Dr. Kristen White | Teacher Education | Best Researcher Award

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Dr. Kristen White | Teacher Education | Best Researcher Award

Dr. Kristen White, Northern Michigan University, United States

Kristen L. White is an Assistant Professor at Northern Michigan University, specializing in language and literacy within the School of Education, Leadership, and Public Service. With a strong foundation in elementary education and bilingual instruction, she has dedicated her career to advancing the quality of teacher preparation programs. Dr. White earned her Ph.D. from Michigan State University, focusing on the intersection of reading instruction and assessment in early education. Her research addresses critical issues such as cultural relevance in pedagogy and anti-bias education, aiming to create inclusive learning environments for diverse students. In addition to her academic work, she has authored numerous articles and book chapters on literacy practices and teacher education.

Professional Profile

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Summary of Suitability for the Research for Best Researcher Award

Kristen L. White is a strong candidate for the Research for Best Researcher Award due to her extensive background in education and her focus on culturally relevant pedagogy, literacy instruction, and critical racial literacy. As an Assistant Professor at Northern Michigan University, Dr. White’s contributions to the field of education are evident in her numerous peer-reviewed publications and book chapters. Her research addresses important contemporary issues such as anti-bias/anti-racist teaching, culturally responsive pedagogy, and confronting white liberalism in teacher education.

πŸŽ“ Education

Dr. Kristen L. White holds a Ph.D. in Curriculum, Instruction, and Teacher Education, with a specialization in Language and Literacy, from Michigan State University (2018). Her dissertation explored the critical aspects of reading instruction, assessment, and classroom interactions. Prior to her doctorate, she earned a Master’s degree in Educational Technology from Madonna University (2011), focusing on integrating technology into classrooms for effective teaching and learning. Dr. White also holds a Bachelor’s degree in Elementary Education, with minors in Spanish and Bilingual Education, from Michigan State University (1995). This diverse academic background equips her to navigate complex educational environments, with expertise in both theoretical and practical elements of literacy and bilingual education.

πŸ’Ό  Experience

Kristen L. White has extensive experience in K-12 education, particularly in elementary settings. She has held various teaching roles, including as a First and Fourth Grade Teacher at Jefferson Elementary School (1991-2001), a K-5 Media Specialist (2001-2004), and a K-5 Technology Teacher and 6-8 Grade Spanish Teacher (2007-2009). Since 2018, she has been an Assistant Professor at Northern Michigan University, where she focuses on preparing future educators to tackle real-world challenges in language and literacy education. Dr. White also maintains active engagement in research, co-authoring several peer-reviewed journal articles and presenting her work at prominent educational conferences, contributing to the evolving discourse on literacy education and teacher preparation.

πŸ…  Awards and Honors

Throughout her career, Dr. Kristen L. White has earned recognition for her contributions to education. Notably, her work in literacy instruction and teacher preparation has been acknowledged with invitations to present at prestigious conferences, such as the American Educational Research Association (AERA) and the Michigan Reading Association (MRA). She has co-authored award-winning publications, including collaborative works on culturally relevant pedagogy and anti-bias education. Her scholarly contributions have also been recognized in leading journals, earning accolades for advancing equity in education. Dr. White’s commitment to academic excellence and community engagement has solidified her reputation as a leading voice in the field of teacher education.

🌍  Research Focus

Dr. White’s research centers on literacy education, with a specific focus on how racial, cultural, and linguistic diversity shapes teaching and learning. She investigates critical pedagogical practices that disrupt traditional norms, promoting anti-bias and anti-racist approaches in teacher preparation. Her work also explores the role of assessment and reading instruction in elementary classrooms, particularly in how these intersect with students’ identities and experiences. Dr. White’s research seeks to empower educators to create more inclusive and equitable learning environments, ultimately aiming to improve educational outcomes for all students, particularly those from marginalized communities.

πŸ“– Publications Top Notes

  • Adopting and Adapting Michigan’s Tenth Literacy Practice: Collaboration with Families
  • Partnering with Families for Student Success: 24 Case Scenarios for Problem Solving with Parents
  • Working with Racially, Culturally, and Linguistically Diverse Learners, Families, and Communities: Strategies for Preparing Preservice Teachers
  • Mentoring as More than β€œCheerleading”: Looking at Educative Mentoring Practices through Mentor’s Eyes
  • What’s Right with Gavin? Examining Literacy Practices of an Emergent Neurodivergent Youth

Dr. Cesare Saitta | Urologia | Best Researcher Award

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Dr. Cesare Saitta | Urologia | Best Researcher Award

Dr. Cesare Saitta, IRCCS Humanitas Research Hospital, Italy

Cesare Saitta, born on February 25, 1995, in Catania, Italy, is a dedicated medical professional specializing in urology. With a profound interest in surgical and emergency medicine, Cesare has demonstrated a consistent commitment to improving patient outcomes through hands-on practice and research. His educational journey at the University of Catania, where he earned a degree in Medicine and Surgery with honors, has paved the way for a promising career. Cesare’s multidisciplinary experience spans various medical sectors, including vascular surgery, urology, and emergency care. He is currently pursuing specialization in urology at Humanitas University, combining his clinical expertise with a passion for innovative research.

