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Jane AndersonView profile

Associate Professor

• Stroke Care
• Telemedicine
• Nursing Interventions
• +3 more

Jane Anderson, Ph.D., R.N., FNP-BC is an Associate Professor in the Department of Neurology at Baylor College of Medicine in Houston, Texas. She also serves as Associate Director and Nurse Practitioner for the Neurology Care Line at the Stroke Center of the Michael E. DeBakey Veterans Affairs Medical Center, demonstrating her dual commitment to academic medicine and clinical care for veterans. Dr. Anderson earned her PhD from Texas Woman's University in 2008 and her MS from the University of Texas Health Science Center in 1991. Her educational background in nursing science and clinical practice has positioned her as a leader at the intersection of neurology and advanced practice nursing. Dr. Anderson's research focuses on improving stroke care through innovative approaches. Her work spans several key areas including telestroke implementation , stroke rehabilitation , patient self-management , and nursing interventions for stroke patients. She has made significant contributions to understanding how telemedicine can enhance access to stroke care, particularly for veterans. Her research also examines the lived experiences of stroke survivors, the effectiveness of self-management programs, and the development of reliable screening tools for stroke complications like dysphagia. She has published extensively in high-impact journals across neurology, nursing, and rehabilitation disciplines. Analysis of Dr. Anderson's recent publications reveals a strong emphasis on interdisciplinary collaboration in stroke care, with particular attention to veteran populations. Her work demonstrates how telemedicine can bridge gaps in stroke care delivery, improve patient outcomes, and enhance satisfaction among both providers and patients. She has also contributed significantly to understanding the implementation challenges and benefits of telestroke programs across distributed healthcare systems, with implications for healthcare policy and practice. Dr. Anderson is actively involved in mentoring healthcare professionals through interprofessional training initiatives. Her work on distance learning curricula for quality improvement leaders has helped shape collaborative care models in stroke management. As Associate Director of the Neurology Care Line at the Stroke Center of the Michael E. DeBakey Veterans Affairs Medical Center, Dr. Anderson contributes to clinical care, research, and program development. Her work with the Lone Star Stroke Consortium demonstrates her commitment to collaborative research models that advance stroke care across Texas and beyond.

• Child Psychology
• Peer Victimization
• Parenting Strategies
• +5 more

Dr. M Bonnet serves as a Lecturer in the Clinical Child and Family Studies department within the Faculty of Behavioural and Movement Sciences at Vrije Universiteit Amsterdam. With a research profile spanning over two decades, Dr. Bonnet's academic career demonstrates consistent contributions to child psychology, particularly focusing on peer victimization, parenting strategies, and early childhood development. Dr. Bonnet's research interests center on child psychology with specific expertise in peer victimization among preschool children, parenting strategies related to bullying prevention, autonomy support, self-efficacy development, and early childhood developmental psychology. Their work often examines how parental approaches influence children's experiences with peer relationships and victimization in educational settings. The publication record reveals a consistent trajectory of research focused on understanding and addressing peer victimization in early childhood settings. Dr. Bonnet's work spans theoretical investigations of parenting styles and their relationship to victimization trajectories, practical interventions like serious games for bullying prevention, and clinical applications for working with parents and children. Recent publications demonstrate a continued focus on innovative approaches to bullying prevention, particularly for vulnerable populations including children with disabilities. As an educator, Dr. Bonnet contributes to courses within the Clinical Child and Family Studies program, sharing expertise on child development and intervention strategies with future professionals in the field.

Erika Hernandez ActonView profile

Assistant Professor

• Leadership Development
• Workforce Development
• STEM Pipeline Equity
• +3 more

