جست‌وجوی استاد و پژوهشگر

Jennifer Ruefمشاهده پروفایل

دانشیار

• Mathematics Education
• Educational Equity
• Teacher Education
• +۲ مورد دیگر

Jennifer Ruef is an Associate Professor in the Critical and Sociocultural Studies in Education department at the University of Oregon's College of Education, where she bridges decades of K-12 classroom experience with cutting-edge research on equitable mathematics instruction. Her work centers on dismantling systemic barriers in math education through identity-focused pedagogy and collaborative sensemaking frameworks. Her educational foundation includes: Ph.D. in Curriculum and Teacher Education (Secondary Mathematics Education), Stanford University, 2016 M.S. in Curriculum and Instruction (Secondary Mathematics Education), University of Wisconsin-Madison, 2005 B.S. in Secondary Mathematics Education, University of Wisconsin-Madison, 1990 Certification in Secondary Mathematics Education (Grades 6-12) Ruef's research pioneers decolonizing approaches to mathematics education, examining how student identities are co-constructed through classroom interactions and how Indigenous knowledge systems can transform STEM pedagogy. Her DETRACKING FOR EQUITABLE MATH INSTRUCTION (DEMI) framework challenges tracking practices while promoting relational equity and public sensemaking —where students collaboratively build mathematical arguments. This work directly addresses math trauma and systemic inequities through healing-centered, culturally sustaining practices. Analysis of her 15 most recent publications reveals a cohesive trajectory: from foundational identity studies (2020-2021) to pandemic-responsive equity work (2022), culminating in her 2024 NSF-funded detraicking initiative. Her scholarship consistently integrates Indigenous epistemologies with mathematics education, demonstrating how cultural values counter colonial harms while advancing STEM inclusivity. Her major recognitions include: NSF Career Award (2024) for $1.04M detraicking project University of Oregon Excellence in Teaching Award (2022) AMTE STaR Fellowship (2017) Stanford University dissertation grants (2015) Madison Metropolitan School District Teacher of the Year (2009) Ruef actively mentors doctoral students including A. Torres and M. Ahearn, with her NSF grant driving multi-year detraicking research across Oregon middle schools. Her community-engaged approach partners with Indigenous elders like V. Beavert to co-develop culturally rooted mathematics curricula, translating academic research into classroom practice through teacher professional development. Embedded in interdisciplinary networks connecting the College of Education with Pacific Northwest Indigenous communities, Ruef's work operates at the intersection of academia and activism—using collaborative research teams to advance decolonizing mathematics education beyond traditional lab structures.

Lucas Torresمشاهده پروفایل

استاد

• Mental Health Disparities
• Ethnic and Racial Minority Mental Health
• Cultural Psychology
• +۳ مورد دیگر

Lucas Torres, Ph.D., serves as Chair and Professor in the Department of Psychology at Marquette University, leading the Latina/o Well-being Research Initiative (LWRI) and co-principal investigator for the Milwaukee Trauma Outcomes Project (MTOP) to address mental health disparities through community-academic partnerships. His educational credentials include a Ph.D. in Clinical Psychology from Purdue University, a Clinical Internship at Boston University Medical Center's Center for Multicultural Training in Psychology, and a Multicultural Post-doctoral Research Fellowship at the University of Notre Dame. Dr. Torres investigates structural and socio-environmental factors driving mental health disparities among underrepresented groups, with dual research foci: (1) detrimental impacts of culturally-specific stressors (ethnic discrimination, microaggressions, acculturative stress) and neighborhood factors (community violence, economic stress) on depression, anxiety, and PTSD; and (2) protective mechanisms including ethnic identity, cultural values, and social cohesion that promote resilience. His 2020-2022 publications reveal interdisciplinary trends across psychology, neuroscience, and orthopsychiatry, emphasizing community-based participatory methods. Key themes include neurobiological correlates of racial discrimination, longitudinal trauma studies in Black American adults, and culturally-adapted assessment tools for Latino populations, all targeting systemic interventions for health equity. Scientific recognition includes: Marquette University Faculty Excellence in Diversity and Inclusion Award As a Faculty Diversity Fellow, Dr. Torres mentors emerging scholars while directing major grants: Salud Mental Milwaukee and COVID-19 Latinx Study (LWRI); Study of Trauma and Resilience (STAR) and DRIVE Together Study (MTOP), all involving cross-sector collaborations with community organizations, healthcare systems, and interdisciplinary research teams. He directs the Mental Health Disparities Research Lab and co-leads LWRI's community partnerships to transform Milwaukee's Latinx mental health landscape, while MTOP integrates geospatial analysis with biological data to dismantle racial inequities in trauma outcomes through policy-informed interventions.

