جست‌وجوی استاد و پژوهشگر

Christopher Emdinمشاهده پروفایل

استاد

• STEM Education
• Urban Science Education
• Hip-Hop Education (HipHopEd)
• +۳ مورد دیگر

Christopher Emdin is a Professor of Science Education and Maxine Greene Chair for Distinguished Contributions to Education at Teachers College, Columbia University. He directs the STEAM, DREAM & IdeaLab initiatives. Emdin holds a B.S. in Physical Anthropology/Biology/Chemistry from Lehman College (2000), an M.S. in Natural Sciences from Rensselaer Polytechnic Institute (2003), and a Ph.D. in Urban Education from the CUNY Graduate Center (2007). His research focuses on urban STEM education , culturally responsive pedagogy , and Hip-Hop Education (HipHopEd) . Emdin has received prestigious awards including the Strage Prize (2011) and PDK International Outstanding Dissertation Award (2008) . He pioneered projects like the Science Genius B.A.T.T.L.E.S. , using rap battles to engage urban students in science. His work bridges theory and practice, emphasizing reality pedagogy and cosmopolitan ethics . Key contributions include over 50 publications on urban science education, equity, and hip-hop pedagogy. He is a leader in professional organizations such as NARST and AERA. Emdin’s grants include collaborations with NSF and Fund for Teachers, focusing on science agency and leadership in urban schools. His lab, IdeaLab , advances innovative teaching strategies rooted in youth culture.

Maria M. Lewisمشاهده پروفایل

دانشیار

• Education Law
• Educational Policy
• Civil Rights Enforcement
• +۴ مورد دیگر

Maria M. Lewis is an Associate Professor in Education Policy Studies at Pennsylvania State University's College of Education and an affiliate faculty member with Penn State Dickinson Law. Her work critically examines the intersection of education law, policy, and leadership with a strong focus on equity and civil rights. Lewis earned her academic credentials from prestigious institutions: PhD in Educational Leadership and Policy Analysis from the University of Wisconsin JD from the University of Wisconsin BA from the University of Chicago Lewis's research applies a critical lens to examine how legal frameworks impact educational equity. Her scholarship explores four primary areas: 1) how the law may hinder or support minoritized students' educational experiences; 2) the relationship between social science research and equity-focused education policies; 3) protection and enforcement of federal civil rights through the U.S. Department of Education's Office for Civil Rights; and 4) systemic change toward greater equity, diversity, inclusion, and justice in education. Her work is deeply committed to practical applications that advance social justice in educational settings. Her recent publications demonstrate a consistent focus on civil rights enforcement, equity initiatives, and the role of legal counsel in educational institutions. Lewis's scholarship reveals evolving trends in how educational institutions navigate complex legal landscapes while attempting to maintain commitments to diversity, equity, and inclusion. Her research on civil rights complaints, Section 504 plans, and the role of legal counsel provides critical insights into the practical implementation of education law. Lewis has received significant recognition for her contributions to education law and policy: Penn State College of Education Outstanding Senior Teaching Award (2024) Education Law Association's Joseph C. Beckham Dissertation Award (2015) American Educational Research Association, Law and Education SIG Emerging Scholar (2014) Beyond her research, Lewis is deeply committed to mentoring the next generation of education scholars and practitioners. She regularly co-authors with undergraduate and graduate students, providing valuable opportunities for emerging researchers. Her advisees and research assistants have received numerous accolades, including the Education Law Association's George Jay Joseph Education Law Writing Award and the Pennsylvania State University College of Education's Undergraduate Award for Student Leadership and Service. Lewis also serves as a regular columnist for the Legal Matters column in Principal Leadership, a publication for the National Association of Secondary School Principals, bridging academic research with practical applications for school leaders. Lewis co-founded the Critical Legal Leadership Academy (CLLA) with Raquel Muñiz to address restrictive legal environments in educational institutions. The CLLA brings together legal counsel, compliance professionals, and educational leaders to develop strategies that maintain institutional commitments to diversity, equity, and inclusion while operating within legal boundaries. Her work through the CLLA represents an innovative approach to fostering collaboration between attorneys and educational leaders who often come from different professional cultures but must work together to advance educational equity.

