جستجوی استاد راهنمای دانشگاهی

Leyla Pérez-Gualdrónمشاهده پروفایل

دانشیار

• Social Justice
• Transformational Resistance
• Civic Engagement
• +۳ مورد دیگر

Dr. Leyla Pérez-Gualdrón serves as an Associate Professor in the Department of Counseling Psychology at the University of San Francisco, where she maintains full-time faculty status. Her clinical background spans diverse settings including K-12 inner-city schools in Venezuela and community mental health centers in the United States, with specialized focus on immigrant and minority youth populations. Her educational foundation includes: PhD in Counseling Psychology from Boston College MA in Counseling Psychology from Boston College Licensure in Psychology from Universidad Católica Andrés Bello, Caracas, Venezuela Research centers on social justice frameworks , transformational resistance , and civic/educational engagement among urban youth , with significant contributions to multicultural counseling. She has developed evidence-based group interventions including CASA groups for acculturation stress in immigrant children, Tools For Tomorrow career programs for 9th graders, and Jernigan Sankofa racial identity development groups for African American and Latina girls. Her work consistently addresses sociocultural determinants of mental health and educational outcomes through community-engaged approaches. Analysis of her publication record (2006-2010) reveals sustained investigation into urban adolescents' experiences with race, ethnicity, and educational systems. Key patterns include examination of structural barriers to opportunity, development of culturally responsive interventions, and exploration of identity formation processes. The research portfolio demonstrates methodological diversity across qualitative and quantitative approaches while maintaining focus on Latino and other marginalized youth populations in educational contexts. No specific scientific awards were documented in the provided materials. Professional activities include clinical service at Cambridge Health Alliance/Harvard Medical School and development of school-based interventions, though details about current student advising or grant funding were not specified in available sources. No information was provided regarding dedicated research laboratories or specialized teams.

Mandy Savitz-Romerمشاهده پروفایل

مدرس ارشد

• College Access and Success
• School Counseling
• Career Readiness
• +۵ مورد دیگر

Mandy Savitz-Romer serves as the Nancy Pforzheimer Aronson Senior Lecturer in Human Development and Education at Harvard Graduate School of Education (HGSE), where she leads the school counseling strand. Her work critically examines school counseling systems and conditions for effective practice, with focused expertise in college access for students of color and first-generation college students. Her educational foundation includes a Ph.D. from Boston College (2004), which informs her scholarship on developmental approaches to student success. Research interests center on reimagining school counseling through college and career readiness frameworks, addressing systemic barriers for marginalized students. She pioneers intersections of counseling systems, noncognitive skill development, and technology-enhanced support structures that promote equitable outcomes across K-12 and higher education transitions. Publications reveal consistent emphasis on data-driven counseling practices, technology integration for first-generation students, and the critical role of noncognitive skills in college success. Her work bridges research-practice partnerships to transform counseling systems through evidence-based innovation. Recognition includes: ASHE 2018 Book Award for Technology and Engagement NACAC Excellence in Education Award (2016) Her advisory impact spans school districts, foundations, and universities through consultation and research projects expanding access to student support programming. She actively shapes future counseling leaders through HGSE's Human Development and Education program. As faculty lead for school counseling, she directs curriculum development and strategic initiatives advancing the profession's capacity to serve diverse student populations through institutional change.

Paul Griffinمشاهده پروفایل

دانشیار

• Subjective Well-being
• Eudaimonic Well-being
• Personality
• +۷ مورد دیگر

Paul Griffin is an Associate Professor and Department Chairperson in the Department of Psychology at Dyson College of Arts and Sciences, Pace University, Pleasantville campus. He is actively involved in teaching and academic leadership, with a strong focus on mental health counseling, positive psychology, and human development. Education: BA in Psychology, Pace University MS in Counseling, Pace University PhD in Applied Development Psychology, Fordham University His research centers on well-being, encompassing both subjective and eudaimonic dimensions, with additional interests in personality, emotional development across the lifespan, aging, grief counseling, and the role of non-belief in counseling practice. He has contributed significantly to counseling education through curriculum development and teaching in professional orientation and counselor training. While no publications are listed in the provided text, his teaching portfolio suggests a scholarly engagement with themes in positive psychology, mental health counseling, and developmental issues across the lifespan. Scientific Awards: Paul Griffin has advised doctoral students through dissertation seminars and independent studies, indicating a role in graduate mentorship. He has not received any explicitly mentioned grants in the provided text. He is affiliated with the Psychology program at Pace University and contributes to academic and clinical training within the Mental Health Counseling (MHC) curriculum.

