Find Academic Supervisors

• Teacher Development
• Educator Continuum
• Teacher Induction
• +3 more

Dr. Bryan Zugelder serves as the Associate Dean for Academic Excellence, Research, Innovation & Policy and Associate Professor in the Department of Learning, Technology, and Leadership Education at James Madison University. He holds a Doctor of Education in Organizational Leadership, Master of Science in Educational Leadership, and Bachelor of Science in Elementary Education. With over $44M in funded grants and 80+ scholarly contributions, his work focuses on teacher development, educator continuum systems, and university-based teacher induction. He leads initiatives such as a $4.8M annual project on systemic teacher induction and a widely adopted instructional coaching framework across 10 UNC System universities and 200+ schools. Education: Bachelor of Science, Elementary Education Master of Science, Educational Leadership Doctor of Education, Organizational Leadership Research Interests: Teacher Induction and Retention Pre-service and In-service Teacher Development Instructional Coaching Educator Leadership Rural Education Challenges Grants & Leadership: Principal Investigator for a $4.8M teacher induction project at East Carolina University Executive Director of Undergraduate Affairs and Partnerships at UCF Director of Clinical Experiences and Toni Jennings Institute His research emphasizes the impact of university-school partnerships on teacher effectiveness and student achievement. Key projects include a logic model with Stanford and NC State University studying teacher retention and a framework for trust-building in leadership roles. He has also contributed to state-level initiatives in Florida and North Carolina, focusing on rural teacher recruitment and literacy coaching.

Ilyse A. WofseView profile

Adjunct Professor

• Legal Education
• Bar Exam Preparation
• Law Student Support
• +3 more

Ilyse A. Wofse serves as the Assistant Dean for Bar Success at New York Law School since January 2023. She holds adjunct professor roles at St. John's Law, Hofstra Law, and the University of New Hampshire Law, specializing in bar preparation and legal education. Her expertise includes bar exam strategies, academic success programs, and licensure pathways. Education: Albany Law School of Union University, J.D. (1995) Binghamton University, B.A. (1992) Research & Focus Areas: Dean Wofse focuses on enhancing bar exam pass rates through tailored academic support programs, including essay writing, MPT training, and state-specific licensure guidance. She has pioneered bar exam grading systems and collaborates with legal educators nationally. Professional Contributions: Over 25 years in bar preparation, including senior roles at Themis Bar Review (National Director for Firm Initiatives) and BARBRI (Northeast Regional Associate Director). She has advised thousands of law students and developed innovative curricula for bar exam success. Labs/Teams: Leads NYLS's Bar Success Office, integrating academic support with practical exam strategies.

Joanna SchreiberView profile

Associate Professor

• Technical & Professional Communication
• Accessibility
• Usability & User Experience (UX)
• +6 more

Joanna Schreiber is an Associate Professor in the English Department at Georgia Southern University, where she has been teaching since 2013. Her academic work focuses on the intersection of technical communication, accessibility, and user experience, with research that contributes to the United Nations Sustainable Development Goals related to quality education and reduced inequalities. Her research interests include: Technical & Professional Communication Usability & User Experience (UX) Business & Management Communication Workplace Studies Technical and Professional Editing Project Management Accessibility Rhetoric Professional Identity Dr. Schreiber's scholarly work demonstrates an evolving trajectory from foundational technical communication studies toward increasingly specialized research on inclusive editing practices and disability studies. Her recent publications (2021-2025) show a strong emphasis on accessibility frameworks and advocacy in technical communication, examining how editing practices can better serve diverse users. She has also made significant contributions to understanding sustainability models for technical and professional communication programs and exploring the integration of project management principles within communication workflows. With 29 research outputs documented between 2010-2025 and an h-index of 7 (94 citations), Dr. Schreiber maintains an active scholarly profile that bridges theoretical frameworks with practical applications in technical communication education and practice.

• Cold War Studies
• US-Vietnam War History
• Soviet-Afghan War Analysis
• +5 more

Dr. Nicole Cassie is a Tutor in Central and East European Studies at the University of Glasgow’s School of Social and Political Sciences. She also serves as GTA Convenor in CEES and leads the Division of Politics and International Studies’ Innovative Pedagogy Hub. Her roles include teaching Honours field trips to Belgrade and designing postgraduate research proposals. Education: PhD in History (University of Glasgow, 2018) M.Phil in American Studies (Andrew Hook Centre, 2014) Her research focuses on Cold War-era superpower conflicts, trauma in veteran communities, and pedagogical innovation. Notable projects include comparative studies of US-Vietnam and Soviet-Afghan War veterans’ experiences, and active learning strategies in Area Studies education. Awards include the William and Margaret Kesson Award and recognition as a Fellow of the Higher Education Academy. She previously coordinated pre-masters programs at the University of Stirling, emphasizing social science preparation for international students. Teaching spans undergraduate modules on Stalinist-era Eastern Europe, post-communist transitions, and research design. She also oversees honours dissertations and field trip-based learning.

