Find Academic Supervisors

Michael DanduranView profile

Clinical Professor

• Pediatrics
• Congenital Heart Disease
• Exercise Rehabilitation
• +5 more

Michael Danduran, PhD, is a Clinical Professor in the Department of Physical Therapy at Marquette University, with over 25 years of clinical expertise in pediatric cardiopulmonary exercise testing at Children's Hospital of Wisconsin. He serves as Senior Exercise Physiologist at the Herma Heart Center and directs student internship programs there. His research focuses on congenital heart disease rehabilitation, particularly in Fontan patients, and long-term effects of infections like COVID-19 on exercise capacity. Education: PhD (pending 2024): Clinical and Translational Rehabilitation Health Science, Marquette University M.S. (1995): Exercise Physiology, Minnesota State University B.S. (1993): Sports Medicine, Colorado State University Research Interests: Dr. Danduran investigates pediatric exercise physiology, cardiopulmonary exercise testing in congenital heart disease, and post-infectious exercise rehabilitation (e.g., post-COVID-19). He pioneered Fontan-specific exercise protocols and evaluates home-based cardiac rehab programs for children. His work integrates clinical practice with translational research, using technologies like near-infrared spectroscopy to assess hemodynamic responses. Recent Research Trends: His publications (2021–2025) emphasize post-COVID-19 exercise physiology, pediatric cardiac rehab efficacy, and Fontan circulation pathophysiology. He explores how chronic diseases and infections impair exercise capacity, with a focus on developing evidence-based rehabilitation strategies. Grants & Advising: While specific grants aren't listed, his work at the Herma Heart Center and Marquette suggests involvement in clinical trials and institutional initiatives. He advises student internships but no named advisees are publicly documented. Labs & Teams: Collaborates with the Herma Heart Center's pediatric cardiology team and Marquette's Exercise Physiology lab, focusing on translational research linking clinical testing to patient outcomes.

• Pharmacy Education
• Work-Integrated Learning
• Experiential Learning
• +5 more

Ben Emery is a Senior Lecturer at Monash University, Faculty of Pharmacy and Pharmaceutical Sciences, specializing in experiential development and graduate education. He plays a key role in advancing pharmacy education through innovative workplace learning and training programs. His research focuses on pharmacy education , work-integrated learning , and clinical training , with a strong emphasis on bridging academic knowledge with professional practice. He has led and contributed to initiatives that scaffold research skills from classroom to clinical settings and enhance educator capacity in practice environments. The recent scholarly outputs highlight a consistent focus on improving training for pharmacy interns, supporting clinical educators, and building research culture in practice through university-practice partnerships. Themes include experiential learning design, program evaluation, and educational innovation in professional health education. Scientific Awards: Monash University Faculty Award for Programs that Enhance Learning (2022) Ben Emery has been actively involved in research projects, including the digitalization of workplace learning plans, and collaborates widely with colleagues across Monash University. He contributes to graduate education and the development of future pharmacy professionals through curriculum innovation and evidence-based teaching practices. He is part of a dynamic network focused on strengthening the research and educational capacity of pharmacy practice settings through collaboration between academia and healthcare workplaces.

• Aviation Education
• Aeronautical Science
• Airport Management
• +7 more

Troy Allen is a Professor and Chair in the Aviation Technology department at the Bailey College of Engineering & Technology, Indiana State University. He holds a Ph.D. in Curriculum and Instruction from Indiana State University (2006), an M.S. in Aeronautical Science from Embry-Riddle Aeronautical University (1999), and a B.S. in Aviation Administration from Indiana State University (1989). He has served in key administrative roles including Associate Dean and Acting Dean, reflecting his leadership and institutional commitment. Ph.D., Curriculum and Instruction, Indiana State University, 2006 M.S., Aeronautical Science, Embry-Riddle Aeronautical University, 1999 B.S., Aviation Administration, Indiana State University, 1989 His research focuses on aviation education, pilot training, airport governance, aviation safety, and curriculum development. He explores training needs for airport board members, flight school incident analysis, and interdisciplinary aviation teaching modules. His work bridges academic theory with practical aviation policy and operations. Allen's recent publications and presentations span aviation safety, regulatory compliance, environmental performance at small airports, wildlife hazard management, and historical aviation research. His scholarly output reflects a blend of empirical research, policy guidance, and community engagement, with a strong emphasis on improving aviation education and operational standards. Frank E. Sorenson Research Award (2011) BCET Certificate of Distinction (2023) Multiple teaching and service recognitions from ISU and professional organizations Nominated for Caleb Mills Distinguished Teaching Award (2010) He has led and participated in numerous grants, including projects funded by the Transportation Research Board, National Science Foundation, and ISU Center for Global Engagement. His consulting work extends to academic publishers and aviation organizations. He actively mentors students and contributes to curriculum development and faculty training initiatives. Allen is also engaged in public outreach through book presentations, historical aviation talks, and community education. He leads or participates in several university committees including the University Assessment Council, Honors Advisory Committee, and Faculty Center for Teaching Excellence. He also serves on the Terre Haute Airport Advisory Committee and contributes to local aviation events such as airshows and career fairs.

