جست‌وجوی استاد و پژوهشگر

Michael A. Goodmanمشاهده پروفایل

استادیار

• Higher Education
• Student Affairs
• Educational Leadership and Policy
• +۴ مورد دیگر

Michael A. Goodman is an Assistant Professor at The University of Texas at Austin in the Department of Educational Leadership and Policy, College of Liberal Arts. His research explores student governance, sorority/fraternity life (SFL), and crises in education, emphasizing equity, justice, and LGBTQ+ issues. He also serves as a Faculty Affiliate in the Center for Women's and Gender Studies. B.A. in Organizational Communication, University of Central Oklahoma M.S. in Education (Higher Education and Student Affairs), Indiana University Ph.D. in Higher Education, Student Affairs, and International Education Policy (concentration: Student Affairs), University of Maryland, College Park Goodman’s research bridges student governance, SFL, and educational crises, with particular attention to queer student experiences and social justice. His work interrogates neoliberalism in student leadership, racial equity, and the transition from student government to public office. Recent publications focus on crisis management, antiracist practices, and digital communication in SFL. His articles analyze themes such as graduate student labor exploitation, queer representation in governance, and social media’s role in racial justice. Awards include the Maxine Foreman Zarrow Endowed Faculty Fellowship, TACUSPA’s Faculty Member of the Year, and grants for crisis-related research. Goodman also serves as Associate Editor for the Journal of Sorority and Fraternity Life Research and Practice , with affiliations in LGBTQ+ advocacy and student affairs professional development.

Richard Hallمشاهده پروفایل

استاد

• Higher Education Policy
• Educational Technology
• Academic Labour
• +۷ مورد دیگر

Richard Hall is Professor of Education and Technology based in the Division of Education within De Montfort University's School of Applied Social Sciences. He contributes to teaching on evidence-based education and educational leadership, while supervising Masters and PhD students. His academic career is deeply embedded in critical perspectives on higher education structures and practices. Professor Hall's research spans several interconnected areas including higher education policy and pedagogy, co-operative and alternative forms of higher education, academic labour and alienation, and neoliberalism's impact on education. His work consistently examines the political economy of higher education, with particular attention to how market forces reshape academic work and student experiences. In recent years, he has focused on the experiences of marginalized student groups, especially Muslim students navigating the UK student finance system. His publications reveal a trajectory from analyzing academic labor conditions to broader critiques of the university as an institution, with increasing attention to decolonial perspectives, indigenous knowledge systems, and the potential for alternative educational models. His work increasingly engages with generative AI's implications for pedagogy and the future of intellectual work. HEA National Teaching Fellow (2009) Fellow of the Higher Education Academy Professor Hall actively supervises students and collaborates on research projects, notably mentoring Yusraa Maryam on her dissertation about Muslim student experiences with interest-bearing loans, which later expanded into a funded project with The Aziz Foundation. His current work includes a significant institutional audit examining British Muslim students' experiences in higher education. He is also engaged in critical analysis of academic complicity regarding Palestine-Israel, advocating for anti-colonial approaches in higher education.

Maryam Kashaniمشاهده پروفایل

دانشیار

• Liberation Theologies
• Geography
• Race
• +۸ مورد دیگر

Maryam Kashani is an Associate Professor in Gender and Women’s Studies and Asian American Studies at the University of Illinois at Urbana-Champaign. Her interdisciplinary work bridges filmmaking, anthropology, and critical scholarship, with affiliations including leadership in Believers Bail Out , a community initiative focused on freeing incarcerated Muslims and advancing abolition. Research Focus: Theories of liberation, racial capitalism, and decolonial struggle Intersections of geography, Islam, and visual culture in social movements Ethnographic examination of Muslim communities in urban contexts Narrative strategies in knowledge production and archival practices Her scholarly publications consistently explore themes of racial justice, Muslim diasporic experiences, and anti-colonial resistance. Recent works emphasize abolitionist frameworks, comparative sovereignty studies, and critical analyses of spatial politics in the San Francisco Bay Area. Awards: Duke University Press Scholars of Color First Book Award for Medina by the Bay: Scenes of Muslim Study and Survival (2023) Community Engagement: Co-leads the Ten Freedom Summers Film Project with Wadada Leo Smith, examining Black freedom struggles through music and religion, while directing creative efforts toward abolitionist activism through Believers Bail Out .

