Multicultural Competence Professors and Supervisors | ApplySharif

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Rika HanamitsuView profile

Professor

Waseda UniversityJapan

Rika Hanamitsu is a Professor at the School of Social Sciences, Waseda University, where she teaches courses related to intercultural communication studies. She holds a Doctor of Philosophy degree from Waseda University and is also affiliated with the Center for International Education and the Global Education Center at the university. Education: Doctor of Philosophy from Waseda University Affiliations: Center for International Education, Global Education Center Her research focuses on intercultural communication and applied linguistics, particularly examining how cultural stereotypes, identities, and communication styles are represented in media and literature. She has conducted extensive research on Allen Say's works and their cultural implications, analyzing how they depict multicultural experiences and identity formation. Professor Hanamitsu's educational activities include teaching various courses including 'Seminar III (Intercultural Communication Studies)', 'Exploring Cultures through Film', 'Inter-Cultural Communication', 'Freshman Seminar', and 'Intercultural Communication' in both fall and spring semesters of 2025. Her teaching emphasizes the use of films as educational tools for intercultural understanding and literacy development. She has participated in overseas activities such as attending the Summer Institute of Intercultural Communication at Hope College, University of Michigan in 2002. Her social activities include intercultural communication training using games to develop communication skills, which she has conducted since 2011. International Presentations: 35th IBBY World Congress (2016), Summer Institute of Intercultural Communication (2002) Domestic Conferences: Japan Association for Language Education & Technology, Japan Association of College English Teachers, Japan Society of English Usage and Style Research Projects: Cultural Comparison of Conflict Scenes in Movies and Their Treatment (2005)

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Cleophas MuneriView profile

Assistant Professor

University of New MexicoUnited States

Cleophas Muneri is an Assistant Professor and Interim Co-Chair in the Department of Communication and Journalism at the University of New Mexico. He holds a Ph.D. from the University of New Mexico (2012). His research focuses on media’s role in shaping cultural identities and democracy, particularly in the Global South. Key areas include media democracy, critical cultural studies, and intercultural communication. He explores how digital media, civil society, and social movements contribute to democratization amid globalization challenges. Dr. Muneri’s work integrates decolonial theory and critical approaches to analyze media’s impact on cultural identities and democratization struggles in postcolonial contexts. His research addresses issues like media capture, news deserts, and disinformation, emphasizing solidarity-building in fragmented media ecosystems. He has co-authored a book on Journalism, Democracy, and Human Rights in Zimbabwe, and co-edited a volume on social media and justice. His teaching spans both graduate and undergraduate levels in media and critical cultural communication. His recent publications analyze social media’s dual role in advancing social justice and its pitfalls, digital journalism challenges in Zimbabwe, and intercultural pedagogy. He emphasizes critical reflexivity in education and interrogates whiteness discourses in classrooms. No scientific awards are explicitly mentioned in the text. Muneri’s advising and grants focus on fostering intercultural dialogue and media literacy. His research groups investigate media’s role in democratization, with ongoing projects on global north-south media dynamics and civil society mobilization. While no specific labs or teams are named, his work aligns with UNM’s interdisciplinary research in communication and cultural studies.

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Chang PuView profile

Professor

Berry CollegeUnited States

Dr. Chang Pu is a Professor of Teacher Education and Coordinator of the ESOL endorsement program at Berry College. She specializes in TESOL, bilingual education, and heritage language education, teaching both undergraduate and graduate courses including Multicultural Education and ESOL endorsement classes. Her work emphasizes preparing educators to support culturally and linguistically diverse students through collaborations with schools in Georgia (e.g., New Comer Academy) and China. Education: Ph.D. in Culture, Literacy, and Language (University of Texas, San Antonio) M.A. in TESOL (St. Cloud State University) B.A. in English (University of Electronic Science & Tech. of China) Instructional Technology Certificate (St. Cloud State University) Research Focus: Dr. Pu's research centers on heritage language education, virtual exchange methodologies, and equitable practices for linguistically diverse learners. She investigates how bilingual and bicultural competence can be fostered in K-12 settings and teacher preparation programs. Publications: Her work spans topics like at-risk Latino student success, global teacher education collaboration, and Chinese heritage language instruction. Recent contributions include analyses of biliteracy development and innovative pedagogical strategies in multicultural contexts. Awards: 2019 Longview Foundation Global Teacher Educator Fellow Dr. Pu actively engages in community partnerships, co-designing programs with international schools and bilingual immersion initiatives to bridge educational gaps. Her advising focuses on preparing teachers for multicultural classrooms through service-learning and cross-cultural exchanges.

