Workplace Health Programs Professors and Supervisors | ApplySharif

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Jonathan LazarView profile

Professor

University of Maryland, College ParkUnited States

Dr. Jonathan Lazar is a Professor in the College of Information Studies (iSchool) at the University of Maryland, where he serves as Executive Director of the Maryland Initiative for Digital Accessibility (MIDA) and core faculty in the Human-Computer Interaction Lab (HCIL). He previously held a professorship at Towson University, where he founded the Universal Usability Lab and directed the information systems program. His work bridges human-computer interaction (HCI), disability rights, and legal policy to advance digital accessibility for marginalized populations, particularly blind users, individuals with cognitive impairments, and people with Down syndrome. Education: LL.M. (Disability Rights Law, University of Pennsylvania), Ph.D. (Information Systems, UMBC), M.S. (Information Systems, UMBC), B.B.A. (Management Information Systems, Loyola University Maryland). Research Focus: Dr. Lazar's work emphasizes ICT accessibility in developing countries, non-visual modalities for blind users, ballot accessibility for voters with disabilities, and legal frameworks to enforce accessibility standards. He has authored/co-authored 17 books and over 200 peer-reviewed articles, with notable contributions on accessible data visualization, automated accessibility testing, and the intersection of law and technology. Awards: Includes the ACM SIGACCESS Outstanding Contribution Award (2020), ACM SIGCHI Social Impact Award (2016), and multiple University System of Maryland Board of Regents Awards. His research has influenced U.S. federal regulations, including airline website accessibility mandates following his work on discriminatory pricing for blind travelers. Professional Service: Serves on the executive board of the Friends of the Maryland Library for the Blind, co-chairs the Cambridge Workshop on Universal Access and Assistive Technology (CWUAAT), and advises government agencies on accessibility policy. He advocates for inclusive design in public libraries, voting systems, and educational technologies. Labs & Projects: Leads the Trace R&D Center's legacy work on accessibility, co-designs health IT tools with individuals with Down syndrome, and develops tools like FormA11y for PDF accessibility remediation. His research emphasizes translating academic findings into actionable policies and practices.

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Peter A. WymanView profile

Professor

University of RochesterUnited States

Peter A. Wyman, PhD is a Professor at the University of Rochester School of Medicine and Dentistry, Department of Psychiatry, Child and Adolescent Services. He serves as Director of the Network Health and Prevention Program and Co-Director of the Center for Study and Prevention of Suicide. Dr. Wyman's research focuses on using natural social networks to deliver interventions for suicide, depression, and substance use prevention. His Connect Program suite of interventions has been implemented in diverse settings including the US Air Force (Wingman-Connect), police departments (Police-Connect), and predominantly Black churches (HAVEN-Connect). Columbia University - A.B. in Psychology, 1982 University of Rochester - M.A. in Clinical Psychology, 1984 University of Rochester - Ph.D. in Clinical Psychology, 1987 University of Rochester - Postdoctoral Fellowship, University Health Service, 1986-1988 Dr. Wyman's research centers on developing and implementing network-based suicide prevention interventions. His work examines how natural social networks can be leveraged to build social bonds and shared healthy norms to sustain intervention impacts. His research spans multiple settings including schools, military contexts, workplaces, and community organizations. He investigates how peer leadership, social integration, and network structure influence mental health outcomes, particularly among adolescents and high-risk populations. His work integrates implementation science, social network analysis, and prevention research to develop scalable, evidence-based interventions. His recent publications demonstrate a consistent focus on suicide prevention through social networks, with increasing emphasis on digital health approaches, implementation science methodology, and attention to equity in suicide risk screening. His work spans multiple disciplines including psychiatry, public health, social network analysis, and implementation science, reflecting the interdisciplinary nature of modern prevention research. Action Partner Award, National Association of School Psychologists (NASP). 2016 Excellence in Suicide Prevention Award, Suicide Prevention Center of New York State. 2012 Distinction for Ph.D. Comprehensive Examinations, University of Rochester. 1985 NIMH Research Fellowship (merit-based). 1982 - 1983 Magna Cum Laude, Columbia College, Columbia University, New York, NY. 1982 Cleveland Foundation Research Award (merit based). 1979 Dr. Wyman's research has been funded by major national agencies including the National Institutes of Health, Department of Defense, and Centers for Disease Control and Prevention. He has led significant clinical trials, including a current study testing peer-led network interventions to prevent adolescent vaping. Beyond his research, he has held influential policy positions, having co-chaired the New York State Governor's Task Force on Suicide (2017-2019) and serving as a member of the Community Prevention Services Task Force, an independent advisory group appointed by the CDC Director. Dr. Wyman leads the Network Health and Prevention Program, which develops and tests network-based interventions across multiple settings. His Connect Program suite represents a significant contribution to suicide prevention, with adaptations for military personnel, police officers, and faith communities. His work bridges research and practice, translating scientific findings into real-world interventions that address critical public health challenges.