Annemarie Gockelمشاهده پروفایل

دانشیار

• Social Work
• Clinical Intervention
• Mindfulness
• +۴ مورد دیگر

Annemarie Gockel serves as an Associate Professor and Practicum Seminar Instructor at Smith College's School for Social Work, teaching foundational practice courses and specialized mindfulness electives to develop clinical competencies in future social workers. Her academic preparation includes: B.A. from Concordia University M.S.W. from the University of Toronto Ph.D. from the University of British Columbia Gockel's research program centers on amplifying marginalized client voices to reshape clinical interventions, particularly in addiction treatment and child welfare. She pioneers the integration of mindfulness and somatic strategies to address fragmentation in healing processes, while developing contemplative approaches for critical consciousness development regarding systemic oppression. Her work bridges spirituality, trauma recovery, and social justice through client-centered methodologies. Analysis of her recent publications reveals a cohesive trajectory toward applying mindfulness in social work education and critical dialogue for social justice. The body of work demonstrates methodological consistency in qualitative approaches while expanding from individual clinical applications to group work and systemic oppression analysis, with increasing focus on pedagogical innovation and structural transformation. Her scholarly contributions have been recognized with the 2022 Best Qualitative Article award from Smith College's School for Social Work. As an educator, Gockel mentors students through practicum seminars and has developed evidence-based mindfulness curricula for direct practice instruction. She collaborates with interdisciplinary teams on research addressing client needs across addiction services, child welfare systems, and spiritual counseling contexts, emphasizing co-creation of interventions with service recipients. Within Smith College's academic community, she contributes to faculty research initiatives advancing clinical training models that integrate contemplative practices with anti-oppressive frameworks, particularly through the School for Social Work's practice-focused programs.

Celeste Maloneمشاهده پروفایل

دانشیار

• Multicultural Competence in School Psychology
• Educational Equity
• School Mental Health
• +۳ مورد دیگر

Celeste Malone, PhD, is an Associate Professor and Coordinator of the School Psychology Program at Howard University's School of Education. She holds a PhD in School Psychology from Temple University and postdoctoral training from Johns Hopkins University. Her research focuses on multicultural competence in school psychology, diversification of the profession, and culturally responsive practices. She leads the Multicultural School Psychology Research Group (MSPRG), developing tools like the School Psychology Multicultural Competence Scale. Dr. Malone has held leadership roles in NASP (2022–2023 President, first Black woman in the role) and APA, advocating for equity. She received presidential awards from NASP, APA Division 16, and others. Education: Brown University (BA Psychology), Johns Hopkins (MS Counseling), Temple University (PhD School Psychology) Research interests include bridging research-practice gaps, addressing microaggressions, and improving mental health access for marginalized youth. Notable contributions include frameworks for MTSS (Multi-Tiered Support Systems) in anti-racist schooling and pandemic-era advocacy for educational equity. Key awards: 2024 Outstanding Article Award (School Psychology Review), Jean Baker Mid-Career Service Award (APA) Her work emphasizes social justice through leadership development, policy advocacy, and anti-oppressive training. Current projects explore faculty diversity recruitment, LGBTQ+ competency in training, and liberatory mentoring practices.

Sam Chenery-Morrisمشاهده پروفایل

دانشیار

• Midwifery Education
• Higher Education
• Student Experience
• +۷ مورد دیگر

Dr. Sam Chenery-Morris is the Executive Dean of the School of Business, Arts, Social Sciences and Technology at the University of Suffolk, with a 30-year career in midwifery and higher education. She has served in roles ranging from Lecturer to Dean, focusing on strategic planning, curriculum development, student experience, and research. PhD in Education (2017) Advance HE Senior Fellow (2016) Leadership in midwifery education and the Block and Blend pedagogy (2021–2023) Her research spans higher education pedagogy, student assessment, intersectionality, social justice, and systemic racism in midwifery education. Recent funded projects examine inclusive menopause practices in East of England healthcare sectors. Articles reflect her expertise in midwifery education , gender dynamics , nutritional guidelines , and qualitative methodologies . Trends include systemic critiques of healthcare education and evidence-based clinical advice. Advance HE Senior Fellow Sam supervises three PhD students and numerous undergraduate nursing dissertations, contributes to international midwifery projects, and serves on the NICE Antenatal Care Guideline committee (2018–2021). She has led curriculum validations for nursing and midwifery programs and collaborated on national grading frameworks for midwifery practice.

