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Jae Eun ChungView profile

Professor

• New Media Technologies
• Psychosocial Impacts
• Health Communication
• +3 more

Jae Eun Chung is a Professor in the Department of Communication Studies at Howard University's School of Communications. Her research focuses on new media technologies, their psychosocial impacts, and health communication, with a particular emphasis on community engagement and digital discourse. Ph.D. in Communication from the University of Southern California M.A. in Telecommunications from Indiana University at Bloomington Dr. Chung's work explores the intersection of social media and health, analyzing how digital platforms influence public health perceptions, patient-doctor interactions, and health equity. She has published extensively in journals like Journal of Communication , Computers in Human Behavior , and Health Communication , often employing community-based participatory research (CBPR) to address disparities in asthma care, maternal health, and HPV-associated cancer awareness. Recent publications highlight trends in leveraging social media for health interventions, examining misinformation dynamics during crises like the COVID-19 pandemic, and analyzing digital ecosystems. Her methodological approaches include network analysis, narrative studies, and assessments of digital engagement metrics. Howard University RCMI Grant: Enhancing recruitment of African-Americans and Hispanics in health research NSF HDR Grant: Collaborative research on data analytics for community enrichment PACRI Grant: Improving health outcomes for asthmatic children in public housing Bezos Earth Fund: Indoor environmental quality disparities in underserved communities Dr. Chung collaborates with interdisciplinary teams, including public health experts and data scientists, to advance health communication strategies. She has mentored students and researchers in projects analyzing social media's role in health promotion, digital privacy, and community-academic partnerships.

• Engineering Education
• Diversity and Inclusion in STEM
• Identity Development
• +5 more

Dina Verdín serves as Assistant Professor in Engineering Education Systems and Design at Arizona State University's Polytechnic School, where she leads research on broadening participation in engineering through critical analysis of access and persistence barriers for first-generation, minoritized, and women students at intersectional identity junctions. Her educational foundation includes: Ph.D. in Engineering Education from Purdue University M.S. in Industrial Engineering from Purdue University B.S. in Industrial & Systems Engineering from San José State University Verdín's research program employs asset-based frameworks to examine how funds of knowledge and identity development influence engineering pathways. Her access strand investigates high school exposure barriers through culturally responsive activities that foster engineering interest and agency, while her persistence strand analyzes undergraduate institutional structures affecting identity negotiation and degree completion. This work centers intersectional methodologies to redefine engineering identity beyond traditional norms. Analysis of her 15 most recent publications (2020-2024) reveals consistent focus on first-generation Latinx students, classroom belonging mechanisms, and funds of knowledge applications. Her work predominantly utilizes mixed-methods approaches within Hispanic Serving Institutions, with growing emphasis on migratory student populations and critical engineering agency development. Her accolades include: NSF Graduate Research Fellowship IEEE Frontiers in Education Best Diversity Paper Award College of Engineering Outstanding Graduate Student Research Award AGEP Distinguished Scholar Award AERA Division D Top 3 In-Progress Research Verdín currently directs multiple NSF-funded initiatives including SAFE Teams (Student Asset-based Approach to Equitable Teams) and Reconceptualizing Community Cultural Wealth in engineering design. Her grants portfolio exceeds $1.3 million as PI/Co-PI, focusing on mastery learning implementation, engineering discipline disparities, and migratory student empowerment through gamified curricula. She teaches core courses in engineering statistics and research methods while mentoring graduate researchers. Her work actively shapes engineering education through community-engaged scholarship that centers student assets and challenges deficit-oriented paradigms in STEM persistence research.