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Alessia MelegaroView profile

Professor

Bocconi UniversityItaly

Alessia Melegaro is a Full Professor of Demography and Social Statistics at Bocconi University's Department of Social and Political Sciences, and a Research Associate at the Dondena Centre for Research on Social Dynamics and Public Policy. She holds a Ph.D. in Quantitative Epidemiology from the University of Warwick, UK. Her work bridges demography, epidemiology, and public health, focusing on policy modeling, vaccine strategies, and healthcare economics. She directs Bocconi's Master in Data Science and Business Analytics and leads the Bocconi Covid Crisis Lab, a multidisciplinary initiative analyzing the pandemic's societal impact. As Principal Investigator of an ERC Consolidator Grant, she studies human behavior's role in infection spread. Her research explores optimal vaccination programs, demographic-behavioral interactions, and AI-driven health resource allocation. Notable contributions include analyzing social contact patterns during the pandemic, vaccine acceptance dynamics, and global health equity in vaccine distribution. Her work emphasizes interdisciplinary collaboration, combining mathematical models with real-world data to inform public health policies. Recent studies highlight behavioral interventions for mask-wearing and influenza vaccination uptake among corporate workers.

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Steven WallerView profile

Professor

University of TennesseeUnited States

Steven Waller is a Professor and Associate Department Head in the Department of Recreation and Sport Management at the University of Tennessee, within the College of Education, Health, and Human Sciences. His academic career spans over three decades, with leadership roles including Co-Director of the Sport and Religion Research Alliance. Education: He holds a DMin in Pastoral Care and Counseling from United Theological Seminary, a PhD in Parks & Recreation Administration from Michigan State University, and additional degrees in Public Administration and Recreation Management from the University of Michigan and Central Michigan University. Research focuses on organizational behavior in recreation/sport organizations, diversity equity inclusion (DEI), and the intersection of religion and sport. Notable areas include barriers to career advancement for minorities, institutional evil in organizational culture, and sport chaplaincy professionalization. Recent projects examine African American career mobility patterns and the impact of religiosity on athlete families. Key publications address sport chaplaincy identity formation, compassion fatigue in therapeutic settings, and systemic racial inequities in sport structures. His work bridges faith-based practices with sport management through interdisciplinary frameworks. Received 2021 CEHHS Equity Summer Institute Certification 2017 Literary Award from Christian Society for Kinesiology 2015 Meritorious Service Award (Knox County Parks Board) Teaching incorporates Jack Mezirow's Transformative Learning Theory, emphasizing critical reflection and adult learning styles. Current appointments include Editorial Board roles for multiple journals, and leadership in diversity initiatives through UTK's Division of Diversity and Engagement. Active in community service: Board member of Project GRAD Knoxville and the International Sports Chaplaincy Federation. Serves on editorial boards for Journal of the Christian Society for Kinesiology , Journal of Public Management and Social Policy , and others. Led the 2020 Special Issue on Diversity in Aquatics for International Journal of Aquatics Research and Education , addressing systemic barriers in swimming access and equity initiatives.

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Leila KarimiView profile

Professor

RMIT UniversityAustralia

Professor Leila Karimi is the Assistant Associate Dean of Applied Health at RMIT University's Health and Biomedical Sciences department. She specializes in mental health, healthcare workforce wellbeing, and addictive behaviors. Her research bridges psychology, public health, and clinical interventions, with a focus on meditation's cardiometabolic effects and digital addiction analysis using machine learning. She supervises projects addressing pharmacist well-being, ADHD screening tools, and technology-driven mental health solutions. Key roles: Professor & Assistant Associate Dean (Applied Health) Affiliations: RMIT University, College of Health and Biomedical Sciences Research Themes: Mental Health, Healthcare Workforce Resilience, Digital Behavioral Interventions Her work emphasizes crisis management strategies for healthcare workers and validating tools like the Mediterranean Lifestyle Consensus. Recent studies explore clozapine safety in pregnancy and emotional intelligence training efficacy. She collaborates internationally on projects ranging from Parkinson's stem cell therapies to global obesity epidemiology. Publications span behavioral addictions, clinical psychology, and health systems innovation. She is actively involved in supervising doctoral students exploring meditation, workplace well-being, and digital transformation in healthcare.

