Peter Samberg is a Lecturer in Legal Studies at Mercy University's School of Social and Behavioral Sciences. He has taught at Mercy since 2023 and brings over 30 years of legal experience, specializing in pharmaceutical and medical device products liability litigation from both plaintiff and defense perspectives. He also teaches trial and deposition skills at the National Institute for Trial Advocacy (NITA) and Cardozo Law School's Intensive Trial Advocacy Program (ITAP). His teaching focus includes courses like LGST 235 - Argument/Debate in the Courtroom. Samberg’s professional activities emphasize practical legal training, combining his litigation expertise with educational roles. He has no listed scientific awards or grants in the provided text.
Ruth Hollier is a Senior Lecturer in Primary Education and Course Leader for the BEd (Hons) Primary Education with QTS at the University of Gloucestershire. She joined the institution in 2013 after a career in primary schools as a teacher and Deputy Headteacher. Her expertise focuses on mathematics education, professional studies, and Initial Teacher Education (ITE). Education: M.Ed. (Distinction) in Professional Development, University of Gloucestershire (2014) PGCE in Curriculum Leadership, Open University (1999) PGCE in Primary Education with QTS, University of Liverpool (1994) BA (Hons) Archaeology of the Eastern Mediterranean, University of Liverpool (1992) She co-authored chapters in Teaching the Primary Curriculum and Introduction to Primary School Teaching , focusing on classroom talk and assessment strategies. Hollier is an Accredited Professional Development Lead for the National Centre for Excellence in Mathematics and Affiliate Member of the Chartered College of Teaching. Her research emphasizes mentoring student teachers and the impact of Intensive Training and Practice (ITaP) in ITE. She has been recognized as a University Teaching Fellow for her contributions to pedagogical innovation and professional development.
Theresa Alexander is a Clinical Professor at Loyola University Maryland, affiliated with the Department of Speech-Language Pathology. She serves as a full-time clinical supervisor for the adult neuro rotation at the Loyola Clinical Centers at Belvedere Square. Her work integrates clinical practice, education, and interprofessional collaboration in acute care, rehabilitation, and community settings. Education: Loyola University Maryland – Class of 2003 and 2005 (degrees unspecified) Research Interests: Theresa specializes in neurogenic communication and swallowing disorders, particularly aphasia, apraxia, dysarthria, and cognitive-communication deficits. She emphasizes innovative approaches to aphasia treatment, including intensive programs (e.g., ITAP) and technology integration. Her work also focuses on tracheostomy/ventilator management and interprofessional education (IPE) to improve patient care through collaborative training between speech-language pathology, nursing, psychology, and audiology teams. She advocates for accessible communication therapies through community partnerships. Programs & Achievements: She co-leads the Acquired Brain Injury (ABI) Interprofessional Assessment Team, the Primary Progressive Aphasia Resource & Discussion Group (PPA), and the Intensive Treatment for Aphasia Program (ITAP). These initiatives address communication rehabilitation, interdisciplinary care, and patient support networks. Her training programs utilize hybrid modalities (in-person, telehealth) and community-based activities to enhance client engagement. She has developed partnerships with institutions like the Downtown Sailing Center and Maryland Therapeutic Riding. Advising & Grants: Theresa supervises graduate students in clinical rotations and aphasia treatment. She has collaborated on interprofessional simulation projects to strengthen care coordination between SLP and nursing students (e.g., at the Nursing Education Research Conference and ASHA). No grant information is explicitly mentioned in the text. Labs & Teams: She works within the Loyola Clinical Centers’ interdisciplinary teams, including the ABI team (Psychology, Audiology, SLP), PPA support group, and ITAP program. These teams emphasize task-specific goal-setting, technology-assisted communication, and community reintegration strategies.
Kate Morley is Senior Lecturer in Primary Education at University of Worcester, leading English and Safeguarding curriculum development. With 20+ years primary teaching experience, she previously served as Deputy Head, English subject leader, and Deputy Designated Safeguarding Lead. Her research examines teacher-pupil relationship dynamics in educational outcomes. Morley develops Intensive Training and Practice (ITaP) modules for assessment and mentors trainees across undergraduate, postgraduate and apprenticeship programs.
KATIE SMITH is a Senior Lecturer in Early Years Education, currently serving in the Primary Early Years Department. Her career spans 18 years as a classroom teacher specializing in ages 3-7, with leadership roles including Geography/Mathematics Subject Lead, Specialist Leader in Education (SLE), and member of the Senior Leadership Team. She holds a Master of Arts in Educational Practice in Mathematics (University of Chester, 2024) and a Postgraduate Certificate in the Teaching of Higher Education (2022), granting her FHEA status. Education: BA Geography, University of Liverpool (2001) PGCert Primary Teaching QTS (2002) PGCert Specialist Primary Mathematics (2014) Her research focuses on early years mathematical pedagogy, geography/design & technology education, and the development of Intensive Training and Practice (ITaP) in Initial Teacher Education (ITE). Her recent article explores ITaP's impact on trainee teachers and schools. She coordinates Intensive Training and Practice (ITaP) and leads Geography/Design & Technology education on BA Primary Early Years with QTS and PG QTS programs. She actively contributes to the International Centre for Early Years Education research centre.
Allison Wilson is a Senior Lecturer and Programme Lead for the B.A. (Hons) Primary Education with Qualified Teacher Status (QTS) at the University of Sunderland's School of Education and Society. She joined in 2019 after 25 years of teaching experience in primary schools in South-East Northumberland, including roles as a Literacy Lead teacher and Primary Head Teacher. Her expertise focuses on teacher training, professional development, and educational practices in primary education. Her research interests include ITAP (Intense Training and Practice) in primary education and early years foundation stages. She oversees student training across undergraduate and postgraduate courses, emphasizing practical classroom experience. Wilson mentors trainee teachers and has contributed to the development of pedagogical strategies for new educators. She actively supports student transitions from academic study to classroom practice through her leadership in the Primary Education programme. Her work integrates school-based training with campus learning to ensure trainees gain comprehensive skills.
