جستجوی استاد راهنمای دانشگاهی

Amy Bruckman is a Regents’ Professor and Senior Associate Chair in the School of Interactive Computing at Georgia Institute of Technology. As a Fellow of The ACM and member of the SIGCHI Academy , she contributes to social computing research focusing on online collaboration, cross-cultural understanding, and content moderation. Her 2022 book "Should You Believe Wikipedia? Online Communities and the Construction of Knowledge" explores digital knowledge creation. Education: Ph.D. from MIT Media Lab (1997), B.A. in Physics from Harvard (1987) Research Affiliations: GVU Center, IRI People and Technology Her work addresses social computing challenges including: AI ethics in human-AI interaction Algorithmic bias in content moderation Epistemic justice in online communities Comparative platform analysis (Reddit, Discord, TikTok) Grassroots technology movements Recent publications examine: AI support tools for online counseling Community-driven research frameworks Racial bias mitigation in toxic language detection Designing teachable social media experiences Human trafficking intervention ethics Scientific recognition includes: ACM Fellowship SIGCHI Academy membership She has contributed to: Georgia Tech's Computing Education initiatives Research ethics frameworks for Human-Computer Interaction

• Social Computing
• Online Collaboration
• Content Moderation
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Christopher Emdin is a Professor of Science Education and Maxine Greene Chair for Distinguished Contributions to Education at Teachers College, Columbia University. He directs the STEAM, DREAM & IdeaLab initiatives. Emdin holds a B.S. in Physical Anthropology/Biology/Chemistry from Lehman College (2000), an M.S. in Natural Sciences from Rensselaer Polytechnic Institute (2003), and a Ph.D. in Urban Education from the CUNY Graduate Center (2007). His research focuses on urban STEM education , culturally responsive pedagogy , and Hip-Hop Education (HipHopEd) . Emdin has received prestigious awards including the Strage Prize (2011) and PDK International Outstanding Dissertation Award (2008) . He pioneered projects like the Science Genius B.A.T.T.L.E.S. , using rap battles to engage urban students in science. His work bridges theory and practice, emphasizing reality pedagogy and cosmopolitan ethics . Key contributions include over 50 publications on urban science education, equity, and hip-hop pedagogy. He is a leader in professional organizations such as NARST and AERA. Emdin’s grants include collaborations with NSF and Fund for Teachers, focusing on science agency and leadership in urban schools. His lab, IdeaLab , advances innovative teaching strategies rooted in youth culture.

• STEM Education
• Urban Science Education
• Hip-Hop Education (HipHopEd)
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Mahmoud Abdallah is a Researcher at the Center for Islamic Theology , University of Tübingen, where he has worked since 2020. His career includes roles as Senior Scientist at the University of Innsbruck (2019–2020), Project Leader at ZITh (2016–2019), and Post-Doc researcher (2013–2018). He also held guest lectures at Marmara University (2017) and served as an Arabic Editor (2012–2013). Education : PhD in Comparative Linguistics (2012, Heinrich Heine University Düsseldorf), Master’s summa cum laude (2002, University of Minia), State Examination (1998, Al-Azhar University). Research Interests focus on Islamic Theology , Pastoral Care , Interreligious Dialogue , and Religious Institutions in Pluralistic Societies . He explores hermeneutics in Islamic counseling, Ḥisba in public order, and Umma dynamics in multicultural contexts. Recent Publications (2014–2022) analyze Qur’anic ambiguity , interfaith education , religious responses to crises (e.g., pandemic pastoral care), and Islamic social ethics . Key themes include Abrahamic unity , contextual theology , and religious hermeneutics . Scientific Awards : Master’s degree with summa cum laude distinction (University of Minia, 2002). Advising & Projects : Co-editor of Grundlagen muslimischer Seelsorge (2020) and Theologie des Zusammenlebens series (2017–2022). Led the 2016 project Scientific Education and Social Responsibility (Baden-Württemberg Ministry). Currently working on books about Prophetic Hermeneutics (2023) and Religious Transformations in Crisis (2022). Committee Memberships : Member of the German Islam Conference (since 2018), Scientific Advisory Boards at Zukunftsforum Islam e.V. (since 2017), and the DAVO (German Working Group on the Middle East, since 2009).

