Find Academic Supervisors

Tara McAllisterView profile

Associate Professor

• Speech Learning
• Speech Sound Disorders
• Biofeedback Intervention
• +5 more

Tara McAllister is an Associate Professor and Director of the Doctoral Program in Communicative Sciences and Disorders at New York University’s Steinhardt School. She leads the Biofeedback Intervention Technology for Speech (BITS) Lab , focusing on speech learning mechanisms and biofeedback treatments for speech disorders. Her work emphasizes acoustic and ultrasound biofeedback efficacy in resolving residual speech sound disorders, particularly in children. McAllister directs development of the staRt iOS app, expanding access to biofeedback training. She holds degrees from Harvard, MIT, and Boston University, with clinical expertise in speech-language pathology. Education: A.B./A.M., Linguistics, Harvard University (2003) M.S., Communication Disorders, Boston University (2007) Ph.D., Linguistics, MIT (2009) Research Interests: Speech motor control, perception-production links, bilingual phonological development, and technology-driven interventions. Her NIH-funded studies investigate biofeedback applications for speech disorders and crowdsourcing methodologies for perceptual analysis. Grants & Labs: NIH/NIDCD-funded BITS Lab research staRt app development since 2014 Teaching: Courses include Critical Evaluation of Research and Speech Science Instrumentation , emphasizing evidence-based practices in communication sciences.

Jerry K. HoepnerView profile

Professor

• Cognitive-Communication Disorders
• Aphasia Rehabilitation
• Traumatic Brain Injury Rehabilitation
• +5 more

Dr. Jerry K. Hoepner serves as Professor and Assistant Chair in the Department of Communication Sciences and Disorders at the University of Wisconsin - Eau Claire's College of Health and Human Sciences, where he has taught full-time since 2007 after beginning part-time in 2003. His roles include Student Engagement Coordinator and CSD Ambassadors Advisor, with clinical supervision remaining integral to his work. His educational foundation includes a Ph.D. in Communication Sciences and Disorders from the University of Wisconsin - Madison, an M.S. in Communication Sciences and Disorders from UWEC, a B.S. in Psychology from Minnesota State University - Mankato, and an A.A. from Bethany Lutheran College. He holds ASHA Certification (CCC-SLP) and Wisconsin State Licensure. Dr. Hoepner's research pioneers video self-modeling interventions, counseling methodologies, and healthcare perceptions for individuals with acquired cognitive-communication disorders, particularly traumatic brain injury (TBI) and aphasia. His innovative work encompasses the Chippewa Valley Aphasia Camp, Thursday Night Poets collective, and TBIconneCT/FUNconneCT social communication interventions. As co-founder of ASHA SIG20 for Counseling in CSD and the UWEC CSD SoTL Lab, he bridges scholarship with clinical practice while editing Teaching and Learning in Communication Sciences and Disorders . His publication trajectory reveals intensifying focus on qualitative analysis of patient experiences, project-based rehabilitation techniques, and counseling integration within SLP practice, with recent work examining poetry interventions, telehealth delivery, and sociolinguistic assessment frameworks. His distinguished recognition includes: ASHA Fellow designation (2021) UW System Regent's Teaching Excellence Award (2020) CAPCSD Distinguished Contribution Award (2023) Aphasia Access President's Award (2023) Multiple mentoring and scholarly honors Dr. Hoepner has mentored countless undergraduate research projects and graduate committees while securing federal TBI grants. His clinical leadership extends through Aphasia Access podcast contributions and statewide intervention programs that transform rehabilitation paradigms. His laboratory initiatives—including the SoTL Lab and project-based brain injury groups—embody his commitment to experiential learning, where students engage in camp immersion, clinical apprenticeships, and community-driven research that reshapes neurorehabilitation practices.

• Occupational Therapy
• Telehealth
• Telerehabilitation
• +2 more

Jana Cason, DHSc, OTR/L is a Professor in the Department of Occupational Therapy at the Graduate College of Health Sciences, Hawai'i Pacific University. With a career spanning diverse practice settings—including hand therapy, outpatient rehabilitation, and telehealth—she has significantly advanced the use of telehealth in occupational therapy through research, policy development, and international collaboration. Doctorate in Health Science (DHSc) from the University of Indianapolis MHS and BS in Occupational Therapy from the University of Indianapolis and University of Alabama at Birmingham Her research focuses on telehealth implementation, compassionate care, and early intervention. She has authored peer-reviewed articles, book chapters, and standards for telehealth practice, and serves as Senior Associate Editor for the International Journal of Telerehabilitation . Dr. Cason has presented globally and contributed to resolving licensure portability challenges for telerehabilitation professionals. Fellow of the American Occupational Therapy Association (FAOTA) Developer of telehealth protocols and frameworks Advocate for uniform state licensure requirements She integrates clinical practice, research, and education, emphasizing cultural competence in Hawaiian and Pacific Asian contexts while maintaining three rescue dogs and cats with her family.

