جست‌وجوی استاد و پژوهشگر

Jill Duerr Berrickمشاهده پروفایل

استاد

• Child Welfare Services
• Foster Care
• Child Abuse and Neglect
• +۴ مورد دیگر

Jill Duerr Berrick is the Zellerbach Family Foundation Professor at UC Berkeley's School of Social Welfare and a Professor II at the University of Bergen's Department of Government. Her research focuses on improving child welfare systems, particularly foster care and family poverty interventions. She emphasizes integrating service users' perspectives into policy and practice. Education: Ph.D. Social Welfare, UC Berkeley (1990) M.S.W., UC Berkeley (1987) B.A. History, UC Santa Cruz (1983) Research Interests: Systems of Care for Children/Families/Older Adults Family Policy Child and Family Poverty Child Abuse and Neglect Foster Care Reform Cross-National Child Protection Systems Her work examines global child protection frameworks, including a forthcoming Oxford Handbook of Child Protection Systems analyzing 50 countries. Advocacy & Campus Involvement: Co-founder of Berkeley Hope Scholars supporting foster care alumni Lead advocate for eliminating foster care fees for birth parents Chair of the School of Social Welfare's undergraduate program Collaborations: Works with Prof. Marit Skivenes on global child protection typologies and public attitudes across Norway and the U.S.

Kimberly Thomsonمشاهده پروفایل

استادیار

• Child Mental Health
• Social-Emotional Development
• Health Policy
• +۳ مورد دیگر

Dr. Kimberly Thomson is an Assistant Professor in the Children's Health Policy Centre within Simon Fraser University's Faculty of Health Sciences. She investigates how early social environments influence lifelong mental health trajectories and intergenerational wellbeing. Research Interests: Her program focuses on: social determinants of children's mental health; intergenerational transmission of mental health; policy impacts on child development; and optimizing early environments for social-emotional wellbeing. She employs life course epidemiology and community-engaged approaches. Research Publications: Recent work examines parental mental health influences on child development, pandemic impacts on youth wellbeing, and policy evaluations for child mental health systems. Articles frequently employ longitudinal designs and implementation science frameworks. Scientific Awards: No awards listed Advising and Grants: Collaborates with BC health authorities, school boards, and Ministries to implement child mental health monitoring systems. No specific student advising information provided. Labs and Teams: Leads research initiatives within the Children's Health Policy Centre, partnering with the BC Centre for Disease Control and Canadian Mental Health Association.

Jennifer Kamمشاهده پروفایل

استاد

• Health Communication
• Immigration
• Relational Communication
• +۸ مورد دیگر

Dr. Jennifer Kam is a Professor and Department Vice Chair in the Department of Communication at the University of California, Santa Barbara (UCSB). She also serves as a Faculty Affiliate with the Chicano Studies Institute and the Migration Initiative at UCSB. Her research focuses on the health and well-being of immigrant youth and families, particularly examining how structural barriers impact their lives and identifying promotive factors across individual, interpersonal, community, and cultural levels to foster resilience and thriving. Dr. Kam holds a Ph.D. from Pennsylvania State University (2009), an M.A. from San Diego State University (2004), and a B.A. from UC Davis (2002). She co-designed and directed the Division of Social Sciences Faculty Mentoring Program from 2019–2024. Her work bridges communication studies, public health, and immigration policy, with a strong emphasis on culturally-grounded interventions and community-centered approaches. Research Interests Her research explores: - Structural barriers impacting immigrant families - Resilience and thriving strategies among marginalized groups - Family communication dynamics in multicultural contexts - Health communication interventions targeting vulnerable populations - Language brokering and its mental health implications for youth - Advocacy communication among undocumented communities Awards & Recognition 2023 Presidential Citation from the National Communication Association 2022 Promoting Equity and Inclusivity Award (Health Communication Division) 2016 Early Career Award (Interpersonal Communication Division) 16 Top Paper Awards Teaching & Leadership Dr. Kam teaches undergraduate courses in risk communication, intercultural communication, and interpersonal communication. She also leads graduate seminars in health communication and advocacy strategies. Her leadership roles include serving as former Chair of the Health Communication Division at the National Communication Association.

