Find Academic Supervisors

• School Counseling
• Trauma and Crisis Counseling
• Social Media and Adolescents
• +3 more

Dr. Karen D. Rowland serves as Professor of Counseling and Department Chair in Mercer University's College of Professional Advancement, Department of Counseling. With nearly 30 years of experience spanning K-12 teaching, school counseling, and counselor education, she brings extensive practical expertise to academic leadership since joining Mercer in 2008. Her educational foundation includes: PhD in Counselor Education, University of South Carolina (2001) MEd in Counselor Education, University of Maine (1993) BS in Education, University of Maine (1989) Dr. Rowland's research centers on school counseling implementation , with particular emphasis on trauma-informed practices for P-12 settings, multicultural supervision frameworks, and adolescent social media impacts. Her work bridges the ASCA National Model with real-world crisis intervention through data-driven program evaluation. Recent publications examine digital grief counseling protocols and pandemic-related adolescent coping strategies, reflecting her commitment to evolving school counseling practices through contemporary challenges. She has received significant recognition including Georgia Counselor Educator of the Year (2012-2013) and selection for the White House Reach Higher Initiative team (2014), demonstrating national impact on counseling policy. Georgia state Counselor Educator of the Year (2012-2013) White House Reach Higher Initiative participation (2014) Georgia School Counselor Association Journal Editor (2013-2019) As an active mentor, Dr. Rowland has supervised seven graduate theses on topics ranging from burnout in clinical supervision to acculturation stress in international students. She maintains strong community partnerships through the KidsABC Rural Mental Health Collaborative and Lovejoy High School Advisory Board, ensuring students gain practical experience in diverse settings. Her teaching encompasses core courses like Ethics, Crisis Counseling, and School Counseling Administration, with emphasis on trauma-responsive pedagogy. Dr. Rowland holds multiple clinical certifications including LPC, NCC, and Approved Clinical Supervisor, and actively shapes policy through the Georgia Professional Standards Commission. Her leadership in the Georgia School Counselor Association (current Board of Directors) and international presentations reflect ongoing commitment to advancing the profession.

Margaret L. LongacreView profile

Professor

• Health Policy
• Family Caregiving
• Public Health
• +5 more

Margaret L. Longacre serves as the Dean of the College of Health Sciences and Professor of Public Health at Arcadia University. She previously held positions as Chair of the Public Health Department, Associate Dean in the College of Health Sciences, MPH Director, and CHS Assistant Dean of Research. Dr. Longacre is also an alumna of the HERS Leadership Institute. Dr. Longacre's educational background includes: PhD in Health Policy from University of the Sciences MS in Health Education from Arcadia University BA in Psychology from Wake Forest University Dr. Longacre's research primarily focuses on health policy and family caregiving, with particular emphasis on patient-caregiver portal systems to enhance patient- and family-centered care in palliative oncology. Her work has involved significant collaborations with the National Alliance for Caregiving, including projects on caregiving for persons with Parkinson's disease. She has also contributed to national reports on caregiving and conducted research on caregiving and career support in collaboration with Arcadia's Human Resources department. Her scholarship demonstrates a consistent commitment to improving care systems for patients and their families, particularly in cancer care contexts. Dr. Longacre's recent publications reveal a strong focus on caregiving across various health conditions, particularly Parkinson's disease and cancer. Her work increasingly examines digital health solutions like telehealth and patient-caregiver portals, while also addressing health disparities and cultural competence in care delivery. The breadth of her research spans gerontology, oncology, public health policy, and healthcare systems improvement. Notable professional achievements include: Securing funding from the American Cancer Society to develop and test a patient-caregiver portal system Contributing to several national reports on caregiving with the National Alliance for Caregiving Developing a checklist for employees and employers on caregiving and career support Throughout her career at Arcadia, Dr. Longacre has mentored numerous students, particularly guiding MPH Capstone research projects. Her prior work experience includes serving as Director of Research at the Cancer Support Community National Headquarters and as a postdoctoral fellow and senior project manager at Fox Chase Cancer Center in Cancer Prevention and Control. These experiences have informed her approach to integrating academic research with practical healthcare applications.

