جست‌وجوی استاد و پژوهشگر

Alis Oanceaمشاهده پروفایل

استاد

• Philosophy of Education
• Research Policy
• Research Assessment
• +۷ مورد دیگر

Alis Oancea is Professor of Philosophy of Education and Research Policy at the University of Oxford's Department of Education, part of the Social Sciences Division. She holds additional roles including ESRC Centre for Global Higher Education Deputy Director and Social Sciences Division Advocate for Responsible Engagement. With dual doctoral degrees (DPhil from Oxford and PhD from Bucharest), she also received a Doctor Honoris Causa from University of the West Timisoara. Her research focuses on meta-research, research policy, and higher education governance. Key areas include research assessment frameworks, impact measurement, ethics, open knowledge practices, and teacher education. She co-edited the 2024 Handbook of Meta-Research and leads international studies on research cultures and policies. Education: DPhil (Oxford), PhD (Buc), DipLATHE (Oxford), Dhc (UWT) Roles: Director of Research (2016-20), REF2021 Coordinator, ESRC CGHE Deputy Director Leadership: Over 30 funded projects including the RKEEI initiative and BERA Observatory Her 150+ publications span research policy, impact evaluation, and education systems. Awards include FAcSS Fellowship and numerous international advisory roles across Europe and Norway. Advises on global education reforms and chairs panels for EU, UK, and Nordic research councils. Current doctoral supervision focuses on research policy, higher education systems, and teacher education innovations. Active in editorial roles for Oxford Review of Education and Review of Education .

Laura E. Brumariuمشاهده پروفایل

استاد

• Developmental Psychopathology
• Attachment Theory
• Emotion Regulation
• +۱۲ مورد دیگر

Laura E. Brumariu is a Professor and Associate Dean for Professional Programs and Student Advancement at the Gordon F. Derner School of Psychology, Adelphi University. She holds a Ph.D. from Kent State University and completed postdoctoral research fellowships at Harvard Medical School. Her office is located in the Hy Weinberg Center, and she is licensed as a psychologist in New York State. Education: Postdoctoral Research Fellow, Harvard Medical School/CHA/MGA (2013) Postdoctoral Research Fellow with Clinical Attributions, Cambridge Health Alliance/Harvard Medical School (2012) Ph.D., Kent State University (2010) Her research adopts a developmental psychopathology perspective, focusing on how parent-child attachment influences emotional and social development, particularly in middle childhood. She investigates emotion regulation, anxiety, disorganized attachment, role-confusion, and family processes related to borderline personality features and dissociation. She developed the Middle Childhood Attachment Strategies Coding System and leads the Child and Adolescent Research (CARE) Lab. Her recent work emphasizes meta-analytic reviews on emotion socialization, attachment, anxiety, and empathy. Her most recent publications reflect trends in attachment theory, emotion regulation, parenting, and internalizing disorders across development, often using meta-analytic and longitudinal methods. Much of her work integrates international collaboration, especially with Romanian researchers. Scientific Awards and Honors: Clinical Research Training Program, Harvard Medical School, Research Fellow (2010–2012) The Jeanette and Louis Reuter Fellowship in Developmental Sciences, Kent State University (2008–2009) She has mentored numerous doctoral students whose research spans topics such as gratitude, empathy, emotion socialization, and trauma. She teaches courses in psychological research, family therapy, and doctoral thesis supervision. She has secured research funding and collaborates extensively on studies related to child and adolescent mental health, though specific grants are not detailed in the text. Her professional activities include frequent presentations at major psychological conferences such as the Association for Psychological Science and the International Attachment Conference. Labs and Research Teams: She directs the Child and Adolescent Research (CARE) Lab at Adelphi University, which focuses on attachment, emotion regulation, and psychopathology in children and adolescents. The lab conducts both observational and survey-based research and trains graduate students in developmental and clinical methods.

