Find Academic Supervisors

Nicole MyersView profile

Associate Professor

• Criminology
• Criminal Justice
• Pre-trial Detention
• +3 more

Nicole Myers is an Associate Professor and Graduate Coordinator in the Department of Sociology at Queen's University, Canada. She holds a PhD and MA from the University of Toronto and a BA from the University of Guelph. Her research focuses on criminology, particularly pre-trial detention, bail processes, and systemic discrimination within the criminal justice system. She critiques current practices such as excessive bail conditions, institutional risk aversion, and the erosion of the presumption of innocence. Her work examines bail court dynamics, including adjournment cultures, systemic overreach in conditions (e.g., banning ordinary locations), and the impact on marginalized groups. Recent studies highlight crises in Canada’s bail system, including deepening detention rates and Manitoba’s discriminatory practices. Myers emphasizes reform needs through policy analysis and empirical studies. Publications span 2009–2024, analyzing bail’s role as punishment, surety supervision roles, and youth justice. Her research bridges legal sociology and criminology, aiming to improve judicial practices and reduce pre-trial detention inequities.

Nico TrocméView profile

Professor

• Child Welfare
• Child Abuse and Neglect
• Social Work
• +6 more

Nico Trocmé is the Philip Fisher Chair in Social Work and Director of the School of Social Work at McGill University. He holds a PhD and MSW from the University of Toronto and has over 30 years of leadership in child welfare research, policy, and practice. His work focuses on child abuse/neglect, First Nations service collaboration, and systemic inequities in child protection systems. Education: PhD, University of Toronto (1992) MSW, University of Toronto (1983) Bachelor of Arts (Philosophy), University of Toronto (1981) Affiliations: Director, School of Social Work (2014–2023) Adjunct Professor, Factor-Inwentash Faculty of Social Work, University of Toronto (2005–2020) Scientific Director, Centre of Excellence for Child Welfare (2000–2008) His research spans national child maltreatment studies (e.g., Canadian Incidence Studies), First Nations partnership initiatives, and policy development. Key areas include socioeconomic disparities in child protection, trauma-informed care, and culturally responsive services for Indigenous communities. He has authored over 230 peer-reviewed publications and led grants totaling $14.3 million. Recent work emphasizes reducing overrepresentation of Indigenous children in systems and addressing mental health inequities. Awards include Fellow of the Royal Society of Canada (2017) and the SSHRC Impact Award (2014). Grants & Projects: Co-developing evaluation mechanisms for Indigenous child welfare (2024–2030) Pan-Canadian Child Welfare Administrative Data Project (2020–2025) Ontario Incidence Study of Child Abuse (2023–2025) Labs/Teams: Canadian Child Welfare Research Portal (cwrp.ca) Centre for Research on Children and Families (McGill) International Society for the Prevention of Child Abuse and Neglect (ISPCAN)

• Inclusive Education
• Special Education
• Education Policy
• +5 more

Linda J. Graham is a Professor at Queensland University of Technology (QUT) and Director of the Centre for Inclusive Education (C4IE). Her research focuses on education policy, disruptive student behavior, and inclusive pedagogies. PhD, Master of Education, and Bachelor of Arts from QUT and Macquarie University Chaired the 2020 Inquiry into Suspension, Exclusion and Expulsion Processes in South Australia Her work explores the intersection of inclusive education , student voice , and teacher-student relationships . She advocates for systemic reform to address overrepresentation of Indigenous and disabled students in exclusionary discipline. Recent publications highlight accessible assessment redesign , equity in education , and student perspectives on discipline . Notable awards include the Spencer Foundation Mentorship Excellence Award (2021) and Macquarie University's Early Career Researcher of the Year (2011). Scientific Awards: Spencer Foundation Mentorship Excellence Award (2021) Macquarie University Early Career Researcher of the Year (2011) Paul Bourke Award (2011) She supervises PhD and professional doctorate students in projects related to language disorders , student voice , and curriculum adjustments . Her leadership extends to the AARE Inclusive Education Special Interest Group and collaborations with institutions like Speech Pathology Australia and the QCAA.

