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Derya Orhan GöksünView profile

Associate Professor

• Educational Technology
• 21st Century Skills
• Social Networks in Education
• +7 more

Dr. Derya Orhan Göksün is an Associate Professor in the Department of Educational Sciences at Adıyaman University 's Faculty of Education. She holds a PhD in Computer and Instructional Technologies Education from Anadolu University. Her academic journey includes roles as a research assistant, lecturer, and faculty member at both Anadolu and Adıyaman Universities since 2010. She has been actively involved in research projects supported by TÜBİTAK and university grants. Educational Background: PhD (2016): Anadolu University, Institute of Educational Sciences Master's: Computer and Instructional Technologies Education (2010) Bachelor's: Computer and Instructional Technologies Education (2006) Research Focus: Her work centers on 21st century skills, educational technology integration, digital citizenship, cyber behavior, and AI applications in education . She explores how technology enhances learning environments, especially in special education and distance learning contexts. Recent projects include the development of AI-driven educational tools and frameworks for flipped classrooms. Publications & Impact: Over 26 peer-reviewed articles in journals like Journal of Computing in Higher Education and Science Education International . Her work has addressed topics ranging from gamified learning to social presence in online education. Co-authored books include Artificial Intelligence in Education (2024) and Eğitim Teknolojileri Okumaları series. Grants & Awards: MEDEA Awards for innovative educational projects Scientific contributions recognized by Media and Learning Association Lead researcher in 6 projects supported by TÜBİTAK and university grants Professional Contributions: Serves on editorial boards for journals like Adıyaman University Social Sciences Institute Journal . Advised multiple educational technology initiatives, including the Education Bag Project for Web 2.0 content development. Labs & Teams: Active member of interdisciplinary teams focused on AI in education and distance learning models. Collaborates internationally with institutions like Karel Kreijns' research group on social presence theory.

Rebecca O'BrienView profile

Associate Professor

• Gifted Education
• Talent Development
• Identification of Potential in Diverse Populations
• +4 more

Rebecca O'Brien is an Associate Professor in the Department of Education at Whitworth University, joining in 2019. She holds a Ph.D. in Educational Psychology from the University of Connecticut (2018), an M.Ed. in Special Education from Northwestern State University (2013), and a B.S. in Biology from Centenary College (2008). Her expertise spans gifted education, talent development, and assessment in underserved populations. She has received multiple awards, including the NAGC Survey Research SIG Graduate Student Award and AERA’s Joseph Renzulli Fund. Her research focuses on identifying high potential in diverse students, statistical modeling, and teacher learning. She has contributed to peer-reviewed journals like Gifted Child Quarterly and Journal of Psychoeducational Assessment . O’Brien actively presents at conferences such as the National Association for Gifted Children and AERA, addressing topics like computational thinking in early education and strategies for fostering gifted behaviors in classrooms. Professionally, she served as Director of Children’s Programs at the University of Louisiana’s Center for Gifted Education, designing programs for PK-10 learners. She also co-led grants funded by the Louisiana Department of Education, focusing on teacher preparation and residency programs. Her work emphasizes equity in gifted education and evidence-based practices.

Sarah FayeView profile

Lecturer

• Contract Grading
• Disability Studies
• Rhetoric of Health and Medicine
• +3 more

Sarah Faye is a Continuing Lecturer in the University Writing Program at the University of California, Davis. Her teaching emphasizes rhetorical analysis, genre studies, and student-centered pedagogy, with a focus on multilingual learners and online learning environments. She holds a BA in History from UC Davis, an MA in English from California State University, Sacramento, and multiple graduate certificates in teaching composition, TESOL, online writing instruction, and technical communication. Her research interests include contract grading, disability studies, the rhetoric of health and medicine, and the history of technical communication. Faye has presented widely at national and international conferences, exploring topics like inclusive grading practices, AI in technical communication classrooms, and multimodal assessment strategies. Her work prioritizes equitable pedagogy and inclusive learning environments across modalities, with a focus on fostering student agency through collaborative and transparent assessment systems. Recent presentations highlight innovations in hybrid course design, the ethical use of AI tools in education, and strategies for building online learning communities. Though no formal awards are listed, her extensive conference contributions demonstrate sustained engagement with cutting-edge educational practices and assessment methodologies.

