جست‌وجوی استاد و پژوهشگر

Ann E. Fronczekمشاهده پروفایل

دانشیار

• Telehealth
• mHealth
• Nursing Education
• +۴ مورد دیگر

Ann E. Fronczek is an Associate Professor and Director of the Undergraduate and PhD Programs at the Decker College of Nursing and Health Sciences, Binghamton University. Her expertise spans telehealth education, curriculum development, and nursing leadership. She co-directs the Southern Tier Telehealth Center, fostering research and training in telehealth technologies, and collaborates with the Watson College. Key roles include mentoring undergraduate honors students, graduate nurse educators, and PhD candidates. Educated at Villanova University (PhD in Nursing) and Binghamton University (MSN and postgraduate certificate as a Family Nurse Practitioner), her work emphasizes King’s conceptual framework and telehealth workforce development. Education: PhD in Nursing, Villanova University Post-graduate certificate (Family Nurse Practitioner), Binghamton University MS in Family Nursing, Binghamton University BSN, West Chester University Research Interests: Telehealth, mHealth, King’s Dynamic Interacting Systems Framework, nursing workforce development. Current projects focus on telehealth infrastructure, training programs, and application of King’s theory across nursing specialties. Publications: Her recent work explores telehealth implementation, King’s theory applications, and caregiver experiences in oncology. Notable contributions include studies on acute drug responses, hospital-acquired infection resilience, and rural stroke awareness programs. Collaborations: Co-leads the Rural Telehealth Educational Consortium and serves on the New York State Telehealth Advisory Group. Active in developing interdisciplinary telehealth curricula and training centers.

Christopher Clockمشاهده پروفایل

استادیار

• Orthopedic Physical Therapy
• Outpatient Rehabilitation
• Healthcare Education
• +۲ مورد دیگر

Christopher Clock is an Assistant Professor in the Department of Physical Therapy at the MGH Institute of Health Professions (IHP). He maintains a dual role as a clinical practitioner at a Boston private practice and an academic instructor. His career spans 20 years in outpatient orthopedic physical therapy, with experience across San Diego, Seattle, and Boston. Dr. Clock holds a BS in Health Studies from Boston University, an MA in Physical Therapy from Boston University, and a Transitional Doctorate in Physical Therapy (DPT) from IHP (2014). He achieved board certification in orthopedic physical therapy (OCS) in 2015. His academic contributions include lab instruction at the University of Washington (2009) and roles at IHP as a teaching assistant, clinical instructor, adjunct faculty, and currently as an Assistant Professor since 2016. His research focuses on improving clinical outcomes through culturally responsive education and evidence-based practice. Recent work examines cultural competence in healthcare education and the application of International Classification of Functioning (ICF) frameworks in neck pain assessment. Teaching and clinical practice are central to his professional identity, with a commitment to bridging gaps between diverse learners and healthcare systems. His publications reflect themes of interprofessional collaboration, patient-centered care, and educational equity in physical therapy training.

Delia Carrizalesمشاهده پروفایل

استادیار

• Bilingual Education
• ESL Instruction
• Special Education
• +۲ مورد دیگر

Dr. Delia Carrizales is an Assistant Professor in the Teacher Education Department at Texas Tech University's College of Education, where she has served as Special Populations Curriculum Program Anchor since 2018. Her research examines transformative methods in bilingual/ESL and special education to promote educational access. Her scholarship focuses on three primary areas: developing preservice teachers' Spanish proficiency, preparing educators for diverse dual language settings, and training teachers to support English Language Learners with learning disabilities. She employs culturally responsive frameworks to address equity issues in standardized assessments and teacher preparation programs. Recent publications explore the experiences of Latina bilingual educators, cultural assumptions in mathematics assessment, and community cultural wealth in bilingual teaching. Her work consistently addresses challenges in teacher preparation through testimonio methodologies and mixed-methods approaches that center marginalized voices in education.