• Human Resource Management
• Leadership
• Well-being
• +۴ مورد دیگر

Rick Borst is an Assistant Professor at Utrecht University's Faculty of Law, Economics and Governance , specializing in Human Resource Management within the Department of Public Administration and Organizational Science . He is also a University Lecturer and researcher/consultant at ICTU-Venster voor Medewerkers , working 40% of full-time capacity. His work bridges academia and public sector consultancy, focusing on organizational well-being and performance. Expertise: Human Resource Management, Leadership, Well-being, Work Stress, Job Crafting Research Interests : Borst investigates how organizational aspects like management, structure, and culture influence the well-being and performance of public sector employees. His work emphasizes stress processes, burnout, and engagement in civil servants, with a focus on the public sector (healthcare, education, government agencies). Key themes include the impact of red tape, psychological capital, and the Future of Work in public administration. Recent Research Trends : His publications (2022–2025) analyze red tape's effects on motivation, hybrid work dynamics post-COVID-19, employability in public vs. private sectors, and psychological mechanisms in stress appraisal. He employs quantitative analysis and meta-analytic methods to explore these topics. Scientific Awards : Scholarly Impact Award 2023 Emerald Literati Award 2021 for outstanding paper Teaching & Leadership : Borst coordinates and lectures on Strategic Human Resource Management (SHRM) at the bachelor's and master's levels, supervises master's theses, and teaches courses like Quantitative Research in Public Organizations . He also serves as a supervisor and consultant for government training programs.

Adam Stephensمشاهده پروفایل

دانشیار

• Counselor Education
• Clinical Mental Health Counseling
• Group Counseling
• +۳ مورد دیگر

Adam Stephens serves as Associate Professor in the Counselor Education Department within the College of Liberal Arts & Sciences at State University of New Paltz. Holding a Ph.D. in Counselor Education & Supervision and M.S. in Clinical Mental Health Counseling from the University of Tennessee, he was promoted from Assistant Professor (2017-2024) to his current position in 2024. His educational background includes: Ph.D. Counselor Education & Supervision - University of Tennessee M.S. Clinical Mental Health Counseling - University of Tennessee Dr. Stephens' research examines critical issues in counselor sustainability through three interconnected domains: counselor burnout and wellness (applying the indivisible self model to early-career professionals), group counseling dynamics (including virtual facilitation techniques and practicum training), and multicultural advocacy (exploring chosen family structures and aromantic identities). His work bridges clinical practice with social justice imperatives, particularly regarding LGBTQ+ populations and substance use counseling. His research trajectory shows increasing focus on digital counseling modalities and identity-affirming practices since 2021, with recent publications addressing virtual group facilitation and underrepresented relationship structures. Notable honors include: College of Liberal Arts & Sciences Teacher of the Year (2023-24) Two Association for Specialists in Group Work President's Awards for Extraordinary Service (2021-2022, 2023-2024) Dr. Stephens actively shapes the profession through leadership roles as President of the New York Association for Counselor Education & Supervision (2023-2024) and Co-Chair of the Association for Specialists in Group Work Special Initiatives Committee. His teaching portfolio spans Ethics & Professional Identity, Counseling Theories, Couple & Family Counseling, and Substance Use Counseling. He maintains active membership in the Association for Counselor Education and Supervision, American Counseling Association, and Association for Specialists in Group Work while holding National Certified Counselor status (#275512). His office (WH 314) hours support student engagement through weekly availability Monday 5-6PM, Wednesday 3:30-4:30PM, and Thursday 1-3PM.