Reem AbrahamView profile

Professor

• Medical Physiology
• Medical Education
• Curriculum Development
• +3 more

Dr. Reem Abraham is a Professor at the School of Medicine, Saba University, specializing in Pathophysiology. With over two decades of experience in medical education across India, Saudi Arabia, and the Caribbean, she focuses on teaching Medical Physiology to students in various programs, including USMLE and MBBS. Her research emphasizes Medical Physiology and Medical Education, with a particular interest in active learning strategies and curriculum design. Dr. Abraham has presented research at prestigious conferences like the American Physiological Society (APS) and Association for Medical Education in Europe (AMEE), earning numerous awards including the International Endeavour Executive Fellowship (2018) and the APS Teaching Career Enhancement Award (2014). Her publications highlight innovations in curriculum mapping, student project mentorship, and assessment methodologies. She has also been recognized for her teaching excellence by institutions like AUSOMA (American University School of Medicine Aruba) with multiple 'Best Teacher' awards. Dr. Abraham’s work integrates clinical orientation with educational research, aiming to enhance student learning outcomes through evidence-based strategies. She has contributed to faculty development programs and workshops, promoting global standards in medical education.

• Biology Education
• Science Didactics
• Educational Psychology
• +3 more

Prof. Dr. Matthias Wilde is affiliated with Bielefeld University's Faculty of Biology and serves as a Director in BiSEd (Bielefeld School of Education). His research focuses on Biology Education , Science Didactics , and Student Motivation , particularly in experimental learning environments and digital scaffolding. Key projects include DiLernProfis (digital diagnostic tools for adaptive teaching) and LFB-Labs-digital (teacher training in digital science labs). His work explores how autonomy-supportive teaching , role play , and gamification influence student engagement. Recent publications analyze basic need satisfaction , circadian preferences , and dissection-related disgust in educational settings. Current initiatives emphasize inclusive teaching , flow experiences , and digital differentiation in biology education. Prof. Wilde leads courses on didactic modules , master's theses in education , and practical semester preparation . He is based in office UHG W3-133 and available at matthias.wilde@uni-bielefeld.de . Collaborations span faculties including Health Sciences, Psychology, and the Central Academic Institutes .

Norine BlanchView profile

Lecturer

• Elementary Education
• Language Arts in the Elementary School
• Integrated Arts Education

Norine Blanch, Ph.D., is an Associate Lecturer and Academic Program Coordinator at the University of Central Florida (UCF), affiliated with the College of Community Innovation and Education's School of Teacher Education. She specializes in preparing preservice teachers to teach writing in diverse elementary classrooms and supports interns in school placements. Bachelor's in Physical & Health Education (1993), University of Toronto Bachelor's in Primary/Junior Education (1995), University of Toronto Master of Education in Teaching & Learning (2001), Brock University Ph.D. in Elementary Education (2016), University of Central Florida Dr. Blanch's research focuses on elementary preservice teacher efficacy in writing instruction, particularly in Title 1 school settings. Her dissertation, "Examining Elementary Preservice Teacher Efficacy to Teach Writing in a Title 1 School: A Mixed Method Study of a School-based Teacher Education Course Intervention," highlights her commitment to school-based interventions. She prioritizes building partnerships with school districts to create authentic educational experiences and welcomes collaborations in elementary education research at the regional, national, or international level.

L. Trenton MarshView profile

Assistant Professor

• Urban Education
• Student Success
• Teacher-Student Interactions
• +7 more

L. Trenton Marsh is an Assistant Professor of Urban Education at the University of Central Florida , affiliated with the College of Community Innovation and Education and the Department of Learning Sciences and Educational Research. He previously held postdoctoral positions at the University of Michigan and research roles at NYU Steinhardt. PhD in Urban Education from New York University Former Postdoctoral Research Fellow at University of Michigan Ex-Associate Research Scientist at NYU Steinhardt’s Metro Center Former Managing Business Consultant at IBM Corporation His research focuses on urban education systems, particularly critiquing 'no-excuses' charter schools through qualitative methods. Key areas include: Student success conceptualization Teacher-student interaction dynamics Equity-centered educational practices School choice policy analysis Racialized disciplinary systems Youth-led participatory research Recent publications explore urban resilience frameworks , youth voice in educational policy, and trauma-informed teaching practices. Earlier work analyzed systemic labeling practices and their role in the school-to-prison pipeline. Scientific recognition includes: 2015 Mitchell Leaska Dissertation Research Award 2016 Phi Delta Kappa Doctoral Dissertation Award Marsh has developed curricular interventions through founding CommitMEN , a think-tank supporting Black male students' transition to higher education. His work bridges community engagement and institutional critique.

