جست‌وجوی استاد و پژوهشگر

• Democratic citizenship education
• Teaching controversial issues
• Critical information literacy
• +۸ مورد دیگر

Angela Vemic is an Assistant Professor, Teaching Stream in the Department of Curriculum, Teaching and Learning at the Ontario Institute for Studies in Education, University of Toronto. She is a member of the leadership team for the Master of Teaching program and has served in various leadership roles including research coordinator (for 7 years), teaching and learning coordinator, and divisional academic coordinator. Between 2017-2020, she was the inaugural director of the Eureka Research Institute at University of Toronto Schools and remains on its Advisory Board. Her educational background includes a PhD and MA in Curriculum Studies and Teacher Development from the University of Toronto, a BEd in Elementary Education (Urban Diversity) from York University, and a BA in Socio-Cultural Anthropology and World Religions from McGill University. She is an Ontario Certified Teacher with fluency in both English and French. Professor Vemic's research centers on citizenship education and teacher research, with specific focus on teachers' relationship to and beliefs about knowledge. Her work examines the intersection between knowledge production (and reproduction), power, and identities through critical democratic theory, social epistemology, and critical social science research. This translates to a teaching and research program that centers topics such as the teaching of controversial issues, critical information literacy, epistemic reflexivity, teacher research, and critical practitioner inquiry. Her recent scholarly work demonstrates a consistent focus on democratic citizenship education and the challenges educators face in navigating complex knowledge landscapes. Both publications from 2020 address critical issues in education, with one examining neoliberal influences on social justice educators' discourse and the other analyzing evolving approaches to civic engagement in Canadian education. Professor Vemic has secured research funding from the Social Sciences and Humanities Research Council of Canada (SSHRC) for projects including 'Knowledge Pluralism in Canadian Teacher Education' and 'Operationalizing citizenship education in a climate of epistemic crisis.' Her research contributes to understanding how educators navigate knowledge work in networked information landscapes and develop practices that support democratic citizenship education. As an educator, Professor Vemic teaches courses in educational research, elementary social studies, democratic citizenship education, and the social foundations of education. Her teaching reflects her research interests, emphasizing critical approaches to knowledge, power, and identity in educational contexts. She has been actively involved in teacher education through her leadership roles in the Master of Teaching program and her research on teacher practice and development.

• Sexual Violence Prevention
• Campus Sexual Assault
• Child Sexual Abuse Prevention
• +۲ مورد دیگر

Judith Zatkin serves as Assistant Professor of Psychology at Bemidji State University, teaching courses including Research Methods where she cultivates student-driven critical inquiry. Her academic foundation combines interdisciplinary training in psychology and women's studies with applied research expertise. Her educational trajectory demonstrates progressive specialization: B.A. in Psychology and Women’s Studies from the University of Michigan, Ann Arbor M.S. in Applied Psychology from Portland State University Ph.D. in Applied Psychology from Portland State University Dr. Zatkin's research program targets sexual violence prevention through three interconnected pathways: developing campus assault interventions, creating organizational safeguards against child sexual abuse, and analyzing how media narratives shape societal responses to perpetrators. Her mixed-methods approach—blending statistical analysis with qualitative interpretation—yields actionable insights for policymakers and prevention practitioners while maintaining rigorous academic standards. Recent publications (2020-2021) reveal an interdisciplinary research signature spanning criminology, public policy, and clinical psychology. Key themes include temporal shifts in offender perceptions (2007-2017), innovative consent measurement frameworks, and cross-national patterns in institutional child abuse. This body of work demonstrates consistent contribution to high-impact journals while addressing urgent public health challenges through collaborative scholarship. Though no formal lab structure is specified, her international co-authorship patterns indicate active research partnerships. Dr. Zatkin's teaching philosophy emphasizes experiential learning in research methods, suggesting strong mentorship potential for students interested in violence prevention science. Her work bridges academic scholarship with real-world application through policy-relevant analysis of media narratives and organizational practices.

