جستجوی استاد راهنمای دانشگاهی

• Diversity in STEM
• Mentorship
• Career Development
• +۶ مورد دیگر

Angela Byars-Winston is a tenured Professor at the University of Wisconsin-Madison School of Medicine and Public Health, with affiliations to the Center for Women’s Health Research, the Collaborative Center for Health Equity, and the Institute for Diversity Science. She leads the AMPLIFI program and served as Faculty Leader in the Center for the Improvement of Mentored Experiences in Research (CIMER). PhD in Counseling Psychology from Arizona State University MA in Counselor Education from San Diego State University Her research focuses on cultural influences in academic and career development, particularly for underrepresented groups in STEMM. She uses Social Cognitive Career Theory to analyze factors affecting research self-efficacy, science identity, and retention in STEM fields. Key areas include culturally aware mentorship, bias literacy, and institutional change strategies. Recent publications highlight interventions to enhance mentor diversity awareness, virtual mentorship frameworks, and systemic approaches to equity in science. Awards include the 2022 ACTS Distinguished Educator Award and recognition as a 2011 White House Champion of Change. She co-led NIH R01 grants and currently directs the Culturally Aware Mentorship initiative under NRMN Phase 2. 2022 ACTS Clinical and Translational Research Distinguished Educator Award 2011 White House Champion of Change Elected Fellow, American Psychological Association Her work bridges academia and institutional policy, with grants examining mentorship's role in diversifying the scientific workforce. She has contributed to national reports, including the National Academies' Science of Effective Mentorship in STEMM , and developed training programs for mentors in biomedical research.

• Antimicrobial Stewardship
• Infectious Diseases
• Healthcare Epidemiology
• +۲ مورد دیگر

Emily R.M. Sydnor Spivak, MD, MHS, is a Clinical Professor of Medicine in the Division of Infectious Diseases at the University of Utah. She serves as Co-Director of the Antimicrobial Stewardship Programs at University of Utah Health and the Salt Lake City Veterans Affairs Healthcare System. Dr. Spivak completed her medical training at the University of Virginia School of Medicine, residency at Johns Hopkins University, and earned a Master of Health Sciences in Clinical Investigation from Johns Hopkins Bloomberg School of Public Health. Her research focuses on antimicrobial stewardship , healthcare epidemiology , and infectious diseases , with emphasis on optimizing antibiotic use, evaluating patient outcomes, and developing interventions to combat antimicrobial resistance. She leads national initiatives with the CDC, IDSA, and SHEA to improve antimicrobial prescribing practices. Dr. Spivak's recent publications (2023-2025) demonstrate strong trends in: Antimicrobial stewardship interventions in diverse clinical settings Diagnostic stewardship and metrics development Outcomes research in bacteremia and healthcare-associated infections COVID-19 treatment strategies and pandemic impacts on antibiotic use Environmental sustainability of antimicrobial prescribing Awards & Honors: Fellow of the Infectious Diseases Society of America (IDSA) She holds leadership roles in national committees including: Vice Chair, IDSA Antimicrobial Resistance Committee Member, CDC Board of Scientific Counselors for Infectious Diseases Co-Chair, Vizient Antimicrobial Stewardship Committee Her work influences clinical guidelines and public policy for infection prevention.

• Educational psychology
• Developmental Disorders
• Anger Management
• +۴ مورد دیگر

Professor Keiko Honda is a distinguished faculty member at Waseda University's Faculty of Education and Integrated Arts and Sciences, School of Education. With a Doctorate in Education from Teachers College, Columbia University, she has established herself as a leading expert in educational psychology, particularly focusing on developmental disorders, anger management, crisis intervention, and school counseling. Her educational background includes: Graduate School, Division of Psychology, Counseling Psychology at Teachers College, Columbia University (1994) Faculty of Liberal Arts, Social Study at International Christian University Professor Honda's research focuses on understanding and addressing the challenges faced by children with developmental disorders, particularly in emotional regulation and social interaction. Her work has led to the development of specialized intervention programs including anger management techniques for children with borderline intelligence and social skills training for children with special needs. She has pioneered approaches that combine clinical psychology with educational practices to create effective support systems in school environments. Her research has identified key developmental stages in children's needs and self-control, resulting in categorized intervention strategies. Her work has been particularly influential in developing practical tools for educators and counselors working with children who have difficulties in social interaction and emotional regulation, including VRICS (Violence Risk Check Sheet) and specialized anger management programs implemented in schools and correctional facilities. Professor Honda is actively involved in professional organizations including: Japan Psychological Association Japan School Psychologist Association Japanese Association of Criminal Psychology Japanese Association of Correction Education Japanese Association of Educational Psychology Japanese Association of Learning Disorder She supervises graduate students across multiple departments including the Graduate School of Education and the Graduate School of Letters, Arts and Sciences, teaching diverse courses related to school psychology, educational psychology, and brain-based learning in inclusive classrooms. Her current research projects focus on developing comprehensive systems for inclusive education and prosocial problem-solving strategies for children with developmental disabilities.

