جستجوی استاد راهنمای دانشگاهی

برای مسیر پژوهشی‌تان، استاد راهنما، استاد دانشگاه و پژوهشگر مناسب را پیدا کنید و با آن‌ها ارتباط بگیرید.

نمایش ۷۲۱-۷۳۵ از ۵٬۸۳۴ استاد راهنما

اطلاعات پروفایل‌ها از صفحات عمومی دانشگاه‌ها گرفته شده و ممکن است به‌روز نباشد.

Sandra Schulzeمشاهده پروفایل

دانشیار

Western Washington UniversityUnited States

Nuclear organization and gene expression
Spermatogenesis
Chromatin structure
+۳ مورد دیگر

Sandra Schulze, Ph.D., is an Associate Professor in the Biology Department at Western Washington University, located within the College of Science and Engineering. Her research focuses on small-budget projects using Drosophila as a model organism, investigating topics such as nuclear organization, gene expression, spermatogenesis, chromatin structure, aging biology, and passionflower hybridization. She holds a Ph.D. and has a unique background, transitioning from a science undergrad to a classical musician, then back to science and teaching. Her office is located in BI 409, and she is available by appointment. Dr. Schulze’s educational and professional history, along with her awards and recent publications, can be found in her Curriculum Vitae. She emphasizes interdisciplinary approaches, blending scientific research with her artistic background. Her teaching philosophy integrates hands-on learning and creativity. Though specific lab affiliations or grants are not detailed in the text, her research projects reflect a commitment to accessible, high-impact studies using model organisms. Her work on aging and chromatin structure highlights her contributions to molecular and developmental biology.

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Lusa Loمشاهده پروفایل

استاد

University of Massachusetts BostonUnited States

Dr. Lusa Lo is a Professor in the Department of Curriculum & Instruction at the University of Massachusetts Boston. Her work centers on enhancing family-school-community partnerships for English learners with disabilities, with appointments to state-level advisory boards including the Massachusetts Department of Developmental Disabilities and Massachusetts Rehabilitation Council. Research Focus: Dr. Lo's expertise spans Special Education, Family Engagement, Community Partnerships, Assessment, and Diversity. She develops parent training programs and advocates for policy reforms to support diverse families of students with disabilities through community-engaged research. Publications: Recent works (2023-2025) emphasize immigrant family advocacy, IEP accessibility, pandemic-era community support, and academic career development. Earlier publications explore cross-cultural special education practices in Hong Kong, transition planning, and systemic barriers in parent-school collaboration. Leadership: Actively collaborates with schools, governments, and international organizations to translate research into practice, focusing on equity and inclusive education models.

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Gabriela A. Nagyمشاهده پروفایل

استادیار

University of Wisconsin-MilwaukeeUnited States

Gabriela A. Nagy is an Assistant Professor in the Department of Psychology at the University of Wisconsin-Milwaukee (UWM), where she leads the EQUITY Research Group. Her work focuses on reducing mental health inequities for minoritized communities, particularly Latin American immigrants and refugees. She employs community-engaged research methods, mixed-methods, and human-centered design approaches to address social drivers of health disparities. Dr. Nagy earned her PhD in Clinical Psychology from UWM in 2017. Her research lab collaborates with underrepresented communities to co-design interventions and strategies that promote health equity. She also develops multicultural peer-consultation models for mental healthcare settings and provides training in cultural consciousness for healthcare professionals. Her publications emphasize acculturation stress, healthcare access barriers, and the implementation of culturally-conscious interventions. While no specific awards are highlighted, her work demonstrates commitment to advancing health equity through rigorous, inclusive research. Her lab’s efforts include the LATIN-19 coalition addressing pandemic impacts on Latinx communities and the development of the TEAM Mental Healthcare Delivery Model. Dr. Nagy’s teaching and mentorship focus on multiculturalism, cultural humility, and population health approaches. She is actively involved in training the next generation of culturally competent mental health providers and advocates for structural changes to dismantle systemic inequities in healthcare.

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Andrew B. Gilbertمشاهده پروفایل