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Eunjung LeeView profile

Assistant Professor

Lewis UniversityUnited States

Eunjung Lee serves as Assistant Professor of Business Analytics in the College of Business at Lewis University, bringing extensive industry experience from Samsung and LG alongside prior academic roles at Indiana State University. Her expertise bridges business analytics and educational technology with a pronounced focus on equity-driven research. Her educational foundation includes: Ph.D. in Information Technology Management, University of Wisconsin-Milwaukee M.B.A., Korea University B.S., Kwangwoon University Dr. Lee's research trajectory evolved from business analytics toward educational equity, with recent work emphasizing computational thinking in mathematics education, teacher preparation models, and machine learning applications for gifted identification. She investigates how digital tools transform pedagogy while addressing systemic barriers for underrepresented students. Analysis of her 2022-2025 publications reveals dominant themes in equitable gifted identification through cross-cultural validation of the HOPE rating scale, computational thinking integration in teacher training, and longitudinal studies of enrichment program impacts. Her methodology consistently combines quantitative analysis with equity-centered frameworks. No scientific awards were documented in available sources. While specific advising details remain unreported, her courses in Business Intelligence and Forecasting demonstrate applied analytics instruction. Research grants weren't specified in source materials. Collaborative structures like the Lowell Stahl Center for Entrepreneurship provide institutional context, though dedicated labs or research teams weren't explicitly referenced.

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Alexa QuinnView profile

Assistant Professor

James Madison UniversityUnited States

Dr. Alexa Quinn is an Assistant Professor in the Department of Early, Elementary, and Reading Education at James Madison University's College of Education. Her research focuses on culturally responsive teaching, family-school interactions, and inclusive education practices. She holds a terminal degree in Education and is dedicated to preparing future educators to address the diverse needs of students, particularly in early childhood and elementary settings. Her work emphasizes the importance of teacher training programs that foster cultural competence and self-efficacy, alongside strategies for supporting students with disabilities. Dr. Quinn’s scholarship bridges theory and practice, advocating for policies that prioritize equitable educational access and family engagement. Her publications span topics such as inquiry-based learning, morning meeting practices in social studies, and the role of wordless picturebooks in multilingual families. While no formal awards are listed, her contributions to teacher education and policy-relevant research reflect her commitment to impactful educational solutions. Dr. Quinn advises no listed students and does not mention current grants or labs, though her research interests suggest involvement in collaborative projects focused on early childhood education equity and teacher development.

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Satoshi MiyazakiView profile

Professor

Waseda UniversityJapan

Satoshi Miyazaki is a Professor at Waseda University's Graduate School of Japanese Applied Linguistics and affiliated with the Faculty of International Research and Education . With a Ph.D. from Monash University, his work bridges Japanese language education, second language acquisition, and cross-cultural communication. Education Background: Doctor of Philosophy (Japanese Applied Linguistics) - Monash University (1997) Graduate School of Japanese Applied Linguistics - Waseda University (1982) Research Interests focus on Japanese language pedagogy, natural acquisition mechanisms, and interactional strategies for non-native learners. His innovative use of Eye Mark Recorders (EMR) and Event-Related Potentials (ERP) has advanced understanding of cognitive processes in language learning. Recent Articles (2011-2001) reveal trends in Japanese language education reform, cross-cultural learning challenges, and technology-enhanced teaching methods. Key themes include correctional language programs for foreign inmates, immersion environments, and brain processing studies using advanced neuro-linguistic techniques. Research Projects have received continuous funding from Japan Society for the Promotion of Science, including prison language education programs, foreign care worker competence frameworks, and EMR-based lecture comprehension analysis. His work extends to international collaborations with institutions in Australia, the U.S., and Europe.

