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Bruce Munro Burnett is an Adjunct Professor in the School of Education at the University of South Australia's Faculty of Education and Arts. His research focuses on teacher education in disadvantaged contexts, addressing challenges such as teacher shortages, equity in education, and cultural diversity in high-poverty schools. He has contributed significantly to understanding retention strategies for educators working in hard-to-staff environments and the impact of policy frameworks on teaching practices. Key research areas include multicultural education, social justice in schools, and the implementation of programs like Australia's National Exceptional Teachers for Disadvantaged Schools initiative. His work frequently explores intersections between teacher identity, systemic inequities, and the role of reflective practice in disrupting deficit thinking. Burnett collaborates internationally, analyzing education policies across the Anglosphere and examining case studies from Australia, the U.S., and Spain. Publications highlight themes such as early-career teacher agency, responses to critical incidents in classrooms, and leveraging technology to engage vulnerable learners. His scholarship emphasizes practical applications of sociological theory to educational challenges, particularly in culturally diverse and economically disadvantaged settings. Burnett has contributed to institutional reports on improving retention of Indigenous teacher candidates and has presented at major conferences including the American Educational Research Association. His interdisciplinary approach bridges policy analysis, classroom practice, and sociological inquiry to advance equity-driven educational reforms.

• Teacher Education
• Educational Equity
• Poverty and Education
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Katarzyna Jóźwiak-Moskal is an Assistant Professor at the Faculty of Sculpture and Intermedia of the Academy of Fine Arts in Gdańsk (ASP). She specializes in ceramic sculpture, particularly in realistic portraiture, emphasizing the interplay between material and form. Her work explores the 'resistance of matter' and the transformative role of fire in ceramic processes. Education: 1979–1986: Studied Sculpture at the Faculty of Sculpture, PWSSP (now ASP Gdańsk), under Professor Franciszek Duszeńko. 1986: Received a diploma with specialization in Ceramics. Completed habilitation (post-doctoral degree). Research & Practice: Her artistic and didactic work focuses on the technical and philosophical dimensions of ceramic materials. She emphasizes the 'element of surprise' from working with fire and clay, which teaches humility and connects to nature's laws. Her sculptures often portray the human form in realistic, life-sized ceramic pieces. Professional History: Employed since February 1987 as an Assistant at the Artistic Ceramics Studio, later promoted to Assistant Professor. Currently leads the Ceramics Studio under Professor Teresa Klaman's direction (since 2001).

• Sculpture
• Ceramics
• Artistic Ceramics
• +3 more

Tahani Dari, Ph.D., LPC, NCC is an Assistant Professor of Counseling and Director of the School Counseling program at University of Detroit Mercy. She holds a Ph.D. in Counselor Education and Supervision from The University of Toledo, an MA in Counseling from Eastern Michigan University, and a BA from University of Michigan, Ann Arbor. With over two decades of experience working as both a school counselor for K–12 students and mental health counselor in clinical settings, Dr. Dari specializes in serving diverse and underserved communities. Her research focuses on community-based participatory research (CBPR), with particular emphasis on advocacy for diverse client populations (especially youth) and advancing topics in school counseling. Cultural humility is central to her research approach, which provides models for culturally sensitive research programs promoting equity in mental health services. She has presented her work regionally, nationally, and internationally, and has published in several counseling journals. Awards & Leadership: NCACES Research Award for significant research contributions Two terms on NBCC Foundation's Minority Fellowship Program Advisory Council Editorial board member for Counseling Outcome Research and Evaluation and Journal of School-Based Counseling Policy and Evaluation Current Research: Path analysis of factors affecting marginalized youth outcomes Cultural humility among Master's counseling students

• Community-Based Participatory Research
• Cultural Humility
• School Counseling
• +2 more

Crystal Lewandowski, OD, FAAO, FNAP is an Associate Professor of Clinical Optometry at the New England College of Optometry (NECO). She serves as Director of Vision Services at North End Waterfront Health and holds dual fellowship designations: Fellow of the American Academy of Optometry and Fellow/Distinguished Fellow of the National Academies of Practice. Dr. Lewandowski graduated from NECO (OD degree) and earned a BS in Medicinal Chemistry from SUNY Buffalo. Her clinical expertise spans ocular disease management, primary eye care, and interdisciplinary healthcare delivery. Research focuses on cultural humility in healthcare, disparities reduction, and optometric education innovation. Professional memberships include leadership roles in the American Optometric Association and Massachusetts Society of Optometrists. Awards highlight her contributions to clinical practice and education. Her publications address cultural competency training and student perception studies in medical education contexts.