دانشیار

George Mason UniversityUnited States

Dr. Andrew B. Gilbert serves as Associate Professor in Elementary Education PK-6 and Associate Director of the Center for Social Equity Through Science Education at George Mason University's College of Education and Human Development. With 25+ years of global educational experience, he teaches science methods courses for elementary and secondary pre-service teachers while researching innovative approaches to science instruction. He earned his PhD from New Mexico State University and has worked across diverse international school contexts. This background informs his commitment to creating equitable science learning environments that address systemic barriers. Dr. Gilbert's research centers on wonder and emotion as tools to engage science-resistant students, examining how emotional connections can transform classroom experiences. His work on university-school partnerships develops models for effective teacher preparation, while his advocacy for integrated STEM and sustainability promotes holistic curricula. He applies critical and multicultural frameworks to challenge inequities, using qualitative methodologies to study international collaborations and teacher development. His publication record shows growing emphasis on wonder-infused pedagogy and partnership efficacy, with recent work exploring equity through science and mathematics integration. The trajectory indicates increasing focus on sustainability and international perspectives in addressing representation gaps within STEM education. No scientific awards or honors were documented in the available sources. Dr. Gilbert advises graduate students in elementary science education programs, guiding research on inquiry-based methods and equity-focused pedagogies. His extensive publication record and center leadership suggest active research support, though specific grants are not detailed in the provided information. As Associate Director of the Center for Social Equity Through Science Education, he leads initiatives that partner with schools to implement critical science education frameworks. These include international collaborations through the Center for International Education and professional development programs focused on transforming science teaching practices through wonder and emotional engagement.

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Jen McGahanمشاهده پروفایل

مدرس ارشد

Manchester Metropolitan UniversityUnited Kingdom

Dr Jen McGahan serves as a Senior Lecturer in the School of Psychology at Manchester Metropolitan University, where she coordinates the 'Wellbeing in Schools' programme and leads multiple externally-funded initiatives focused on child mental health and educational outcomes across Greater Manchester. She earned her PhD from the University of Manchester in 2013. Her research specializes in trauma-informed educational approaches, childhood developmental challenges, and evidence-based wellbeing interventions. She develops school programmes targeting emotional health, resilience building, and transitions to further/higher education, with particular emphasis on vulnerable populations including trauma-affected pupils and girls in literacy development programmes. Her work bridges clinical psychology with practical educational implementation through partnerships with schools and community organizations. Recent publications demonstrate consistent focus on evaluating mental health and literacy interventions in educational settings, with increasing attention to programme scalability and cross-sector collaboration between academic institutions, schools, and community foundations. Dr McGahan actively supervises PhD research on trauma-informed education, youth mental health resilience, university students' mental health perceptions, and substance use in autistic adults. Her projects receive funding from the National Literacy Trust, Salford Foundation, and National Collaborative Outreach Programme. She directs the 'Wellbeing in Schools' initiative where undergraduate and postgraduate psychology students deliver evidence-based interventions in local schools, creating a reciprocal training and service delivery model.

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Artemio Ramirezمشاهده پروفایل

استاد

University of South FloridaUnited States

Artemio Ramirez is Professor at the University of South Florida's Zimmerman School, specializing in computer-mediated communication and relational dynamics. He holds a Ph.D. from the University of Arizona. His research examines how digital platforms facilitate relational reconnection, information seeking, and modality switching in contexts ranging from online dating to elderly social networking. Recent work explores older adults' social media use, influencer marketing psychology, and clinical trial recruitment via digital platforms. Publications consistently investigate how communication technologies reshape interpersonal processes, employing expectancy violations theory and social information processing frameworks.

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Jennifer Fangمشاهده پروفایل

استادیار

Tulane UniversityUnited States

Jennifer Fang is an Assistant Professor in the Department of Cell and Molecular Biology at Tulane University's School of Science & Engineering. Her research focuses on vascular development and disease mechanisms, particularly using organ-on-a-chip microfluidic platforms to study blood vessel formation in healthy and diseased states. She holds a B.A. in Biological Sciences from Cornell University and a Ph.D. in Physiological Sciences from the University of Arizona, with postdoctoral training at Yale University and the University of California-Irvine. Dr. Fang's lab investigates how endothelial cell communication regulates vascular growth, with emphasis on Hereditary Hemorrhagic Telangiectasia (HHT) and cancer angiogenesis. They developed the first HHT-on-a-chip model to study vascular malformations and explore regulatory signals in sprouting angiogenesis. Her work integrates in vivo animal models with engineered microphysiological systems to bridge basic science and translational research. Current research themes include cell-cell signaling defects in vascular diseases, mechanosensitive pathways in endothelial cells, and therapeutic strategies targeting angiogenic dysregulation. The lab's interdisciplinary approach combines molecular biology, bioengineering, and computational modeling to advance understanding of vascular biology's role in health and disease.

