Find Academic Supervisors

Margaret WardleView profile

Associate Professor

• Addiction Intervention
• Emotional Dysfunction in Addiction
• Neuropharmacology
• +3 more

Margaret Wardle, PhD is an Associate Professor in the Department of Psychology at the University of Illinois Chicago , serving as Director of Clinical Training and Clinical Program Chair within the College of Liberal Arts and Sciences. Her research focuses on developing interventions for addiction, particularly examining drug-induced emotional dysfunction and anhedonia in cocaine use disorder. Education: B.H.A. in Psychology and Art (2001) - Carnegie Mellon University Ph.D. in Clinical Psychology (2009) - University of Illinois at Chicago Postdoctoral Fellowship (2009–2012) - University of Chicago in Human Behavioral Pharmacology Research Interests: Neurobiological mechanisms of addiction Emotional processing in substance use disorders Clinical trials targeting anhedonia MDMA and oxytocin effects on social/emotional processing Exercise as a reward modulator Grants & Lab: Current NIH NIDA Grant: Targeting Anhedonia in Cocaine Use Disorder Principal Investigator for studies on neural mechanisms and pharmacological interventions Led the Addiction Research and Treatment Lab exploring drug-emotion interactions Professional Credentials: Licensed Clinical Psychologist (Illinois, 2015–present) Expert in human laboratory studies and clinical trial design

Lyana PatrickView profile

Assistant Professor

• Indigenous health and justice
• Urban Indigenous community planning
• Indigenous community health and well-being
• +1 more

Lyana Patrick is an Assistant Professor and Faculty Teaching Fellow at Simon Fraser University's Faculty of Health Sciences. A member of the Stellat'en First Nation with Acadian/Scottish heritage, she holds a BA and MA from the University of Victoria, a Fulbright Fellowship for Indigenous Documentary Film at the University of Washington, and a PhD in Community and Regional Planning from the University of British Columbia. Her research challenges colonial constructions of planning through Indigenous health justice frameworks, urban community governance, and decolonizing education. She examines intersections between justice systems, addiction services, and planning processes while advancing culturally grounded community health models. Patrick's recent publications focus on structural healthcare barriers during COVID-19, decolonizing planetary health, and Indigenous men's wellness initiatives. She employs community-engaged methodologies that center Indigenous knowledge systems and trauma-informed approaches.

Ceryn EvansView profile

Senior Lecturer

• Educational Inequalities
• Social Class
• Higher Education Access
• +3 more

Dr Ceryn Evans is a Senior Lecturer in the School of Education at Swansea University, focusing on educational transitions, social class inequalities, and the role of universities in civil society. Their research examines young people’s post-16 educational decisions, funded by a British Academy grant (EDR1002-100) concluding in May 2021. They hold a basic Welsh language proficiency and are active on Twitter (@CerynEvansc15). Research interests include widening participation in higher education, social class disparities in educational access, and the societal functions of universities. They have expertise in analyzing educational transitions through frameworks like the EAT (Enhancing Assessment Feedback) and exploring how institutions shape civic engagement. Key publications (2018–2025) address topics such as care-experienced students’ university transitions, the impact of faith on social capital, and the civic roles of graduates. Their work frequently intersects with policy analysis, particularly in Wales and the UK. Supervision focuses on PhD candidates studying educational inequalities, social class dynamics, and widening participation strategies. Current research explores non-university pathways through the lens of 'learning identities.'

