جستجوی استاد راهنمای دانشگاهی

Brad D. Jokischمشاهده پروفایل

استاد

• Cultural Ecology
• Political Ecology
• Population Geography
• +۱۲ مورد دیگر

Brad D. Jokisch is a Professor and Undergraduate Chair in the Department of Geography at Ohio University’s College of Arts and Sciences. He is affiliated with International Studies and Latin American Studies, and his research focuses on population, environment, and development, particularly in Latin America. His work explores transnational migration, land-use change, and livelihoods in the Ecuadoran Andes. Education: Ph.D., Clark University, 1998 B.A., Augustana College, 1989 His research interests lie at the intersection of cultural/political ecology, population dynamics, agriculture, and development. He investigates how migration influences environmental change and how development shapes population movements, with a regional focus on Latin America. His fieldwork in the Ecuadoran Andes examines the impact of remittances and emigration on landscapes and rural communities. Recent publications highlight trends in transnational migration, land-use change, and development policy. His work spans interdisciplinary journals in geography, anthropology, and development studies, reflecting a strong emphasis on human-environment systems and migration. Key themes include remittances, land cover change, indigenous urbanization, and migration policy in South America. Scientific Awards: Fulbright Scholarship (2023–2024) for research on family emigration in southern Ecuador Dr. Jokisch advises undergraduate students as chair and teaches core courses such as Population Geography, Geography of Latin America, and Agricultural Ecosystems. While specific grant details and advisees are not listed, his sustained research output and leadership in the department suggest active mentorship and scholarly engagement. He is currently conducting research in Ecuador under a Fulbright award, indicating ongoing international collaboration and field-based inquiry. He is a key contributor to human-environment geography and migration studies, with a long-standing commitment to theoretical and empirical research in Latin America.

Limin Jaoمشاهده پروفایل

دانشیار

• STEM Education
• Teacher Education
• Pedagogy
• +۶ مورد دیگر

Dr. Limin Jao is an Associate Professor in the Department of Integrated Studies in Education (DISE) at McGill University’s Faculty of Education. Her research focuses on exemplary teaching practices in mathematics and STE(A)M education, emphasizing interdisciplinary approaches, project-based learning, and student engagement. She holds leadership roles including Vice-President of the Canadian Mathematics Education Study Group and Editorial Board member of the Canadian Journal of Science, Mathematics, and Technology Education. Her expertise spans teacher education, pedagogy, and research-practice partnerships. Education: Ph.D., Curriculum Studies and Teacher Development, Ontario Institute for Studies in Education, University of Toronto M.A., Curriculum Studies and Teacher Development, OISE, University of Toronto B.Ed., Secondary Biology and Mathematics Education, Queen's University B.Sc.H., Biology and Mathematics, Queen's University Research Interests: Limin explores how interdisciplinary and inquiry-based methods foster student engagement and teacher development. Her work bridges theory and practice, advocating for inclusive classrooms and educator collaboration. She has pioneered projects linking community artifacts to STEM learning and co-edited volumes on transdisciplinary education and teacher training borders. Publications Trends: Recent work examines gender perspectives in mathematics, pre-service teacher experiences, and professional learning communities in STEM. Her research emphasizes equity, pedagogical innovation, and the intersection of cultural contexts with educational practices. Awards: 2023 Award for Distinguished Teaching, McGill University Faculty of Education Advising & Grants: Limin supervises graduate students in mathematics education and collaborates on research-practice initiatives. She leads the Jao Research Team and contributes to the Chandaria Research Centre’s advisory board at Branksome Hall. Labs/Teams: The Jao Research Team focuses on innovative teaching strategies and STE(A)M education, with projects addressing student agency and interdisciplinary curriculum design.

• Second Language Acquisition
• Multilingualism
• Bilingual Education
• +۳ مورد دیگر