Jennifer Vadeboncoeurمشاهده پروفایل

استاد

• Alternative Programs and Pedagogies
• Critical Theory
• Discourse and Critical Discourse Analysis
• +۵ مورد دیگر

Jennifer Vadeboncoeur is a Professor in the Department of Educational and Counselling Psychology, and Special Education (ECPS) within the Faculty of Education at the University of British Columbia. Currently on sabbatical from September 1, 2025, to August 31, 2026, she is based in Scarfe Library Block 272B and affiliated with the Human Development, Learning, and Culture (HDLC) program area. Her work bridges academic research with community-engaged practices focused on youth development and educational transformation. Dr. Vadeboncoeur's research centers on critical sociocultural approaches to learning, with particular emphasis on youth's relations with nature, moral imagining, and the co-construction of meaningful places. She employs walking methodologies and critical geographies to explore how young people express "What matters?" in outdoor relations through frameworks of "What is? What could be? and What should be?" Her scholarly interests span Alternative Programs and Pedagogies, Critical Theory, Discourse Analysis, Ethnography, and work with Young People Placed "At Risk," consistently examining learning as the construction of knowledge, identity, and values. Analysis of her 15 most recent publications (2025-2018) reveals three dominant research trajectories: ecological imagination in children's nature relations (evident in SSHRC-funded augmented storying projects), newcomer youth experiences through participatory action research, and moral imagination in alternative educational settings. These works consistently apply critical geographies and dialogical frameworks while addressing social justice through qualitative methodologies. Her active research grants demonstrate substantial funding success: SSHRC Insight Grant (2023-2026): Fostering Children’s Ecological Imagination with Augmented Storying (PI with Kristiina Kumpulainen) CCEL Grants: Engaging Young People as Community Co-Educators (2024-2025) and Mapping Attachment to Place Through Walking Methodology (2022) Chilliwack Social Research Council Project (2022-2024): Mapping Transitions Through Youth Health Centre Society Curriculum Enhancement Grant (2021-2023): Braiding Indigenous and Anti-racist Perspectives Through HDLC’s Core Dr. Vadeboncoeur collaborates extensively with researchers like Kristiina Kumpulainen and Michael Cole, while her community-engaged work involves partnerships with Chilliwack Youth Health Centre Society and neurodiverse youth organizations. Her future research continues to explore youth-nature relations through walking methodologies and moral imagining frameworks, with emerging focus on decolonizing educational practices through Indigenous perspectives.

Marc A. Grimmettمشاهده پروفایل

استاد

• Preventing Gender-Based Violence
• Transformative Masculinity
• Community Mental Health Counseling
• +۵ مورد دیگر

Marc A. Grimmett serves as Professor and Associate Department Head in the Department of Educational Leadership, Policy, and Human Development within the College of Education at North Carolina State University. He coordinates the clinical mental health counseling program and founded the Community Counseling, Education, and Research Center (CCERC). His professional identity centers on the RADICAL scholarship framework (Research Action to Deconstruct Institutionalized Cultures and Advocate for Liberation), with research concentrated in four interconnected areas. Dr. Grimmett's educational background includes a doctorate in counseling psychology from the University of Georgia and a postdoctoral fellowship at the University of South Carolina Counseling and Human Development Center, with specialized training in multicultural counseling, marriage and family therapy, substance abuse counseling, and sexual trauma. His research interests focus on preventing gender-based violence through education, activism, and male engagement; facilitating access to community mental health services; transforming systemic factors affecting African American development (particularly males); and developing social justice approaches in counselor education. This work manifests through community partnerships, transformative masculinity initiatives, and the development of innovative teaching methods grounded in liberation psychology. Analysis of his recent publications reveals consistent thematic threads across counseling psychology, social justice education, and African American male experiences. His scholarly output demonstrates growing emphasis on documentary filmmaking as an intervention tool, with particular focus on the #MeToo movement's implications for Black male students and communities. The research trajectory shows increasing interdisciplinary collaboration and community-based participatory approaches. Dr. Grimmett serves as executive producer, co-director, and co-writer of MY MASCULINITY HELPS, an educational documentary exploring African American men's roles in sexual violence prevention. His leadership extends to directing the CCERC, which functions as both a training ground for counseling students and a community mental health resource. The center embodies his commitment to bridging academic scholarship with practical community impact through its integrated service, education, and research mission.

