Find Academic Supervisors

Elizabeth M. BloomView profile

Teaching Professor

• Legal Education
• Civil Litigation
• Law School Pedagogy
• +5 more

Elizabeth M. Bloom is a Teaching Professor in the Legal Skills in Social Context (LSSC) program and Program Administrator for the FlexJD program at Northeastern University School of Law. She holds a BA from Wesleyan University (1995) and a JD from Georgetown University Law Center (2001). Her professional roles include prior experience as a professor and director of the Academic Excellence Program at New England Law | Boston, as well as legal practice in civil litigation at Goulston & Storrs and work in assisted reproductive technology policy. Her teaching focuses on integrating social justice principles into legal skills education, particularly in children’s rights and educational equity. Research interests include formative assessment methodologies, the intersection of legal skills training and social justice advocacy, and applications of educational psychology to legal pedagogy. She designs LSSC projects addressing systemic educational disparities and youth rights issues. Career highlights include private practice litigation, policy advising through the Crockin Law and Policy Group, and leadership in academic support programs. Current responsibilities involve curriculum development in experiential learning and managing innovative FlexJD educational pathways.

• Linguistics
• French Language Studies
• Comparative Discourse Analysis
• +4 more

Marge Käsper is a Lecturer in French Language and Linguistics at the University of Tartu's Faculty of Arts and Humanities, affiliated with the Institute of Foreign Languages and Cultures. She holds a Doctor's Degree from the University of Tartu (2017) focusing on comparative analysis of French and Estonian academic book reviews. Her career spans over 25 years, including roles as a Research Fellow (2020–2024) and administrative leadership in digital humanities initiatives. Education includes a PhD in French Studies (2017), MA in Phonetics from Paris 3 University (2000), and BA in French Language and Literature from the University of Tartu (1997). She has coordinated projects like the 'Digital Competence Development' initiative (2020–2021) and organized international conferences on discourse analysis and multilingual corpora. Research focuses on comparative linguistic discourse analysis, particularly in French and Estonian academic writing, media discourse during crises, and metaphorical language use. She has co-authored over 75 publications, including articles on pandemic communication, discourse particles, and cross-cultural media framing. Active in academic networks like DiscourseNet and Do.Ri.F, she contributes to international research collaborations such as the French-Estonian PARROT program. Key grants include leading the 'Conceptual Metaphors: Social Relevance and Estonian Database' project (2024–2027). Her work bridges linguistic theory with applied studies in digital humanities and crisis communication, emphasizing multilingual and cross-cultural perspectives.

Jill ZarestkyView profile

Associate Professor

• Adult Education
• STEM Education
• Conservation and Sustainability
• +4 more

Dr. Jill Zarestky is an Associate Professor in the Adult Education and Training program at Colorado State University's School of Education, with an affiliate appointment in the Department of Mathematics, School of Global Environmental Sustainability. She holds a Ph.D. in educational human resource development from Texas A&M University and a master’s in computational and applied mathematics from the University of Texas at Austin. Her research focuses on STEM education for adult learners, conservation, sustainability, and nonformal learning through organizations like NGOs and biological field stations. She has secured grants from NSF, USDA, and philanthropic entities, leading projects such as the NSF-funded study on STEM learning at field stations and a bee monitoring initiative with CSU’s College of Health and Human Sciences. Dr. Zarestky’s service contributions include roles as Secretary of the American Association of Adult and Continuing Education (2014–2018), editor for New Horizons in Adult Education and Human Resource Development , and leadership in redesigning AAACE’s governance structure. Her awards include the 2019 Early Career Award from CPAE and the 2020 Richard A. Swanson Research Excellence Award. She emphasizes bridging education and real-world challenges, such as climate literacy and equitable access to STEM resources. Current priorities include expanding community science projects, such as native bee tracking, and advancing HRD’s role in global sustainability goals. Her work integrates pedagogical innovation with social justice, addressing barriers for marginalized learners and promoting inclusive workforce development.