Benjamin Shearمشاهده پروفایل

استادیار

• Educational Measurement
• Psychometrics
• Applied Statistics
• +۵ مورد دیگر

Benjamin Shear is an Assistant Professor in the Research and Evaluation Methodology program at the University of Colorado Boulder's School of Education. His work focuses on psychometrics, applied statistics, and validity theory, particularly in mathematics education contexts. He collaborates on projects involving differential item functioning (DIF), diagnostic classification models, and improving quantitative methods for education researchers. He is affiliated with the Center for Assessment, Design, Research & Evaluation (CADRE) and contributes to the Stanford Education Data Archive (SEDA), a comprehensive dataset on U.S. education outcomes. His methodological innovations include hierarchical logistic regression approaches for multilevel DIF analysis and pooled heteroskedastic ordered probit models for latent variable estimation. He maintains an active GitHub profile with code for statistical methods published in peer-reviewed journals. Education background includes prior experience as a high school mathematics teacher, informing his applied research focus on real-world educational measurement challenges. His technical contributions include developing Stata modules for HETOP modeling (heteroskedastic ordered probit) and open-source tools for analyzing coarsened test score data. He has authored over 30 peer-reviewed articles and serves as a methodological expert for large-scale education assessments. Key collaborations include work with Sean Reardon and others on educational inequality measurement via SEDA, as well as methodological advancements in working with sparse or aggregated testing data. His research bridges theoretical statistical development with practical applications in educational policy evaluation and accountability systems.

Beverly-Jean Danielمشاهده پروفایل

دانشیار

• Anti-Black Racism
• Post-Secondary Student Retention
• Social Justice in Education
• +۴ مورد دیگر

Beverly-Jean Daniel is an Associate Professor in the School of Child and Youth Care at Toronto Metropolitan University. She holds a PhD in Sociology and Equity Studies in Education from the University of Toronto, a Master’s in Counselling Psychology, and a Bachelor of Arts with Honours from York University. Her work spans over 25 years in education, justice, and community-based organizations, focusing on anti-Black racism, Black student success, and resilience strategies for marginalized youth. She developed The Bridge Program , a first-of-its-kind initiative supporting Black students in post-secondary education. Dr. Daniel’s research examines Black girls in foster care, racial identity development, and systemic racism in education and child welfare systems. Education PhD in Sociology and Equity Studies in Education (OISE/University of Toronto) Masters in Counselling Psychology (University of Toronto) Bachelor of Arts - Honours (York University) Graduate Certificate in Women and Gender Studies (University of Toronto) Research Interests Her work centers on anti-Black racism, Black student retention, race-based identity development, and resilience among marginalized youth. Key areas include: Racial dynamics in post-secondary education Anti-oppressive practices in child and youth care Experiences of Black girls in foster care systems Grants & Projects SSHRC Insight Grant (2015-present): $35,000 Equity & Inclusion Fund (2019): $5,000 Ontario Black Youth Action Plan (2018): $69,000 Labs/Programs The Bridge Program supports Black students’ academic transition and success through tailored programming and research.

Wanda Wrightمشاهده پروفایل

دانشیار

• Oral health disparities
• Oral health-related quality of life
• Access to oral healthcare
• +۳ مورد دیگر

Wanda Wright, RN, DDS, MS, MSD is an Associate Professor at East Carolina University's School of Dental Medicine. Her clinical interests focus on oral health disparities, quality of life, and increasing access to care. She holds certifications in Dental Public Health and Clinical Investigation from Boston University and Tufts University, respectively. Dr. Wright previously served at Boston University and Tufts University, leading public health education initiatives and developing interdisciplinary programs like the DMD/MPH program at Tufts. Education: DDS (University of Maryland), MSD & Certificate in Dental Public Health (Boston University), MS in Health Services Administration (D'Youville College), Certificate in Clinical Investigation (Tufts University) Her research emphasizes addressing systemic barriers to oral healthcare, particularly for marginalized populations. She has pioneered mobile health interventions (e.g., geofencing for rural dental clinics) and explored disparities linked to race, mental health, and chronic conditions like diabetes. Dr. Wright also focuses on curriculum development, integrating public health principles into dental education to foster a more diverse and socially conscious workforce. Her publications highlight trends in dental care utilization across rural-urban divides, structural racism's impact on oral health equity, and innovative strategies for improving access to care. She has collaborated with institutions like the Tisch College of Citizenship and Public Service to advance community-focused healthcare practices. Awards: Diplomate, American Board of Dental Public Health Dr. Wright has secured grants from the Health Resources and Services Administration and led teams in qualitative studies on tobacco cessation and mental health patients' oral care needs. Her work bridges clinical practice, public health policy, and educational innovation to address systemic inequities in oral healthcare.