Shelley HopkinsView profile

Senior Lecturer

• Children's vision
• Pediatric optometry
• Vision screening
• +5 more

Dr Shelley Hopkins is a Senior Lecturer in the School of Optometry and Vision Science at Queensland University of Technology (QUT). She coordinates the pediatric optometry clinic within QUT Health Clinics and lectures in the Master of Optometry course. Dr Hopkins provides outreach optometry services to First Nations communities across Queensland and refugee communities of Brisbane as part of her clinical and research work. Education: Doctor of Philosophy (Queensland University of Technology) Postgraduate Diploma in Advanced Clinical Optometry (University of Melbourne) Graduate Certificate in Business Administration (Deakin University) Bachelor of Optometry (University of Melbourne) Professional Certificate in Paediatric Eye Care (Ulster University) Dr Hopkins' research focuses on children's vision with particular emphasis on pediatric optometry, vision screening methodologies, and Indigenous children's eye health. Her work investigates the relationship between vision problems and academic performance in schoolchildren, with special attention to Aboriginal and Torres Strait Islander communities. She has developed and validated visual acuity charts specifically for First Nations children and studies the effects of screen-based tasks on vision in school-aged children. Her recent publications demonstrate a strong trend toward culturally safe optometry practices, Indigenous health equity, and the implementation of specialized vision screening frameworks for diverse populations. Dr Hopkins' work bridges clinical practice with educational initiatives to improve vision outcomes for children, particularly those from marginalized communities. Scientific Awards: Vice-Chancellor's Award for Excellence (Mixed Research Team – Children's Vision Team, 2017) Vice Chancellor's Performance Award (Team - Optometry Clinic Outreach Team, 2017) Fellow of the Higher Education Academy Dr Hopkins supervises students while providing outreach optometry services to First Nations communities across Queensland and refugee communities of Brisbane. Her teaching responsibilities include coordinating OPB557 - Binocular Vision and OPN163 - Primary Care Clinic 7, and lecturing in several courses including OPB201 – Foundations of Optometry and OPN161 – Optometry in Special Needs Groups. She has been instrumental in developing culturally safe optometry education frameworks for Aboriginal and Torres Strait Islander health. Dr Hopkins is affiliated with the Centre for Child and Family Studies and the Centre for Vision and Eye Research at QUT, where she collaborates on interdisciplinary projects focused on children's vision and health outcomes.

• Inclusive Nursing Practice
• Equality and Diversity in Healthcare
• Bullying and Racial Discrimination
• +7 more

Chidinma Victory Oforji is a Lecturer in Adult Nursing at the University of Salford's School of Health & Society, where she serves as a module lead within the Masters of Art pre-registration nursing program and acts as the nursing and midwifery directorate EDI (Equality, Diversity, and Inclusion) champion. She is affiliated with the Centre for Applied Health Research and the Centre for Research on Inclusive Society, contributing to UN Sustainable Development Goals related to health, education, and reducing inequality. With over a decade of nursing experience spanning Nigeria, the Republic of Ireland, and the UK, Oforji brings extensive clinical expertise to her academic role. Her professional journey includes positions as Charge Nurse in the Acute Medical Unit, Emergency Department senior nurse, and clinical lead in maternal and child health care. She previously served as a Freedom To Speak Up National Guardian at the Northern Care Alliance NHS trust, focusing on improving patient safety and inclusivity for minority staff. Oforji's research centers on critical issues in nursing education and practice, with particular emphasis on racialized experiences, decolonizing curricula, and inclusive healthcare environments. Her work challenges Eurocentric research methodologies by validating lived experience as credible knowledge, employing approaches like critical autoethnography, poetry as research, and podcasting to explore systemic barriers faced by ethnically minoritized communities in healthcare education. She examines how power dynamics shape nursing curricula and clinical practice, advocating for epistemic disobedience that centers marginalized voices. Her publications from 2021-2025 demonstrate methodological innovation and thematic consistency around diversity, equity, and inclusion. Oforji develops practical tools like the feedforward feedback toolkit and the CRIBS framework (Cultural awareness and competence, Religious Ideologies, Belief system and Spirituality) to transform theoretical concepts into actionable practices for inclusive clinical environments and education. Oforji has received significant recognition for her contributions: Diversity and Inclusion Award from Global Diabetes Initiatives Ireland and UK (2025) Nursing Times Diversity and Inclusion Champion Finalist Award (2024) Shortlisted for 'Diversity and Inclusion Champion of the Year' at Nursing Times Workforce Awards (2025) Nurse of the Year recognition from Caribbean and African Health Network (2025) Nursing Times award for pastoral support to Internationally educated Nurses (2023) As an educator and mentor, Oforji has developed impactful programs including the Global Majority Coaching and Mentoring Programme and the Global Majority Leadership Certification Programme, created in partnership with NHS trusts to address systemic barriers preventing Black and Global Majority nurses from advancing into leadership roles. She serves as a PhD student at Sheffield Hallam University researching racialized bullying in nursing education while continuing her teaching responsibilities at Salford. Oforji leads multiple significant projects including the SWAB project (Student-led Wellbeing and Academic Buddy), The CARE Project (an anti-racism initiative in nursing Ireland), and the CRIBS Projects focusing on cultural awareness in nursing practice. As part of the School of Health and Society's EDI team with Dr Suryia Nayak and Jo Sullivan, she develops systemic solutions to tackle underrepresentation and career stagnation of Black and Global Majority nurses in NHS leadership roles.

