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Assistant Professor
Nicholas Light is an Assistant Professor of Marketing at the Lundquist College of Business , University of Oregon. He is affiliated with the Center for Science Communication Research and Center for Sustainable Business Practices .
Assistant Professor
Cecile Hyewon Bhang, Ph.D., is an Assistant Professor at Sonoma State University. She earned her Ph.D. in Counseling Psychology from Loyola University Chicago and completed pre-doctoral internship and postdoctoral fellowship at the University of San Francisco Counseling and Psychological Services. Education: Ph.D. in Counseling Psychology, Loyola University Chicago Dr. Bhang specializes in multicultural humility, social justice, and culturally sensitive mental health services for racial/ethnic minorities and immigrant communities. Her research focuses on resilience in marginalized populations, feminist psychology, and career counseling frameworks. She has extensive experience working with children, youth, and families in community mental health and private practice settings. Office hours are available by appointment via email contact.
Lecturer
Heather Nielsen serves as an Instructor of Nursing at Augsburg University's Department of Nursing since 2024, teaching in the Master of Arts in Nursing and Doctor of Nursing Practice programs. A graduate of Augsburg's DNP-FNP program (2018), she balances academia with clinical practice as a bilingual primary care provider in Rochester, MN, managing a panel of 1500+ patients and advocating for marginalized communities. Her educational credentials include: Doctorate of Nursing Practice, Family Nurse Practitioner (DNP-FNP), Augsburg University, Minneapolis, MN (2018) Bachelor of Science in Nursing (BSN), University of North Dakota, Grand Forks, ND (2007) Dr. Nielsen's scholarly focus centers on transcultural nursing and global health equity. She designs courses exploring healthcare politics in Guatemala and soul trauma healing through traditional practices, blending evidence-based and Indigenous knowledge. Her fieldwork in Guatemala's rural highlands with International Hands in Service spans four years, recently culminating in a Women's Health Team initiative for cervical cancer screening. Her publications (2012-2018) reveal consistent engagement with community-driven healthcare solutions, examining topics from water's role in peacebuilding to decolonizing short-term missions. Key threads include amplifying Indigenous voices via photo-elicitation and addressing women's health disparities in resource-limited settings. A dedicated mentor, Nielsen guides students through DNP projects and international practicums. In clinical leadership, she chairs Rochester's Clinical Practice Committee and represents APRNs on the Advanced Practice Clinician team, while maintaining ties to Guatemalan health initiatives through committee consultancy. She actively participates in professional organizations including the Association of Southeastern Minnesota Nurse Practitioners and Minnesota APRN Coalition, advocating for practice barrier removal and smooth nurse transitions to clinical roles.
Visiting Assistant Professor
Dr. Aimee Adams serves as an Assistant Visiting Professor in the Counseling Psychology Program at Lehigh University, providing individual therapy services to adolescents and adults across diverse clinical settings including hospitals, community mental health agencies, private practice, and university counseling centers. Her educational qualifications include: Ph.D. in Counseling Psychology from Lehigh University M.Ed. in Counseling & Human Services from Lehigh University B.A. in Psychology from Dickinson College Her research and clinical expertise centers on mental health treatment, with specialized focus on anxiety and mood disorders through evidence-based approaches, identity development across diverse populations, culturally humble therapeutic practices, and innovative animal assisted interventions. She integrates clinical experience with scholarly work to advance psychotherapy techniques in real-world applications. No scientific awards were documented in the source material. Dr. Adams brings substantial leadership experience from her prior role as director of a university counseling center's clinical training program, where she oversaw therapist development and program implementation. While she teaches in Lehigh's Counseling Psychology curriculum and provides direct clinical services, specific details about current research grants or graduate student advisees were not disclosed in the provided text.