Lourdes Ortega is a Professor in the Department of Linguistics at Georgetown University and serves as Faculty Director of Georgetown’s Initiative for Multilingual Studies. Her work focuses on multilingualism beyond childhood, equitable language education, and decolonial epistemologies. She mentors students at undergraduate, master’s, and doctoral levels. Former positions include roles at University of Hawai‘i at Mānoa (2004-2012), Northern Arizona University (2002-2004), and Georgia State University (2000-2002). Education: Ph.D. and M.A. from University of Hawai‘i at Mānoa. Her research investigates how multilingualism develops in non-native contexts, advocating for social justice and equity in language education. Key contributions include her award-winning 2000 meta-analysis in Language Learning , the textbook Understanding Second Language Acquisition (2009), and co-editing The Cambridge Handbook of Bilingualism (2019). Recent work addresses under-studied languages like Arabic and Urdu in U.S. K-12 education, emphasizing decolonial and Indigenous frameworks. She has published extensively in top journals such as Applied Linguistics , Studies in Second Language Acquisition , and World Englishes . Awards: Gerald M. Mara Faculty Mentoring Award (2016, 2020), Pimsleur Award (2001), and 2023 recognition as a top 2% cited researcher. She advises 22 doctoral students and has secured grants supporting multilingual education research. Leads Georgetown’s Initiative for Multilingual Studies, co-chairs the Harmonious Bilingualism Network (HaBilNet), and edits Language Learning . Served as President of the American Association for Applied Linguistics (2023-2024). Her work bridges theory and practice, prioritizing cura personalis (care for the individual) in mentoring and advocating for multilingual well-being.

Susana Castro-Kempمشاهده پروفایل

دانشیار

• Inclusive Education
• Special Educational Needs and Disabilities
• Education Policy
• +۷ مورد دیگر

Dr. Susana Castro-Kemp is an Associate Professor in Psychology and Human Development at University College London's Institute of Education (IOE), where she serves as Director of the Centre for Inclusive Education (CIE) since September 2023. Previously, she was a Reader in Education at the University of Roehampton for eight years. Her work focuses on inclusive education policy and practice globally, with particular expertise in special educational needs and disabilities (SEND), early childhood intervention, and mental health in schools. The IOE has been ranked number one in the world for Education for several consecutive years, providing an ideal environment for her impactful research. Dr. Castro-Kemp holds a PhD in Psychology jointly awarded in 2012 by the University of Porto (Portugal) and the University of North Carolina at Chapel Hill (USA). Her doctoral research was fully funded by the Foundation for Science and Technology/European Commission and the Global Education and Development Studies scholarships. She is a Chartered Psychologist with the British Psychological Society, a Senior Fellow of Advance HE, and a Recognised Research Supervisor by the UK Council for Graduate Education. Dr. Castro-Kemp's research centers on policy regulating education, health, and welfare services for children, particularly those with support needs. She examines inclusive education practices from users' perspectives, policy models leading to effective inclusive pedagogy, and country-level policy impacts on outcomes for children with special educational needs. Her work moves away from diagnostic labels toward engagement and civic participation as educational outcomes. She also investigates inclusion and early intervention in low- and middle-income countries, mental health in schools, and quality of early childhood education. Her recent publications reveal several key trends in inclusive education research. There's growing emphasis on understanding educational experiences through the voices of children and families rather than diagnostic labels. Much of her work examines the implementation gap between inclusive education policy and classroom practice. She has conducted significant research on how children with special educational needs experienced the pandemic, revealing both challenges and unexpected "silver linings" for some groups. Her corpus analysis of Ofsted reports shows narrow focus in early childhood education inspections, while her work on SEND policy increasingly takes an international comparative approach. Dr. Castro-Kemp has received recognition for her impactful work, including: Best Digital Humanities Project for Community Engagement Prize (2023) from the National Institute of Humanities and Social Sciences of South Africa for her project "Optimising collaborations and reducing inequalities of Early Childhood Intervention in post-Covid-19 South Africa" Dr. Castro-Kemp has secured approximately £1.3 million in research funding from various sources including ESRC, British Academy/Leverhulme Trust, European Commission, and private sponsors. Her current major project is 'ScopeSEND' (2024-2026), funded by the Nuffield Foundation (£250,000), examining international SEND policies. She has led numerous projects including "Transdisciplinary provision for children with disabilities in the Global South" (£3,500), "Optimising collaborations in South Africa" (£47,200), and "Froebel meets Ofsted" (£19,185). As a supervisor, she mentors MA/MSc and PhD students in education policy, early childhood, and inclusive education, having been nominated for student choice awards for excellent feedback and outstanding research supervision. As Director of the UCL Centre for Inclusive Education since 2023, Dr. Castro-Kemp leads a team focused on advancing knowledge exchange and research in inclusion and special needs. The Centre works with schools, educators, parents, and early years settings to translate research into practice. Her international collaborations include work with the World Health Organization as a technical advisor on the use of the International Classification of Functioning, Disability and Health (ICF) system in educational contexts. She also serves on the SEN Policy Research Forum and has provided oral evidence to the House of Commons Education Select Committee.