Christopher CunneenView profile

Professor

• Indigenous Criminology
• Juvenile Justice
• Restorative Justice
• +5 more

Professor Christopher Cunneen is a leading criminologist at the University of Technology Sydney (UTS), holding the position of Professor of Criminology at the Jumbunna Institute for Indigenous Education and Research since 2018. He has extensive academic experience, including roles as Professor at UNSW (2006–2010), James Cook University (2010–2014), and Director of the Institute of Criminology at the University of Sydney (1999–2005). His research focuses on Indigenous peoples' relationship with legal systems, juvenile justice, restorative justice, policing reform, and human rights. He has contributed to major inquiries such as the Royal Commission into Aboriginal Deaths in Custody and the Stolen Generations Inquiry. His work emphasizes decolonizing criminology, critical Indigenous methodologies, and systemic critiques of policing and incarceration. Professor Cunneen’s funded research includes studies on justice reinvestment, Indigenous access to civil law, and penal systems reform. He has authored/co-authored over 287 publications, including seminal works on defunding police, decolonizing justice frameworks, and risk-based penal policies. His awards include the ANZ Distinguished Criminologist Award (2022) and Fellowship in multiple academic societies. He actively supervises postgraduate research in criminology and social justice, advocating for community-centered approaches to legal and penal systems. His global collaborations and advisory roles highlight his commitment to advancing Indigenous self-determination and social equity.

Kelly A. AcostaView profile

Assistant Professor

• Teacher education and special education
• Learning disabilities
• Special education law and policy
• +2 more

Kelly A. Acosta is an Assistant Professor in the Department of Special Education at Rhode Island College. She holds a Ph.D. (2022) and M.Ed. (2002) in Special Education from the University of Florida and University of North Carolina–Greensboro, respectively, and a B.A. in English and Secondary Education from Northeastern University (2001). Ph.D., Special Education, University of Florida (2022) M.Ed., Special Education, University of North Carolina–Greensboro (2002) B.A., English and Secondary Education, Northeastern University (2001) Her research focuses on teacher education , special education policy , and addressing teacher shortages , particularly in rural settings. She explores interventions for students with learning disabilities and post-secondary transition strategies, contributing to inclusive education frameworks. Publications span special education policy, teacher recruitment challenges, and assessment methodologies, with notable works on systemic solutions to staffing shortages and data-driven instructional practices. She has authored book chapters and policy briefs on leveraging multiple sources of information for student profiling. Acosta's work emphasizes bridging educational theory with practical policy solutions, though no specific scientific awards or student advisement details are documented in the provided texts.

Elia PowersView profile

Associate Professor

• Podcasting
• Multimedia journalism
• Data journalism
• +3 more

Dr. Elia Powers is an Associate Professor in the Department of Mass Communication at Towson University's College of Fine Arts and Communication. His academic work bridges journalism practice and scholarly research, with a focus on how news organizations can assess their civic impact, promote relevance, and better reflect society's diversity. He teaches courses including Podcasting, Feature Writing, Multimedia Reporting Capstone, Media Audiences & Analytics, Qualitative Research Methods, and Media & Politics. Dr. Powers' research interests span multiple dimensions of contemporary journalism: Podcasting and audio journalism Multimedia and data journalism practices Audience engagement and analytics Diversity, equity, and inclusion in media representation Qualitative research methods in media studies His recent scholarly work has been published in leading journals including Journalism Studies, Journalism Practice, Digital Journalism, Journal of Broadcasting & Electronic Media, and International Journal of Communication. His 2024 book "Performing the News: Identity, Authority, and the Myth of Neutrality" (Rutgers University Press) explores how journalists from historically marginalized groups navigate performance expectations in broadcasting and podcasting. Dr. Powers' research trajectory shows a consistent focus on how journalists present themselves, engage with audiences, and navigate identity in media spaces. His early work examined news consumption habits and personalization awareness among students, evolving toward more nuanced examinations of performance, diversity, and inclusion in journalism. Recent publications increasingly address empathy in community coverage, generative AI's impact on journalism education, and the limitations of "performance neutrality" in broadcast news. Dr. Powers maintains an active professional practice alongside his academic work. He serves as a sports, features, and podcast editor at the Baltimore Watchdog and produces independent podcasts, including the "Areas of Agreement" series that examined the urban-rural divide in the United States. This practitioner perspective deeply informs his scholarly work on media representation and journalistic practice.