• Mental Health in Higher Education
• Cyberbullying Prevention
• Student Wellbeing
• +5 more

Margaret Anne Carter is a Professor in the Guidance and Counselling and Career Development department within the College of Education at James Cook University, with significant cross-campus engagement between the Australian and Singapore campuses. Her academic leadership is demonstrated through the organization of the Australasian Mental Health and Higher Education Conference series and the development of innovative educational resources, most notably the 'Prevent Cyber Bullying' educational website for higher education contexts. Professor Carter's research interests focus on mental health in educational settings across multiple developmental stages, with particular expertise in cyberbullying prevention, student wellbeing initiatives, and character education. Her work bridges early childhood education and higher education contexts, examining social behavior development, digital citizenship, and the implementation challenges of wellbeing programs in educational institutions. Her research consistently addresses the ecological factors influencing mental health in learning environments, with special attention to cross-cultural applications as evidenced by her work in Singaporean educational settings. Analysis of her publication trends reveals a strategic evolution from foundational work in early childhood social behavior to contemporary research on digital wellness and mental health in higher education. Her recent publications demonstrate increasing focus on systemic approaches to wellbeing, examining the complex interplay between institutional policies, digital environments, and individual wellbeing outcomes. The interdisciplinary nature of her work is evident in collaborations spanning educational psychology, counseling, journalism, and creative arts. Professor Carter has established herself as a leader in mental health research within Australian higher education, particularly through her conference organization efforts and the development of practical resources for educators. Her Prevent Cyber Bullying website represents a significant contribution to digital safety education in university contexts, addressing a previously under-researched area of adult cyberbullying. Her academic supervision and teaching activities are closely aligned with her research interests, particularly in the Guidance and Counselling programs at James Cook University. While specific grant details aren't provided in the source material, her international collaborations, particularly with Singapore-based institutions, suggest successful securing of research funding to support cross-border educational initiatives. Professor Carter leads the Prevent Cyber Bullying initiative, which involves multidisciplinary collaboration between guidance and counseling, journalism, and creative writing academics at James Cook University. This initiative has engaged students in video production to create cyberbullying scenario content, demonstrating an innovative approach to translating research into practical educational resources.

Steven MeyersView profile

Professor

• Clinical Psychology
• Family Well-Being
• Child & Adolescent Development
• +4 more

Dr. Steven Meyers is a Professor and Chair of the Department of Psychology at Roosevelt University in Chicago. He holds dual roles as Director of the Initiative for Child and Family Studies and serves in the College of Humanities, Education & Social Sciences. His academic career spans three decades with notable contributions to clinical psychology, family systems theory, and innovative pedagogy. Meyers earned his PhD in Clinical Psychology from Michigan State University and a BA in Psychology from Brown University. His research focuses on child well-being, family dynamics, and effective teaching practices. Notable achievements include seven teaching awards, most prominently the 2024 Frank Untermyer Teaching Award and recognition as Illinois Professor of the Year. Meyers emphasizes empathetic education, advocating for strong teacher-student alliances and service learning programs that connect classroom knowledge with community service. With over 250 publications, his work spans behavioral finance, cultural pressures on students, and ADHD treatment. He combines clinical expertise with media outreach, appearing on WBEZ and in major publications. Meyers' teaching philosophy integrates social justice principles, encouraging students to 'make a difference' through mindful action and community engagement.

Brian O'SullivanView profile

Associate Professor

• Composition and Rhetoric
• Modernism
• Poetry
• +3 more

Brian O'Sullivan is an Associate Professor of English and Chair of the LEAD Seminars at St. Mary's College of Maryland. He holds a B.A. in English from Adelphi University (1989), an M.A. in English and Comparative Literature from Columbia University (1991), and a Ph.D. in English from Temple University (2001). His research focuses on composition and rhetoric, modernism, poetry, and the rhetoric of politics. He has pioneered studies on peer tutoring and peer review pedagogy, emphasizing student collaboration in writing education. His creative work includes poetry and fiction published in journals like Rattle and HOWL New Irish Writing . His scholarly articles include analyses of the rhetorical dynamics in Preston Sturges' film Sullivan's Travels (via Kenneth Burke's theories) and collaborative studies on peer review implementation challenges in first-year writing programs. His teaching specializations include parody/satire and the pedagogical use of incongruous frameworks. O'Sullivan’s work bridges literary analysis, educational theory, and creative writing. No scientific awards are explicitly noted, but his contributions to writing program administration are highlighted through his tenure at the University of Rochester (2001–2005) and his current leadership roles. His academic advising and grant activities are not detailed in the provided text, but his focus on collaborative learning frameworks reflects a commitment to pedagogical innovation.