• African American Mental Health
• Cultural Competence in Therapy
• Racial Trauma
• +2 more

A’Lyric Miles serves as Assistant Professor of Marriage and Family Therapy and Associate Clinical Director at Converse University’s University Center of Greenville campus, where she has been faculty since August 2023. She concurrently directs the Marriage and Family Therapy Department’s clinic operations and is a doctoral candidate in Couple, Marriage and Family Therapy at Texas Tech University. Her academic credentials include: MA in Marriage and Family Therapy from Appalachian State University BS in Psychology from Appalachian State University Professor Miles’ research critically examines African American communities’ historical mistrust of mental health systems, investigating how clinicians can recognize implicit bias, integrate cultural frameworks, and adapt therapeutic approaches to rebuild trust. Her work emphasizes racial trauma in digital spaces like TikTok and develops culturally responsive interventions for minority populations, particularly through narrative therapy adaptations. Her publication portfolio reveals consistent thematic focus on BIPOC mental health experiences, with recent work analyzing social media’s role in racial trauma discourse, family dynamics in immigrant communities, and evidence-based strategies for therapists serving African American clients. This scholarship bridges clinical practice with systemic equity considerations in marriage and family therapy. As an AAMFT Approved Supervisor Candidate, she provides clinical supervision across all academic terms while teaching core courses including Cultural Competence & Family Therapy, DSM-5 applications, and Advanced Models I. Her clinical leadership directly shapes graduate training in culturally attuned therapeutic practice.

Victoria N FolseView profile

Professor

• Psychiatric and Mental Health Nursing
• Eating Disorders
• Nursing Leadership
• +2 more

Victoria N Folse serves as Director and Caroline F. Ruper Endowed Professor of Nursing at Illinois Wesleyan University's School of Nursing. She is an Advanced Practice Nurse (Clinical Nurse Specialist in Adult Psychiatric Nursing) with prescriptive authority in Illinois and a Licensed Clinical Professional Counselor, leveraging 15 years of full-time eating disorder treatment experience and 10 years of nursing management expertise from OSF Saint Francis Medical Center. Her research centers on psychiatric-mental health nursing with emphases on eating disorders, compassion fatigue/burnout in nursing, cultural competence for LGBTQ+ patient care, and family engagement in treatment. She develops innovative educational approaches including synchronous learning environments for nursing study abroad programs, addressing critical gaps in vulnerable population care through national and international scholarly dissemination. Dr. Folse's publications reveal strong interdisciplinary connections between mental health nursing, educational technology, and cultural humility, with recent work examining systemic approaches to family involvement in eating disorder treatment and competency development for LGBTQ+ healthcare. Her distinguished recognition includes: American Association of Colleges of Nursing Leadership for Academic Nursing Program Fellow (2008) State of Illinois Nurse Educator Fellowship (2008) As an educator, Dr. Folse teaches Nursing 330 (Mental Health Promotion) and Nursing 450 (Leadership and Management), mentoring future nurses while leading the School of Nursing. Her professional leadership extends to Sigma Theta Tau International, Phi Kappa Phi Honor Society, Midwest Nursing Research Society, Academy for Eating Disorders, and the International Orem Society, demonstrating deep commitment to advancing nursing science and practice.