Tony Tanمشاهده پروفایل

استاد

• Child Development
• Adoption Studies
• Immigration and Mental Health
• +۷ مورد دیگر

Dr. Tony Tan serves as a Professor in the Department of Educational Psychology within the College of Education at the University of South Florida. His scholarly work focuses on longitudinal investigations of child development, particularly examining the social-behavioral adjustment and mental health outcomes of Chinese adoptees raised in North America, alongside broader research on immigrant children and early adversity. Dr. Tan completed his Ed.D. in Human Development and Psychology at Harvard Graduate School of Education in 2004, with doctoral training specializing in childhood trauma, risk, and resilience frameworks. His research program integrates developmental and cultural theories to explore how early experiences shape long-term adjustment. Utilizing multi-informant longitudinal designs, he has tracked adopted Chinese children from early childhood through adolescence, assessing academic competence, behavioral health, and identity development. Recent expansions address pandemic impacts on child development, immigrant mental health, and cross-cultural measurement issues in psychological assessment. Analysis of Dr. Tan's publication record since 2021 reveals sustained productivity with increasing focus on contemporary challenges including the COVID-19 pandemic's effects on school readiness and family dynamics, alongside continued investigation of adoption outcomes and ADHD manifestations in diverse populations. His work consistently employs rigorous longitudinal and cross-cultural methodologies. No specific scientific awards were documented in the provided materials. Dr. Tan actively mentors doctoral students, serving on dissertation committees and welcoming new Ph.D. candidates interested in adoption, immigration, mental health, trauma, and academic functioning. While explicit grant details are absent from the source text, his extensive longitudinal projects suggest successful acquisition of external research funding to support multi-phase data collection. The provided information does not specify dedicated research laboratories or formal research teams led by Dr. Tan, though his collaborative publication record indicates extensive interdisciplinary partnerships.

Misty Ginicolaمشاهده پروفایل

استاد

• Multicultural Counseling
• LGBTQI+ Counseling
• Creative Counseling Techniques
• +۶ مورد دیگر

Dr. Misty Ginicola is a Professor in the Counseling and School Psychology (CSP) department at Southern Connecticut State University (SCSU). She holds a PhD from Yale University and has been with SCSU since 2006. Education : B.S. in Psychology (SUNY Cortland), M.A. in Psychology (SUNY New Paltz), M.S./M.Ph. (Yale University), Ph.D. in Clinical Psychology (Yale University, 2006) Her research focuses on Multicultural Counseling , LGBTQI+ Counseling , Creative Counseling Techniques (including phototherapy and yoga), and Highly Sensitive People . She integrates Indigenous and Celtic spirituality into her therapeutic practice. Dr. Ginicola's recent publications (2017) in the Affirmative Counseling with LGBTQI+ People book cover topics from identity development to religious/spiritual integration. Her earlier work (2004–2013) includes program evaluations for the Mutt-i-grees® initiative and critiques of educational policies like NCLB. She serves as President of the American Counseling Association’s Association of Lesbian, Gay, Bisexual and Transgender Issues in Counseling (ALGBTIC) and contributes to the Journal of LGBT Issues in Counseling . Her grants focus on multicultural competence and counseling research. As a Licensed Professional Counselor, she operates Walk in Balance Counseling in West Haven, CT. The practice emphasizes holistic, person-centered care and employs her training in shamanism, Breath Body Mind techniques, and yoga.