Professor
Dr. Kelly Coker serves as Full Professor in the Counseling Department at Palo Alto University (PAU) and holds the Faculty Senate Chair position for 2024-2025. A licensed clinical mental health counselor (LCMHC) in North Carolina, she maintains a tele-mental health private practice while dedicating herself to counselor education and advocating for anti-racist practices in academic and clinical settings. Her academic credentials include: PhD in Counselor Education and Supervision from UNC-Greensboro (CACREP Accredited) MBA from Walden University MA in Agency Counseling from Appalachian State University (CACREP Accredited) Dr. Coker's research critically examines Online learning and Tele-mental health counseling methodologies, with deep focus on Lifespan Development through cultural and contextual lenses—particularly older adult development. She actively investigates Assessment and Accreditation in Higher Education and Clinical Training at the Doctoral Level , integrating anti-oppressive frameworks into counselor education curricula. Her 2022-2024 publications reveal a cohesive research trajectory centered on decolonizing lifespan development theory and its clinical applications. Key works include the 2024 book DSM-5-TR and Family Systems and multiple articles exploring anti-oppressive teaching methodologies in online environments, counselor competency assessment, and the sociocultural dimensions of human development. Scientific Awards: No awards listed in source materials. Dr. Coker mentors emerging counselors with emphasis on client-centered practice and cultural humility. While specific grant details aren't provided, her accreditation expertise and CACREP involvement indicate substantial contributions to program evaluation and educational standards development. She operates a private tele-mental health practice serving adult clients and maintains active engagement with CACREP, influencing national counseling education standards through her accreditation work.
Assistant Professor
Rachel Jacoby serves as Assistant Professor and Residency Coordinator at Palo Alto University. A Licensed Professional Clinical Counselor with Supervisory Endorsements, National Certified Counselor, Certified Family Life Educator, Certified Trauma Practitioner, and Autplay therapist, she specializes in child and adolescent mental health within collaborative clinical frameworks. Her educational background includes: PhD in Counselor Education and Supervision, The University of Toledo (2021) MA in Clinical Mental Health Counseling, Bowling Green State University (2014) BS in Human Development and Family Studies, Bowling Green State University (2012) Dr. Jacoby employs an existential-humanistic framework integrated with cognitive behavioral therapy, play therapy, and narrative approaches. Her clinical work focuses on neurodiverse populations and trauma survivors through collaborative partnerships with families, schools, and medical professionals. Research interests prioritize Crisis & Trauma Counseling, Child and Adolescent Counseling, Foster Care systems, Motherhood experiences, and Counseling Ethics. Her 2018-2023 publications reveal consistent focus on social justice issues including anti-racism in counselor education, economic instability impacts, foster youth mental health, and maternal wellness. These works demonstrate interdisciplinary collaboration and practical applications for clinical training. Professional recognition includes: 2023 Robert H. Rencken Emerging Professional Leader award (American Counseling Association) 2021 Carol Bobby Pioneer for Visionary Leadership award (CACREP) As an educator, Dr. Jacoby integrates creative pedagogy while holding leadership positions including Past-President of the Association for Child and Adolescent Counseling (2022-2023) and ACA Ethics Committee board member. Her advocacy work spans multiple professional organizations including NCACES, AHC, OCA, and CSI. Current collaborations focus on ethical dilemmas in child welfare and cultural sensitivity in cross-cultural counseling. Dr. Jacoby maintains active clinical partnerships with community organizations serving neurodiverse populations and trauma survivors, emphasizing integrated care models across medical, educational, and family systems.
Adjunct Professor
Rev. Dr. Phaedra D. Blocker serves as an Affiliate Professor in Leadership & Formation at Palmer Theological Seminary of Eastern University, teaching in Masters/Doctoral programs including Marriage and Family Therapy. She concurrently leads Word&Wisdom as Founder/Principal and the Center for Clergy & Congregational Wellness as Founder/Executive Director. Her academic credentials include: Master of Divinity from Eastern Baptist Theological Seminary (now Palmer) Doctor of Ministry in Spiritual Transformation from Northern Theological Seminary Clinical training in marriage and family therapy at the Council for Relationships Dr. Blocker's research integrates spiritual formation with leadership development, emphasizing sustainable ministry through emotional/spiritual health. Her work addresses clergy wellness, racial reconciliation, and congregational transformation, guided by Micah 6:8's mandate to 'act justly, love mercy, and walk humbly.' She empowers ministry leaders to become 'whole persons' who facilitate shalom in communities through systemic change and conflict resolution. No scientific awards are documented in the provided text. As an Affiliate Professor, Dr. Blocker advises graduate students in leadership and formation programs. Her board service includes the Transforming Center (Wheaton, IL) and Grace & Race Ministries, Inc., focusing on spiritually transforming communities and racial reconciliation. She actively contributes to Spiritual Directors International, the Spiritual Caregivers Network of American Baptist Home Mission Society, and Interfaith Philadelphia's Inter-Seminary Initiative. Dr. Blocker founded Word&Wisdom to equip clergy/congregations for wholeness and change agency, while establishing the Center for Clergy & Congregational Wellness to address systemic health in ministry contexts. Both initiatives operationalize her vision of leaders embodying justice, mercy, and humility in fragmented communities.