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Elizabeth Starrمشاهده پروفایل

استاد

University of WindsorCanada

Dr. Elizabeth Starr is a Professor at the Faculty of Education of the University of Windsor. She holds a Ph.D. in Special Education from the University of Alberta and focuses on educational issues affecting children with autism spectrum disorders (ASD) and their families. Her work includes evaluating parent education programs, studying parental perceptions of ASD education, and examining longitudinal outcomes for high-functioning children with ASD. Ph.D. - University of Alberta M.Ed. - Acadia University B.Ed. - Queen's University B.A. - University of Guelph Her recent research extends to cross-cultural comparisons in kindergarten transitions for children with ASD and other exceptionalities, in collaboration with scholars in Canada and Australia. She is developing a course on mental health literacy for preservice teachers. Key trends in her publications include: Longitudinal studies of ASD interventions Family-centered educational approaches Transition programs for special needs children Music therapy applications in autism Employment impacts on ASD families Dr. Starr teaches courses on: Mental Health in the Classroom Differentiated Instruction for Students with Special Needs Understanding Autism Spectrum Disorders Single Subject Research Design

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Stephen Ellenbogenمشاهده پروفایل

دانشیار

Memorial University of NewfoundlandCanada

Dr. Stephen Ellenbogen is an Associate Professor at the School of Social Work, Memorial University of Newfoundland, located in St. John's College. His academic career spans over two decades, combining clinical practice with research focused on child welfare, social work education, and community engagement. He holds a Ph.D. in Social Work from McGill University (2008), an M.Sc. from Université de Montréal (1995), and a B.A. in Psychology from Concordia University (1987). His research interests include child maltreatment consequences, mental health service evaluations, and integrating community service learning into social work curricula. Key projects involve the Maltreatment and Adolescent Pathways study, examining abuse-related shame and aggression, and the Family TIES program addressing youth aggression. He has secured funding from organizations like SSHRC and the Janeway Foundation, totaling over $1.5 million for collaborative research initiatives. Dr. Ellenbogen has published extensively on topics such as early childhood education interventions for maltreated children, gender differences in trauma responses, and service-learning pedagogy. He pioneered Exchange conferences to disseminate student-led research and has led evaluations of mental health services like the Change Clinic and Family TIES. His work emphasizes bridging academic research with community needs, fostering partnerships between universities and local organizations. Teaching expertise includes research methods, human development, and community development. He has contributed to policy development through projects addressing gambling, school dropout, and bereavement. Clinical practice experience spans two decades in both clinical and community settings, including work with youth in care, homeless populations, and at-risk groups.

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Paul K. Gellertمشاهده پروفایل

استاد

University of TennesseeUnited States

Paul K. Gellert is a Professor of Sociology at the University of Tennessee at Knoxville and a Visiting Research Scholar at the Earth & Environmental Sciences program of the CUNY Graduate Center (Spring 2025). He earned his Ph.D. in Sociology from the University of Wisconsin-Madison in 1998 and has focused on Indonesia for over two decades, combining fieldwork with historical analysis. Current Positions: Professor, University of Tennessee; Visiting Research Scholar, CUNY Graduate Center Expertise: Environmental sociology, political economy of natural resources, global coal dynamics, ecologically unequal exchange, world-systems theory His research explores the dialectical relationship between society and nature through case studies on palm oil, coal, and timber industries. Collaborating with Paul S. Ciccantell, he analyzes coal's persistence in capitalist systems. The 15 most recent articles highlight themes of resource frontiers, climate obstruction, extractive peripheries, and long-term commodity cycles. His methodological approach merges structural fieldwork with world-historical analysis, emphasizing processes like financialization and accumulation by dispossession. Current projects include a book manuscript on Indonesia’s century-long natural resource dependency and critical assessments of energy transition narratives. His work challenges teleological assumptions about coal’s decline and examines transnational environmental justice frameworks through commodity chain and ecological exchange lenses.

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Fiona Rillottaمشاهده پروفایل

مدرس ارشد

Flinders UniversityAustralia

Dr Fiona Rillotta is a Senior Lecturer in Disability and Community Inclusions at Flinders University's College of Nursing and Health Sciences. She holds a PhD in Psychology and a Bachelor of Social Science (Honours). Her research focuses on inclusive education for people with intellectual disability (ID), family quality of life, and community inclusion. Notably, she received the 2017 Vice-Chancellor's Award for Excellence in Teaching and the 2007 Australasian Research Prize for innovative contributions to ID research. Her work spans over 20 years, including mentoring adults with ID in university settings, evaluating disability programs, and promoting LGBTQ+ inclusion. She supervises three PhD students and collaborates internationally, serving on executive committees for the IASSIDD's Inclusive Education and Quality of Life research groups. Fiona's research also addresses ageing family carers of people with ID, particularly among Italian and Greek migrant communities in Australia. Key Research Themes: Inclusive higher education, social networks of adults with ID, disability awareness, and self-advocacy. Publications: Over 45 peer-reviewed articles, including studies on online learning during the pandemic and the impact of social media training for people with ID. Awards: 2017 Vice-Chancellor's Award for Excellence in Teaching 2007 Australasian Research Prize Her advocacy extends to policy development and inclusive research practices, co-authoring frameworks for collaborative research with people with ID. Fiona's work aligns with UN Sustainable Development Goals, particularly Goal 4 (Quality Education) and Goal 10 (Reduced Inequalities).