Anita Liمشاهده پروفایل

استادیار

• Behavior Analysis
• Behavioral Health
• Instructional Design
• +۴ مورد دیگر

Anita Li, Ph.D., serves as Assistant Professor in the Psychology Department at the University of Massachusetts Lowell's College of Fine Arts, Humanities and Social Sciences, with dual affiliation in the Applied Behavior Analysis and Autism Studies program. A Board Certified Behavior Analyst since 2013, she brings extensive clinical experience with developmental disabilities across diverse settings and holds formal training from Western Michigan University, Florida Institute of Technology, and the University of Florida. Her educational background includes: Ph.D. in Psychology (2020), Western Michigan University M.S. in Applied Behavior Analysis (2015), Florida Institute of Technology B.S. in Psychology (2010), University of Florida Dr. Li's research centers on behavior analysis, behavioral health, and equity , with emphasis on burnout prevention, physical activity interventions, psychotropic medication management, and gender/diversity issues . She employs quantitative methodologies including single-subject designs, surveys, and citation analyses to bridge theoretical principles with real-world applications in clinical, educational, and organizational contexts. Her 15 most recent publications reveal a consistent trajectory toward methodological rigor and social impact , featuring influential citation studies on gender representation, innovative behavioral health interventions for developmental disabilities, and critical examinations of systemic inequities in academia. These works demonstrate her dual commitment to advancing basic science through tools like CyberRat simulations and driving practical change via OBM (Organizational Behavior Management) frameworks. Dr. Li's scientific recognition includes: All University Graduate Teaching Award (2020), Western Michigan University All University Graduate Research Award (2018), Western Michigan University She actively mentors doctoral candidate Jack Blake, master's students Tien Pham and Cam Conlon, and multiple undergraduates including poster award winner Ian Plourde. Current funded projects examine the gender wage gap evolution (2016-2023), OBM leadership dynamics, operant simulation efficacy, and contingency management for substance use disorders, with IRB-approved burnout studies commencing January 2024. Her research team collaborates internationally on OBM initiatives, recently presenting workshops at the Reykjavík OBM Network Conference, while maintaining strong ties with the Journal of Organizational Behavior Management and behavior-analytic communities through editorial roles and invited addresses.

Aaron Teoمشاهده پروفایل

مدرس

• Educational Sociology
• Critical Pedagogy
• Migration Studies
• +۳ مورد دیگر

Aaron Teo is a Lecturer in Curriculum and Pedagogy at the University of Southern Queensland's School of Education . As a Sociologist of Education , he serves as Convenor for the Australian Association for Research in Education Social Justice Special Interest Group and Queensland Convenor for the Asian Australian Alliance . His work intersects with the Challenging Racism Project and Australian Human Rights Commission's anti-racism initiatives , earning recognition through the 2023 Carolyn Baker Memorial Prize and 2024 State Library of Queensland John Oxley Honorary Fellowship . PhD in Sociology of Education (2024, University of Queensland) Graduate Diploma in Secondary Education (2014, University of Queensland) Teo's research examines raced and gendered subjectivities of migrant teachers from 'Asian' backgrounds in Australian education, focusing on critical pedagogies that deconstruct whiteness in classrooms. His methodological expertise lies in critical autoethnography , exploring intersections of migration, racism, sexism, and multiculturalism through reflexive inquiry. Recent publications analyze anti-Asian racism post-pandemic , pedagogical paradoxes in ethnoburb schools, and global antiracism frameworks . He advocates for structural racism education in schools, emphasizing safe classroom spaces and teacher training to address systemic inequities. Scientific Awards: 2023 Carolyn Baker Memorial Prize 2024 State Library of Queensland John Oxley Honorary Fellow Teo collaborates with the Australian Human Rights Commission and leads initiatives through the Asian Australian Alliance , promoting racial literacy and allyship. His work challenges internalized racism and advocates for First Nations sovereignty as foundational to dismantling white supremacy in education systems.