• Colonialism and coloniality
• imperialism
• Third-Worldism
• +۱۹ مورد دیگر

Dr. Ali Kassem is a Lecturer in Sociology and Anthropology at the National University of Singapore (NUS), Faculty of Arts and Social Sciences. His academic work spans multiple disciplines, focusing on decolonial approaches to understanding power dynamics, knowledge production, and social formations across the Arab-majority world and beyond. Dr. Kassem received his PhD from the School of Law, Politics, and Sociology at the University of Sussex. He completed postdoctoral research at the Institute for Advanced Studies at the University of Edinburgh and was an early career fellow with the Arab Council for Social Sciences funded by the Carnegie Corporation of New York. His academic journey includes teaching and research positions at Ludwig-Maximillian University in Munich, EHESS in Paris, American University of Beirut, and Lebanese American University. Dr. Kassem's research examines contemporary coloniality across questions of power and knowledge. His work spans anti-Muslim racism within Arab-majority contexts, transformations in Islamic educational institutions, dehumanization of Syrian refugees, and urban transformations in Lebanon. His transdisciplinary approach engages ethnic and racial studies, sociology of religion, social psychology, migration studies, and urban studies, working alongside anticolonial thinkers including Frantz Fanon, Ali Shariati, and James Baldwin. His recent publications reveal a strong focus on decolonial theory applied to education, urban studies, and Islamic contexts. Dr. Kassem's work consistently challenges Eurocentric frameworks while exploring alternatives emerging from the Global South. His research demonstrates particular attention to Lebanon and the eastern Mediterranean region as sites for theorizing global coloniality. Dr. Kassem has authored the book "Islamophobia and Global Coloniality: the Lived Erasure of Visibly Muslim Women in Lebanon" (Bloomsbury Academic, February 2023) and is currently editing "Decoloniality and Arabo-Islamicate Worlds" (Bristol University Press, 2025). His scholarly contributions appear in journals including Ethnic and Racial Studies, Globalizations, Contemporary Religion, and Review of Middle East Studies.

• Creativities Research
• STEAM Education
• Music Education
• +۵ مورد دیگر

Pamela Burnard is a Professor of Arts, Creativities and Educations at the University of Cambridge, UK. She also holds adjunct professorships at the University of Sydney, Western Sydney University, University of Foggia, and Instituto Katarina Gurska. A Fellow of prestigious organizations like the Royal Society of Arts and Chartered College of Teaching, she specializes in creativity research across arts, education, and interdisciplinary fields. Her qualifications include a PhD from the University of Reading and degrees in Music Performance and Education from institutions like the University of Melbourne and Indiana University. Research & Education : Burnard's work focuses on creativities theories, STEAM education, urban musics, and posthumanist approaches. She has supervised over 30 doctoral students and contributed to global projects like the Global Institute of Creative Thinking and the CUMIN network. Her research explores transdisciplinary practices, digital technologies, and policy impacts on education. Publications & Awards : Author/co-author of 20+ books and 120+ articles, she has published in journals like Thinking Skills and Creativity and Music Education Research . Awards include the Hugh Childers' Prize for her DipEd and fellowships in leading academic societies. Advisory Roles : She advises the REF Sub-Panel SP33 and serves on editorial boards for journals like Journal of Thinking Skills and Creativity . Her collaborations span universities globally, emphasizing creative pedagogies and inclusive education. Labs & Teams : Leads the Arts and Creativities Research Group (A&CRG) at Cambridge and contributes to networks like CRiCLE and NRICH. Her work bridges academia, industry, and communities to advance creative practices in education.