Mihela ErjavecView profile

Senior Lecturer

• Child Development
• Health and Wellbeing
• Evidence-Based Interventions
• +5 more

Dr. Mihela Erjavec is a Senior Lecturer at the School of Psychology and Sports Science, Bangor University, where she also serves as the Disability, Equality, Diversity, and Inclusion Tutor. She holds a BSc in Psychology from London and a PhD from Bangor University. Her teaching portfolio includes modules on child health and wellbeing, psychophysiology of eating, and developmental psychology, and she supervises research projects at undergraduate, master's, and PhD levels. Her research focuses on child development, health and wellbeing, evidence-based interventions, and eating behaviour. Key projects include: Investigating social support and mental health in pregnancy among Kuwaiti women Exploring determinants of health in children with Type 1 diabetes Collaborating with Coed Lleol to study nutritional choices through woodland activities Developing early interventions for children with developmental delays in Bosnia and Herzegovina Implementing healthy eating programmes in primary schools (Food Dudes) Dr. Erjavec collaborates globally with organizations including UNICEF, World Bank Group, and multiple health ministries. Her work has been funded by Kuwait Ministry of Education, Kuwait Ministry of Health, and KESS II.

• Leadership
• Employee Well-being
• Diversity, Equity, and Inclusion (DEI)
• +7 more

Lars U. Johnson is an Assistant Professor in the Department of Management at the College of Business, The University of Texas at Arlington. His research focuses on leadership, employee well-being, diversity, equity, and inclusion (DEI), and personality in organizational contexts. He teaches courses in leadership, human resource management, and evidence-based management, and actively mentors students at multiple levels. Ph.D., University of Houston, Organizational Psychology, 2017 M.A., University of Houston, Organizational Psychology, 2015 B.A., Tougaloo College, Psychology, 2007 M.Ed., Lamar University, Educational Administration, 2011 His research explores how leadership influences employee engagement, burnout, and inclusion, with a strong emphasis on DEI and individual differences. He develops and validates psychological instruments and applies findings to real-world organizational challenges. His work integrates theory with practice, particularly in HR analytics, training development, and 360-degree feedback. The recent articles show a consistent focus on leadership, DEI, and employee well-being, with increasing attention to systemic issues like anti-Black racism, stereotype threat, and diversity measurement. His collaborations span multiple institutions and include both empirical and conceptual contributions across journals in psychology and management. Scientific Awards and Honors: No formal awards listed in the provided text. Advising and Grants: Lars integrates students into his research and has secured significant external funding, including a pending National Science Foundation grant on enhancing STEM persistence among Black and Latine students. He mentors through programs like RISE and UROP and chairs graduate and faculty search committees, demonstrating strong commitment to academic service and student development. Labs and Teams: While no formal lab is named, Lars leads a collaborative research program involving partnerships with organizations such as Whole Foods Market, the Department of Defense’s DEI Institute, and municipal agencies. He co-chairs SIOP’s Diversifying I-O Psychology initiative and leads editorial and professional committees, indicating active engagement in national scholarly communities.

• History of Medicine
• Social History of Health
• Cultural History of Medicine
• +7 more

Dr. Claire Jones is a Senior Lecturer in the History of Medicine at the School of History, University of Kent, where she has been based since 2016. She is also the Outreach and Schools Liaison Lead, actively promoting historical engagement with schools. She holds visiting fellowships at the Centre for the History of Medicine, University of Warwick, and the Centre for the History and Philosophy of Science, University of Leeds. PhD, University of Leeds (2010) BA/MA in relevant field (implied from academic trajectory) Her research focuses on the cultural, economic, and social history of medicine in Britain post-1750, particularly the interplay between medicine and commerce, including contraception, medical technologies, and material culture. She has published extensively on medical trade catalogs, prosthetics, and oral health, bridging academic and public history. Her recent publications reflect a strong trend in analyzing medicine as a commercial and cultural enterprise, with major contributions in journals such as Modern British History , Social History of Medicine , and British Journal for the History of Science . Her work often explores how professional identities, consumer behavior, and material objects shaped medical practice. She has received research funding from the Wellcome Trust, Arts and Humanities Research Council, Academy of Medical Sciences, and other prestigious bodies. Principal Investigator and Co-Investigator on multiple grants Collaborations with British Dental Association Museum, Thackray Medical Museum, Florence Nightingale Museum Claire supervises postgraduate research students in the history of medicine, especially those interested in medical technologies, consumption, and material culture. She also contributes to public engagement through museum partnerships and outreach programs. She has held curatorial roles at the Thackray Medical Museum, George Marshall Medical Museum, and Infirmary Museum, University of Worcester, highlighting her deep commitment to public history and museum education.

