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Danielle GermanView profile

Associate Professor

• Social determinants of health
• Harm reduction
• HIV/AIDS
• +12 more

Danielle German, PhD, MPH, is an Associate Professor in the Department of Health, Behavior and Society at the Johns Hopkins Bloomberg School of Public Health. She serves as Vice-Chair for Inclusion, Diversity, Anti-Racism, and Equity in her department and leads the LGBTQ Public Health Certificate Program. Her research is centered on the social and structural determinants of health among marginalized populations in Baltimore and across Maryland. PhD, Johns Hopkins Bloomberg School of Public Health, 2009 MPH, Emory University Rollins School of Public Health, 1998 BA, Rutgers University, 1996 Dr. German’s research focuses on drug use, harm reduction, HIV/AIDS, mental health, LGBTQ health, and social networks. She employs mixed methods—qualitative and quantitative—to explore how social stability, stigma, and structural factors influence health behavior and disease transmission. Her work emphasizes community-engaged and applied research, often in partnership with public health departments and community organizations. Her research portfolio includes major surveillance and implementation science projects such as BESURE (Baltimore’s CDC National HIV Behavioral Surveillance) and SEADS (Statewide Ethnographic Assessment of Drug Use and Services). Recent publications highlight trends in xylazine exposure, polysubstance use, HIV stigma, transgender health, and mental health among sexual minority women. Her work increasingly integrates social network interventions and telemedicine to improve access to care in underserved areas. Excellence in Teaching Award (2014–2017, 2019–2022) Ruth L. Kirchstein National Research Service Pre-Doctoral Training Award (2005–2009) Sir Arthur Newsholme Scholarship (2004–2008) Delta Omega Society (2009) Johns Hopkins SOURCE Service-Learning Community Fellow (2016) Dr. German has extensive experience mentoring students and training early-career researchers through federally funded programs. She has served as Principal Investigator and Co-PI on multiple grants focused on behavioral surveillance, harm reduction, and health equity. Her leadership in mixed methods research and LGBTQ health has positioned her as a key figure in public health research and education. She is actively involved in community-based research teams and collaborates widely across disciplines and institutions. She leads or contributes to several research labs and teams, including the Lighthouse Studies at Peer Point Center for Public Health and Human Rights, the Johns Hopkins Center for AIDS Research (JHU CFAR), and the Mixed Methods Research Training Program for the Health Sciences. These teams focus on interdisciplinary, community-responsive research to address structural barriers to health.

Elise Touris PasView profile

Research Professor

• Dissemination and Implementation
• Motivational Interviewing
• Coaching Teachers
• +13 more

Elise Touris Pas, PhD, MA , is a Research Professor in the Department of Mental Health at the Johns Hopkins Bloomberg School of Public Health. Her work bridges research, policy, and practice to advance evidence-based preventive interventions in schools, with a focus on social, emotional, and behavioral outcomes for youth. Her educational background includes a PhD and MA from the University of Maryland, College Park, and a BA from the State University of New York at Binghamton. She has been central to advancing the implementation of Positive Behavioral Interventions and Supports (PBIS), Multi-tiered Systems of Support (MTSS), and Social Emotional Learning (SEL), particularly through coaching models for teachers and school teams. Her research emphasizes implementation fidelity, cost analysis, and equity, often involving randomized controlled trials and state-level policy evaluations. Her recent research trends reflect a deepening focus on equity, cultural responsivity, and student wellness, including the development of the R-CITY and Well Connected© interventions. She also contributes to autism surveillance and suicide prevention initiatives. Her work frequently involves collaboration with practitioners and policymakers, particularly in Maryland, where she supports PBIS leadership and dissemination. Journal of School Psychology, Article of the Year, 2019 Journal of School Psychology, Nomination for Article of the Year, 2015 Association of Positive Behavior Supports Ted E. Carr Initial Researcher Award, 2011-2012 School Psychology Review 2011 Article of the Year, Honorable Mention Child, Intervention, Prevention and Services (CHIPS) Fellow, 2010-2011 Dr. Pas actively mentors students and collaborates on numerous research projects, though specific advisees are not publicly listed. She contributes to professional development across Maryland and translates research into practice through briefs and training. She leads or participates in major research-practice partnerships and has been involved in large-scale national studies, including autism surveillance through the CDC’s Autism and Developmental Disabilities Monitoring Network.