Melissa Libertusمشاهده پروفایل

استاد

• Cognitive Development
• Mathematical Cognition
• Early Childhood Education
• +۲ مورد دیگر

Melissa Libertus is Full Professor in the Department of Psychology at the University of Pittsburgh, where she directs the Kids' Thinking Lab. She holds a PhD from Duke University and specializes in cognitive development, particularly the emergence of mathematical abilities in early childhood. Education: PhD in Psychology from Duke University Her research examines how children develop numerical and mathematical skills, with focus on the home learning environment, parent-child interactions, and individual differences in learning trajectories. Current projects investigate how spatial language exposure influences math development and how home activities shape emerging numeracy skills. Publications explore cognitive mechanisms underlying mathematical skill acquisition, with recent emphasis on longitudinal studies of home learning environments, cross-cultural comparisons of numeracy development, and interventions to support early math skills. Scientific Awards: International Mind Brain and Education Society Early Career Award (2014) Developmental Science Early Career Research Prize (2011) George H. Hitchings New Investigator Award (2006-2007) She leads the Kids' Thinking Lab which investigates cognitive development through behavioral experiments and observational studies with children and families.

Paul W. Mulveyمشاهده پروفایل

دانشیار

• Human Resource Management
• Organizational Behavior
• Work Teams
• +۴ مورد دیگر

Dr. Paul W. Mulvey is an Associate Professor and Alumni Distinguished Undergraduate Professor in Human Resource Management at North Carolina State University’s Poole College of Management. He holds a B.S. in Psychology from Lehigh University and a Ph.D. in Labor and Human Resources from The Ohio State University. His research focuses on work team processes, employee compensation systems, leadership, and recruitment/retention strategies. He has consulted with over 60 organizations and delivered executive education programs. His work has been featured in national media like NPR and USA Today. Research interests include goal-setting in teams, pay-for-performance systems, organizational trust dynamics, and meaningfulness in work. Notable contributions include the Rewards of Work study and the Knowledge of Pay research series. He has received NC State’s Outstanding Teaching Award and is a member of the Academy of Outstanding Teachers. Key themes in his articles include trust restoration in organizations, HR strategies for complex workplace challenges, and the evolution of leadership and organizational behavior over time. His work bridges academic research with practical applications in organizational management.

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.

Tracy Donohueمشاهده پروفایل

استادیار

• Early literacy
• Early math
• Learning through play
• +۵ مورد دیگر

Tracy Donohue is an Assistant Professor in the Department of Human Development & Family Studies, where her work centers on early childhood education, playful learning, and school-family partnerships. She is actively involved in teacher education and curriculum development for early learners. Education: Doctor of Philosophy in Curriculum, Instruction, and Teacher Education, Michigan State University, 2021 Masters of Reading Education, North Carolina State University, 2008 Bachelor of Science in Elementary Education, Appalachian State University, 2002 Her research focuses on early literacy , early math , and how learning through play can be integrated into early childhood classrooms. She emphasizes school-family partnerships as a cornerstone of student success, drawing from both classroom teaching and instructional coaching experience. Her work bridges theory and practice in teacher preparation and classroom application. The publications reflect a strong trend in family engagement, technology integration in early education, and practical tools for educators. Her scholarship combines qualitative insights with applied educational strategies, particularly in supporting diverse learners and strengthening home-school connections. Professional Memberships: National Association for the Education of Young Children (NAEYC) Literacy Research Association (LRA) She teaches courses including HDF 360 (Learning Content Areas Through Play), HDF 400 (Assessment in Early Childhood), and HDF 403 (Best Practices in Early Childhood). Her advising and grant activity are not mentioned in the text, but her publications suggest experience in collaborative educational research and program evaluation. Dr. Donohue's work contributes to innovative practices in early childhood education, particularly in creating inclusive, playful, and family-centered learning environments.