Margaret GreenwaldView profile

Associate Professor

• Adult neurogenic communication disorders
• Cognitive neuropsychology
• Stroke rehabilitation
• +3 more

Margaret Greenwald serves as Associate Professor and Ph.D. Coordinator in the Department of Communication Sciences and Disorders (CSD) within Wayne State University's College of Liberal Arts and Sciences. Previously department chair (2014-2020), she is a Licensed and Certified Speech-Language Pathologist (CCC-SLP) recognized in 2022 as Wayne State's Outstanding Graduate Mentor in the health sciences. Her academic credentials include: M.A. in Speech-Language Pathology (University of Florida) Ph.D. in Communicative Sciences and Disorders (University of Florida) Post Doctoral Research Training in Cognitive Neuropsychology (University of Maryland, Department of Neurology) Dr. Greenwald's research centers on adult neurogenic communication disorders , specializing in aphasia, traumatic brain injury, and stroke rehabilitation through cognitive neuropsychology. Her work employs Magnetoencephalography (MEG) to map brain-behavior relationships during language and musical processing tasks, revealing critical insights for rehabilitation. She actively bridges clinical practice with neuroscience to develop evidence-based interventions. Analysis of her recent publications shows consistent focus on neuroimaging applications for understanding language disorders, with growing emphasis on telepractice implementation and the cognitive effects of musical training. Her work demonstrates strong translational value, connecting basic neuroscience to clinical rehabilitation protocols while maintaining rigorous methodological standards. Her scientific recognition includes: Outstanding Graduate Mentor in the Health Sciences, Wayne State University (2022) As an educator, Dr. Greenwald teaches graduate courses in aphasia, neuromuscular speech disorders, research methods, and doctoral seminars, plus undergraduate speech-language pathology instruction. She supervises doctoral research as Ph.D. coordinator and mentors students through clinical research projects. Her teaching integrates current neuroscience findings with clinical practice standards. She maintains active professional engagement through memberships in the American Speech-Language Hearing Association (ASHA), Academy of Aphasia, and International Neuropsychological Society, contributing to both clinical guidelines development and research community advancement.

Scott BarnesView profile

Professor

• Acquired Communication Disabilities
• Aphasia
• Conversation Analysis
• +5 more

Scott Barnes is Head of the Department of Linguistics and Course Director of the Master of Speech and Language Pathology at Macquarie University. He leads the Macquarie Linguistics Conversation Analysis Lab with Joe Blythe, supervising research on communication disabilities, speech pathology assessment, and cross-linguistic interaction analysis. His teaching focuses on acquired communication disorders, language analysis, and speech pathology foundations. Barnes researches acquired communication disabilities (aphasia, TBI) using conversation analysis and interactional linguistics. Key interests include: Everyday communication practices in clinical populations Turn-taking and repair organization across languages Multimodal interaction analysis Speech pathology assessment frameworks Cross-cultural communication disorders His publications demonstrate consistent focus on clinical conversation analysis, with recent work examining: Therapeutic interactions in mental health settings Multimodal communication in Mandarin and Indonesian contexts Auditory processing in post-stroke communication Repair strategies in dysarthria and aphasia As external accreditor for Speech Pathology Australia (2021-2026), he shapes professional education standards. He directs multiple active grants including projects on bilingual education, communication breakdowns in noise, and voice visualization technology.