• Physical Education
• Educational Methodologies
• Gender Studies
• +4 more

Concepción Ros Ros is a Professor at the Catholic University of Valencia San Vicente Mártir, with an affiliation to the University of Valencia. Her primary area of expertise is Theory and History of Education. She has authored over 40 journal articles, contributed to 43 collective works, and published 6 books. Her research focuses on physical education pedagogy, gender representation in textbooks, educational methodologies, and the integration of technology in learning. She has directed 13 doctoral theses, mentoring students in topics ranging from sports science to inclusive education. Key research interests include analyzing stereotypes in educational materials, gamification in pedagogy, and the physical health of musicians. Ros Ros has collaborated extensively on projects addressing curriculum development, teacher training, and the sociocultural dimensions of education. Her work spans interdisciplinary areas like neuroeducation, digital competence, and the role of video games in education. She has pioneered studies on motor stories for children with disabilities and the cognitive resilience of police defense protocols. Ros Ros actively engages in educational innovation, including flipped learning and the application of AI in teaching methods. Her contributions to academic discourse emphasize evidence-based practices and equitable educational strategies.

• STEM Education
• Mathematics Education
• Educational Equity
• +4 more

Jamaal R. Young is an Associate Professor at Texas A&M University and Director of the Aggie STEM TEACHING, LEARNING & CULTURE initiative. He holds a Ph.D. in Curriculum and Instruction from Texas A&M (2011), an M.Ed. (2008), and a B.S. in Biomedical Engineering (2004). His research focuses on STEM equity, particularly examining how opportunity structures (e.g., teacher quality, technology access) impact traditionally underrepresented students’ STEM dispositions and identities. He employs meta-analysis, research synthesis, and large-scale data analysis to study factors like racial bias, income level, and gender inequity. Dr. Young has secured funding from NASA and NSF, and serves as an associate editor for the Journal of Urban Mathematics Education and on the editorial panel of the Journal for Research in Mathematics Education . Key research interests include Black students’ mathematics identity, culturally responsive pedagogy, and the role of out-of-school activities in STEM engagement. He has advised two doctoral students: Julia Elise Calabrese (2022) and Ashley Marrie Williams (2022). Courses taught include EDCI685 (Directed Studies), EDCI720 (Engineering Design in School Teaching & Learning), and MASC351 (Problem Solving in Math). His work bridges education policy, equity, and urban STEM contexts, emphasizing systemic barriers and culturally informed solutions. Editorial Roles: Journal of Urban Mathematics Education (Associate Editor), Journal for Research in Mathematics Education (Editorial Panel) Funding: NASA, National Science Foundation (NSF) Key Themes: QuantCrit methodology, STEM identity development, and equitable learning environments. Dr. Young’s publications span over two decades, addressing topics from Black girls’ STEM perceptions to the impact of technology in urban classrooms. His research consistently advocates for equity-centric educational practices, informed by both quantitative rigor and critical social theory.

Cindy SmithView profile

Senior Lecturer

• Mentoring Interventions
• Special Education
• Teacher Development
• +5 more

Cindy Smith is a Senior Lecturer at Curtin University's School of Education within the Faculty of Humanities. She holds a PhD in Special Education from the University of Missouri and has extensive experience in special education, behavioral therapy, and mentoring programs. Her work spans institutions in Australia, the U.S., and the Middle East, focusing on program development for special education teachers. Education: PhD in Special Education (Behavior Disorders specialization), University of Missouri, 2007-2012 MA in Teaching, Columbia College, 2005-2007 BA in History, Columbia College, 2002-2005 Research Interests: Mentorship interventions for at-risk youth, autism spectrum disorder, teacher development, women's studies, inclusive education, and behavioral therapy. She has developed gender-specific mentoring programs and explored LGBTQI+ inclusive practices in teacher training. Key Contributions: Authored/co-authored over 15 peer-reviewed articles on mentoring efficacy, special education interventions, and cross-cultural educational practices. Presented at international conferences including the American Educational Research Association and European Mentoring Research Group. Affiliations: Member of the American Educational Research Association, Council for Exceptional Children, and Executive Board Member of Pathways Africa, Inc. Teaching: Teaches courses on Learning Theory and Child Development for educators. Integrates technology and evidence-based practices in her pedagogy.