Leigh McLeanمشاهده پروفایل

عضو هیئت علمی

• Teacher Well-Being
• Classroom Observation
• Teacher Instructional Practices
• +۴ مورد دیگر

Dr. Leigh McLean is an Associate Research Professor at the University of Delaware's School of Education and Center for Research on Educational and Social Policy. Her research focuses on teachers' emotions, well-being, and instructional practices, with a focus on early-career educators and STEM teaching. She uses quantitative, mixed-methods, and longitudinal approaches to study classroom dynamics and teacher effectiveness. Education: Ph.D. in Developmental Psychology (Arizona State University, 2015), M.S. in Developmental Psychology (Florida State University, 2012), B.S. in Human Development and Family Sciences (Oregon State University, 2010). Research interests include teacher well-being, classroom observation methodologies, and the impact of professional development on teaching quality. Recent grants include NSF-funded projects exploring mentored teaching experiences and teacher effectiveness. Professional awards include RIISE Fellow (2022) and CLAS Teaching Award Nominee (2020). Grants total over $3.15M, including IES and NSF funding. Her work has been published in Child Development , Teaching and Teacher Education , and featured in EdWeek and The Today Show .

Jennifer M. Lewisمشاهده پروفایل

استاد

• Mathematics Education
• Teacher Education
• Equity in Education
• +۷ مورد دیگر

Jennifer M. Lewis is a Professor of Mathematics Education at Wayne State University's College of Education, where she also serves as the Director of the TeachDETROIT program. She is deeply involved in teacher education, research, and community engagement, particularly focused on preparing educators for Detroit schools serving children of color in high-poverty contexts. Ph.D., Teacher Education and Mathematics Education, University of Michigan (2007) M.A., Educational Psychology, University of California, Berkeley (1985) B.A., Development Studies, University of California, Berkeley (1984) Teacher Certification: Elementary Education; Secondary English and Social Studies Her research centers on how teachers learn mathematics and effective teaching practices, particularly in urban settings. She investigates equitable mathematics instruction, teacher preparation models, and the role of professional development such as lesson study in improving teaching quality. She emphasizes culturally relevant pedagogy and the integration of real-world data through initiatives like her course Detroit by the Numbers . Her recent publications highlight trends in teacher evaluation, the impact of observation tools, the use of technology to promote equity, and transformative STEM frameworks that integrate community science and data literacy. These works reflect a strong commitment to social justice, teacher learning, and systemic improvement in urban education. Notable Woman in Education, Crain’s Detroit Business (2019) Midcareer Award Nominee, AERA Division K (2018) Kathleen Reilly Koory Endowed Faculty Development Award (2013) Faculty Research Award, WSU College of Education (2014) Lewis has led multiple externally funded research projects, including the Noyce Mathematics Fellows: TeachDETROIT grant ($1.4M), Project REALM, and the Detroit STEM Teaching Initiative. She mentors doctoral students and co-leads the Mathematics Education Research Group at Wayne State. Her community engagement includes weekly teaching in Detroit schools and organizing Family Math Nights to connect preservice teachers with families. She is actively involved in laboratory-like teaching environments and uses her courses as sites for studying instruction. Her work with lesson study groups and professional learning communities underscores her commitment to collaborative, practice-based research and sustainable teacher development.

Assan Sarrمشاهده پروفایل

دانشیار

• African History
• West African History
• Modern African History
• +۱۲ مورد دیگر

Assan Sarr is Associate Professor of History in the College of Arts and Sciences at Ohio University. He is affiliated with the Department of History, the Center for International Studies, the African Studies Program, the International Development Studies Program, and the Contemporary History Institute. His research focuses on modern West Africa, particularly the Gambia and Senegal River Basins, with expertise in social, political, and environmental history, land tenure, Islam, and peace and conflict. Education: Ph.D. in History, Michigan State University, 2010 M.A. in African Studies, Ohio University Dr. Sarr's research centers on the interplay between Islam, colonialism, and land control in the Gambia River Basin. He explores how religious transformation, agricultural change (particularly peanut production), and colonial rule reshaped local power structures and land access. His work also extends to gender, spirituality, and economic change in rural Gambia, as well as the political influence of Creole (Aku) elites in colonial Bathurst. He is currently working on a biography of Sir Samuel John Forster and a study of a Sufi clerical family in Senegambia. The recent publications reflect a strong focus on African history, with recurring themes of land, power, gender, and Islam. His work spans interdisciplinary fields including economic history, political history, gender studies, and intellectual history, often centered on understudied communities and local dynamics in West Africa. Scientific Awards: No awards mentioned in the text. Dr. Sarr has supervised graduate students in African History and African Studies, notably during his time as a Visiting Scholar at the University of The Gambia. While specific grants are not listed, his role as a consultant for agencies in and outside the U.S. suggests involvement in applied research and policy engagement. He teaches a wide range of undergraduate and graduate courses, including world history, African history, women in Africa, and Islam in Africa. He is associated with key research centers at Ohio University, including the African Studies Program and the Contemporary History Institute, which support his interdisciplinary and regionally focused scholarship.