Stephen P. Greggoمشاهده پروفایل

استاد

• Christian Counseling
• Counseling Psychology
• Pastoral Counseling
• +۵ مورد دیگر

Stephen P. Greggo serves as Chair of the Counseling Department and Professor of Counseling at Trinity Evangelical Divinity School, Trinity International University. A licensed psychologist in New York and Illinois and ordained minister, his mission is equipping a new generation for Christian ministry of soul care. He presents regularly at CAPS, ETS, and AACC conferences and has taught internationally in Kiev, Manila, and San Paulo. Dr. Greggo's educational background includes: BA from State University of New York College at Oneonta MA from Denver Seminary PsyD from State University of New York College at Albany His research focuses on assessment in Christian counseling, bioethics, counselor education, theology-counseling integration, and group therapy. He develops practical tools like counseling outcome trackers and emphasizes theological worldview in clinical practice. His work bridges psychological science with Christian faith for real-world ministry applications. Dr. Greggo's publications demonstrate interdisciplinary scholarship connecting counseling practice with biblical studies. His reference work contributions span theological interpretation, biblical commentary, and Christian higher education, reflecting consistent engagement with both psychological science and theological frameworks across diverse academic venues. As Department Chair, he oversees counseling curriculum and faculty development. While specific advising details are unavailable, his role involves mentoring future counselors through Trinity's programs and professional organizations. Dr. Greggo serves as Director of Professional Practice for Christian Counseling Associates in upstate New York, providing consultation, training, and supervision for over two decades. He chairs the Counseling, Psychology and Pastoral Care section at ETS and serves on CAPS's National Board, shaping evangelical counseling standards through these leadership roles.

Lee Ann Rawlins Williamsمشاهده پروفایل

استادیار بالینی

• Disability and Rehabilitation
• Case and Caseload Management
• Psychosocial Aspects of Disability
• +۵ مورد دیگر

Lee Ann Rawlins Williams, PhD, CRC, CFLE, HS-BCP is a Clinical Assistant Professor in the Education, Health and Behavior Studies Department at the University of North Dakota, where she serves as Program Director of the Undergraduate Rehabilitation and Human Services Program. She holds multiple certifications including Certified Rehabilitation Counselor (CRC), Certified Family Life Educator (CFLE), and Human Services Board Certified Practitioner (HS-BCP). Dr. Williams' research focuses on the intersection of disability, rehabilitation, and disaster preparedness, with particular emphasis on how loss impacts mental and emotional health following natural disasters. Her work extends to understanding the systemic effects of disasters on educators, aging populations, and individuals with disabilities, advocating for inclusive recovery planning and accessible services across educational, health, and rehabilitation settings. Her recent publications demonstrate a clear trend toward examining the long-term mental health consequences of disasters, with a special focus on vulnerable populations. She has contributed significantly to understanding how disasters affect educational systems, with particular attention to emotional rehabilitation before academic recovery can begin. Her work bridges rehabilitation counseling, mental health services, and disaster response systems. Excellence in Research and Scholarship Award Recipient-UND College of Education and Human Development (2025) Building Inclusive Campus and Culture (Special Issue)-UND Today Article (2024) Outstanding Undergraduate Teaching Award Nomination-University of North Dakota (2024) UND, President Armacost Message (2023) Dr. Williams serves on graduate thesis and dissertation committees focusing on disability and rehabilitation research areas. Her leadership extends to local, state, regional, national, and international levels through professional rehabilitation associations. She actively incorporates undergraduate and graduate students into her research on disability and rehabilitation topics, fostering the next generation of professionals in these fields. She is actively involved with multiple professional organizations including the International Association of Rehabilitation Professionals (IARP), National Rehabilitation Counseling Association (NRCA), National Council on Family Relations (NCFR), and American Psychological Association (APA), contributing to the broader rehabilitation and mental health communities.