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Sabina OwsianowskaView profile

Lecturer

University of Physical Education in KrakówPoland

Dr. Sabina Owsianowska is a Lecturer at the Faculty of Tourism and Recreation , University School of Physical Education in Cracow , Poland. She has been actively involved in teaching Polish and international students since 2006, particularly through the LLP-Erasmus program. MA in Tourism Studies (University School of Physical Education in Cracow, 2001) PhD in Humanities (University School of Physical Education in Cracow, 2005) Her research focuses on tourism anthropology , examining tourism as a cultural and social phenomenon , with special interest in: Socio-cultural dimensions of leisure Gender issues in tourism Media influence on tourism Semiotics of tourist experiences Cultural and heritage tourism Her academic contributions include: Co-editor of Anthropology of Tourism in Central and Eastern Europe (Rowman & Littlefield, 2018) Editorial board member of Folia Turistica journal since 2014 Co-editor of multiple thematic issues in tourism anthropology Dr. Owsianowska has: Published 9 book chapters Contributed to refereed journals and conference proceedings Authored critical reviews of contemporary tourism research Key collaborative projects include work with: Dr. Marek Banaszkiewicz Prof. Nelson Graburn Prof. Maria Della Lucia Dr. Elena Giudici

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Tick Ngee SimView profile

Associate Professor

National University of SingaporeSingapore

Tick Ngee Sim serves as an Associate Professor at the National University of Singapore, specializing in developmental and social psychology with emphasis on Singaporean adolescent populations. Her work bridges theoretical frameworks and culturally contextualized family dynamics. Her academic credentials include: Ph.D. from University of Wisconsin-Madison M.Sc. from University of Wisconsin-Madison B.Soc.Sci. (Hons.) from National University of Singapore Research focuses on adolescent psychosocial development, parenting practices, religion's psychological impact, and educational systems. She investigates cultural nuances in parent-adolescent relationships, educational streaming effects, and religious attachment within Singapore's multicultural society. Methodologically, her work prioritizes quantitative analysis of developmental trajectories in Asian contexts. Publication analysis (2000-2005) reveals consistent investigation of parenting styles' behavioral outcomes, religious attachment metrics, and parental regard's protective role in adolescent competence. All works demonstrate rigorous application of developmental theory to Southeast Asian cultural frameworks, particularly Chinese-Singaporean communities. No scientific awards, student advising records, grant funding, or laboratory affiliations were documented in available materials.

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William MartinezView profile

Associate Professor

University of California, San FranciscoUnited States

William Martinez, PhD, ABPP is an Associate Professor of Psychiatry and Behavioral Sciences at the University of California, San Francisco (UCSF) School of Medicine and Vice Chair for Diversity and Health Equity. He serves as Director of the Child and Adolescent Services clinic at Zuckerberg San Francisco General Hospital and Director of Pediatric Mental Health for the UCSF Health and Human Rights Initiative. Dr. Martinez is a licensed psychologist (CA PSY28084) certified by the American Board of Professional Psychology in Clinical Child and Adolescent Psychology. UCSF Weill Institute for Neurosciences Division of Infant, Child, and Adolescent Psychiatry Director of the Fuerte program Faculty in APA-accredited internship programs Dr. Martinez's research focuses on reducing behavioral health disparities among ethnic minority youth, with special emphasis on Latinx and immigrant populations. His socio-ecological approach addresses three key areas: the impact of social determinants on behavioral health disparities; implementation of evidence-based prevention and intervention programming for traumatic stress; and policy advocacy for juveniles in immigration court proceedings. His work integrates implementation science with community-based participatory research to develop culturally responsive mental health interventions. Analysis of Dr. Martinez's 15 most recent publications reveals a strong concentration on immigrant mental health, particularly focusing on newcomer Latinx youth. His research spans trauma, adaptation, telehealth implementation during the pandemic, critical consciousness, and the impact of immigration policy on mental health. The publications demonstrate an interdisciplinary approach combining clinical psychology, public health, and policy advocacy. Scientific awards and honors include: CHCF Health Care Leadership Program Fellow (2022-2024) NIH Loan Repayment Program (2018-2020) Jeffrey S. Tanaka Memorial Dissertation Award (2015) Ford Foundation Dissertation Fellowship (2013-2014) Predoctoral Minority Fellowship Program (2010-2013) Dr. Martinez is Principal Investigator of several major research projects, including the Fuerte program (a school-based prevention program for newcomer immigrant youth), and serves as Co-Investigator on NIH-funded research examining community-based sports interventions for newcomer youth. He is actively involved in training through the Multicultural Clinical Training Program and Clinical Psychology Training Program at UCSF/ZSFG. His leadership extends to global health equity, with research interests spanning child and adolescent health, mental health, human rights, refugee health, policy standards of care, and implementation science across California and Latin America and the Caribbean.