Erika Hernandez Acton is an Assistant Professor of Leadership and Organizational Behavior at Binghamton University’s School of Management. She joined the institution in 2023 and focuses on leadership development, workforce preparation, and addressing equity gaps in STEM careers for underrepresented groups. Her work integrates K-12 education systems with organizational behavior principles to foster inclusive talent pipelines. Dr. Acton holds a BA from Baylor University and MS/PhD degrees from Virginia Tech. Her research emphasizes culturally responsive parenting interventions, particularly in low-income and minority communities, with a focus on child emotional development, dietary practices, and obesity prevention through coordinated healthcare approaches. Her publications highlight themes such as cross-cultural parenting dynamics, the impact of responsive feeding practices, and the role of emotion socialization in child adjustment. She has conducted randomized clinical trials (e.g., INSIGHT, Sleep SAAF) to evaluate intervention efficacy in diverse populations like African American and Latina families. Recent work explores how parenting styles influence STEM career aspirations among youth from underserved backgrounds. Acton’s scholarly contributions span developmental psychology, public health, and educational policy. She actively collaborates with primary care providers and schools to implement scalable preventive programs targeting early childhood development. Her work underscores the interplay between family dynamics, cultural context, and systemic barriers to equitable workforce participation.

Kaitlin NortheyView profile

Associate Professor

• Early Childhood Education
• Early Childhood Teacher Preparation
• Education Policy Implementation
• +2 more

Kaitlin Northey serves as Associate Professor of Early Childhood Education within the Department of Education at the University of Vermont's College of Education and Social Services, where she advances the professionalization of early childhood education through research, teaching, and systemic advocacy. Her academic credentials include: PhD in Early Childhood from Rutgers the State University of New Jersey MAT in Education from Smith College BA in Art, Education and Child Study from Smith College, Massachusetts Dr. Northey's research examines how early childhood systems and policies impact the workforce (educators, leaders, and preservice teachers serving children birth through age eight), documenting implementation challenges that perpetuate inequities. Her scholarship identifies pathways to strengthen systems through workforce-centered approaches, emphasizing how fragmentation reinforces disparities while advocating for integrated, equitable solutions that center lived experiences of practitioners. Analysis of her 15 most recent publications (2025-2017) reveals persistent focus on policy implementation, leadership dynamics, and workforce development across early childhood systems. Key thematic threads include PreK-3 alignment, inclusive teacher preparation models, language politics in state leadership, and structural reforms for equitable systems - consistently connecting theoretical frameworks to practical applications in educational settings. Her contributions have been recognized through: Kroepsch-Maurice Excellence in Teaching Award (University of Vermont, 2025) John Dewey Educator's Award for Excellence in Teaching (UVM College of Education and Social Services, 2025) Vermont Association for the Education of Young Children Outstanding Member Award (2023) As an educator, Dr. Northey prepares preservice teachers to design developmentally appropriate, arts-integrated curricula while developing critical awareness of policy impacts. Her grant-funded collaborations include Vermont's Act 45 Early Childhood Systems Analysis Advisory Committee, Building Bright Futures, Let's Grow Kids, and the Early Childhood Higher Education Consortium - where she co-led efforts to align Vermont's professional preparation pathways. Nationally, she contributes to the National Association of Early Childhood Teacher Educators to improve higher education teaching practices. She actively participates in Vermont's Core Team for advancing the early childhood profession and serves on the Early Childhood Systems Analysis Advisory Committee, driving systemic change through evidence-based policy recommendations and stakeholder engagement across educational and community sectors.

Sarah VoinierView profile

Professor

• Cultural History of the Spanish Golden Age
• Habsburg Dynasty
• Funeral Sermons and Rhetoric
• +3 more

Sarah Voinier is a Professor of Spanish Golden Age Civilization at the University of Artois, affiliated with the Department of Texts and Cultures and the Transcultural Studies research axis. She holds a professorship in the 14th section of the French academic system and serves as Director of the Department of Romance Studies at the Faculty of Languages. Her research focuses on the cultural and political representations of the Habsburg monarchy, particularly Philip II and Charles II, analyzing funeral sermons, historical chronicles, and rhetorical strategies in early modern Spain. Education: She earned a Doctorate in Hispanic Studies (2004) and a Habilitation to Supervise Research (2018) from Sorbonne Nouvelle-Paris 3. She has held teaching positions since 2005, specializing in Golden Age literature and civilization across undergraduate and graduate programs. Research Interests: Her work explores the intersection of history and literature in Spanish Golden Age texts, with a focus on monarchical rhetoric, death symbolism, and cultural memory. She has edited over 10 volumes on topics like poisoning narratives, the reign of Charles II, and trans-cultural studies. Key Contributions: Co-organized major conferences including the 2022 international congress on 'La nuit dans le monde ibérique' and the 2018 colloquium on Charles II's reign. She serves on editorial boards for journals like L’Entre-deux and has held administrative roles such as Deputy Director of the Textes et Cultures laboratory. Awards: Received the Very Honorable Mention (2004) and Unanimous Congratulations for her doctoral thesis. Active in academic governance, she sits on recruitment committees (CNU 14th section) and has evaluated numerous scholarly works. Teaching: Instructs courses on Golden Age literature, historical analysis, and preparation for French academic competitions (Agrégation, Capes). Directs doctoral research and co-supervises 3 current PhD students.

