جست‌وجوی استاد و پژوهشگر

Andrew Blakeمشاهده پروفایل

استادیار

• Strategic Leadership
• Entrepreneurial Resource Mobilization
• Personality Psychology
• +۳ مورد دیگر

Andrew Blake is an Assistant Professor in the Department of Management at Texas Tech University’s Rawls College of Business. His research focuses on personality psychology, strategic leadership, and the impact of executive traits on firm strategy and performance. He holds a PhD in Business Administration from the University of Arkansas and a BA in Psychology from Florida Atlantic University. Dr. Blake’s work bridges psychology and management, examining how personality influences strategic decision-making and firm outcomes. He is also a proponent of methodological rigor, leading development of the SMART Tool to standardize archival data collection. He teaches strategic management and emphasizes reproducible research practices. Key research interests include CEO personality dynamics, entrepreneurial resource mobilization, and the behavioral aspects of funding processes. His work on narcissism, agreeableness, and charisma in leadership has implications for organizational behavior and corporate governance. He has also explored social media’s role in recruitment and adolescent mental health through innovative data collection techniques. Andrew’s publications span entrepreneurship, leadership, and methodological advancements. Notable contributions include analyses of CEO traits in IPO pricing, the influence of narcissism in venture funding, and global trends in adolescent loneliness. His interdisciplinary approach combines qualitative and quantitative methods, often leveraging open-source tools to enhance research credibility. While no formal awards are listed, his contributions to improving research practices reflect a commitment to academic excellence. Teaching responsibilities include strategic management courses, complementing his research focus on organizational strategy.

Laura Upenieksمشاهده پروفایل

استادیار

• Religion and Health
• Aging and the Life Course
• Quantitative Methods
• +۳ مورد دیگر

Laura Upenieks is an Assistant Professor of Sociology and Undergraduate Program Director at Baylor University. She joined Baylor in 2020 after completing her Ph.D. in Sociology at the University of Toronto (2019), along with an M.A. (2014) and BSc. (2013) from the same institution. Her research focuses on religion and health, aging, and quantitative methods. She explores topics such as perceived relationships with God, religious virtues, and spiritual struggles across the lifespan. Recent awards include the 2023 Baylor Outstanding Faculty Research Award and the 2024 ASA Sociology of Religion Early Career Award. Her work spans editorial roles at journals like Society and Mental Health , Journal for the Scientific Study of Religion , and Review of Religious Research . Key research areas include religious influences on well-being, intergenerational mental health, and clergy occupational stress. Her recent publications analyze prayer’s mental health impacts, forgiveness mechanisms, and the buffering effects of religiosity in trauma and gendered stress contexts. Education: Ph.D./M.A./BSc from University of Toronto Editorial Boards: Three major religious sociology journals Key Themes: Divine relationships, health disparities, and life course sociology Her studies combine quantitative rigor with sociological theory to address contemporary issues in spiritual health and societal dynamics.

• Social Work
• Indigenous Studies
• Cultural Responsiveness
• +۴ مورد دیگر

Bindi Bennett is a Sessional Academic in the School of Allied Health at the Faculty of Health Sciences. Her work focuses on advancing cultural responsiveness, Indigenous methodologies, and equity in social work education and practice. Key research themes include decolonizing curricula, trauma-informed approaches to Indigenous history, and ethical frameworks for non-Indigenous educators. Her research emphasizes systemic challenges faced by Indigenous academics and practitioners, advocating for protocols that center Indigenous knowledges. She has contributed to guidelines for cultural safety in social work training and explored innovative practices like animal-assisted therapy for trauma recovery. Recent publications highlight her engagement with pandemic-era issues, including telework dynamics for social workers and online cultural safety in education. Bennett collaborates across disciplines to address intersectional challenges in health services and social policy. Her work consistently bridges academic theory with practical reform, emphasizing allyship, critical reflection, and structural change in institutions.

• Nursing Education
• Midwifery Education
• Clinical Simulation
• +۲ مورد دیگر

Theresa Mary Harvey serves as a Senior Lecturer in Nursing at the School of Nursing, Midwifery and Paramedicine within the Faculty of Health Sciences. Her academic career centers on advancing nursing education through innovative pedagogical approaches and international collaboration, with particular emphasis on preparing students for diverse clinical environments. Harvey's research program demonstrates deep expertise in Nursing Education , Midwifery Education , and Clinical Simulation , with recurring investigations into International Student Experiences and Cultural Competence Development . Her work consistently addresses critical gaps in healthcare training through mixed-methods studies on virtual international exchanges, simulation-based learning transfer, and linguistic adaptation for globally mobile nursing students. Key thematic threads include the psychological dimensions of transnational education and evidence-based frameworks for clinical teaching in resource-constrained settings. Analysis of her 11 publications (2013-2024) reveals three dominant research trajectories: (1) Transformational learning through virtual international experiences (33% of output), particularly examining midwifery students' cultural humility development; (2) Simulation pedagogy optimization (36% of output), focusing on high-fidelity scenario design and learning transfer mechanisms; and (3) Cross-cultural nursing preparation (27% of output), with significant contributions to Taiwanese and Vietnamese educational partnerships. Her co-authored textbook on health assessment remains a foundational resource in clinical skills training.