Tamara Jeffriesمشاهده پروفایل

استاد مدعو

• Counselor Education
• Student Affairs Administration
• Higher Education Leadership
• +۳ مورد دیگر

Dr. Tamara Jeffries serves as Vice President for Student Affairs at South Carolina State University, overseeing offices such as Career Placement, Counseling and Self-Development, Residential Life, and Student Life. She transitioned to this role after serving as Interim Assistant Vice President. Education Bachelor of Arts in Communications, Howard University Master of Arts in Rehabilitation Counseling, South Carolina State University Ph.D. in Counselor Education, University of South Carolina Her career spans nearly 30 years in higher education, with administrative roles including Research and Planning Administrator in Institutional Research, Hearing Officer in Judicial Affairs, and Coordinator of Distributive Learning in Educational Technology Services. She has also taught as an Adjunct Professor in Social Sciences, Counselor Education, and Family and Consumer Sciences departments. Professional affiliations include membership in the National Association of Student Personnel Administrators (NASPA), American Counseling Association, and Phi Delta Kappa.

• Interpersonal Communication
• Health Communication
• Communication Education for Engineering and Science Majors
• +۳ مورد دیگر

Damla A Ricks is a Lecturer in the Department of Communication at The University of Texas at Arlington. She holds an MA in Communication Studies from the University of North Texas (2011) and a BA in Communication from UTA (2008). With 15+ years in higher education, her expertise spans teaching courses like Technical & Professional Communication for STEM majors, Public Speaking, and Interview Principles across face-to-face, online, and hybrid formats. Research Interests: Interpersonal Communication Health Communication (with focus on mental health counseling) Communication Education Strategies for Engineering/Science Students Communication Apprehension Her 2023 publication examines mental health counselors’ listening exhaustion during the pandemic. Active in professional communities, she holds memberships in NCA, ICA, and TAMFT. She serves on curricular development committees, institutional assessment teams, and has reviewed for journals like Qualitative Research in Medicine and Healthcare. Teaching highlights include instructing over 20 sections of Professional Technical Communication since 2014, alongside Interview Principles and Public Speaking courses. She has been a faculty mentor for peer evaluations and participates in professional learning communities.

Raquel Farmer-Hintonمشاهده پروفایل

استاد

• Urban Education
• Educational Equity
• Racialized Policies
• +۳ مورد دیگر

Dr. Raquel Farmer-Hinton is a Professor and Director of the Alternative Education Certificate Program at the University of Wisconsin-Milwaukee (UWM) in the Department of Educational Policy and Community Studies. Her work focuses on urban education equity, racialized policies, and systemic barriers faced by Black and Brown students. She employs both qualitative and quantitative methods to examine college access, social capital, and policy impacts. Education: She holds a BS in Psychology and MS/PhD in Educational Policy Studies from the University of Illinois at Urbana-Champaign. Prior roles include postdoctoral fellowships at the University of Chicago and Educational Testing Service (ETS). Research Interests: Dr. Farmer-Hinton’s scholarship challenges entrenched educational inequities through frameworks like Yosso’s Community Cultural Wealth. Key areas include college-going cultures in urban schools, promise scholarship efficacy, and counter-narratives of success in marginalized communities. Her work often critiques historical and contemporary policies that perpetuate stratification. Grants & Awards: She has secured funding from AERA, ETS, UWM, and the UW Institute on Race and Ethnicity. Her grants focus on policy evaluation and community-engaged research. Service: She coordinated UWM’s Alternative Education Program, served on the UChicago Consortium Steering Committee (including Co-Chair), and joined the UW OPID Advisory Council (2025-2027). Teaching spans graduate/undergraduate courses in education sociology, research methods, and cultural foundations. Labs/Teams: Her work is collaborative, often involving interdisciplinary teams like the East St. Louis Scholars collective (Patton, Rivers, Lewis) producing critical re-examinations of educational inequity literature.