• Feminist Theory
• Queer Theory
• Extinction Studies
• +6 more

Dr. Hannah Stark is an Associate Professor and Head of English and Writing at the University of Tasmania's School of Humanities. Her work bridges literary studies, philosophy, and environmental humanities, focusing on themes like extinction, queer theory, and love's political dimensions. She leads the ARC-funded 'Beyond Extinction' project reconstructing the Thylacine archive. A 2018 Vice-Chancellor’s Award winner, she also coordinates researcher development programs. Education: PhD in Deleuze's Differential Ontology and the Problem of Ethics (University of Adelaide, 2011) BA (Hons) English (University of Adelaide, 2005) Research Interests: Feminist and queer theory applied to climate change and extinction Philosophies of love and posthuman kinship Nonhuman turn and critical plant studies Anthropocene cultural narratives and public sentiment Her Extinction and Memorial Culture (2023) and Feminist Theory After Deleuze (2016) exemplify her interdisciplinary approach. Key Projects: ARC-funded 'Beyond Extinction' (2020–2025) 'How to Do Politics with Love' (with Timothy Laurie) Awards & Recognition: 2018 Vice-Chancellor’s Exceptional Researcher Development Award ERS Theme Small Grants Award Supervision & Grants: Guided 9+ doctoral students on topics like posthumanism and climate fiction Secured $213k ARC funding for Thylacine research Coordinated Go8 Future Research Leaders Program (2019) Labs/Teams: Collaborates with global institutions like the University of Edinburgh on projects linking love ethics to environmental stewardship.

Miriam GlucksmannView profile

Visiting Professor

• Work and Employment Studies
• Gender Studies
• Labor History
• +3 more

Miriam Glucksmann is a Visiting Professor at the London School of Economics and Political Science (LSE) Department of Sociology since 2015. She holds an Emeritus Professor title from the University of Essex, where she worked until 2015. Her academic journey includes positions at Brunel, Leicester, and South Bank universities, alongside Visiting Research Fellowships at Manchester, the Swedish Collegium for Advanced Study, Griffith University, the Australian National University, and the University of Stockholm (which awarded her an honorary doctorate). Glucksmann's research focuses on work, employment, gender, and the division of labor. She pioneered studies on restructuring labor markets and the interplay between paid and unpaid work. Her ERC-funded project on 'Consumption Work and Societal Divisions of Labour' analyzed consumer roles in labor systems. Recent work explores Holocaust memory transmission and intergenerational trauma through historical and biographical lenses. Educations: BA and PhD in Sociology from LSE. Awards: Fellowships from the British Academy and Academy of Social Sciences. Grants: ESRC Professorial Fellowship (Transformations of Work), ERC Advanced Investigator Grant (2010–2014). Her influential books include Women on the Line (1982/2009), a seminal ethnography of factory work, and Household Recycling and Consumption Work (2015). Her articles have appeared in Sociology , Sociological Review , and Gender, Work and Organisation . Glucksmann's advisory focus remains on labor and gender dynamics, with recent projects bridging historical memory studies and sociological theory.

Kristin MmariView profile

Professor

• adolescent health
• risk and protective factors
• implementation research
• +7 more

Kristin Mmari, DrPH, MA is a Professor and Chair of the Masters Program in Population, Family and Reproductive Health at Johns Hopkins University's Bloomberg School of Public Health. She holds primary departmental affiliation with the Department of Population, Family and Reproductive Health and is affiliated with the Center for Adolescent Health, Urban Health Institute, William H. Gates Sr. Institute for Population and Reproductive Health, and Center for Qualitative Studies in Health and Medicine. Education: DrPH, Tulane University, 2000 MA, Case Western Reserve University, 1995 BA, St. Olaf College, 1991 With expertise in medical anthropology and international health, Dr. Mmari specializes in cross-cultural research, qualitative methods, and program evaluation focused on vulnerable adolescent populations. Her research spans two primary areas: assessing contextual factors influencing adolescent health and evaluating adolescent health interventions, using innovative mixed methods approaches including Photovoice methodology and community mapping. Her work addresses critical issues including gender norms, opportunity youth, adolescent risk and protective factors, implementation research, and monitoring and evaluation. Dr. Mmari's recent publications reveal a strong focus on adolescent health during the pandemic, neighborhood environmental impacts on health disparities, gender norm acquisition in early adolescence, and cross-cultural coping strategies. Her research shows consistent emphasis on qualitative methodologies applied to global adolescent health challenges, with particular attention to vulnerable populations across diverse cultural contexts. Awards and Recognition: Johns Hopkins University, DSA Faculty Appreciation Mentor Award, 2017 Johns Hopkins University, Golden Apple Teaching Award, 2017 Johns Hopkins University Teach Excellence Award (2012, 2015, 2017, 2019) National Institute of Health, Health Disparities Loan Repayment Award (2009-2011) Faculty Grant Award, Department of Population, Family and Reproductive Health, 2005 Dr. Mmari has provided technical assistance to numerous organizations including UNAIDS, UNICEF, WHO, and Pathfinder International. She serves as the lead qualitative investigator on the Global Early Adolescent Study (GEAS), a 15-country study exploring how gender norms acquisition shapes early adolescent relationships and health behaviors, and was previously the lead qualitative investigator on the WAVE study examining adolescent health in disadvantaged urban environments.

