and Dean of Graduate Studies (2016–2019). He is currently also the British Academy Global Professor at the University of Oxford and a member of the Scientific Committee of the EU Fundamental Rights Agency. He collaborates with the PluriCourts Centre at the University of Oslo on the development of a future World Court of Human Rights. PhD in Law, University of Helsinki (1991) Professor of Constitutional Law, University of Helsinki (1993–1998) Professor of Constitutional and International Law, Åbo Akademi University, Finland (1998–2008) His research focuses on international human rights law, public international law, and comparative constitutional law, with special expertise in human rights in counter-terrorism, digital surveillance, AI, indigenous rights, and climate change. He advocates for a human rights-based approach to global governance and security. His recent scholarly output centers on the intersection of human rights law with emerging technologies and global crises. Themes include digital discrimination, AI and freedom of expression, climate litigation involving indigenous communities, and pandemic response frameworks grounded in human rights. His work bridges doctrinal legal analysis with policy-oriented research. Notable scientific contributions include his role in the landmark Daniel Billy et al. v. Australia case before the UN Human Rights Committee, affirming states’ human rights obligations in climate change contexts. He has also led research on surveillance ethics, counter-terrorism sanctions, and digital rights. UN Human Rights Committee Member (1997–2004) UN Special Rapporteur on human rights and counter-terrorism (2005–2011) British Academy Global Professor (2020–2024) Contributor to Just Security , Verfassungsblog , EJIL: Talk! , Opinio Juris Martin Scheinin has supervised over 30 PhD students at EUI, covering topics such as international criminal law, human rights adjudication, digital rights, and climate justice. His research is supported by institutions including the British Academy and the PluriCourts Centre. He leads the project 'Addressing the Digital Realm through the Grammar of Human Rights Law' (2020–2024). He is actively involved in interdisciplinary research teams focusing on AI and human rights, transnational legal governance, and climate justice. His work with the PluriCourts Centre and the Bonavero Institute of Human Rights at Oxford underscores his engagement with global legal reform initiatives.

Maureen HillierView profile

Senior Lecturer

• Nursing Education
• High fidelity simulation
• Pediatric Critical Care
• +2 more

Dr. Maureen Hillier serves as a Senior Lecturer in Nursing within Curry College's School of Nursing and Health Sciences, where she has taught since 2008 across RN-BS, Traditional, Accelerated, and MSN programs. She concurrently holds a part-time faculty position at MGH Institute of Healthcare Professions and maintains a 25-year clinical career in Boston Children’s Hospital Medical Surgical Intensive Care Unit. Educational background: Doctor of Nursing Practice (DNP), Regis College (2015) Master of Science in Nursing (MSN), Framingham State University (2010) Bachelor of Science in Nursing (BSN), University of Rhode Island (1987) Her research pioneers high-fidelity simulation methodologies, particularly virtual end-of-life scenarios for pediatric nursing education. Current scholarship integrates TED Talk pedagogy with reflective writing to develop communication competencies, while pandemic-era work reimagined clinical reentry protocols and standardized patient training. Her publications consistently bridge simulation innovation with pediatric critical care applications. Professional recognition: Pediatric Critical Care Registered Nurse (CCRN) Certified Healthcare Simulation Educator (CHSE) National League for Nursing Simulation Fellowship (2021) As Chair of INACSL's Membership Committee, Dr. Hillier shapes national simulation standards while mentoring faculty in simulation education. Her clinical expertise in pediatric end-of-life care directly informs curriculum development, particularly in Family Centered Simulation and Nursing Synthesis courses. She actively contributes to healthcare inclusion through disability accommodation research in simulation environments. Dr. Hillier leads interdisciplinary simulation initiatives connecting Curry College's nursing programs with Boston Children’s Hospital clinical environments, focusing on developing transferable critical care competencies through technology-enhanced learning experiences.

Janki ShankarView profile

Professor

• Occupational Safety and Health
• Mental Health
• Immigrant Integration
• +4 more

Janki Shankar is a full Professor in the Faculty of Social Work at the University of Calgary. She also holds an Adjunct Professor position at the University of Alberta since 2010. With a distinguished career spanning both academic and clinical settings, Dr. Shankar brings 17 years of clinical experience as a social worker and therapist to her academic work, having worked primarily in mental health and specialized vocational rehabilitation settings for people with severe disability in Sydney, Australia, as well as in West Africa and India. Dr. Shankar's educational background includes: Doctor of Philosophy in Social Work from the University of Sydney (2001) M.Phil. in Social Work from Ntl Inst Mental Hlth&Neur Scie (1986) M.S.W. in Social Work from Tata Institute Social Sciences (1976) Dr. Shankar's research focuses on the challenges to integration and well-being arising from stigma, discrimination, and racism experienced by immigrant workers and families, immigrant students, and people with disabilities. Her current research examines occupational safety, health, and well-being of immigrant and Canadian-born workers in precarious employment settings and prevention of family violence and Children's services intervention in immigrant families. She has received significant research funding from tri-council grants (SSHRC, CIHR), Citizenship and Immigration Canada, Policy Wise, Alberta Health, and Department of Labor, Government of Alberta, making her one of the few social work academics in Canada to receive tri-council funding for research on occupational safety and well-being of new Canadians. Her scholarly output demonstrates consistent contributions to the fields of immigrant worker safety, mental health, and violence prevention. The publications show a clear trajectory of research focused on immigrant integration, workplace safety, mental health challenges, and family violence, with increasing emphasis on participatory action research methods that engage directly with communities. Dr. Shankar has received several research awards as a principal investigator and has collaborated on numerous research projects. Her work has been recognized nationally, with invitations to speak at universities in Australia and India and requests to serve on examination committees for higher degree students. As an educator, Dr. Shankar teaches a wide range of courses including Diversity, Oppression and Social Justice, Cross-Cultural Violence, Advanced Practice in Mental Health, Research, and Critical Social Policy. Her teaching philosophy is strongly influenced by decolonizing pedagogies and post-colonial theories. She has extensive experience supervising higher degree students and has served on supervisory and examination committees for doctoral students at the University of Alberta.

• Digital Education
• Digital Identity
• Education Policy
• +8 more

Associate Professor Rachel Buchanan serves as Deputy Head of College and Associate Dean Equity, Diversity and Inclusion at the University of Newcastle's College of Human and Social Futures . With over 15 years of academic experience, her work critically examines digital ethics and equity implications in educational technology. PhD in Education (University of Newcastle) Bachelor of Arts (Psychology) and Bachelor of Social Science (Honours) Her research expertise spans: educational technology, digital identity, social justice, and policy analysis. Current projects include: Emerging Frontiers of Education Technology (2018-): focusing on virtual reality pedagogies and digital footprint management Digital Poverty in Teacher Training : exploring technological access disparities Recent publications address AI in career access (2025), postdigital classrooms (2022), and digital citizenship (2019). Key grants include: Women in Research Fellowship (2018) VR School Project funding (2017) Scientific awards highlight her impact: Finalist, University of Newcastle Teaching Excellence (2019) Vice Chancellor's Teaching Excellence Award (2014) As an experienced supervisor , she guides PhD projects on topics like algorithmic identity, digital equity, and inclusive pedagogy. International collaborations span 6 countries including the United States (Harvard visiting scholar 2019) and United Kingdom (Edinburgh 2016).