• Ocular Disease
• Public Health
• Primary Eye Care
• +5 more

Dr. Marin Gillis is Professor in the Department of Bioethics, Humanism, and Policy at Roseman College of Medicine, where she serves as Senior Executive Dean for Faculty Affairs and Learning Innovation. She leads faculty development initiatives integrating justice principles and educational science through Roseman's Office of Faculty Affairs & Learning Innovation. Her research examines bioethics, professionalism, health equity, and faculty development, with emphasis on community clinicians and underrepresented academics. She directs the USA Working Group of the Cambridge Consortium for Bioethics Education and has held leadership positions in ASBH and AAMC. Educational background includes a PhD in Philosophy from the University of Calgary and honors in Philosophy from Katholieke Universiteit Leuven. Service includes editorial roles for BMC Medical Ethics and committee leadership in national medical organizations.

• Bioethics
• Medical Professionalism
• Health Equity
• +3 more

Shterna Friedman is a Research Fellow in the Department of Political Science at the University of California, Berkeley. Her research focuses on Political Philosophy, History of Political Thought, and German Idealism, with special attention to figures like Kant, Hegel, and Schelling. She explores themes such as moral reasoning, theodicy, ethical systems, and the philosophical foundations of political theory. Her work bridges classical philosophy with contemporary debates on value pluralism, tolerance, and epistemology. Friedman’s contributions include analyzing Kant’s theodicy in Job , Hegel’s concept of political totality, and the relationship between epistemology and religious tolerance in early modern thought. She also critiques Isaiah Berlin’s approach to tragic value conflicts and examines Popper’s philosophy of science through the lens of epistemological humility. Her publications appear in journals such as History of Political Thought , Studia Hegeliana , and Journal of Transcendental Philosophy . She maintains an active academic profile through her work at Berkeley and her affiliation with Harvard University as a postdoctoral researcher.

• Political Philosophy
• History of Political Thought
• German Idealism
• +3 more

Angelica Yamada, MD is an Assistant Professor in the Department of Family and Community Medicine at the University of California, Davis School of Medicine. Her work focuses on addressing health disparities in underserved populations and advancing cultural competency in healthcare delivery. She leads a federally funded grant on health equity and co-directs the UC Davis Health Equity Initiative. Education: MD from Stanford University School of Medicine, MPH from UC Berkeley Residency: UCLA Family Medicine Residency Program Her research emphasizes rural medicine, preventive interventions for chronic diseases, and telemedicine access barriers. Dr. Yamada has published extensively on health disparities and medical education reform, with recent studies exploring diabetes prevention strategies in low-income communities and telemedicine accessibility solutions. Current Projects: Principal Investigator for NIH-funded study on diabetes prevention in rural areas Community Engagement: Partnerships with local clinics serving farmworker populations Awards include the 2021 American College of Physicians Early Career Award and 2020 UC Davis Chancellor's Award for Community Scholarship. She mentors junior faculty through the Academic Advancement Program and chairs the Medical School Curriculum Review Committee.

• Health Disparities
• Cultural Competency in Healthcare
• Rural Medicine
• +3 more

Josu Ahedo Ruiz is an academic affiliated with the Universidad Internacional de La Rioja (UNIR), specializing in Political Science and Public Administration, particularly within the context of the Law degree program. His research focuses on education policy, ethics in education, political theory, and philosophical contributions to moral and character development. He has made significant contributions through over 60 publications, including articles in journals like Revista española de educación comparada and Ramón Llull Journal of Applied Ethics . His work emphasizes the integration of classical philosophical frameworks (e.g., Aristotle, Leonardo Polo) into modern educational practices, exploring themes such as virtue development, interpersonal relationships, and the ethical dimensions of leadership. He has coordinated multiple collaborative works, including Avances sobre la pedagogía actual (2024) and El tetraedro de la amistad (2023), which address contemporary challenges in education and character formation. Ahedo Ruiz has directed two doctoral theses and actively participates in academic activities, including congresses and editorial roles. His research often intersects with practical pedagogical strategies, such as leveraging technology for moral education and analyzing post-pandemic educational reforms.