• Bacterial Toxin-Antitoxin Systems
• Molecular Biology
• Microbiology
• +۴ مورد دیگر

Professor Kenn Gerdes at Newcastle University is a leading researcher in molecular microbiology, focusing on bacterial persistence mechanisms, toxin-antitoxin systems, and cell division regulation. His work bridges biochemistry, genetics, and systems biology. Key research areas include: RNA cleavage and translation inhibition by toxin-antitoxin modules Role of (p)ppGpp in bacterial dormancy Dynamics of plasmid segregation via ParA/ParB systems Structural analysis of bacterial cell division proteins His publications highlight collaborations with researchers like Dr. Kristoffer Winther, Dr. Etienne Maisonneuve, and Dr. Andrew Fenton. Articles span topics such as VapC toxin function , HipA-mediated persistence , and ParA ATPase dynamics , reflecting interdisciplinary contributions to bacterial physiology and antibiotic resistance. He has mentored numerous postgraduate researchers, including Dr. Kristoffer Winther and Dr. Etienne Maisonneuve, who co-authored studies on RNA interferases and plasmid segregation.

• X-ray Diffraction
• Condensed Matter Physics
• Nanocrystal Structure
• +۵ مورد دیگر

Ian Robinson is a Professor at the London Centre for Nanotechnology, University College London, and Group Leader of the X-ray Scattering group in the Condensed Matter Physics and Materials Science Division at Brookhaven National Laboratory since 2016. His group specializes in advanced X-ray scattering techniques including Bragg Coherent Diffraction Imaging, surface scattering, and ultrafast X-ray science. Education: • M.A. Natural Sciences, Cambridge University (1973-76) • Ph.D. Biophysics, Harvard University (1976-81) Research Focus: Robinson's work centers on phase transitions, nanocrystal dynamics, cuprate superconductors, and domain structures in materials. He pioneered Crystal Truncation Rods analysis and Bragg Coherent Diffraction Imaging, enabling 3D nanoscale imaging of crystal strains and defects. Current research explores ultrafast material excitation using X-ray free-electron lasers. Publication Trends: Recent articles (2015-2020) demonstrate strong focus on coherent X-ray imaging techniques applied to quantum materials, superconductors, and nanocrystals, with emphasis on time-resolved studies of material dynamics at synchrotron and XFEL facilities. Awards & Recognition: Gregori Aminoff Prize (2015) ICSOS Surface Structure Prize (2011) Royal Society Wolfson Merit Award (2006-10) ACA Warren Prize (2000) APS Fellow (1995) Bell Labs Distinguished Member of Technical Staff (1990) Leadership: Directs X-ray scattering research at Brookhaven Lab and coordinates international scientific advisory committees for major facilities including European XFEL, LCLS, and ALBA synchrotron.

• Affordable Housing
• Homelessness
• Local Community Development
• +۳ مورد دیگر

Mirle Rabinowitz Bussell serves as Associate Teaching Professor in the Department of Urban Studies and Planning at the University of California San Diego, where she directs undergraduate education and founded the Homelessness Hub in 2022. Her academic leadership spans teaching, research, and community engagement focused on critical urban challenges. Education: Ph.D. in Urban Planning, University of California Los Angeles Master of Regional Planning, Cornell University B.A. in Architecture (minor in City Planning), University of California Berkeley Rabinowitz Bussell's research centers on affordable housing, homelessness, local community development, planning-real estate intersections, and place-based philanthropy. Her work emphasizes data-driven approaches to inform policy, particularly through the Homelessness Hub's research on San Diego's homelessness crisis. She employs mixed-methods evaluation to assess interventions like safe parking programs and community development initiatives. Her publication trends reveal consistent focus on comparative philanthropy models (especially US-Canada analyses), transnational community development frameworks, and equity-centered university-community partnerships. Recent work examines nonprofit housing models across San Diego and Frankfurt, while earlier scholarship established foundational frameworks for comprehensive community initiatives through award-winning books. Scientific Awards: Paul D. and Barbara J. Saltman Distinguished Teaching Award (UC San Diego) Community Development Society's 2014 Current Research Award for Catalysts for Change Rabinowitz Bussell actively bridges academia and practice through board service with the California Planning Foundation and California Planning Roundtable. She has developed innovative experiential courses including Life Course Scholars and Urban Challenges: Homelessness in San Diego, while directing the Homelessness Hub's policy-focused research agenda. Her NAIOP Research Foundation fellowship produced influential work on DEI in commercial real estate, demonstrating applied research impact across multiple sectors. The Homelessness Hub operates as her primary research collective, conducting evaluations of programs like Jewish Family Service's Safe Parking initiative while fostering university-community partnerships through the 'Rooted University Approach' framework developed in her 2020 publications.