Jennifer Wong-MaView profile

Teaching Professor

• Computer Science Education
• Undergraduate Education Tools
• Wireless and Distributed Embedded Systems
• +3 more

Jennifer Wong-Ma is an Associate Teaching Professor at the University of California, Irvine (UCI), affiliated with the Donald Bren School of Information and Computer Sciences and the Computer Science Department. She joined UCI in 2018, previously serving as teaching faculty at Stony Brook University. Her roles include Vice Chair of Undergraduate Studies and advisor for organizations like Women in Information and Computer Sciences (WICS). She holds a Ph.D. in Computer Science from UCLA, with prior research focused on wireless systems and hardware IP protection. Education: Ph.D., Computer Science, University of California, Los Angeles, 2006 Research & Teaching Interests: Development of learning and teaching tools for CS education Alternative assessment strategies and pedagogical innovation CS education equity and retention initiatives Integration of theater techniques in classroom engagement Key Contributions: Co-founded the Coffee Meets Teaching program to foster faculty collaboration Member of UCI’s inaugural Faculty Academy for Teaching Excellence (FATE) Advocate for women in technology through WIT@UCI and WICS mentorship Awards: CS Department Award for Undergraduate Education (2012) CS Department Award for Major Contributions to Undergraduate Education (2016) Honored at 2023 ICS Awards Celebration Her work emphasizes community-building in education, bridging academia and industry, and leveraging technology to enhance student success. Current projects include optimizing grading infrastructure and predictive modeling for academic retention.

Jacqueline MackawayView profile

Lecturer

• Sociology of work and education
• Work-integrated learning (WIL)
• Higher education and employability
• +4 more

Jacqueline Mackaway is a Lecturer in the School of Communication, Society and Culture at Macquarie University, specializing in sociology of work and education. She has served as Unit Convenor for courses including SSCI3003 and SSCI1001 since 2015. Education: PhD in Access and equity in work-integrated learning (WIL) (2019), Masters of Museum Studies (2013), Bachelor of Arts (Dip Ed) (1998), Graduate Diploma in Human Resource Management (2005) Her research focuses on work-integrated learning, diversity and inclusion in organizations, and the future of work. She has published extensively on equity in WIL, gendered workplace dynamics, and inclusion strategies. Recent publications examine caregiving responsibilities in education, institutional capacity-building for WIL, and gendered gatekeeping in academic settings. Her work addresses national and global challenges in preparing graduates for evolving workforce demands. Scientific Awards: 2022 Judyth Sachs PACE Staff Award, 2019 Higher Education Academy Senior Fellow Mackaway supervises PhD candidates including Eleanor Quinlan (wage theft) and Susan Barnes (gender interactions in STEM). She previously worked as a senior HR professional and ran a consulting business focusing on change management.

Julia MorphetView profile

Professor

• Emergency Nursing
• Healthcare Education
• Patient Safety
• +4 more

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

Heather M. FalconerView profile

Assistant Professor

• Writing Studies
• Educational Equity
• Disciplinary Pedagogy
• +4 more

Heather M. Falconer is an Assistant Professor of Professional and Technical Writing in the Department of English at the University of Maine. Her work focuses on educational equity, disciplinary pedagogy, and the intersections of culture, identity, and writing practices. She holds a doctorate from Northeastern University, an MLitt from the University of Glasgow, and an MFA from Emerson College. Her research explores neurodivergent students' experiences with academic writing, Writing Across the Curriculum (WAC) initiatives, and systemic inequities in STEM education. Current projects include participatory action research with neurodivergent students and aligning first-year composition with disciplinary writing needs. She is affiliated with the Maine Center for Research in STEM Education and serves on editorial boards for writing-focused publications. Key contributions include books on inclusive STEM writing practices and articles on disciplinary enculturation, self-efficacy in scientific discourse, and mentorship programs. Her teaching emphasizes technical communication, writing studies theory, and inclusive design principles in professional writing contexts.