Elaine SandersView profile

Associate Professor

• Accounting Information Decision Making
• Accounting Education
• Auditing and Internal Controls
• +3 more

Dr. Elaine Sanders serves as an Associate Professor and holds multiple leadership roles at the University of Texas at San Antonio's Alvarez College of Business. She is the Graduate Advisor of Record, Director of the MACY/150 Hour Program, Accounting Internship Coordinator, and faculty advisor for ALPFA. With degrees from the University of Oklahoma (Ph.D., MACC) and Eastern New Mexico University (B.B.A.), her career includes roles as Department Chair and Director of Graduate Student Services. Her research focuses on two key areas: 1) Judgment and decision-making based on accounting information, and 2) Educational methodologies in accounting instruction and learning assessment. She actively contributes to the American Accounting Association and serves as a journal reviewer. Dr. Sanders' publications span topics from SOX compliance and auditing frameworks to innovative teaching strategies in accounting education. Her recent work emphasizes regulatory changes' impact on audit practices and pedagogical approaches to enhance student success. Her professional service includes internship coordination and leadership in Latino professional organizations. While no formal awards are listed, her extensive service and publication record reflect her contributions to the field.

• Accounting Education
• Financial Accounting
• Management Accounting
• +4 more

Janine Coupe serves as Senior Lecturer and Deputy Head of Discipline (Education Focused) in the Discipline of Accounting, Governance & Regulation at the University of Sydney, teaching financial and management accounting across undergraduate and postgraduate programs. Her industry background includes big four auditing and cross-sector experience in telecommunications, television, oil & gas, and banking across New Zealand, the UK, and Australia. Her educational qualifications include CA accreditation and a Master of Education. Prior academic roles followed extensive industry experience, positioning her at the intersection of professional practice and pedagogy. Coupe's research centers on innovative accounting education methodologies, with emphasis on student engagement through practical connections, technology integration, and responsive teaching frameworks. Her work addresses Gen-Z learning preferences, cognitive load management in complex accounting concepts, and sustainable engagement strategies for remote and hybrid environments. Key themes include leveraging Excel as a pedagogical tool, humor as a rapport-building mechanism, and co-creation with students in curriculum design. Analysis of her 2021-2024 publications reveals a concentrated focus on emergency remote teaching adaptations, with recurring themes of social connection, cognitive load reduction, and practical skill integration. Her work consistently bridges theoretical accounting concepts with real-world application, particularly through industry placement programs and transaction analysis frameworks. Her accolades include the prestigious Wayne Lonergan Outstanding Teaching Award, multiple Dean's Citations for Teaching, Outstanding Faculty Advisor 2020 for Beta Alpha Psi, Academic Enhancement of Student Life Award 2020, USBS Toolbox and Innovator Awards (2021, 2023), and the Dean's Award for Teaching 2024. She is also a Fellow of Advance HE (FHEA). Coupe has secured four competitive Accounting Foundation grants totaling AUD 41,430 between 2020-2024 for projects including remote learning environments, practical connection frameworks, and professional decision-making integration. As Beta Alpha Psi advisor, she mentors students in professional accounting contexts and oversees business placement programs connecting classroom learning with industry experience. She collaborates extensively through the University of Sydney's cross-disciplinary educational innovation initiatives, particularly with colleagues on the 'Practical Connection' framework and technology-enhanced learning tools, maintaining strong industry partnerships for curriculum relevance.