Nathaniel Hupertمشاهده پروفایل

دانشیار

• Public Health Emergency Preparedness
• Healthcare Operations Research
• Infectious Disease Modeling
• +۱۲ مورد دیگر

Nathaniel Hupert, MD, MPH is an Associate Professor of Population Health Sciences and Associate Professor of Medicine at Weill Cornell Medical College, Cornell University, and an Associate Attending Physician at NewYork-Presbyterian Hospital. A practicing internist and internationally recognized public-health modeler, he directs his research toward healthcare-process optimization and emergency-response logistics for both routine care and large-scale crises. Education A.B., Harvard College (1988) M.D., Harvard Medical School (1994) M.P.H., Harvard School of Public Health (2000) Research Focus Dr. Hupert’s scholarship integrates process mining , discrete-event simulation , and data-driven decision science to strengthen preparedness for bioterrorism, pandemic influenza, COVID-19, and anthrax events. His models of mass antibiotic dispensing (BERM Point-of-Dispensing staffing model) and hospital surge capacity (AHRQ Surge Model) have been downloaded and applied by public-health agencies worldwide. Current work extends to heterologous vaccination strategies, social determinants of COVID-19 transmission, and equity in child mortality. Scientific Awards & Honors Rotary Foundation Scholarship, University of Otago (1989) Rose Seegal Essay Prize, Harvard Medical School (1994) Outstanding Volunteer Service, University of Pittsburgh Medical School (1997) Pforzheimer Public Service Award, Harvard School of Public Health (1999–2000) Most Outstanding Abstract, AcademyHealth Annual Research Meeting (2003) Grants & Leadership Roles Principal Investigator on multiple federally funded projects including Managing Epidemics by Managing Mobility (NIAID, 2022-2025) and sub-awards from the National Institute of Allergy and Infectious Diseases. He founded and led the CDC Preparedness Modeling Unit (2008-2010), served on the DHHS Anthrax Modeling Working Group (2003-2009), and currently acts as Policy Lead for the Oxford-based COVID-19 International Modeling Consortium (CoMo). Laboratory & Collaborative Networks Dr. Hupert heads interdisciplinary teams that bridge Weill Cornell, the NewYork-Presbyterian healthcare system, and global partners such as the CoMo consortium. These collaborations translate simulation insights into operational tools for hospitals, public-health departments, and federal agencies.

Patrick Blumscheinمشاهده پروفایل

استاد

• Educational Science
• Instructional Design
• Blended Learning
• +۵ مورد دیگر

Patrick Blumschein serves as Academic Director and Head of ZELF (Center for Teacher Training) at the Freiburg University of Teacher Education, where he also leads the Department of Educational Research and School Pedagogy within Faculty 1 (Institute of Educational Science). He holds a doctorate from the University of Freiburg (2003) and has been with the PH Freiburg since 2011, serving as Head of ZELF since 2015. His research focuses on educational science, instructional design, blended learning, and teacher training. Blumschein designs continuing education courses for teachers in Baden-Württemberg, making new research findings accessible through ZELF's quality framework-based courses that offer ECTS credits and can contribute to Master of Arts degrees through the MAPLE concept. His recent publications demonstrate a strong focus on hybrid learning environments, model-based instructional approaches, and the integration of technology in education. His work spans theoretical foundations of instructional design to practical applications in teacher training and corporate education settings. Blumschein actively collaborates with external partners, including Daimler AG since 2016, conducting educational needs analyses and developing prototype learning environments, particularly exploring virtual reality applications for continuing education. Since 2015: Head of Centre for Teacher Training at PH Freiburg Since 2011: Institute of Educational Science at PH Freiburg 1998-2011: Research Associate at University of Freiburg 2003: Doctorate at University of Freiburg 1997: Master's degree in Sociology, History and Educational Science His work on projects like MUSE (Master for Teaching and School Development) and MAPLE demonstrates his commitment to flexible, research-based teacher education that accommodates working professionals while maintaining academic rigor.