Kurt GehlertView profile

Associate Professor

• Couples Counseling
• Counseling Process
• Applications of Systems Theory
• +3 more

Kurt Gehlert serves as an Associate Professor at the Graduate School of Professional Psychology within the Morrison Family College of Health at the University of St. Thomas. With over a decade of faculty experience, he is a licensed psychologist specializing in couple therapy and maintains an active private practice. His academic contributions span teaching, clinical supervision, and research in psychotherapy. His educational background includes: PhD in Educational and Counseling Psychology from the University of Missouri MA from the University of Missouri-Columbia BS from the University of Missouri-Columbia Dr. Gehlert's research centers on couples counseling, counseling process, systems theory applications, postmodern psychotherapy approaches, clinical supervision, and social justice in therapy. He investigates transformational change in relationships through attachment strengthening and views all therapeutic encounters as cross-cultural, positioning effective counseling as integral to social justice. His work bridges theoretical frameworks with practical clinical applications. Analysis of his 14 publications from 2012-2023 reveals consistent focus on therapist development, supervision methodologies, and couple therapy innovations. Key trends include adaptation of systems theory to diverse therapeutic contexts, trauma-informed couple interventions, and mindfulness applications in group therapy. His presentations at major conferences demonstrate active engagement with professional communities. Professional recognition includes: Clinical Fellow of the American Association for Marriage and Family Therapy (AAMFT) As an educator, Dr. Gehlert teaches doctoral practicum and marriage/family courses while providing clinical supervision that emphasizes authentic therapeutic voice development. His private practice specializes in couple therapy for trauma survivors and adult families, directly applying his research on attachment security. He previously taught at Penn State across multiple disciplines including psychology, social work, and business. Through conference presentations and community practice, he actively disseminates knowledge on effective therapeutic habits, supervision techniques, and culturally responsive care. His work consistently connects clinical practice with broader social justice imperatives.

Theresa RiethleView profile

Professor

• Physician Assistant Studies
• Clinical Medicine
• Surgery
• +4 more

Theresa Riethle serves as Professor and Program Director of the Physician Assistant Studies Program at Bay Path University, a position she has held since 2015 after joining as a founding faculty member in 2010. Previously, she was Coordinator of Clinical Education at Springfield College's PA Program and Assistant Program Director at the Massachusetts College of Pharmacy and Health Sciences PA Program. Her expertise spans clinical practice in surgery, surgical sub-specialties, urgent care, and occupational health, alongside clinical research in prenatal genetics and heart attack intervention. She drives national standards in PA education through leadership roles including former Chair of the PACKRAT Exam Development Board and current member of PAEA’s Cultural Humility in Item Writing group, emphasizing culturally responsive assessment design. She received the Estelle Leavitt Award for Teaching Excellence in 2025 and advances interprofessional collaboration through the Pioneer Valley Interprofessional Collaborative Steering Committee, integrating clinical practice with educational innovation.

Cort M. Dorn-MedeirosView profile

Associate Professor

• Counselor Education
• Clinical Mental Health Counseling
• Substance Use Disorders
• +5 more

Cort M. Dorn-Medeiros serves as Associate Professor and Department Chair of Counseling, Therapy, and School Psychology at Lewis & Clark College’s Graduate School of Education and Counseling. He teaches core courses including Introduction to Professional Mental Health and Addiction Counseling, Diversity & Social Justice, Career Development, and Motivational Interviewing across the Professional Mental Health Counseling (PMHC) and Addictions (PMHCA) programs, while supervising practicum and internship groups. His educational background includes: PhD in Counselor Education from Oregon State University MS in Counseling Psychology: Addictions from Lewis & Clark College BA in Sociology from Boston University Dr. Dorn-Medeiros’ research centers on emerging mental health challenges, particularly excessive video gaming and technology use (interviewed by The Oregonian and NPR on gaming disorder), substance use disorders within LGBTQIAA populations, and process addictions. His clinical expertise spans integrated care models, work with legally mandated/post-prison clients, and clinical supervision focused on social justice advocacy. He maintains active licensure as an Oregon LPC and CADC III. Analysis of his 14 publications (2016-2024) reveals consistent focus on LGBTQIAA mental health, intersectional identity development, and evidence-based interventions for process addictions. His scholarship employs narrative and qualitative methods to explore marginalized experiences, directly informing counselor training through culturally responsive frameworks like relational cultural theory and queer-affirmative practice. Dr. Dorn-Medeiros has secured significant grant funding: Co-PI on $1.89M Oregon Health Authority tuition stipend grant (2023) Co-PI on $500K Scholars for a Healthy Oregon Initiative (2022) Co-PI on $20K Oregon Council on Problem Gambling study of sexual/gender minorities (2022) He actively supervises graduate student clinicians in practicum settings while developing innovative social justice curricula, including the award-winning "Creating Change" advocacy project.