Marika Ginsburg-BlockView profile

Associate Professor

• Early Childhood Education
• Educational Psychology
• Child Development
• +6 more

Dr. Marika Ginsburg-Block is an Associate Professor in the School of Education at the University of Delaware. Her research focuses on school-based interventions for vulnerable youth, family literacy practices, and mechanisms influencing student achievement. She has held roles including Coordinator of the graduate program in school psychology (2003–2009) and currently co-directs the federally funded Project GROW, which advances school mental health services and equity-focused practices in Delaware. Dr. Ginsburg-Block earned her Ph.D. in School Community and Clinical Child Psychology from the University of Pennsylvania (1998), followed by academic roles at the University of Minnesota and the University of Delaware. Her teaching includes counseling, psychopathology, and mental health consultation, alongside supervising school psychology internships. Her research emphasizes understanding how family environments, particularly low-income and minority families, contribute to early literacy and language development. Key projects include developing measures of family literacy practices and evaluating interventions targeting preschoolers’ vocabulary and phonological awareness. Project GROW, funded by the U.S. and Delaware Departments of Education, integrates cross-university efforts to enhance mental health service provision in high-need schools. The initiative also promotes inclusive practices and data-driven decision-making within multi-tiered support systems (MTSS). Her work bridges theory and practice, with contributions to peer-assisted learning strategies, community partnerships in education, and culturally responsive interventions. She has authored over 30 articles on topics ranging from parenting stress to academic motivation, emphasizing equity and evidence-based practices.

Sara WhitcombView profile

Adjunct Professor

• Mental Health Promotion
• Positive Behavioral Support Systems
• Social-Emotional Learning
• +3 more

Sara Whitcomb is an Adjunct Professor at the University of Massachusetts Amherst, affiliated with the Department of Student Development (SD). She holds a doctoral degree in school psychology from the University of Oregon (2009) and completed her predoctoral internship at the May Institute and postdoctoral fellowship at UMass’ PSC. Her expertise centers on mental health promotion, positive behavioral support systems, social-emotional learning, and behavioral consultation in schools. Dr. Whitcomb serves as program director, teaching courses on social-emotional assessment and consultation, and oversees third and fourth-year practicum coordination and supervision. Her research focuses on culturally responsive mental health practices, school-based behavioral interventions, and equity in education. Notable projects include developing the Suicide Prevention Attitudes Rating Scale and exploring school psychologist workforce ratios. She advocates for integrating physical activity into mental health interventions and aligning classroom management with social-emotional curricula. Professional contributions include authoring textbooks like Clinical Interviews for Children and Adolescents and co-developing the Strong Start social-emotional learning curriculum. Her work emphasizes systemic approaches to equity, teacher training, and leveraging school-university partnerships for organizational consultation in Positive Behavioral Interventions and Supports (PBIS). Dr. Whitcomb’s recent articles highlight themes like culturally adapted programs for Black youth, district-level mental health workforce development, and equity in school mental health screening. Her scholarship bridges research and practice, prioritizing scalable solutions for school-based mental health challenges.

• Occupational Therapy
• Mental Health
• Primary Care
• +3 more

Vera Alippi is a Lecturer at the Department of Business Economics, Health and Social Affairs (DEASS) of the University of Applied Sciences and Arts of Southern Switzerland (SUPSI). She specializes in occupational therapy with a focus on mental health and psychosocial rehabilitation. Her work bridges academic teaching and clinical practice, particularly in psychiatric settings. Education: Bachelor of Science in Occupational Therapy (SUPSI) Certificate of Advanced Studies (IUFFP, 2017) Assessment of Motor and Process Skills (AMPS) License (2019) Diploma in Primary Care Mental Health (NOVA University, 2020) Research Interests: Implementation of occupational therapy services in mental health, psychosocial distress management, and evaluation of therapeutic models like the Vivaio Model. She emphasizes evidence-based practice and clinical integration of occupational science principles. Key Projects: Led the 2015-2018 project to establish occupational therapy services in Ticino psychiatric clinics, fostering collaboration between SUPSI and healthcare organizations. This initiative included student internships, advancing professional development in the region. Awards: 2015 TelenThesis Award for academic contributions. Teaching Roles: Responsible for courses such as Basic Assessment for Occupational Therapy Intervention , Psychosocial Distress , and Professional Development Pathways . Integrates clinical expertise with educational programs to train future occupational therapists.