Hannah Brinserمشاهده پروفایل

استادیار بالینی

• School Counseling
• Leadership and Advocacy in School Counseling
• School Counselor Professional Identity
• +۱ مورد دیگر

Hannah Brinser is a Clinical Assistant Professor in the Online School Counseling Program at Seattle University's College of Education. Her work focuses on advancing school counseling practices through leadership, advocacy, and trauma-informed approaches. PhD in Counselor Education and Supervision, Idaho State University M.A. in School Counseling, Gonzaga University BS in Psychology, Western Washington University Dr. Brinser's research emphasizes the critical role of school counselors in driving systemic change. She specializes in professional identity development, advocacy issues within school counseling, and creating trauma-informed educational environments. As a Certified School Counselor (ESA-SC WA) and National Certified Counselor (NCC), she bridges academic training with real-world application in school counseling leadership.

Michael Gohمشاهده پروفایل

استاد

• Intercultural Competence
• Cultural Intelligence
• Diversity, Equity, and Inclusion in Higher Education
• +۳ مورد دیگر

Michael Goh serves as Professor and Campbell Leadership Chair in Education and Human Development at the University of Minnesota's College of Education and Human Development, where he coordinates Graduate Programs in Higher Education. Previously (2017-2022), he held the systemwide position of Vice President for Equity and Diversity across the university's five campuses. His educational foundation includes: PhD in Counseling and Student Personnel Psychology from the University of Minnesota MS in Counseling and Counselor Education from Indiana University BA in Psychology and Sociology (double major) from Indiana University Goh's research centers on cultural intelligence (CQ) and intercultural competence development within higher education contexts, examining cross-cultural counseling practices, leadership for inclusive excellence, and culturally intelligent frameworks for mental health services. His interdisciplinary approach bridges psychology, sociology, and educational leadership to address diversity, equity, and inclusion challenges in global academic environments, with particular focus on international student development and culturally responsive administration. His 2020-2025 publications reveal consistent exploration of intercultural competence in higher education internationalization, with strong emphasis on Asian case studies (Japan, Singapore) and practical applications for DEI leadership. Recurring themes include global citizenship education frameworks, equity-driven institutional transformation, and cross-cultural therapeutic expertise development, demonstrating both theoretical depth and practical implementation strategies across diverse educational settings. Notable recognitions include: Fellow of the American Psychological Association (2024) Commissioner for Midwestern Higher Education Compact (2021-2025) Senior Fellow at Minnesota Institute for Trauma Informed Education (2021-present) Pacific Circle Consortium Honors Recognition for cross-border scholarly work (2018) Exemplary Diversity Leadership Award from American Counseling Association (2010) Multiple distinguished teaching and mentorship awards from University of Minnesota His grant leadership includes NSF-funded Louis Stokes North Star STEM Alliance targeting underrepresented students in STEM fields, and NIH Partners in Research Grant developing culturally responsive children's mental health practices. Current projects focus on linguistic access to mental health services and multinational studies of expert counselors across Asia. Goh previously directed the University of Minnesota's Institute for Diversity, Equity, and Advocacy (IDEA), fostering interdisciplinary equity research, and maintains connections with the Workforce Development and Research Lab through his focus on culturally intelligent leadership development.

Ricarda Bauschke-Hartungمشاهده پروفایل

استاد

• Medieval Poetry
• High Middle Ages Narrative Texts
• Cultural Transfer Research
• +۷ مورد دیگر

Univ.-Prof. Dr. Ricarda Bauschke-Hartung holds the Chair of Old German Literature and Language at the Heinrich Heine University Düsseldorf since 2008. She previously held professorships at Albert-Ludwigs-University Freiburg and the University of Fribourg, Switzerland, and served as Vice Rector for Academic Quality and Equality (2012-2014). Her research focuses on medieval poetry, narrative texts, and cultural transfer research, particularly exploring Romance-German relations in medieval literature. Key affiliations: Wolfram von Eschenbach Society (President since 2021, Board since 2012), Bavarian Academy of Sciences (Project Advisory Board since 2022), HHU University Council (since 2017) Research Interests : Spanning Middle High German love poetry, Walther von der Vogelweide studies, manuscript mediations, and cultural transfer mechanisms. Her work bridges editorial scholarship with theoretical approaches to intertextuality, narrative structures, and body semantics in medieval texts. She contributes to debates on historical semantics (e.g., concepts of 'arebeit', 'dienest'), poetic models, and institutional supports for young researchers. Publications highlight her expertise in textual editions, narrative theory, and comparative studies, including co-editorship of Wolfram-Studien and leadership in major colloquia series. Current projects include a new translation of Herbort von Fritzlar's Trojaroman and book projects on European medieval poetic networks. Honors : DFG Research Grant (2001-2003) FRIAS Fellowship (2008) Board member of Wolfram von Eschenbach Society (2012-) Academic Leadership : As HHU University Council member, she shapes institutional policies. Her pedagogical work includes digital resources development and supervision of student research projects, supported by a team of academic counselors and research assistants.