• Education Policy
• Ethics in Education
• Political Theory
• +3 more

Megan Sutter is an Assistant Research Professor in the Department of Behavioral, Social, and Health Education Sciences at Emory University. Her work focuses on LGBTQ+ health, cancer prevention, reproductive health, and social determinants of health. She holds a BA from the University of South Florida, an MS and PhD from Virginia Commonwealth University, and completed a T32 Postdoctoral Research Fellowship at NYU School of Medicine, followed by an MS at NYU School of Medicine. Her research investigates disparities in healthcare access and outcomes for LGBTQ+ populations, particularly in oncology and reproductive health contexts. Key areas include fertility preservation guidelines for cancer patients, cultural competency in healthcare provider training, and mental health disparities among LGBTQ+ individuals. She also explores topics like gender-affirming care, adverse childhood experiences, and chronic health conditions linked to sexual orientation. Recent publications highlight her focus on equitable healthcare practices for LGBTQ+ patients, medical student preparedness, and the intersection of sexual health with broader social determinants. Her work underscores the need for tailored interventions addressing structural barriers faced by marginalized communities in healthcare settings. Megan teaches courses such as BSHES 532 (Quantitative Data Analysis) and BSHES 542 (Socio-Behavioral Measurement). Her interdisciplinary approach integrates public health, behavioral science, and clinical practice to advance health equity research.

• Cancer Prevention
• Sexual Health/Behavior
• Health Disparities
• +5 more

Dr. Briana Woods-Jaeger is an Associate Professor in the Department of Behavioral, Social, and Health Education Sciences at Emory University's Rollins School of Public Health. Her work focuses on community-centered approaches to address health disparities linked to trauma and chronic stress, particularly among children, adolescents, and marginalized communities. She holds a PhD in Clinical Psychology from the University of Washington and has advanced training as a Kellogg Health Scholar at UNC Gillings School of Global Public Health. Her research integrates mixed methods and participatory frameworks to develop culturally relevant interventions targeting mental health, violence prevention, and racial trauma. Notable areas include anti-racist violence prevention strategies, the mental health impacts of immigration policies on Latinx families, and the effects of socioeconomic policies like minimum wage laws on child welfare. Dr. Woods-Jaeger leads the **THRIVE Research Lab**, dedicated to promoting resilience through interventions grounded in cultural humility and participatory action. The lab’s mission emphasizes equitable collaboration with communities to address systemic inequities through research, policy advocacy, and clinical practice innovation. Her recent work highlights the interconnectedness of structural factors (e.g., welfare policies, immigration enforcement) and individual well-being, with a focus on Black youth empowerment and maternal health equity. Key themes include mitigating medical mistrust in minority communities, improving trauma-informed care in healthcare systems, and leveraging photovoice methodologies for critical consciousness among youth. Dr. Woods-Jaeger’s contributions have expanded the field’s understanding of bidirectional parent-child resilience and the role of anti-racist frameworks in public health interventions. She actively collaborates with schools, hospitals, and faith-based organizations to translate research into actionable programs that center community voices in decision-making processes.

• Mental Health
• Health Disparities
• Community-Based Participatory Research
• +5 more

Dr. Renee Hill is a Principal Lecturer and Associate Dean for Opportunity, Access, Community, Engagement, and Support (OACES) at the University of Maryland's College of Information Studies. Her work focuses on diversity, equity, and inclusion in library and information science (LIS), particularly regarding marginalized populations such as racial/ethnic minorities and individuals with disabilities. A former K-12 educator for special learning needs, her research and teaching bridge LIS theory with practical strategies for inclusive services. Education: Ph.D. and MLIS from Florida State University; BA from Florida Atlantic University. Dr. Hill’s research centers on accessibility and inclusive design , information justice , and technology ethics . Her publications analyze cultural competence frameworks, health equity platforms, and policy impacts on LIS practices, emphasizing systemic barriers and pedagogical innovation. Recent articles highlight trends in information equity (2024), cultural humility (2024), and health equity solutions (2023). Earlier works (2016–2019) explore distance education, advocacy in LIS, and critical discourse on diversity training.

• Accessibility and Inclusive Design
• Information Justice
• Human Rights
• +4 more