Tim CavellView profile

Professor

• Clinical Child Psychology
• Prevention Science
• School-Based Interventions
• +9 more

Tim Cavell is a Professor in the Department of Psychology within the College of Arts & Sciences at the University of Arkansas. He is a clinical child and family psychologist whose research focuses on prevention and intervention for children at risk due to aggression, bullying, or family circumstances such as military deployment. His work is funded by the National Institute on Drug Abuse, the Institute of Education Sciences, and the Department of Defense. His research explores school-based mentoring, parent involvement in natural mentoring, and integrated behavioral health care. He leads the Center for Research on Aggression and Victimization (CRAV), where his team evaluates interventions involving teachers, parents, and mentors to support children’s social and emotional development. Dr. Cavell's recent publications reflect a consistent focus on peer victimization, mentoring dynamics, military-connected youth, and school-based mental health. His work shows strong trends in understanding risk and protective factors in child development, especially through mentoring relationships and school environments. He has contributed significantly to measurement development, such as the Inventory of School Supports for youth. University of Arkansas, Award for Outstanding Contributions to Service Learning Fellow, Association of Behavioral and Cognitive Therapies Dr. Cavell has served as a principal investigator on multiple federally funded grants, including a $749,449 DoD grant (2022–2025) on digital support for military-connected students and prior IES and NIDA grants exceeding $1.3 million each. He mentors graduate students and teaches courses in psychotherapy, clinical supervision, and advanced seminars on bullying and mentoring. He is also actively involved in national leadership roles in the American Psychological Association and clinical child psychology organizations. He directs the Center for Research on Aggression and Victimization (CRAV), which conducts intervention research with aggressive and victimized children, mentors, and families. The lab emphasizes evidence-based practices and translation of research into school and community settings.

Raghu RaghavanView profile

Professor

• Mental Health
• Global Mental Health
• Public Mental Health
• +13 more

Raghu Raghavan is Professor of Mental Health at De Montfort University, Leicester, affiliated with the Faculty of Health and Life Sciences and the School of Nursing and Midwifery. He directs the Social Sciences Research and Innovation Institute (SSRII), fostering interdisciplinary research in social sciences. His work bridges academia and community action, with a focus on global mental health, resilience, and cultural inclusivity. PhD, Oxford Brookes University Post Graduate Certificate in Higher and Adult Education, University of Wolverhampton M.Sc. in Medical Psychology, University of Surrey BA in Psychology, University of Kerala, India Registered Nurse (Learning Disabilities), East Surrey School of Nursing Raghu Raghavan's research centers on mental health literacy, resilience, and wellbeing across diverse cultural contexts, particularly in the UK and India. He specializes in transcultural mental health, migration, intellectual disabilities, and health disparities. His innovative use of participatory and creative methodologies—such as community theatre, digital storytelling, and photovoice—empowers marginalized communities to co-create knowledge. His work emphasizes strength-based models and inclusive research, aiming to reduce stigma and improve service access for ethnic minorities. His recent publications reflect a strong trend in global mental health, with a focus on culturally grounded interventions in low- and middle-income settings. Key themes include mental health literacy in Kerala, resilience among internal migrants, faith-based coping in Muslim communities, and participatory approaches to reduce coercion in mental health services. His use of interdisciplinary and arts-based methods highlights a commitment to accessible, community-driven research. Scientific Awards and Recognitions: Editorial Board Member, International Journal of Social Psychiatry Lead, De Montfort University – India Research Hub Raghu Raghavan has secured significant funding from UKRI, NIHR, ESRC, AHRC, GCRF, and other bodies, including major grants for projects on dementia diagnosis in BAME communities, mental health literacy in India, and resilience in migrant populations. He actively supervises PhD students on topics including mental health literacy, migration, disabilities, and health inequalities. His collaborative network spans institutions in India, Zimbabwe, and Europe, and he has advised NGOs such as MeHeLP India Foundation and Public Health Resource Network. He leads and contributes to multiple research initiatives involving creative and participatory methods, including the MeHeLP India project, which uses applied theatre to promote mental health literacy. His work with internal migrant communities in Pune and engagement with UK Parliament committees underscore the real-world impact of his research.

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.

• Developmental Psychology
• Educational Psychology
• Clinical Psychology
• +3 more

José Jesús Gázquez Linares is a Professor affiliated with the University of Almería and the Autonomous University of Chile, specializing in Developmental and Educational Psychology. His research focuses on mental health, educational systems, and the psychological aspects of healthcare. He has authored/co-authored over 300 publications, including peer-reviewed articles, books, and conference papers. His work spans multiple areas such as adolescent behavior, nursing stress, cyberbullying effects, and the impact of confinement during the pandemic. He has directed 18 theses and collaborates extensively with researchers in Spain and internationally. Gázquez Linares is recognized for his contributions to understanding burnout in students and professionals, emotional intelligence, and the application of mindfulness in healthcare settings. Key collaborations include studies on teacher mental health across Europe, substance use among adolescents, and the role of technology in education. His research consistently bridges psychological theory with practical applications in education and healthcare systems.