• Data Science
• Civic Statistics
• Special Educational Needs and Disabilities (SEND)
• +3 more

Dr. Rosemary Ridgway is an Associate Professor in the School of Education at Durham University. She holds leadership roles in teacher education programs, including directing the PGCE International Programme based in Geneva. Her work focuses on evidence-based decision making, special educational needs (SEND), statistical literacy, and inclusive pedagogy. She pioneered the ProCivicStat project to integrate data science into citizenship education and has led policy analysis research on teacher education reforms in England. Education Background: Prior to academia, Dr. Ridgway taught in mainstream and special schools across England's North East, gaining experience across Key Stages 1–3. Her career transition included roles in programme development, policy design for Initial Teacher Training (ITT), and undergraduate/graduate education coordination. Research Themes: Her work bridges educational policy and practice, emphasizing: SEN and disability inclusion strategies Statistical literacy as civic empowerment Critical analysis of educational policies Pre-service teacher preparation for diversity Key Contributions: Developed innovative modules like EDUC1531 and EDUC2431 on disability and education Authored foundational texts in SEND pedagogy and statistics education Co-founded the Civic Statistics curriculum framework Advocates for evidence-informed educational practices Future Work: Currently expanding the PGCE International Programme into an online format and advancing data science CPD initiatives for educators globally.

• Exercise Physiology
• Adapted Physical Activity
• Sport Performance Analysis
• +3 more

Dr. Paul M Smith is a Senior Lecturer in Sport and Exercise Physiology at the Cardiff School of Sport & Health Sciences , Cardiff Metropolitan University. With a career spanning over 25 years, he specializes in physiological adaptations, handcycling performance, and barriers to physical activity for individuals with disabilities. BSc (Hons) in Sport Science (1992) MSc by Research in Exercise Physiology PhD via published works (11 publications) His research explores: Determinants of handcycling performance through biomechanical and physiological analyses Multidimensional barriers to physical activity for disabled individuals Exercise for health and wellbeing in adaptive populations Collaborative projects with Swansea University and ADAPT Gateway UK Ltd Recent publications address aging physiology, exercise adaptations, and antimicrobial challenges in prosthetics. His applied work includes supporting world-record handcycling achievements and developing inclusive physical activity frameworks.

Thomas V. O'BrienView profile

Professor

• History of American Education
• Race and Education
• Education Policy
• +4 more

Thomas V. O'Brien serves as Professor of Educational Studies in the School of Education at the University of Southern Mississippi, concurrently holding the roles of Interim Director of the Center for Black Studies and Faculty Fellow in the Honors College. His academic trajectory includes tenured positions at Millersville University and The Ohio State University, alongside prior experience teaching middle and high school science and mathematics, establishing a multifaceted perspective on educational systems from K-12 through higher education. O'Brien's educational foundation comprises a Bachelor of Arts from Brown University (1981), a Master of Education from Emory University (1988), and a Doctor of Philosophy from Emory University (1992). These credentials underpin his expertise in historical and sociological dimensions of American education, particularly regarding institutional power structures and equity. His research program critically examines the history of race and schooling in the United States, with concentrated analysis on desegregation efforts, civil rights era educational policies, and persistent systemic inequities. Additional focal areas include school law, higher education governance, and the social foundations of educational practice, often contextualized within broader political and cultural movements. This work manifests through extensive publications addressing historical turning points like Brown v. Board of Education and contemporary challenges including AI-driven assessment methodologies. Publication trends reveal a sustained commitment to historical analysis of educational justice, increasingly intersecting with modern technological disruptions. Early career work centered on pre-Brown segregation strategies and institutional accommodationism, while recent scholarship bridges historical frameworks with big data applications in assessment. This evolution demonstrates both methodological adaptability and unwavering focus on power dynamics in educational access and quality.