Melissa J. CubaView profile

Assistant Professor

• Special Education
• Multilingual Education
• Educational Equity
• +5 more

Melissa J. Cuba is an Assistant Professor of Special Education at the University of Maine’s College of Education and Human Development, where she also serves as a multilingual scholar. Her work focuses on mitigating the overrepresentation of multilingual learners in special education and improving their educational outcomes through evidence-based practices. With 15 years of K-12 teaching experience, she brings expertise in supporting multilingual learners with and without disabilities and collaborating with school professionals. Education : Ph.D. in Education (Curriculum, Culture & Change), Virginia Commonwealth University (2020) M.Ed. in Curriculum & Instruction (ESOL, Special Education, Spanish), George Mason University (2012) B.A. in World Politics, Philosophy & Spanish Literature, Catholic University of America (2002) Research Interests : Special Education equity, multilingual learners’ inclusion, intersectionality in education, policy analysis, culturally responsive teaching, and technology integration in special education practices. Publications : Her research highlights themes such as multilingual learner disproportionality, undocumented student support strategies, dual language programming, and academic vocabulary instruction for English learners with disabilities. Recent work emphasizes mixed-methods research to address systemic inequities in education. Teaching : Melissa teaches courses such as Strategies for Culturally and Linguistically Diverse Students with Disabilities, Special Education Leadership, and Classroom-Based Prevention and Intervention. Her pedagogy reflects her commitment to equity and inclusive practices.

• Algorithmic Fairness
• Responsible AI
• Deep Learning
• +5 more

Golnoosh Farnadi is an Assistant Professor at McGill University's School of Computer Science , an Adjunct Professor at Université de Montréal , and a Visiting Faculty Researcher at Google Research . She holds the Canada CIFAR AI Chair and is a core academic member of Mila – Quebec AI Institute . Her research focuses on algorithmic fairness , responsible AI , and optimization . She founded the EQUAL Lab (EQuity & EQuality Using AI and Learning algorithms) to address bias and discrimination in AI systems. Key publications explore fairness in kidney exchange programs, generative model geometry, multilingual LLM de-biasing, and prototype-based recommender systems. Her work bridges causal inference, adversarial robustness, and ethical AI. Google Award for Inclusion Research (2023) Women in AI Awards North America Finalist (2023) Facebook Privacy Enhancing Technologies Award (2021) IVADO Postdoctoral Fellowship (2018–2021) She has supervised over 15 PhD and Master's students, including Prakhar Ganesh (McGill) and William St-Arnaud (Université de Montréal). Her teaching includes Responsible AI and Machine Learning courses at McGill and HEC Montréal.

Vicki ChartrandView profile

Professor

• Abolitionism
• Indigenous Justice
• Colonialism
• +6 more

Vicki Chartrand serves as Full Professor in the Sociology Department at Bishop's University and Adjunct Professor in the Criminology Department at the University of Ottawa. She founded and directs the Centre for Justice Exchange, a research hub for collaborative community justice initiatives at Bishop's University. Her academic credentials include a PhD in Sociology from Macquarie University (2008), an MA in Criminology from the University of Ottawa (2002), and a BSSc in Criminology from the University of Ottawa (1999). Chartrand's scholarship critically examines colonial-carceral intersections through Indigenous justice frameworks, prioritizing community-engaged methodologies and abolitionist praxis. Her work actively centers Indigenous women-led responses to violence and decolonizes criminological paradigms by unearthing grassroots justice initiatives. Analysis of her 2016-2022 publications reveals consistent focus on anti-colonial abolitionism, Indigenous self-determination, and carceral system critiques, particularly regarding Missing and Murdered Indigenous Women, Girls and Two-Spirit (MMIWG2S) people. Key thematic threads include prison-industrial complex dismantling, pandemic-era carceral impacts, and transformative pedagogy. With over 25 years of community-based experience working alongside Indigenous communities, women, children, and incarcerated populations, Chartrand mentors through the Justice Exchange Research Clinic Internship while leading collaborative grant-funded projects that prioritize resurgent methodologies and social justice praxis.