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Meredith TharaposView profile

Associate Professor

RMIT UniversityAustralia

Meredith Tharapos is an Associate Professor and Head of the Accounting Department at RMIT University, Australia. She has held academic positions at RMIT since 1992, progressing from Sessional Lecturer to Associate Professor. Her research focuses on behavioral aspects of accounting, including cultural diversity management, student satisfaction, graduate employability, transnational education, and accountability. She is recognized for her student-centered teaching approach, emphasizing cultural intelligence and inclusive learning environments, earning the RMIT Vice Chancellor’s Teaching Citation for Outstanding Contributions to Student Learning. Tharapos serves as Australian Chair of the AFAANZ Accounting Education Special Interest Group and has led the RMIT Accounting Educators’ Conference for six years. She holds editorial roles in international accounting education journals and is a member of CPA Australia and Chartered Accountants Australia and New Zealand. Her recent work explores AI in education, pandemic impacts on learning, and global educational equity. Tharapos supervises research projects on topics like serious games in accounting education, ethical dilemmas in professional accounting, and cultural intelligence in transnational teaching. She advocates for curriculum innovation and has published widely on educational strategies, academic citizenship, and post-pandemic university restructuring.

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Henry RenskiView profile

Professor

University of Massachusetts AmherstUnited States

Henry Renski is a Professor and Chair of Landscape Architecture and Regional Planning at the University of Massachusetts Amherst. He also serves as Director of the UMASS Center for Economic Development and Graduate Program Director of the PhD in Regional Planning. His research focuses on regional economic competitiveness, technological and social forces shaping economic development, and policy effectiveness, with specialties in spatial analysis, GIS, and industrial clusters. Dr. Renski holds a PhD from the University of North Carolina at Chapel Hill (2006) and has prior experience as a Special Assistant to the Governor of Maine, working on economic initiatives like the WIRED program. His work bridges academic research and applied policy, addressing topics such as climate migration, innovation districts, renewable energy impacts, and racial equity in labor markets. He teaches courses in quantitative methods, GIS, and economic development policy. Key affiliations include the UMASS Center for Economic Development and the Institute for Social Science Research. Recent research trends highlight urban policy innovation, climate adaptation strategies, and the intersection of technology with regional transformation. His applied projects include feasibility studies for infrastructure (e.g., Massachusetts Horse Park) and economic analyses for municipalities like Boxborough. Dr. Renski's interdisciplinary approach combines data science with community engagement to drive equitable economic outcomes.

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Aušra KazlauskienėView profile

Professor

Vilnius UniversityLithuania

Roles and Affiliations: Currently holds the rank of Professor at Vilnius University Šiauliai Academy, within the Faculty of Education's Department of Education. Previously served as Dean of the Faculty of Education at Šiauliai University (2008–2013) and held academic roles such as Associate Professor and Head of various departments related to education and mathematics didactics. Education: Earned a Doctor of Social Sciences (Education) degree. Extensive academic background in educational theory and practice, with specialization in mathematics education and pedagogical methodologies. Research Interests: Focuses on teaching and learning processes, early mathematical education, self-directed and personalized learning, and educational quality management. Her work emphasizes sustainable education practices, teacher training innovations, and the integration of critical thinking in digital contexts. Key areas include social media literacy for educators, flipped classroom models, and interdisciplinary mathematics curricula. Publications Trends: Recent work explores the impact of social media on teacher education, critical thinking development, and sustainable educational practices. Prominent contributions include co-authored books on self-directed learning systems and methodological guides for educators. Research often addresses teacher well-being, resilience, and systemic challenges in education quality. Consulting and Grants: Played a pivotal role in creating Lithuania's pre-school education programs and competence frameworks. Involved in EU-funded projects like 'INTERPEARL' (teacher education innovation) and 'CTIS' (critical thinking in education). Active in national and international educational networks, including the Lithuanian Educational Research Association (LERA) and European Educational Research Association (EERA). Professional Networks: Board member of LERA and Chair of the General Education Network. Member of global organizations such as the World Education Research Association (WERA) and European Alliance for Social Sciences and Humanities (EASSH). Engaged in strategic educational initiatives like Researchers' Excellence Network (RENET).