Samia Khanمشاهده پروفایل

استاد

• Science Education
• Educational Technology
• Teacher Education
• +۷ مورد دیگر

Samia Khan is a Professor in the Department of Curriculum & Pedagogy at the University of British Columbia's Faculty of Education, where she also serves as Associate Dean of Research. Her academic work bridges educational technology, science education, and teacher preparation across K-16 contexts. Dr. Khan earned her PhD from the University of Massachusetts. Her educational background informs her interdisciplinary approach to learning sciences and technology integration. Her research centers on how digital technologies transform science learning , with emphases on model-based teaching , visualization tools , and equitable participation in STEM . She investigates simulation technologies, future-state modeling, and strategies to broaden science engagement through interpretive and mixed-methods research. Her work particularly examines teacher epistemologies, scientific reasoning development, and socio-cultural factors in technology-mediated learning environments. Analysis of her recent publications reveals three dominant trends: (1) International comparative studies of science curricula across Southeast Asia, (2) Efficacy of digital tools (PhET, GeoGebra, Symbolab) in conceptual understanding, and (3) Pre-service teacher development in model-based science instruction. Her research spans diverse contexts from Canadian classrooms to Rwandan and Vietnamese educational settings. Dr. Khan's contributions have been recognized through: New Scholar Award from the Canadian Society for Study in Education Prime Minister’s Award of Canada for Teaching Excellence in Science, Technology, and Mathematics As former MET Director (2021-2022) and author of foundational courses ETEC 530/533, she has significantly shaped UBC's educational technology programs. Her Faculty Associate role at the Institute of Resources, Environment, and Sustainability demonstrates cross-disciplinary engagement with sustainability education. Her research appears in leading journals including Journal of Technology and Teacher Education, Computers and Education, and Educational Technology Research and Development, with consistent citation as field-shaping work in educational technology.

Limin Jaoمشاهده پروفایل

دانشیار

• STEM Education
• Teacher Education
• Pedagogy
• +۶ مورد دیگر

Dr. Limin Jao is an Associate Professor in the Department of Integrated Studies in Education (DISE) at McGill University’s Faculty of Education. Her research focuses on exemplary teaching practices in mathematics and STE(A)M education, emphasizing interdisciplinary approaches, project-based learning, and student engagement. She holds leadership roles including Vice-President of the Canadian Mathematics Education Study Group and Editorial Board member of the Canadian Journal of Science, Mathematics, and Technology Education. Her expertise spans teacher education, pedagogy, and research-practice partnerships. Education: Ph.D., Curriculum Studies and Teacher Development, Ontario Institute for Studies in Education, University of Toronto M.A., Curriculum Studies and Teacher Development, OISE, University of Toronto B.Ed., Secondary Biology and Mathematics Education, Queen's University B.Sc.H., Biology and Mathematics, Queen's University Research Interests: Limin explores how interdisciplinary and inquiry-based methods foster student engagement and teacher development. Her work bridges theory and practice, advocating for inclusive classrooms and educator collaboration. She has pioneered projects linking community artifacts to STEM learning and co-edited volumes on transdisciplinary education and teacher training borders. Publications Trends: Recent work examines gender perspectives in mathematics, pre-service teacher experiences, and professional learning communities in STEM. Her research emphasizes equity, pedagogical innovation, and the intersection of cultural contexts with educational practices. Awards: 2023 Award for Distinguished Teaching, McGill University Faculty of Education Advising & Grants: Limin supervises graduate students in mathematics education and collaborates on research-practice initiatives. She leads the Jao Research Team and contributes to the Chandaria Research Centre’s advisory board at Branksome Hall. Labs/Teams: The Jao Research Team focuses on innovative teaching strategies and STE(A)M education, with projects addressing student agency and interdisciplinary curriculum design.