Marcia Ostromمشاهده پروفایل

دانشیار

• Agroecology
• Sustainable Food Systems
• Environmental Sociology
• +۳ مورد دیگر

Marcia Ostrom is an Associate Professor and Extension Specialist in the School of the Environment and Food Systems Program at Washington State University. She leads interdisciplinary research and extension programs focused on sustainability and equity in food systems, including initiatives like the Small Farms Program , Cultivating Success Program , and Immigrants in Agriculture Program . Her work addresses systemic inequities in agricultural extension and has been recognized with awards from institutions including the Fulbright Program and W.K. Kellogg Foundation. Dr. Ostrom holds a Ph.D. in Agroecology from the University of Wisconsin, an M.S. in Agriculture from Cornell University, and an A.B. in Environmental Science from Harvard University. She teaches undergraduate and graduate courses on sustainable agriculture and advises students in agroecology and food systems research. Her research interests span agroecology , environmental sociology , and participatory action research , with a focus on values-based supply chains , policy reforms , and community engagement . Recent work includes pioneering silvopasture systems to mitigate wildfire risk and advancing racial equity in cooperative extension programs through the Coming Together for Racial Understanding (CTRU) initiative. Her publications between 2000-2024 reflect a sustained commitment to equity-driven innovation , farmer-led research , and systemic change . Key themes include participatory approaches to urban agriculture, gender dynamics in farmers markets, and the socio-ecological impacts of agroecological practices. Awards: WSU Excellence Award, Fulbright Fellowship, Kellogg Foundation Grant Grants: W.K. Kellogg Foundation, USDA-NIFA Labs/Teams: Food Systems Program, CTRU Leadership Team

Tameka Clarke-Douglasمشاهده پروفایل

استادیار

• Engineering Education
• Undergraduate Engineering Education
• Diversity and Inclusion in STEM
• +۳ مورد دیگر

Tameka Clarke-Douglas is a Collegiate Assistant Professor in the Department of Engineering Education at Virginia Tech and Coordinator of the Undergraduate Teaching Assistants Training and Support Program. She holds a Ph.D. in Engineering Education from Purdue University, with additional degrees in Civil Engineering and Secondary Mathematics certification. Prior to academia, she worked as a Civil/Structural Design Engineer and directed the first Civil Engineering program at the University of Technology-Jamaica. Education: Ph.D. Engineering Education, Purdue University (2010) M.S. Civil and Environmental Engineering, Lehigh University (2004) B.S. Civil Engineering, Morgan State University (2001) Teacher Certification in Secondary Mathematics, University of the West Indies (2018) Research Focus: Dr. Clarke-Douglas investigates communities of practice in undergraduate engineering to enhance student engagement and retention. Her work emphasizes leveraging peer support networks and undergraduate teaching assistants as resources for improving learning experiences. She also studies programmatic interventions to foster diversity and inclusion in engineering education. Labs/Teams: She leads the Undergraduate Teaching Assistants program in the College of Engineering, which trains and supports student mentors in foundational engineering courses.

Matthew Jamesمشاهده پروفایل

دانشیار

• Engineering Education
• Civil Engineering
• First-Year Engineering Programs
• +۳ مورد دیگر

Matthew James is an Associate Professor of Practice in the Department of Engineering Education at Virginia Tech's College of Engineering. He holds a B.S. and M.S. in Civil Engineering from Virginia Tech (2007, 2010), and has transitioned from civil engineering practice to academia, focusing on engineering education and international engagement. His work includes teaching first-year engineering courses (ENGE 1215/1216), developing curricula, and advising international service projects through Engineers in Action. He has led study abroad programs and contributed to the Academy for Global Engineering at VT. His research interests span engineering education pedagogy, ethics, and equity in teamwork, with recent work emphasizing online learning adaptation and arts-informed methodologies. Education: M.S. Civil Engineering, Virginia Tech, 2010 B.S. Civil Engineering, Virginia Tech, 2007 Research Interests: First-year engineering program development International engineering education and service projects Engineering ethics education and assessment Equitable team-based learning environments Arts-informed approaches to student perception studies Publications Highlight: Recent work emphasizes innovations in online education, ethics pedagogy, and global engineering engagement. Notable trends include exploring interdisciplinary methods (e.g., NLP for ethics assessment) and adapting curricula for diverse learning environments. Awards: 2020 College of Engineering Certificate of Teaching Excellence Advising & Teams: Serves as faculty advisor for Engineers in Action, contributing to international service projects. Active in curriculum development initiatives and collaborative programs like the Rising Sophomore Abroad Program. Collaborates with faculty across disciplines to advance pedagogical practices. Labs/Teams: Engaged with the Academy for Global Engineering and contributes to the Department's efforts in service-learning and ethics integration in curricula.