Jo Birdمشاهده پروفایل

دانشیار

• Digital Technologies in Early Childhood Education
• Play and Play-Based Learning
• STEM in Early Childhood
• +۷ مورد دیگر

Jo Bird is an Associate Professor in the School of Education at the University of New England (UNE), Faculty of Humanities, Arts, Social Sciences and Education. She serves as the Higher Degree Research Coordinator, supporting postgraduate research students in early childhood education. Her work bridges academia and practice, with a strong focus on digital technologies in early childhood settings. Her research interests include: Digital technologies in early childhood play Integration of STEM and nature-based learning Development of 21st-century skills in young children Supporting educators in using digital tools for planning and documentation Early childhood leadership and professional development Jo Bird's recent publications reflect a consistent trajectory in digital play, nature education, and military family support programs. Her work emphasizes children’s agency, innovative pedagogies, and the role of technology in enhancing learning outcomes. She has contributed significantly to frameworks like the Digital Play Framework and digital storytelling applications. Her scientific achievements include: Council for the Humanities, Arts and Social Sciences (CHASS) Award for Distinctive Work (2022) Australian Postgraduate Award (APA) Scholarship (2013–2015) She actively supervises doctoral and master’s students in early childhood technology, play, and primary education transitions. Her research has been supported by grants from The Ian Potter Foundation and UNE. She has also led digital application development, such as 'Waiting for Daddy: Rose’s story', to amplify children's voices. Jo Bird is involved in several research teams and initiatives, including projects on military family education and digital portfolio systems (ARTefacts). She collaborates widely across institutions and contributes to national discourse through professional learning sessions, conference presentations, and practitioner publications.

• Social Work
• Mental Health
• Child Welfare
• +۳ مورد دیگر

Ms Bola Ogunnaike is a Lecturer (Practice) in Social Work at Middlesex University 's College of Health, Psychology and Social Care. Her work focuses on child welfare , mental health , and systemic approaches within social care frameworks. Primary affiliation: Department of Mental Health & Social Work Email: b.ogunnaike@mdx.ac.uk Research Interests Bola's research explores intersections between: Social pedagogy and systemic practices in residential family interventions Perspectives of youth at the 'edge of care' Human-centered approaches to mental health support Key Publications Her recent work in the Journal of Social Work Practice (2023) examines qualitative outcomes of residential family intervention programs using mixed-methods analysis. This research contributes to evolving practices in child protection systems.

Nina Johnsonمشاهده پروفایل

دانشیار

• Race
• Class
• Inequality
• +۷ مورد دیگر

Nina Johnson is an Associate Professor of Sociology and Anthropology and a core faculty member in the Black Studies Program at Swarthmore College. Her work bridges urban sociology, carceral policy, race, and class inequality, with a focus on how systemic oppression impacts Black communities. She holds a Ph.D. in Sociology from Northwestern University (2012) and affiliations with the Graterford Prison Think Tank, Chester Think Tank, and the Lang Center for Civic and Social Responsibility. Education: Ph.D. (Sociology, Northwestern, 2012), M.A. (Sociology, Northwestern, 2007), M.A. (Culture and Communications, NYU, 1999), B.A. (Urban Studies & African American Studies, UPenn, 1997) Johnson’s research examines mass incarceration’s neighborhood-level consequences, Black political thought, and strategies for liberation. Her 2020 book project, Black Privilege , investigates the paradoxes of elite Black identity and systemic inequality. She integrates experiential learning with incarcerated populations and emphasizes creativity as a tool for resistance. Recent publications highlight interdisciplinary approaches to inequality, carceral policy, and Black social theory. Johnson’s work has been supported by the Engaged Scholars Initiative and the Mellon Mays Undergraduate Fellowship program. Scientific Awards: 2019–2020 Engaged Scholars Initiative Fellow She mentors students like Brandon Ekweonu and Taylor Tucker, whose research explores hip-hop culture, Black female carceral experiences, and Afrofuturism. Johnson also collaborates with prosecutors and communities to rethink punitive systems.