Associate Clinical Professor
Justin T. Mierzwicki serves as a Clinical Associate Professor in the Department of Physical Therapy at Lebanon Valley College. Board Certified as a Geriatric Physical Therapy Clinical Specialist, he brings expertise in geriatric care, pathophysiology, and acute care settings. His research focuses on developing evidence-based physical therapy interventions for frail older adults, with emphasis on improving mobility, reducing social isolation, and enhancing quality of life through innovative approaches including telehealth and targeted exercise programs. Dr. Mierzwicki's research program centers on geriatric physical therapy challenges, particularly addressing loneliness through telecommunication interventions and developing exercise protocols for pre-frail and frail populations. His work spans high-intensity resistance training, power training efficacy, and telehealth applications, with recent studies examining language barriers in care delivery and geriatric competency development in physical therapy education. The research demonstrates practical applications for community-dwelling older adults facing mobility limitations and social isolation. Analysis of his publication record (2018-2025) reveals evolving research trends from foundational exercise studies toward pandemic-responsive telehealth applications. Early work focused on weighted vest training and resistance protocols, while recent publications increasingly address social determinants of health, particularly loneliness reduction through digital communication. His systematic reviews on power training and language barriers demonstrate methodological rigor, with consistent emphasis on translating research into clinical practice for vulnerable older adult populations. Dr. Mierzwicki has received recognition including: APTA Pennsylvania Geriatric Special Interest Group Award of Excellence (2020) As South-Central Delegate to the APTA House of Delegates (2024-2026), he influences professional policy while mentoring DPT students in research, evidenced by co-authorship on publications including the 2025 language barriers systematic review. His teaching portfolio includes Pathophysiology (PHT 614), Physical Therapy in the Inpatient Setting (PHT 635), Geriatric Physical Therapy (PHT 638), and Selected Topics in Physical Therapy (PHT 734), integrating his clinical expertise and research findings into curriculum development.
Associate Professor
Christopher Davidson serves as Associate Professor of English and Director of the English Writing Program at Biola University, where he teaches critical thinking and writing, creative writing, and poetry courses. His academic credentials include a Master of Fine Arts in Creative Writing from the University of California, Irvine and a Bachelor of Arts in English from California Polytechnic State University, San Luis Obispo. Davidson's scholarly focus centers on poetry and creative writing, with significant contributions to literary criticism and critical thinking pedagogy. His conference presentations explore diverse intersections including George Saunders' literary techniques, intellectual humility in poetic interpretation, and sociohistorical analyses of diversity within Christian frameworks. His work consistently examines memory, identity formation, and philosophical dimensions of everyday experiences through literary lenses. His publication history reveals sustained engagement with contemporary literary discourse through poetry collections and critical book reviews, demonstrating thematic continuity in examining human experience through both creative and analytical modes. As Director of the English Writing Program, Davidson leads curriculum development and instructional strategy for writing education across the university, directly shaping academic communication standards and pedagogical approaches for students.