• Islamic Theology
• Pastoral Care
• Interreligious Dialogue
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Rafael Pérez-Escamilla is a Professor of Public Health (Social and Behavioral Sciences) and serves as Director of the Office of Public Health Practice, the Global Health Concentration, and the Maternal and Child Health Promotion Track at the Yale School of Public Health. He leads the Yale-Griffin CDC Prevention Research Center with over $70 million in extramural funding, focusing on improving breastfeeding outcomes, maternal-child nutrition, food security, and early childhood development through community health worker interventions. He holds a BS in Chemical Engineering from Universidad Iberoamericana (Mexico City), an MS in Food Science, and a PhD in Nutrition from the University of California, Davis. His postdoctoral training at UC Davis explored the link between nutrition and early childhood development. His research interests emphasize breastfeeding promotion , maternal and child health equity , food security measurement , and implementation science . He co-leads studies in vulnerable communities, including U.S. communities of color, and has published over 340 articles, three books, and numerous technical reports. Key publications from 2024–2025 highlight innovations in addressing food insecurity, hypertension disparities, and the evaluation of global nutrition programs. His work bridges research and practice, advocating for scalable interventions. Awards: Lifetime Achievements Award in Global Nutrition (2020) Elected to U.S. National Academy of Medicine (2019) Doctor Honoris Causa from Universidad de Guadalajara (2016) Patricia Martens Award for Excellence in Breastfeeding Research (2015) As a senior advisor to WHO, UNICEF, and U.S. federal agencies, he collaborates on global nutrition policies and measurement frameworks. His grants fund programs like the FOOD4MOMS initiative and the Criança Feliz Program in Brazil. He mentors students through the Maternal and Child Health Promotion Track and oversees Yale’s Global Health and Public Health Practice initiatives. Active in interdisciplinary teams such as the Becoming Breastfeeding Friendly (BBF) initiative and the Center for Methods in Implementation and Prevention Science (CMIPS), he promotes collaboration between academia, communities, and policymakers.

• Breastfeeding Promotion
• Maternal and Child Health
• Food Security and Nutrition
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Chitra Raghavan is a tenured full professor and clinical psychologist at John Jay College of Criminal Justice, CUNY. She serves as Professor of Psychology, Director of the Forensic Mental Health Counseling Program, and Coordinator of Victimology Studies in Forensic Psychology. Her expertise spans trauma and abuse, human trafficking, intimate partner violence, and forensic evaluations. She holds a Ph.D. in Community and Clinical Psychology from the University of Illinois (1998) and a B.A. from Smith College (1992). Education: 2000: Postdoctoral Fellowship, Yale University School of Medicine 1998: Ph.D., University of Illinois at Urbana-Champaign 1995: M.A., University of Illinois at Urbana-Champaign 1992: B.A., Smith College (Magna Cum Laude) 1990–1991: Université Paris V (Smith Junior Year Abroad) Research Interests: Coercive control, sex trafficking, trauma bonding, multicultural assessment, and integrating Eastern psychological principles into forensic practice. She has authored over 50 articles and two books on gender justice, domestic violence, and self-determination in Muslim communities. Media and Awards: Named “New York’s New Abolitionists” (2014) by the New York State Anti-Trafficking Coalition Featured in The New York Times , MSNBC, and podcasts like Prevention is Now and Schein On . Teaching and Outreach: Teaches courses across BA, MA, and PhD programs in forensic psychology, trauma, and gender studies. Leads study abroad programs in Bali (cultural self-study) and Morocco (gender and feminism in non-Western contexts). Collaborates with Dr. Jennifer Pipitone on pedagogy and global psychology education. Labs/Teams: Active in research partnerships and case law contributions, including shaping New York State rulings through expert testimony (e.g., 2018 case law).