Kees Dorstمشاهده پروفایل

استاد

• Transdisciplinary Innovation
• Design Thinking
• Strategic Transformation
• +۴ مورد دیگر

Kees Dorst is a Professor of Transdisciplinary Innovation at the TD School of the University of Technology Sydney. He bridges philosophical understandings of design with practical applications, focusing on tackling complex societal challenges through designerly thinking. His research develops methodologies for strategic transformation and networked problem-solving in public sectors. Professor of Transdisciplinary Innovation, UTS Director, Designing Out Crime Research Centre International keynote speaker and advisor on design thinking Research Interests Dorst specializes in: Transdisciplinary innovation for societal challenges Design thinking and co-evolutionary processes Reframing complex problems in public policy Design cognition and metacognition Urban environment design for safety Recent Research Trends show increasing focus on: Hypercomplex problem-solving frameworks Strategic transformation through design Cognitive models in design processes Public sector innovation methodologies Teaching & Leadership includes: Bachelor of Creative Intelligence and Innovation Master of Creative Intelligence and Strategic Innovation Founding the Designing Out Crime Research Centre International design research symposium leadership

Daniel J. Langمشاهده پروفایل

استاد

• Real-World Laboratory Research
• Transdisciplinarity
• Sustainability Research
• +۶ مورد دیگر

Prof. Dr. Daniel J. Lang is a leading academic at Karlsruhe Institute of Technology (KIT), where he serves as Professor for Designing Real-World Laboratory Research and Head of the Research Group "Designing Real-World Laboratory Research" at ITAS. He also holds the UNESCO Chair in Higher Education for Sustainable Development at Leuphana University of Lüneburg. His career spans key roles including Dean of the Faculty of Sustainability at Leuphana University (2012-2016) and leadership positions in multiple research projects. Current affiliations: KIT (2022-present), Leuphana University (2010-2022) Research focus: Real-world laboratories, transdisciplinary research, sustainability transformations, knowledge integration, and urban mobility systems His work connects academic research with practical sustainability challenges, particularly in mobility (TRAMIGO, ADMoS-Future), digitalization (LinkLab), and societal transformation. He has developed frameworks for evaluating socio-technical experiments and co-designed tools for policy implementation. Scientific contributions include establishing transdisciplinary methodologies and contextual analysis frameworks. Recent projects examine equity in automated mobility (CulturalRoad), knowledge transfer in real-world labs, and sustainability transitions in SMEs (TRANSFORM). His 15 most recent publications address topics like socio-technical experiments, equity metrics, and cross-case learning. Key awards: UNESCO Chair in Higher Education for Sustainable Development Advising: Supervised Beecroft, R.'s 2020 dissertation on real-world labs

Sheelagh Carpendaleمشاهده پروفایل

استاد

• Information Visualization
• Interaction Design
• Human-Computer Interaction
• +۷ مورد دیگر

Sheelagh Carpendale is a Professor and Canada Research Chair in Information Visualization at Simon Fraser University's School of Computing Science. Her research focuses on Information Visualization, Interaction Design, and Human-Computer Interaction, with a strong emphasis on large display interaction, visual analytics, and personal visualization. She leads the Innovations in Visualization Interactive Experiences (ixLab) and has contributed to over 200 publications. Education: PhD (Computing Science, Simon Fraser University, 1999); BSc (Computing Science, Simon Fraser University, 1992). Research Interests: Dr. Carpendale's work bridges theory and practice, emphasizing user-centered design and interdisciplinary collaboration. Key areas include data physicalization (e.g., Kirigami-inspired visualizations), interactive technologies for healthcare, and educational tools like TangiBooks for programming concepts. Her lab explores novel interaction paradigms for large displays and mobile devices. Recognition: Recipient of the 2018 IEEE Visualization Career Award, numerous best paper awards, and leadership roles in conferences like IEEE VIS. Her contributions span academic, industrial, and public engagement contexts, including projects on clinical decision support and public data literacy. Grants & Labs: Active in securing research grants for projects like the Arctic Movement visualization and Energy Data initiatives. The ixLab collaborates with artists, scientists, and healthcare professionals to create impactful visualizations.

Harald Rohracherمشاهده پروفایل

استاد

• Sociotechnical transitions
• Climate change
• Sustainable development
• +۹ مورد دیگر

Harald Rohracher is a Professor at the Department of Theme (TEMA) , Linköping University , affiliated with the Theme Technology and Social Change (THEME) . His research focuses on sociotechnical transitions for climate-neutral cities , examining energy systems, digitalization, and governance strategies. Grants: Formas, Horizon Europe, Vinnova Labs: STRIPE (Sociotechnical Research on Infrastructures, Politics, and Environment), Biogas Solutions Research Center Students: Adam Svensson, Stella Huang, Gavin Nilsson Lewis, Giorgi Kankia Rohracher investigates how households , social movements , and policy frameworks interact in transformative processes. His recent work explores smart grid politics , decentralized energy systems , and urban food digitalization , emphasizing power dynamics and governance experiments. He leads projects on transdisciplinary education for climate governance, positive energy districts , and collective experimentation across Sweden and Spain. His scientific grants highlight institutional support for sustainability research, while his research teams bridge academic, governmental, and civil society actors.