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Emma Nicholsonمشاهده پروفایل

استادیار

Dublin City UniversityIreland

Dr. Emma Nicholson is an Assistant Professor at the School of Psychology, Dublin City University. Her research focuses on health inequities for children with intellectual and developmental disabilities, parental health-seeking behaviors, and inclusive research methodologies. Prior to joining DCU, she was a Research Fellow at the UCD IRIS Centre. Research Interests: Using mixed methods, Dr. Nicholson investigates systemic and behavioral barriers in healthcare access for children with disabilities, emphasizing participatory approaches. Her work spans health services research, policy analysis, and behavioral interventions. Publication Trends: Her recent articles address pandemic impacts on pediatric care, discrete choice experiments on healthcare preferences, and inclusive research frameworks. Collaborative projects with interdisciplinary teams dominate her output. Contact: Email: emma.nicholson@dcu.ie

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Leighton Coreمشاهده پروفایل

دانشیار

University of ConnecticutUnited States

Leighton Core is an Associate Professor in the Department of Molecular and Cell Biology and Genetics and Genomics at the University of Connecticut. His research focuses on understanding how RNA transcription and processing influence cellular states during development and disease progression. Using genomic techniques and bioinformatics, his lab identifies transcriptional signatures of cell types and elucidates fundamental transcription mechanisms. Education: PhD in Molecular Biology and Genetics, Cornell University Postdoctoral Training: Molecular Biology and Genetics, Cornell University Bachelor’s Degree in Biology, Boston College Research Interests: Core’s lab investigates RNA transcription dynamics, particularly how changes in transcription and processing drive cellular responses. Key areas include enhancer activity, paused RNA polymerase II regulation, and the interplay between transcriptional mechanisms and cellular states. Techniques employed include PRO-seq and chromatin run-on sequencing to map transcriptional landscapes. Publications: Recent work highlights contributions to understanding transcriptional regulation in cancer (e.g., glioblastoma), epigenetic mechanisms (e.g., histone acetylation), and novel methodologies like optimized PRO-seq. Over 30 peer-reviewed articles span topics from centromere biology to stem cell differentiation. Labs/Teams: Leads a research group focused on transcriptional genomics, collaborating on projects involving cancer epigenetics and developmental biology.

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Sung-Young Kimمشاهده پروفایل

دانشیار

Macquarie UniversityAustralia

Sung-Young Kim is Associate Professor and Discipline Chair of Politics and International Relations at Macquarie University's School of Social Sciences. His research examines East Asia's economic transformation, focusing on institutional foundations of competitive advantage in green and digital economies across Korea, Taiwan, Singapore, and China. Research Interests: State-coordinated techno-innovation strategies Green energy transitions and developmental environmentalism Digital economy competitiveness policies East Asian political economy models Publications demonstrate consistent focus on state-market relations in technological upgrading, with recent work analyzing renewable energy adoption and industrial policy innovations. Awards: Best Paper for Early Career Researcher Prize (2011) AIPEN Journal Article Prize Longlist (2020) Supervises doctoral candidates in comparative politics and international political economy, with 11 PhD completions and ongoing supervision of renewable energy policy projects.

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Stephen Quintanaمشاهده پروفایل

استاد

University of Wisconsin-MadisonUnited States

Stephen Quintana is a Professor in the School of Education at the University of Wisconsin–Madison, specializing in Counseling Psychology. Formerly an Associate Professor at the University of Texas at Austin and a Ford Foundation Postdoctoral Fellow, his career spans over three decades. He holds a Ph.D. in Counseling Psychology from the University of Notre Dame (1989) and completed a predoctoral internship at Penn State University. Quintana’s research focuses on ethnic-racial identity development in youth, particularly among marginalized groups like African American and Mexican American communities. He has pioneered studies on bi/multiracial Black youth experiences, Latino immigrant identity narratives, and the role of cultural competence in educational and clinical settings. His work integrates developmental, social, and clinical psychology to address systemic inequities. Key contributions include conceptualizing lifespan ethnic-racial identity models and analyzing peer/policy impacts on identity formation. Quintana serves as Associate Editor for Child Development and Journal of Counseling Psychology , and led the Wisconsin Partnership Grant with Centro Hispano. Awards include the Gimbel Child and Family Scholar designation and multiple AWARD recognitions. Education: PhD Counseling Psychology (Notre Dame, 1989), MA Psychology (Notre Dame, 1986), BA Psychology (Carleton College, 1983) Research Labs/Teams: Collaborates with Centro Hispano on community-based projects and leads UW-Madison’s multicultural education initiatives Grants: Wisconsin Partnership Grant, Ford Foundation Fellowship Quintana’s presentations at APA conventions highlight his commitment to teacher multicultural training and addressing educational disparities through psychological frameworks. His work bridges academic research with practical applications to empower marginalized youth through culturally responsive interventions.

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