• Trauma and Abuse
• Human Trafficking
• Intimate Partner Violence
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Grey Nelei, PhD, is a Licensed Professional Clinical Counselor and Teaching Faculty member at Antioch University's Clinical Mental Health Counseling program. They hold a PhD in Counselor Education and Supervision (2023) and specialize in queer theory, narrative therapy, and social justice advocacy within counseling practices. Doctor of Philosophy, Counselor Education and Supervision, Adams State University, 2023 Master of Science, Clinical Mental Health Counseling, Northern Kentucky University, 2015 Bachelor of Arts, Psychology (Minor in Sociology & Certificate in Diversity Studies), University of Cincinnati, 2012 Their research focuses on queer and trans counselor experiences, multicultural counseling, and supervision practices. Publications and presentations emphasize systemic inequities, identity exploration, and burnout prevention in counseling. Grey serves as President-Elect of SAIGE of Ohio and has held leadership roles in multicultural counseling organizations. Their teaching philosophy prioritizes ethical practice, cultural humility, and critical analysis of dominant narratives.

• Counselor Education
• Queer Theory
• Narrative Therapy
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Laura Smith is a Professor in the Department of Counseling and Clinical Psychology at Teachers College, Columbia University. She focuses on critical psychology, social inclusion, and emotional wellbeing, with a particular emphasis on poverty, classism, and racism. Her email is ls2396@tc.columbia.edu. Educational Background: Ph.D. in Counseling Psychology, Virginia Commonwealth University M.S. in Counseling Psychology, Virginia Commonwealth University B.A. in English and Psychology with High Distinction, University of Virginia Smith’s research examines how psychological practice and theory marginalize low-income and racially minoritized populations. She advocates for participatory action research (PAR) to democratize knowledge production and address systemic inequities. Her work spans topics like epistemic injustice, Arab American women’s identity, and therapeutic practice in poverty contexts. The 15 most recent articles reflect her expertise in race, class, and qualitative methodologies. Key trends include anti-racism in counseling, intersectional discrimination, and PAR as a tool for social change. She collaborates closely with graduate students and community partners through the Inclusive Inquiry Research Lab (IncLab). Key Contributions: Editorship of books on diversity and poverty Leadership in PAR projects with schools and marginalized communities Advocacy for psychology’s role in structural change

• Critical Psychology
• Social Inclusion/Exclusion
• Emotional Wellbeing
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Dr. Laurel Young is a Professor in the Department of Creative Arts Therapies at Concordia University, specializing in music therapy with a focus on gerontology, palliative care, and neurodiverse populations. She holds certifications in the Bonny Method of Guided Imagery and Music (FAMI) and has over 23 years of clinical experience across geriatrics/dementia, oncology, HIV care, and developmental disabilities. Her roles have included Professional Leader of Creative Arts Therapies at Sunnybrook Health Sciences Centre and teaching positions at Wilfrid Laurier University and Temple University. Dr. Young’s research spans multicultural competence in therapy, ethical frameworks, and the intersection of music with health and well-being. Key themes include end-of-life care for dementia patients, singing groups for autistic adults, and bereavement support through music. She has published extensively in peer-reviewed journals and books, including editorial leadership for Barcelona Publishers’ Qualitative Inquiries in Music Therapy Monograph Series (2012–2013). Her work emphasizes bridging research and clinical practice, with a focus on marginalized groups such as older adults, individuals with disabilities, and those facing chronic illnesses. Awards include the 2014 CAMT Research & Publications Award and teaching accolades from Wilfrid Laurier and Temple Universities. Current projects explore AI-assisted therapeutic technologies and community-based music interventions.