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Anthony MontgomeryView profile

Professor

Northumbria UniversityUnited Kingdom

Anthony Montgomery is a Full Professor of Occupational and Organizational Psychology at Northumbria University, UK, appointed in 2022. His research focuses on job burnout, organizational culture, and healthy workplaces. Previously, he held academic positions at the Royal College of Surgeons in Ireland-Medical University of Bahrain, University College Cork (Ireland), and the University of Macedonia (Greece). He has secured £8.4 million in research funding as a Principal Investigator or collaborator. Education: PhD in Psychology from Utrecht University (1999–2003). Research interests include burnout mechanisms in healthcare and non-clinical settings, workplace well-being interventions, and organizational change strategies. His work addresses employee silence, leadership roles, and systemic approaches to improving care quality. Recent studies highlight interdisciplinary collaborations analyzing burnout's cognitive impacts, healthcare organizational dynamics, and psychological safety's role in patient outcomes. He has published over 90 peer-reviewed articles and contributes to public discourse via blogs, podcasts, and magazines. Notable achievements include Stanford/Elsevier's Top 2% Scientist rankings (2019-2023). Current projects include the National Institute for Health Research-funded 'Partnership for Workforce Sustainability in Underserved Areas.'

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Eveline WuttkeView profile

Professor

Goethe-University FrankfurtGermany

Prof. Eveline Wuttke is a Professor of Business Education at the Goethe University Frankfurt am Main, leading the Chair of Business Education with a focus on empirical teaching and learning research. Since 2006, she has held this position, previously serving as an academic councillor at Johannes Gutenberg University Mainz and a research assistant at Justus Liebig University Giessen. Her work bridges empirical research on teaching practices, teacher competencies, and professional skills measurement. Key research areas include learning from mistakes, classroom communication dynamics, and vocational education system analysis. Her current DFG-funded project, the Action-based Financial Literacy Network (AFin), explores evidence-based interventions to enhance financial literacy. She leads a team including research associates like Luna Becker and Katharina Bushyla, focusing on topics such as digital assessment tools, workplace learning, and competency development. Recent publications emphasize vocational education systems, AI literacy training, and teacher professionalization programs. Prof. Wuttke’s research spans 4 decades, with over 50 peer-reviewed articles analyzing domains like apprenticeship outcomes, emotional intelligence in vocational training, and error-based learning strategies. Her work often integrates multidisciplinary approaches, combining educational psychology with organizational behavior insights.

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Angela MartinView profile

Research Fellow

University of TasmaniaAustralia

Professor Angela Martin is a Professorial Research Fellow in Work and Mental Health at the Menzies Institute for Medical Research, University of Tasmania, working half-time since 2019. She holds a PhD in Organizational Psychology (Griffith University, 2002) and has extensive academic leadership roles, including Associate Dean of Research and Management Discipline Leader at the Tasmanian School of Business & Economics before transitioning to Menzies. Her research focuses on workplace mental health, psychosocial safety climate, and psychological capital, with a strong emphasis on translating research into practical interventions. Key areas include mental health management in SMEs, work-family dynamics, and leadership development. She has led major projects funded by NHMRC, ARC, and industry partners, including the 'Integrated Workplace Mental Health Promotion' initiative and evaluations of suicide prevention strategies. Teaching and supervision are central to her work, having supervised over 20 doctoral students and developed curricula recognized nationally. Awards include Vice-Chancellor's Citation (2008) and Australian Learning and Teaching Council Citation (2009) for innovative teaching resources. She also advises government bodies like the Australian Public Service Commission on mental health frameworks and workplace policies. Martin collaborates internationally on projects like the International Study of Work and Family (ISWAF) and has co-authored influential textbooks such as Organizational Behaviour and Communication for Business . Her recent work explores community paramedicine and the mental health of veterinary professionals, reflecting her commitment to interdisciplinary solutions for workplace wellbeing.

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Ita RichardsonView profile

Professor

University of LimerickIreland

Professor Ita Richardson is a Professor of Software Quality in the Department of Computer Science & Information Systems at the University of Limerick. She serves as Co-Principal Investigator at Lero – the Irish Software Research Centre, funded by Science Foundation Ireland. Her roles include leading projects on Global Software Engineering, Connected Health, and Women in STEM. Affiliated with multiple centers including the Ageing Research Centre and Health Research Institute, she also holds adjunct professorship at the University of Eastern Finland. Education: PhD (1999), MSc (1992), BSc (1983). Her research focuses on software processes, quality in medical devices, global software development, and gender equity in STEM. Notable projects include FESTA (EU-funded initiative for female STEM academics) and TRANSFoRm (patient safety in Europe). She has supervised PhD students funded by SFI, IRC, EU, and international universities. Teaching spans software processes, software quality, and connected health at undergraduate and postgraduate levels. Collaborations include IBM, Johnson & Johnson, and health institutions. Awards include Science Foundation Ireland Industry Fellowship (2014-2017). Active in initiatives like Athena SWAN and community engagement through Gaelic sports and cultural groups.