Kenya Brumfield-YoungView profile

Associate Professor

• Wrongful Convictions
• Juvenile Delinquency
• Criminal Justice Policy
• +3 more

Kenya Brumfield-Young is an Associate Professor and Internship Coordinator at Saint Louis University's School of Social Work, specializing in Criminology and Criminal Justice. She holds a Ph.D. Candidate status in Social Work, an M.L.S. from Sandra Day O’Connor College of Law, and dual M.S. and B.A. degrees in Criminal Justice. Her research focuses on wrongful convictions, juvenile delinquency, trauma-informed strategies, and systemic inequalities in criminal justice. **Education:** Ph.D. Candidate in Social Work, Saint Louis University M.L.S., Sandra Day O’Connor College of Law, 2014 M.S., Criminal Justice, Columbia College, 2012 B.A., Psychology and Criminal Justice, Columbia College (2011 & 2009) **Research Interests:** Wrongful Convictions Juvenile Justice & Delinquency Prevention Trauma’s Impact on Justice-Involved Youth Crime Policy & Systemic Reforms Race, Ethnicity, and Gender in Criminal Justice Her recent publications analyze Missouri’s wrongful conviction cases, advocating for judicial reform and policy changes. She actively collaborates with Innocence Projects and community organizations to address systemic inequities. **Awards:** 2025 SLU Leadership & Service Award (Faculty Excellence) 2024 Dr. Norman A. White Award for Engaged Scholarship 2023 Outstanding Professor (MACCJ Program) 2022 Spirit of the Billiken Award **Advising & Community Work:** Supervises the Wrongful Conviction Review Internship, mentoring students in post-conviction advocacy. Collaborates with St. Louis County Family Court to address juvenile justice trends and minority overrepresentation in the system. **Labs/Teams:** Co-advisor of Alpha Phi Sigma (Criminal Justice Honor Society) and member of the Juvenile Justice Coalition (Missouri Chapter).

Shelli Frazier Trotman ScottView profile

Professor

• Achievement Gap
• Disproportionality in Special Education
• Gifted Education
• +3 more

Shelli Frazier Trotman Scott is a Professor of Special Education at the University of West Georgia, serving as Interim Department Chair of Counseling, Higher Education, and Speech-Language Pathology and Interim Assistant Dean for CHS Doctoral Programs within the College of Education. She concurrently holds the position of President-Elect for the National Association for Gifted Children and has extensive prior experience as a charter school superintendent and director in Ohio public schools. Her academic credentials from The Ohio State University include: Bachelor of Science in Developmental Handicaps Master of Arts in Technology Education Doctor of Philosophy in Special, Gifted and Urban Education Dr. Frazier Trotman Scott's research centers on dismantling systemic barriers in education through investigations of the achievement gap, disproportionalities in special/gifted education, dual exceptionalities, and culturally responsive classroom practices. Her work emphasizes increasing familial involvement and addressing racial identity issues, particularly focusing on African American student populations through case studies and equity-focused frameworks. Analysis of her publication history reveals consistent thematic focus on educational equity, with recurring examination of underrepresentation in gifted programs, overrepresentation in special education, and dual exceptionalities. Her scholarship advocates for practical applications of frameworks like Bloom-Banks matrix, combats deficit thinking through racial identity studies, and addresses microaggressions in culturally diverse classrooms. No scientific awards are documented in the provided materials. She actively mentors doctoral students through dissertation supervision (EDSI-9998/HESA-9999 courses across multiple semesters) and co-created R.A.C.E. Mentoring – an online support community for underrepresented doctoral students and faculty. Her professional development workshops for urban districts and community dialogues on educational reform demonstrate applied engagement beyond traditional academic boundaries. The R.A.C.E. Mentoring initiative, developed with colleagues, provides structured advocacy for Black and Hispanic scholars across academic career stages through its Facebook-based platform, directly addressing underrepresentation in higher education.

Sarah ThébaudView profile

Professor

• Gender Studies
• Social Inequality
• Work and Organizations
• +6 more

Sarah Thébaud is a Professor of Sociology and Director of Graduate Studies at the University of California, Santa Barbara (UCSB). She holds affiliations with the Technology Management Program and the Broom Center for Demography. Her research focuses on gender inequality in work, organizations, and families, employing experimental studies, cross-national comparisons, and qualitative methods. Key areas include STEM segregation, work-family policies, entrepreneurial gender gaps, and elite household dynamics. Thébaud earned her Ph.D. in Sociology from Cornell University and completed postdoctoral research at Princeton University. She has been funded by the National Science Foundation and the Kauffman Foundation. Her work has received awards from ASA sections and media attention from outlets like The New York Times and NPR . Her research reveals persistent gender disparities in leadership, entrepreneurship, and domestic labor. For instance, she examines how cultural stereotypes and organizational norms perpetuate male overrepresentation in STEM and entrepreneurship. Recent projects include studies on the gender division of labor among financial elites and the impact of work-family policies on men’s and women’s participation. Her publications span academic journals ( Gender & Society , American Sociological Review ) and popular media (Newsweek, The Conversation). Thébaud teaches graduate courses on the sociology of gender and professional development, as well as undergraduate courses on gender and work, social psychology, and research methodologies. Grants include NSF funding for studying gender in elite households. Her work bridges theoretical insights with practical policy recommendations, emphasizing institutional reforms to address systemic gender inequities.