• Psychological Assessment
• ADHD and Learning Disabilities
• Program Evaluation
• +7 more

Orly Calderon is an Associate Professor of Psychology at Long Island University (LIU), affiliated with the College of Liberal Arts and Sciences. She teaches in both the Social Work Program and the Clinical Psychology Program, focusing on psychological assessment, research design, program evaluation, and psychopathology. In 2021, she was appointed Director of Assessment at the Psychological Services Center (PSC) at LIU-Post, highlighting her leadership in clinical and educational assessment. Education: B.S., Long Island University, Southampton Campus, NY M.A., Teachers College, Columbia University M.S., Psy.D., Hofstra University Dr. Calderon's research centers on at-risk populations, including individuals with ADHD, learning disabilities, chronic illness (particularly lupus), and immigrant youth. Her work bridges clinical practice and empirical research, emphasizing advocacy and evidence-based interventions. She has developed innovative program evaluation models and has extensively studied blended and online learning, focusing on student and faculty input in shaping pedagogical design and assessment. Her recent publications reflect a strong trend in interdisciplinary research, combining psychology, social work, education, and public health. Themes include forensic applications of psychological assessment, workplace accommodations for chronic illness, and the integration of technology in education. Her scholarship is widely disseminated through peer-reviewed journals and international conferences. Scientific Awards: Woman of the Year, The Town of North Hempstead (2015) Lupus Alliance of America Social Research Award (2014) Dr. Calderon is actively involved in advising and program development, though specific student names are not listed. She has led institutional assessments and pedagogical innovations at LIU and beyond, contributing to national discussions on educational effectiveness. Her work in developing tools for outcome assessment has influenced other learning institutions. She collaborates frequently with colleagues such as E. Giffords and R. Kupferberg, indicating strong team-based research. She is a member of the American Psychological Association (APA) and the Association for Psychological Science (APS), and her presentations at national conferences underscore her active engagement in academic and professional communities. Her leadership at the Psychological Services Center reflects her dual commitment to clinical service and academic excellence.

• Speech-Language Pathology
• Autism Spectrum Disorders
• Developmental Disabilities
• +9 more

Dr. Robert A. Domingo is an Associate Professor at Long Island University, Post campus, affiliated with the School of Health Professions. He holds a Ph.D. from The Graduate Center, CUNY, and is a certified and licensed speech-language pathologist with extensive experience in both academic and clinical settings. His research and clinical expertise span a wide range of areas in speech-language pathology, with a focus on autism spectrum disorders (ASD) , developmental disabilities , alternative and augmentative communication (AAC) , dysphagia , motor speech disorders , and pragmatic communication . He is particularly interested in using improvisation to enhance social communication skills in individuals with ASD. His publications and lectures reflect a strong commitment to education and clinical innovation. Key themes in his work include autism curriculum development , dysphagia assessment , and pragmatic language intervention . His recent work emphasizes evidence-based practices in rehabilitation and communication disorders. Scientific Awards and Honors: David Newton Award for Excellence in Teaching, LIU / Post (2008) Long Island Speech-Language-Hearing Association “Honors of the Association” (2003) ASHA ACE Awards (2017, 2013, 2010, 2005, 2003, 2002, 1998, 1996) Dr. Domingo has served in leadership roles in professional organizations, including as Past President of LISHA and Past Member of the NYSSLHA Board of Directors . He has delivered numerous lectures at conferences and workshops, focusing on autism intervention, dysphagia, and classroom-based language therapy. He advises students and contributes to curriculum development, though specific advisees are not listed. There is no mention of active grants, but his sustained recognition through awards suggests ongoing scholarly engagement. He is actively involved in professional development and clinical training, delivering workshops for school districts and medical centers. His work bridges academic scholarship and clinical practice, particularly in school and medical settings.