Professional Profile

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Summary of Suitability for the Research for Best Researcher Award

While Cesare Saitta has demonstrated significant academic and practical skills in medicine and surgery, his candidacy for the Research for Best Researcher Award would be more compelling with additional contributions to published medical research. His experience, clinical expertise, and demonstrated interest in research make him a promising candidate, but further evidence of research publications or innovative contributions in urology or surgery would strengthen his bid for the award.

πŸŽ“ Education

Cesare Saitta earned his Doctor of Medicine and Surgery degree from the University of Catania with a score of 110/110 cum laude. Throughout his academic career, he excelled in both theoretical and practical aspects of medicine. His studies were complemented by internships in prestigious institutions, including training in general surgery and emergency medicine. Cesare’s education was marked by significant hands-on practice, gaining proficiency in procedures like venous cannulation, laparoscopic appendectomy, and surgical wound management. He developed strong skills in patient management, especially in emergency care for polytraumatized patients. Cesare’s focus on hemocoagulative modifications after laparoscopic surgery formed a critical part of his academic research, demonstrating his ability to bridge clinical work with research excellence.

πŸ’Ό Experience 

Cesare Saitta’s professional journey has been marked by diverse and hands-on medical experiences. He completed internships in general surgery, emergency medicine, and vascular surgery, working across various hospitals in Italy. He gained practical expertise in surgical procedures such as appendectomy, wound dressing, and patient management, especially in emergency scenarios. His stint at UCLH in London further broadened his medical exposure, allowing him to refine his skills in cutting-edge medical practices. Since 2021, Cesare has been specializing in urology at Humanitas University, focusing on diagnosing and treating urological disorders. His work during the COVID-19 pandemic highlighted his adaptability, as he was deeply involved in diagnosing and treating COVID-19 patients.

 πŸ…Awards and Honors 

Cesare Saitta has been recognized for his academic and professional excellence in multiple areas. Graduating with top honors from the University of Catania, he received the prestigious award of 110/110 cum laude for his degree in Medicine and Surgery. His research on hemocoagulative modifications during laparoscopic surgery earned accolades from academic circles, further highlighting his ability to contribute to cutting-edge medical knowledge. His leadership and dedication were also acknowledged during his time at various hospitals, where he was commended for his professionalism and commitment to patient care, particularly during high-pressure emergency situations. Cesare’s work during the COVID-19 pandemic was another notable achievement, showcasing his resilience and service during a global health crisis.

🌍 Research Focus

Cesare Saitta’s research primarily revolves around urology, with a particular emphasis on surgical techniques and patient outcomes in laparoscopic surgery. His key research project during his academic career explored hemocoagulative modifications after laparoscopic surgery at different pressure settings, investigating how these variations affect patient recovery and complications. This research has contributed valuable insights into improving surgical procedures and optimizing patient care in urological treatments. Additionally, Cesare has delved into the study of therapeutic management for trauma patients in emergency settings, focusing on efficient diagnostic and treatment protocols. His current research interests at Humanitas University include minimally invasive urological treatments, further advancing the understanding of best practices in the field.

πŸ“– Publication Top Notes

Development of a novel score (RENSAFE) to determine probability of acute kidney injury and renal functional decline post surgery: A multicenter analysis
Cited by: 8
Assessing the role of high-resolution microultrasound among naΓ―ve patients with negative multiparametric magnetic resonance imaging and a persistently high suspicion of …
Cited by: 8
Diagnostic performance of microUltrasound at MRI‐guided confirmatory biopsy in patients under active surveillance for low‐risk prostate cancer
Cited by: 5
Is testis sparing surgery safe in patients with incidental small testicular lesions referring to a fertility center? A retrospective analysis reporting factors correlated to …
Cited by: 5
Unraveling the BMI paradox in different renal cortical tumors: insights from the INMARC registry
Cited by: 4

 

Dr. Gloria Grice | Pharmacy | Best Researcher Award

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Dr. Gloria Grice | Pharmacy | Best Researcher Award

Dr. Gloria Grice, University of Health Sciences and Pharmacy in St. Louis, United States

Gloria R. Grice, Pharm.D., is an accomplished academic leader and healthcare professional. She currently serves as the Associate Dean for Academic Affairs at the St. Louis College of Pharmacy, University of Health Sciences and Pharmacy in Saint Louis. With over two decades of experience in pharmacy education, Dr. Grice holds additional roles as a Professor (Non-Tenure Track) in the Department of Pharmacy Practice and a Courtesy Assistant Professor at Goldfarb School of Nursing. She earned her Doctor of Pharmacy degree from the University of Maryland, where she also completed pre-pharmacy coursework. Dr. Grice’s expertise spans pharmacotherapy, pharmacy practice, and interprofessional healthcare education. She has been recognized for her contributions to student-centered learning and ability-based education. Throughout her career, Dr. Grice has led innovative teaching and clinical practice initiatives, preparing future healthcare professionals to excel in diverse clinical settings.