Mitchell W. Dulمشاهده پروفایل

استاد

• Glaucoma
• Vision Science
• Optometry
• +۳ مورد دیگر

Mitchell W. Dul serves as a Professor in the Department of Biological and Vision Sciences at the State University of New York College of Optometry, where he also works as an attending physician in the University Eye Center's Glaucoma Clinic. His career spans clinical practice, academic teaching, and sustained research leadership within SUNY's optometry programs. His educational foundation includes: Doctor of Optometry from Pennsylvania College of Optometry, Salus University Residency training at FDR VA Hospital in Montrose, NY Dr. Dul's research centers on glaucoma pathophysiology, specifically investigating links between physiological structural changes and visual function deterioration. His work bridges clinical practice and laboratory science through continuous extramural funding over two decades, with significant contributions to imaging software validation now implemented globally in ophthalmic diagnostics. This research integrates vision science, neurophysiology, and clinical optometry to advance glaucoma detection methodologies. His distinguished recognition includes: Distinguished Achievement Award from the New Jersey Society of Optometric Physicians Distinguished Practitioner and Fellow status from the National Academies of Practice SUNY Chancellor’s Award for Excellence in Teaching As an educator, Dr. Dul teaches across professional and graduate optometry programs while directing research initiatives. His grant-funded work has established him as a principal investigator whose clinical validity studies directly impact worldwide diagnostic standards. He maintains active clinical practice alongside academic responsibilities, demonstrating integrated expertise in patient care and scholarly inquiry. Dr. Dul operates within the College's Clinical Vision Research Center while leading his specialized laboratory focused on glaucoma mechanisms, where his team develops and validates structural-functional assessment protocols for early disease detection.

Robin Brandehoffمشاهده پروفایل

استادیار

• Urban Ecologies
• Hānai Pedagogy
• Social Justice in Education
• +۴ مورد دیگر

Robin Brandehoff, Ph.D. , is an Assistant Professor in Educational Foundations at the School of Education & Human Development, University of Colorado Denver. A first-generation graduate from Hawai’i and East LA, she specializes in Urban Ecologies, Hānai Pedagogy, and diversifying the teacher workforce through mentorship and social justice practices. Education: Ph.D. in Education, University of Colorado Denver (2020) M.Ed. in Secondary Education, Whittier College (2007) B.A. in Theatre Performance, Whittier College (2005) B.A. in Dramaturgical Critique, Whittier College (2005) Her research focuses on the impacts of systemic oppression on non-dominant communities of the Global Majority, utilizing mentorship, performance, and narrative to educate at-promise youth and their leaders. She integrates Hānai Pedagogy (2023), a framework rooted in Hawaiian cultural practices, to foster liberation through education. Recent publications highlight trends in equity-driven education , mentorship for marginalized youth , and decolonizing pedagogy . Key themes include the carceral education pipeline, culturally responsive Response to Intervention (RTI), and Grow Your Own (GYO) teacher programs. Scientific Awards: SEHD Excellence in Teaching (IRC) Award (2023) Mentorship & Mentoring Practices SIG Dissertation of the Year Award, AERA (April 2022) Robin actively advises Doctoral Students of Color and co-leads the national Grow Your Own Collective , promoting community-grounded recruitment of Teachers of Color. She also contributes to Pedagogy and Theatre of the Oppressed, Inc. , emphasizing critical thinking through performance in marginalized communities.

Shilpi Rajpalمشاهده پروفایل

پژوهشگر ارشد

• History of Psychiatry
• Colonial and Post-colonial Studies
• Global Mental Health
• +۳ مورد دیگر

Shilpi Rajpal is a Postdoctoral Research Fellow at the Department of English, Germanic and Romance Studies within the Faculty of Humanities at the University of Copenhagen. Her research focuses on the decolonization of psychiatry in India through transnational knowledge exchanges between Western and Indian mental health professionals during colonial and post-colonial periods. Education: PhD in Modern Indian History Dr. Rajpal investigates how Indian psychiatrists engaged with American, Soviet, and West European psychiatric models while Western researchers used India as a disciplinary site for mental health studies. Her work examines the role of international movements like psychoanalysis and mental hygiene in shaping transcultural psychiatry, positioning India as a critical node in global mental health knowledge production. She critically analyzes the formation of the Indian Psychiatric Society and its influence on psychiatric discourse. Her publication record (2015-2023) reveals consistent thematic focus on colonial psychiatric institutions, with evolving emphasis from 19th-century asylum management to contemporary global mental health frameworks. The research demonstrates how colonial structures persist in modern mental healthcare while highlighting Indian practitioners' agency in reshaping psychiatric paradigms. No scientific awards were documented in the provided profile. Dr. Rajpal's research is conducted through the Centre for Culture and the Mind, where she contributes to interdisciplinary projects examining cultural dimensions of mental phenomena. Her work bridges historical scholarship with contemporary mental health policy debates without documented formal advisees or grant funding in the available materials. She operates within Copenhagen's research ecosystem at Emil Holms Kanal 6, collaborating through the Department of English, Germanic and Romance Studies' frameworks for cultural and historical analysis of mental health systems.

