جست‌وجوی استاد و پژوهشگر

Tamika P. La Salleمشاهده پروفایل

دانشیار

• School Climate
• Educational Psychology
• Equity in Education
• +۵ مورد دیگر

Tamika P. La Salle is an Associate Professor in the Department of Educational Psychology at the University of Connecticut. Her primary research focuses on school climate, equity, and student well-being, with a particular emphasis on reducing educational disparities and fostering cultural responsiveness in schools. She leads projects addressing school climate measurement, curriculum adaptations for violence prevention, and improving outcomes for marginalized student populations. Her research interests include school climate perceptions among LGBTQ+, students with disabilities, and ethnically diverse groups. She has contributed to NIH-funded initiatives modifying curricula to reduce violence and enhance group unity. Publications highlight her work on mental health, parental involvement, and interventions in alternative education settings. Dr. La Salle’s articles analyze trends in school climate across demographics, victimization, and mental health. Her research underscores the importance of equitable policies and inclusive environments. She collaborates widely, mentoring students and advancing multi-tiered support systems in education. Advising and grants: She has mentored several students and led grants focusing on school climate and violence prevention. Her work bridges research and practice to improve educational equity and student outcomes.

Richard Breauxمشاهده پروفایل

دانشیار

• African American History
• African American Studies
• Black Feminist/Womanist Histories
• +۵ مورد دیگر

Richard Breaux is an Associate Professor in the Department of Race/Gender/Sexuality Studies at the University of Wisconsin-La Crosse, within the College of Art, Social Sciences and Humanities. He holds a PhD and MA from the University of Iowa and an AB from Dartmouth College. His research focuses on African American History, Arab American History, and the intersection of race, gender, and media, with specialties in music, sports, and digital humanities. Education: PhD (University of Iowa), MA (University of Iowa), AB (Dartmouth College) His work bridges historical analysis and cultural studies, particularly exploring marginalized communities through archival music collections and educational narratives. Recent research includes Mahjari Musicians on early Arab American recordings and studies on Black student experiences in Jim Crow-era universities. He regularly presents at international conferences, such as the Arab American Public History Conference (2024) and Academia on Screen (2020). His writings appear in journals like Journal of African American Studies and Syria Untold . Teaching includes courses on race, gender, and media analysis. He maintains a blog, Midwest Mahjar , documenting Syrian/Lebanese diaspora music. Despite no listed awards, his contributions to public history and cultural preservation are widely recognized.

Karla Gharteyمشاهده پروفایل

استادیار

• Harm Reduction
• Substance Use
• Drug Policy
• +۴ مورد دیگر

Karla Ghartey is an Assistant Professor in the School of Nursing at Nipissing University’s Faculty of Education and Professional Studies . She is a full-time faculty member with over 15 years of nursing experience in Canada and globally. A settler originally from Sudbury, Ontario, she resides on the traditional lands of the Atikameksheng Anishnawbek and Wahnapitae First Nations. Her education includes a BScN from McGill University , an Master of Nursing (MN) from the University of Toronto , and current enrollment as a DrPH (Doctor of Public Health) student at the Dalla Lana School of Public Health, University of Toronto, specializing in harm reduction. Research interests focus on harm reduction, meaningful collaboration with marginalized communities, substance use, drug policy, advocacy, and public health. She explores how determinants of health impact vulnerable populations and champions initiatives like supervised inhalation services in Sudbury. Current projects include assessing inpatient addiction medicine units’ roles in reducing acute healthcare use at Health Sciences North (HSN). Her work spans interprofessional education, grassroots overdose prevention (e.g., STOPS), and cross-cultural nursing practice. Conference contributions include presentations on poverty simulations and overdose prevention at NOSM University, META-PHI, and Laurentian University’s CNIE. "HARM REDUCTION SAVES LIVES" – a core principle driving her advocacy and research. While no formal scientific awards are listed, her commitment to community-driven solutions and health equity is evident through her collaborative projects and academic pursuits. No explicit grants or advisees are mentioned, but her research partnerships with students and peers reflect active mentoring roles.

