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Steven JacksonView profile

Professor

• Technology Ethics
• Infrastructure Studies
• Human-Computer Interaction
• +7 more

Steven Jackson is a Professor of Information Science and Science and Technology Studies at Cornell University's Bowers College of Computing and Information Science, with additional graduate field appointments in Communication and Public Affairs. Since July 2023, he has served as Vice-Provost for Academic Innovation at Cornell, and previously held leadership positions as Chair of Information Science and Dean of William Keeton House. His work bridges academic research with significant institutional leadership in higher education innovation. Dr. Jackson's research focuses on critical intersections of technology, society, and the environment, with three primary strands: technology ethics, law and policy; maintenance, repair and sustainability; and technology, inequality and global development. His work draws from American pragmatism, political economy, and science and technology studies, integrating methods from sociology, anthropology, philosophy, and media studies. He is particularly interested in how computing practices meet social and material worlds, with implications for infrastructure, collaboration, sustainability, and cultural practice. His recent publications reveal a strong emphasis on repair as both theoretical concept and practical methodology, exploring 'ordinary hope' as a framework for technological engagement and examining unmaking as a necessary counterpart to design. The research spans diverse geographical contexts from the global North to South, addressing caste dynamics in computing, digital authoritarianism, and infrastructure challenges in developing contexts. Dr. Jackson has received significant recognition including an NSF CAREER award and more than twenty paper awards at leading computing and information science venues. His research has been supported by major organizations including the U.S. National Science Foundation, Social Science Research Council, Ford Foundation, Sloan Foundation, World Bank, Intel Research, Atkinson Center for Sustainability, and the Canadian Social Science and Humanities Research Council. As an advisor, Dr. Jackson has mentored numerous graduate students who have gone on to prominent positions at institutions worldwide. He currently advises Jen Liu, Amy Cheatle, Daniel Mwesigwa, Johan Michalove, and Ritik Batra, while his former students include Palashi Vaghela (Assistant Professor at Simon Fraser University), Samir Passi (Responsible AI Researcher at Microsoft), Maggie Jack (Assistant Professor at NYU), and Ranjit Singh (Senior Researcher at Data and Society). Dr. Jackson convenes the Computing On Earth Lab, an experimental collaboration bringing together social scientists, humanists, artists, and engineers to rethink the material and planetary foundations of computing. The lab reflects his commitment to interdisciplinary approaches that address computing's environmental impacts and sustainability challenges.

Jon SingletaryView profile

Professor

• Social Work Education
• Congregational Community Ministries
• Community Development
• +5 more

Jon Singletary serves as Dean and holds the Diana R. Garland Endowed Chair of Child and Family Studies at Baylor University's Diana R. Garland School of Social Work. He joined Baylor in 2003 after earning his PhD in Social Work from Virginia Commonwealth University (VCU), alongside an MSW from VCU and MDiv from Baptist Theological Seminary. His career includes prior roles as Associate Dean (2010–2015) before becoming Dean in 2015. Before academia, Singletary worked as a pastor, community organizer, and social service administrator. His research focuses on strengthening congregational ministries, community development, and advocacy for vulnerable populations. Notable projects include launching the Texas Hunger Initiative and directing the Strengthening Congregational Community Ministries Project. He co-founded the Faith and Service Technical Education Network (FASTENnetwork.org) to bridge faith-based organizations and social service sectors. His publications explore spirituality's role in social work, faith-based program development, and community organizing strategies. Recent work examines career resilience among professionals in aging care and leadership development through Enneagram frameworks. Earlier research addressed child food security, orphan care in Kenya, and rural community capacity building. Singletary's leadership emphasizes integrating faith and practice, evidenced by his edited volumes on Christianity and social work, and his advocacy for competency-based education models. He holds leadership roles in national organizations like the North American Association of Christians in Social Work and has advised global initiatives in Africa.

Colleen F. ViscontiView profile

Professor

• Scholarship of Teaching and Learning
• Evidence-Based Education
• Peer Mentoring
• +4 more