• Sociolinguistics
• Language Contact
• Creole Languages
• +14 more

Bettina Migge is a Full Professor in the School of Languages, Cultures and Linguistics at University College Dublin, where she has been a faculty member since 2004. She previously held academic positions at Goethe University Frankfurt and earned her PhD in Linguistics from The Ohio State University. She served as Head of School from 2016 to 2021 and has held leadership roles in research centers and committees, including the Royal Irish Academy and the Society for Pidgin and Creole Linguistics, of which she is President until 2023. She is Co-Editor of the Journal of Pidgin and Creole Languages and actively contributes to COST Action LITHME, focusing on language and technology. Her educational background includes studies at Universität Hamburg, Université de Cameroun, Freie Universität Berlin, and The Ohio State University, culminating in a PhD focused on African languages in creole genesis, with fieldwork in Suriname and Benin. She is fluent in Dutch, English, French, German, and Ndyuka/Pamaka. Bettina Migge's research centers on sociolinguistics, language contact, and creole languages, with a focus on multilingual contexts undergoing rapid social change such as urbanization and migration. Her work spans French Guiana, Suriname, and Ireland, examining structural and socio-pragmatic aspects of language use, linguistic landscaping, and computer-mediated communication. She has led significant projects like the trilingual DicoNenge(e) dictionary and has explored the role of AI in reshaping language practices. Her recent publications reflect a critical engagement with the impact of AI and machine learning on language, revealing colonial continuities in language technologies and questioning dataist ideologies. She investigates how language is materially produced in both colonial and digital contexts, emphasizing power, authenticity, and control. She has received research funding from the National Science Foundation (USA), IRCHSS, IRC, Ulysses grants, and French research units like SeDyL. Her collaborative projects include work on complementation in creoles, South Dublin English, and language practices in multilingual border zones. Bettina Migge supervises MA and PhD students in sociolinguistics, linguistic landscaping, and World Englishes. She is involved in numerous editorial and professional associations, including the Society for Caribbean Linguistics and The Global Council on Anthropological Linguistics. She has coordinated modules such as World Englishes, Sociolinguistics, and Research in Creole Languages. She leads and participates in public engagement activities, including workshops on AI in linguistics, multilingualism in Ireland, and dictionary launches. Her research team includes collaborators from Europe and beyond, and she is committed to participatory and ethnographically grounded approaches in language documentation and analysis.

Jonathan SantoView profile

Professor

• Developmental Psychology
• Peer Relations
• Child and Adolescent Development
• +3 more

Jonathan Santo is a Professor of Psychology at the University of Nebraska at Omaha (UNO), where he serves as Director of the Graduate Developmental Psychology Program and as a faculty member in the Office of Latino/Latin-American Studies. His research explores peer relations, cultural differences in self-esteem, and classroom-level influences on child and adolescent development, with a focus on improving school environments and fostering positive social interactions. ORCA Faculty Fellow His research spans broad areas including Developmental Psychology , Social Support Systems , and Cross-Cultural Peer Dynamics , with specific attention to peer victimization , self-continuity , school climate , and developmental trajectories in Brazilian and Colombian youth . Recent publications analyze topics like hikikomori experiences , friendship security , and HPA axis dysregulation in adolescents. Scientific awards include the ORCA Faculty Fellow recognition. His work often involves longitudinal assessments of peer relationships cross-cultural comparisons (Brazil, Colombia, China, Nigeria, Singapore, U.S.) policy-focused blog posts on family separations and school interventions

Samantha J. HarrisView profile

Academic

• Health Policy
• Health Services Research
• Substance Use Treatment
• +8 more

Samantha J. Harris, PhD, MPA, is an Assistant Scientist in the Department of Health Policy and Management at the Johns Hopkins Bloomberg School of Public Health. Her primary appointment is with the Bloomberg Overdose Prevention Initiative, where she leads state-level evaluations in Kentucky and New Mexico, focusing on overdose prevention and implementation of harm reduction policies. Institution: Johns Hopkins University School: Bloomberg School of Public Health Department: Department of Health Policy and Management Position: Assistant Scientist Education: PhD in Health Policy, University of Georgia, 2021 MPA in Health Policy, University of Kentucky, 2016 BA in Arts Administration, University of Kentucky, 2014 Postdoctoral Training, Johns Hopkins Bloomberg School of Public Health Samantha Harris's research centers on improving access to mental health and substance use treatment, particularly through public insurance programs like Medicaid and Medicare. Her work applies mixed-methods approaches to evaluate policies related to harm reduction, overdose prevention, and service delivery within the criminal legal system. She has a strong interest in aging and health, opioid and alcohol use disorders, and equitable access to care. Her recent publications highlight trends in Medicare coverage for methadone and buprenorphine, implementation of syringe services programs, and attitudes toward decriminalization policies. Her work spans qualitative and quantitative methods, often focusing on policy impact and implementation barriers at the state level. Scientific Contributions: Lead researcher on rapid-cycle evaluations of overdose prevention programs Co-Investigator on NIH, SAMHSA, and privately funded projects Frequent collaborator with interdisciplinary teams and state agencies Harris has served in policy-focused fellowship placements and contributes to high-impact journals such as Health Affairs and Drug and Alcohol Dependence . She advises on policy evaluation and health services research but no formal students are listed. She is actively involved in the Bloomberg Overdose Prevention Initiative, working closely with Dr. Brendan Saloner and Dr. Sachini Bandara. Her lab or team is embedded within this initiative, conducting real-time assessments of innovative state policies to reduce fatal overdoses.