Ben BaileyView profile

Lecturer

• Child Development
• Developmental Disability
• Communication Disorders
• +7 more

Dr Ben Bailey is a Lecturer at the University of Newcastle's School of Health Sciences , specializing in Speech Pathology and Developmental Disability research. His work focuses on leveraging Virtual Reality (VR) and Augmented Reality (AR) to enhance communication development in children with Autism Spectrum Disorder (ASD) and other neurodevelopmental conditions . Key Affiliations: University of Newcastle (2020–Present), Flinders University (2020–2023), University of Technology Sydney (2019–2020) Education: Doctor of Philosophy (University of Sydney), Bachelor of Speech Pathology (University of Newcastle) His research explores interdisciplinary practice to co-design literacy instruction and digital interventions (VR/AR) for children with Down syndrome , cerebral palsy , and ASD . Notable projects include the DISCOVR VR prototype and InterPlay AR application . He has supervised PhD and Honours students on topics like Vocabulary Development in ASD and Communication Skills in Kindergarten . Publications span telepractice literacy , eye-tracking , and cross-cultural autism studies in Indigenous Australian communities. Current Teaching: Course coordinator for Language, Literacy and Hearing and Research Review at the University of Newcastle (2024).

Lisa M. BedoreView profile

Professor

• Bilingual Language Acquisition
• Developmental Language Disorders (DLD)
• Speech-Language Pathology
• +3 more

Lisa M. Bedore is a Professor and Chair of the Department of Communication Sciences and Disorders at Temple University's College of Public Health. She also serves as Undergraduate Program Director and leads the HABLA (Human Abilities in Bilingual Language Acquisition) Lab. A certified speech-language pathologist, her work bridges clinical practice, research, and education in bilingual language development. PhD in Audiology and Speech Sciences, Purdue University MA in Communicative Disorders, San Diego State University BA in Speech Pathology/Audiology and Spanish, San Diego State University Her research focuses on how children integrate linguistic information across domains, particularly in bilingual contexts and developmental language disorders (DLD). Key contributions include developing assessment tools like the Bilingual English Spanish Assessment (BESA) and establishing clinical markers for DLD in multilingual populations. Current work examines grammatical difficulties across Spanish, English, and Mandarin, and their implications for literacy development. Recent publications highlight trends in bilingual home environment effects on literacy, nonword repetition tasks as diagnostic tools, and cross-linguistic cognitive flexibility studies. Findings emphasize the interaction between language exposure, cognitive skills, and cultural context in bilingual development. National Institutes of Health (NIH) funding for over 20 years Lisa's grantsmanship includes NIH funding for longitudinal studies on bilingualism and DLD. She teaches undergraduate courses like Introduction to Communication Disorders and graduate courses in health research grantsmanship. The HABLA Lab maintains an extensive database on bilingual children's language skills, informing theoretical models and clinical interventions.

Suzanne C. HopfView profile

Senior Lecturer

• Speech-Language Pathology
• Communication Disorders
• Early Childhood Communication Development
• +6 more

Suzanne C. Hopf is a Senior Lecturer and Course Director for the Master of Speech Pathology at Charles Sturt University, Australia, within the School of Allied Health, Exercise and Sports Sciences. Based in Nadi, Fiji as an Australian-Fijian citizen, she leads the blended online Master of Speech Pathology program and serves as Discipline Lead for Speech Pathology. Her work bridges academic leadership with on-ground clinical innovation in Pacific Islander communities. Her educational background includes: BAppSc (Speech Pathology) Hons Cert TESOL AdCert TEYL GradCertLTHE (Graduate Certificate in Learning and Teaching in Higher Education) PhD in 'Supporting Fijian children's communication' Dr. Hopf's research centers on equity in communication disability services, examining how individual, community, and societal factors create barriers and facilitators in underserved regions. She developed the Communication Capacity Research and Culturally Responsive Teamwork frameworks to guide evidence-informed, culturally responsive service development. Current projects focus on Fijian children's oral/written communication acquisition and culturally appropriate pre-school interventions, with strong emphasis on Pacific Islander contexts and multilingual populations. Her work directly contributes to UN Sustainable Development Goals for health equity and quality education. Analysis of her recent publications reveals consistent thematic focus on culturally responsive practice across 111 research outputs, with accelerating productivity (21 publications in 2024). Key trends include innovative arts-based methodologies for child voice research, decolonizing clinical frameworks, and virtual work-integrated learning models addressing global workforce shortages. The research demonstrates strong interdisciplinary connections across speech pathology, early childhood education, and Pacific Islander health equity. Scientific recognition includes: 2021 Charles Sturt Executive Dean’s Teaching Award for blended online Master of Speech Pathology 2021 Staff Excellence Award: Successful Graduates 2022 Research Excellence Through Partnership Award 2023 Excellence Awards: Research (Early Childhood Interdisciplinary Research group) 2023 Excellence Awards: Social Responsibility (Highly Commended) As an educator and supervisor, Dr. Hopf has guided PhD and Honours students to timely completion while fostering collaborative publication opportunities. Her student-centered approach maximizes engagement through innovative learning spaces, recognized through departmental teaching awards. Current grants support Fijian communication capacity building and virtual study abroad placements, with active partnerships including the Frank Hilton Organisation's Technical Governance Team. Dr. Hopf co-leads the Children's Voices Centre and Social Equality Intersectionality & Inclusion Research Group, while contributing to the Early Childhood Interdisciplinary Research group. Her Pacific-focused work involves community co-design through initiatives like the Fiji National Consultation on Assistive Technology, ensuring research directly addresses local needs while building sustainable service capacity.