• Gender-Based Violence
• Reproductive Health
• Global Health
• +۴ مورد دیگر

Dr. Michelle Munro-Kramer is an Associate Professor and Suzanne Bellinger Feetham Professor of Nursing at the University of Michigan School of Nursing, serving as Director of Global Programs in the Department of Health Behavior and Clinical Sciences. She holds certifications as a Certified Nurse Midwife (CNM) and Family Nurse Practitioner (FNP-BC). Her research focuses on gender-based violence prevention, reproductive health, and global health, with projects in Ghana, South Africa, Liberia, and Zambia. Key initiatives include developing a web-based app (MKit) for sexual violence prevention and evaluating maternity waiting homes in rural Zambia. Education: Post-Doctoral Fellowship, University of Michigan (2015) PhD, University of Michigan (2013) MS, University of Michigan (2006) BSN, Michigan State University (2003) Research Interests: Dr. Munro-Kramer’s work emphasizes trauma-informed care, primary prevention of violence, and innovative solutions to complex health issues. She uses mixed methods and participatory action research to address gender-based violence and improve healthcare access for vulnerable populations. Current projects include gender-based violence prevention programs in sub-Saharan African universities and evaluating healthcare provider responses to sexual violence in Ghana. Awards & Honors: Johnson & Johnson Nurse Innovation Fellow (2019–2021) Rising Star Award, Sigma Theta Tau International (2014) Academic Editor, PLoS One (2019–Present) Grants & Collaborations: She leads grants such as the African Social Research Initiative Collaborative Faculty Seed Grant and the National Institutes of Justice project on web-based crisis hotlines. Her work also involves interdisciplinary collaborations, including a MOOC on Intimate Partner Violence and continuing education modules on human trafficking in healthcare settings. Labs & Teams: Dr. Munro-Kramer is affiliated with the Michigan Human Trafficking Collaborative and the Nursing Network on Violence Against Women, International. She co-leads the Global Programs initiative at the School of Nursing, fostering international partnerships and student-led innovation initiatives like the Innovate 4 Change hackathon.

Dana Morrisمشاهده پروفایل

استادیار

• STEM Education
• Teacher Development
• Induction Coaching
• +۵ مورد دیگر

Dr. Dana Morris is an Assistant Professor of STEM Education in the School of Education at the University of Texas at Tyler. She holds a Ph.D. in Curriculum and Teaching from Baylor University (2022) and has over 13 years of K-12 teaching experience in secondary mathematics, physics, and chemistry, along with roles as an instructional coach and district science coordinator. Her research focuses on teacher development through induction coaching, pedagogical content knowledge (PCK), inquiry-based instruction, and digital competency in STEM education. Education: Ph.D. Curriculum & Teaching, Baylor University (2022, GPA 4.0) M.Ed. Educational Administration, UT Tyler (2015, GPA 4.0) B.S. Chemistry, UT Tyler (1990, GPA 3.47) Her work has been recognized with the 2024 AERA Outstanding Conference Submission Award. Key research areas include reflective practice in teacher education, technology integration during the pandemic, and bridging theory-to-practice gaps in STEM instruction. She actively contributes to professional organizations like AERA and NARST, and has presented at major conferences including AERA, NARST, and SSMA. Dr. Morris teaches courses on elementary and secondary science education, clinical teaching, and mathematical problem-solving. She serves on editorial review boards, leads induction coaching initiatives, and collaborates with institutions like the University Academy and East Texas educational partnerships. Her service includes roles in faculty search committees, professional development workshops, and academic rodeo initiatives.

Amy Shawمشاهده پروفایل

استادیار بالینی

• Geriatric Medicine
• Elder Abuse Intervention
• Healthcare Policy
• +۳ مورد دیگر

Amy Shaw, M.D., is an Assistant Professor of Clinical Medicine at Weill Cornell Medical College and a Joachim Silbermann Family Clinical Scholar (2019–2025). She specializes in geriatric medicine with a focus on elder mistreatment response systems and interdisciplinary care models. Her work emphasizes hospital-based interventions, caregiver dynamics, and program development for vulnerable elderly populations. Education: M.D. from University of California, San Francisco School of Medicine (2013) and B.A. from Columbia University (2008). She holds board certification in Internal Medicine. Research interests center on elder abuse detection and intervention, emergency department protocols for mistreatment response, and improving healthcare workflows for older adults. Key projects include the Vulnerable Elder Protection Team and expanding ED/hospital-based elder mistreatment programs. Her articles explore caregiver neglect strategies, program dissemination, and pandemic-related hospital readmissions. Dr. Shaw leads a U.S. Department of Justice-funded grant (2022–2025) to enhance acute elder abuse management through interdisciplinary teams. She collaborates with social workers and advocates to refine clinical protocols and educate healthcare providers on geriatric-specific care challenges. Her clinical practice integrates innovation and patient-centered approaches, such as gamified EHR training for fellows (Geri Consult Bingo) and curriculum development to reduce mental health stigma among medical trainees.