Veronica Yankمشاهده پروفایل

دانشیار

• Geriatrics
• Health Services Research
• Primary Care
• +۱۰ مورد دیگر

Veronica Yank, MD , is an Associate Professor in the Department of Medicine at the University of California, San Francisco (UCSF), School of Medicine. She is a primary care physician-investigator whose research centers on informal caregivers, chronic disease prevention, and health equity for older adults and underserved populations. She leads multiple NIH-funded trials focused on improving care for dementia caregivers and enhancing access to primary care for adults with disabilities. Her educational background includes a BA in History and Literature from Harvard, an MD from UCSF, Internal Medicine Residency at the University of Washington, and a postdoctoral research fellowship at Stanford. She holds leadership roles as Associate Director of the UCSF National Clinician Scholars Program, Site Director of the UCSF Primary Care Research Fellowship, and Core Faculty at the UCSF Multiethnic Health Equity Research Center. Dr. Yank’s research interests include geriatrics, health services research, caregiver support, implementation science, and community-based interventions. Her recent work explores online self-management programs for rural caregivers, the impact of high-deductible health plans on care access, and postoperative recovery in older adults. Her publications span high-impact journals in internal medicine, geriatrics, public health, and medical informatics. She has received several honors, including the Robert H. Crede Award for Excellence in Research (2019), recognition as a Fellow of the American College of Physicians (2011), and the Award for Excellence in Medical Education from Stanford (2010). Her current research portfolio includes principal investigator roles on grants from the National Institute on Aging and the Mount Zion Health Fund, focusing on dementia caregiving, caregiver navigation, and health equity. Associate Director, UCSF National Clinician Scholars Program Site Director, UCSF Primary Care Research Fellowship Core Faculty, Multiethnic Health Equity Research Center Supervisor, San Francisco State University Public Health Students Dr. Yank actively mentors faculty, fellows, residents, and students in health services and community-based research. Her work is widely disseminated through over 50 peer-reviewed publications and has been featured in news outlets and policy discussions. She is committed to translating evidence into practice to reduce health disparities and improve outcomes for vulnerable populations.

• Human-Computer Interaction
• Digital Health
• Rural Resilience
• +۱۲ مورد دیگر

Hilary Davis is a Senior Research Fellow at Swinburne University of Technology, affiliated with the School of Business, Law and Entrepreneurship and the Centre for Social Impact. She leads the Place-based Economies and Approaches research stream, focusing on digital technologies for social impact, particularly in health, rural resilience, and inclusive community development. Her research interests span Human-Computer Interaction (HCI) , digital health , rural mental health services , participatory design , and community resilience . She emphasizes co-design with marginalized groups and the use of digital storytelling to empower communities. Her work aligns with UN Sustainable Development Goals, especially SDG 3 (Good Health) and SDG 11 (Sustainable Cities and Communities). Hilary’s recent publications (2023–2025) explore digital interventions for internet addiction in children, aged care technologies, bushfire early warning systems, and participatory planning for sustainable development. These works reflect a strong trend toward community-led innovation , behavior change design , and technology for social equity . Special Award (for More Than Human Food Futures Cookbook), UMEA Food Symposium 2022 Hilary actively supervises PhD students and has led major research grants from the Australian Research Council (ARC), Department of Health, and community organizations. Her projects include evaluations of mental health outreach programs, digital health interventions (e.g., VerilyConnect), and national educational initiatives like the ELLA language app program. She is a member of the Australian Evaluation Society (AES) and the Association for Computing Machinery (ACM), and serves on program committees for international HCI conferences. She leads the SMART (Small Rural Health Services Team) network, which supports rural health innovation through digital storytelling and co-design. Her work bridges academia and community practice, fostering sustainable, equitable, and resilient solutions.