Daniela Marellaمشاهده پروفایل

استاد

• Statistical matching
• Bayesian networks
• Survey sampling
• +۴ مورد دیگر

Daniela Marella is a Professor at the Department of Social and Economic Sciences, Sapienza University of Rome. She teaches Statistics and holds office hours on Tuesdays from 10:00 AM to 12:00 PM. Her email address is daniela.marella@uniroma1.it . Teaching: Statistics (Sociology, Economics, Development Studies) Research: Statistical matching, Bayesian networks, survey sampling, uncertainty quantification Publications: 15+ articles on non-probability sampling, measurement error, and interrater agreement Her research focuses on statistical matching methodologies, Bayesian network applications in survey data, and handling selection bias in non-probability samples. She explores measurement error modeling, empirical likelihood approaches, and resampling techniques for complex survey designs. Recent publications emphasize uncertainty analysis in statistical matching, graphical models for data integration, and Bayesian structural learning. Key areas include non-ignorable sampling, ordinal categorical data agreement, and pseudo-population resampling frameworks.

• Biostatistics
• Survival Analysis
• Pharmacoepidemiology
• +۵ مورد دیگر

Michal Abrahamowicz, PhD is a Senior Scientist at the Research Institute of the McGill University Health Centre (RI-MUHC) and Professor in the Department of Epidemiology, Biostatistics and Occupational Health at McGill University's Faculty of Medicine and Health Sciences. He is affiliated with the Cardiovascular Health Across the Lifespan Program and the Centre for Outcomes Research and Evaluation (CORE) at RI-MUHC. His research focuses on developing innovative statistical methodologies for clinical and biomedical data analysis, particularly in survival analysis. Key areas include modeling time-varying and cumulative effects of risk factors and treatments, and addressing biases in observational studies. He co-founded and co-chairs the international STRATOS initiative (www.stratos-initiative.org), involving over 100 statisticians from 18 countries, aimed at improving analyses of observational studies. From 2011-2019, he served as Principal Investigator of the CAN-AIM network, funded by the Canadian Institutes for Health Research, which brought together over 45 faculty members from 12 Canadian universities for drug safety and effectiveness research. His recent publications demonstrate a strong focus on methodological advances in biostatistics, particularly in survival analysis, causal inference, and flexible modeling techniques. His work spans applications in cardiovascular diseases, cancer epidemiology, pharmacoepidemiology, and arthritis research, with an increasing emphasis on practical implementation of statistical methods in clinical research. Abrahamowicz leads major collaborative research initiatives including large clinical trials and longitudinal population-based studies. His research methodology work directly informs applications in real-world clinical and epidemiological studies, creating a strong bridge between theoretical statistics and practical healthcare research.

Sameena V. Azharمشاهده پروفایل

دانشیار

• Gender Studies
• Sexuality Studies
• HIV/AIDS Care
• +۷ مورد دیگر

Sameena V. Azhar is an Associate Professor at Fordham University's Graduate School of Social Service. With nearly two decades of experience in mental health, addiction, and HIV care, she is a licensed clinical social worker in California and Illinois. Her career spans institutions like San Francisco General Hospital, the California HIV/STD Prevention Training Center, and the Mamta Health Institute in New Delhi, India. University of California, Berkeley (B.A., College of Arts and Sciences) University of Pennsylvania (M.P.H., Perelman School of Medicine; M.S.W., School of Social Policy & Practice) University of Chicago (M.A. and Ph.D., School of Social Service Administration) Guided by critical race theory and postcolonial feminism, her research examines: Gender, HIV, and sex work Race, health, and criminal legal involvement Social work practice with intersectionally marginalized communities Her recent publications address food insecurity in the Bronx, Khwaja Sira financial dynamics in Pakistan, and racism against Asian Americans during the pandemic. Scientific recognition includes the 2021 Affilia Award for Distinguished Feminist Scholarship and the 2023 American Institute of Pakistan Studies Fellowship . She has secured grants from SAMHSA, NIDA, and the Ford Foundation for her work on HIV prevention, transgender health, and community food security. Awarded a 2022 Faber Residency for migration-themed writing, she teaches courses in international social development, clinical assessment, and substance use disorders. Her career bridges clinical practice, global health equity, and structural critiques of power and privilege.