Wei Panمشاهده پروفایل

دانشیار

• Causal inference and propensity score analysis
• Multilevel, longitudinal, and structural modeling
• Research synthesis and meta-analysis
• +۳ مورد دیگر

Dr. Wei Pan serves as Associate Professor and Faculty Lead for the Research Area of Excellence in Methods and Analytics at Duke University School of Nursing. He holds a PhD in Measurement and Quantitative Methods from Michigan State University (2001) and an MS in Statistics from Fuzhou University, China (1989). His educational credentials include: PhD in Measurement and Quantitative Methods, Michigan State University, 2001 MS in Statistics, Fuzhou University, China, 1989 Dr. Pan specializes in advanced statistical methodologies including causal inference, propensity score analysis, multilevel modeling, and meta-analysis. His research bridges methodological innovation with critical applications in adolescent health, substance abuse, symptom management, and health disparities. He has developed significant expertise in reducing selection bias in observational studies, as evidenced by his book Propensity Score Analysis: Fundamentals and Developments . His work consistently addresses measurement challenges in social, behavioral, and health sciences contexts. Analysis of Dr. Pan's recent publications (2024-2025) reveals a dominant focus on health equity and methodological rigor. His work spans sickle cell disease management, HIV outcomes in global contexts, adolescent mental health, and systemic biases in healthcare delivery. He frequently employs latent profile analysis, meta-analytic techniques, and causal modeling to investigate complex phenomena like nurse burnout during emergencies, digital media impacts on cognition, and racial disparities in anesthesia. His research demonstrates strong alignment with NIH-funded priorities in health services and implementation science. Dr. Pan has secured continuous funding from major federal agencies including the National Institutes of Health (NIH), National Science Foundation (NSF), and U.S. Department of Education. His collaborative projects emphasize interdisciplinary approaches to chronic disease management, healthcare transitions, and mental health equity. While no formal students are listed in his directory, his methodological expertise supports numerous trainees through the PhD in Nursing and Doctor of Nursing Practice programs at Duke.

• Culturally Relevant Pedagogy
• Multicultural Education
• Urban Education
• +۵ مورد دیگر

Kerri Ullucci is a Professor in the Department of Education at Roger Williams University. Her research focuses on culturally relevant pedagogies, racial equity in education, and preparing teachers for high-poverty and urban schools. She has contributed extensively to critical race theory in education and the development of race-conscious teaching practices. Research areas: Culturally Relevant Teaching, Anti-Racist Education, Urban School Reform Notable work: Operationalizing Critical Race Theory in elementary classrooms, addressing color-blind racism in teacher training Her publications analyze systemic inequities in education, including implications of poverty, accountability policies, and the role of teacher identity in student outcomes. She has evaluated programs for English Language Learners and advocated for humanizing classroom management strategies.

Pamela Rogersمشاهده پروفایل

استاد

• Education Policy
• Social Studies Education
• Critical Theory
• +۵ مورد دیگر

Pamela Rogers is a Professor in the Faculty of Education at the University of Ottawa, where she conducts critical research on education policy, social studies education, and decolonizing pedagogies. Her academic work spans multiple interdisciplinary fields including critical race theory, gender studies, and historical consciousness within educational contexts. Professor Rogers' research interests focus on the intersections of neoliberalism and education policy, with particular attention to how market-driven reforms impact public education systems. Her scholarship critically examines the discursive shifts from antiracist education policies toward neoliberal frameworks that prioritize standardized testing and accountability measures. She investigates how historical consciousness is constructed in educational settings and how colonial narratives are perpetuated through classroom spaces and national historical spectacles. Her work on decolonizing citizenship challenges traditional conceptions of citizenship education within nation-state frameworks. Analysis of her recent publications reveals a consistent focus on the impacts of neoliberal governance on public education, with particular emphasis on how privatization efforts undermine democratic processes in schooling. Her research demonstrates how education policy increasingly 'whites out' race through discursive shifts from racial equity toward achievement gap frameworks. She also explores the embodied dimensions of historical consciousness and how affective elements shape our relationship to historical narratives. Her scholarship on teacher mental health during the pandemic highlights the crisis in educator well-being within increasingly demanding educational environments. Professor Rogers has been active in advising and research collaborations, particularly with Nichole Grant on issues of education privatization and neoliberal governance. Her work often engages with critical theory frameworks including Bourdieu's symbolic violence, Foucault's governmentality, and decolonial theory to analyze educational policy and practice.