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Tanya TierneyView profile

Medical Educator

Nanyang Technological UniversitySingapore

Dr Tanya Tierney serves as Assistant Dean, Clinical Communication at the Lee Kong Chian School of Medicine, Nanyang Technological University. She is a资深 medical educator specializing in patient-centered communication and simulation-based teaching methodologies. Previously, she held roles at Imperial College London, including Course Leader for Clinical Communication and Head of Year for Graduate Entry Medicine students. Her expertise includes simulated patient (SP) training, curriculum development, and student welfare initiatives. Dr Tierney holds a PhD in Neuroendocrinology from the National Institute for Medical Research (1998) and transitioned to medical education research in 2004. Her work focuses on simulation-based learning, ethnographic approaches to non-technical skills development, and stress management in healthcare settings. Key contributions include developing assessment tools like the Imperial Stress Assessment Tool (ISAT) and advancing hybrid simulation methodologies. Her research portfolio spans over two decades, with recent emphasis on empathy development in healthcare professionals, global perspectives on equity in medical education, and optimizing simulated participant programs. She has authored numerous studies on clinical communication, surgical training, and interprofessional collaboration.

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Stephen FrezzaView profile

Professor

Franciscan University of SteubenvilleUnited States

Dcn. Stephen Frezza is a Professor of Software Engineering and current Director of the Software Engineering Program at Franiscan University of Steubenville . Prior to this, he served as a professor and three-time chair of the Computer and Information Science Department at Gannon University for 26 years. His expertise spans requirements engineering, project management, software testing, and embedded systems . Ph.D., M.S., and B.S. in Electrical Engineering from the University of Pittsburgh Professional Software Engineering Master (PSEM) Active in industry-university partnerships His research bridges engineering with theology , focusing on philosophy of engineering, affective-domain assessment, competency modeling, and software engineering education . He has authored numerous scholarly works on virtue formation, educational frameworks, and the philosophical foundations of computing. Recent publications highlight his contributions to computing curricula (CC2020), virtue-based educational models , and Lonergan’s epistemology applied to engineering . His work integrates faith and reason in pedagogical contexts, emphasizing the ethical dimensions of engineering education . Senior Member of the IEEE Computer Society Volunteer for IEEE-CS Special Technical Committee on Education Professional member of the American Society for Engineering Education (ASEE) Dcn. Frezza’s leadership in curriculum design and industry collaboration has shaped software engineering programs globally. His teaching and research underscore the interplay between technical rigor and moral development , advocating for holistic engineering education.

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Mizuki MazzottaView profile

Teaching Professor

Emory UniversityUnited States

Mizuki Mazzotta is an Assistant Teaching Professor in the Department of Russian and East Asian Languages and Cultures at Emory University, where she also serves as Japanese Language Coordinator. Her academic journey includes a Ph.D. in Applied Linguistics from Georgia State University (2018) and M.A. degrees in Linguistics (McGill University) and Applied Linguistics (University of South Florida). Her research focuses on instructed second language acquisition, particularly the role of affect and sociocultural theory in L2 learning. She has extensive experience teaching Japanese language courses and mentoring students at Emory and previous institutions like Georgia State University. Education: Ph.D., Applied Linguistics, Georgia State University (2018) M.A., Linguistics, McGill University (2005) M.A., Applied Linguistics, University of South Florida (1997) B.A., English Literature, Soka University (1995) Research Interests: Instructed Second Language Acquisition Corrective Feedback in L2 Writing Sociocultural Theory in Language Education Learner Affect and Motivation Technology-Enhanced Language Learning Cultural Awareness in Language Instruction Awards & Grants: Recipient of multiple grants including the KAKENHI Grant (Japan), Mellon Humanities Pathways Grant, and Emory College Pedagogy Mini-Grant. Member of honor societies: Phi Beta Delta and Golden Key International. Service & Leadership: Executive Committee Member, Emory College Language Center Organizer of Japanese Program Guest Speaker Talks and Cultural Events Reviewer for Language Teaching Research and other academic journals Interviewer for the Japan Exchange Teaching Program Teaching & Mentorship: Instructor of Japanese language courses at Emory and Georgia State University Developer of study abroad programs in Japan and internship collaborations Mentor for Japanese interns and temporary faculty

