جست‌وجوی استاد و پژوهشگر

Anthony Cullenمشاهده پروفایل

دانشیار

• International Humanitarian Law
• International Human Rights Law
• Contemplative Methods in Education
• +۴ مورد دیگر

Affiliations & Roles Dr. Anthony Cullen serves as an Associate Professor in the School of Law at Middlesex University, London. He concurrently holds roles as a Visiting Professor at the University of Bordeaux, External Examiner at Dublin City University, Senior Fellow of the UK Higher Education Academy, and Senior Research Associate at DCU's Centre for Educational Disadvantage. His work bridges legal scholarship with pedagogical innovation and social justice. Research Interests Dr. Cullen’s research focuses on international humanitarian law, human rights law, contemplative methods in education, decolonization of academia, and student well-being. He actively advocates for integrating mindfulness and meditation into legal education to enhance practitioner resilience and ethical decision-making. Recent Trends in Publications His recent work emphasizes interdisciplinary approaches, blending legal theory with spirituality (e.g., 'Enlightened Management'), decolonizing legal frameworks, and addressing systemic inequities in education and conflict zones. He also explores the evolving nature of armed conflict in digital age warfare. Awards & Recognition Outstanding Wellbeing and Student Support Award (2022) Supervision & Mentorship Currently supervising three PhD candidates: Sylvain Jordan, Fru Ndemeno-Tegomoh, and Oje Hart. His mentorship focuses on fostering academic rigor while prioritizing mental health and professional ethics. Labs & Collaborations Collaborates with the Heartfulness Institute on mindfulness initiatives and the Rajiv Gandhi School of Intellectual Property Law on legal education reforms. His work often intersects with global institutions like the ICC and NGOs addressing humanitarian law compliance.

Agnes B. Curryمشاهده پروفایل

استاد

• Ethics
• Social Philosophy
• Native American and Indigenous Philosophy
• +۳ مورد دیگر

Agnes B. Curry, Ph.D., is a Professor of Philosophy and Director of the Core Curriculum at the University of Saint Joseph (USJ), where she has served since 2001. She holds a Ph.D. and M.A. in Philosophy from Fordham University and dual degrees in Piano (B.M.) and Philosophy (B.A.) from Benedictine College. Her work bridges philosophical theory with everyday life experiences, emphasizing how ideas shape human perception. Dr. Curry teaches courses on ethics, race, and women philosophers, and actively contributes to academic discourse through editorial roles and collaborative research. Her research focuses on 20th-century ethics, Native American philosophy, and moral/spiritual values in media. She co-edits Studies in Native American and Indigenous Philosophy and serves on the American Philosophical Association’s national committee. Dr. Curry also engages in contemplative practices, serving as a Spiritual Director and contributing to interfaith initiatives through organizations like Spiritual Directors International. Dr. Curry’s publications span academic chapters, edited volumes, and media analyses. She collaborates on projects like a book with Dr. Josef Velazquez on values in television, and her work has been featured in journals such as Slayage and Studies in Native American and Indigenous Philosophy . Her teaching philosophy emphasizes critical thinking and interdisciplinary connections, reflected in courses like Philosophy of Race and Food Ethics .

• Peace Studies
• Reconciliation
• Buddhism and Spirituality
• +۵ مورد دیگر

Hugh Curran is a Lecturer in the Peace & Reconciliation Studies Program at the University of Maine’s College of Education and Human Development. He holds affiliations with the Morgan Bay Zendo (board member) and Friends of Morgan Bay (founder), focusing on mindfulness practices and environmental stewardship. His career includes directorship of a homeless shelter in Downeast Maine and co-authorship of a Maine history book with Esther Wood. He has presented at international venues including Oxford University and the Global Council on Tolerance and Peace in Malta. Education: Undergraduate studies at Nova Scotia (specific institution unspecified). Extensive Zen monastic experience and global pilgrimage. Teaching specialties include Buddhism, nonviolence, ecology-spirituality linkages, and peace pedagogy through courses like PAX 201 and PAX 350. Research integrates contemplative traditions with social justice issues, addressing animal ethics, homelessness advocacy, and environmental spirituality. Recent work emphasizes Buddhist perspectives on ethics and interfaith peacebuilding. Active in organizing regional peace conferences and public radio discussions on socio-political topics. Labs/Teams: Collaborates with Morgan Bay Zendo’s retreat programs and Friends of Morgan Bay’s nature conservation initiatives. Engaged in interdisciplinary peace studies collaborations across UMaine departments.