Marie Haverfieldمشاهده پروفایل

دانشیار

• Interpersonal Communication
• Health Communication
• Family Communication
• +۷ مورد دیگر

Marie Haverfield serves as an Associate Professor in the Department of Communication Studies within San José State University's College of Social Sciences. Her academic work bridges communication theory with practical healthcare applications, focusing on how interpersonal communication patterns impact health outcomes and family resilience. Dr. Haverfield's research program examines features of interpersonal communication that enhance individual health and well-being in both health and family contexts. In healthcare settings, she explores patient-provider-caregiver communication and its impact on mental and physical health outcomes, healthcare utilization, and medication adherence. Within family systems, particularly those considered high-risk such as those with parental substance misuse, she investigates how communication patterns influence offspring developmental outcomes including mental health, substance use behaviors, and resilience. Her methodological approach combines qualitative and quantitative techniques, reflecting her commitment to mixed-methods research. Recent publication trends reveal Dr. Haverfield's growing focus on relationship-centered care in healthcare settings, particularly in virtual environments and cross-cultural contexts. Her work increasingly addresses health disparities, with significant attention to anti-Black racism in medical settings and communication strategies to promote equity. The pandemic has also shaped her research trajectory, leading to international comparative work on family rituals and resilience during global crises. Her publications consistently demonstrate interdisciplinary collaboration across communication, medicine, psychology, and public health. Dr. Haverfield actively involves students in her research program, providing undergraduate and graduate students with opportunities to contribute to data collection, analysis, and publication. She has incorporated student work into her Advanced Family Communication course, resulting in student co-authorship on manuscripts. Her community partnerships include collaborations with the Veterans Affairs Palo Alto Health Care System, Stanford University School of Medicine, Santa Clara Valley Medical Center, and Al-Anon World Services. Current major projects include her Co-Investigator role in the Presence for Racial Justice study, which partners with community clinics serving predominantly Black patients to develop educational programming addressing anti-Black racism in medicine. As Principal Investigator, she leads an international survey examining family rituals and resilience during the COVID-19 pandemic across the U.S. and Israel, with findings expected to inform cultural differences in family definition and ritual behaviors associated with greater resilience.

Lauri Johnsonمشاهده پروفایل

دانشیار

• Educational Leadership
• Equity and Social Justice in Education
• Culturally Responsive Leadership
• +۶ مورد دیگر

Lauri Johnson , Ph.D., is an Associate Professor at Boston College's Lynch School of Education and Human Development , specializing in Educational Leadership & Higher Education . With a career spanning over 20 years in K-12 education and academia, she focuses on culturally responsive leadership , urban school reform , and equity-focused education across international contexts. Director of PSAP Ed.D. program (2009-present) Chair of ELHE Department (2017-2021) Co-convener of WERA International Research Network (2015-present) Her research examines community activism in school reform , leadership in high-poverty schools , and historical responses to educational inequities . With over 72 publications, her work spans comparative studies in the US, UK, Canada, and 20 countries through the ISSPP project. Key article trends show growing focus on: Indigenous family-school-community engagement Historical leadership responses to racism Democratic leadership practices Comparative international education Culturally sustaining pedagogy Equity-focused educational reform Awards & Appointments: 2020 David G. Imig Distinguished Service Award 2018 Best Paper Award from BELMAS 2008 AESA Critics Choice Award 2019-present Honorary Associate Professor, University of Nottingham 2015-2017 Distinguished Faculty Fellow, Western University Her work bridges historical analysis with contemporary challenges, emphasizing educational advocacy and racial equity in leadership . As a former Fulbright Scholar to the UK, she contributes to global educational research networks while maintaining practical insights from her extensive K-12 experience.

Krystal A. Smallsمشاهده پروفایل

دانشیار

• Linguistic Anthropology
• Sociolinguistics
• Cultural Anthropology
• +۱۲ مورد دیگر

Krystal A. Smalls serves as Associate Professor and Director of Graduate Studies in the Department of Anthropology within the College of Liberal Arts & Sciences at the University of Illinois Urbana-Champaign. She maintains cross-appointments as Associate Professor in African American Studies, Linguistics, and the Center for African Studies, reflecting her transdisciplinary research approach. Her educational background includes a PhD in Anthropology from the University of Pennsylvania (2015) and a BS from Cornell University (2000). Her research program examines how young people in Black communities create meaning through discourse and practice, with particular attention to digital spaces and urban environments across the African diaspora. Smalls' research interests focus on linguistic anthropology, sociolinguistics, and cultural anthropology with emphasis on race, semiotics, digital space, personhood, gender, discourse, language ideology, hip hop, migration, and African diaspora communities (particularly Liberia and the US). Her work specifically investigates discourses and practices that constitute Black life, Blackness, antiblackness, and anti-antiblackness through ethnographic research in various Black diaspora locations. Her recent publications demonstrate a consistent analytical trajectory examining how language practices function as public refusals of antiblack raciolinguistic ideologies. The 2024 monograph Telling Blackness represents a significant theoretical contribution to raciosemiotics, while subsequent articles explore digital subjectivity, corporeal representation in memes, and the semiotic production of Black femininities. Smalls has conducted extensive fieldwork with young urbanites in Monrovia, Liberia and Philadelphia, PA, and is developing new research with the Gullah Geechee community of coastal South Carolina. Her methodological approach combines ethnographic observation with critical discourse analysis to examine how talk, movement, and digital communication constitute meaningful acts within racialized contexts.