Gon RatanashevornView profile

Assistant Professor

• LGBTQ+ Mental Health
• Cultural Competency
• Cultural Humility
• +7 more

Gon Ratanashevorn is an Assistant Professor in the Professional Mental Health Counseling Program at Lewis & Clark College, where he serves as core faculty teaching Research Methods in Counseling and Group Counseling for Adults. His work centers on social justice advocacy for marginalized communities, particularly the LGBTIQ+ population and Asian international students across Thailand and the U.S. Dr. Ratanashevorn's educational background includes: PhD in Counseling, University of Missouri, St. Louis (2024) MA, Chulalongkorn University (2013) BS, Chulalongkorn University (2009) His research synthesizes LGBTQ+ cultural competency, cultural humility, and intersectionality with clinical applications in college counseling, trauma-informed therapy, and existential humanistic approaches. Methodologically grounded in qualitative research and constructivist grounded theory, his work prioritizes amplifying marginalized voices through group counseling frameworks. Analysis of his 2016-2024 publications reveals consistent focus on LGBTQ+ mental health disparities, cultural humility implementation, and Southeast Asian mental health contexts. His scholarship demonstrates increasing emphasis on therapeutic alliance measurement and international policy implications, particularly regarding Thailand's mental health infrastructure. Dr. Ratanashevorn's scholarly recognition includes: Ralph F. Berdie Memorial Research Award (American Counseling Association, 2024) Multicultural Assessment & Research in Counseling Student Grant Award (2023) As core faculty, he mentors students in research methodology and clinical practice while facilitating nationwide LGBTQ+ cultural competence workshops. His decade of college counseling experience directly informs both pedagogy and community advocacy efforts, including conference presentations on co-occurring disorders and Asian international student advocacy. Though no dedicated research labs are documented, his clinical work operates within university counseling centers, emphasizing collaborative community-based interventions for marginalized populations.

Ian QuitadamoView profile

Professor

• Critical Thinking
• Science Education
• Biology Education
• +5 more

Ian Quitadamo is a Professor at Central Washington University specializing in critical thinking pedagogy and science education reform. His work bridges theoretical neuroscience with practical K-20 teacher training, focusing on developing students' ability to apply, analyze, evaluate, and communicate across scientific contexts. He teaches Biology courses (Cell Biology, Genetics, Biotechnology for Teachers) and Science Education methods for elementary through secondary levels. Dr. Quitadamo earned his Ph.D. in Interdisciplinary Science, Education, and Technology from Washington State University (2002). His educational philosophy centers on education as a self-gift requiring curiosity, humility, courage, and kindness. He emphasizes examining issues from multiple perspectives to cultivate independent thought, personal agency, and sustainability awareness. His research spans the neuro-cognitive basis of critical thinking, science learning assessment, cancer biology (tumor angiogenesis), and endothelial cell function. Recent publications demonstrate consistent focus on technology-enhanced critical thinking development through community-based inquiry, writing assignments, and peer-led learning structures. Work frequently involves pre-service teachers and K-12 educators in authentic research partnerships. Over the past decade, his publications reveal evolving methodologies from foundational cell biology to sophisticated educational interventions. Key trends include: comparative analysis of critical thinking across biology/chemistry contexts; spatial skills development via WebQuests; e-portfolio assessment for teacher development; and community-engaged projects enhancing non-majors' science literacy. All work emphasizes measurable cognitive skill development through structured inquiry. Dr. Quitadamo mentors undergraduate and graduate students through co-authorship on publications, with recent advisees including C. L. Faiola, P. Wood, R. Campanella, and M. Gao. His supervision integrates students into community-based research projects and technology development initiatives, preparing future educators through hands-on scholarly activity.