Alexander Peaceمشاهده پروفایل

دانشیار

• Structural Geology
• Tectonics
• Plate Tectonics
• +۶ مورد دیگر

Dr. Alexander Peace is an Associate Professor in the School of Earth, Environment and Society at McMaster University, where he leads the McMaster Structural Geology and Tectonics Research Group. He joined McMaster in 2019 after completing his BSc (hons) and PhD from Durham University, followed by postdoctoral work and sessional lecturing at Memorial University of Newfoundland. His research focuses on deformation of the solid Earth with emphasis on plate tectonic processes, natural hazards, and mineral resources. Key research areas include rift-related magmatism during Atlantic Ocean opening, structural inheritance and reactivation during rifting, seismicity in intraplate settings like Eastern Canada, and structural controls on mineral deposits. His work combines field studies, geophysical analysis, and advanced modeling techniques. Dr. Peace leads the D. Keith MacDonald Earth Sciences Structural Geology Advancement Fund, which supports student research and equipment acquisition. His recent publications demonstrate a strong focus on North Atlantic geodynamics, intraplate seismicity, and innovative applications of geophysical methods. His research spans from Newfoundland to the Korean Peninsula and even extends to lunar geology. As a registered Professional Geologist (P.Geo) in Ontario, he maintains strong collaborations with academia, government, and industry geoscientists globally. His teaching includes Structural Geology, Plate Tectonics and Ore Deposits, and Field Camp courses.

Shari Brotmanمشاهده پروفایل

دانشیار

• Gerontology
• Anti-Oppression Social Work
• Healthcare Equity
• +۴ مورد دیگر

Dr. Shari Brotman is an Associate Professor at the McGill School of Social Work, specializing in gerontology and anti-oppression social work. She holds a doctorate from the University of Toronto (2000). Her work focuses on equity in healthcare and social care for marginalized older adults, including LGBTQ+, immigrant, and neurodiverse communities. She employs qualitative and arts-based research methods, emphasizing intersectional analyses of identity and systemic oppression. She teaches courses on anti-oppression practice, qualitative research, and social gerontology. Education: PhD in Social Work, University of Toronto (2000). Research Interests: Access to healthcare for marginalized aging populations, intersectionality, queer disability, immigrant elder care, and policy advocacy. Recent work explores resilience among Black older adults during the pandemic and social exclusion experienced by neurodiverse aging individuals. Awards: None explicitly listed in provided texts. Advising/Grants: No student advisees or grant details mentioned. Her research is supported through institutional affiliations. Labs/Teams: Engages with community-based research initiatives such as EDDI (Equity, Diversity, and Inclusion), BAM, and IAM (Indigenous Access McGill) at McGill.

• Circular Economy
• Sustainable Urban Development
• Climate Resilience
• +۷ مورد دیگر

Sara Torabi Moghadam is an Associate Professor in the Interuniversity Department of Regional and Urban Studies and Planning (DIST) at the Polytechnic University of Turin. She serves as a Junior project manager and member of the Interdepartmental Center R3C - Responsible Risk Resilience Centre. Her research focuses on circular economy in built environments , smart resilient urban development , and participatory approaches . She teaches courses in PhD programs on Urban and Regional Development and Master's programs in Urban Planning , emphasizing ESG frameworks and decision-making for sustainable goals. Research Projects: Lead investigator of the EU-funded GREEN-INC project (2024-2026) addressing inclusive climate actions for nature-based solutions. Responsible for a PhD student funding project (2023-2026) in Urban and Regional Development. Teaching and Academic Roles: Member of the College of Architecture and Design and College of Planning and Design at Politecnico di Torino. Core instructor for courses like Decision Making for Sustainable Development Goals and Post-Carbon Sustainable Communities . Research Themes: Her work integrates GIS-based spatial analysis , multi-criteria decision tools , and participatory methodologies to address urban sustainability challenges. Key areas include energy efficiency in cities, nature-based solutions (NBS), and resilience against climate change. She emphasizes ESG frameworks and justice-oriented planning to ensure equitable urban transitions. Supervised Students: Guiding five PhD students in topics like climate resilience, NBS effectiveness, and sustainable urban scenarios. Labs/Teams: Active in the R3C Center, focusing on risk management and resilience strategies for urban systems. Collaborates with interdisciplinary teams on projects like the SCORE H2020 initiative for energy communities.