Dr. Colleen F. Visconti serves as Professor and Program Director of the Speech-Language Pathology program within the Department of Communication Sciences and Disorders at Baldwin Wallace University. She holds a Ph.D. in Child Language Disorders from Case Western Reserve University, an M.S. in Speech-Language Pathology from Pennsylvania State University, and a B.A. in Communication Sciences from Case Western Reserve University. Her educational background includes: Ph.D. in Child Language Disorders, Case Western Reserve University M.S. in Speech-Language Pathology, Pennsylvania State University B.A. in Communication Sciences, Case Western Reserve University Visconti's research centers on the scholarship of teaching and learning and evidence-based education, with specific expertise in peer mentoring systems, interprofessional education frameworks, Zambia-based community engagement initiatives, clinical decision-making protocols, and problem-based learning methodologies. Her scholarly contributions have been disseminated through presentations at state, regional, and national conferences alongside publications in journals such as Teaching and Learning in Communication Sciences & Disorders, Perspectives on Issues in Higher Education, and The ASHA Leader. She has co-authored three significant publications: the forthcoming open-access text 'Scholarship of Teaching and Learning in CSD: Past, Present, and Future', 'Case Studies in Evidence-Based Education: A Resource for Teaching in Clinical Professions' (2021), and 'Scholarship of Teaching and Learning in Speech-Language Pathology and Audiology: Evidence-Based Education'. Additionally, she co-founded and edits the open-access journal Teaching and Learning in Communication Sciences and Disorders. Her distinguished accolades include: Distinguished Contribution Award from the Council of Academic Programs in Communication Sciences and Disorders (2023) Honors of the Association from the Ohio Speech-Language-Hearing Association (2021) Fellow of the Association Award from the Ohio Speech-Language-Hearing Association (2016) Editor's Award from the National Student Speech Language Hearing Association for co-authored article 'Diagnostic Reasoning by Experienced Speech Language Pathologists and Student Clinicians' As an active professional leader, Visconti served as President of the Ohio Speech-Language-Hearing Association (OSLHA) and currently functions as a site visitor for the American Speech-Language-Hearing Association's (ASHA) Council of Academic Accreditation. Her extensive service history includes OSLHA roles as Vice President, Director of Marketing, and University Affairs Representative, alongside ASHA contributions as Convention Committee Member, Special Interest Division Coordinator, and State Legislative Councilor for Ohio. In her academic capacity, she teaches graduate/undergraduate courses including Foundations in Evidence-Based Practice, Articulation and Phonology Disorders, and international Capstone courses in Zambia.

Linda ArgoteView profile

Professor

• Organizational Learning
• Innovation
• Knowledge Transfer
• +4 more

Linda Argote is the Thomas Lord Professor of Organizational Behavior and Theory at the Tepper School of Business, Carnegie Mellon University. She serves as Director of the Center for Organizational Learning, Innovation, and Knowledge. Her academic journey includes prior roles such as David M. Kirr Professor and Carnegie Bosch Professor. She holds a Ph.D. in Organizational Psychology from the University of Michigan and a B.S. in Psychology from Tulane University. Her research focuses on organizational learning, innovation, knowledge transfer, and group processes, with notable contributions to transactive memory systems and team performance. Argote has received prestigious awards like the Joseph E. McGrath Award and an Honorary Doctorate. She actively contributes to academic leadership through roles in editorial boards, grant reviews, and university committees. Her teaching includes courses on organizational learning and strategic management.

Rochelle F HansonView profile

Professor

• Dissemination and implementation of evidence-based practices
• Trauma treatment
• Trauma-focused cognitive behavioral therapy (TF-CBT)
• +7 more

Rochelle F Hanson is a tenured Professor in the Department of Psychiatry and Behavioral Sciences at the Medical University of South Carolina (MUSC), affiliated with the National Crime Victims Research and Treatment Center (NCVC). She serves as Director of the NCVC Family and Child Program and holds roles in multiple interdisciplinary initiatives. Her research focuses on implementing trauma-focused evidence-based interventions, particularly in community settings, and improving provider fidelity to these practices. She also leads efforts to integrate mental health services into pediatric primary care. Dr. Hanson specializes in treating trauma in children, adolescents, and adults, with expertise in Trauma-Focused Cognitive Behavioral Therapy (TF-CBT). She has secured grants from NIMH, OVC, SAMHSA, and the Duke Endowment, including projects like Project BEST (Duke Endowment-funded initiative for child trauma care) and the National Mass Violence Victimization Resource Center. She supervises psychology interns and postdoctoral fellows and has been recognized for her mentorship with the 2010 MUSC Teaching Excellence Award. Her current work emphasizes sustaining implementation efforts through learning collaboratives and interprofessional partnerships. She also directs a VOCA-funded pediatric primary care behavioral health initiative.