Tomas de Rezende Rochaمشاهده پروفایل

استادیار

• Educational Justice
• Equity Studies
• Philosophical Foundations of Education
• +۵ مورد دیگر

Tomas de Rezende Rocha is an Assistant Professor in the Department of Social and Cultural Foundations at the University of Wisconsin-Madison's College of Education. His work focuses on educational justice and equity through philosophical inquiry, addressing topics like contemplative education, teacher strikes, and climate change education. He holds a PhD in Philosophy and Education from Columbia University, an MPhil from the University of Cambridge, and a BA from Brown University. Education: PhD in Philosophy and Education, Columbia University MPhil in Politics, Development and Democratic Education, University of Cambridge BA in Education Studies, Brown University Research Interests: Explores intersections of philosophy and education, including epistemic justice in open practices, liberal autonomy frameworks, and Paulo Freire's pedagogical theories. Current projects include co-editing Teachers and Philosophy (SUNY Press, 2025) and serving as associate editor of LÁPIZ (Latin American Philosophy of Education Society). Courses Taught: Includes philosophical foundations of education, educational inquiry methodologies, and ethics in education. Recent courses: EDLPS 525/526 (Educational Inquiry), EDLPS 521 (Philosophy of Education). Affiliations: Active in multiple philosophy of education societies (PES, LAPES) and centers like the Center for Ethics & Education (UW-Madison) and Justice in Schools (Harvard).

Patricia A. Jenningsمشاهده پروفایل

استاد

• Social and emotional learning
• Mindfulness
• Teacher occupational stress
• +۳ مورد دیگر

Patricia (Tish) Jennings is a Professor of Curriculum, Instruction & Special Education at the University of Virginia's School of Education and Human Development. She is an internationally recognized leader in social and emotional learning and mindfulness in education. As the Program Director for the Ed.D. in Curriculum & Instruction, she has established herself as a key figure in developing evidence-based approaches to educator wellbeing and classroom climate. University of Virginia, School of Education and Human Development Department of Curriculum, Instruction & Special Education Program Director, Ed.D. in Curriculum & Instruction Dr. Jennings received her Ph.D. from the University of California Davis in 2004, M.Ed. from Saint Mary's College in 1980, and B.A. from Antioch College in 1977. With over 22 years of experience as a teacher, school director, and teacher educator, she brings substantial practical knowledge to her research. Dr. Jennings' research focuses on social and emotional learning, mindfulness practices, and teacher occupational stress. She pioneered the application of contemplative science to solve difficult problems in education, particularly examining how teacher wellbeing impacts classroom environments and student outcomes. Her work bridges the gap between theoretical research and practical classroom implementation, with a special emphasis on creating compassionate learning environments that support both educators and students. Analysis of her publication history reveals a consistent focus on mindfulness-based interventions in educational settings, with particular emphasis on how teacher wellbeing directly affects classroom quality and student outcomes. Her research trajectory shows increasing attention to scalable implementation models and the connection between educator stress management and student social-emotional development. Distinguished Researcher Award from the University of Virginia (2023) Joseph E. Zins Distinguished Scientist Award from CASEL (2024) Cathy Kerr Award from the Mind & Life Institute (2018) Featured in Mindful Magazine's 'Ten Mindfulness Researchers You Should Know' Dr. Jennings serves as Principal Investigator for multiple large-scale studies funded by the U.S. Department of Education, including Project CATALYZE and Project ENGAGE. She was a member of the National Academy of Sciences Committee on Promoting Healthy Mental, Emotional, and Behavioral Development in Children and Adolescents. Her CARE (Cultivating Awareness and Resilience in Education) program has been evaluated by What Works Clearinghouse and recommended by the CDC to promote educator wellbeing. Dr. Jennings leads the Contemplative Teaching and Learning Lab, where she and her team develop and evaluate mindfulness-based professional development programs designed to address teacher occupational stress. The lab's work focuses on practical implementation strategies that can be adapted across diverse educational settings while maintaining scientific rigor.