Ruth SegalView profile

Professor

• Occupational Therapy
• Teaching and learning
• Qualitative research methods
• +8 more

Ruth Segal, Ph.D., OTR, serves as Department Chair and Professor in the Department of Occupational Therapy at Seton Hall University's Interprofessional Health Sciences Campus. She leads the department with dedication to academic excellence and celebrates her graduates' professional achievements. Education: Ph.D. in Occupational Therapy, University of Southern California (1995) M.A. in Occupational Therapy, University of Southern California (1989) B.S. in Occupational Therapy, University of Southern California (1987) Research Focus: Dr. Segal's scholarship centers on teaching and learning methodologies in occupational therapy education, with particular emphasis on academic resilience . Her work explores caregiving dynamics , aging processes , wellness promotion , and the experiences of parents of children with disabilities . Through qualitative research, she investigates how individuals and families construct meaning through occupation during life challenges including bereavement, disability, and chronic conditions. Publication Trends: Her 20+ year publication record reveals consistent focus on family occupations and disability, with increasing attention to educational interventions. Early work examined ADHD family dynamics (1998-2000), evolving to caregiver experiences (2002-2006), and recently emphasizing student resilience and interprofessional training (2010-present). The research demonstrates methodological rigor in qualitative approaches applied to occupational science. Scientific Awards: No specific awards or fellowships are documented in the provided materials. Grant Leadership: Project Transitions (2023-2028): $1.18M federal grant developing OT/SLP training for ASD school transitions Project Write to Learn (2017-2022): $1.23M program improving writing interventions for children with learning disabilities Resilience Training (2022-present): $15K university-funded study on student academic resilience Academic Contributions: Dr. Segal teaches graduate research methods courses (GMOT 7303/7320) and mentors student researchers through federally funded projects. Her scholarship bridges clinical practice and education, with current work focusing on interprofessional collaboration and student development. Research Ecosystem: She directs interdisciplinary teams through OSEP-funded initiatives, creating dynamic research environments where OT/SLP students collaborate on pediatric interventions. These projects function as living laboratories for developing evidence-based practices in school-based and community settings.

• Cognitive Development
• Neurodevelopmental Disorders
• Child Mental Health
• +2 more

Carmen Rasmussen is a Professor in the Department of Pediatrics at the University of Alberta's Faculty of Medicine & Dentistry. She holds a PhD in Developmental Psychology from the University of Alberta and a BA (Honors) in Psychology from the University of Calgary. Her educational background includes: BA (Honors) in Psychology, University of Calgary PhD in Developmental Psychology, University of Alberta Dr. Rasmussen's research centers on cognitive and behavioral development in children, with a focus on neurodevelopmental disorders such as fetal alcohol spectrum disorder (FASD) and perinatal stroke. She examines the effectiveness of cognitive interventions and the impact of these conditions on adaptive behavior, sleep, physical activity, and academic performance. Her work aims to bridge research and clinical practice to enhance outcomes for children and families. Her recent publications (2020-2022) predominantly explore FASD and perinatal stroke, investigating cognitive profiles, executive functioning, memory, and intervention strategies. These studies often involve interdisciplinary teams and have significant implications for clinical and educational settings. Scientific Awards: None mentioned in the provided text. Dr. Rasmussen has secured research funding from the Canadian Institutes of Health Research (CIHR), Kids Brain Health Network (KBHN), Social Sciences and Humanities Research Council of Canada (SSHRC), Natural Sciences and Engineering Research Council of Canada (NSERC), and Women and Children’s Health Research Institute (WCHRI). She teaches graduate courses in biomedical research and undergraduate courses in child and adolescent development. Her research is conducted collaboratively within the Department of Pediatrics, involving multidisciplinary teams to address complex questions in child neurodevelopment.