Mirela IvanovaView profile

Lecturer

• Byzantine History
• Medieval History
• Slavic History
• +4 more

Dr. Mirela Ivanova serves as Lecturer in Medieval History at the Department of History, School of History, Philosophy and Digital Humanities, University of Sheffield since 2021. Her research centers on Byzantine intellectual and social history with particular focus on Central and Eastern European medieval contexts, examining written culture, multilingualism, and cultural transmission across political boundaries. Her scholarship operates at two interconnected levels: analyzing medieval textual production as a tool for socio-political change, and critically examining how 19th-20th century nationalist projects shaped Byzantine historiography and heritage practices. Current projects investigate how historiographical frameworks influence contemporary heritage management in Eastern European states, bridging medieval studies with postcolonial theory. Recent publications including the monograph Inventing Slavonic: Cultures of Writing between Rome and Constantinople (2024) and co-edited volume Is Byzantine Studies a Colonialist Discipline? (2023) demonstrate methodological innovation through combining manuscript analysis with critical heritage studies. Her work consistently explores the tension between medieval textual creation and modern identity politics. Scientific recognition includes: BBC/AHRC New Generation Thinker (2021) Junior Research Fellowship, University of Oxford Research Fellowship, Koç University Residential Fellowship, Centre for Advanced Study in Sofia Dr. Ivanova actively engages public audiences through History Today, Los Angeles Review of Books, and BBC Radio 3 appearances. She develops university access initiatives for UK schools while teaching undergraduate courses including Byzantine Intersectionality and postgraduate Presenting the Past , emphasizing critical approaches to historical narratives and heritage.

Cosmin GoianView profile

Professor

• Communication in Social Assistance
• Deontology and Values in Social Work
• Conflict Management in Social Services
• +3 more

Prof. Cosmin Goian is a Full Professor at the Department of Social Assistance, Faculty of Sociology and Psychology, West University of Timișoara (UVT). He has been a faculty member since 1999 and currently serves as Director of the Department of Social Assistance and Director of the master's program in Management and Supervision in Child and Family Welfare. He earned his PhD in Sociology (2007) from Alexandru Ioan Cuza University, Iași, with a focus on communication in social work. He became a PhD supervisor in Sociology in 2014. His research focuses on communication dynamics in social work, deontology, and conflict resolution. Notable areas include the role of media in shaping societal perceptions, gerontological care, and crisis management during the pandemic. He has authored/co-authored over 50 publications, including books like Practical Training in Social Work and Semantic Analysis of Social Work Language in Romania . His recent work addresses pandemic impacts on vulnerable groups (e.g., elderly in institutions, children with special needs), nonverbal communication with refugees, and fake news effects during the Ukraine war. He leads projects funded by UEFISCDI grants (2018). His teaching and administrative roles emphasize practical training, interprofessional collaboration, and evidence-based practice in social work education. Education: PhD in Sociology (2007), UVT Social Assistance studies Key Roles: Department Director, Master's Program Director, PhD Supervisor Research Themes: Social Work Communication, Gerontology, Crisis Intervention, Media Sociology Awards: Multiple UEFISCDI grants (2018), recognition for contributions to social work pedagogy