Leslie G. Bieseckerمشاهده پروفایل

استاد

• Precision Genomics
• Rare Genetic Disorders
• Overgrowth Syndromes
• +۳ مورد دیگر

Dr. Leslie G. Biesecker serves as Director & NIH Distinguished Investigator leading the Center for Precision Health Research at the National Human Genome Research Institute (NHGRI), part of the National Institutes of Health. His work bridges clinical practice and genomic research with focus on elucidating genetic mechanisms of rare developmental disorders. Educational background includes: B.S. from University of California, Riverside M.D. from University of Illinois College of Medicine Pediatrics training at University of Wisconsin Clinical and molecular genetics training at University of Michigan His research program centers on precision genomics with dual foci: (1) rare disorders of development and overgrowth including Proteus syndrome, PIK3CA-related overgrowth, and Pallister-Hall syndrome; and (2) hypothesis-generating clinical genomics through the ClinSeq ® program. The laboratory employs integrated clinical-molecular approaches, massively parallel sequencing, and animal models to investigate genotype-phenotype correlations while developing therapeutic strategies targeting the AKT/PIK3CA pathway. Recent work expands into pharmacogenetics and cancer susceptibility gene evaluation. Key publication trends reveal consistent leadership in rare disease gene discovery (2000-2012), methodological innovation in genomic analysis (2009-2013), and translational implementation of genomic medicine (2013-2016). Research spans molecular genetics, clinical diagnostics, and therapeutic development with strong emphasis on somatic mosaicism and pathway-targeted treatments. Major recognitions include: Election to National Academy of Medicine Presidency of American Society of Human Genetics (2019) NIH Distinguished Investigator appointment Dr. Biesecker co-directs a CLIA-certified molecular diagnostic laboratory and serves on editorial boards for four biomedical journals. His advisory roles include Illumina Corporation consultation and World Trade Center victim identification efforts. The Precision Genomics Section maintains active recruitment for clinical protocols studying rare disorders through the NIH Clinical Center, with recent expansion into therapeutic interventions for overgrowth disorders. Current lab structure includes staff scientists (Jennifer Johnston), genetic counselors (Julie Sapp), research scientists (Marjorie Lindhurst), and postdoctoral fellows working on genomic analysis and clinical protocols.

Theresa Canadaمشاهده پروفایل

استاد

• Cultural diversity in K-12 education
• Cultural diversity in higher education
• Early childhood development
• +۳ مورد دیگر

Dr. Theresa Canada is a Professor in the Education and Educational Psychology Department at Western Connecticut State University. She previously served as department chairperson from 2007 to 2011. B.A., University of Rochester M.A. & M.Ed., Columbia University Ed.D., University of Rochester Her research focuses on cultural diversity in educational systems , developmental psychology across early childhood and adolescence , and equity in urban education . She has presented at national/international conferences and appeared on media outlets like Dateline NBC and The Discovery Channel. Dr. Canada holds multiple certifications including: National Certified Counselor , Board Certified TeleMental Health Provider , and licensed K-12 administrator in New York/Connecticut . Her recent publication, Desegregation of the New York City Schools: A Story of The Silk Stocking Sisters , highlights her work in educational history and policy.

Dalia Chowdhuryمشاهده پروفایل

دانشیار

• Mental and Physical Disability
• Gender Studies
• Trauma and Addiction
• +۴ مورد دیگر

Dalia Chowdhury is an Associate Professor in the Department of Rehabilitation and Health Services at the University of North Texas. Her work focuses on intersections of disability, gender, trauma, and healthcare systems. She holds certifications in counseling (Ph.D., CRC, CADC, LPC) and addresses critical issues such as disability-related violence, addiction, suicide prevention, and trauma-informed care. Her research also explores barriers faced by women with disabilities in professional sectors and healthcare access disparities. Research interests include: Mental and physical disability advocacy Gender equity in healthcare and education Trauma-informed clinical practice Psychometric tool development Disability pedagogy Suicide risk management in rehabilitation settings Her work analyzes systemic challenges in areas like opioid crisis intervention, pregnancy barriers for disabled women, and childhood disability-related abuse. Over 15 years, her articles have highlighted ethical challenges in telehealth, rural healthcare workforce development, and intersectional discrimination faced by disabled professionals. She has developed clinical assessment tools like the CAVAWD Scale to improve clinician responses to violence against women with disabilities. Her contributions bridge clinical practice and policy through explorations of vocational rehabilitation counselors' competencies in handling complex cases like non-suicidal self-injury and client suicide. Ongoing efforts focus on advancing diversity in rehabilitation education and addressing gaps in trauma training for healthcare providers.