• Music Therapy
• Social Gerontology
• Palliative Care
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Robinder P. Bedi is a Professor in the Department of Educational and Counselling Psychology, and Special Education at the University of British Columbia (UBC). He specializes in Counselling Psychology , with a focus on Cultural Psychology , Multicultural Counselling Competencies , and integrating Indigenous Psychologies into Western practices. His work addresses Counselling with Men and Masculinity , Folk Models of Illness , and Cultural Adaptation of Psychotherapy , particularly for Punjabi Sikh and Asian-Indian populations. Research Trends : Recent publications analyze the ideological underpinnings of Western psychotherapy , gender dynamics in Indian counselling , and program evaluations for immigrant/refugee trauma interventions . Subfields include implicit bias in Muslim mental health , substance use recovery metrics , and sexuality counseling pedagogy . Scientific Awards : Michael Smith Foundation for Health Research Scholar Award (2009) Green College Leading Edge Scholar (2015) Killam Laureate (2022) Canadian Psychological Association Fellow (2023) Advising : Mentored students such as Kesha Pradhan (PhD candidate), Syler Hayes (poster awardee), and Graham Haber (SSHRC awardee). His lab promotes multi-level mentorship and co-authorship opportunities. Labs : Leads the Counselling and Psychotherapy Research, Teaching, and Service (RTS) Lab at UBC, which emphasizes critical thinking , cross-cultural research , and integration of traditional healing methods .

• Counselling Psychology
• Cultural Psychology
• Multicultural Counselling Competencies
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Erin Barnes is a Clinical Associate Professor in the Department of Counselor Education at the University of Iowa’s College of Education. She holds a PhD from the University of Iowa and is credentialed as both a Certified Rehabilitation Counselor (CRC) and National Certified Counselor (NCC). Her career spans over 10 years in higher education teaching and clinical practice, with expertise in rehabilitation counseling, mental health advocacy, and homeless individuals’ well-being. Barnes focuses on experiential learning methods to enhance student skills in clinical mental health and rehabilitation contexts. Education: Barnes earned her undergraduate and graduate degrees from the University of Iowa, with specializations in counselor education and rehabilitation. Research Interests: Her work addresses diversity in counseling professions, psychopathology assessment, educational equity for marginalized groups, and culturally sensitive rehabilitation practices. She emphasizes the intersection of mental health, disability, and socioeconomic factors in her scholarship. Awards: Barnes has received notable recognition, including the 2023 Collegiate Teaching Award and the Rehabilitation Counseling Alumnus of the Year Award (2017). Her leadership development includes participation in the HERS Leadership Institute and the National Research Mentor Network (NRMN). Grants & Advising: Barnes directs grants focused on telemental health, community-engaged practice, and opioid epidemic response. She collaborates on projects like the Center for Community-Engaged Practice and Research for Counselor Educators and the Opioid Workforce Expansion Program. Her mentorship emphasizes inclusive pedagogy and supporting high-achieving, low-income students. Labs/Teams: She leads initiatives through the University of Iowa’s Center for Community-Engaged Practice and Research, fostering partnerships between academic programs and community agencies to address mental health and disability challenges.

• Clinical Mental Health Counseling
• Rehabilitation Counseling
• Mental Health
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Jamie D. Bower, PhD, is an Associate Professor in the Department of Clinical Mental Health Counseling at Antioch University. She specializes in clinical mental health services and multicultural competence, with a focus on supporting marginalized populations. PhD in Counselor Education and Supervision , Old Dominion University MPhilEd in Professional Counseling , University of Pennsylvania MSEd in Counseling & Psychological Services , University of Pennsylvania Dr. Bower's research emphasizes diversity and multiculturalism , particularly the experiences of LGBTQ+ individuals in counseling and the competence of counselors working with these populations. Her clinical work spans outpatient community mental health and school-based programs, targeting children, adolescents, and families affected by homelessness, poverty, and severe mental illness.

• Multiculturalism
• Diversity
• LGBTQ+ Counseling
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Louisa Foss-Kelly is a Professor and Coordinator of the Counselor Education and Supervision Program at Southern Connecticut State University. Her work bridges clinical practice, counselor education, and legislative advocacy, with a focus on poverty-related counseling and professional identity development. Education: Ph.D. in Counseling from Kent State University Research Interests : Counseling people living in poverty via the I-CARE Model Legislative advocacy for professional counseling Substance abuse prevention in school counseling Graduate counseling student experiences Multicultural and socioeconomic competence Article Trends emphasize poverty interventions (I-CARE Model), counselor education innovations, and legislative advocacy. Her work spans qualitative research, clinical tools, and policy-focused studies. Leadership Roles include: President, Connecticut Counseling Association 2023-2024 President, Chi Sigma Iota Honor Society Grants highlight SBIRT training, evidence-based practices, and addictions counseling program development. She collaborates with researchers like Margaret Generali on poverty and counselor training initiatives.