Nenad Radakovicمشاهده پروفایل

دانشیار

• STEM Education
• Transdisciplinary Learning
• Mathematics Education
• +۵ مورد دیگر

Nenad Radakovic is an Associate Professor of STEM Education at Queen's University's Faculty of Education. His research focuses on transdisciplinary approaches in mathematics and STEM education, emphasizing how interdisciplinary integration can enhance learning across PK-12 and post-secondary contexts. He holds a PhD in Curriculum Studies and Teacher Development from the Ontario Institute for Studies in Education (OISE), University of Toronto, and has taught secondary mathematics in Croatia and Canada. Prior roles include Associate Professor at the College of Charleston and Sessional Lecturer at the University of Toronto, where he instructed courses on holistic mathematics pedagogy and curriculum design. Dr. Radakovic’s research interests span transdisciplinary curricula, risk education, mathematics teacher training, and the role of technology in education. He is a STaR Fellow with the Association of Mathematics Teacher Educators and contributes to professional organizations like NCTM and PMENA. His work explores how mathematics education can address societal challenges through critical pedagogy and inclusive practices. Key publications include edited volumes on transdisciplinarity in mathematics education and borders in teacher training. His recent articles address STEM curriculum innovation, inclusive pedagogical frameworks, and the application of feminist theory to educational research. Collaborations include transdisciplinary projects blending arts and mathematics, such as using 3D printing to explore cultural heritage through art.

Eli Blevisمشاهده پروفایل

استاد

• Sustainable Interaction Design
• Human-Computer Interaction (HCI)
• Visual Thinking in HCI
• +۳ مورد دیگر

Eli Blevis is a Professor of Informatics at Indiana University's Luddy School of Informatics, Computing, and Engineering, with a joint appointment as Visiting Professor at Hong Kong Polytechnic University's School of Design. His research focuses on Sustainable Interaction Design, Visual Thinking, and Transdisciplinary Design Theory. He is renowned for integrating sustainability principles into HCI practices and exploring the role of visual media in design and education. Affiliations: Luddy School of Informatics, Computing, and Engineering, Indiana University Visiting Professor, School of Design, The Hong Kong Polytechnic University Research Interests: Sustainable Interaction Design (SID) Visual Thinking in HCI (e.g., photographic ethnography) Design Pedagogy (e.g., Design Challenge-Based Learning) Sustainability in Digital Infrastructure Cross-Cultural Design Practices His work spans over 50 publications, with awards including the CHI Best Paper and Computing Reviews Notable Paper. He advises students on projects like visible mending, nonlinear design thinking, and sustainable food systems. Blevis also curates the Visual Thinking Gallery and contributes to international conferences like NordiCHI and DIS. His lab explores tangible interfaces (e.g., MemoryReel) and eco-conscious design strategies. Awards: CHI Best Paper Award CCC Sustainability Award ACM Computing Reviews Notable Paper DIS Best Paper Award Grants and Funding: Research supported by NSF and industry partnerships.

Kylie Pepplerمشاهده پروفایل

استاد

• STEM Education
• Maker Culture
• Computational Thinking
• +۳ مورد دیگر

Professor Kylie Peppler is a dual Professor of Informatics and Education at the University of California, Irvine, leading the Creativity Labs and the Connected Learning Lab. Her research focuses on leveraging hands-on creativity—such as e-textiles, robotics, and traditional fiber crafts—to enhance STEM education, particularly for marginalized populations. She emphasizes the role of materiality in fostering systems thinking and equity in learning environments. Education: PhD in Education (UCLA), Postdoctoral training at UC Irvine, and prior roles at Indiana University. Her academic journey bridges psychology, art, and technology. Research Interests: Maker culture, computational thinking, STEAM integration, workforce development, and the impact of arts in education. She explores how tools like e-textiles and looms democratize access to STEM while addressing gender disparities. Key Projects: NSF-funded work on computational construction kits, Re-Crafting STEM initiatives, and Future of Work research using AR/VR for manufacturing training. Collaborations include Boeing, Inner-City Arts, and NYSCI. Awards: NSF Early CAREER Award, Mira Tech Educator of the Year, and Indiana Governor's Award. Her work is supported by NSF, Wallace Foundation, and industry partners. Grants & Labs: Over $10M in grants; directs labs advancing connected learning and equity through technology. Recent studies include virtual reality welding simulators and culturally sustaining arts practices. Labs/Teams: Creativity Labs (designing maker tools), Connected Learning Lab (digital equity), and partnerships with museums and industry to scale inclusive learning.