Mbita MbaoView profile

Assistant Professor

• Behavioral Health
• Aging
• Workforce Development
• +3 more

Dr. Mbita Mbao is an Assistant Professor in the School of Social Work at Salem State University, where she teaches courses including SWK 700 (Human Behavior), SWK 704/705 (Social Work Practice), and aging-focused courses like SWK 871. Her teaching philosophy emphasizes experiential learning and valuing student experiences. Dr. Mbao's research focuses on behavioral health, aging populations, workforce development, and immigrant issues. She actively works to expand aging-related curriculum and services through her involvement with the Older Adults Behavioral Health Network and Salem for All Ages initiative. Her education includes a BSW from Bowling Green State University, MSW from Rhode Island College, and PhD from Simmons University. As a Licensed Clinical Independent Social Worker, she maintains a clinical practice providing in-home therapy to older adults. Honors include: 2025 North Star Collective Fellow 2019 AGESW Pre-Dissertation Fellow 2021 GSA MCDTAW Early Career Diversity Fellow

Masood MasoodianView profile

Associate Professor

• Interactive Visualization
• Design Thinking
• Health Informatics
• +3 more

Masood Masoodian is an Associate Professor in the Department of Art and Media at Aalto University, Finland. He leads the Visual Communication Design research group, focusing on interactive visualization for health, energy, and sustainability contexts. Previously, he held roles at the University of Waikato (2000-2016), University of Southern Denmark, and Massey University. Education: Doctoral degree in Other disciplines from the University of Waikato (1999) Research interests include design thinking, visualization of complex data, and creative aging interventions. Notable projects include the EU-funded INT-ACT initiative (2024-2026) addressing intangible cultural heritage. He has received an award for collaborative work on video game ludonarrative analysis (2019). Recent activities include organizing workshops on map-based interfaces, co-creating cultural heritage methods, and delivering public talks on digital design. Supervised two theses and contributed to 131 peer-reviewed outputs, emphasizing human-centered design and sustainability. Grants: Principal investigator for multiple EU projects totaling over 3 years of active funding. Awards: Prize for 'Comedy in the Ludonarrative of Video Games' (2019). Labs/Teams: Visual Communication Design group, collaborating internationally on projects like INT-ACT's cultural heritage mapping.

• Medical Education
• Internal Medicine
• Clinical Skills Assessment
• +3 more

Caroline K. Milne, M.D., is Professor (Clinical) of Internal Medicine at the University of Utah School of Medicine, where she also serves as Vice Chair for Education and Program Director of the Internal Medicine Training Program. In addition, she directs the fourth-year sub-internship and leads clinical-skills education for medical students. Education & Training M.D., University of Wisconsin School of Medicine Residency & Chief Residency, Internal Medicine, University of Utah School of Medicine Fellowship in General Medicine / Medical Education Research, University of Pennsylvania M.B.A., Business Administration, University of Utah Fellowship in Executive Leadership in Health Care, Drexel University Research Focus Dr. Milne’s scholarly work centers on medical education research, particularly the assessment and development of clinical skills, evaluation of residency training programs, and policy studies on resident wellness and parental leave. Her investigations employ mixed-methods and multi-institutional survey designs to inform best practices in graduate medical education. Clinically, she practices general internal medicine at the VA Medical Center, integrating bedside teaching with outpatient and inpatient care. This dual role informs her research on optimizing educational experiences within clinical environments and improving systems of care for veterans. Publication Themes Across more than two decades, her peer-reviewed articles reveal consistent themes: evaluating learner performance, refining feedback mechanisms, exploring health-system responses (e.g., during COVID-19), and analyzing policies affecting residents’ well-being. The work bridges education science, health-services research, and quality improvement. Scientific Awards No specific awards are listed in the provided material. Advising & Grant Activity While formal student advisees are not enumerated, Dr. Milne’s roles as Program Director and Director of Clinical Skills imply extensive mentorship of residents and medical students. Grant details are not provided. Laboratories & Teams She collaborates with the Internal Medicine residency leadership team and the School of Medicine’s clinical-skills educators, operating primarily within the University of Utah’s academic medical center and the affiliated VA Medical Center.

• Diabetes self-management
• Structured diabetes education
• Diabetes distress and psychological wellbeing
• +3 more

Dr Virginia Hagger is a Senior Lecturer in Nursing at Deakin University's School of Nursing & Midwifery, part of the Faculty of Health and the Institute for Health Transformation. She specializes in diabetes education, self-management, and psychological wellbeing. Her research focuses on structured education programs, diabetes distress, and workforce development. She holds a PhD and Master of Public Health from Deakin University. Dr Hagger has led numerous national and international studies, including interventions targeting diabetes distress, insulin therapy barriers, and telehealth support. She is affiliated with the Quality and Patient Safety (QPS) Strategic Research Centre and the Australian Centre for Behavioural Research in Diabetes . Awards include the 2019 Alfred Deakin Medal and 2017 Vice-Chancellor's Award for Teaching Excellence. Her teaching spans undergraduate and postgraduate nursing, including units on diabetes pathophysiology and psychosocial contexts. Current doctoral students focus on diabetes distress, social support in Ethiopia, and autonomy in insulin management. Over 30 peer-reviewed articles and grants (e.g., MRFF-funded HypoPAST and LISTEN trials) underscore her contributions to diabetes care innovation and workforce training.