Giulia Parolaمشاهده پروفایل

استاد

• Entrepreneurship
• Social Entrepreneurship
• Career Development
• +۵ مورد دیگر

Giulia Parola serves as Interim Professor of Entrepreneurship at Munich Business School and as a postdoctoral researcher at the Department of Economics and Management, Bundeswehr University Munich. She collaborates with the European Center for Social Finance and leads EU-funded vocational training projects in social entrepreneurship, workplace well-being, and family businesses across international contexts including Spain, Morocco, and India. Her academic credentials include a Master's in Life Science Economics and Policy from Technical University of Munich and a Doctorate in Economics and Social Sciences from University of the German Armed Forces Munich. Her doctoral research focused on bridging academic theory with practical management applications. Parola's research centers on entrepreneurship, career development, and academic-practitioner integration with emphasis on social entrepreneurship, youth employment, and workplace well-being. She employs mixed-method approaches including ZMET metaphor analysis and narrative studies to examine career identity formation, paradox management in collaborations, and NEETs' mental models. Her work consistently addresses real-world applications through EU projects and policy-relevant frameworks. Analysis of her 15 most recent publications reveals three dominant trajectories: (1) career development interventions using innovative qualitative methods, (2) social entrepreneurship ecosystem building with cross-national impact assessment, and (3) academic-practitioner collaboration dynamics examining micro-practices that shape organizational change. These trajectories converge on translating theoretical insights into actionable tools for practitioners. As principal investigator for multiple EU-funded projects including STAY OK (workplace well-being in SMEs) and YES! (youth entrepreneurship), Parola designs and implements vocational training programs targeting underserved communities. Her grant portfolio demonstrates sustained focus on practical application of research through transnational partnerships with public and private sector stakeholders. Her institutional affiliations span Munich Business School, Bundeswehr University Munich, and the European Center for Social Finance, where she contributes to competence development in social finance and entrepreneurship education through workshops, webinars, and training modules for professionals.

• Participatory Action Research
• Social Justice
• Wellbeing
• +۵ مورد دیگر

Kaz Stuart is Professor of Social and Health Inequalities and Director of the Centre of Research for Health and Society at the University of Cumbria, with additional roles as Director of Indigo Children's Services and Honorary Research Fellow at the same university. Her career spans primary, secondary, and higher education teaching, youth work, social care, and outdoor education across practitioner, managerial, and leadership positions. Her educational background includes a PhD in Collaborative Agency from the University of Lancaster (2010-2013), MBA in Educational Leadership from the University of Leicester, and BA.Ed. Hons from the University of Kent. Stuart specializes in creative and participatory action research methodologies focused on human agency, empowerment, and social justice. Her work critically examines educational inequalities, wellbeing frameworks, and integrated working practices, particularly through biopsychosocial lenses and activity theory. She develops practical frameworks for asset-based practice, relational leadership, and system leadership in volatile contexts, emphasizing co-creation with marginalized communities. Analysis of her recent publications reveals consistent engagement with participatory methodologies to address structural inequalities, with growing emphasis on pandemic recovery frameworks and critical challenges to neoliberal educational discourses. Her work bridges academic research and practitioner application across education, health, and social care sectors. Scientific recognition includes: Vice Chancellor's Excellence Award for Research (2016) Outstanding Knowledge Transfer Partnership (2012) Vice Chancellor's Excellence Award for Enterprise (2012) Stuart secured Erasmus+ funding for the Marginalisation and Co-Created Education Project (2016-2020) and has extensive experience in social return on investment analysis. Her advisory work focuses on developing practitioner capabilities through action research, with significant contributions to children's centre leadership frameworks and youth work evaluation methodologies. She leads the Centre of Research for Health and Society at the University of Cumbria and previously directed the Research Hub at Brathay Trust, fostering collaborative teams focused on integrated care, empowerment frameworks, and critical approaches to asset-based practice for children, young people, and families.