• Educational Administration
• School Counseling
• Counselor Education
• +12 more

Tonya J. Balch is a Professor in the Department of Applied Clinical and Educational Sciences at the Bayh College of Education, Indiana State University. She holds a Ph.D. in Educational Administration from the same institution and is actively engaged in teaching, research, and administrative leadership, currently serving as Interim Director since August 2024. Her work bridges counselor education, school leadership, and systemic student support. Dr. Balch earned her academic degrees from Indiana State University: Ph.D. in Educational Administration (2008), M.A. in School Counseling (2001), and B.S. in Physics (1989). Her educational background reflects a unique interdisciplinary foundation that informs her holistic approach to student development and educational leadership. Her research and professional interests center on school counseling, educational leadership, Professional Development Schools (PDS), student mental health, dropout prevention, and trauma-informed practices. She emphasizes collaboration between counselors and administrators, advocating for systemic models that support student wellness and academic success. Her work often integrates social justice, advocacy, and intercultural competence into educational frameworks. The recent publications and presentations highlight a consistent focus on team-based approaches in schools, transitions, mental health integration, and counselor preparation. The articles reflect a trajectory from foundational work on counseling skills and leadership to contemporary issues like anxiety, grief, and equity in student support systems. Provost’s Award for Excellence in Student Learning Assessment and Improvement (2023) Holmstedt Distinguished Professorship (2016) Indiana Counseling Association President's Award (2013) Exemplary Counselor Educator (2011) Trailblazer Award (2009) Distinguished Service Award (2006) Dr. Balch has been instrumental in securing major grants, including a $200,000 Lilly Endowment grant to enhance school counselor preparation and a $20,000 planning grant for comprehensive counseling initiatives. She has advised and consulted with numerous school districts and organizations, including the Indiana Youth Institute, Vigo County School Corporation, and Greencastle School Corporation. Her service extends to university committees, community boards, and national professional associations, reflecting a deep commitment to educational improvement and student well-being. She is actively involved in professional development through presentations at national conferences such as NAPDS and ATE, and she contributes to public scholarship via blog posts and technical reports. Her leadership in Counselor Day on Campus and other initiatives underscores her dedication to building strong educational communities.

John SylvestreView profile

Professor

• Community Psychology
• Community Mental Health
• Housing
• +7 more

John Sylvestre is a Full Professor in the Department of Psychology at the University of Ottawa, affiliated with the Faculty of Social Sciences. He serves as Co-Director of the Centre for Research on Educational and Community Services, contributing to interdisciplinary research in community well-being. His teaching includes graduate courses in Qualitative Research Methods and Program Evaluation. His research focuses on community psychology , community mental health , housing , and homelessness . He employs qualitative and evaluative methodologies to understand systemic interventions such as Housing First and support services for vulnerable populations, including homeless youth and frequent emergency department users. His recent publications (2024) reflect a strong trend in examining the evolution and implementation of Housing First programs, resilience among homeless youth, and outcomes of community-based mental health and case management interventions. These works are published in leading journals in social science, public health, and community mental health. Co-Director, Centre for Research on Educational and Community Services Teaches PSY6191C: Qualitative Research Methods Teaches PSY7103: Program Evaluation Selected Degrees: Ph.D., Applied Social Psychology, University of Guelph (2000) M.A., Applied Social Psychology, University of Guelph (1993) B.A. (Honours), Psychology, University of Ottawa (1989) Dr. Sylvestre actively contributes to research on social and mental health equity, with a focus on program evaluation and policy development. His work often involves collaboration with community organizations and international experts to improve systemic responses to homelessness and mental health challenges.