• Social Justice
• Racial Equity
• Ally Development
• +۵ مورد دیگر

Alissa Hochman is an Associate Professor in the Department of Counseling Psychology at the School of Arts & Sciences, Holy Family University. She holds a Ph.D. from the University of Massachusetts Boston and a B.A. from Brandeis University. Her academic work centers on social justice, racial equity, and ally development, with a strong emphasis on engaging White individuals in anti-racist practices. Education: B.A., Brandeis University Ph.D., University of Massachusetts Boston Her research explores how individuals develop into allies and accomplices in social justice work, focusing on cross-race coalition building and institutional equity. She employs both qualitative and quantitative methods to evaluate interventions aimed at dismantling systems of oppression. Her teaching philosophy emphasizes collaboration, critical thinking, and multicultural inclusivity, reflected in courses such as Multiculturalism & Feminism in Counseling Psychology and Social Justice and Advocacy. Her recent publications (2020–2024) reveal a consistent focus on racial justice, White racial attitudes, and transformative allyship. These works appear in journals like the Journal of Social Issues , American Journal of Orthopsychiatry , and Research in Human Development , indicating sustained scholarly impact in counseling and social psychology. Scientific Awards: Phi Beta Kappa Psi Chi Dr. Hochman is a licensed psychologist in New Jersey and a member of PSYCHPACT. She actively contributes to professional discourse on objectivity in psychological research and the role of empathy in activism. While no formal advising relationships are listed, her collaborative work suggests mentorship roles in research. She has not indicated part-time status and remains an active faculty member with recent scholarly output. Labs and Research Teams: Although no formal lab name is mentioned, her research is conducted through collaborative teams focused on social justice, often in partnership with scholars like Karen L. Suyemoto and others in the field of human development and counseling psychology.

Mary Grahamمشاهده پروفایل

استاد

• School Counseling
• Anti-Racism in Education
• Trauma-Informed Practices
• +۳ مورد دیگر

Dr. Mary Graham is a Professor in the School Counseling program at Seattle University's College of Education with 15 years of experience in counselor education. She maintains dual credentials as a certified school counselor in Washington and a licensed mental health professional specializing in child/adolescent care. Her research emphasizes practical applications of anti-racist frameworks in school counseling, systemic educational reform, and culturally responsive interventions. She co-edited an innovative textbook integrating anti-racism principles throughout school counseling practices. Dr. Graham's clinical practice focuses on K-12 settings and international contexts, with particular attention to developmental psychology and equity-focused pedagogical strategies.

• Educational Psychology
• Counseling Psychology
• Cultural Competence in Education
• +۴ مورد دیگر

Professor Gloria Alberta M. is a faculty member in the School of Education at the University of Wisconsin–Madison. Her research focuses on culturally responsive mentorship, Latino/x student persistence, and decolonial approaches to education. She holds a PhD in Counseling Psychology from Arizona State University, with additional degrees from the University of Oklahoma and the University of Tennessee-Chattanooga. Her work emphasizes marginalized student populations, including Latinx first-generation college students, undocumented/DACAmented youth, and Chicana graduate students. Key themes include cultural congruity, identity negotiation, and institutional barriers faced by ethnic minority students. Recent publications (2023-2024) highlight mentorship frameworks for fostering belonging, decolonization in academic writing, and psychosociocultural factors influencing student success. Her earlier work (2015-2017) explored Hmong American student experiences, Latino male undergraduates' well-being, and spirituality in coping mechanisms. Though no awards or grants are listed, her extensive publication record reflects a sustained commitment to equity-centered research in higher education.