Elsie OlanView profile

Associate Professor

• Secondary Teacher Education
• English Language Arts
• Literature
• +7 more

Elsie Olan, Ph.D., is an Associate Professor in the School of Teacher Education at the University of Central Florida (UCF), within the College of Community Innovation and Education. Her office is located in ED 223N, and she can be reached at elsie.olan@ucf.edu or 407-823-5179. Dr. Olan holds a Ph.D. in Curriculum and Instruction with a focus on Language, Culture, and Society from The Pennsylvania State University. Her research expertise centers on secondary teacher education, English Language Arts, and literacy education. Key interests include the intersection of literature and mental health representation, culturally responsive pedagogy, and transformative leadership in teacher training. She actively investigates how young adult literature can disrupt stigma around mental illness and promote critical dialogue in educational settings. Notable contributions include the 2017 English Leadership Quarterly Best Article Award. Her work emphasizes pedagogical innovations like literacy quadrants, found poetry, and critical friendship methodologies to foster reflective teaching practices. Recent research trends focus on equity education, narrative analysis of trauma (e.g., PTSD portrayals), and reimagining leadership frameworks in teacher preparation programs. Dr. Olan’s scholarship bridges theory and practice, addressing contemporary challenges in literacy education through interdisciplinary approaches. Her publications span over two decades, consistently advocating for inclusive, dialogic teaching strategies that empower both educators and learners.

Mary Kay PflumView profile

Professor

• Protein Post-Translational Modification
• Histone Deacetylase Proteins
• Chemical Genetics
• +4 more

Mary Kay Pflum is a Professor in the Department of Chemistry at Wayne State University's College of Liberal Arts and Sciences. Holding the A. Paul and Carol C. Schaap Endowed Chair in Chemistry, she leads a research program at the Chemistry-Biology interface focusing on kinase and histone deacetylase (HDAC) enzymes in cancer biology. Education: B.A., Carleton College (1992) Ph.D., Yale University (1999) NIH Postdoctoral Fellow, Harvard University (1999-2001) Her research integrates organic synthesis, biochemistry, and cell biology to develop chemical tools for studying protein post-translational modifications. Key projects include: ATP analog-based kinase substrate labeling HDAC substrate trapping mutants Selective HDAC inhibitor development Recent publications highlight her work in HDAC6 substrate discovery (e.g., PRMT5 deacetylation), EGFR-HDAC1 signaling, and innovations in kinase substrate identification methods like K-BIPS and K-CLIP. Awards include the Charles H. Gershenson Distinguished Faculty Fellowship (2019) and multiple NIH grants (R01GM079529, R35GM131821). Scientific Awards & Grants: American Chemical Society Pre-doctoral Fellowship (1996) NIH Postdoctoral Fellowship (1999) Research Corporation Innovation Award (2002) NIH R01 Grants (2001-present) Charles H. Gershenson Distinguished Faculty Fellowship (2019)

J. Michael WyssView profile

Professor

• Learning and Memory
• Blood Pressure Control
• Polyphenols
• +4 more

Dr. J. Michael Wyss is a Professor and Director of the Center for Community Outreach Development (CORD) at the University of Alabama at Birmingham (UAB). With a career spanning since 1979, his work focuses on learning and memory, blood pressure control, polyphenols, and inquiry-based education. He holds a Ph.D. in Neurobiology from Washington University in St. Louis and completed postdoctoral studies there before joining UAB. B.S., Concordia University (1970) M.Div., Lutheran School of Theology Ph.D., Washington University in St. Louis (1976) His research explores the neurocellular mechanisms of arterial pressure regulation, midline brain structures in learning and memory, and polyphenols' impact on health. His teaching emphasizes K-14 science education. The 15 most recent publications span topics like plant-based STEM education, AI-driven agricultural research, taurine's cardiovascular effects, and early-life programming of hypertension. Awards and grants include NIH grants NSF grants Department of Education funding He mentors students through initiatives like BioBridge and PlantGIFT. Outside academia, he enjoys swimming, soccer, and photography.