Yoko Yamamoto is a Visiting Professor in the Department of Education at Brown University, specializing in cross-cultural family education dynamics with a focus on Japan and the U.S. Her research integrates psychological and sociological theories to examine parenting practices, family engagement in education, and the role of socioeconomic status and ethnicity in shaping children's educational trajectories. She has held roles including 2012 Abe Fellow and a summer scholar at Osaka University (2013–2019). Her work has been featured by Freakonomics Radio and earned the Erin Phelps Award for research on Chinese immigrant parents' educational beliefs. Education: Ph.D. in Human Development and Education from UC Berkeley (200?), followed by postdoctoral training at Brown University. Professional affiliations include chairing the publicity committee for the Society for the Study of Human Development since 2014. Research interests emphasize cultural models of family-school relations, immigrant parenting strategies, and sociocultural influences on educational outcomes. Key topics include Asian immigrant families' socialization practices, the impact of cultural capital on educational choices, and comparative analyses of educational perceptions between Japan and the U.S. Her publications (2010–2025) highlight trends in parental involvement, cross-cultural educational comparisons, and the sociocultural dimensions of early childhood education. Recent work explores how Japanese and Chinese immigrant parents navigate school systems, with a focus on perseverance ('ganbari') and culturally responsive educational practices. Erin Phelps Award (2016) 2012 Abe Fellowship Advising and grants: No students listed; her research has been supported through fellowships and institutional affiliations. Active in academic outreach through committee roles. Labs/teams: Collaborates with the Society for the Study of Human Development and maintains ties to Osaka University's Graduate School of Human Sciences.

• Educational Sociology
• Cultural Psychology
• Immigrant Parenting Practices
• +3 more

Ezra Tawil was a Professor of English at the University of Rochester, renowned for his scholarly contributions to American literature and pedagogical warmth. He served as Director of Graduate Studies in the Department of English, mentoring students with humility and openness. His research focused on early American literature, particularly the intersection of racial sentiment, slavery, and cultural identity. Tawil authored two seminal books and contributed eight essays, exploring themes like national literary style and the evolution of racial thought through popular fiction. Education: Ezra earned a BA with high honors from Wesleyan University (1989), followed by a master’s and PhD in American Civilization from Brown University. Before joining Rochester in 2011, he taught at Wesleyan, Harvard, and Columbia. Research Interests: Tawil’s work bridged academic rigor and cultural analysis, examining how American literature shaped national identity through imitation and stylistic innovation. His studies on the frontier romance genre and the 'American style' highlighted literary responses to slavery and post-colonial identity. Colleagues noted his ability to make complex themes 'fresh and exciting' through engaging scholarship. Labs/Teams: While no formal lab is cited, his leadership roles and collaborative teaching style fostered a vibrant academic community. Personal interests included music, magic, and maintaining an Instagram page for his therapy dog Misha.

• American Literature
• Early American History
• Literary Criticism
• +3 more

Amy Rose is an Associate Professor in the Department of Communication Sciences and Disorders at Western Carolina University (WCU), part of the College of Health and Human Sciences. She joined WCU in 2014 after 25 years of clinical practice as a speech-language pathologist. Her expertise spans pediatric and adult populations across diverse settings including schools, hospitals, and telepractice. Education: PhD, University of North Carolina at Greensboro MA, Central Michigan University (Communication Sciences and Disorders) BS, Central Michigan University (Communication Sciences and Disorders) Research focuses on social skills development for individuals with disabilities, particularly through the PEERS® program for young adults. She also leads global initiatives like the Fulbright-Hays funded Botswana project, fostering cross-cultural collaboration in special education and speech-language pathology. Her publications emphasize interprofessional education, cultural humility in global service-learning, and autism spectrum disorder interventions. Teaching spans voice disorders, autism spectrum disorders, and pediatric feeding/swallowing. Current projects include interprofessional study abroad programs and DEI committee work. Labs/Teams: Weekly PEERS® social skills group at WCU Botswana2018 interdisciplinary team (website: Botswana Project )

• Speech-Language Pathology
• Disability Studies
• Interprofessional Education
• +5 more

Sally A Arif is a Professor of Pharmacy Practice at Midwestern University's College of Pharmacy (Downers Grove Campus). She holds a Pharm.D. from the University of Kansas and maintains an academic appointment as a Clinical Pharmacist in Cardiology at Rush University Medical Center. Her research focuses on cultural care, health equity, and global pharmacy education, with significant emphasis on marginalized populations and professional identity formation. Dr. Arif has authored over 20 peer-reviewed articles addressing topics such as implicit bias mitigation, curriculum development for DEI, and pharmacist-led community health initiatives. Her teaching portfolio includes courses in Cultural Care and Public Health, Integrated Pharmacy Sequences, and Special Research Projects. Notable contributions include designing student-led programs to improve health access for Arab-American communities and pioneering cultural competency training modules. Her work bridges academic pharmacy with clinical practice, emphasizing techquity in education and authentic allyship in professional development. Dr. Arif’s publications consistently address systemic inequities in healthcare, with recent work exploring the working environments of marginalized faculty and the implementation of international pharmacy education toolkits. Her research underscores the intersection of bias, identity, and healthcare outcomes, advocating for transformative educational policies.

• Pharmacy Education
• Health Equity
• Cultural Competency
• +5 more