Kisha Porcherمشاهده پروفایل

دانشیار

• English Education
• Culturally Responsive-Sustaining Education
• Racial Identity Development
• +۵ مورد دیگر

Kisha Porcher is an Associate Professor in the Department of English at the University of Delaware, specializing in English Education. She serves as the Student Teaching Coordinator and holds a Ph.D. in Teaching and Teacher Education from George Mason University, alongside degrees from Spelman College and Teachers College Columbia University. B.A., English and Secondary Education, Spelman College M.A., Curriculum and Instruction, Teachers College Columbia University Ph.D., Teaching and Teacher Education, George Mason University Her research focuses on centering Blackness through frameworks like the Black Gaze and archeology of the self (Sealey-Ruiz, 2019), emphasizing racial identity development and community-engaged learning. She explores systemic assets for Black and Brown students while advocating for anti-racist pedagogies in urban education settings. Her recent publications highlight trends in critical literacy instruction , decolonizing curricula , and equity-driven teacher training , with a strong emphasis on racial justice and linguistic diversity. Notably, she received the College of Arts & Sciences Faculty Teaching Excellence Award in 2022. Porcher’s work bridges teacher self-reflection and structural reform , positioning educators as disruptors of systemic inequities. Her scholarship spans topics from cultural competency to community-embedded pedagogies, reflecting her commitment to redistributing power in educational systems.

Shanna Williamsمشاهده پروفایل

استادیار

• Lie-Telling
• Commercial Sexual Exploitation of Children
• Moral Development
• +۴ مورد دیگر

Dr. Shanna Williams is an Assistant Professor in the Department of Educational and Counselling Psychology at McGill University's Faculty of Education. She holds clinical licensure in Quebec and Ontario, with expertise in forensic child psychology and maltreatment-related research. Her work focuses on child lie-telling, commercial sexual exploitation, moral development, and eyewitness testimony. Prior roles include a postdoctoral fellowship at the University of Southern California’s Gould School of Law and forensic law enforcement collaboration in Los Angeles. Education: Ph.D., McGill University: School/Applied Child Psychology M.A., McGill University: Educational Psychology B.A., McGill University: Psychology Postdoctoral Visiting Fellow, University of Southern California Research Interests: Lie-Telling Dynamics: Investigating how cognitive and social factors influence children's deception across contexts. Child Maltreatment: Developing trauma-informed forensic interview protocols and assessing maltreatment impacts on memory and disclosure. Legal Systems: Enhancing child-witness support through improved questioning techniques and cross-cultural legal practices. Publications Trends: Her recent work emphasizes pandemic-era challenges in child protection, digital exploitation, and legal system adaptations. Over 20 peer-reviewed articles address topics like forensic interviewing methods, maltreatment detection, and interdisciplinary collaboration. Awards: SSHRC Postdoctoral Fellowship (2016-2017) SSHRC Joseph-Armand Bombardier CGS Doctoral Fellowship (2010-2013) Advising & Grants: Supervises graduate students in child psychology and maltreatment studies. Research funded by SSHRC, NSF, and NIH grants focusing on forensic child development. Labs/Teams: Child Interviewing & Witness Lab Canadian Child Interviewing Research Team

• Lifecycle Assessment
• Energy Systems
• Environmental Impact Metrics
• +۷ مورد دیگر

Susan Powers is a Professor of Civil & Environmental Engineering at Clarkson University, where she also serves as the Spence Professor of Sustainable Environmental Systems, Director of the Institute for a Sustainable Environment, and Associate Director of Sustainability. She earned her Ph.D. in Environmental Engineering from the University of Michigan in 1992. Research Interests: Dr. Powers specializes in lifecycle assessment and environmental impact metrics for energy systems, with recent interdisciplinary work on anaerobic digestion for food waste management and smart housing to encourage energy conservation. Her educational research integrates project-based learning to enhance energy and climate change literacy across K-12 and college levels. Scientific Awards: AEESP Distinguished Service Award (2019) AEESP Fellow (2019) Spirit of Entrepreneurship Award (2012) Premier Curriculum Award for K-12 Engineering (2009) NSF Directors Award – Distinguished Teaching Scholar (2004) Grants & Educational Leadership: Dr. Powers has led multiple education-oriented grants, including the NSF Distinguished Teaching Scholars award, to develop project-based modules for sustainability education. She actively incorporates campus sustainability initiatives into student projects to teach real-world environmental problem-solving.