Sunil Bhattمشاهده پروفایل

دانشیار

• Linguistics
• Hindi-Urdu Language Teaching
• Sociolinguistics
• +۵ مورد دیگر

Sunil Bhatt is an Associate Professor of Teaching specializing in Hindi-Urdu language instruction within the Department of Asian Studies at the University of British Columbia's Faculty of Arts. With a background in Comparative Linguistics and experience teaching South Asian languages across multiple continents, he brings a unique perspective to language education. His research focuses on linguistics, particularly Hindi-Urdu language teaching, sociolinguistics, and language acquisition. He has published extensively on topics including honorifics in Hindi, bilingual situations in India, and the integration of Bollywood culture in language instruction. His work demonstrates a commitment to understanding the complex sociopolitical dimensions of language teaching in South Asian contexts. Bhatt's recent publications reveal a consistent focus on pedagogical approaches to Hindi-Urdu instruction, with emphasis on heritage learners, pandemic-era teaching adaptations, and the relationship between language and cultural identity. His research spans theoretical linguistics, applied language teaching, and sociolinguistic analysis of language communities. As an educator, he teaches foundational and advanced courses including Introductory Hindi-Urdu, Sufi and Bhakti Devotional Literatures, and Introduction to Hindi Film, demonstrating his integration of language instruction with cultural studies. His scholarly contributions extend beyond traditional publications to include textbooks, edited volumes, and digital learning resources that have significantly impacted Hindi-Urdu language pedagogy internationally.

Chantelle Richmondمشاهده پروفایل

استاد

• Indigenous Health
• Environmental Health
• Community-Based Research
• +۴ مورد دیگر

Chantelle Richmond is a Professor and Canada Research Chair in Indigenous Health and the Environment at the Department of Geography and Environment, University of Western Ontario. She holds a joint appointment with the Indigenous Studies Program and co-chairs the Indigenous Faculty Advisory Council. Her research focuses on Indigenous health, environmental justice, and community-based methodologies. Key themes include environmental repossession, structural determinants of health, and Indigenous knowledge systems. Richmond collaborates globally with communities in Canada, Hawaii, and Aotearoa, emphasizing participatory approaches to address health inequities. She teaches courses such as Indigenous Environments and Qualitative Methods, and oversees the Indigenous Health Lab and Indigenous Mentorship Network. Notable contributions include documentaries like Gifts from the Elders and advocacy for Indigenizing academic spaces. Richmond has advised numerous graduate students on topics ranging from traditional healing spaces to food security. Her work highlights the intersection of land, culture, and health, with a focus on self-determination and decolonizing practices. Richmond’s awards include the prestigious Canada Research Chair designation. Her research has influenced policy responses to pandemics (e.g., COVID-19 and Indigenous Health and Wellness ) and emphasized Indigenous-led solutions for environmental and health challenges. She actively promotes mentorship programs to support Indigenous students in health professions and academia.

• Inclusive Education
• Educational Policy
• Differences in Schooling
• +۳ مورد دیگر

Prof. Tanja Sturm is a Professor of Educational Science at the University of Hamburg's Faculty of Education. Her research focuses on inclusive education, educational policy, and the sociological analysis of classroom practices. She leads the 'Project BEB-CoP' and has authored numerous textbooks and articles on difference construction in schooling, comparative education systems, and pedagogical professionalization. Her work bridges theory and practice, addressing how institutional norms and policies shape educational outcomes. Her research interests emphasize the intersection of social inequality, disability narratives, and performance metrics in schools. She critically examines how educational systems construct 'normality' and 'difference,' particularly in inclusive vs. non-inclusive frameworks. Her studies often employ praxeological and sociological methodologies to analyze classroom interactions and policy impacts. Key themes in her publications include transnational comparisons of inclusive teaching practices, the role of cooperation during crises (e.g., pandemic responses), and the tensions between institutional expectations and classroom realities. She has contributed to policy debates on educational equity through her analysis of tracking systems and policy implementation gaps. While no specific grants or awards are noted, her extensive publication record reflects sustained scholarly engagement with foundational issues in educational science. She advises no listed students but collaborates internationally on comparative educational studies. Her work is housed within the Department of Educational Science, emphasizing both theoretical frameworks and practical implications for teacher training and institutional reform.