Jennifer Sinorمشاهده پروفایل

استاد

• Creative Nonfiction
• Creative Writing
• Writing Pedagogy
• +۱۰ مورد دیگر

Jennifer Sinor is a Professor of English at Utah State University, where she has taught since 2000. She serves as Chair of the Creative Writing Emphasis and Director of Graduate Studies, playing a key leadership role in both undergraduate and graduate creative writing programs. Her research and teaching focus on creative nonfiction, with specializations in non-linear forms, braided essays, flash nonfiction, and speculative nonfiction. She uniquely integrates yoga and somatic practices into writing pedagogy, emphasizing embodied creativity and mindfulness. This approach is central to her book The Yogic Writer: Uniting Breath, Body, and Page , which offers craft guidance through meditative and physical practices. Her recent publications span top literary journals such as The Writer's Chronicle , The Normal School , and Creative Nonfiction . These works explore themes of identity, desire, trauma, and ethical storytelling, often blending lyrical reflection with experimental form. Collectively, her articles reflect a deep engagement with the inner life of the writer and the emotional truth of personal narrative. Selected Honors: Stipend in American Modernism National Magazine Award nomination Inclusion in Best American Essays 2024 Work featured in The Norton Reader Jennifer advises graduate students in creative writing and leads curriculum development as Director of Graduate Studies. She has secured recognition and visibility for her program through her own nationally published work and editorial presence. While specific grant details are not listed, her sustained publication record and inclusion in major anthologies suggest strong scholarly impact and support. She is also a certified yoga instructor and actively incorporates mindfulness into her teaching. Though no formal lab or research team is mentioned, her pedagogical model represents an interdisciplinary approach that unites writing, embodiment, and contemplative practice.

• Spirituality
• Society and Ethics
• Professions and Values
• +۳ مورد دیگر

Dr Noelia Molina is a Lecturer in the Department of Arts at South East Technological University (SETU), affiliated with the School of Humanities at the Waterford Campus. She is an active researcher within the Spirituality in Society and the Professions Research Group, contributing to interdisciplinary scholarship at the intersection of spirituality, ethics, and professional life. Her research interests include: Spirituality in Society Values and Ethical Practice in Professions Contemplative and Reflective Practices Spirituality in Education and Healthcare Social Change and Professional Identity Interdisciplinary Humanities Research Dr Molina's recent publications demonstrate a consistent focus on the integration of spiritual values into professional contexts, particularly in education, healthcare, and social work. Her work spans themes such as silence, listening, leadership, and ethical decision-making, reflecting a deep engagement with both theoretical and applied dimensions of spirituality. The research is interdisciplinary, drawing from philosophy, sociology, psychology, and education. She has received one academic prize (specific name not provided) and actively collaborates with institutions including Dublin City University and the Spirituality Institute for Research and Education. Dr Molina advises students and contributes to research grants, though specific details are not listed. She is involved in multiple research activities and has co-authored several publications with colleagues at SETU and external partners. Her work supports the development of values-based frameworks in professional education and practice. She is a member of the Spirituality in Society and the Professions Research Group, which serves as her primary research team, fostering collaborative inquiry into the role of spirituality in contemporary societal structures.

• Preventative Medicine
• Mental Health
• Mindfulness Interventions
• +۳ مورد دیگر

Julieta Galante is a full-time researcher at the University of Cambridge, affiliated with the Department of Engineering and Cambridge Public Health. Her work focuses on preventative medicine, mental health, and the application of mindfulness interventions. Holding a PhD from Cardiff University, she leads the evaluation of mindfulness courses for university students and explores the integration of machine learning into public health strategies. Galante's research spans randomized trials, systematic reviews, and economic evaluations, addressing stress reduction, dementia caregiver support, and digital health engagement. Primary Affiliation: University of Cambridge, Department of Engineering Research Pillars: Mindfulness, Preventative Medicine, Mental Health Methodologies: RCTs, Meta-Analyses, Cohort Studies Her recent publications highlight dose-response effects of mindfulness, public health ethics, and population-level meditation trends. She collaborates on global health initiatives and develops tools like the Inventory of Meditation Experiences (IME) to assess intervention impacts.

Jasmine Childs-Fegredoمشاهده پروفایل

مدرس ارشد

• Qualitative research methods
• Humanistic psychology
• Trauma-informed care
• +۳ مورد دیگر

Dr Jasmine Childs-Fegredo is a Senior Lecturer and Programme Director for the Doctorate of Counselling Psychology at York St John University , School of Education, Language and Psychology. As a chartered Counselling Psychologist (HCPC & BPS) and Fellow of the Higher Education Academy, she combines clinical practice with academic leadership. Her teaching spans doctoral and undergraduate psychology programs, with PhD supervision capabilities. York St John University affiliation Health and Care Professions Council registration British Psychological Society accreditation Higher Education Academy fellowship Research focuses on Yoga-integrated Psychotherapy (YiP) and qualitative methodologies like Interpretative Phenomenological Analysis (IPA). Key collaborations include the University of Melbourne's Contemplative Practices Center, NIMHANS India, and Birkbeck London. Recent publications explore mental health screening in schools and yoga-based therapeutic interventions. Professional activities include external examining at New School of Psychotherapy and Counselling and VIVA examination at Teesside University. Conference presentations span Harvard University, NIMHANS India, European Congress of Psychology, and Public Health England events.