• Counselor Education and Supervision
• Legislative Advocacy
• Clinical Mental Health Counseling
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Partow Izadi is a University Lecturer at the Faculty of Education, University of Lapland. His research focuses on culturally-sensitive educational strategies and democratic education frameworks, with a regional emphasis on Lapland's unique socio-cultural context. Research Projects: Cultural-Sensitive Learning Path in Lapland (2018-2020, ESF-funded): Developed inclusive education models addressing Lapland's multicultural student population Demokratia ja ihmisoikeuskasvatus opetta (2016, Gov't-funded): Created human rights education materials for schools Research Interests: Integrating cultural responsiveness into educational practices, democracy education, and supporting youth decision-making through innovative pedagogical approaches. Grants & Funding: Successfully obtained €450k+ in project funding from EU Structural Funds and Finnish Ministry of Education since 2016. Labs/Teams: Collaborates with multidisciplinary teams including Lapland regional education authorities and Sami cultural organizations.

• Cultural Education
• Democracy Education
• Educational Policy
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Don Davis is a Professor in the Department of Counseling at Georgia State University's College of Education & Human Development. He serves as program coordinator for Counseling Psychology and teaches in Clinical Mental Health and Counselor Education programs. Research Focus: Dr. Davis directs the Humility and the Advancement of Positive Psychology Interventions (HAPPI) Lab, which conducts basic and applied research on virtues including humility, forgiveness, and gratitude. His work also examines spirituality as an aspect of diversity in counseling. He leads a $6 million John Templeton Foundation grant project investigating intellectual humility development and intervention contexts. Publications explore cultural humility in clinical supervision, religious/spiritual struggles, existential humility, and multicultural counseling processes. Recent work examines how virtues like humility and gratitude impact therapeutic relationships and psychological well-being across diverse populations. Key Research Areas: Positive Psychology Interventions Cultural Humility in Counseling Spirituality and Mental Health Virtue Development in Clinical Practice

• Positive Psychology
• Humility Studies
• Forgiveness Research
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Dr. Leyla Pérez-Gualdrón serves as an Associate Professor in the Department of Counseling Psychology at the University of San Francisco, where she maintains full-time faculty status. Her clinical background spans diverse settings including K-12 inner-city schools in Venezuela and community mental health centers in the United States, with specialized focus on immigrant and minority youth populations. Her educational foundation includes: PhD in Counseling Psychology from Boston College MA in Counseling Psychology from Boston College Licensure in Psychology from Universidad Católica Andrés Bello, Caracas, Venezuela Research centers on social justice frameworks , transformational resistance , and civic/educational engagement among urban youth , with significant contributions to multicultural counseling. She has developed evidence-based group interventions including CASA groups for acculturation stress in immigrant children, Tools For Tomorrow career programs for 9th graders, and Jernigan Sankofa racial identity development groups for African American and Latina girls. Her work consistently addresses sociocultural determinants of mental health and educational outcomes through community-engaged approaches. Analysis of her publication record (2006-2010) reveals sustained investigation into urban adolescents' experiences with race, ethnicity, and educational systems. Key patterns include examination of structural barriers to opportunity, development of culturally responsive interventions, and exploration of identity formation processes. The research portfolio demonstrates methodological diversity across qualitative and quantitative approaches while maintaining focus on Latino and other marginalized youth populations in educational contexts. No specific scientific awards were documented in the provided materials. Professional activities include clinical service at Cambridge Health Alliance/Harvard Medical School and development of school-based interventions, though details about current student advising or grant funding were not specified in available sources. No information was provided regarding dedicated research laboratories or specialized teams.

• Social Justice
• Transformational Resistance
• Civic Engagement
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