Joseph TorokView profile

Associate Professor

• Rhetoric and Composition
• Accessibility
• Digital Rhetoric
• +4 more

Joseph Torok is an Associate Professor of Teaching in the Department of English at Wayne State University’s College of Liberal Arts and Sciences. His expertise spans rhetoric, technical communication, and writing program administration. He teaches courses on technical communication and publishing practicum. PhD in English (Rhetoric & Composition), Wayne State University M.A. in Written Communication, Eastern Michigan University B.A. in Geography, Eastern Michigan University Research interests include accessibility in digital rhetoric, bibliometrics, and open-access publishing. He focuses on improving writing assessment methodologies and professional communication practices. No scientific awards or recent articles are listed in the provided text.

Meghan McGuireView profile

Associate Professor

• British and Global Modernisms
• Interdisciplinary Modernisms (Visual/Performing Arts)
• Irish Studies
• +4 more

Meghan McGuire, PhD, is an Associate Professor of English and Chair of the Department of Language at the University of Lynchburg. She holds the endowed title of Geraldine Lyon Owen Professor. Her academic affiliations include the School of Liberal Arts & Sciences, School of Medicine and Health Sciences, and School of Professional & Applied Sciences. Dr. McGuire earned a PhD in English (Post-1900 British and Anglophone Literature) from the University of North Carolina at Greensboro (2017), an MA in English from Wake Forest University (2006), and a BA in Literature from UNC Asheville (2003). Her research focuses on British and global modernisms, interdisciplinary connections with visual and performing arts, Irish studies (including contemporary poetry), women’s and gender studies, textual analysis, and disciplinary writing practices. She actively contributes to the Westover Honors Research Center and oversees academic programs through her administrative roles.

• Shakespearean Literature
• Rhetorical Studies
• Classical Rhetoric
• +3 more

Scott F. Crider is a Professor of English at the University of Dallas, affiliated with both the Constantin College of Liberal Arts and the Braniff Graduate School. He has taught there for thirty years, specializing in Shakespearean literature and rhetorical studies. He holds a B.A., M.A., and PhD from California State University and the University of California, Riverside, respectively, and earned a Master of Theology from UD, making him an alumnus. His administrative roles include leading the Writing Program, the Seven Arts of Language Program, and serving as Associate Dean of Constantin College. He teaches extensively on the Rome campus and has won prestigious teaching awards: Haggerty, Haggar, and King. His research focuses on Shakespeare, classical rhetoric, and ethics in literature, producing books like The Office of Assertion (2005), With What Persuasion (2009), and The Art of Persuasion (2019). He collaborates with his wife Trang M. Crider, a UD Librarian, on travel memoirs like Love Among the Castelli Romani (2024). His recent work includes a manuscript on Shakespeare's sonnets and aging narratives. Education: B.A. and M.A., California State University, Sacramento PhD, University of California, Riverside Master of Theology, University of Dallas Research & Publications: Explores Renaissance rhetoric, classical philosophy, and Shakespeare's ethical dimensions Authored three academic books and numerous articles on topics from Genesis to Dante Co-authored memoirs blending travel and personal narrative Teaching & Service: Over 30 course preparations taught Directed major academic programs at UD Active in Rome campus instruction Awards: Haggerty Teaching Award Haggar Teaching Award King Teaching Award

• Tropical Conservation Biology
• Environmental Science
• Science Communication
• +3 more