Dennis Herhausenمشاهده پروفایل

استاد

• Digital Communication
• Customer Journeys and Experience
• Multichannel Management
• +۷ مورد دیگر

Prof. Dr. Dennis Herhausen is a Full Professor of Marketing and Head of the Marketing Department at Vrije Universiteit Amsterdam’s School of Business and Economics. Previously, he held positions as Associate Professor at KEDGE Business School, Visiting Professor at the University of St. Gallen, and Assistant Professor at the University of St. Gallen. His research focuses on digital communication, customer journeys, multichannel management, and social media strategies, with publications in top-tier journals like the Journal of Marketing and Journal of Marketing Research. His work addresses critical issues such as online firestorm mitigation, complaint de-escalation, and gig economy communication. He has been awarded multiple prestigious prizes, including the 2021 CBSIG Consumer Research Award and the 2019 William R. Davidson Award. Education: PhD in Marketing from University of St. Gallen (2011) Teaching: Courses on Customer Experience Management, Survey Research Methods, and Thesis Guidance Research Interests: His work explores digital marketing strategies, customer-centric innovations, and the dynamics of online platforms. Recent studies address topics like business-to-investor marketing signals, privacy orientation measurement, and machine learning biases in marketing. He actively contributes to editorial boards of journals including Journal of Marketing and Journal of Interactive Marketing. Awards: 2021 CBSIG Consumer Research in Practice Award 2021 Retail & Pricing SIG Best Paper Award 2021 SERVSIG Best Services Article Award 2020 William R. Davidson Award Grants & Editorial Work: His research has been funded by national/international grants, and he serves on multiple editorial boards. Notable datasets include studies on online retailer strategies and virtual brand sabotage responses.

Emily Diane Gottfriedمشاهده پروفایل

دانشیار

• Clinical Forensic Psychology
• Sex Offender Risk Assessment
• Physiological Assessment of Sexual Arousal
• +۷ مورد دیگر

Emily D. Gottfried, PhD, is an Associate Professor at the Medical University of South Carolina (MUSC) in the Department of Psychiatry and Behavioral Sciences, College of Medicine. She serves as Director of the MUSC Sexual Behaviors Clinic and Lab (SBCL) and CPSPD Student Education & Research, conducting forensic evaluations, physiological sexual arousal assessments, and mentoring students. She is licensed in South Carolina and Georgia, and a National Register Health Service Psychologist. Bachelor’s in Psychology, San Diego State University Master’s in Psychology, Teachers College, Columbia University PhD in Clinical Psychology, Florida State University Her research focuses on sex offender risk assessment , malingering detection (PPG/VPP technology), female offender psychology , and forensic evaluation validity . Recent work includes dimensional personality models and QAnon-related threat analysis . She has published extensively on psychopathy , penile/vaginal plethysmography , and mental health court outcomes . Notable publication trends include Forensic validity of symptom detection tools Psychopathy in female offenders Technology's role in sexual behavior assessment Telehealth adaptation during pandemics MMPI-2-RF applications in correctional settings Psychological factors in civil commitment She leads ongoing funded studies on female sexual arousal and police officer behavioral outcomes , operating at the intersection of forensic science and clinical psychology .

Vicki L. Plano Clarkمشاهده پروفایل

استاد

• Mixed Methods Research
• Research Methodology
• Qualitative Research
• +۳ مورد دیگر