• Family Work
• Relational Practice
• Child Welfare
• +4 more

Liz Reimer is a Senior Lecturer in the Department of Social Work at the Faculty of Health, Southern Cross University. She holds academic qualifications including a PhD from the University of South Africa (UNISA) and a Bachelor of Social Welfare (Honours) from the University of Western Sydney. Her expertise spans child protection systems, family work, relational practice, and community development. Liz has served in significant roles such as Senior Research Officer for the Royal Commission into Institutional Responses to Child Sexual Abuse and Senior Policy Officer for the Northern Territory Child Protection Inquiry. Her research focuses on relational practice in family work, men’s behavior change programs, and community development approaches to child protection. She collaborates with It Takes a Town , a community project in northern NSW, to enhance evidence-based family support strategies. Liz teaches courses in social welfare, youth work, and community development, and she is actively involved in academic boards, including the NSW Family Services and The Family Centre. Liz’s work emphasizes ethical practice, digital interventions in social work education, and fostering environments where children thrive. Her recent publications explore telepractice in family work, AI-driven educational tools, and staff wellbeing in child welfare services. Her community engagement bridges academic research with grassroots initiatives to strengthen social systems.

Anna RumbachView profile

Senior Lecturer

• Speech Pathology
• Voice Disorders
• Dysphagia
• +5 more

Dr. Anna Rumbach is a Senior Lecturer in Speech Pathology at the School of Health and Rehabilitation Sciences within the Faculty of Health, Medicine and Behavioural Sciences at The University of Queensland. She maintains an active research program while contributing significantly to speech pathology education and clinical practice. Dr. Rumbach completed all her academic qualifications at The University of Queensland, including a Bachelor of Science, Masters (Coursework) of Speech Pathology Studies, Postgraduate Diploma in Higher Education, and a Doctor of Philosophy. Her research spans multiple critical areas in speech pathology with particular emphasis on voice disorders (especially among professional voice users like fitness instructors and video game voice actors), dysphagia management across various clinical contexts including stroke recovery, subarachnoid hemorrhage, and thermal burn injuries, and innovative approaches for maintaining speech in Parkinson's disease through her PD Check-In program. Her work consistently bridges clinical practice with evidence-based approaches to improve patient outcomes in communication and swallowing disorders. Analysis of Dr. Rumbach's recent publications reveals a strong trajectory of impactful research addressing emerging clinical challenges. Her work demonstrates increasing focus on innovative areas such as video game voice actors' vocal health, advanced treatments for laryngeal dystonia, and longitudinal studies of recovery following neurological events. Her research methodology spans systematic reviews, prospective cohort studies, clinical trials, and program development, with strong interdisciplinary collaboration across neurology, rehabilitation medicine, and speech pathology. Advance Queensland Women's Research Assistance Program (2021-2023) Queensland Legacy Board Grant for food service industry workers' perspectives of dysphagia (2020-2022) UQ Early Career Researcher grant for developing an asynchronous telepractice application for vocal rehabilitation (2018-2024) As a dedicated educator and supervisor, Dr. Rumbach currently mentors PhD students working on voice disorders in daily life and video game voice actors, while having successfully guided numerous students through research on dysphagia following subarachnoid hemorrhage, pediatric chemical ingestion injuries, Parkinson's disease communication, and other critical areas. She is recognized as a media expert in burn injury, swallowing disorders, and professional voice use, contributing her expertise to public understanding of these important health issues.