Josephine M. Kimمشاهده پروفایل

مدرس ارشد

• Adolescence/Adolescent Development
• Counseling and Mental Health
• Diversity, Equity, and Inclusion
• +۹ مورد دیگر

Josephine M. Kim is a Senior Lecturer on Education at Harvard University and former faculty director of the Office of Diversity and Inclusion at Harvard School of Dental Medicine. She is a licensed mental health counselor and affiliated faculty at the Center for Cross Cultural Student Emotional Wellness at Massachusetts General Hospital. Education: Ph.D., University of Virginia (2005) Her research focuses on cultural and racial identity development in youth, intergenerational trauma in immigrant families, mental health promotion in children and adolescents, intercultural understanding, and anti-racist pedagogy. She also specializes in designing equity-focused interventions for educational and organizational settings. Scientific Awards: The William Van Hoose Memorial Award (2005) Robert T. Canevari Scholarship (2004) The Buffett Fellowship Award (2004) Emerging Leaders Award (2003) Dr. Kim's publications emphasize self-esteem in education, cultural-specific counseling, and family therapy frameworks for Asian-American communities. She serves on multiple professional associations, including the National Board of Certified Counselors and the American Counseling Association, and is a sought-after expert in DEI initiatives and mental health across global institutions.

Jennifer Fosterمشاهده پروفایل

دانشیار

• Childhood Trauma
• Trauma-Informed Practices
• Anti-Racist School Counseling
• +۴ مورد دیگر

Dr. Jennifer Foster is an Associate Professor and Program Coordinator for the School Counseling Program at Western Michigan University's Department of Counselor Education and Counseling Psychology. She holds academic leadership roles including editorial board membership for Counseling and Values and serves on WMU's Institutional Review Board. With a Ph.D. from the University of Central Florida, Dr. Foster specializes in childhood trauma, trauma-informed practices, and anti-racist approaches in education. Her work emphasizes prevention of abuse, resilience-building, and culturally responsive interventions. Dr. Foster has authored over 25 peer-reviewed publications across journals such as Counselor Education and Supervision and Journal of Mental Health Counseling . Her research spans topics including trauma narratives, group interventions for survivors, and cross-cultural child protection strategies in India. Notable contributions include developing trauma-informed school programs and analyzing male experiences of sexual abuse through narrative analysis. Education: Ph.D., Counselor Education, University of Central Florida M.S., Counseling, Palm Beach Atlantic University B.A., Psychology, Cedarville University Her awards reflect recognition for both scholarship and advocacy, including the Journal for Specialist in Group Work Research Article of the Year (2019) and College of Education Multicultural Advocate Award (2019). Dr. Foster's community engagement includes consulting for trauma recovery programs and advising on trauma-informed school policies. She has secured $15,000+ in research grants exploring child abuse prevention in international contexts. Her work uniquely integrates creativity and spirituality in counseling practices, demonstrating how artistic expression can aid trauma recovery. Current projects focus on building anti-racist frameworks in school counseling to address systemic inequities affecting vulnerable youth.

Edmund Adjapongمشاهده پروفایل

دانشیار

• Science Education
• STEM Education
• Urban Education
• +۳ مورد دیگر

Dr. Edmund Adjapong is an Associate Professor of Educational Studies at Seton Hall University and Director of the Hip-Hop Culture, Equity, and Excellence Academy. His work focuses on leveraging hip-hop culture as a transformative tool in education, particularly in STEM and urban education settings. He co-founded the Science Genius program, which uses hip-hop to engage marginalized youth in STEM. Adjapong holds a PhD in Science Education from Teachers College, Columbia University (2017). His research explores culturally responsive pedagogy, equity-driven education, and systemic inequities in K-12 schools. Education: PhD in Science Education from Teachers College, Columbia University (2017). Research Interests: Hip-hop pedagogy, culturally responsive teaching, STEM equity, urban education reform, and youth empowerment. His approach integrates hip-hop with science education to foster curiosity and address racial disparities in STEM fields. Awards: AESA Book Critic Award (2024) AERA HipHop Praxis SIG Early Career Award (2024) Seton Hall University Faculty of the Year (2021) Adjapong leads initiatives like the Science Genius Academy, which supports students pursuing STEM careers. He advocates for hip-hop-based professional development for educators to create inclusive classrooms. His book Teach Like an MC provides practical strategies for integrating hip-hop into K-12 settings. His work bridges academia and community through projects like hip-hop music production in STEM education, emphasizing youth voice and culturally affirming practices.