• Education
• Social Justice
• Epistemic Justice
• +۱۲ مورد دیگر

Shona McIntosh is a Senior Lecturer in the Department of Education at the University of Bath, affiliated with the Centre for Qualitative Research. She holds a PhD in Education and is actively supervising doctoral students. Her work bridges theory and practice in education, with a strong commitment to social and epistemic justice. Research Interests: Climate and Sustainability Education Decolonising Education and Research Methods Global Citizenship and International Education Teacher and Professional Learning Participatory and Feminist Qualitative Research Teaching-Research Nexus in Higher Education Her research is grounded in decolonial, feminist, and sociocultural theories, emphasizing co-construction of knowledge with participants. She employs experimental and mixed methods to explore equity in educational contexts. Recent Research Trends: Her recent publications (2022–2025) reflect a sustained focus on justice-oriented education, particularly in climate change, teacher development during crises (e.g., school closures), and methodological innovation in collaborative and reflexive research. There is a clear trajectory toward developing frameworks for epistemically-just and equitable research practices, often in international and interdisciplinary contexts. Scientific Awards: Jeff Thompson Research Award from the International Baccalaureate Organization (2017) Grants and Supervision: She has secured funding from the British Academy and the British Council for projects on the teaching-research nexus and youth climate concerns. She is Principal Investigator (PI) on multiple projects and a Co-Investigator on international collaborations. She currently accepts doctoral students and has supervised several research outputs and theses. Labs and Research Groups: She is a core member of the Centre for Qualitative Research at the University of Bath, where she contributes to advancing innovative qualitative methodologies and fostering equitable research practices.

Neema Kudvaمشاهده پروفایل

استاد

• Equitable Planning
• Small Cities
• Urban Theory
• +۱۱ مورد دیگر

Neema Kudva is a Professor in the Department of City and Regional Planning at Cornell University's College of Architecture, Art, and Planning (AAP). She is currently on leave but remains actively involved in research and academic leadership. She serves as Senior Associate Dean for Academic Affairs, House Professor and Dean at Becker House, and co-chair of the AAP Council for Diversity & Inclusion. She is also a faculty affiliate of the South Asia Program, a fellow at the Atkinson Center for a Sustainable Future, and a field member in public affairs, Asian studies, development sociology, and visual studies. Education: Dip.Arch., School of Architecture CEPT, Ahmedabad, India (1989) M.Arch./M.C.P., University of California–Berkeley Ph.D., University of California–Berkeley (2001) Neema Kudva’s research centers on equitable planning, institutional structures for development, small cities in the Global South, and participatory planning. Her work emphasizes community-based engagement, sustainability, and social policy, with significant focus on South Asia. She leads the Nilgiris Field Learning Center in Kotagiri, India, a transdisciplinary collaboration between Cornell and the Keystone Foundation, fostering engaged learning and research. Her pedagogical innovations include citizenship and sustainability planning experiments. Her recent publications reflect a strong interdisciplinary focus on urban transformations, land dispossession, conservation, and justice. Themes across her work include spatial equity, decolonial planning, informal urbanism, and NGO roles in development. She explores how everyday practices and exceptional events shape just and sustainable urban futures. Scientific Awards and Fellowships: Kendall S. Carpenter Memorial Advising Award, Cornell University (2015) Senior long term research fellow, American Institute of Indian Studies (AIIS), Chicago and Delhi (2017) Neema Kudva has secured multiple grants for engaged research and curriculum development, particularly through Engaged Cornell and the Mario Einaudi Center. She has advised numerous students, recognized through her advising award, and collaborates extensively across disciplines and institutions, including Syracuse University and the Keystone Foundation. Her leadership in academic affairs and residential education underscores her commitment to holistic student development. She is deeply involved in transdisciplinary labs and teams, especially through the Nilgiris Field Learning Center, which integrates education, research, and practice in conservation and spatial justice. This field-based collaboratory exemplifies her commitment to community-engaged scholarship and sustainable development.