Petr Hájekمشاهده پروفایل

استاد

• Architecture
• Urban Planning
• Experimental Architecture
• +۵ مورد دیگر

Petr Hájek is a distinguished Czech architect and professor at the Faculty of Architecture of the Czech Technical University in Prague. He is also the head of a studio at the Academy of Fine Arts in Bratislava. Founder of Petr Hájek Architekti studio established in 2009 after the dissolution of HŠH architekti partnership. His educational background includes: 1988-1995: Faculty of Architecture, Czech Technical University in Prague 1995-1998: School of Architecture, Academy of Fine Arts in Prague Hájek's research and practice focus on the intersection of traditional architectural values with innovative design approaches. His work demonstrates a strong commitment to contextual sensitivity while pushing the boundaries of architectural experimentation. The architect is particularly known for his ability to integrate buildings harmoniously into historic settings while maintaining a distinct contemporary identity. His research explores the principles of optics, acoustics, and spatial transformation, resulting in projects that challenge conventional architectural typologies. Hájek's work often addresses the relationship between public space and architecture, with an emphasis on creating spaces that foster community interaction and cultural engagement. An analysis of his recent projects reveals a consistent exploration of transformable spaces, contextual integration, and sustainable approaches to architectural intervention. His work spans various scales from urban planning projects to intimate interior spaces, with a particular strength in the adaptive reuse of historic structures. The Krkonoše Center for Environmental Education (KCEV) and the DOX+ Center for Contemporary Art expansion exemplify his ability to create contemporary interventions that respect and enhance their historical context. Hájek has received numerous prestigious awards for his contributions to architecture: Architect of the Year 2018 (Czech Republic) OD Award for school design studio (2010, 2011, 2012) Rector's Award from Czech Technical University for research work (2012) Mies van der Rohe Award nominations (2006, 2010) Piranesi Award Honorable Mention for the KCEV building (2014) As an educator, Hájek has mentored numerous students through his studios at CTU and the Academy of Fine Arts in Bratislava. His teaching emphasizes experimental approaches to architecture while maintaining respect for historical context. He founded the Laboratory of Experimental Architecture (LEA) in 2010, which serves as a platform for research and student collaboration. His academic research project "anastomosis" received recognition from the Rector of CTU for its practical application. Hájek has also inspired literary work, notably inspiring Miloš Urban's novel "Urbo Kune" (2015), which is set in a utopian city designed by his students. Hájek leads the Laboratory of Experimental Architecture (LEA), which serves as a hub for innovative architectural research and collaboration. His studio, Petr Hájek Architekti, maintains a strong focus on the relationship between architecture and its context, with projects that span urban planning, public space design, and building interventions. The studio is known for its rigorous design process that combines theoretical research with practical implementation, resulting in projects that are both conceptually strong and technically sophisticated.

Nicole Leeمشاهده پروفایل

استادیار

• Art Education
• Curriculum Theory
• A/r/tography
• +۶ مورد دیگر

Dr. Nicole Lee is an Assistant Professor in Art Education at NSCAD University, specializing in a/r/tography and curriculum studies. She holds a PhD from the University of British Columbia, where her SSHRC-funded dissertation won multiple prestigious awards. Her research explores intersections of art, pedagogy, spirituality, and community, with a focus on contemplative and affective educational practices. Dr. Lee teaches in graduate programs including the Master of Arts in Art Education and Master of Fine Arts, and currently serves as Vice President of the Canadian Society for Education Through Art (CSEA/SCÉA) and Chair of its 2024 conference. Education: PhD in Curriculum Studies (Art Education), University of British Columbia MEd, York University BFA (Visual Arts, Studio), York University BEd (Visual Arts and English), York University Her research interests include curriculum theory, philosophy, community-based art practices, and thanatology within educational contexts. Notable publications include contributions to A/r/tography: Essential Readings (2024) and Walking with A/r/tography (2021). She is an editor of multiple volumes on a/r/tography and curriculum studies, including an upcoming Springer publication on material and digital explorations. Awards: Elliot Eisner Doctoral Research Award Ted T. Aoki Prize Canadian Association for Curriculum Studies Dissertation Award Dr. Lee’s leadership in CSEA/SCÉA reflects her commitment to advancing art education through community engagement and scholarly collaboration. Her work bridges theoretical and creative practices, emphasizing ethical and affective dimensions of teaching and learning.