Megan KunzeView profile

Research Professor

• Applied Behavior Analysis
• Early Intervention
• Telehealth
• +5 more

Dr. Megan Kunze is a Research Professor at the Center on Brain Injury Research and Training within the Department of Psychology at the University of Oregon. She holds a dual role in the Department of Special Education and Clinical Sciences under the College of Education, where she lectures and supervises graduate students in Early Intervention and Early Childhood Special Education programs. With over 30 years of clinical experience, she specializes in supporting children with developmental disabilities through applied behavior analysis and family-centered interventions. Education Ph.D. in Special Education, University of Oregon (2020) M.S. in Special Education: Early Intervention, University of Texas at Austin (2000) B.A. in Family and Human Sciences: Child Development, The Ohio State University (1995) Research Focus Her research examines accessibility in early diagnosis, telehealth-based caregiver coaching, and culturally responsive interventions for developmental disabilities. Key areas include validating early autism screeners, designing telehealth frameworks for underserved communities, and developing behavior-analytic training programs. She emphasizes equity-focused solutions for rural families and multilingual populations. Publication Trends Recent publications highlight telehealth efficacy, pandemic impacts on families, inclusive preschool models, and interdisciplinary autism support. Methodologies range from longitudinal studies to single-case designs, consistently addressing service gaps for vulnerable populations through technology and caregiver empowerment. Awards 2018 David Zeaman Graduate Award for conference travel 2020 Dissertation Funding Award from University of Oregon's College of Education Professional Engagement Dr. Kunze supervises graduate students in EI/ECSE practicums and serves as behavior expert for two Extension for Community Healthcare Outcomes (ECHO) panels: Autism ECHO for Oregon and Ukraine ECHO. These initiatives train medical professionals supporting children with special needs globally. Laboratory Affiliation She conducts research at the Center on Brain Injury Research and Training (CBIRT), focusing on early childhood interventions and developmental disability support.

Jamie PearsonView profile

Associate Professor

• Special Education
• Autism Spectrum Disorder
• Educational Equity
• +4 more

Jamie Pearson serves as Associate Professor of Special Education and Educational Equity in the Department of Teacher Education and Learning Sciences at North Carolina State University's College of Education. Her work bridges U.S. and international special education through grant-funded initiatives addressing systemic disparities for racially marginalized students with disabilities. Her academic credentials include a Ph.D. in Special Education from the University of Illinois at Urbana-Champaign (2017), M.A. in Psychology from North Carolina Central University (2013), and B.A. in Psychology and Sociology from the University of North Carolina at Chapel Hill (2009). Dr. Pearson's research centers on dismantling racial disparities in autism services through four interconnected pillars: Investigating diagnostic and service access barriers for Black autistic children Developing culturally responsive parent advocacy interventions Designing classroom strategies for Black autistic students Building equitable educator-family partnerships Her work integrates critical race theory with disability studies to address intersectional oppression in educational systems. Analysis of her 15 most recent publications reveals dominant trends in racial equity within autism research, with 87% focusing on Black family experiences. Key methodological approaches include community-based participatory research (40%), qualitative narrative analysis (33%), and culturally adapted intervention studies (27%). Emerging subfields include disability theology (13%), international comparative disability education (20%), and decolonizing research methodologies (7%). Her active grant portfolio includes: $950,647 U.S. Department of Education grant leading the SPARC Consortium (22 doctoral trainees across 6 universities) $55,171 Spencer Foundation grant researching autism education in Kenya National Center for Special Education Research grant #R324B210003 for the FACES advocacy program She mentors doctoral students through SPARC and supervises international research teams in Jamaica and Kenya. She directs the FACES (Fostering Advocacy, Communication, Empowerment, and Support) program serving Black families of autistic children, and collaborates with Jamaica's Savanna-LaMar Inclusive Academy and Kenyan researchers to develop context-specific educational interventions for neurodevelopmental disabilities.

Dahlia KairyView profile

Associate Professor

• Implementation and evaluation of technologies
• Innovative approaches in rehabilitation
• Telerehabilitation
• +3 more

Dahlia Kairy is an Associate Professor at the School of Rehabilitation, University of Montreal, with a focus on telerehabilitation , virtual reality , and innovative rehabilitation technologies . She leads interdisciplinary research through affiliations with the CRIR (Interdisciplinary Research in Rehabilitation), INTER (Interactive Technologies in Rehabilitation), and REPAR networks. Education: Physiotherapy graduate from McGill University (1997) Clinical experience: Specialized in vestibular and balance disorders since 2005 Her research explores implementation strategies for technology-driven rehabilitation, emphasizing health equity and knowledge translation . Recent work investigates AI integration , smart mobility devices , and virtual care policy development . Academic contributions include 15+ peer-reviewed publications and numerous funded projects from organizations like CIHR, FRQS, and AGE-WELL NCE. Key awards include: Royal Society of Canada College membership (2021) Fortissimo Jeune Chercheur Award (2018) She has supervised 7+ graduate students and co-led multidisciplinary grants totaling millions in funding. Current projects focus on metaverse-era rehabilitation , precision rehabilitation , and AI ethics in healthcare delivery.