Erik HinesView profile

Professor

• Postsecondary Readiness
• Career Development of Black Men and Boys
• STEM Education Equity
• +3 more

Dr. Erik Hines is a Professor of Counseling in the Department of Counseling, Leadership, and Educational Sciences within the College of Education and Human Development at George Mason University, where he has secured over $12.5 million in research funding. Education: PhD from University of Maryland, College Park Research Focus: Dr. Hines specializes in the postsecondary readiness and career development of Black men and boys across educational contexts, with a particular emphasis on: Culturally responsive, ecological counseling approaches Career exploration for educationally vulnerable students in STEM Anti-racist interventions as alternatives to punitive disciplinary systems STEM identity development guided by bell hooks' homeplace theory Article Trends: His recent publications examine systemic inequities in gifted education, engineering education access, and pandemic impacts on Black students, while promoting frameworks like culturally responsive MTSS and anti-racist counseling practices. Scientific Recognition: Dr. Hines has received: American Counseling Association Fellowship International Colloquium on Black Males in Education Warrior Award Al Dye Award from Association of Specialists in Group Work Additional Achievements: He serves on the 2025 RHSU Edu-Scholar Public Influence Rankings top 200 list and has guest-edited special issues for journals including Career Development Quarterly and Urban Education . His three edited books address Black male educational experiences and equity-based career development.

Michael PfitznerView profile

Professor

• Sports Pedagogy
• Sports Didactics
• Movement-Based Learning
• +7 more

Prof. Dr. Michael Pfitzner is a full professor and holds the Chair of Sports Pedagogy and Sports Didactics at the Institute of Sport and Exercise Sciences, University of Duisburg-Essen. He is actively involved in teaching, research, and academic leadership, serving as Chairman of the Examination Board and Deputy Managing Director of the Institute. His work is deeply embedded in the development of physical education teacher training and school-based interventions. Educational Affiliations and Roles: Professor, Professorship for Sports Pedagogy and Sports Didactics Institute of Sport and Exercise Sciences, University of Duisburg-Essen Chairman, Examination Board Deputy Managing Director, Institute His research focuses on Sports Pedagogy and Sports Didactics , with a strong emphasis on movement-based learning, inclusive education, and digital teaching. He explores how physical activity can enhance cognitive functions such as executive control in school settings. His work spans theoretical development, empirical research, and practical implementation in classrooms and teacher training programs. Projects like 'Bewegungsbasierte Lernförderung im Fachunterricht' and 'DigiProSMK' reflect his interdisciplinary and applied approach. The 15 most recent publications highlight a consistent research trajectory centered on competency-oriented physical education, task design, knowledge transfer, inclusion, and the integration of movement into academic learning. These works span journals and edited volumes in sports science, education, and pedagogy, demonstrating a strong commitment to both scholarly and practical impact. Scientific Awards: No specific awards are mentioned in the provided text. Advising and Grants: Prof. Pfitzner has supervised doctoral students, including Jennifer Liersch and Esther Pürgstaller, and has contributed to funded research initiatives such as the UDE Graduate College 'Querschnittliche Fragen der Lehrkräftebildung' and projects under the 'lernen.digital' competence network. He has led and collaborated on multiple interdisciplinary research projects involving schools, universities, and educational authorities. His advising role extends to mentoring student research projects, particularly in the practical semester, and guiding early-career researchers in sports pedagogy. Labs and Research Teams: He is a key member of the 'Network Lernen und Bewegung' and leads research within the 'Sports Pedagogy and Didactics' division at the Institute. He collaborates with teams across the Institute of Sport and Exercise Sciences and with external partners from WWU Münster, PH Heidelberg, and other institutions. His work is organized within structured research groups focusing on digital teaching, inclusion, and teacher professionalization.

Jonathan AnsonView profile

Associate Professor

• Anesthesiology
• Interventional Pain Management
• Obstetric Anesthesia
• +2 more

Jonathan Anson, MD is an Associate Professor in the Department of Anesthesiology and Perioperative Medicine at Penn State College of Medicine. He serves as Clinical Curriculum Director for the Residency Program and provides specialized patient services including Acute/Regional Pain, General Anesthesia, Obstetric Anesthesia, and Outpatient Anesthesia. His clinical practice is affiliated with Penn State Health. Education : Jefferson Medical College of Thomas Jefferson University (MD, 2005) Training : Transitional Internship at Mercy Medical Center (2006), Anesthesiology Residency at University of Pennsylvania Medical Center (2009) Dr. Anson's research focuses on critical areas of anesthesiology including interventional pain management , obstetric anesthesia , drug-drug interactions , and perioperative safety . His work has been published in journals like the Journal of Clinical Anesthesia and International Journal of Obstetric Anesthesia, with studies on topics such as back pain in anesthesia providers, management of elevated intracranial pressure in obstetric patients, and anesthesia protocols for interventional procedures. Notable trends in his publications include: Development of standardized protocols for interventional pain management Analysis of occupational health risks in anesthesia providers Optimization of anesthesia techniques for neurosurgical and obstetric applications Investigation of pharmacological interactions affecting surgical outcomes Improvement of clinical education through case-based learning Advancement of patient safety measures in perioperative care