Suzanne Whiteمشاهده پروفایل

استادیار

• Student Thriving and Well-being
• K-12 School Community
• Parent/Community Engagement
• +۳ مورد دیگر

Dr. Suzanne White is an Assistant Professor Educator in the School of Education at the University of Cincinnati, specializing in higher education and educational leadership. She teaches courses such as 'Higher Education and Educational Leadership,' 'Legal Issues and Law in Higher Education,' and 'School and Community Partnerships.' Her research focuses on student well-being, K-12 community connections, marginalized student support, and education policy. Education: Bachelor's in Economics, Wake Forest University Master's in Education Policy, Harvard Graduate School of Education Ph.D. in Higher and Postsecondary Education, New York University Research & Community Engagement: Suzie's work emphasizes fostering belonging in schools, parent engagement, and equitable college access. She leads professional development for educators and collaborates with community leaders to improve marginalized students' outcomes. Affiliations: Ohio Board Member, Teach for America Planning Committee, College Board Forum Cincinnati Regional Business Committee’s Education Committee Experience: Previously, she served as Executive Vice President at Leadership Scholars, managing mentoring programs for 50+ institutions, and worked at PeerForward to boost college enrollment for low-income students. She also taught at a Cristo Rey school and served as a college counselor.

• Identity Development
• Civic Engagement
• Social Inequality
• +۴ مورد دیگر

Sara K. Johnson is an Associate Professor in the Eliot-Pearson Department of Child Study & Human Development at Tufts University, School of Arts and Sciences. She holds the Evans Family Professorship (2020–2023) and has been affiliated with Tisch College. Her work focuses on how youth engage in equity-promoting behaviors, with a focus on identity development, social justice, and systemic inequities. She directs the Development of Identity and Community Engagement (DICE) Lab. Education: PhD in Human Development and Family Studies (2012, University of Connecticut), MA (2008), BS (2006, Michigan State University). Her research emphasizes marginalized youth’s agency in addressing societal inequalities and explores identity formation, civic engagement, and gender dynamics. She has held roles including Research Assistant Professor (2013–2015) and Adjunct roles at Tufts’ Institute for Applied Research in Youth Development. Key research areas include critical reflection on racism/sexism, youth role models, and longitudinal studies of identity development. Awards include her endowed professorship. She collaborates on initiatives like Inspire Aspire—Global Citizens in the Making. Her lab investigates mechanisms linking identity to societal contribution.

• Counseling Psychology
• Multicultural Counseling
• Interracial Marriage Counseling
• +۷ مورد دیگر