Senior Lecturer
Linda Hogg is a Senior Lecturer and Associate Dean Students at Victoria University of Wellington's Faculty of Education, Health, and Psychological Sciences. With an extensive background in secondary education spanning over twenty years in New Zealand and the Cook Islands, she brings practical experience to her academic role. Her international collaborations include scholars from the USA and The Netherlands, demonstrating her global impact in educational research. Linda Hogg's educational background includes a PhD from Victoria University of Wellington, along with a B Comm, PGDEPD, Dip Tchg, and ATCL Speech and Drama. Her professional certifications include Fellow (FHEA) status with Te Arawai Ako/Advance HE since September 2023. Her research interests focus on culturally responsive and culturally sustaining pedagogy and assessment, funds of knowledge and identity, initial teacher education, teacher professional development, and career-change teachers. She specializes in qualitative research approaches that center student voice and agency, particularly for minoritized students. Her work critically examines stereotyped ideas, essentialized notions, and deficit theorizing in education. Analysis of Linda Hogg's recent publications reveals a strong focus on career-change teachers' identity development, funds of identity theory, and the intersection of indigenous knowledge with educational practice in Aotearoa New Zealand. Her scholarship increasingly addresses social justice through culturally responsive frameworks, particularly examining Māori learners' experiences and the application of funds of knowledge theory in postcolonial contexts. Choice Academic Book Award for 'Pedagogies of with-ness: Students, teachers, voice and agency' (2021) Fellow (FHEA) Te Arawai Ako/Advance HE (2023-present) Linda Hogg supervises doctoral students researching topics related to teacher beliefs and practices, culturally responsive pedagogy, and initial teacher education. Her current research projects include investigations into career-change teachers' experiences with Dr. Quincy Elvira and Dr. Anne Yates, duoethnography on with-ness in teacher education with Dr. Katherine Lewis, and studies on emerging teachers' beliefs and practices. She has received external grants including 'California teachers funds of knowledge inquiry group' and 'Learning from each other: A mixed-methods study of peer assessment.' Her collaborative work extends to mentoring relationships, such as her ongoing mentorship with Dr. Michelle Flowers Taylor from the University of Southern California, focusing on applying funds of knowledge frameworks to support African American girls in STEM careers.
Assistant Professor
Shernell Elibox is an Assistant Professor and Clinical Coordinator of the Community and Trauma Counseling Program at Thomas Jefferson University. An Afro-Caribbean clinical mental health counselor, she earned her PhD in Counselor Education from The Pennsylvania State University in 2023. Previously, she served as Saint Lucia's first Clinical Suicidologist Counsellor for the Department of Health and Wellness, where she designed national mental health and suicide prevention campaigns. Her educational background includes: PhD in Counselor Education, The Pennsylvania State University, 2023 MA (unspecified field and institution) Dr. Elibox's research centers on intersectionality and suicidality, with a focus on cultural humility in suicide intervention and prevention. She recently led a 122,465-participant study on suicidality among college students of color, addressing critical gaps in the counseling field regarding historically marginalized populations. Her work is guided by a Black Feminist lens and aims to decolonize mental health practices by decentering whiteness and prioritizing oppressed communities. No scientific awards were mentioned in the provided text. She adheres to a 'lift while you climb' mentorship philosophy, actively guiding counselors-in-training through the CTC program. During doctoral studies at Penn State, she served as Lead Clinic Supervisor at the Edwin L. Herr Counseling Training Clinic, modernizing crisis counseling protocols for tele-health and in-person settings. Dr. Elibox has contributed to clinical teams in Saint Lucia's Department of Health and Wellness and Penn State's counseling clinic, focusing on suicide intervention infrastructure. Her leadership emphasizes vulnerability and bravery to advocate for historically marginalized groups within academic and clinical systems.
Professor
Joshua J. Alexander serves as Professor and Chair of the Philosophy Department at Siena University, where he has held progressive academic appointments since 2008. He earned his Ph.D. in Philosophy from Indiana University, complemented by an M.A. from the University of Wisconsin-Milwaukee and a B.A. in Philosophy and English Literature from Marquette University. His research pioneers the intersection of epistemology and cognitive science, specializing in philosophical cognition—the mental processes underpinning philosophical reasoning. Alexander investigates intuition instability, contextual influences on knowledge attribution, framing effects in epistemic disagreement, and cognitive diversity's impact on reasoning. His work bridges experimental philosophy with cognitive neuroscience, particularly examining ethical implications for epistemological frameworks. A leading figure in experimental philosophy, Alexander's publication trajectory reveals increasing focus on cognitive diversity and methodological innovation. Early work established foundations in intuition reliability, while recent scholarship analyzes framing mechanisms in disagreement resolution and intellectual humility's epistemic value, reflecting broader trends toward empirically-grounded philosophical methodology. His scholarly excellence is recognized through prestigious awards: Raymond Kennedy Excellence in Scholarship Award (2018) Summer Pedagogy Fellowship (2016) Three Summer Research Fellowships (2015, 2013, 2009) John Templeton Foundation grant for The Science of Intellectual Humility Project (2013) Curriculum Diversification Fellowship (2010) Society for Philosophy and Psychology Poster Prize (2008) Alexander has secured substantial research funding including the $1.2M John Templeton Foundation grant examining intellectual humility's epistemic dimensions, alongside multiple institutional fellowships supporting his experimental philosophy program. His leadership extends to curriculum development through Siena's Curriculum Diversification Fellowship and pedagogical innovation via the Summer Pedagogy Fellowship.