Aleryk FrickerView profile

Lecturer

• Indigenous Education
• Decolonizing Education
• First Nations Studies
• +4 more

Aleryk Fricker is a Lecturer in Indigenous Education at Deakin University. A proud Dja Dja Wurrung man, he brings his cultural heritage and professional expertise to his academic work focused on Indigenous Education and decolonising education in Australia. Previously a Primary and Secondary teacher, Fricker holds a Doctorate of Philosophy in Indigenous Studies/Indigenous Education from Charles Darwin University (2021), a Master of Teaching degree, and an Honours degree in Ancient World Studies. Fricker's research centers on decolonising educational spaces and practices, with particular attention to: Integrating Indigenous knowledge systems into mainstream education Developing culturally safe teaching practices Addressing systemic barriers for First Nations students Implementing decolonial approaches across curriculum and pedagogy Supporting First Nations teachers in the education system His scholarly work demonstrates a consistent focus on transforming educational practices to better serve First Nations communities and create more inclusive learning environments for all students. Fricker examines how decolonising classrooms can improve educational outcomes for First Nations students and reduce their overrepresentation in the justice system. Fricker has published extensively on topics including truth-telling in the Australian curriculum, Indigenous approaches to environmental education, decolonial teacher training, and the politics of positionality in education. His research spans from theoretical explorations of decolonial futures to practical applications in classroom settings. Notable contributions include: Advocating for community-led education approaches Developing frameworks for decolonising teacher education Examining the relationship between educational engagement and youth justice outcomes Exploring Indigenous perspectives on sustainability and environmental education Challenging the "Great Australian Silence" in history education Fricker's work bridges academic research with practical applications in educational settings, emphasizing the importance of cultural safety, community engagement, and systemic change in creating more equitable educational experiences for First Nations students.

• Immigration and Crime
• Police Perceptions
• Criminal Justice System Overrepresentation
• +4 more

Dr. Maria Jung is an Associate Professor in the Department of Criminology at Toronto Metropolitan University since 2016. She holds a Ph.D., M.A., and Hons. B.A. in Criminology from the University of Toronto. Her research focuses on immigration and crime dynamics, police perceptions among marginalized groups, and systemic overrepresentation of racialized individuals in criminal justice systems. She has contributed to studies on youth justice, homicide, and intimate partner violence, employing both quantitative and qualitative methodologies. Education: 2017: Ph.D., University of Toronto 2008: M.A., University of Toronto 2007: Hons. B.A., University of Toronto Research Interests: Dr. Jung explores intersections of immigration, race, and criminal justice. Her work includes analyzing crime-immigration correlations in Canadian cities (1976–2011), immigrant communities’ trust in policing, and racial disparities in incarceration. She critically examines how systemic factors perpetuate inequities within justice systems. Publications: Her recent work addresses racialized communities’ police perceptions, Black overrepresentation in Ontario corrections, and longitudinal crime-immigration trends. Earlier studies include homicide gender dynamics and youth court procedural justice. Grants & Contributions: Her SSHRC-funded doctoral research and independent expert reviews for the Ontario Human Rights Commission highlight her commitment to equity-focused research. She has authored reports on probation, pardons, and racial disparities in policing outcomes. Labs & Collaborations: Collaborations include projects with Scot Wortley (racial disparity analyses) and Jane Sprott (immigrant policing perceptions).