Prerna AroraView profile

Associate Professor

• School Psychology
• Youth Mental Health
• Culturally Tailored Interventions
• +12 more

Dr. Prerna Arora is Associate Professor of Psychology and Education at Teachers College, Columbia University, within the Graduate School of Education, Health & Psychology and the Department of Health Studies & Applied Educational Psychology. She directs the School Mental Health for Minoritized Youth and Families (SMILE) Research Lab, where she leads innovative research on mental health equity for immigrant-origin, racial and ethnic minoritized, and historically marginalized youth. Ph.D. in School Psychology – University of Texas at Austin M.A. in Educational Psychology – University of Texas at Austin B.S. in Biology – Arizona State University Predoctoral Internship – Children’s Hospital of Philadelphia Postdoctoral Training – University of Maryland School of Medicine Dr. Arora’s research focuses on culturally tailored mental health interventions, school-based services, barriers to care, and trauma-informed, equity-driven practices. Her work is grounded in participatory action research and mixed methods, aiming to bridge research-practice gaps and empower communities. She has led major funded projects from the Spencer Foundation, National Institute of Mental Health (NIMH), and the U.S. Department of Education, including a $4.9 million grant to train clinicians in culturally responsive services. Her recent publications reflect a strong thematic focus on mental health disparities, cultural adaptation of interventions, school climate, and help-seeking behaviors among AAPI, Latino/a, and immigrant youth. The body of work demonstrates a commitment to advancing equity, social justice, and measurement-based care in school psychology. American Psychological Association Minority Fellowship Program Spencer Foundation Research Grant NIMH Funding U.S. Department of Education OSEP Grant ($4.9 million) Dr. Arora actively mentors PhD and graduate students, many of whom co-author her publications. She has secured major grants that support training, research, and community partnerships. Her leadership extends to editorial roles as Associate Editor of School Mental Health and Consulting Editor of School Psychology Review , and she is a vocal advocate for diversity, equity, and inclusion in academic training and practice. She collaborates extensively with NYC-based organizations, building community-driven research models through the SMILE Lab.

Bruno TakahashiView profile

Professor

• Environmental journalism
• Environmental communication
• Science communication
• +7 more

Bruno Takahashi is the Brandt Endowed Professor of Environmental Communication at Michigan State University, holding a joint appointment in the School of Journalism and AgBioResearch. He serves as Research Director of the Knight Center for Environmental Journalism and maintains affiliations with the Health and Risk Communication Center, the Environmental Science and Policy Program, and the Center for Latin American and Caribbean Studies at MSU. Born and raised in Lima, Peru, Dr. Takahashi earned his bachelor's degree in communication from Universidad de Lima, followed by M.S. and Ph.D. degrees in Environmental Science from SUNY ESF. Bachelor's in Communication, Universidad de Lima, Peru M.S. in Environmental Science, SUNY ESF Ph.D. in Environmental Science (specializing in environmental communication and participatory processes), SUNY ESF Dr. Takahashi's research program focuses on news coverage of environmental issues, environmental journalism practices in Latin America and U.S. Latino media, and identity in science communication. His work emphasizes counter-hegemonic environmental discourses in Latin American contexts, examining complex networks of actors, media, and communication processes embedded in post-colonial and social and environmental justice dynamics. He has conducted extensive field research in Peru, Bolivia, and Puerto Rico, with particular attention to environmental communication during disasters and in Indigenous communities. His recent scholarly output reveals a strong trend toward examining climate change communication through diverse cultural lenses, with significant attention to Latin American perspectives, immigrant experiences in the United States, and identity factors in science communication. His publications frequently address decolonial approaches to environmental communication and the need for more inclusive international scholarship that centers Global South perspectives. Scientific awards and recognitions include: 2024 AEJMC First Place in Latin American Communication Research 2021 Fellow of the Institute for Diverse Leadership, AEJMC 2019 Knudson Latin America Book Prize Multiple top paper awards from ICA and AEJMC conferences Dr. Takahashi actively mentors a diverse research team of Ph.D. students, post-doctoral associates, and MA students, with former students now holding positions at universities including University of Nevada, University of Minnesota, and Emory University. His research is supported by significant grants including a $2.8 million NSF grant for the SciComm Identities Project, funding from the Climate and Land Use Alliance, and multiple State Department and Embassy grants for environmental journalism training in Latin America. He has developed and led education abroad programs to Peru (2018, 2024) and the Netherlands/Belgium (2022), providing experiential learning opportunities for students in environmental communication. As Research Director of the Knight Center for Environmental Journalism, Dr. Takahashi leads initiatives supporting environmental journalists globally. His current projects include examining environmental discourses in the Peruvian Amazon related to oil spills affecting Indigenous communities, studying decolonial environmental journalism practices in Bolivia and Peru, and co-leading Working Group 5 on Public Engagement and Governance for The Lancet Countdown Latin America, which has generated significant media coverage in outlets like CNN and El País.