Meredith HarrisView profile

Associate Professor

• Mental Health Epidemiology
• Substance Use Disorders
• Treatment Coverage and Barriers
• +7 more

Associate Professor Meredith Harris is a Principal Research Fellow at the School of Public Health , The University of Queensland , with leadership roles in the Mental Health Outcomes Research Stream and the QCMHR Business Unit Management Committee . Her work focuses on national and global mental health epidemiology, treatment coverage, comorbidities, and policy implications. Her research integrates findings from the 2020–22 Australian National Study of Mental Health and Wellbeing and the WHO World Mental Health Surveys , addressing issues such as suicidal ideation, barriers to care, and service effectiveness. Her recent publications highlight trends in treatment patterns, comorbidity analysis, and trauma-informed frameworks. Mental Health Epidemiology Global Treatment Coverage Comorbidity Studies Public Health Policy Health Services Research She contributes to evaluating clinical models like the Link-me decision support tool and collaborates with multidisciplinary teams at the Queensland Centre for Mental Health Research . Her role involves critical analysis of health outcomes and implementation science in mental health systems.

Irene H. YoonView profile

Associate Professor

• Educational Leadership
• Equity in Education
• Race and Ethnicity in Education
• +5 more

Irene H. Yoon (she/her) is an Associate Professor in the Department of Educational Leadership & Policy at the University of Utah , where she has been employed since July 2020. As a scholar-educator, her work centers on dignity , radical love , and critical hope in educational systems, with particular focus on race, class, gender, sexuality, and disability intersections. Ph.D. in Educational Leadership and Policy Studies from the University of Washington B.A. in English from Williams College Research foci include: Dignity and belonging in educational institutions Hauntology and trauma narratives in school reform Whiteness-at-work in teacher communities Critical qualitative methodologies LGBTQ+ inclusion policies Disability studies in education Notable publications appear in American Educational Research Journal , Race Ethnicity and Education , and Frontiers in Education . Recent grants include: LGBTQ+ Policy Research (B.W. Bastian Foundation 2024-2025) Leadership Love Letters (2022-2025) Nourishing Leadership Team Capacity (B.W. Bastian Foundation 2021-2023) Teaching interests encompass: Instructional Leadership Professional Learning and School Reform Disability Studies Qualitative Research Methods Discourse Analysis Scientific awards: University of Utah Early Career Teaching Award (2019) College of Education Outstanding Teaching Award (2019) College of Education Social Justice and Transformation Award (2023) Current institutional partnerships include policy research on school collaboration mechanisms and leadership development frameworks for equitable education systems.

• Early Childhood Education
• Special Needs Education
• Mathematics Education
• +4 more

Elin Kirsti Lie Reikerås is a Professor in Early Childhood Education at the University of Stavanger , Faculty of Educational Sciences and Humanities, Department of Kindergarten Teacher Education. She serves as Center Leader for FILIORUM - Center for Research in Early Childhood Education and Care since 2019. Doctor of Philosophy (PhD) in Special Needs Education, University of Stavanger (2007) Cand. Scient. in Pure Mathematics, University of Bergen (1990) Her research focuses on early mathematical development , digital play , and language-math correlations . She examines how coding toys and computational thinking integrate into ECEC environments, with emphasis on inclusion and gender perspectives . Her 2024-2025 articles analyze STEM integration in early education and gender disparities in ECEC outcomes. Recent publications highlight critical thinking in play-based learning, Nordic assessment frameworks , and inclusive research methodologies . She has supervised 10 master's students and six PhD candidates, while leading projects like The Stavanger Project - The Learning Child (2012-2018). She holds editorial leadership at Nordisk barnehageforskning and participates in advisory committees for Norwegian educational policy, including teacher training reforms and math/science curriculum development.