Professor
Khanjan Mehta serves as Vice Provost for Creative Inquiry and Director of the Mountaintop Initiative at Lehigh University, leading university-wide efforts to transform experiential education through self-directed, interdisciplinary projects. His work bridges academic innovation with real-world problem solving across global contexts. Mehta's research spans STEM education, innovation ecosystems, and technology development for low-resource settings, with particular focus on Africa and Southeast Asia. His scholarship centers on participatory design methodologies, transformative learning frameworks, and sustainable solutions for health, environmental, and educational challenges. Key themes include gender equity in engineering, point-of-care diagnostics, and behavioral change through gamification. Analysis of his recent publications reveals three dominant trajectories: (1) rigorous validation of innovation mindset metrics in educational settings, (2) context-specific design of health technologies for resource-constrained environments, and (3) systemic approaches to sustainable development through circular economy principles and behavioral interventions. His work consistently emphasizes reciprocity in international engagement and decolonized partnership models. As Director of the Mountaintop Initiative, Mehta oversees a distinctive program where students pursue self-designed projects addressing complex societal challenges. The initiative features intensive summer sessions with mentorship from industry experts, faculty, and community partners, fostering an ecosystem where academic rigor meets entrepreneurial action. Current focus areas include AI for social good, sustainable materials innovation, and health equity technologies.
Researcher
Camilla Michaëlis serves as a Guest Researcher in the Department of Public Health, Section of Health Services Research at the University of Copenhagen, focusing on critical intersections between migration, healthcare access, and policy implementation. Her work addresses systemic barriers faced by non-Danish-speaking populations within European health systems. Her research program centers on three core domains: (1) the impact of financial barriers (e.g., user fees) on professional interpreter utilization in clinical settings; (2) development of evidence-based diversity competence frameworks for healthcare providers; and (3) identification of structural and cultural obstacles to equitable migrant healthcare. Methodologically, she employs mixed approaches including systematic reviews, Delphi consensus building, and in-depth qualitative interviews with both patients and providers. Analysis of her 2022-2024 publications reveals a clear trajectory toward policy-relevant research, with growing emphasis on actionable solutions for interpreter service delivery and standardized diversity training curricula. Her work consistently connects micro-level clinical interactions with macro-level health system design, particularly within Scandinavian and broader European contexts. Notably, several studies have influenced policy discussions, as evidenced by references in governmental health directives.
Professor
Jochen Eberhard Gebauer is a Professor at the Department of Psychology within the Faculty of Social Sciences at the University of Copenhagen. His office hours are Mondays through Fridays from 9:30 to 18:00 by phone. He leads the Copenhagen Personality and Social Psychology (CoPSY) research group and maintains an active research profile in social and personality psychology. Gebauer's research examines two primary domains: Self-enhancement phenomena and cultural humility norms (e.g., Denmark's Law of Jante), exploring how individuals maintain positive self-views despite contradictory evidence The fundamental dimensions of agency (social status) and communion (benevolence) in human psychology, investigating why these constructs are universally central to social cognition His work bridges social, personality, and cross-cultural psychology with emphases on self-perception mechanisms and cultural variations. His recent publications (2015-2022) demonstrate consistent focus on self-enhancement mechanisms, cultural/religious influences on psychology, and personality assessment. Research methodologies frequently employ large-scale cross-cultural comparisons, multi-country replications, and innovative examinations of person-culture interactions. Thematic analysis reveals strong emphasis on narcissism subtypes, religiosity's psychological functions, and cultural moderators of personality outcomes. Gebauer has secured major research funding including: ERC Consolidator Grant: 'Why are the Big Two of Agency and Communion so Fundamental to Human Psychology?' DFG-funded Heisenberg-Professorship for Cross-Cultural Social and Personality Psychology DFG-funded Emmy-Noether Research Group 'Self & Society' He leads the Copenhagen Personality and Social Psychology (CoPSY) research group, facilitating collaborative work on self-concept, social perception, and cultural influences. His research involves extensive international collaborations across Europe and North America.
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