• Hermeneutics
• Hermeneutic Constructivism
• Paediatric Illness Experience
• +۷ مورد دیگر

Blake Peck is a Senior Lecturer in the School of Nursing, Midwifery & Healthcare at the Faculty of Health, Federation University Australia, where he has held continuous academic employment since 2003. His scholarly work centers on qualitative methodologies, particularly hermeneutic constructivism, and the lived experiences of children with chronic illnesses within healthcare contexts. Peck completed his doctoral studies at the University of Ballarat between 2005 and 2013, establishing the foundation for his research in pediatric health and nursing education. His academic journey reflects deep commitment to advancing qualitative research frameworks in healthcare settings. His primary research interests include Hermeneutics, Hermeneutic Constructivism, Paediatric Illness Experience, Child Health Nursing, and Qualitative Inquiry. Peck has made significant contributions to understanding nursing student resilience, mental health interventions (including yoga-based programs), emergency nursing during the pandemic, and child health in rural Australia. His work consistently bridges theoretical frameworks with practical healthcare applications, emphasizing authentic understanding of patient and practitioner experiences. Analysis of his recent publications (2024-2025) reveals dominant trends in nursing education, mental health interventions, and pediatric care. He frequently employs qualitative and mixed-methods designs to investigate yoga for student wellbeing, emergency department utilization patterns, pandemic impacts on emergency nurses, and determinants of child health. His research demonstrates methodological rigor in hermeneutic approaches while addressing critical gaps in rural healthcare access and nursing workforce sustainability.

Joseph Hribickمشاهده پروفایل

استادیار بالینی

• Manual Physical Therapy
• Orthopedic Rehabilitation
• Shoulder Pain Management
• +۳ مورد دیگر

Dr. Joseph Hribick serves as a Clinical Assistant Professor of Physical Therapy at Lebanon Valley College, where he is also an alumnus having earned both his B.S. (2009) and DPT (2011) from the institution. His academic and clinical expertise focuses on orthopedic manual physical therapy with specialized certifications that demonstrate his commitment to advanced practice. Dr. Hribick's educational background includes: Bachelor of Health Science (B.S.) from Lebanon Valley College, 2009 Doctor of Physical Therapy (DPT) from Lebanon Valley College, 2011 Certified Manual Physical Therapist (CMPT), 2017 Certified Orthopedic Manual Therapist (COMT), 2020 Fellow of the American Academy of Orthopedic Manual Physical Therapy (FAAOMPT), 2021 His research program investigates critical areas in physical therapy practice including manual therapy utilization patterns, effects of manual interventions on shoulder pain, and fall risk reduction strategies for older adults. Dr. Hribick's work bridges clinical practice with academic inquiry, focusing on evidence-based approaches that can be immediately implemented by practitioners. Dr. Hribick has established himself as a thought leader with numerous peer-reviewed presentations and has been frequently quoted as an expert in major publications including Parade, U.S. News & World Report, Health.com, and GQ. His research trends show a progression from technical reliability studies toward broader investigations of manual therapy's implementation and public perception. Professional recognition includes: Certified Manual Physical Therapist (CMPT) designation, 2017 Certified Orthopedic Manual Therapist (COMT) designation, 2020 Fellow of the American Academy of Orthopedic Manual Physical Therapy, 2021 Dr. Hribick actively mentors physical therapy students through research collaborations and has developed an extensive continuing education program that reaches practitioners across Pennsylvania and beyond. His teaching portfolio includes courses on musculoskeletal physical therapy, evidence-based practice, and clinical readiness. He has established strong connections with local healthcare providers and has developed specialized workshops addressing common clinical challenges in orthopedic physical therapy. Through his Pearl Institute of Manual Therapy workshops and other continuing education offerings, Dr. Hribick has created a professional development ecosystem that supports physical therapists in implementing advanced manual therapy techniques in their clinical practice.

Yvonne Francoمشاهده پروفایل

استادیار

• Teacher Education
• STEM Education
• Literacy Education
• +۴ مورد دیگر

Dr. Yvonne Franco serves as Assistant Professor in the Department of Education at the University of Tampa, bringing over 20 years of experience in teacher preparation with specialization in STEM and literacy education. She employs inquiry-based pedagogical practices integrated with artificial intelligence and mixed reality technologies to develop teacher candidates' skills in equitable, responsive instruction across diverse classroom settings. Her educational foundation includes a B.S. from the University of Tampa (2003), followed by an M.A. (2007) and Ph.D. (2015) from the University of South Florida. Dr. Franco's research program actively cultivates inquiry stances among teacher candidates to address classroom challenges through practitioner research and innovative technology integration. Her work spans STEM education , literacy development , and ELL instruction , with particular emphasis on preparing educators for equitable teaching practices. She examines how inquiry skills develop in novice teachers and implements artificial intelligence and mixed reality frameworks to enhance pedagogical effectiveness. Her distinguished recognition includes: Presidential Recognition, Florida Association of Teacher Educators (2022-2023) Dr. W. Robert Houston Leadership Academy Scholar, Association of Teacher Educators (2022-2024) Excellence in Undergraduate Education Award, University of South Florida (2020) Outstanding Educator Award, University of Tampa (2003) Dr. Franco maintains active field partnerships with Hillsborough County Schools and Nature's Classroom where she supervises teacher candidates, having graduated hundreds of educators throughout her career. Her current NSF-funded MAGIAS project demonstrates ongoing grant activity focused on advancing scientific literacy for ELLs through mixed reality gaming, reflecting her commitment to innovative educational solutions and technology integration in teacher preparation.