Vicki L. Plano Clark is a Professor in the Research Methods area of the School of Education at the University of Cincinnati, where she advises students in the Quantitative and Mixed Methods Research Methodologies (QMRM) concentration of the Educational Studies doctoral program and the Applied Research Methods (ARM) track of the Educational Studies master's program. She joined the University of Cincinnati in 2012 after serving as the director of the Office of Qualitative and Mixed Methods Research at the University of Nebraska-Lincoln. Dr. Plano Clark earned her Ph.D. in Quantitative and Qualitative Methods in Education from the University of Nebraska-Lincoln (2005), M.S. in Physics from Michigan State University (1993), and B.A. in Physics from Kalamazoo College (1990). Her academic journey transitioned from physics education to research methodology, bringing a unique interdisciplinary perspective to her work. As a leading methodologist specializing in mixed methods research, Dr. Plano Clark's scholarship focuses on delineating useful designs for conducting mixed methods research, examining procedural issues associated with these designs, and exploring the contexts for the adoption and use of mixed methods. Her research spans diverse application areas including cancer pain management, STEM graduate student identity development, teacher professional development, and the well-being of rural low-income families. Her work demonstrates how mixed methods approaches can effectively address complex research questions across multiple disciplines. Dr. Plano Clark has made significant contributions to the field through her editorial leadership and publications. She was the founding Managing Editor for the Journal of Mixed Methods Research and currently serves as an Associate Editor. In 2011, she co-led the development of Best Practices for Mixed Methods in the Health Sciences for NIH's Office of Behavioral and Social Sciences Research. In 2012, she became a founding co-editor of the Mixed Methods Research Series with Sage Publications. She has authored numerous influential books including 'Designing and Conducting Mixed Methods Research' (now in its 3rd edition) and 'Mixed Methods Research: A Guide to the Field.' Founding Managing Editor for the Journal of Mixed Methods Research Co-developer of NIH's Best Practices for Mixed Methods in the Health Sciences (2011) Founding co-editor of the Mixed Methods Research Series with Sage Publications (2012) Chair of the Mixed Methods Research Special Interest Group of AERA As an active researcher, Dr. Plano Clark has secured multiple grants including a Department of Education grant evaluating Ohio Network of Education Transformation (ONET) Schools (as Principal Investigator) and a UC University Research Council grant on reducing mass incarceration by improving public defense (as Collaborator). Her recent publications continue to advance methodological understanding in mixed methods research, with a focus on integration techniques, terminology challenges, and applications across health sciences and education. Dr. Plano Clark maintains an active role in the research community through invited presentations and workshops worldwide, helping to train the next generation of researchers in mixed methods approaches and contributing to the ongoing development of methodological standards and practices.

Danette Dayمشاهده پروفایل

دانشیار

• Educational Leadership
• Cultural Competency
• Mindfulness in Education
• +۴ مورد دیگر

Danette Day is an Associate Professor in the Education Department at Fitchburg State University. With over 30 years of experience in diverse educational settings, she specializes in school leadership, diversity pedagogy, educational psychology, curriculum development, and cultural competency. Her teaching includes courses like FYE Seminar: Cultivating Resilience and Developing Culturally Proficient Educators for a Democratic Society . Ed.D. in Teacher Education and School Improvement (2014), University of Massachusetts Amherst CAGS in Educational Leadership and Management (2007), Fitchburg State College M.Ed. in Instructional Technology (1999), Lesley University M.A. in Teaching (1990), Simmons College Research Focus : Danette investigates cultural proficiency , student sense of belonging , and mindfulness-based inclusive practices . She co-led a NSF DRK12 proposal (2020) on mindfulness in Early College High Schools and studied library access for underrepresented students via a 2020-21 Special Projects Grant. Contributions : As a Faculty Academy member, she redesigned curriculum for active learning. Her publications span topics like social justice in statistics education, mindfulness in classrooms, and leadership feedback mechanisms. 2020-2021 Special Projects Grant (collaboration with Connie Strittmatter) Faculty Academy, Fitchburg State University (1st cohort)

• Pediatric Primary Care
• Obesity
• Breastfeeding
• +۴ مورد دیگر

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.

Svitlana Rogovchenkoمشاهده پروفایل

استاد

• Differential Equations
• Impulsive Differential Equations
• Asymptotic Methods in Nonlinear Mechanics
• +۳ مورد دیگر

Svitlana Rogovchenko is a Professor at the Department of Engineering Sciences, University of Agder, Norway. Her academic work bridges pure mathematical research in differential equations with innovative pedagogical approaches in engineering and interdisciplinary education. Educational Background: Doctor of Philosophy in Differential Equations (1988), Institute of Mathematics, National Academy of Sciences, Kyiv, Ukraine Master of Science in Mathematics (1983), Kyiv State University, Ukraine Research Interests: Qualitative theory of ordinary and impulsive differential equations, asymptotic methods in nonlinear mechanics, mathematical modeling, and the intersection of mathematics education with engineering and biology curricula. She focuses on conceptual understanding, pedagogical challenges, and commognitive conflicts in learning differential equations. Recent Publications Trends: Her work spans mathematical modeling of vehicle crashworthiness, interdisciplinary education for biologists and engineers, and pedagogical innovations in ordinary differential equations. Articles emphasize assessment design, group work tensions, and bridging mathematical theory with applied contexts.