Renee R. SpaceView profile

Lecturer

• Social Work in Healthcare
• Gerontology
• LGBTQ+ Elder Care
• +3 more

Renee R. Space is a Lecturer in the Department of Social Work at Georgian Court University's Hackensack Meridian School of Nursing and Wellness. She holds a Doctorate in Social Work (DSW) from Capella University and has over 20 years of experience in healthcare, including leadership roles with vulnerable populations such as youth, families, and those experiencing housing insecurity and mental health challenges. Her work emphasizes geriatric healthcare, LGBTQ+ cultural humility, and caregiver well-being. Education: DSW (Capella U), MSW (Temple U), BS in Corrections (York College) Certifications: Online Teaching, Palliative Care, Family Therapy, Case Management Research focuses on integrating LGBTQ+ cultural competence into geriatric care and improving hospice/end-of-life services. She contributed to the CSWE & AGESW Gerontology Curricular Guide (2017) and testified before Florida state committees on hospice service policies in 2005. Professional roles include BSW Program Director and Field Coordinator at Georgian Court, adjunct faculty at multiple institutions (e.g., Stockton U, Rutgers), and leadership in direct-service social work.

• Leadership
• Power
• Organisational Justice
• +4 more

Burak OC is an Associate Professor of Organisational Behaviour & Human Resources at the Lee Kong Chian School of Business, Singapore Management University (SMU). He holds a Ph.D. in Economics, Finance, and Management from Universitat Pompeu Fabra (2014) and has held academic positions at Melbourne Business School and the University of Western Australia. His research focuses on leadership dynamics, power structures, organisational justice, and ethical decision-making. Key themes include the psychological mechanisms behind managerial feedback, minority influence in groups, and contextual leadership adaptations. His work integrates experimental psychology with organisational behavior to address real-world ethical challenges. Burak OC has been recognized with teaching accolades including the Excellence in Teaching Award (University of Western Australia, 2016-2017) and Dean’s Teaching Honor List (SMU, 2013-2014). He advises doctoral students, such as XIE Shoucai, and contributes to advancing research methodologies in leadership studies. His publications emphasize interdisciplinary approaches, with recent articles exploring leader humility, follower psychology, and the societal impacts of political events on organizational behavior.

• Industrial-Organizational Psychology
• Organizational Behavior
• Leadership Development
• +6 more

LIU Zihan is an Assistant Professor of Organisational Behaviour & Human Resources at the Lee Kong Chian School of Business (LKCSB), Singapore Management University (SMU). Previously, they held an Assistant Professor position at the College of Business and Management, University of Illinois Springfield (2023–2025), where they received the Scholar of the Year Award in 2024. Their research focuses on employee-organization relationships, leadership dynamics, and workplace well-being, with an emphasis on mindfulness, power dynamics, and psychometric assessments. Education: Ph.D. in Industrial-Organizational Psychology from the University of Houston (2022). Research interests span employee well-being, leadership development, individual differences, and digital transformation in organizational contexts. Their work integrates psychological theories with practical applications in human resources and workplace safety. Key contributions include studies on whole-person fit assessment, leader humility, and the impact of self-sacrificial leadership during crises. Publications highlight interdisciplinary approaches, with recent articles exploring occupational values, power dependence in leadership, and the role of mindfulness in safety cultures. Their work appears in top journals such as Journal of Applied Psychology , Journal of Organizational Behavior , and Journal of Career Assessment . Awards include the 2024 Scholar of the Year Award recognizing contributions to organizational behavior research. Research spans industrial-organizational psychology, positive organizational scholarship, and cross-cultural management. Current roles include teaching and research at LKCSB, focusing on strategic priorities like digital transformation and human resource innovation.

• Technology Leadership
• Emotions
• Ethics, Trust, and Fairness
• +11 more

Jack MCGUIRE is a Full-time Assistant Professor of Organisational Behaviour & Human Resources at the Lee Kong Chian School of Business, Singapore Management University. His research focuses on technology leadership, emotions, ethics, and human-AI collaboration. He holds a Ph.D. in Management and Organizations from the National University of Singapore (2023), where he also received the President’s Graduate Fellowship (2019–2023). Research areas include: Technology Leadership & Human-Machine Collaboration Emotional Dynamics in Leadership & Organizational Behavior AI Ethics, Fairness, and Societal Impact Positive Organizational Psychology (Mindfulness, Humility) Future of Work, Digital Transformation His recent work explores human-AI co-creation, algorithmic leadership fairness, and the ethical implications of AI adoption. Articles span journals like Academy of Management Review and Scientific Reports , emphasizing behavioral human-centered approaches to emerging technologies. Scientific awards include the prestigious NUS President’s Graduate Fellowship for outstanding academic achievement. His research bridges social psychology, organizational behavior, and digital transformation challenges.