Patrick Keeganمشاهده پروفایل

دانشیار

• Culturally Relevant Citizenship Education
• Elementary Social Studies Education
• Emotion and Civic Education
• +۵ مورد دیگر

Patrick Keegan serves as Associate Professor of Education and Program Coordinator in the School of Education and Counseling at Purdue University Northwest, bringing practical K-12 teaching experience to his academic role. His work focuses on preparing educators for racially, ethnically, and linguistically diverse classrooms through courses in elementary social studies methods and multicultural education. Keegan's educational foundation includes: Ph.D. in Social Studies Education from Teachers College, Columbia University Ed.M. from Harvard University M.Ed. from Antioch New England University B.A. from Wesleyan University His research centers on youth civic engagement among marginalized populations, with pioneering work on critical affective civic literacy and transnational belonging . Keegan examines how emotions shape political participation, particularly among migrant youth, and develops frameworks for integrating social emotional learning into social studies pedagogy. His scholarship bridges theory and practice, addressing teacher preparation for hyper-diverse learning environments. Analysis of Keegan's 2021-2024 publications reveals escalating focus on polarization's impact on Generation Z teachers , visual counternarratives in civic education , and transcultural belonging in divided societies . His recent work connects children's literature to historical resistance narratives while examining state-level social emotional learning standards through an affective citizenship lens. No scientific awards or fellowships were documented in the provided materials. As Program Coordinator, Keegan oversees teacher preparation initiatives and previously directed NYU's teacher residency program in Albany. His advising extends to supporting immigrant youth through tutoring and research, though specific grant funding details remain unreported. Current work involves guiding preservice teachers through K-12 field experiences during e-learning transitions.

Shelli Frazier Trotman Scottمشاهده پروفایل

استاد

• Achievement Gap
• Disproportionality in Special Education
• Gifted Education
• +۳ مورد دیگر

Shelli Frazier Trotman Scott is a Professor of Special Education at the University of West Georgia, serving as Interim Department Chair of Counseling, Higher Education, and Speech-Language Pathology and Interim Assistant Dean for CHS Doctoral Programs within the College of Education. She concurrently holds the position of President-Elect for the National Association for Gifted Children and has extensive prior experience as a charter school superintendent and director in Ohio public schools. Her academic credentials from The Ohio State University include: Bachelor of Science in Developmental Handicaps Master of Arts in Technology Education Doctor of Philosophy in Special, Gifted and Urban Education Dr. Frazier Trotman Scott's research centers on dismantling systemic barriers in education through investigations of the achievement gap, disproportionalities in special/gifted education, dual exceptionalities, and culturally responsive classroom practices. Her work emphasizes increasing familial involvement and addressing racial identity issues, particularly focusing on African American student populations through case studies and equity-focused frameworks. Analysis of her publication history reveals consistent thematic focus on educational equity, with recurring examination of underrepresentation in gifted programs, overrepresentation in special education, and dual exceptionalities. Her scholarship advocates for practical applications of frameworks like Bloom-Banks matrix, combats deficit thinking through racial identity studies, and addresses microaggressions in culturally diverse classrooms. No scientific awards are documented in the provided materials. She actively mentors doctoral students through dissertation supervision (EDSI-9998/HESA-9999 courses across multiple semesters) and co-created R.A.C.E. Mentoring – an online support community for underrepresented doctoral students and faculty. Her professional development workshops for urban districts and community dialogues on educational reform demonstrate applied engagement beyond traditional academic boundaries. The R.A.C.E. Mentoring initiative, developed with colleagues, provides structured advocacy for Black and Hispanic scholars across academic career stages through its Facebook-based platform, directly addressing underrepresentation in higher education.