Thomas C. Devaneyمشاهده پروفایل

دانشیار

• Late medieval and early modern Europe
• History of emotions
• History of the senses
• +۳ مورد دیگر

Thomas C. Devaney is an Associate Professor of History and Associate Dean of the School of Arts & Sciences at the University of Rochester. He holds a PhD from Brown University (2011) and has held academic positions at the University of Turku (Fulbright Scholar), University of Helsinki, Indiana University South Bend, and the University of Puget Sound. His research focuses on late medieval and early modern Europe, emphasizing urban spectacle, interfaith relations, and the history of emotions. He has authored Enemies in the Plaza (2015) and contributed to peer-reviewed journals such as Speculum and Medieval Encounters . His current projects explore emotional experiences in early modern Spanish communities and the career of Miguel Lucas de Iranzo. He has received the Bernadotte E. Schmitt Research Grant (2017), Fulbright award, and a docent title in early modern history from the University of Turku. His teaching spans courses on frontiers, Mediterranean history, and microhistory. Devaney’s research has been supported by grants from the NEH, Central New York Humanities Corridor, and Finnish institutions. He chairs the Department of History’s graduate program and has advised students in late medieval and early modern fields. His work bridges urban studies, religious history, and sensory perception to illuminate how ideas shaped lived experiences in composite societies.

Diane Wattمشاهده پروفایل

استاد

• Medieval Literature
• Women's Writing
• Gender and Sexuality Studies
• +۴ مورد دیگر

Professor Diane Watt is a leading scholar in medieval literature, women's writing, and gender/sexuality studies at the University of Surrey. As Professor of English Literature and Associate Head of School (Research and Innovation), she co-directs the Sex, Gender, and Sexualities Research Centre (SGS). Her work focuses on early medieval women’s literary culture, queer theory, and the intersection of religion and gender. She has co-edited groundbreaking volumes such as Women and Medieval Literary Culture (2023), which won a prestigious 2024 award, and authored works like God's Own Gentlewoman (2024), a biography of Margaret Paston. Her research has been supported by the AHRC, British Academy, and Leverhulme Trust. Notable achievements include her role as Editor-in-Chief of the Palgrave Encyclopedia of Medieval Women's Writing and collaborative projects merging digital humanities with traditional scholarship. She supervises doctoral students, including Teresa Pilgrim (2024), and teaches modules on medieval literature and queer theory. Awards highlight her contributions to recovering marginalized voices in medieval texts. Her publications span monographs, edited collections, and articles in journals like Exemplaria and Philological Quarterly . She actively engages with public media, as seen in her 2024 ABC interview discussing medieval women's agency.

Long T. Buiمشاهده پروفایل

استاد

• Global Asias and Orientalism
• Critical Refugee Studies
• Critical University Studies
• +۳ مورد دیگر

Long T. Bui is a Professor of Global and International Studies at the University of California, Irvine, affiliated with the School of Social Sciences. He holds a PhD in Ethnic Studies and BAs in Political Science and Asian American Studies. His research focuses on refugee memory, Vietnam's global cultural presence, higher education politics, and intersections of race/gender/sexuality in media and technology. Bui directs the Global and International Studies Department's graduate program and a summer research leadership program for social science students. His major works include Returns of War: South Vietnam and the Price of Refugee Memory (2018), Model Machines: A History of the Asian as Automaton (2022), and Viral World: Global Relations during the COVID-19 Pandemic (2024). These explore topics ranging from diasporic identity politics to transnational memory frameworks. His work has been supported by grants from the UC New Racial Studies Initiative, UCHRI, and the National Endowment for the Humanities. Bui has received notable awards for mentorship, including the Tom Angell Fellowship Faculty Award and the Dr. Joseph L. White Award for Outstanding Mentorship. His teaching and research emphasize social justice, critical university studies, and decolonizing methodologies. Current projects include exploring pandemic-era global consciousness and the automation of labor through Asian roboticism frameworks.