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Samuli RipattiView profile

Professor

Graz University of TechnologyAustria

Samuli Ripatti is a Professor of Biometry in the Department of Public Health at the University of Helsinki's Faculty of Medicine. He serves as Director of the Institute for Molecular Medicine Finland (FIMM) since 2023 and leads the Academy of Finland's Center of Excellence in Complex Disease Genetics. His research integrates genetics, statistics, and clinical medicine to advance understanding of cardiometabolic diseases and genomic risk prediction. Education: Statistics major, University of Helsinki PhD in Mathematical Statistics, Stockholm University (2002) Docent in Statistics, University of Helsinki (2007) Research interests focus on cardiometabolic diseases, polygenic risk scores (PRS), and genetic epidemiology. He has pioneered PRS for disease prevention and developed clinical risk algorithms, with applications in precision medicine and global health initiatives. Recent publications highlight trends in polygenic risk modeling across diverse diseases, lipidomics, sleep disorders, and trauma outcomes. His work spans genomics, bioinformatics, and translational medicine. Scientific awards: Knight, First Class, of the Order of the White Rose of Finland (2021) Highly Cited Researcher (2018, 2017, 2016) Ripatti chairs doctoral programs in life sciences and the EU-funded INTERVENE project, which develops genomic risk prediction methods. He has led research groups at FIMM-EMBL, the Broad Institute, and the Wellcome Trust Sanger Institute. As Director of FIMM and member of scientific advisory boards (e.g., NMRC Singapore, EXCEED), he shapes global genomic research collaborations and biobank infrastructure.

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Justin BorenView profile

Associate Professor

Santa Clara UniversityUnited States

Justin Boren is an Associate Professor of Communication at Santa Clara University’s Leavey School of Business. He also serves as Chair of the County of Santa Clara’s Human Rights Commission. His research focuses on organizational communication dynamics, particularly how social support networks mitigate workplace stress and influence employee well-being. Boren pioneered the concept of Communicatively Restricted Organizational Stress (CROS), linking communication barriers to health outcomes and advocating for interventions to reduce stress in high-CROS environments. Boren holds a B.A. (2002) and M.A. (2005) in Communication from California State University, Long Beach, and a Ph.D. (2010) in Communication from Arizona State University’s Hugh Downs School of Human Communication. He teaches courses on organizational communication, conflict management, and the biological foundations of human communication. His research explores themes such as CROS in healthcare and academia, physiological stress responses, and communication strategies for work-life balance. Recent work investigates nurse stress, faculty well-being, and the relationship between social inclusion and blood glucose levels. Boren emphasizes practical interventions to improve organizational communication and employee health. While no scientific awards are explicitly noted, his contributions are reflected in peer-reviewed publications and professional affiliations, including the American Psychological Association and National Communication Association. His advising and grant details are not provided in the text, but his research interventions focus on workplace stress reduction. No specific labs or teams are mentioned in the provided information.

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Elizabeth FaueView profile

Professor

Wayne State UniversityUnited States

Elizabeth Faue is a Professor of History and Director of Labor@Wayne at Wayne State University (WSU), leading its Employment and Labor Relations Program. She specializes in labor history, women's/gender history, and occupational health and safety. Faue has held leadership roles including History Department Chair (2015-2023) and Interim Associate Dean of the Graduate School (2007-2009). She received her B.A. in English (summa cum laude, 1979) and M.A. (1985) from the University of Minnesota, followed by a Ph.D. in History (1987). She joined WSU in 1990, becoming a full professor in 2002. Her research focuses on labor activism, occupational safety, and interdisciplinary approaches to labor studies. Notable awards include the 2023 Distinguished Service to Labor History Award and membership in WSU’s Academy of Scholars. She has organized major initiatives like the NEH-funded Humanities Clinics (2017-2024) enhancing graduate education. Faue has also served on editorial boards of key journals and co-founded organizations like the Labor and Working Class History Association. Faue’s publications include pivotal books like *Community of Suffering and Struggle* (1991) and *Rethinking the American Labor Movement* (2017), alongside over 200 articles. Her recent work explores nurse/teacher activism and OSHA’s role in healthcare. She is a former Susan B. Anthony Postdoctoral Fellow and has held visiting scholar positions at institutions like the University of Bologna (2023).

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