Pedro Gabriel SilvaView profile

Assistant Professor

• Socio-Environmental Conflicts
• Environmental Justice
• Social Movements
• +2 more

Pedro Gabriel Silva is an Assistant Professor at the University of Trás-os-Montes and Alto Douro (UTAD). He holds a BA in Anthropology from ISCTE-IUL (1996), a DEA and PhD in Contemporary Studies from the University of Santiago de Compostela (2011), and a dual PhD in Social Work from ISCTE-IUL (Portugal) and the University of Jyväskylä (Finland) via co-tutelle (2023). His research focuses on socio-environmental conflicts, environmental justice, social movements, refugee reception policies, and the history of social work. He has conducted visiting research at UC Berkeley’s Institute of European Studies (2006) and the University of Roskilde’s Department of Environmental, Social & Spatial Change (2011). Education Highlights: B.A. Anthropology, ISCTE-IUL, 1996 DEA/PhD Contemporary Studies, University of Santiago de Compostela, 2011 PhD Social Work (co-tutelle), ISCTE-IUL & University of Jyväskylä, 2023 Key Research Projects (2013–2023): SYMBIOS: Demographic Crises & Livable Territories (Galician/EU, 2013–2017) MINECO: Mining Externalities in Iberia (Spanish Government, 2015–2017) PIMA: Environmental Monitoring Program (EDP, 2015–2022) INTEGRURAL: Rural Resilience Education (EU Erasmus+, 2021–2023) His work bridges historical analysis with contemporary social issues, emphasizing radical social work practices in revolutionary contexts and systemic challenges in refugee integration. He leads the Territorial Transitions & Wellbeing (T2WELL) research group, focusing on socio-ecological transitions in marginal regions. Key contributions include analyzing Portuguese social workers’ roles during the 1974 revolution, comparative studies on refugee policies in Portugal and Finland, and transnational social movement dynamics. His research often intersects with participatory methodologies and critical policy analysis.

• Disaster Management
• Public Health Preparedness
• Emergency Response
• +5 more

Dr. Curt Harris is an Associate Professor and Director of the Institute for Disaster Management (IDM) at the University of Georgia's College of Public Health. He holds concurrent appointments in Health Policy & Management and Epidemiology & Biostatistics. His roles include overseeing undergraduate and graduate educational programs, directing IDM's research and outreach initiatives, and serving as a liaison between the college administration and external partners. Dr. Harris earned a BS in Chemistry from Georgia College and State University and a PhD in Toxicology from UGA. His career at UGA spans over a decade, encompassing staff and faculty roles before becoming IDM Director. His research focuses on disaster management, public health preparedness, and emergency response systems, with recent emphasis on healthcare workforce resilience, nuclear event response, and pandemic preparedness. His recent publications highlight interdisciplinary approaches to disaster challenges, including nuclear fallout modeling, CNA staffing shortages, and integrating machine learning in burn patient outcomes. Dr. Harris leads major projects like the South Carolina Low Country Emergency Preparedness Program and the Southern Regional Disaster Response System. His work has been featured in media outlets like NPR, CBS46, and the Huffington Post. Dr. Harris teaches courses such as Introduction to Disaster Management and Public Health Crises and Disaster Management . He advocates for disaster education as a core competency in public health curricula. His professional service includes coordinating the CPH graduate program and advising on emergency medical protocols.

• Early modern Britain
• Early modern Europe
• Naval and maritime history
• +13 more