Bethany A. Bellمشاهده پروفایل

دانشیار

• Health Equity
• Statistical Methods
• Nutrition-related Inequities
• +۳ مورد دیگر

Bethany A. Bell is an Associate Professor in the Department of Education Leadership, Foundations & Policy at the University of Virginia’s School of Education and Human Development. Her work focuses on advancing health and education equity through complex statistical methodologies and addressing social determinants of health, particularly among marginalized populations. She is affiliated with the Youth-Nex Center and contributes to programs like the Research, Statistics & Evaluation Ph.D. and Quantitative Analytics in Education M.Ed. Education : Ph.D., University of South Florida (2008) M.P.H., University of Oklahoma Health Sciences Center (2002) B.A., Mary Washington College (1997) Research Interests : Dr. Bell combines Monte Carlo simulations, SAS macro development, and mixed-methods approaches to study nutrition inequities, race-based health disparities, and education policy. Her recent work develops survey tools to measure racial experiences and their embodiment, aiming to clarify mechanisms linking race to health outcomes. Publications Trends : Her articles span health disparities, food systems, and autism spectrum disorder interventions, emphasizing quantitative rigor and real-world policy applications. Recent work explores racial discrimination trajectories and food security dynamics in African American communities. Awards : AERA Division D Early Career Award (Quantitative Methods) NIH Loan Repayment Program Award (Health Disparities Research) Labs/Initiatives : She contributes to the Race and Public Education in the South project and co-authored Multilevel Modeling Methods , a seminal text in quantitative research.

Gerardo R. Lopezمشاهده پروفایل

استاد

• Parent Involvement
• School-Community Relations
• Immigrant Education
• +۳ مورد دیگر

Gerardo R. Lopez is a Professor in the Department of Educational Administration at Michigan State University (MSU), where he holds roles as editor of Educational Administration Quarterly and serves in leadership positions. Previously, he taught at the University of Utah, Indiana University, and others. His research focuses on parent-school relations, immigrant education, and diversity in educational policy. He has contributed to federal civil rights cases involving undocumented students and English Language Learners. Lopez holds a Ph.D. from the University of Texas-Austin. Education: Ph.D., University of Texas-Austin Research Interests: Lopez's work addresses systemic inequities through participatory research methods. He emphasizes community-centered leadership, particularly in marginalized communities, and critiques policies that perpetuate educational disparities. His projects often involve collaboration with families and educators to co-design equitable solutions. Service and Leadership: Member, UCEA Executive Committee Committee member, AERA and AACTE Expert witness in federal civil rights litigation Labs/Teams: As a journal editor, Lopez oversees scholarly discourse in educational administration. His work intersects with interdisciplinary teams focused on decolonizing education and crisis management in schooling.

Lia D Falcoمشاهده پروفایل

دانشیار

• Career Development
• STEM Education
• Educational Psychology
• +۳ مورد دیگر

Lia D. Falco is an Associate Professor in the Educational Psychology Department at the University of Arizona’s College of Education. She is a certified Arizona school counselor with prior experience in the Amphitheater School District. Her research focuses on adolescent career development, particularly STEM career choice and underrepresented student support. She actively reviews for journals like Professional School Counseling and serves on editorial boards. Dr. Falco co-founded the “Talk it Out” program with Tucson Unified School District, providing free mental health services. Recognitions include the 2019 Erasmus Circle Fellowship and a COE service award nomination. Her expertise bridges counseling theory and practice, with emphasis on self-efficacy, motivation, and identity. Research spans STEM education interventions, career group counseling frameworks, and psychometric scale development. She contributes to national organizations like the American Counseling Association and chairs the National Career Development Association’s research committee. Recent scholarship highlights include analyzing counseling journals’ trends, evaluating self-efficacy interventions, and exploring social influences on STEM participation. Key themes across her work involve improving educational practices for marginalized students and advancing career readiness through systemic interventions.