Lisa Canale holds multiple roles at the University of Hawaiʻi at Hilo: Coordinator of the Professional Master's Track in the Tropical Conservation Biology & Environmental Science (TCBES) Graduate Program, Instructor, and Graduate Advisor within the College of Natural and Health Sciences (CNHS). She teaches core TCBES courses, the Professional Master's Internship track series, and specialized subjects like Business of Conservation, Science Communication, Writing, and Geospatial Analysis. Her office is located in Wentworth Hall, Room 18, and she can be reached at canale@hawaii.edu. Her research and teaching focus on applied conservation strategies, environmental science education, and bridging scientific communication with practical fieldwork. She emphasizes professional development through internships and geospatial technologies in tropical ecosystems. As a Graduate Advisor, Lisa guides students in academic and career pathways within the TCBES program. While no specific grants or awards are listed, her role reflects commitment to program administration and student mentorship. The TCBES program itself serves as her primary academic team and operational framework.

Theresa Abodeeb-GentileView profile

Associate Professor

• Literacy Education
• Inclusive Education
• Teacher Professional Development
• +3 more

Theresa Abodeeb-Gentile is an Associate Professor of Elementary Education and Program Director of Early Childhood Education and Elementary Education at the University of Hartford's College of Education, Nursing and Health Professions. Her work focuses on literacy education, teacher development, and inclusive practices in diverse settings. She holds an EdD from the University of Massachusetts, an MEd from American International College, and a BSE from Westfield State College. Education: EdD, University of Massachusetts MEd, American International College BSE, Westfield State College Research Interests: Dr. Abodeeb-Gentile investigates how student-teacher interactions shape literacy identities, using methods like participant observation and critical discourse analysis. She explores effective literacy teaching strategies, including technology integration (e.g., blogging), and designs professional development programs to enhance teacher effectiveness in urban schools. Her recent work emphasizes improving literacy outcomes in underserved communities. Articles Overview: Her publications (2008–2022) center on inclusive education models, literacy identity formation, teacher perspectives in global contexts, and translational research in professional development. Key themes include equity, policy impact, and practical strategies for diverse classrooms. Awards/Grants: None explicitly listed in the provided text. Advising/Labs: No specific student advisees or lab affiliations mentioned. Her focus appears to be on program leadership and collaborative research initiatives.

Lijana StundžėView profile

Associate Professor

• Organisational Communication
• Gender Studies
• Gender Aspect in Communication
• +4 more

Associate Professor Lijana Stundžė is affiliated with the Faculty of Communication at Vilnius University, specifically within the Department of Information and Knowledge Management and the Gender Studies Centre. Her research focuses on organizational communication, gender studies, and media analysis, with a particular emphasis on gender equality policies and communication in educational and public sectors. Her academic qualifications include a PhD in Informational Supply of Women’s Movement (2000) and an MA in Librarian-Bibliographer Studies (1993). She teaches courses such as Gender Theory and Communication, Organizational Communication, and Public Communication Skills. Recent research highlights include studies on gender integration in academia, gender equality communication in municipalities, and media discourse analysis on sexual harassment. She actively engages in science promotion through public lectures and workshops, addressing topics like public speaking and gender representation in media. Dr. Stundžė supervises PhD student Diana Borovik, whose work explores internal communication in organizations from a gender perspective. She participates in national and international conferences, contributing to discussions on gender studies and communication theories.

Heidrun OchsView profile

Researcher

• Comparative Regional History
• City History
• Economic and Social History
• +4 more

Dr. Heidrun Ochs is a Researcher at the Johannes Gutenberg University Mainz, affiliated with the Department of Late Medieval History and Comparative Regional History and the Institute for Historical Regional Studies Rhineland-Palatinate eV. She holds concurrent roles in history didactics, digital teaching projects, and regional studies. Her work bridges academic research, pedagogy, and public engagement. Education: Doctorate (2007) in History from Johannes Gutenberg University Mainz, with a dissertation on patrician families in late medieval Mainz. Studies in History, Mathematics, and Physics (1992–2000). Research Interests: Comparative regional history, medieval urban economies, material culture, and history didactics focusing on spatial learning and digital teaching methods. Her work emphasizes interconnections between Mainz, the Rhineland-Palatinate, and broader European contexts. Publications Trends: Recent works highlight digital pedagogy (Instagram-based history teaching), medieval economic structures, and interdisciplinary approaches to historical sources. Her articles often analyze urban elites, patrician networks, and cross-epoch financial practices. Awards: None explicitly listed. Grants/Advising: Involved in the Teaching-Learning-Research Laboratory for History and the Digitally Extended Project Teaching (ModeLL-M) initiative. Advises on curriculum design and historical methodology. Labs/Teams: Active in the Teaching-Learning-Research Laboratory for History, fostering collaborative academic-pedagogical frameworks.