Ka I IpView profile

Assistant Professor

• Developmental neuroscience
• Emotion regulation
• Cross-cultural psychology
• +8 more

Ka I Ip is an Assistant Professor at the Institute of Child Development , University of Minnesota. As director of the D.A.N.C.E. Lab , Dr. Ip employs multimodal methods including neuroimaging, cortisol assays, and cross-cultural experiments to study emotion regulation and developmental psychopathology. PhD in Developmental Psychology (University of Michigan) Susan Nolen-Hoeksema Postdoctoral Fellow (Yale University) Research focuses on how cultural contexts and early adversity shape emotional development, with particular attention to racial-ethnic minorities and immigrant families . His work applies findings to social policy reform and health equity initiatives. Recent publications analyze neighborhood socioeconomic impacts on brain development , discrimination effects in bilingual adolescents , and cortisol dynamics in immigrant families . Key journals include Biological Psychiatry and Developmental Psychology . APA Editor’s Choice Article (2024) Yale Health Equity Research Finalist (2022) Accepting PhD students for Fall 2026. Collaborates with teams in neuroimaging , cross-cultural research , and pediatric biomarker studies .

Jenny S. GuadamuzView profile

Assistant Professor

• Health Services Research
• Pharmacoepidemiology
• Health Equity
• +5 more

Jenny S. Guadamuz is an Assistant Professor of Health Policy and Management at the University of California, Berkeley School of Public Health. She serves as Director of the Health Equity Research Program at the Center for Health Management and Policy Research and is a member of the Latinx and Democracy Faculty Cluster. Her interdisciplinary research focuses on structural determinants affecting healthcare access for minoritized populations, particularly examining immigration status as a driver of health inequities. Postdoctoral Fellow – University of Southern California PhD – University of Illinois Chicago MS – University of Illinois Chicago BA – Saint Louis University Dr. Guadamuz's research spans drug utilization disparities, federal policy impacts on medication access, and geospatial analysis of pharmacy closures. Her recent work includes studies on prescription medication barriers among immigrants, cancer treatment disparities linked to socioeconomic status, and the effects of Medicare Part D policies on pharmacy access. She employs mixed-methods approaches using electronic health records, administrative claims, and social media data. Scientific Recognition: Robert Wood Johnson Foundation Health Policy Research Scholar National Heart, Lung, and Blood Institute T32 Fellow

• Community Wellbeing
• Immigrant Health
• Health Inequalities
• +6 more

Joseph Kangmennaang is an Assistant Professor and Queen's National Scholar in Black Health & Social Change at Queen's University. He holds a PhD from the University of Waterloo, an MA from Western University, and a B.A. from the University of Ghana. His research focuses on the interplay between environment and wellbeing, particularly in sub-Saharan Africa and among Black immigrant communities in North America. He employs social theories, participatory methods, and mixed approaches to address health disparities, with a focus on non-communicable diseases, food/water security, and the impact of racism and social change. His courses include HLTH 397 (Globalization and Black Health) and HLTH 495 (Racism and Health). Research areas include immigrant health equity, syndemics, and the role of place in healthcare access. Collaborations with marginalized communities emphasize participatory action and civic engagement. He has published extensively on topics such as climate change impacts on health, HIV/AIDS knowledge among women in Malawi, and the social determinants of wellbeing in Ghana. His work bridges global health challenges with localized solutions, addressing systemic inequities through interdisciplinary partnerships. Notably, he explores how structural factors like migration, remittances, and agroecology affect household welfare and food security in Malawi and Ghana. His recent studies highlight the mental health implications of discrimination among minoritized Canadians during the pandemic and the spatial distribution of diseases like cholera in Tanzania. He advocates for community-driven interventions to promote wellbeing in resource-limited settings.