Renae D. Mayesمشاهده پروفایل

استاد

• Educational Psychology
• Critical Race Theory
• Gifted Education
• +۴ مورد دیگر

Renae D. Mayes is a Professor in the Department of Educational Psychology at the University of Arizona, serving as a member of the Graduate Faculty. She holds licensure as a school counselor and national certification. Her education includes a Ph.D. in Counselor Education from The Ohio State University (as a Todd Anthony Bell Fellow), an M.Ed. in School Counseling from the University of Maryland, and a B.S. in Middle School Education from the University of Missouri (as a McNair Scholar and Gates Millennium Scholar). Her research focuses on academic success and college readiness for gifted Black students with disabilities, employing frameworks like Critical Race Theory and bioecological systems theory. She emphasizes dismantling oppressive systems through policy and practice, with particular attention to Black girls' experiences and school counselor advocacy. Mayes co-leads the Black Youth Mental Health Initiative, exploring mental health and wellness for marginalized students. Her work bridges theory and practice, advocating for culturally responsive interventions, Black joy-centered pedagogy, and anti-racist frameworks in education. Her recent scholarship analyzes K-12 schooling through lenses of resistance, joy, and systemic equity, with implications for counselor training and principal-counselor collaboration. Key achievements include developing evidence-based career development groups, MTSS approaches for Black males, and frameworks for liberatory school counseling. Awards include McNair and Gates Millennium Scholarships and recognition as an ASCA standard alignment pioneer. Mayes' research addresses gaps in supporting twice-exceptional learners, maternal educational biopolitics, and the intersection of race, disability, and giftedness. She collaborates with policymakers, educators, and community stakeholders to translate research into actionable strategies for systemic change.

Vanessa Buchمشاهده پروفایل

استاد بالینی

• Criminal Law
• Wrongful Convictions
• Criminal Justice Reform
• +۳ مورد دیگر

Vanessa Buch is a Clinical Professor of Law and Director of the University of Arizona Innocence Project at the James E. Rogers College of Law. She has held progressive roles since 2013, including Assistant Clinical Professor and Director of the Wrongful Conviction Clinic. Her work focuses on criminal justice reform, wrongful conviction appeals, and legal advocacy. Education: B.A., University of Virginia, 1999 J.D., Harvard Law School, 2003 Research Interests: Dr. Buch’s expertise lies in criminal justice system accountability, forensic science critique, and innocence project advocacy. She emphasizes ethical legal practice and systemic reforms to prevent wrongful convictions. Her work often intersects with interdisciplinary approaches to address systemic biases in law enforcement and adjudication. Affiliations & Service: She previously served as a Fellow at Neufeld Scheck & Brustin LLP, a judicial clerk for federal courts, and a Staff Attorney at the Southern Center for Human Rights. These roles underscore her commitment to marginalized populations and systemic legal equity. Labs/Teams: Directs the University of Arizona Innocence Project, a clinical program providing legal support to individuals claiming wrongful conviction. Leads the Wrongful Conviction Clinic, training students in investigative and appellate advocacy.

Samantha Marshallمشاهده پروفایل

استادیار

• Teacher Learning
• Professional Development
• Mathematics Education
• +۳ مورد دیگر

Dr. Samantha Marshall is an Assistant Professor in the Department of Teacher Education and Learning Sciences (TELS) at North Carolina State University. She holds a Ph.D. in Learning, Teaching & Diversity from Vanderbilt University (2020), an M.A. in Secondary Education from Columbia University (2014), and a B.S.E. in Mathematics from Oklahoma Christian University (2008). Her work focuses on designing equitable STEM learning environments and supporting teachers' adoption of justice-oriented pedagogies. Dr. Marshall’s research emphasizes teacher learning through professional development, culturally sustaining practices, and translanguaging pedagogies. She leads two NSF-funded projects: Project AWISE (examining math teacher support for multilingual learners) and a CAREER grant on leveraging students’ languages in mathematics education. Her theoretical approach integrates sociopolitical and situative learning perspectives. Her recent work explores Black mathematics teachers’ linguistic justice, intersectionality in multilingual education, and the emotional dynamics of teacher coaching. She employs qualitative methods such as design-based research and micro-analytic discourse analysis. Dr. Marshall collaborates with groups like the Culturally Relevant Pedagogies Design-Based Research team and contributes to TELS’s mission in equitable education.