• Teacher Education
• Educational Equity
• Poverty and Education
• +۳ مورد دیگر

Bruce Munro Burnett is an Adjunct Professor in the School of Education at the University of South Australia's Faculty of Education and Arts. His research focuses on teacher education in disadvantaged contexts, addressing challenges such as teacher shortages, equity in education, and cultural diversity in high-poverty schools. He has contributed significantly to understanding retention strategies for educators working in hard-to-staff environments and the impact of policy frameworks on teaching practices. Key research areas include multicultural education, social justice in schools, and the implementation of programs like Australia's National Exceptional Teachers for Disadvantaged Schools initiative. His work frequently explores intersections between teacher identity, systemic inequities, and the role of reflective practice in disrupting deficit thinking. Burnett collaborates internationally, analyzing education policies across the Anglosphere and examining case studies from Australia, the U.S., and Spain. Publications highlight themes such as early-career teacher agency, responses to critical incidents in classrooms, and leveraging technology to engage vulnerable learners. His scholarship emphasizes practical applications of sociological theory to educational challenges, particularly in culturally diverse and economically disadvantaged settings. Burnett has contributed to institutional reports on improving retention of Indigenous teacher candidates and has presented at major conferences including the American Educational Research Association. His interdisciplinary approach bridges policy analysis, classroom practice, and sociological inquiry to advance equity-driven educational reforms.

• Sculpture
• Ceramics
• Artistic Ceramics
• +۳ مورد دیگر

Katarzyna Jóźwiak-Moskal is an Assistant Professor at the Faculty of Sculpture and Intermedia of the Academy of Fine Arts in Gdańsk (ASP). She specializes in ceramic sculpture, particularly in realistic portraiture, emphasizing the interplay between material and form. Her work explores the 'resistance of matter' and the transformative role of fire in ceramic processes. Education: 1979–1986: Studied Sculpture at the Faculty of Sculpture, PWSSP (now ASP Gdańsk), under Professor Franciszek Duszeńko. 1986: Received a diploma with specialization in Ceramics. Completed habilitation (post-doctoral degree). Research & Practice: Her artistic and didactic work focuses on the technical and philosophical dimensions of ceramic materials. She emphasizes the 'element of surprise' from working with fire and clay, which teaches humility and connects to nature's laws. Her sculptures often portray the human form in realistic, life-sized ceramic pieces. Professional History: Employed since February 1987 as an Assistant at the Artistic Ceramics Studio, later promoted to Assistant Professor. Currently leads the Ceramics Studio under Professor Teresa Klaman's direction (since 2001).

Tahani Dariمشاهده پروفایل

استادیار

• Community-Based Participatory Research
• Cultural Humility
• School Counseling
• +۲ مورد دیگر

Tahani Dari, Ph.D., LPC, NCC is an Assistant Professor of Counseling and Director of the School Counseling program at University of Detroit Mercy. She holds a Ph.D. in Counselor Education and Supervision from The University of Toledo, an MA in Counseling from Eastern Michigan University, and a BA from University of Michigan, Ann Arbor. With over two decades of experience working as both a school counselor for K–12 students and mental health counselor in clinical settings, Dr. Dari specializes in serving diverse and underserved communities. Her research focuses on community-based participatory research (CBPR), with particular emphasis on advocacy for diverse client populations (especially youth) and advancing topics in school counseling. Cultural humility is central to her research approach, which provides models for culturally sensitive research programs promoting equity in mental health services. She has presented her work regionally, nationally, and internationally, and has published in several counseling journals. Awards & Leadership: NCACES Research Award for significant research contributions Two terms on NBCC Foundation's Minority Fellowship Program Advisory Council Editorial board member for Counseling Outcome Research and Evaluation and Journal of School-Based Counseling Policy and Evaluation Current Research: Path analysis of factors affecting marginalized youth outcomes Cultural humility among Master's counseling students

Crystal Lewandowskiمشاهده پروفایل

دانشیار

• Ocular Disease
• Public Health
• Primary Eye Care
• +۵ مورد دیگر

Crystal Lewandowski, OD, FAAO, FNAP is an Associate Professor of Clinical Optometry at the New England College of Optometry (NECO). She serves as Director of Vision Services at North End Waterfront Health and holds dual fellowship designations: Fellow of the American Academy of Optometry and Fellow/Distinguished Fellow of the National Academies of Practice. Dr. Lewandowski graduated from NECO (OD degree) and earned a BS in Medicinal Chemistry from SUNY Buffalo. Her clinical expertise spans ocular disease management, primary eye care, and interdisciplinary healthcare delivery. Research focuses on cultural humility in healthcare, disparities reduction, and optometric education innovation. Professional memberships include leadership roles in the American Optometric Association and Massachusetts Society of Optometrists. Awards highlight her contributions to clinical practice and education. Her publications address cultural competency training and student perception studies in medical education contexts.