J.P. Clarkمشاهده پروفایل

استادیار

• Education
• Science Education
• Chemistry Education
• +۳ مورد دیگر

J.P. Clark serves as Assistant Professor in the Department of Education Professional Studies at Kentucky Wesleyan College, specializing in science education and teacher leadership development. His work bridges chemistry pedagogy with systemic school improvement strategies. His academic credentials include: Ed.D. in Teacher Leadership from Western Kentucky University M.S. in Education from University of Evansville B.S. in Chemistry with Secondary Education from Murray State University Dr. Clark's research program centers on: Innovative assessment models like 3-D science evaluation frameworks Competency-based instructional design for scientific practices Teacher perception metrics as predictors of student achievement Chemistry education reform through project-based learning His approach emphasizes practical classroom applications while contributing to broader educational policy discussions, particularly through Race-to-the-Top initiatives. Recent publications (2014-2018) demonstrate consistent focus on competency-based education models and teacher development systems. His work shows increasing sophistication in linking classroom observation protocols with measurable student outcomes, reflecting maturation of his research program in school improvement science. Professional certifications highlight his operational expertise: Rank I teaching certification Chemistry (8-12) teaching certificate K-12 Principal Instructional Leadership certificate Dr. Clark maintains active research collaborations evidenced by multi-institutional publications. His work with Race-to-the-Top districts demonstrates engagement with national education reform efforts, while conference presentations at Kentucky Science Teachers Association and National Science Teachers Association show commitment to practitioner communities. As a chemistry-educated teacher leader, he occupies a unique niche connecting STEM content expertise with educational administration frameworks, though he does not maintain a formal laboratory given the applied nature of his educational research.

• Cardio-Oncology
• Heart Failure Management
• Drug Interactions
• +۳ مورد دیگر

Svetlana Zaharova serves as an Assistant Professor in the Department of Medicine, Division of Cardiology at Medical College of Wisconsin. She is also a member of the Cardiovascular Research Center and has maintained clinical practice as a Nurse Practitioner in the Cardiovascular Division since 2007. Her academic journey includes a PhD in Nursing from UW-Milwaukee (2015-2019), an MS in Nursing with Family NP specialization (2005), and a BS in Nursing (1997) where she earned Dean's Honor List recognition. Dr. Zaharova's research primarily focuses on cardio-oncology , examining the critical intersection between cardiovascular care and cancer treatment. Her work investigates drug interactions between cardiology and oncology medications, develops classification systems for cardio-oncology syndromes, and explores innovative care delivery models. She has made significant contributions to understanding heart failure self-management and pandemic adaptations in specialized cardiovascular care. Her research approach bridges clinical practice with academic inquiry, reflecting her dual expertise in nursing science and cardiovascular medicine. Analysis of Dr. Zaharova's publication record from 2020-2022 reveals a strong focus on emerging challenges at the intersection of cardiology and oncology, with particular attention to practical clinical applications. Her work demonstrates increasing citation impact, with several publications accumulating significant citations within a short timeframe, indicating relevance to current clinical challenges. The research spans fundamental pharmacological investigations to healthcare systems innovation, reflecting a comprehensive approach to cardio-oncology challenges. Professional Development Family Nurse Practitioner certification (2005-present) Extensive clinical experience spanning telemetry, research nursing, heart transplant care, and cardiovascular NP practice Active contributor to developing clinical guidelines in cardio-oncology Dr. Zaharova maintains an active clinical practice while conducting research that directly informs patient care. Her work on virtual-hybrid care models demonstrates responsiveness to evolving healthcare delivery needs. She collaborates extensively with interdisciplinary teams including cardiologists, oncologists, pharmacologists, and other healthcare professionals to address complex challenges in cardio-oncology. Her research program shows steady growth with increasing impact in the specialized field of cardio-oncology.