Nivee Pradip Aminمشاهده پروفایل

استادیار بالینی

• Cardiovascular Disease
• Women's Cardiovascular Health
• Preventive Cardiology
• +۳ مورد دیگر

Dr. Nivee Pradip Amin serves as Clinical Assistant Professor of Medicine at Weill Cornell Medical College and Assistant Attending Physician at NewYork-Presbyterian Hospital, holding leadership roles as Associate Director for Consultative Cardiology and Director of the Women's Heart Program & Preventive Cardiology. Her clinical expertise spans general cardiology, preventive cardiology, and echocardiography with focus on high-risk cardiovascular prevention. Her educational credentials include: B.A., B.S. in International Studies and Business from University of Pennsylvania (2002) M.D. from Johns Hopkins University School of Medicine (2007) M.H.S. in Clinical Investigation from Johns Hopkins Bloomberg School of Public Health (2013) Research centers on sex-based disparities in cardiovascular outcomes, women's heart health across the lifespan, and preventive strategies for coronary/valvular disease. She investigates intersections between cardiology and obstetrics/oncology, emphasizing personalized risk assessment and early intervention to improve quality of life. Analysis of her publications reveals consistent focus on women's cardiovascular biomarkers (e.g., breast arterial calcium), obstetric complications as long-term risk factors, and disparities in revascularization outcomes. Her work leverages large-scale database analysis to address gaps in preventive care for high-risk populations including cancer patients and those with cirrhosis. Dr. Amin maintains active board certifications in Internal Medicine, Cardiovascular Diseases, Nuclear Cardiology, and Echocardiography through the American Board of Internal Medicine, and holds professional memberships in the American College of Cardiology, American Society for Preventive Cardiology, and American Heart Association. She provides inpatient consultative care on cardiac telemetry units while leading the Women's Heart Program, which integrates preventive cardiology services with gender-specific treatment protocols. Fluent in Spanish, she emphasizes culturally competent care tailored to individual patient needs across diverse populations.

• Second Language Acquisition
• Multilingualism
• Bilingual Education
• +۳ مورد دیگر

Lourdes Ortega is a Professor in the Department of Linguistics at Georgetown University and serves as Faculty Director of Georgetown’s Initiative for Multilingual Studies. Her work focuses on multilingualism beyond childhood, equitable language education, and decolonial epistemologies. She mentors students at undergraduate, master’s, and doctoral levels. Former positions include roles at University of Hawai‘i at Mānoa (2004-2012), Northern Arizona University (2002-2004), and Georgia State University (2000-2002). Education: Ph.D. and M.A. from University of Hawai‘i at Mānoa. Her research investigates how multilingualism develops in non-native contexts, advocating for social justice and equity in language education. Key contributions include her award-winning 2000 meta-analysis in Language Learning , the textbook Understanding Second Language Acquisition (2009), and co-editing The Cambridge Handbook of Bilingualism (2019). Recent work addresses under-studied languages like Arabic and Urdu in U.S. K-12 education, emphasizing decolonial and Indigenous frameworks. She has published extensively in top journals such as Applied Linguistics , Studies in Second Language Acquisition , and World Englishes . Awards: Gerald M. Mara Faculty Mentoring Award (2016, 2020), Pimsleur Award (2001), and 2023 recognition as a top 2% cited researcher. She advises 22 doctoral students and has secured grants supporting multilingual education research. Leads Georgetown’s Initiative for Multilingual Studies, co-chairs the Harmonious Bilingualism Network (HaBilNet), and edits Language Learning . Served as President of the American Association for Applied Linguistics (2023-2024). Her work bridges theory and practice, prioritizing cura personalis (care for the individual) in mentoring and advocating for multilingual well-being.