• Clinical Supervision
• Mental Health Counseling
• Virtual Therapy
• +۳ مورد دیگر

Dr. Clint Limoges is a Clinical Professor of Counseling and Human Development at Walsh University, serving as Interim Program Chair. He holds a Ph.D. in Counselor Education and Supervision from Walden University (2014), an M.S. in Community Counseling from Henderson State University (2005), and a B.A. in Christian Education from MidAmerica Nazarene University (1992). His research focuses on spirituality in counseling, non-traditional family caregivers, and virtual clinical supervision. He operates The Center for Child and Family Counseling in Missouri, providing mental health services. Dr. Limoges has presented at national conferences including ACES and IICCS, and authored works on online education strategies and assessment practices. His teaching spans CACREP-accredited programs since 2016. Education: Ph.D. Counselor Education and Supervision, Walden University, 2014 (CACREP-Accredited) M.S. Community Counseling, Henderson State University, 2005 (CACREP-Accredited) B.A. Christian Education, MidAmerica Nazarene University, 1992 Licensure: Licensed Professional Counselor (LPC) in Missouri Professional Practice: Founder/Owner of The Center for Child and Family Counseling Research Focus: Explores integration of technology in clinical supervision, faith-based counseling approaches, and caregiver support systems. Recent work emphasizes virtual mentorship frameworks and creative online learning methodologies. Publications: Focus on clinical supervision innovation and assessment techniques, with recent emphasis on adapting counseling practices for digital environments.

• School Psychology
• LGBTQ+ Youth Issues
• Substance Abuse Prevention
• +۴ مورد دیگر

Elizabeth Rhoades is an Associate Professor and Coordinator of the School Psychology Graduate Program at Southern Connecticut State University's Department of Mental Health Sciences. Her work focuses on LGBTQ+ youth safety in religious institutions, adolescent substance abuse prevention, multicultural education, and school violence intervention. She has led grants addressing violence prevention and curriculum modernization. Her research spans over three decades, with notable contributions in school psychology, including publications on LGBTQ+ inclusion strategies, substance abuse prevention frameworks, and culturally responsive teaching methods. She has presented nationally on topics like online education effectiveness and racial equity in classrooms. Grants: $5,000 for violence prevention partnerships (2018), $5,000 for revamping college success courses (2021) Key Projects: Developed hybrid training models for school psychologists, led curriculum reforms emphasizing social justice Dr. Rhoades has authored/co-authored books on addiction, school violence, and multicultural education. Her work bridges policy and practice, informing both academic and community-based initiatives.

Britt Raphlingمشاهده پروفایل

دانشیار بالینی

• Leadership
• Group Dynamics
• Organizational Behavior
• +۳ مورد دیگر

Britt Raphling serves as Clinical Associate Professor of Leadership at the University of Chicago Booth School of Business, teaching Interpersonal Dynamics since Spring 2020. She maintains dual professional roles as a Licensed Clinical Professional Counselor (LCPC) and Certified Group Psychotherapist (CGP) with a private Chicago practice. Her educational background includes: Master’s degree in Counseling Psychology from Northwestern University (2006) Graduate of the Center for Group Studies’ training program in Modern Analytic group psychotherapy (2018) Raphling's research examines leadership dynamics in therapeutic group settings through clinical and organizational lenses. As an Institute Leader for the American Group Psychotherapy Association (AGPA), she develops experiential trainings for the Great Lakes Group Psychotherapy Society and national conferences. Her work centers on power structures, intersectionality, and resistance patterns in women's therapy groups, bridging clinical psychology with business leadership frameworks. Her 2021 publication analyzes leadership challenges in gender-specific therapy contexts, revealing how aggression manifests and is navigated within intersectional frameworks. This research establishes connections between clinical group therapy principles and organizational leadership development, particularly in high-stakes interpersonal environments.

Alex Becnelمشاهده پروفایل

استادیار

• School Counseling
• Youth Suicide Prevention
• Rural Community Health
• +۳ مورد دیگر

Alex Becnel is an Assistant Professor in the Counseling and Counselor Education programs at North Carolina State University. His work focuses on equipping school counselors to address youth suicide in rural communities, emphasizing suicide prevention, intervention, and postvention strategies. He holds a PhD and previously served as a high school counselor and clinical counselor specializing in adolescent therapy. Dr. Becnel’s research has been published in journals such as The Professional Counselor and Counseling Today , and he co-launched a USDA-funded program targeting rural suicide risk reduction in Kansas. He is a 2021-22 Emerging Leader awardee from the North Central Association for Counselor Education & Supervision. His research interests span ethical counseling practices, group counseling methodologies, and the impact of remote learning in counselor education. Dr. Becnel advocates for trauma-informed school responses to suicide crises and has contributed to textbooks on counseling theory and ethics. Grants: Co-developer of a USDA-funded suicide gatekeeper training program. Teams: Affiliated with the Counseling and Counselor Education program at NC State.