Michelle Botosمشاهده پروفایل

استاد مدعو

• Special Education
• School-wide Positive Behavior Support
• Educational Assessment
• +۲ مورد دیگر

Dr. Michelle Botos serves as an Adjunct Professor at Lamar University in Beaumont, Texas, teaching ten graduate-level Special Education courses since 2018. Her professional background includes significant K-12 experience as both a Special Education Teacher (2010-2014) and Educational Diagnostician (2014-2020) in Louisiana public schools, complemented by assessment development work with Pearson Education. Her research centers on practical special education applications, particularly School-wide Positive Behavior Support implementation sustainability and teacher-student relationship dynamics during critical initial school periods. This focus emerges from her dual practitioner-academic perspective, examining how structured behavior systems impact academic outcomes for diverse learners. Dr. Botos' publication record demonstrates consistent scholarly contribution to special education practice, with recent works analyzing behavioral intervention sustainability and relationship-building methodologies. Her 2012 conference presentation at the National Council for Exceptional Children further establishes her engagement with national special education research communities. As an active instructor without formal lab affiliations, Dr. Botos provides specialized graduate training that bridges contemporary research with classroom implementation challenges. Her email contact for academic inquiries is mbotos@lamar.edu.

Björn Hällisمشاهده پروفایل

مدرس ارشد

• Musical Performance
• Jazz Performance
• Sami Music
• +۳ مورد دیگر

Björn Hällis serves as a Senior Lecturer and Merited Teacher at Luleå University of Technology, based at the Piteå campus in location G158. He is affiliated with the Department of Social Sciences, Technology and Arts, specifically within the Music, Media and Theatre section. His academic appointment reflects both his teaching excellence (as recognized by the 'Merited Teacher' designation) and his professional standing in the music community. Hällis specializes in musical performance research with a focus on practical artistic exploration. His work bridges academic inquiry with professional practice, particularly in jazz performance and contemporary music. Recent projects demonstrate engagement with cultural expression through music, most notably his contribution to Maria Juuso Engström's Sami-language album 'Ođđa Áigi / A New Time' (2023), which received regional radio attention and is available on major streaming platforms. Hällis's artistic output reveals consistent activity across multiple performance contexts, including jazz clubs, charitable events, and studio recordings. His work as a drummer positions him within collaborative musical settings that span traditional jazz ensembles, gospel groups, and cross-cultural projects. This diverse performance background informs his academic approach, creating a practitioner-scholar model that benefits students through real-world industry insights. Hällis maintains an active presence in the Nordic music scene, with recent work highlighting engagement with indigenous Sami musical traditions through contemporary arrangements. His contributions to albums and live performances demonstrate ongoing professional development alongside his academic responsibilities, ensuring his teaching remains connected to current industry practices and artistic innovations.

Vicki Parkمشاهده پروفایل

دانشیار

• Educational Policy Implementation
• Urban School Reform
• Organizational Learning
• +۳ مورد دیگر

Dr. Vicki Park serves as an Associate Professor in the Department of Educational Leadership at San Diego State University (SDSU), where she bridges research and practice to enhance educational opportunities for diverse student populations. Her work centers on translating academic insights into actionable school improvement strategies while grounding research in real-world educational challenges. Dr. Park's academic credentials include: Ph.D. in Urban Education Policy (K-12 administration emphasis) from the University of Southern California M.Ed. and teaching credentials from UCLA Her research program investigates critical intersections of education policy, urban school reform, and organizational learning through socio-cultural theoretical lenses. Employing qualitative methodologies, she examines how schools implement policies and engage in continuous improvement processes, with particular focus on equity for diverse learners. Current work includes the Spencer Foundation-funded study on adaptive assistance partners in low-performing schools, which explores collaborative approaches to school transformation. Scientific awards: None explicitly mentioned in available documentation. Dr. Park currently leads the Spencer Foundation research initiative examining organizational learning in school improvement contexts. While no current advisees are listed, her research profile suggests active supervision opportunities for graduate students interested in qualitative studies of policy implementation and equity-focused educational leadership. Her prior K-12 teaching experience informs a practitioner-oriented mentoring approach that values both theoretical rigor and practical applicability. Though no formal laboratory structure is described, Dr. Park's research group operates within SDSU's Department of Educational Leadership, focusing on collaborative inquiry into school reform processes and policy implementation dynamics in urban educational settings.