Ellen McIntyreView profile

Professor

• Literacy Education
• Reading Instruction
• Teacher Preparation
• +2 more

Ellen McIntyre serves as Dean of the College of Education, Health, and Human Sciences at the University of Tennessee, Knoxville, a position she has held since January 2020. Previously, she was Dean of the Cato College of Education at UNC Charlotte for seven years, with earlier roles as interim associate dean and department chair at North Carolina State University, and professor at the University of Louisville. Her career began as a classroom teacher in Newport, Kentucky, and research assistant at SRI International. Her academic credentials include: EdD in Language and Literacy Education from the University of Cincinnati (1990) MA in Reading Education from Northern Kentucky University (1985) BA in Elementary Education from Northern Kentucky University (1983) McIntyre's research centers on literacy education for historically marginalized students, with pioneering work in culturally responsive reading instruction and teacher preparation reform. She examines how socioeconomic status, race, and cultural backgrounds intersect with reading development, developing evidence-based interventions for elementary classrooms. Her scholarship consistently bridges theory and practice, emphasizing teacher agency in creating equitable learning environments while addressing systemic barriers in literacy education. Analysis of her recent publications reveals three dominant trajectories: (1) Culturally responsive literacy frameworks addressing passive racism and funds of knowledge in Appalachian and urban contexts; (2) STEM-integrated teacher preparation models focusing on engineering design and mathematics-science integration; (3) Targeted reading interventions for ELL students and low-income Black/Hispanic populations through summer programs and sheltered instruction. These strands converge in her advocacy for teacher development that centers student identity and community assets. As an academic leader, McIntyre has shaped educator preparation standards through CAEP committee work and directed multi-institutional initiatives like PROJECT ATOMS for mathematics/science teachers. Her administrative career demonstrates sustained commitment to translating research into policy, though specific grant details remain undocumented in available sources.

Stephen KroegerView profile

Associate Professor

• Special Education
• Culturally Sustaining Pedagogy
• Inclusive Education
• +7 more

Stephen Kroeger , an Associate Professor at the University of Cincinnati School of Education , specializes in Special Education. His research focuses on culturally sustaining pedagogy, inclusive education, and effective instructional strategies for students at risk. PhD in Education (2004) and MEd in Special Education (1993) from University of Cincinnati Additional Masters in Theology and Divinity from Jesuit School of Theology Dr. Kroeger's research spans classroom behavior management, co-teaching models, and equity-oriented teacher preparation. His recent work explores mobile device use in urban classrooms and flipped instruction pedagogy. Over 15 years, he secured federal and state grants exceeding $1.5 million, including OSEP-funded projects. Scientific honors include: Golden Apple Award (2018, 2011, 2009) Outstanding Doctoral Student (2003-2004) Excellence in Teaching Award (2002-2003) He actively contributes to international and national conferences, emphasizing photovoice, action research, and special education reform.

Jill May SwavelyView profile

Teaching Professor

• Teacher Preparation for Multilingual Learners
• Second Language Writing
• Literacy Development
• +3 more

Jill May Swavely serves as a Teaching Professor in the Department of Teaching and Learning at Temple University's College of Education and Human Development. She coordinates the university's ESL certificate program, preparing educators to design instruction, assessments, and curricula for K-12 English learners through specialized coursework and practical application. Her research centers on teacher preparation methodologies for multilingual literacy development, with emphasis on second language writing competencies across K-12 and higher education contexts. She investigates language comprehension processes, literacy pedagogy, and culturally responsive assessment strategies to address diverse learners' needs in urban educational settings. Professor Swavely co-PI'd a $2.7 million Department of Education National Professional Development Grant titled 'Transforming School L.I.F.E. (Leadership, Instruction and Family Engagement) for English learners,' delivering five years of comprehensive support to the School District of Philadelphia through teacher training, leadership development, and community engagement initiatives.

Ahmad NazariView profile

Senior Lecturer

• TESOL
• Applied Linguistics
• Cultural Studies
• +3 more

Dr Ahmad Nazari is a Senior Lecturer and Course Leader for Teaching English to Speakers of Other Languages (TESOL) and Applied Linguistics at the Guildhall School of Business and Law, London Metropolitan University. He specializes in English language teaching methodologies and the intercultural dimensions of education. His work emphasizes the importance of cultural curiosity and cross-cultural understanding in TESOL, shaping how students perceive both their own and others' cultural contexts. In 2014, Dr Nazari was featured in Hot Courses Abroad magazine, discussing the growing demand for TESOL professionals globally. Graduates of his programs have secured teaching roles in countries like Switzerland, Poland, and Finland, alongside careers in publishing, translation, and interpretation. He highlights the international flavor of student outcomes, driven by the diverse backgrounds of students and staff on the TESOL program. His research and teaching focus on preparing educators to navigate globalized educational landscapes, integrating cultural awareness into language instruction. The program’s emphasis on applied linguistics further strengthens its relevance to contemporary language education challenges.