Lauren B. Melamedمشاهده پروفایل

دانشیار

• Counseling Psychology
• Multicultural Counseling
• Social Justice in Counseling
• +۷ مورد دیگر

Lauren B. Melamed, Ph.D., is an Associate Professor and Clinical Training Director in the Clinical Mental Health Counseling program (Online Modality) at Adler University. She is affiliated with the Department of Counseling within the College of Education and Social Sciences, where she integrates social justice, democratic learning, and transformative education into her teaching and scholarship. Her research focuses on critical issues in counseling, including sexuality, identity development, interpersonal conflict, and the intersection of Judaism with public trauma narratives. She employs qualitative methodologies to explore how individuals navigate cultural, religious, and social identities within therapeutic contexts. Dr. Melamed's recent publications examine multicultural counseling conflicts, affirming practices for Jews-by-choice, and the integration of sexual competency in clinical training. Her work reflects a strong commitment to social justice, equity, and culturally responsive counseling practices. She is actively engaged in professional service, serving on the editorial board of the Journal of Counseling Sexology & Sexual Wellness , participating in the ACES Qualitative Interest Network, and contributing to the Counselors for Social Justice Task Force. She is also a member of Chi Sigma Iota and holds leadership roles in professional associations. Dr. Melamed earned her Ph.D. in Counselor Education and Supervision from The Pennsylvania State University, an M.A. in Clinical Mental Health Counseling from Roosevelt University, and a B.S. in Psychology from Appalachian State University. Her academic journey reflects a deep commitment to counseling excellence and social responsibility.

Gary Sibcyمشاهده پروفایل

استاد

• Clinical Psychology
• Counselor Education and Supervision
• Child and Adolescent Mental Health
• +۷ مورد دیگر

Dr. Gary Sibcy is a Professor in the Department of Psychology at Liberty University's School of Behavioral Sciences. He is a Licensed Clinical Psychologist with over 15 years of experience educating, training, and supervising counselors. Ph.D. in Clinical Psychology (1995) from The Union Institute and University School of Clinical and Professional Psychology M.A. in Counseling Psychology (1992) from Liberty University B.S. in Clinical Psychology (1990) from Liberty University Dr. Sibcy's research and clinical interests span childhood disorders, anxiety and trauma disorders, personality disorders, and the integration of religious beliefs in clinical practice. His current focus involves developing empirically supported treatments for children and adults, with particular emphasis on attachment theory, neurobiology, and emotional intelligence. Recent publications highlight his work in attachment theory, trauma-informed care, and faith integration. Articles explore topics such as God attachment, neurobiological aspects of anxiety disorders, and integrated therapeutic approaches for mood dysregulation. His research demonstrates consistent application of developmental and neurological frameworks to clinical psychology. American Psychological Association (APA) member American Association of Christian Counselors (AACC) member Dr. Sibcy has extensive clinical experience, including roles at Piedmont Psychiatric Center and Light Counseling, Inc. He has maintained active licensure in clinical psychology, marriage and family therapy, and professional counseling throughout his career.

Chantal A. Haileyمشاهده پروفایل

استادیار

• race and ethnicity
• stratification
• urban sociology
• +۲ مورد دیگر

Chantal A. Hailey is an Assistant Professor in the Department of Sociology at The University of Texas at Austin's College of Liberal Arts and a 2024-25 National Academies of Education/Spencer Post-Doctoral Fellow. Her research examines racialized decision-making in educational contexts through interdisciplinary lenses. She received her B.A. in Sociology from Howard University and Ph.D. in Sociology from New York University. Dr. Hailey investigates how micro-level choices perpetuate macro-level segregation and inequality, focusing on racialized perceptions of school safety, parental decision-making, and urban educational systems. Her methodological approach integrates quantitative analysis of administrative data, qualitative interviews, and experimental designs to uncover mechanisms sustaining racial stratification. Analysis of her 15 most recent publications reveals consistent focus on experimental studies of racial bias in school choice (2022-2025), with earlier work examining housing policy impacts. Key trends include development of novel measurement scales for coercive environments, longitudinal analysis of housing relocation effects, and intersectional studies of multiracial parental behavior during crises like the pandemic. Her scientific recognition includes: National Academies of Education/Spencer Post-Doctoral Fellow (2024-25) Research funding has been secured from the National Science Foundation, Spencer Foundation, Institute for Education Sciences, Ford Foundation, Russell Sage Foundation, William T. Grant Foundation, and Policy Academies. She teaches undergraduate courses including SOC 325K (Criminology) and ELP 394K/SOC 395L (Race and Education in the US) across multiple semesters. Her work operates at the intersection of institutional policy analysis and community-level behavioral studies, though no dedicated lab structure is documented.