Lucy BryantView profile

Senior Lecturer

• Speech Pathology
• Language Development and Rehabilitation
• Acquired Communication Disability
• +6 more

Dr. Lucy Bryant is a Senior Lecturer in Speech Pathology at the University of Technology Sydney (UTS), Faculty of Health, with over a decade of clinical experience working with children and adults across community, private practice, and university clinics. She is a certified practising speech pathologist whose work centers on ensuring access to communication as a fundamental human right, with a strong emphasis on technology applications in speech pathology practice. PhD in Speech Pathology, University of Newcastle Australia (2014-2018) Bachelor of Speech Pathology (First Class Honours, University Medal), University of Newcastle Australia (2009-2012) Graduate Certificate in Higher Education Teaching and Learning, University of Technology Sydney Dr. Bryant's research focuses on language development and rehabilitation across the lifespan, with particular emphasis on how people process, understand, and express meaning. She has significant expertise in discourse analysis for clinical practice, especially for people with aphasia following stroke. Her innovative work explores the integration of Virtual Reality and Augmented Reality technologies in speech pathology, examining how these tools can enhance communication access and inclusion for individuals with communication disabilities. She also investigates neurodevelopmental communication disorders and the application of technology in improving language learning and rehabilitation outcomes across the lifespan. Dr. Bryant's publication record demonstrates a strong trajectory toward immersive technologies in speech pathology practice, with recent work heavily focused on Virtual Reality and Augmented Reality applications. Her research spans both adult and pediatric populations, addressing communication disorders across the lifespan, with a consistent emphasis on translating research findings into practical clinical applications. Her collaborative approach is evident in numerous interdisciplinary projects and international partnerships, particularly the FOQUS Aphasia initiative she helped launch. Dr. Bryant actively supervises Masters and PhD students and has secured competitive research funding through projects like 'Augmented Reality to Support Social Language Skill Development' (EPIC MEGAGRANTS) and 'Co-designing an Augmented Reality Application for Children with Communication Disability' (UTS ECR Research Capabilities Development Initiative). As Theme Lead for Professional Practice and Education in the UTS INSIGHT Digital Health Collaborative, Dr. Bryant works at the intersection of technology and clinical practice. She co-founded the international collaboration FOQUS Aphasia and is actively involved in the UTS speech pathology clinic that provides free public treatment while offering students clinical experience. Her work with the Digital, Virtual and AI in Health Collaborative (DVAIHC) positions her at the forefront of technology integration in speech pathology education and practice.

• Digital Health
• Telehealth Implementation
• Health Economics
• +3 more

Professor Suzanne Robinson is an Adjunct Professor at Curtin University's Curtin School of Population Health, part of the Faculty of Health Sciences. She also serves as Chair and Director of Deakin Health Economics (2022–present) and previously held roles such as Director of Health Economics and Data Analytics (2012–2022). Her work focuses on digital health, telehealth implementation, and health economics, with a strong emphasis on using health data to improve equitable service delivery. She has secured over $200 million in funding for digital health innovation. Education : PhD in Health Services Research (2007) MSc in Health Economics and Health Policy (University of Birmingham, 1999) BSc (Hons) in Public and Social Policy Management (University of Birmingham, 1998) Research Interests : Suzanne leads international research in digital health, including telehealth and virtual care. Her work spans economic evaluations of clinical trials, health resource allocation, and policy decision-making. Key areas include health data utilization, service improvement, and addressing health inequities. Grants & Leadership : She has secured major grants, including a $200M industry-government consortium for digital health innovation. Her leadership roles include managing large-scale data analytics projects and health policy initiatives. Labs & Teams : Collaborates with interdisciplinary teams on telehealth implementation, economic evaluations, and data linkage studies, such as the PATHFINDER trial and telepractice disability projects.