Vivien RiederView profile

Research Fellow

• Educational Psychology
• Gifted Education
• Self-Regulated Learning
• +3 more

Vivien Rieder is a Research Fellow and PhD Student in Educational Psychology at Heidelberg University's Institute of Education Science. Her research focuses on gifted education, self-regulated learning, and educational interventions. She holds dual academic backgrounds in Psychology and Music, having completed a Bachelor of Science in Psychology (2017-2021) and a Master of Science in Psychology (2021-2023) at Heidelberg University, alongside a Bachelor of Music from Mannheim University of Performing Arts (2020-2024). Her current projects include the ENR!CHMENT initiative funded by the Karg Foundation, investigating factors influencing gifted students' participation in enrichment programs and developing interventions to enhance their engagement. She has conducted research internships at the Brain & Music Group in Bergen, Norway, blending neuroscience and music cognition. Rieder actively contributes to conferences on metacognition, self-regulated learning, and educational technology. Her work explores teacher-student dynamics, AI applications in education (e.g., ChatGPT comparisons), and neuroscientific methods like EEG for evaluating educational interventions. She is supervised under Prof. Spinath and Dr. Hertel's research groups.

Oyebimpe Oluyemisi AdesinaView profile

Assistant Professor

• Hematology
• Sickle Cell Disease
• Hemoglobinopathies
• +4 more

Dr. Oyebimpe Oluyemisi Adesina serves as Assistant Professor in the Department of Internal Medicine, Division of Hematology and Oncology at UC Davis Health, with affiliation to the UC Davis Comprehensive Cancer Center. She specializes in non-malignant hematology, focusing on evidence-based management of sickle cell disease and hemoglobinopathies in adult patients, with particular emphasis on addressing structural racism in healthcare delivery and chronic pain management. Her educational background includes: B.S. in Chemistry, UC Berkeley (2002) M.D., UC San Francisco (2008) M.S. in Clinical Research and Epidemiology, Stanford University (2016) Internal Medicine Internship & Residency, Stanford University Hospital & Clinics (2008-2011) Hematology and Oncology Fellowship, Stanford University Hospital & Clinics (2012-2015) Dr. Adesina's research program centers on osteonecrosis pathophysiology in sickle cell disease, investigating musculoskeletal complications, bone metabolism, and chronic pain mechanisms. She integrates patient-centered approaches to address health disparities, emphasizing trust-building with marginalized populations and developing non-surgical interventions to improve quality of life. Her work bridges clinical practice with epidemiological studies through multicenter collaborations. Analysis of her recent publications reveals consistent focus on sickle cell complications across the lifespan, with dominant themes in osteonecrosis pathophysiology (2017-2019), bone density outcomes (2019), and healthcare utilization patterns (2020-2022). Her research spans clinical epidemiology, bone metabolism biomarkers, palliative care integration, and perioperative management, demonstrating strong interdisciplinary connections between hematology, orthopedics, and population health. Her scientific recognition includes: NHLBI K23 Mentored Career Development Award (2021-2026) Doris Duke Clinical Scientist Development Award (2021-2023) NICHD R21 Grant Award (2021-2022) K12 Benign Hematology Research Scholar (2017-2018) KL2 Career Development Award (2015-2016) Dr. Adesina actively mentors underrepresented medical trainees while leading NHLBI/NICHD-funded projects on sickle cell complications. She serves on professional committees including the American Society of Hematology and Sickle Cell Adult Provider Network, modeling empathetic care that addresses systemic barriers to equitable healthcare. Her grant portfolio supports both clinical cohort studies and translational research on bone pain interventions. She is embedded within the Sickle Cell Clinical Research and Intervention Program (SCCRIP) at St. Jude Children's Research Hospital and collaborates with the UC Davis Center for Oncology Hematology Outcomes Research Training, working in multidisciplinary teams that include pediatric/adult hematologists, orthopedic surgeons, epidemiologists, and palliative care specialists across the disease spectrum.