Diane RodriguezView profile

Professor

• special education
• bilingual education
• multicultural education
• +3 more

Diane Rodriguez is a Professor at Fordham University's School of Education, specializing in Curriculum and Teaching. Her research focuses at the intersection of special education, bilingual education, and teacher preparation for diverse learners. She has served on the executive board of the Council for Exceptional Children's Division of Learning Disabilities and the East Coast Migrant Head Start Project. Ph.D., Fordham University M.A., Fordham University B.S., InterAmerican University of Puerto Rico Post-doctoral studies at University of Virginia Center for Minority Research in Special Education Her research examines: Intersection of special education and bilingual education Teacher preparation for diverse learners English learners with disabilities Equitable instructional practices Dropout prevention for multilingual students Cross-cultural special education Diane's publications highlight trends in bilingual special education, focusing on: Language equity in academic development Inclusive pedagogy for neurodiverse students Cultural responsiveness in classrooms Policy analysis affecting ELLs Global applications of special education Assessment strategies for multilingual learners Scientific recognition includes: Univision 'Orgullo de Nuestra Comunidad' honor She has received grants from: U.S. Office of Special Education and Rehabilitation Services Office of English Language Acquisition Professional contributions: Executive board member, Council for Exceptional Children Co-editor, Journal of Curriculum and Instruction Founding director of 'Every Girl is Important' nonprofit

Jessica BuffaloView profile

Assistant Professor

• Aboriginal and Indigenous law
• Courts, litigation and access to justice
• Criminal law and criminal justice
• +5 more

Jessica Buffalo is an Assistant Professor and Academic Director of the Indigenous Community Legal Clinic (ICLC) at the Peter A. Allard School of Law, University of British Columbia. She holds a JD from UBC (2016) and a BA in Political Science from Simon Fraser University. Her career focuses on Indigenous legal advocacy, criminal defense for marginalized communities, and advancing reconciliation through legal education and policy. She previously served as Indigenous Initiatives Counsel at the Law Society of Alberta, leading initiatives addressing systemic barriers faced by Indigenous peoples in the justice system. Her research examines the overrepresentation of Indigenous peoples in criminal justice and child welfare systems, emphasizing the Gladue Principle and cultural competency in legal practices. She teaches Law 489, a course centered on decolonizing law, and has contributed to intercultural competency training for legal institutions. Jessica actively participates in committees such as the Alberta Court’s Gladue Report Committee and the Wîyasôw Iskweêw - Restorative Justice Committee. Jessica’s approach to teaching prioritizes inclusivity and creative problem-solving, aiming to equip students with skills to advocate effectively for Indigenous communities. She emphasizes trauma-informed legal practices and the importance of integrating Indigenous legal perspectives into mainstream systems.

• Culturally Responsive Leadership
• Special Education
• African American Learners
• +3 more

Gwendolyn Webb-Hasan is an Associate Professor at Texas A&M University's College of Education and Human Development, holding dual appointments in the Departments of Educational Administration and Human Resource Development, and Teaching, Learning, and Culture. Her work focuses on culturally responsive leadership, addressing disparities in education for African American learners, and fostering community engagement in schools. Education: Ed.D., Special Education, Illinois State University (1994) M.A., Behavior Disorders, Northeastern Illinois University (1984) B.A., Theatre, Knox College (1975) Research Interests: Dr. Webb-Hasan’s research emphasizes culturally responsive pedagogy, reducing overrepresentation of African American students in special education, and exploring academic achievement gaps. She has authored numerous publications and presented internationally, advocating for equity in education. Grants & Leadership: Principal Investigator (PI) or Co-PI on over 20 grants, including federal initiatives like Project NIA and CHARMS for STEM. Leadership roles: Chair of Afro-Academic Olympiad, Editor of Journal of Cases in Educational Leadership , and President of the African American Professional Organization at TAMU. Awards: 2017 Service Achievement Award Bush Excellence Award (2008) Extraordinary Service Award (2019)

• Criminal Law
• Human Rights Law
• Military Law
• +3 more

Dr. Kellie Toole is a Senior Lecturer at the Adelaide Law School, University of Adelaide, within the Faculty of Arts, Business, Law and Economics. She joined as a full-time academic in 2012 after practicing as a criminal defense lawyer. Her teaching focuses on Evidence Law, Criminal Law and Procedure, and Military Disciplinary Law. Her research intersects criminal law and human rights, including a PhD on prosecutors' decision-making and studies on veterans' involvement in civilian justice systems. She serves on the Management Committee of the Research Unit in Military Law and Ethics (RUMLAE). Dr. Toole's research explores topics like prosecution accountability, veterans' reintegration, and legal reform. She supervises PhD students on environmental crime and historical narratives in international law. Her work emphasizes practical legal education and ethical dilemmas in prosecution. Publications span criminal justice policy, military law, and veterans' issues. She is eligible to co-supervise Masters and PhD students and actively engages in professional activities to bridge academic and practical legal challenges.