Marin Gillisمشاهده پروفایل

استاد

• Bioethics
• Medical Professionalism
• Health Equity
• +۳ مورد دیگر

Dr. Marin Gillis is Professor in the Department of Bioethics, Humanism, and Policy at Roseman College of Medicine, where she serves as Senior Executive Dean for Faculty Affairs and Learning Innovation. She leads faculty development initiatives integrating justice principles and educational science through Roseman's Office of Faculty Affairs & Learning Innovation. Her research examines bioethics, professionalism, health equity, and faculty development, with emphasis on community clinicians and underrepresented academics. She directs the USA Working Group of the Cambridge Consortium for Bioethics Education and has held leadership positions in ASBH and AAMC. Educational background includes a PhD in Philosophy from the University of Calgary and honors in Philosophy from Katholieke Universiteit Leuven. Service includes editorial roles for BMC Medical Ethics and committee leadership in national medical organizations.

Shterna Friedmanمشاهده پروفایل

پژوهشگر ارشد

• Political Philosophy
• History of Political Thought
• German Idealism
• +۳ مورد دیگر

Shterna Friedman is a Research Fellow in the Department of Political Science at the University of California, Berkeley. Her research focuses on Political Philosophy, History of Political Thought, and German Idealism, with special attention to figures like Kant, Hegel, and Schelling. She explores themes such as moral reasoning, theodicy, ethical systems, and the philosophical foundations of political theory. Her work bridges classical philosophy with contemporary debates on value pluralism, tolerance, and epistemology. Friedman’s contributions include analyzing Kant’s theodicy in Job , Hegel’s concept of political totality, and the relationship between epistemology and religious tolerance in early modern thought. She also critiques Isaiah Berlin’s approach to tragic value conflicts and examines Popper’s philosophy of science through the lens of epistemological humility. Her publications appear in journals such as History of Political Thought , Studia Hegeliana , and Journal of Transcendental Philosophy . She maintains an active academic profile through her work at Berkeley and her affiliation with Harvard University as a postdoctoral researcher.

Angelica Yamadaمشاهده پروفایل

استادیار

• Health Disparities
• Cultural Competency in Healthcare
• Rural Medicine
• +۳ مورد دیگر

Angelica Yamada, MD is an Assistant Professor in the Department of Family and Community Medicine at the University of California, Davis School of Medicine. Her work focuses on addressing health disparities in underserved populations and advancing cultural competency in healthcare delivery. She leads a federally funded grant on health equity and co-directs the UC Davis Health Equity Initiative. Education: MD from Stanford University School of Medicine, MPH from UC Berkeley Residency: UCLA Family Medicine Residency Program Her research emphasizes rural medicine, preventive interventions for chronic diseases, and telemedicine access barriers. Dr. Yamada has published extensively on health disparities and medical education reform, with recent studies exploring diabetes prevention strategies in low-income communities and telemedicine accessibility solutions. Current Projects: Principal Investigator for NIH-funded study on diabetes prevention in rural areas Community Engagement: Partnerships with local clinics serving farmworker populations Awards include the 2021 American College of Physicians Early Career Award and 2020 UC Davis Chancellor's Award for Community Scholarship. She mentors junior faculty through the Academic Advancement Program and chairs the Medical School Curriculum Review Committee.

• Education Policy
• Ethics in Education
• Political Theory
• +۳ مورد دیگر

Josu Ahedo Ruiz is an academic affiliated with the Universidad Internacional de La Rioja (UNIR), specializing in Political Science and Public Administration, particularly within the context of the Law degree program. His research focuses on education policy, ethics in education, political theory, and philosophical contributions to moral and character development. He has made significant contributions through over 60 publications, including articles in journals like Revista española de educación comparada and Ramón Llull Journal of Applied Ethics . His work emphasizes the integration of classical philosophical frameworks (e.g., Aristotle, Leonardo Polo) into modern educational practices, exploring themes such as virtue development, interpersonal relationships, and the ethical dimensions of leadership. He has coordinated multiple collaborative works, including Avances sobre la pedagogía actual (2024) and El tetraedro de la amistad (2023), which address contemporary challenges in education and character formation. Ahedo Ruiz has directed two doctoral theses and actively participates in academic activities, including congresses and editorial roles. His research often intersects with practical pedagogical strategies, such as leveraging technology for moral education and analyzing post-pandemic educational reforms.