Sally AndersenView profile

Lecturer

• Legal Education
• Experiential Learning
• Clinical Legal Education
• +2 more

Sally Andersen is a Lecturer in Law Experiential Education at the Faculty of Law, Monash University. She contributes to legal education through innovative teaching practices focused on experiential learning and professional skill development. Position: Lecturer Institution: Monash University School: Faculty of Law Department: Law Experiential Education Her research and teaching focus on enhancing legal education through practical, real-world learning experiences. Areas of interest include clinical legal education, curriculum design, and pedagogical innovation in law. She integrates experiential methods to prepare students for legal practice. The available publications indicate sustained scholarly engagement from 2011 to 2025, primarily centered on experiential learning, legal pedagogy, and educational innovation in law. The works reflect interdisciplinary approaches and a commitment to improving legal training. She has been recognized with two academic prizes, though specific details are not provided in the source text. Prize or award (unspecified) Prize or award (unspecified) Sally Andersen collaborates with colleagues across the Faculty of Law and university leadership units. While no formal advisees are listed, her role suggests mentorship of law students engaged in experiential programs. There is no mention of external grants, but her collaborative outputs indicate active participation in institutional research and educational initiatives. She is affiliated with the Law Experiential Education unit, which likely involves designing and delivering practical legal training, such as clinical programs, mooting, internships, and simulation-based courses.

Roland WuView profile

Assistant Clinical Professor

• Cardiology
• Echocardiography
• Cardiovascular Genetics
• +5 more

Roland Wu is an Assistant Clinical Professor (Voluntary) at the University of California, San Francisco (UCSF) School of Medicine, specializing in cardiology. He is a board-certified cardiologist and physician-scientist with expertise in general cardiology and echocardiography. Dr. Wu practices inpatient cardiology at UCSF Medical Center and conducts research through the UCSF Cardiovascular Research Institute (CVRI). Dr. Wu's educational background includes: Bachelor's degree in Electrical and Computer Engineering from Cornell University Medical degree (M.D.) from University of Texas Houston Internship and Residency in Internal Medicine at University of Texas Southwestern Research Fellowship at Columbia University Clinical Fellowship in Cardiology at University of California San Francisco Dr. Wu's research focuses on understanding human cardiovascular disease by studying the genetics and gene regulation underlying these disorders. His work utilizes advanced technologies such as in vivo genetic and enhancer screens coupled with computational biology. With his background in electrical and computer engineering, Dr. Wu brings a unique perspective to the analysis of Big Data in cardiovascular research, often doing his own computer programming to process genomic data. His laboratory work at the CVRI investigates which genes are associated with beneficial and harmful responses to cardiovascular injury, assessing how different tissues respond to such injury. Dr. Wu also uses genome editing technologies in animal models to promote healing and minimize heart damage, with future plans to conduct large-scale drug screens for new cardiovascular therapies. Analysis of Dr. Wu's publication record reveals a strong focus on cardiovascular genetics and molecular mechanisms of heart disease. His research spans from basic science investigations of ion channels and gene regulation to clinical studies of cardiac interventions and transplantation. A notable trend is his progression from molecular and cellular studies toward more translational research with clinical applications, particularly in understanding genetic determinants of heart development, function, and disease. At UCSF, Dr. Wu works in the lab of Dr. Shaun Coughlin, director of the UCSF Cardiovascular Research Institute. The CVRI at Mission Bay provides an exceptional research community dedicated to advanced cardiovascular research, which Dr. Wu describes as "one of the most exciting places to work."

Greg BensonView profile

Professor

• Supply Chain Management
• Supply Chain Education
• Experiential Learning
• +7 more

Greg Benson is a Professor and the Supply Chain Management (SCM) Program Coordinator in the Department of Marketing, Agribusiness, and Supply Chain Management at the University of Nebraska at Kearney (UNK), within the College of Business & Technology. He has been a faculty member since 2009 and has played a pivotal role in shaping the SCM program since 2013. Education: Ed.D., Educational Administration, University of Nebraska–Lincoln M.P.A., Public Administration, University of Nebraska at Omaha B.S., Business Administration, University of Nebraska–Lincoln Dr. Benson's research focuses on supply chain education, experiential learning, student development, and gender diversity in male-dominated academic programs. His work emphasizes enhancing student problem-solving skills, creative lesson planning, and fostering university-industry collaboration. He is particularly interested in understanding barriers to female enrollment in industrial distribution and supply chain programs. The available publications reflect a strong educational and applied focus in supply chain management, emphasizing student acumen, aptitude development, and triage methodologies in SCM decision-making. These works highlight his dual expertise in both academic pedagogy and real-world supply chain operations. Scientific Awards: College of Business & Technology’s Outstanding Faculty Award UNK’s Outstanding Student Organization Advisor Award Dr. Benson is actively involved in student mentorship and professional development. He serves as the faculty advisor for the student-led Supply Chain Management Organization (SCMO) and founded the Women in Supply Chain (WiSC) initiative at UNK. He supervises students returning from summer internships who continue working with their host companies through the SCM Business Center, demonstrating a strong commitment to bridging academic learning with industry practice. He has also contributed to discussions on grants and collaborative projects through university-industry partnerships, though specific grant details are not listed. He leads several academic and student engagement initiatives, including directed student learning programs and the SCM Business Center, which supports experiential learning and industry collaboration. His leadership extends to creating inclusive spaces in supply chain education through WiSC and promoting professional readiness among SCM students.