Diana Bilimoriaمشاهده پروفایل

استاد

• Gender diversity, equity, and inclusion in governance and leadership
• Organizational transformation
• Leadership development
• +۵ مورد دیگر

Diana Bilimoria serves as KeyBank Professor, Chair and Professor of Organizational Behavior at the Weatherhead School of Management, Case Western Reserve University. With an initial appointment in 1989, she has dedicated over three decades to academic leadership, research, and teaching in organizational behavior and diversity studies. As Department Chair, she oversees curriculum development, faculty recruitment, and strategic direction for one of the school's core departments. Bilimoria earned her PhD from The University of Michigan in 1990, following an MMS (1983) and BCom (1981) from University of Bombay. This international educational background has informed her cross-cultural perspective on leadership and diversity. Her academic journey reflects a deep commitment to understanding organizational dynamics across different cultural contexts. An internationally recognized expert in gender diversity and leadership development, Bilimoria's research examines how individuals achieve their fullest potential as leaders, what facilitates women and minority group members becoming full participants in organizations, and how workplaces can tap into all capabilities of diverse leadership. Her work spans multiple domains including corporate governance, academic STEM fields, and nonprofit leadership. She has developed frameworks for organizational transformation that help institutions attract and retain high-performance, diverse workforces through evidence-based practices. Her extensive publication record demonstrates a clear evolution from documenting gender disparities to developing practical interventions for advancing women in leadership. Bilimoria's research shows particular strength in translating academic insights into actionable strategies, especially through her work on women in STEM careers and corporate board diversity. Her scholarship consistently bridges theoretical rigor with practical relevance for organizational leaders. Bilimoria's contributions have been recognized with numerous prestigious awards including the Academy of Management's Best Paper Award (2019), Scholarly Contributions to Educational Practice Advancing Women in Leadership Award (2017), and the Weatherhead School of Management Teaching Excellence Award (2014). Her 1999 Anbar Golden Page Award recognizes her influential editorship of the Journal of Management Education. Through executive education programs, organizational consulting, and NSF-funded initiatives like the ADVANCE program, Bilimoria has directly impacted leadership development for thousands of professionals. Her coaching services focus on recruitment, advancement, and retention of women and minority employees, leadership development, and board effectiveness. She has served as an advisor to numerous corporations and nonprofit organizations seeking to enhance their diversity and inclusion practices. As a thought leader, Bilimoria has established significant institutional frameworks through her work with the Flora Stone Mather Center for Women, the Mandel Center for Nonprofit Organizations, and the NSF ADVANCE program. Her leadership in developing the 'Institutions Developing Excellence in Academic Leadership' (IDEAL) initiative has created sustainable pathways for gender equity in academic STEM fields across multiple universities.

Nina Westerholtمشاهده پروفایل

پژوهشگر

• International Social Work Education
• Colonial-Critical Pedagogy
• Racism Critique in Higher Education
• +۳ مورد دیگر

Nina Westerholt is a researcher and academic counselor at Niederrhein University of Applied Sciences, with a focus on international social work education, decolonial methodologies, and racism critique in academia. She coordinates the BASA (dual) study program and leads research projects on anti-racist teaching and curriculum reform. Her work spans collaborations with institutions in New Zealand, Fiji, Sweden, and Germany. Her educational background includes a diploma in education and additional qualifications in German as a foreign language. She has conducted seminars on counseling in migration contexts, social work practice, and academic writing, with international partnerships in New Zealand and Fiji. Current projects include decolonizing social work curricula and implementing anti-discrimination strategies. Westerholt is co-speaker of the German Association for Social Work's expert group on international social work and chairwoman of the university's Applied Social Sciences support association. She has presented at conferences on decolonial education, critical discourse analysis, and student diversity, with publications on study progress mentoring and curriculum development. Her research emphasizes discourse analysis of international social work programs, exploring how colonial and racist power structures shape knowledge production. She advocates for pluriversalism in teaching and research, challenging traditional hierarchies in academic internationalization.