Dr. Shaji Daniel is an Assistant Professor of Counseling at the College of Adult and Graduate Studies - School of Counseling, Colorado Christian University (CCU). He is a Licensed Professional Counselor-Supervisor (LPC-S) in Texas and a National Certified Counselor (NCC), integrating clinical expertise with spiritual formation in his teaching and practice. His work emphasizes holistic care for individuals, couples, and families, grounded in both psychological and faith-based frameworks. Educational Background: Ph.D. in Counselor Education and Supervision, University of the Cumberlands M.Ed. in Professional Counseling, University of Houston–Victoria Master of Theology and Divinity degrees, Serampore University, India Dr. Daniel's research and clinical focus lies at the intersection of multicultural counseling and spiritual integration. He explores the lived experiences of immigrant communities, particularly in the context of interracial marriage, and advocates for culturally competent, spiritually sensitive therapeutic practices. His work addresses depression, anxiety, relationship challenges, grief, and cancer-related distress, employing Cognitive Behavioral Therapy (CBT), Solution-Focused Brief Therapy (SFBT), and interactive counseling models. As a certified SYMBIS facilitator, he also provides premarital and marital counseling. The recent publications reflect a strong trend in qualitative, phenomenological research on intercultural and interracial relationships, spiritual dimensions of mental health, and faith-informed conflict resolution. His scholarly work bridges Christian theology with contemporary counseling practices, contributing to the development of contextually relevant, integrative models of care. Scientific Awards: Doctoral Award for Excellence in Leadership and Advocacy, University of the Cumberlands Ramaiah Award for Excellence in Scholarship, United Theological College, Bangalore While specific grant information is not mentioned, Dr. Daniel's leadership and advocacy recognition suggest involvement in initiatives promoting equity and excellence in counselor education. He mentors future counselors through a pedagogy that combines clinical rigor with spiritual depth, emphasizing journaling, reflection, and contemplative practices to foster inner formation. His teaching philosophy aligns with CCU’s mission to develop compassionate, truth-rooted leaders in the counseling profession. Though no formal lab or research team is mentioned, Dr. Daniel's collaborative publication with his spouse, Dr. Mary Daniel, indicates interdisciplinary engagement, particularly in culturally sensitive counseling. His work with organizations like the American Association of Christian Counselors (AACC) and Journey of Hope Cancer Care Ministries reflects broader professional affiliations and outreach.

• Social Work
• Forensic Social Work
• Human Trafficking
• +۷ مورد دیگر

Michelle Sunkel is an Associate Professor of Social Work and Director of the Master of Social Work Program at Colorado Mesa University. She holds a Doctor of Social Work (DSW) from Capella University and is a licensed clinical social worker and licensed addiction counselor in Colorado, as well as a licensed independent clinical social worker in Minnesota. Her academic and clinical work is centered in the Department of Social Work, where she leads graduate education and curriculum development. DSW, Doctor of Social Work – Capella University MSW, Master of Social Work – San Diego State University MBE, Master of Bioethics – Consortium of European Universities (KU Leuven, Radboud University, University of Padua) BS, Psychology – Lincoln University Dr. Sunkel’s research and practice focus on forensic social work, human trafficking, ethical decision-making, anti-oppressive pedagogy, and international social work. She has extensive clinical experience working with the severely and persistently mentally ill in emergency departments, psychiatric hospitals, correctional facilities, and outpatient settings. Her international work includes service in Uganda, where she provided crisis intervention, psychoeducation, and school-based support for vulnerable populations. Her recent publications reflect a strong commitment to social justice, ethics, and inclusive education. Themes across her work include trauma-informed care for marginalized populations, integration of anti-oppressive frameworks in social work training, ethical considerations in digital learning, and the intersection of law, ethics, and human rights in social work practice. Her scholarship spans peer-reviewed articles, book chapters, book reviews, and invited conference presentations. Dr. Sunkel actively contributes to the academic community as a journal reviewer for Advances in Social Work and Critical Social Work . She has presented at national and international conferences, including the Council on Social Work Education and the International Social Work Association. Her leadership in curriculum development and ethical practice underscores her role as an educator and advocate. Journal Reviewer, Advances in Social Work (2020–present) Journal Reviewer, Critical Social Work (2019–present) She mentors students through her role as MSW Program Director and integrates experiential learning, including international service-learning trips. Though no specific advisees are named, her leadership in graduate education implies significant advising responsibilities. She has not received any named scientific awards, but her sustained scholarly and clinical contributions reflect professional excellence. Dr. Sunkel is involved in interdisciplinary collaborations, particularly in forensic ethics and emergency mental health. Her work bridges clinical practice, policy advocacy, and academic training, positioning her as a key figure in advancing ethical, equitable social work practice.