Nicole AcheyView profile

Assistant Professor

• Rehabilitation Counseling
• Human Services
• Vocational Rehabilitation
• +5 more

Dr. Nicole Achey is an Assistant Professor of Rehabilitation and Human Services at the University of Maine at Farmington and a limited-term adjunct instructor at the University of Arizona. Her academic work focuses on rehabilitation, human services education, and advocacy for individuals with disabilities. Education: Ph.D. in Human Development, University of Maine at Orono M.A. in Rehabilitation Counseling, University of Northern Colorado B.S. in Rehabilitation Services, University of Maine at Farmington Her research centers on the professional development of undergraduate human services students, vocational rehabilitation, and advocacy for individuals with intellectual and developmental disabilities (ID/DD), particularly in the realm of sexuality education. She emphasizes inclusive practice, ethical training, and internship preparedness in higher education. Her work also explores systemic barriers to employment and strategies for empowerment and self-advocacy among people with disabilities. Dr. Achey's publications span journals such as the American Journal of Sexuality Education , Rehabilitation Counseling Bulletin , and Journal of Applied Rehabilitation Counseling . Her recent articles reflect a consistent focus on disability inclusion, professional training, and policy implications in rehabilitation and education. Themes include internship success, ethical practice, workplace disclosure, and curriculum development. Scientific Awards: No awards listed in the provided text. Dr. Achey has contributed to academic literature through peer-reviewed articles and book chapters, including a workbook for human services students and a chapter on international education for students with disabilities. While no formal advising relationships or grants are mentioned, her work suggests active mentorship and curriculum leadership. She has presented at state and national conferences, indicating engagement with the broader rehabilitation and human services community. She is affiliated with academic programs that support experiential learning and professional readiness, likely contributing to student success through structured internships and ethical training frameworks.

Guillermo GiannicoView profile

Professor

• Freshwater Fish Ecology
• Salmonid Behavior
• Habitat Selection
• +7 more

Guillermo Giannico is a Professor in the Department of Fisheries, Wildlife, and Conservation Sciences at Oregon State University , with affiliations to Oregon Sea Grant and OSU Extension . His work bridges research, teaching, and outreach in freshwater ecology and watershed management. Education: Ph.D., Natural Resources Management and Environmental Sciences, University of British Columbia M.S., Biology, University of Victoria Licenciatura en Ciencias Naturales, Universidad Nacional de La Plata, Argentina His research interests focus on salmonid behavior , habitat selection , fish passage , aquatic habitat restoration , and the impacts of land use and climate change on freshwater systems. He integrates field ecology with modeling to inform conservation and management. His recent publications reveal a strong emphasis on climate vulnerability of native fish , barriers to fish movement , restoration ecology (including novel Stage 0 approaches), and interactions between agriculture and aquatic biodiversity . His work often involves interdisciplinary collaboration and the use of advanced tracking technologies like PIT tags. Scientific Awards and Honors: Family Friendly Faculty Award, OSU (2024) Outreach and Engagement Vice Provost Award of Excellence (2019, 2017) Excellence in Extension Education Award (2015) Fifteen-Year Service Award, Oregon Sea Grant (2015) James and Midred Oldfield/E.R. Jackman Team Award (2004) Dr. Giannico actively advises graduate students and has secured multiple grants, particularly through Oregon Sea Grant and USDA programs, to support projects on tidal gate impacts , coho salmon life history , and trade-offs between agriculture and conservation . He teaches courses such as Integrated Watershed Management and contributes to extension programs like the Oregon Master Naturalist Program . He leads and participates in research teams focused on fish ecology in systems like the Willamette River , Smith River , and John Day River .