Kaitlin K. MoranView profile

Associate Professor

• Community Engagement
• Social Justice
• Early Childhood Education
• +5 more

Dr. Kaitlin K. Moran is an Associate Professor in the Department of Teacher Education at Saint Joseph's University. She has been affiliated with Saint Joseph's since 2016, teaching undergraduate and graduate courses in child development, early childhood education, educational psychology, language and culture, and student teaching experiences. Her research focuses on community engagement and social justice in education, particularly addressing systemic inequities in minoritized urban communities. Key areas include improving early care systems, teacher advocacy, and enhancing outcomes for young children through high-quality educational frameworks. Prior to her role at Saint Joseph's, she worked as an affiliate professor of education at Temple University (2010-2016), a researcher for The School District of Philadelphia, and served as a K-3 literacy coach. Her career began in early childhood classrooms in Chicago and Philadelphia, teaching bilingual Pre-K, Head Start, kindergarten, and remedial first grade. Dr. Moran earned her B.A. in Spanish and Political Science from the University of Notre Dame, M.S.Ed. in Early Childhood Education with a Special Education endorsement from Dominican University, and Ph.D. in Urban Education from Temple University. She co-authored the book Connecting Equity, Literacy, and Language: Pathways Toward Advocacy-Focused Teaching (2024), which reflects her commitment to equity-driven pedagogical practices.

Anna DanielssonView profile

Professor

• Science Education
• Gender Studies
• Identity in Education
• +3 more

Anna Danielsson is a Professor of Science Education at Stockholm University's Department of Teaching and Learning, where she also serves as head of the science education section. Her academic career spans prestigious institutions including Uppsala University, King's College London, and the University of Cambridge, with her current research focusing on equity and inclusion in science education contexts. Professor Danielsson earned her PhD in physics education research from Uppsala University in 2009. Her educational journey includes a two-year postdoctoral fellowship at the University of Cambridge's Faculty of Education, followed by positions as senior lecturer at Uppsala University and Reader in Science Education at King's College London during 2016/17. She was promoted to Professor in Curriculum Studies at Uppsala University in January 2018 before joining Stockholm University. Her research program centers on critical examinations of gender, identity, and power dynamics in science and technology education. As leader of the Science Education Equity research group, she investigates inclusion-exclusion patterns and participation barriers for minoritized learners in science, with particular emphasis on physical sciences. Her work employs innovative narrative and discourse methodologies to explore how students construct identities within science learning contexts. Analysis of her recent publications reveals a sustained focus on identity construction in physics education, particularly examining how underrepresented students navigate disciplinary spaces. Her scholarship bridges theoretical frameworks from post-structuralism, cultural studies, and critical discourse analysis with empirical research in both formal and informal learning environments. A notable trend is her increasing attention to mathematics education and cross-disciplinary identity formation, as evidenced by her 2025 work on mathematics capital. Principal Investigator for 'In(ex)clusion in higher education mathematics and physics: Identity enactment in educational trajectories and scientific practices' Lead researcher on 'The unlikely scientists: Exploring what has enabled students from under-represented groups to continue to higher education science studies' (Swedish Research Council, 2019-2023) Collaborator on multiple Swedish Research Council-funded projects examining identity, gender, and equity in STEM pathways Professor Danielsson directs the Science Education Equity research group, which creates interdisciplinary spaces for examining how marginalized learners engage with science education. The group's work combines theoretical innovation with practical implications for creating more inclusive science classrooms and curricula, particularly focusing on how physical sciences can become more accessible to diverse student populations.

Kendall KingView profile

Professor

• Sociolinguistics
• Language Policy
• Bilingual Education
• +4 more

Kendall King is a Professor of Multilingual Education and Associate Dean for Graduate Education and Faculty Development at the University of Minnesota , College of Education and Human Development. With expertise in sociolinguistics and language policy, they coordinate the undergraduate TESL minor and lead research projects funded by the U.S. Department of Education through CARLA. B.A. Psychology, University of California, Santa Barbara (1991) M.S. TESOL, University of Pennsylvania (1993) Ph.D. Educational Linguistics, University of Pennsylvania (1997) Their research focuses on second language learning , bilingualism , and equity , particularly in contexts involving minoritized languages and immigrant/refugee populations. They examine how family and school practices influence language use and academic success, with a strong emphasis on native language literacy as a pedagogical resource. Recent publications analyze neoliberal influences on language policies, including critiques of state seals of biliteracy and bilingual parenting frameworks. Their work has shaped Minnesota's LEAPS Act (2014), promoting multilingual approaches for English learners. Collaborative studies with Martha Bigelow highlight literacy development in newcomer students. Scientific Awards: Distinguished Scholarship and Service Award (AAAL, 2024) Linda Duttenhaver Distinguished Alumni Award (UC Education Abroad, 2023) ACTFL Research Priorities Initiative (2019) Helen C. Bailey Alumni Award (2016) Imagine Fund Annual Award (UMN, 2014) CEHD Summer Research Award (UMN, 2012) King emphasizes responsive advising and co-publishing with PhD students, supporting their participation in conferences and departmental intellectual life. They co-lead initiatives to expand multilingual recognition through state biliteracy seals.