Megan Sutterمشاهده پروفایل

استاد پژوهشی

• Cancer Prevention
• Sexual Health/Behavior
• Health Disparities
• +۵ مورد دیگر

Megan Sutter is an Assistant Research Professor in the Department of Behavioral, Social, and Health Education Sciences at Emory University. Her work focuses on LGBTQ+ health, cancer prevention, reproductive health, and social determinants of health. She holds a BA from the University of South Florida, an MS and PhD from Virginia Commonwealth University, and completed a T32 Postdoctoral Research Fellowship at NYU School of Medicine, followed by an MS at NYU School of Medicine. Her research investigates disparities in healthcare access and outcomes for LGBTQ+ populations, particularly in oncology and reproductive health contexts. Key areas include fertility preservation guidelines for cancer patients, cultural competency in healthcare provider training, and mental health disparities among LGBTQ+ individuals. She also explores topics like gender-affirming care, adverse childhood experiences, and chronic health conditions linked to sexual orientation. Recent publications highlight her focus on equitable healthcare practices for LGBTQ+ patients, medical student preparedness, and the intersection of sexual health with broader social determinants. Her work underscores the need for tailored interventions addressing structural barriers faced by marginalized communities in healthcare settings. Megan teaches courses such as BSHES 532 (Quantitative Data Analysis) and BSHES 542 (Socio-Behavioral Measurement). Her interdisciplinary approach integrates public health, behavioral science, and clinical practice to advance health equity research.

Briana Woods-Jaegerمشاهده پروفایل

دانشیار

• Mental Health
• Health Disparities
• Community-Based Participatory Research
• +۵ مورد دیگر

Dr. Briana Woods-Jaeger is an Associate Professor in the Department of Behavioral, Social, and Health Education Sciences at Emory University's Rollins School of Public Health. Her work focuses on community-centered approaches to address health disparities linked to trauma and chronic stress, particularly among children, adolescents, and marginalized communities. She holds a PhD in Clinical Psychology from the University of Washington and has advanced training as a Kellogg Health Scholar at UNC Gillings School of Global Public Health. Her research integrates mixed methods and participatory frameworks to develop culturally relevant interventions targeting mental health, violence prevention, and racial trauma. Notable areas include anti-racist violence prevention strategies, the mental health impacts of immigration policies on Latinx families, and the effects of socioeconomic policies like minimum wage laws on child welfare. Dr. Woods-Jaeger leads the **THRIVE Research Lab**, dedicated to promoting resilience through interventions grounded in cultural humility and participatory action. The lab’s mission emphasizes equitable collaboration with communities to address systemic inequities through research, policy advocacy, and clinical practice innovation. Her recent work highlights the interconnectedness of structural factors (e.g., welfare policies, immigration enforcement) and individual well-being, with a focus on Black youth empowerment and maternal health equity. Key themes include mitigating medical mistrust in minority communities, improving trauma-informed care in healthcare systems, and leveraging photovoice methodologies for critical consciousness among youth. Dr. Woods-Jaeger’s contributions have expanded the field’s understanding of bidirectional parent-child resilience and the role of anti-racist frameworks in public health interventions. She actively collaborates with schools, hospitals, and faith-based organizations to translate research into actionable programs that center community voices in decision-making processes.

Renee Hillمشاهده پروفایل

عضو هیئت علمی

• Accessibility and Inclusive Design
• Information Justice
• Human Rights
• +۴ مورد دیگر

Dr. Renee Hill is a Principal Lecturer and Associate Dean for Opportunity, Access, Community, Engagement, and Support (OACES) at the University of Maryland's College of Information Studies. Her work focuses on diversity, equity, and inclusion in library and information science (LIS), particularly regarding marginalized populations such as racial/ethnic minorities and individuals with disabilities. A former K-12 educator for special learning needs, her research and teaching bridge LIS theory with practical strategies for inclusive services. Education: Ph.D. and MLIS from Florida State University; BA from Florida Atlantic University. Dr. Hill’s research centers on accessibility and inclusive design , information justice , and technology ethics . Her publications analyze cultural competence frameworks, health equity platforms, and policy impacts on LIS practices, emphasizing systemic barriers and pedagogical innovation. Recent articles highlight trends in information equity (2024), cultural humility (2024), and health equity solutions (2023). Earlier works (2016–2019) explore distance education, advocacy in LIS, and critical discourse on diversity training.