Brenda DouglassView profile

Assistant Professor

• Competency-Based Education
• DNP Education
• Evidence-Based Practice
• +6 more

Dr. Brenda Douglass (DNP, APRN, FNP-C, CDCES, CNE, CTTS) is an Assistant Professor and Associate Director of the DNP-AP Program – Project Focus at Johns Hopkins University School of Nursing. Her work bridges clinical expertise in endocrinology, primary care, and chronic disease management with leadership in competency-based education (CBE) and nursing policy. Research Focus: Competency-Based Education in DNP programs Evidence-based practice and healthcare transformation Leadership development and professional identity in advanced nursing Chronic disease management, diabetes care, and aging Innovation in nursing education and technology Scientific Contributions: She has published extensively on DNP curriculum redesign, interprofessional education, and primary care workforce challenges. Her work emphasizes systems thinking, academic-practice partnerships, and quality improvement. Awards & Honors: Maryland Higher Education Commission Academic Nurse Educator Certification Award (2024) New Nursing Faculty Fellowship (2023) Sigma Theta Tau International Honor Society inductee (2006, 2011) Teaching Excellence Awards at Drexel University (2018, 2021, 2023) Mentorship & Leadership: Dr. Douglass serves as a mentor for DNP students and faculty, leads national committees on nursing education, and has developed initiatives to strengthen academic-practice partnerships.

David AlldredView profile

Professor

• Medicines Optimisation
• Patient Safety
• Deprescribing
• +5 more

Professor David Alldred is a Professor of Medicines Use and Safety at the University of Leeds' School of Healthcare, within the Faculty of Medicine and Health. His expertise spans medicines optimisation, patient safety, deprescribing, and care home medication management. He leads key research initiatives such as the NIHR Yorkshire and Humber Patient Safety Research Collaboration's 'Decluttering Safely for Safety' theme and co-leads the School of Healthcare's Quality and Safety research theme. Education: PhD (clinical research on care home medication review), MSc in Clinical Pharmacy, PGCert in Learning and Teaching, and BPharm (Hons). Professional memberships include Fellowships of the Royal Pharmaceutical Society and the Higher Education Academy. Research focuses on improving medication use for older adults in care homes and underserved populations, employing systematic reviews, qualitative studies, and RCTs. Notable projects include the CHUMS study (Department of Health-funded medication error analysis in care homes) and leadership roles in NIHR Programme Grants like CHIPPS and CHARMER. He collaborates with NHS England to implement medicines optimisation programs and co-designed multilingual medication review resources to reduce health inequalities. Awards include the Pharmacy Practice UK Research Award (2015) and NIHR Senior Investigator status (2025). His work emphasizes translating evidence into clinical practice, with over 150 publications and supervising NIHR-funded doctoral students in critical care, diabetes, cystic fibrosis, and geriatrics. Led the Care Homes' Use of Medicines Study (CHUMS), contributed to NICE guidelines for care home medicines management, and developed interventions like the Medicines at Transitions Intervention (MaTI) for heart failure patients. His research themes address polypharmacy reduction, medication safety across care transitions, and pharmacist-led deprescribing strategies.

• Pediatric Primary Care
• Obesity
• Breastfeeding
• +4 more

Ada M. Fenick, MD, is a Professor of Pediatrics (General Pediatrics) at Yale School of Medicine. She holds multiple leadership roles including Associate Director for Pediatrics in the Biopsychosocial Approach to Health clerkship, Medical Director of School-Based Health Centers, and Medical Director of the Medical-Legal Partnership Project. Her clinical practice focuses on economically disadvantaged pediatric populations, emphasizing developmental aspects of child health and addressing toxic stress impacts. Education: BS in Biomedical Sciences (University of Michigan, 1990), MD (University of Michigan, 1993), Pediatric Residency (Weill-Cornell/NY Medical Center, 1996) Research: Centers on pediatric primary care innovations such as group well-child care models, medical-legal partnerships, and obesity prevention. Key themes include health equity, social determinants of health, and curriculum development. Her recent work emphasizes leveraging medical student experiences to improve curricula addressing social drivers of health. Over 20 peer-reviewed publications since 2020 focus on topics like electronic phenotyping algorithms for obesity screening and frameworks for group pediatric care implementation. Awards: Includes Howard A Pearson MD Teaching Award (2013) and multiple institutional recognitions for clinical excellence and innovation. She leads initiatives like the Yale Primary Care Pediatrics Curriculum and collaborates with community organizations to enhance access to early intervention services for vulnerable children. Her work integrates clinical care, education, and policy advocacy to promote holistic child health outcomes.