• Performance Psychology
• Sport and Exercise Psychology
• Dance Science
• +3 more

Professor Gene Moyle is the Pro Vice-Chancellor (Academic Programs and Partnerships) at Queensland University of Technology (QUT). Previously, she served as Head of Discipline - Dance, Head of School - School of Creative Practice, and Associate Dean, International and Advancement in QUT's Creative Industries Faculty. Her career spans performance psychology applications across performing arts, elite sport, and corporate sectors. Education includes: Doctor of Psychology (Sport & Exercise) from University of Southern Queensland Master of Psychology (Sport & Exercise) from University of Southern Queensland Postgraduate Diploma of Professional Psychology from Bond University Bachelor of Arts (Dance) from QUT Bachelor of Arts (Psychology/Human Movement) from University of Queensland Diploma of Dance from Australian Ballet School Research focuses on performance psychology applications in dance and sports, exploring: Mental toughness development in athletes Injury prevention and training load management Therapeutic benefits of dance for neurological conditions Performance optimization under pressure Ethical practice frameworks Recent publications demonstrate interdisciplinary research patterns, primarily investigating: Mental skills training across performance domains Dance science applications in health rehabilitation Psychological interventions for elite performers Cross-sector applications of performance psychology Honors include: Fellow of the Australian Psychological Society (2020) Outstanding Alumna Award, Stuartholme School (2018) Australian Awards for University Teaching (2016) Senior Fellow, Higher Education Academy (2016) APS College of Sport and Exercise Psychologists Award of Distinction (2014) Vice-Chancellor's Performance Awards for Teaching and Leadership (2014) Supervises doctoral research in dance science and sport psychology, with current projects examining mental toughness in Australian rules football and injury prevention in ballet training.

• Structural Engineering
• Steel Structures
• Civil Engineering Education
• +3 more

Tim Wilkinson is a Professor and Associate Dean (Student Life) in the School of Civil Engineering at The University of Sydney. He holds academic qualifications including BSc, BE (Hons), MA, and PhD. His research focuses on structural steel behavior, particularly in connections and components of buildings and bridges, while also emphasizing improvements in engineering education and student outcomes. He has contributed to over 2000 students over 20 years, influencing their theoretical and practical foundations in civil engineering. Education: BSc BE (Hons) MA PhD Research Interests: Structural steel behavior under extreme loads Optimization of steel connections and components Advances in cold-formed steel sections Engineering education pedagogy and student success Recent Research Trends: His publications span structural mechanics, steel truss joints, and educational methodologies. Key themes include high-strength steel analysis, damage mechanics, and interdisciplinary curriculum design. Grants & Projects: ARC Linkage Project on structural systems with hollow flange sections (2004) Research into cold-formed steel behavior (2000-2005) Curriculum revisions at the University of Sydney (2005) Lab Affiliations: School of Civil Engineering Structures Laboratory Centre for Advanced Structural Engineering

Ashley CuretonView profile

Assistant Professor

• Social Work
• Mental Health
• Refugee Resettlement
• +3 more

Ashley Cureton is an Assistant Professor at the University of Michigan’s School of Social Work and holds a courtesy appointment in the Marsal Family School of Education. Her research focuses on refugee youth integration, school safety, mental health disparities, and culturally responsive social work practices. She explores topics such as refugee resettlement policies, the impact of racism on Latinx youth mental health, and the role of arts-based interventions in fostering social justice. Dr. Cureton’s work emphasizes practical solutions for creating inclusive educational environments and addressing systemic barriers faced by marginalized populations. She has published extensively on school-based suicide prevention strategies, the effects of abrupt refugee policy shifts, and the mental health implications of sport participation among adolescents. Her research highlights the intersection of education and social policy, particularly in contexts involving displaced populations. While no specific scientific awards are listed, her scholarship demonstrates a commitment to advancing equity in education and social work practices. Dr. Cureton collaborates with schools and community organizations to design interventions that promote resilience among youth. Her recent articles reflect a focus on both macro-level policy analysis and micro-level program evaluations aimed at improving outcomes for vulnerable communities.