Monique S. Bowenمشاهده پروفایل

استاد

• Clinical Psychology
• Forensic Psychology
• Psychodynamic Psychotherapy
• +۵ مورد دیگر

Monique S. Bowen, PhD, is a Professor in the Department of Clinical Psychology at Antioch University New England. She serves as core faculty in the PsyD Program and clinical faculty in the Couples Therapy Training and Education Program at the William Alanson White Institute. Dr. Bowen also holds adjunct appointments at City College of New York and voluntary faculty roles at SUNY Downstate Medical Center. Columbia University, Child & Adolescent Psychodynamic Psychotherapy Certificate (2016) CUNY Graduate Center, PhD in Clinical Psychology (2012) Wesleyan University, BA in Psychology and Sociology (1994) Her research spans clinical and forensic psychology with a focus on psychodynamic approaches, applied psychoanalysis, diversity/ethics in clinical practice, and family violence. Recent publications explore ethical fandom in sports, trauma-legality intersections in domestic violence, and identity development in therapist training. She chairs the APA Division 39 Awards Committee and contributes to institutional anti-racism initiatives. Fellow, College of Research Fellows, American Psychoanalytic Association (2019) Vera S. Paster Outstanding Service Award, CUNY (2010) Dr. Bowen actively participates in global mental health committees and psychoanalytic education, serving as an APA Representative to the United Nations and co-founding Academics for the Advancement of Psychodynamic Psychology (A²P²). Her clinical work integrates psychotherapy with forensic psychiatry, focusing on trauma and institutional policy reform.

Jane Hunterمشاهده پروفایل

دانشیار

• Pedagogy
• Curriculum and Pedagogy
• Teacher Professional Learning
• +۱۳ مورد دیگر

Jane Hunter is an Associate Professor in the School of International Studies and Education at the University of Technology Sydney (UTS), Faculty of Design and Society. She has a robust academic and professional background spanning K–12 education, teacher education, and educational leadership. Her research is centered on pedagogy, curriculum development, and technology-enhanced learning, with a strong focus on integrated STEM and STEAM education. University: University of Technology Sydney School: Faculty of Design and Society Department: School of International Studies and Education Academic Rank: Associate Professor Email: Jane.Hunter@uts.edu.au Education: PhD in Education, Western Sydney University (2010–2013) M.Ed (Hons 1), University of Sydney Graduate Diploma in Education, University of Canberra B.A., Australian National University Research Interests: Jane Hunter’s research focuses on teacher professional learning, pedagogical innovation, and the integration of technology in education. She developed the 'High Possibility Classrooms' framework, which emphasizes teacher agency, creativity, and integrated STEM/STEAM learning. Her work explores how teachers can use technology meaningfully to enhance student engagement and learning outcomes, particularly in disadvantaged and linguistically diverse communities. Recent Research Trends: Her 15 most recent publications reveal a consistent focus on integrated STEM/STEAM education, school-university partnerships, teacher professional development, and the ethical use of data and AI in education. She frequently investigates how pedagogical frameworks can support teacher autonomy and how digital tools can be used authentically in classrooms. Her work also extends to social justice themes, including Indigenous education and anti-racism through sport. Scientific Awards: Vice Chancellor's Award for Teaching & Learning (UTS) Australian Teacher Education Association Early Career Researcher Award Beth Southwell Research Award for Outstanding PhD Thesis SITE and Microsoft Award for Technology Enriched Instruction Office of Learning and Teaching Citation for Outstanding Contributions to Student Learning University of Western Sydney Citation for Outstanding Contributions to Student Learning University of Sydney Teaching Excellence Award Supervision and Grants: Jane is a Cat 1 HDR supervisor and mentors early-career academics. She has led multiple funded research projects, including 'High Possibility STEM Classrooms', 'Building Culture, Capacity and Community in STEAM', and studies on AI in education. She has supervised PhD, M.Ed, and Honours theses, and supports colleagues in publishing scholarly work. Labs and Research Groups: Jane is the Convener of the Life-wide Learning and Education (LLE) Research Group at UTS and a past member of the Centre for Research on Education in a Digital Society (CREDS). She also contributes to the UTS Library Creative-in-Residence Board and the Informal Learning Spaces Committee, reflecting her commitment to innovative and inclusive learning environments.