Matthew Neufeld is a historian at the University of Saskatchewan specializing in early modern Britain and Europe, with research focusing on war, state formation, and healthcare, particularly within naval and maritime contexts. He teaches courses on early modern British and European history, war, and medicine, and supervises graduate students in social and cultural history from 1650 to 1750. Research Interests: Early modern Britain and Europe Naval and maritime history War and society War and state formation War and medicine Healthcare and welfare Historical memory and peacemaking Political and social history Recent Research Trends: His recent publications and SSHRC-funded research explore the treatment of prisoners of war, corruption in naval healthcare, and the biopolitics of manning the Royal Navy. His work bridges military, medical, and political history, emphasizing institutional development and ethical dimensions of wartime care. Scientific Awards: Fellow, Royal Historical Society (2018) Honourable Mention, Canadian Nautical Research Society Keith Matthews Best Book Award (2025) Shortlisted, Canadian Historical Association Wallace K. Ferguson Prize (2025) Advising and Grants: Neufeld welcomes MA and PhD supervision in early modern British history. He was awarded an SSHRC Insight Grant in 2022 for a three-year project on 18th-century prisoner-of-war treatment, aiming to inform ethical decision-making in the Canadian Armed Forces and foster public discussion on military ethics. Labs and Teams: He collaborates with international scholars, including Sabine Jesner and Krista Kesselring, on edited volumes addressing military healthcare and historical memory. His editorial work includes special journal issues and co-edited books with interdisciplinary contributions.

• Patient Safety
• Behavioral Medicine
• Healthcare Simulation
• +17 more

Ambrose Wong, MD, MSEd, MHS, is an Associate Professor Adjunct in the Department of Emergency Medicine at Yale School of Medicine. He is a prominent researcher in patient safety, behavioral health, and healthcare simulation, with a focus on improving care for agitated patients and preventing workplace violence in emergency settings. University: Yale School of Medicine School: School of Medicine Department: Department of Emergency Medicine Email: ambrose.wong@yale.edu Dr. Wong’s research spans qualitative and mixed-methods health services research, with a strong emphasis on teamwork, technology-based interventions, and behavioral health. He applies healthcare simulation to develop and test innovative solutions such as agitation code teams and peer support-enhanced crisis response systems. His work addresses critical issues including clinician burnout, health equity in restraint use, and the impact of social determinants on emergency care. His recent publications highlight a trajectory toward leveraging artificial intelligence for agitation prediction, conducting large pragmatic trials, and investigating disparities in behavioral emergency care. This reflects a growing integration of data science, implementation science, and equity-focused research in emergency medicine. Dr. Wong has received significant recognition and funding for his work, including: NIMH R01 grant for system dynamics modeling to improve agitation management PCORI funding for a pragmatic trial on peer support in crisis response NIMH K23 and NIH KL2 career development awards Society for Simulation in Healthcare Research Award He actively mentors and collaborates, with frequent co-authorship with researchers such as Bidisha Nath, Leigh Evans, James Dziura, and Kimberly Yonkers. He serves on editorial boards for Annals of Emergency Medicine and Academic Emergency Medicine Education & Training , and is a member of the Society for Academic Emergency Medicine Simulation Academy. He also contributes to institutional leadership as a member of the Dean's Advisory Council for LGBTQI Affairs at Yale. His laboratory and research team focus on interdisciplinary collaboration, integrating emergency medicine, psychiatry, data science, and public health to develop scalable, evidence-based interventions that enhance safety and equity in emergency care.

• English teacher preparation
• middle and secondary writing pedagogy
• rural education
• +3 more

Jessica Gallo, Ph.D., is an Associate Professor of Secondary Education at the University of Nevada, Reno, affiliated with the College of Education and Human Development. She teaches in the Secondary Education Department and focuses on English teacher preparation, writing pedagogy, and rural education. Education: Ph.D. in Curriculum and Instruction—Literacy Studies, University of Wisconsin-Madison M.S. in Curriculum and Instruction—Literacy Studies, University of Wisconsin-Madison B.S. in English, University of Wisconsin-Madison Her research emphasizes rural education challenges, teacher professional development, and innovative writing instruction. Recent publications explore topics like AI integration in teacher methods courses, place-conscious pedagogy, and post-pandemic classroom adaptations. Gallo's work bridges theory and practice in clinical teacher education contexts. She has received recognition as a National Writing Project Teacher Leader and co-directed the Rural Wisconsin Writing Institute. Her career spans rural K-12 teaching experience and higher education leadership, contributing to discussions about field experiences, educational equity, and teacher wellness through mindfulness practices.