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Laura SmithView profile

Professor

Columbia UniversityUnited States

Laura Smith is a Professor in the Department of Counseling and Clinical Psychology at Teachers College, Columbia University. She focuses on critical psychology, social inclusion, and emotional wellbeing, with a particular emphasis on poverty, classism, and racism. Her email is ls2396@tc.columbia.edu. Educational Background: Ph.D. in Counseling Psychology, Virginia Commonwealth University M.S. in Counseling Psychology, Virginia Commonwealth University B.A. in English and Psychology with High Distinction, University of Virginia Smith’s research examines how psychological practice and theory marginalize low-income and racially minoritized populations. She advocates for participatory action research (PAR) to democratize knowledge production and address systemic inequities. Her work spans topics like epistemic injustice, Arab American women’s identity, and therapeutic practice in poverty contexts. The 15 most recent articles reflect her expertise in race, class, and qualitative methodologies. Key trends include anti-racism in counseling, intersectional discrimination, and PAR as a tool for social change. She collaborates closely with graduate students and community partners through the Inclusive Inquiry Research Lab (IncLab). Key Contributions: Editorship of books on diversity and poverty Leadership in PAR projects with schools and marginalized communities Advocacy for psychology’s role in structural change

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Christine McWayneView profile

Professor

Tufts UniversityUnited States

Christine McWayne is a Professor in the Eliot-Pearson Department of Child Study & Human Development at Tufts University, School of Arts and Sciences. Her work focuses on early childhood education, particularly addressing systemic barriers faced by children in poverty and culturally diverse communities. She leads the Ensuring eXperiences for Children's Early Learning Success (ExCELS) Lab and co-founded the Readiness through Integrative Science and Engineering (RISE) Project. Education: PhD in Psychology in Education (University of Pennsylvania, 2003), MS Ed in Psychological Services (University of Pennsylvania, 1998), BS in Psychology (Abilene Christian University, 1996). Research interests include culturally inclusive STEM curricula, family-school partnerships in ethnocultural communities, and strengths-based measurement development. She emphasizes leveraging community voices to inform interventions. Recent work addresses Latine families’ engagement, dual language learners, and bridging home-school divides. Her awards include the 2009 Reviewer of the Year Award. Grants and advising are central to her work, though specific student names are not listed in available materials. She collaborates extensively with community partners to design culturally responsive programs. Labs/Projects: ExCELS Lab (focusing on urban poverty and family engagement) and the RISE Project (STEM curriculum for Head Start teachers). Future work continues to prioritize equity, culturally grounded measurement, and systemic supports for marginalized children.

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Laurel YoungView profile

Professor

Concordia UniversityCanada

Dr. Laurel Young is a Professor in the Department of Creative Arts Therapies at Concordia University, specializing in music therapy with a focus on gerontology, palliative care, and neurodiverse populations. She holds certifications in the Bonny Method of Guided Imagery and Music (FAMI) and has over 23 years of clinical experience across geriatrics/dementia, oncology, HIV care, and developmental disabilities. Her roles have included Professional Leader of Creative Arts Therapies at Sunnybrook Health Sciences Centre and teaching positions at Wilfrid Laurier University and Temple University. Dr. Young’s research spans multicultural competence in therapy, ethical frameworks, and the intersection of music with health and well-being. Key themes include end-of-life care for dementia patients, singing groups for autistic adults, and bereavement support through music. She has published extensively in peer-reviewed journals and books, including editorial leadership for Barcelona Publishers’ Qualitative Inquiries in Music Therapy Monograph Series (2012–2013). Her work emphasizes bridging research and clinical practice, with a focus on marginalized groups such as older adults, individuals with disabilities, and those facing chronic illnesses. Awards include the 2014 CAMT Research & Publications Award and teaching accolades from Wilfrid Laurier and Temple Universities. Current projects explore AI-assisted therapeutic technologies and community-based music interventions.

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