• Ancient Greek Philosophy
• Ancient Roman Philosophy
• Ethics
• +۳ مورد دیگر

Eric Brown is an Associate Professor of Philosophy at Washington University in St. Louis, specializing in Ancient Greek and Roman philosophy, particularly Stoicism, cosmopolitanism, and ethics. He holds a PhD from the University of Chicago and has been affiliated with institutions such as the University of Cambridge and the University of Pittsburgh. His research explores topics like Plato's Republic, Socratic methods, and the interplay between ancient ethics and modern philosophy. Education : PhD in Philosophy, University of Chicago (1997) Studies at the University of Cambridge (1996) BA from the University of Chicago College Research Interests : Brown focuses on ancient Greek and Roman philosophical traditions, including Stoic cosmopolitanism, Socratic ethics, and the eudaimonist framework. His work bridges ancient and modern ethical theories, emphasizing the relevance of classical thought to contemporary debates. Key themes include the unity of virtue, cosmopolitan obligations, and the role of philosophy in politics. Teaching and Affiliations : He teaches courses on ancient philosophy, ethics, and political thought, collaborating with departments like Classics and Religious Studies. His courses include Ancient Philosophy , Plato's Ethics , and Hellenistic Philosophy . Labs/Teams : Engages with interdisciplinary projects through the Interdisciplinary Project in the Humanities at Washington University.

Anne Raineمشاهده پروفایل

دانشیار

• American Literature
• Modernist Studies
• Ecocriticism
• +۵ مورد دیگر

Dr. Anne Raine is an Associate Professor of English at the University of Ottawa, affiliated with the Faculty of Arts. Her research bridges modernist literature, ecocriticism, and climate justice, focusing on intersections between literary aesthetics, scientific discourse, and environmental activism. She holds a PhD in American Literature from the University of Washington (2002), an MA in Feminist Theory from the University of Leeds (1994), and a BA in English Literature from Simon Fraser University (1991). Her work examines how modernist texts engage with environmental discourses and contemporary climate crises, emphasizing contemplative pedagogy as a tool for addressing ecological anxiety. She is a member of the Association for the Study of Literature and Environment (ASLE), Modernist Studies Association, and Association for Literature, Environment and Culture in Canada (ALECC). Raine supervises graduate students, including Bahare Yousefi (focused on Environmental History and Climate Change Activism). Her publications explore topics such as feminist modernism, ecocritical theory, and mindfulness in education, with recent contributions to Contemplative Practices and Anti-Oppressive Pedagogies and Modernism/Modernity Print Plus .

• Mindfulness
• Social and Emotional Learning (SEL)
• Educator Well-being
• +۳ مورد دیگر

Rebecca Baelen is a Research Fellow in the Department of Psychology at the University of Illinois Chicago. Her work focuses on mindfulness-based interventions in educational settings, with a particular emphasis on teacher well-being, social-emotional learning (SEL), and youth development. She has contributed to developing scalable mindfulness programs for K-12 educators and students, emphasizing culturally responsive practices and teacher-centered approaches to professional development. Her research also explores leadership frameworks rooted in mindfulness and yoga to improve school culture and organizational change. Key areas of research include: Mindfulness training for educators to enhance social-emotional competencies Optimal program design for youth across developmental stages Teacher resilience through self-compassion interventions Implementation science for school-based programs Her work bridges educational psychology, leadership studies, and contemplative practices, addressing systemic challenges in scaling mindfulness initiatives. Recent studies highlight barriers to student motivation in mindfulness programs and propose innovative solutions for universal school interventions.

Caroline Maunمشاهده پروفایل

دانشیار

• American Literature
• Creative Writing
• 20th Century Women's Literature

Caroline Maun is an Associate Professor of English at Wayne State University, affiliated with the College of Liberal Arts and Sciences. She specializes in American Literature, particularly 20th-century women writers, and creative writing. She served as Director of Graduate Studies in English (2014–2018) and Chairperson of the English Department (2018–2024). Her teaching includes courses like ENG5860 and ENG2800, focusing on creative writing foundations. Education: Ph.D. in English (University of Tennessee Knoxville, 1998), M.A. in English (North Carolina State University, 1992), B.A. in English (Eckerd College, 1990). Research interests span American literature with a focus on women’s writing and creative writing pedagogy. Her publications include poetry volumes like Accident (2019) and scholarly works such as Mosaic of Fire (2012), examining 20th-century feminist literary voices. Her poetry explores themes of memory, identity, and existential inquiry. Awards: 2017 Outstanding Graduate Director, 2015 President’s Excellence in Teaching Award, and multiple fellowships including the 2009–2010 Humanities Center Resident Scholar. Grants/Advising: WSU Career Development Chair (2014), mentorship in English graduate programs. She collaborates with the English Department’s literary initiatives and has contributed to poetry events like the St. Clair Shores event. Her work bridges scholarly critique and creative practice, emphasizing women’s literary legacies.