Professional Profile

google scholar

Evaluation for Research for Best Researcher Award: Gloria R. Grice

Summary of Suitability
Gloria R. Grice stands out as a highly accomplished academic and healthcare professional with extensive experience in both clinical practice and academic leadership. Her tenure as Associate Dean for Academic Affairs, coupled with her long-standing role as a Professor in Pharmacy Practice, highlights her capacity for leadership, mentorship, and innovation in pharmacy education. Her rich educational background, including a Doctor of Pharmacy degree from the University of Maryland, and her specialty residency in Family Medicine, establish her as an expert in her field.

  πŸŽ“ Education 

Gloria R. Grice completed her Doctor of Pharmacy (Pharm.D.) from the University of Maryland, Baltimore, in May 2002. Prior to her Pharm.D., she pursued Pre-Pharmacy studies at the University of Maryland, College Park, from 1996 to 1998. Her academic journey was marked by an emphasis on both foundational science and clinical pharmacy practice. Dr. Grice’s education has laid the groundwork for her extensive involvement in pharmacy practice and academic leadership. Her passion for advancing pharmacy education is reflected in her current role as Associate Dean for Academic Affairs and as a Professor (Non-Tenure Track) in the Department of Pharmacy Practice. Dr. Grice continues to contribute to educational advancements by developing innovative curricula that integrate pharmacotherapy, interprofessional education, and patient-centered care approaches.

 πŸ’Ό Experience

Dr. Gloria R. Grice has over two decades of experience in pharmacy practice and academia. Since July 2021, she has been the Associate Dean for Academic Affairs at the St. Louis College of Pharmacy, University of Health Sciences and Pharmacy in Saint Louis. She has also held the role of Professor (Non-Tenure Track) in the Department of Pharmacy Practice since 2015. Dr. Grice’s teaching career includes serving as a course coordinator, lecturer, and preceptor for numerous pharmacy and interprofessional education courses. Her earlier roles include Clinical Instructor and Clerkship Preceptor, where she provided experiential education in primary care and geriatrics. Dr. Grice’s residency at St. John’s Mercy Family Medicine expanded her clinical practice in various specialties, including internal medicine and geriatrics. Her clinical and educational expertise continues to shape the next generation of pharmacists and healthcare professionals.

  πŸ…Awards and Honors 

Dr. Gloria R. Grice has received several recognitions for her contributions to pharmacy education and clinical practice. She holds certifications in Advanced Cardiac Life Support (ACLS) and Immunization from the American Pharmacists Association, demonstrating her clinical proficiency. Additionally, she has been a Board Certified Pharmacotherapy Specialist since 2003, further renewed in 2010 and 2017, underscoring her expertise in pharmacotherapy. Dr. Grice is also licensed to practice pharmacy in both Missouri and Maryland. Throughout her career, she has been honored for her commitment to student-centered, ability-based education, particularly in the areas of primary care and interprofessional healthcare education. Her role in shaping experiential learning and preceptorship has earned her significant respect among peers and students alike. Dr. Grice’s leadership in academic administration further exemplifies her dedication to advancing the field of pharmacy education.

  πŸŒ Research Focus 

Dr. Gloria R. Grice’s research focuses on interprofessional education, pharmacotherapy, and innovative approaches to healthcare education. She is particularly interested in how collaborative, patient-centered care can be enhanced through better integration of pharmacists into interprofessional healthcare teams. Her work explores the role of pharmacy in managing chronic conditions such as diabetes, hypertension, and heart failure, as well as the optimization of pharmacogenomics in primary care settings. Dr. Grice has contributed to research on educational strategies, including ability-based learning and assessment-driven methodologies. Her goal is to advance the quality of pharmacy education, preparing healthcare professionals to deliver comprehensive, team-based care. Dr. Grice’s research also highlights the importance of experiential learning and preceptorship in cultivating future leaders in pharmacy practice.

  πŸ“– Publications Top Notes

Use of pharmacogenetic and clinical factors to predict the therapeutic dose of warfarin
  • Citations: 998
Integration of genetic, clinical, and INR data to refine warfarin dosing
  • Citations: 267
Genetic-based dosing in orthopedic patients beginning warfarin therapy
  • Citations: 225
A polymorphism in the VKORC1 regulator calumenin predicts higher warfarin dose
  • Citations: 126
Laboratory and clinical outcomes of pharmacogenetic vs. clinical protocols for warfarin initiation in orthopedic patients
  • Citations: 100