Stephen R McCauleyمشاهده پروفایل

استاد

• Neuropsychology
• Traumatic Brain Injury (TBI)
• Neuroimaging
• +۳ مورد دیگر

Stephen R McCauley, Ph.D., is a Professor in the Department of Neurology at Baylor College of Medicine, specializing in neuropsychology. His work focuses on traumatic brain injury (TBI), neuroimaging applications, and culturally competent neuropsychological assessment for diverse populations. He holds a PhD in Clinical Neuropsychology from the University of Houston, along with advanced degrees in Psychology and Business Administration. Dr. McCauley’s research emphasizes neuroimaging-based diagnostics for TBI and PTSD differentiation, particularly among military personnel. He has pioneered large-scale normative neuroimaging datasets and developed assessment tools for dementia in non-English speaking communities (e.g., Korean, Farsi, Mandarin, Arabic, Vietnamese, Portuguese). His work addresses healthcare disparities and geopolitical challenges in patient care. His publications span over 25 years, focusing on TBI outcomes, neuroplasticity, and the impact of trauma on cognitive and emotional functioning. Notable contributions include studies on diffusion tensor imaging in brain injury recovery and prospective memory in pediatric populations. Dr. McCauley maintains certification as a psychologist in Texas and actively engages in clinical neuropsychological services at Baylor’s Medical Center location.

Ben Fordمشاهده پروفایل

استاد

• Maritime Archaeology
• Maritime Cultural Landscapes
• Historical Archaeology
• +۴ مورد دیگر

Ben Ford is a Professor and Chair of the Department of Anthropology at Indiana University of Pennsylvania (IUP), where he has served since 2009 and as department chair since 2017. He specializes in maritime archaeology, focusing on the Great Lakes and maritime cultural landscapes, as well as historical archaeology of Western Pennsylvania's frontier period. His research emphasizes community-engaged projects, such as the Heritage Futures initiative, which seeks to address historical injustices through heritage management. Ford has received numerous accolades, including IUP’s Distinguished University Professor Award (2023–24) and the Society for Pennsylvania Archaeology Mason Award. His work bridges scholarship, service, and teaching, with a focus on student mentorship and local community impact. His research spans maritime heritage preservation, African American settlements in Pennsylvania, and collaborative projects with Indigenous communities. He co-founded a book series on restorative justice through archaeology and led excavations of Lake Erie shipwrecks and the African American cemetery near Harrisburg. Ford actively involves students in fieldwork and publishing, earning him the IUP High Impact Practice Award for undergraduate research opportunities. Professional service includes roles on the Pennsylvania Historic Preservation Board, Society for Historical Archaeology, and Indiana Borough Council. His legacy includes expanding anthropology’s role at IUP through initiatives like the Cultural Competencies Certificate and Open Education Resources. Ford advocates for regional universities to drive socially conscious research, leveraging community partnerships to foster equitable heritage practices.

Nicole McDonaldمشاهده پروفایل

پژوهشگر

• Agricultural Workforce Development
• Vocational Psychology
• Career Development
• +۴ مورد دیگر

Dr. Nicole McDonald is a Senior Research Officer (Agri-tech Education and Extension) at CQUniversity Australia, holding a PhD in Vocational Psychology of Agriculture and a Bachelor of Science (Hons) in Psychology from the University of Southern Queensland. Her research focuses on career development within agriculture, workforce attraction/retention, and technology adoption in farming. Key contributions include projects on cotton industry workforce dynamics and the RACE Gippsland initiative to design career interventions for students. Education: PhD: Vocational Psychology of Agriculture (University of Southern Queensland) BSc (Hons): Psychology (University of Southern Queensland) Research Interests: Agricultural workforce development Technology adoption in agriculture Leadership and skills development Sustainable agricultural practices Industrial/organisational psychology Awards: 2019 Career Development Association of Australia Excellence in Research Award 2017 Australian Psychological Association Prize Her work integrates qualitative and quantitative methods, emphasizing career guidance for youth and strategies to address agricultural workforce shortages. Current projects include designing skills training pathways and analyzing industry-school partnerships to strengthen the agricultural talent pipeline.