• Healthy Ageing
• Pharmacology
• Pharmacoepidemiology
• +3 more

Dr. Kenji Fujita is a Research Fellow at the Kolling Institute, University of Sydney, specializing in ageing, pharmacology, and pharmaceutical care quality. He holds a PhD, MScMed (ClinEpid), and BPharm from the University of Sydney. Previously a pharmacist in Japan, he leads international initiatives in the Pharmaceutical Care Network Europe (PCNE) and the International Pharmaceutical Federation (FIP). His work focuses on deprescribing strategies, polypharmacy, and developing quality indicators for healthcare services. Dr. Fujita’s research integrates big data analysis, statistical modeling, and machine learning to address challenges in geriatric pharmacotherapy. Current projects include validating frailty indices, evaluating deprescribing interventions in older adults, and developing NLP tools for clinical documentation analysis. He has also contributed to assessing organizational readiness for guideline implementation in community pharmacies. Awards include the 2023 Outstanding Poster Presentation Award at the IAGG Asia/Oceania Congress and 2022 Best Poster at the Japanese Society of Social Pharmacy. He has secured grants such as the 2024 electronic frailty index project and the 2021 systems-approach to medication review initiative. Dr. Fujita collaborates with global networks like J-HOP (Japan Home Visiting Pharmacy Association) and leads multidisciplinary teams across Australia and Europe. His lab focuses on translating data-driven insights into actionable clinical practices to improve medication safety and quality in ageing populations.

• Dental Informatics
• Teledentistry
• Oral Health Policy
• +4 more

Professor Heiko Spallek is Head of School and Dean at the University of Sydney’s Sydney Dental School, leading the school’s integration with the Faculty of Medicine and Health. He also serves as Academic Lead for Digital Health and Health Service Informatics at the faculty level. His research focuses on advancing dental informatics, teledentistry, and evidence-based practice, while advocating for improved oral health policy and public health initiatives. He holds roles including director at Community Connections Australia and membership in the Charles Perkins Centre. Education: DMD, Dr. med. dent., MSBA(CIS), FACD, FAIDH Leadership: Oversees Sydney Dental School’s academic and clinical programs, emphasizing interprofessional education and digital health innovation. Research interests include leveraging big data and machine learning in dentistry, improving access to oral healthcare through teledentistry, and addressing systemic issues in dental education and policy. He has led projects on laser dentistry applications, dental caries prevention, and healthcare workforce regulation. Notable contributions include the OpenWide conference series, the BigMouth dental data repository, and advocacy for equitable dental funding in Australia. Grants include initiatives on oral hygiene in aged care and analysis of healthcare advertising perceptions. Media engagements highlight his role in public discourse on dental access and policy, including commentary on Australia’s dental crisis and aged care reforms. He actively promotes interdisciplinary collaboration through platforms like the Dental Informatics Online Community. Labs/Teams: Directs the Sydney Dental School’s research programs in informatics and public health, collaborating with national and international networks such as the National Dental PBRN.

Janine JohnsonView profile

Professor

• Diverse Learners in Nursing Education
• Evidence-Based Nursing Practice
• Women's Health Issues
• +3 more

Dr. Janine Johnson is a Professor in the Undergraduate Nursing Department at Clarkson College, where she has been since 2012. She teaches in the traditional BSN and RN to BSN programs, as well as the Community Health Program. Her roles include dissertation chair duties in the Healthcare Education and Leadership program. Dr. Johnson holds degrees of Ed.D. (Doctor of Education) and MSN (Master of Science in Nursing), and is a registered nurse (RN). Her research focuses on addressing barriers faced by racially and ethnically diverse nursing students, promoting evidence-based practice, and women's health issues. She has developed educational resources including digital curricula, concept maps, and lesson plans for platforms like ATI EHR Tutor and ATI Engage Fundamentals. Her work emphasizes inclusive education strategies and faculty development. Dr. Johnson has received multiple teaching and scholarship awards, including the Sigma Theta Tau Rising Star recognition and nominations for the Apple Award and Teaching Excellence. She actively contributes to professional development through presentations at national conferences such as Sigma Theta Tau and Elsevier events. Key Roles: Dissertation Committee Member, Course Instructor (NRS 352, NRS 475, CHL 364, etc.) Professional Memberships: Sigma Theta Tau International, National Society of Leadership and Success