• Teacher Education
• Curriculum Development
• Educational Evaluation
• +2 more

Maria de Fátima de Sousa Pereira is an Adjunct Professor at the Higher School of Education of the Polytechnic Institute of Viana do Castelo (ESE-IPVC) in Portugal. She is also an integrated member of inED - Centre for Research and Innovation in Education and a collaborator member of CIIE - Educational Research and Intervention Center of the Faculty of Psychology and Educational Sciences of the University of Porto (FPCEUP). Additionally, she is a member of the Practical Research Community: Curriculum, Evaluation, Training and Educational Technologies (CAFTe). Dr. Sousa Pereira earned her PhD in Educational Sciences from the Faculty of Psychology and Educational Sciences of the University of Porto in 2013 and completed her Bachelor's degree in Educational Sciences from the same institution in 2004. Her academic journey has been dedicated to advancing teacher education and educational practices in Portugal. Her research focuses on critical areas of educational development including teacher training, curriculum development and management, educational evaluation, educational and curriculum policies, and educational innovation to improve teacher training and capacity. She approaches these topics through both theoretical frameworks and practical applications, often collaborating with educational institutions to implement evidence-based practices. Her work examines how educational policies translate into classroom practices and how teacher preparation programs can be optimized to address contemporary educational challenges. Dr. Sousa Pereira's publications from 2020-2024 demonstrate a consistent focus on teacher education, with particular attention to literacy instruction, professional socialization of teachers, curriculum policies, and the teaching-research nexus. Her work spans multiple educational contexts and addresses both theoretical frameworks and practical applications for improving teacher preparation and educational outcomes in Portugal. She currently coordinates the postgraduate program in School Administration and Management and Educational Innovation at ESE-IPVC, serves on the Technical-Scientific Council, and holds the position of deputy director since July 2023. Her leadership extends to community outreach services and scientific dissemination through publications and academic presentations. Dr. Sousa Pereira's work is supported by various funding bodies including the Camões Institute of Cooperation and Language, EDULOG Foundation, and the Foundation for Science and Technology. Her projects often involve collaboration with multiple institutions across Portugal, demonstrating her ability to build research networks that address complex educational challenges. She is actively involved in the CAFTe (Curriculum, Assessment, Training and Educational Technologies) research community, which focuses on theoretical and practical contributions to educational development. Her work with this community has resulted in numerous publications and edited volumes that advance knowledge in teacher education and curriculum development.

• Political Thought of the Early Republic
• Constitutional Law
• American Political History
• +3 more

Jeremy D. Bailey is the Sanders Chair in Law and Liberty and Director of the Institute for American Constitutional Heritage at the University of Oklahoma. He holds a Ph.D. from Boston College (winner of the APSA's E. E. Schattschneider Prize) and a bachelor’s from Rhodes College. His research focuses on early American political thought, constitutional controversies over executive power, and the intellectual history of presidential authority. Education: Bachelor’s Degree, Rhodes College Ph.D. in Political Science, Boston College (2004) Research Interests: Political thought of the early U.S. republic Constitutional debates over executive power Presidential representation theory Jeffersonian and Madisonian political philosophy Awards: 2004 E. E. Schattschneider Prize for Best Dissertation in American Politics 2014 'Outstanding Academic Title' for The Contested Removal Power Key Contributions: Director of the Institute for American Constitutional Heritage Editor of the American Political Thought book series Author of 4 major books including Thomas Jefferson and Executive Power and James Madison and Constitutional Imperfection Professional Roles: Holds the prestigious Sanders Chair in Law and Liberty Teaches in Constitutional Studies program Active scholar with over 30 published articles and book reviews