Kylie PepplerView profile

Professor

• STEM Education
• Maker Culture
• Computational Thinking
• +3 more

Professor Kylie Peppler is a dual Professor of Informatics and Education at the University of California, Irvine, leading the Creativity Labs and the Connected Learning Lab. Her research focuses on leveraging hands-on creativity—such as e-textiles, robotics, and traditional fiber crafts—to enhance STEM education, particularly for marginalized populations. She emphasizes the role of materiality in fostering systems thinking and equity in learning environments. Education: PhD in Education (UCLA), Postdoctoral training at UC Irvine, and prior roles at Indiana University. Her academic journey bridges psychology, art, and technology. Research Interests: Maker culture, computational thinking, STEAM integration, workforce development, and the impact of arts in education. She explores how tools like e-textiles and looms democratize access to STEM while addressing gender disparities. Key Projects: NSF-funded work on computational construction kits, Re-Crafting STEM initiatives, and Future of Work research using AR/VR for manufacturing training. Collaborations include Boeing, Inner-City Arts, and NYSCI. Awards: NSF Early CAREER Award, Mira Tech Educator of the Year, and Indiana Governor's Award. Her work is supported by NSF, Wallace Foundation, and industry partners. Grants & Labs: Over $10M in grants; directs labs advancing connected learning and equity through technology. Recent studies include virtual reality welding simulators and culturally sustaining arts practices. Labs/Teams: Creativity Labs (designing maker tools), Connected Learning Lab (digital equity), and partnerships with museums and industry to scale inclusive learning.

Jasmine Travers AltizerView profile

Assistant Professor

• Gerontology
• Health Disparities
• Long-Term Care
• +7 more

Jasmine Travers Altizer is an Assistant Professor at NYU Rory Meyers College of Nursing, where she conducts research to improve health outcomes and reduce disparities among vulnerable older adults. Her work spans long-term care systems, aging, and health equity, with a focus on both quantitative and qualitative approaches. Education: PhD, Columbia University School of Nursing MHS, Yale University MSN, Stony Brook University (Adult-Gerontological Health) BSN, Adelphi University Her research interests include gerontology, health disparities, workforce diversity, infection control, and policy in long-term care. She investigates how neighborhood disadvantage, staffing levels, and systemic inequities affect care quality in nursing homes and home-based settings. Her recent work has explored antipsychotic medication use, caregiver coping strategies, and the impact of federal programs like the Paycheck Protection Program on staffing. The 15 most recent publications reflect a strong trajectory in health services research, with recurring themes in equity, workforce well-being, and policy evaluation. Her studies frequently use large national datasets and mixed methods to address structural barriers in care delivery for underserved populations, particularly Black and Latino older adults. Scientific Awards and Honors: Rising Star Research Award, Eastern Nursing Research Society (2022) Health in Aging Foundation New Investigator Award (2022) NASEM Committee Member on Quality of Care in Nursing Homes (2020) Scholar, National Clinician Scholars Program, Yale (2020) Jonas Policy Scholar (2019) Douglas Holmes Emerging Scholar Paper Award (2018) Travers is actively involved in mentoring and accepting PhD students. She leads multiple federally funded research projects, including a Robert Wood Johnson Foundation Career Development Award and a National Institute on Aging K76 Beeson Award. She has served on national committees and contributed to high-impact policy reports, demonstrating leadership in translating research into action. Her work is frequently covered in media outlets such as Scientific American , AARP , and Crain's New York . Laboratories and Research Teams: She is affiliated with several active research initiatives, including the NH Explanatory Trials Network and projects examining dementia care workforce experiences, health equity in nursing home quality measures, and culturally sensitive interventions for Black adults with chronic conditions.