Katherine L. FioriView profile

Professor

• Developmental Psychology
• Adult Development and Aging
• Social Psychology
• +12 more

Katherine L. Fiori is a Professor and Associate Dean for Foundational Psychology and Faculty Involvement at the Gordon F. Derner School of Psychology, Adelphi University. Her research focuses on social relationships, mental and physical health, and emotional development across the lifespan, with particular emphasis on aging, attachment, and social networks. Her academic background includes a Ph.D. from the University of Michigan (2006) and a B.S. from Duke University (2000). She has conducted extensive research on topics such as the DIRe (Differential Investment of Resources) Model, crying behavior, interpersonal dependency, and marital dynamics, often using longitudinal data and international collaborations. Dr. Fiori's recent publications reflect a strong focus on social and emotional well-being across life stages, including emerging adulthood, midlife, and old age. Her work frequently examines how social networks, attachment styles, and religious coping influence mental health, particularly during life transitions and crises such as the COVID-19 pandemic. She has also explored the role of weak ties, friendship in aging, and the impact of caregiving on young adults. She has received numerous scientific awards, including the 2020 Top Article Award from the International Association for Relationships Research, and has been recognized for her teaching and leadership, including being selected for the APA Leadership Institute for Women in Psychology. She is also a Fellow of the Gerontological Society of America. Top Article Award, IARR (2020) Scientific Teaching Fellow (2019–2020) APA Leadership Institute for Women in Psychology (2017) Fellow, Gerontological Society of America (2014) Fulbright Scholarship (2000–2001) Dr. Fiori has chaired several doctoral dissertations and advised numerous undergraduate and master’s theses, particularly through Adelphi’s Emerging Scholars Program. She has secured multiple research grants, including from Adelphi’s Dean’s Research Grant and Faculty Development Grant programs, supporting projects on digital communities for older adults, couples’ social networks, and expressive emotions. She is actively involved in editorial roles, serving as Associate Editor for the Journal of Women & Aging and on the editorial boards of several prominent journals in gerontology and psychology. Her international research collaborations include work with scholars in Germany, Australia, and the Netherlands, reflecting her global perspective on lifespan development and social relationships.

Diana EpelbaumView profile

Associate Professor

• Writing and Rhetoric Studies
• Pedagogy
• Early American Literature
• +9 more

Diana Epelbaum is Associate Professor of Academic Writing and Director of the Academic Writing Program at Marymount Manhattan College, where she plays a key role in shaping writing pedagogy and faculty development. She is affiliated with the Department of Writing, Literature, and Language within the College of Arts and Sciences. Education: Ph.D., English, The Graduate Center of the City University of New York (CUNY) M.S., Literacy Education, Pace University B.A., English and American Literature, New York University Her research spans Writing and Rhetoric Studies , Early American Literature , History of Science , and Women's Studies , with a focus on women's natural histories in the colonial Americas and the intersection of metacognition with writing instruction. She examines how women scientists and writers contributed to ecological and scientific knowledge during the Enlightenment. Her pedagogical scholarship emphasizes classroom strategies grounded in the science of learning. Her recent publications reflect an interdisciplinary trajectory, combining literary analysis with educational innovation. Themes include pandemic-era teaching adaptations, emotional dimensions of writing, feminist literary precursors, and cognitive assessment in literacy. These works appear in specialized academic presses and journals focused on eighteenth-century studies, writing pedagogy, and interdisciplinary humanities. Scientific Awards: The New York Times 'Teachers Who Make a Difference Award' (2009) Dr. Epelbaum advises faculty development through training in metacognitive teaching and writing pedagogy. She has not advised any named students in the provided text. She has served on the review boards of XChanges: An Interdisciplinary Journal and Prompt: A Journal of Academic Writing Assignments , and as a faculty consultant and organizer for the CCCCs Writing about Writing Standing Group. She has received recognition for teaching excellence and contributes to academic discourse through editorial and organizational roles. She leads the Academic Writing Program and teaches courses such as Writ 101: Writing about Writing, AIP 324: Race and Place in Natural Histories of the Americas, and professional writing courses, including those offered at the Bedford Hills Correctional Facility, demonstrating a commitment to inclusive and socially engaged education.