Nisha Mathews | Humanities and Science Integration | Research Hypothesis Excellence Award

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Dr. Nisha Mathews | Humanities and Science Integration | Research Hypothesis Excellence Award

Assistant Professor of Nursing at University of Houston Clear Lake Texas, United States

Dr. Nisha Mathews, Ph.D., RN, is a distinguished nursing scholar, educator, and researcher with a strong commitment to advancing health equity, cultural competence, and public health within diverse communities. Currently serving as an Assistant Professor at the University of Houston–Clear Lake, she brings over two decades of clinical and academic experience across the U.S., Ireland, and India. A recipient of the prestigious Virginia Chandler Dykes Scholarship and a Scholar of the STTI Nurse Faculty Leadership Academy, Dr. Mathews also serves as the Research Chair of the National Association of Indian Nurses of America. Her research portfolio includes over a dozen peer-reviewed publications and numerous international and national presentations, with a focus on COVID-19 vaccine hesitancy, health disparities among South Asians, and nursing education innovation. Dr. Mathews’ interdisciplinary work and leadership reflect a deep dedication to empowering nurses, addressing healthcare inequities, and promoting culturally competent care across the healthcare continuum.

Professional Profile 

🎓 Education 

Dr. Nisha Mathews holds a Ph.D. in Nursing Science from Texas Woman’s University (2020), where her dissertation focused on “Cultural Competence and Knowledge of South Asian Culture of Registered Nurses Working in an Urban Hospital Setting.” She earned her M.S.N. in Nursing Education from Walden University in 2013, completing a project on “Fall Prevention Among the Elderly.” Her foundational nursing education began at Delhi University’s R.A.K. College of Nursing, where she completed a B.Sc. (Hons.) in Nursing in 2003, researching “Knowledge of Waste Disposal Among Post-Natal Mothers in a Maternity Unit.” Her academic path reflects a consistent focus on culturally sensitive care and patient safety.

💼 Professional Experience 

Dr. Nisha Mathews brings a rich and diverse professional background spanning clinical practice, nursing education, and research. She currently serves as an Assistant Professor in the R.N. to B.S.N. Program at the University of Houston–Clear Lake, where she contributes to shaping future nursing professionals through academic instruction and mentorship. Her clinical experience includes roles at H.C.A. Houston Clear Lake, where she provided interdisciplinary patient care across multiple units including Progressive Care and Geropsychiatry. She has also served as a pediatric and emergency RN in Ireland at Our Lady’s Hospital for Children, and as a cardiac and pediatric nurse at Escort Heart Institute in Delhi, India. Dr. Mathews is known for her collaborative approach, excellence in patient and family education, and leadership in culturally responsive care practices across international healthcare settings.

🔬 Research Interests 

Dr. Nisha Mathews’ research interests are rooted in advancing culturally competent healthcare, reducing health disparities, and improving public health outcomes among minority populations, particularly South Asian communities. Her scholarly work explores critical areas such as cultural competence in nursing, COVID-19 vaccine hesitancy, maternal health equity, and social determinants of health. She is especially passionate about examining racial and ethnic disparities in chronic disease management and patient outcomes. Additionally, Dr. Mathews is committed to transforming nursing education through innovative teaching strategies like HyFlex learning and critical thinking development. Her research reflects a strong interdisciplinary approach, combining nursing science, public health, and health informatics to drive systemic change and equity in healthcare delivery.

🏅 Awards and Honors 

Dr. Nisha Mathews has been recognized for her academic excellence and leadership in nursing through several prestigious honors. She was awarded the Virginia Chandler Dykes Scholarship in 2020 for her outstanding contributions to nursing education and research. Further affirming her leadership potential, she was selected as a Scholar of the Nurse Faculty Leadership Academy by Sigma Theta Tau International (STTI), a globally respected honor society of nursing. In addition, she currently serves as the Research Chair for the National Association of Indian Nurses of America (NAINA), reflecting her trusted expertise and commitment to advancing the profession through scholarly excellence and mentorship. These accolades highlight her ongoing dedication to impactful research, inclusive leadership, and community engagement within the field of nursing.

📚Publications Top Noted

1.Cultural Competence Case Studies

  • Authors: Nisha Mathews, Karen Alexander, Shaine Joseph, Yesenia Chavez
  • Year: 2025
  • Citation: Mathews, N., Alexander, K., Joseph, S., & Chavez, Y. (2025). Cultural Competence Case Studies. Association of Black Nurse Faculty Foundation Journal, June 13, 2025.

2. An exploration of self-perception of weight status, weight-related variables, and preferences for weight management strategies among South Asians in the US

  • Authors: Nisha Mathews, Maya Joseph, Lydia Albequerque, Peter Chen
  • Year: 2025
  • Citation: Mathews, N., Joseph, M., Albequerque, L., & Chen, P. (2025). An exploration of self-perception of weight status…. Clinical Obesity, March 5, 2025.

3. Obesity-Related Biases Among Health-Care Personnel in Radiological Examination Environment: Impact, Manifestations, and Solutions

  • Authors: Nisha Mathews, Jolly Joseph, Maya E. Joseph, Elizabeth G. Munoz, Loretta T. Lee
  • Year: 2024
  • Citation: Mathews, N., Joseph, J., Joseph, M.E., Munoz, E.G., & Lee, L.T. (2024). Obesity-Related Biases Among Health-Care Personnel…. Journal of Radiology Nursing, Dec 2024.

4. Expanding Educational Opportunities for Nurses: Faculty and Student Reflections of a HyFlex Pilot Program

  • Authors: Nisha Mathews, Karen Alexander, Sandra Jenkins
  • Year: 2024
  • Citation: Mathews, N., Alexander, K., & Jenkins, S. (2024). Expanding Educational Opportunities for Nurses…. Association of Black Nurse Faculty Foundation Journal, June 3, 2024.

5. Nurses Breaking Down Barriers to Sizeism

  • Authors: Nisha Mathews, Jen Pettis, Loretta Lee, Holly Carpenter
  • Year: 2024
  • Citation: Mathews, N., Pettis, J., Lee, L., & Carpenter, H. (2024). Nurses Breaking Down Barriers to Sizeism. American Nurse Journal, February 15, 2024.

6. Racial Disparities in Diabetes Care and Outcomes for Patients with Blindness/Low Vision: A Descriptive Analysis of the TriNetX Research Network

  • Authors: Nisha Mathews, C. Madlock-Brown, A. Lee, J. Seltzer, A. Solomonides, J. Phuong, N. Weiskopf, W. Adams, H. Lehmann, J. Espinoza
  • Year: 2024
  • Citation: Mathews, N., Madlock-Brown, C., Lee, A., et al. (2024). Racial Disparities in Diabetes Care…. Preprint, February 3, 2024.

7. Health Disparities Among the South Asians in the United States

  • Authors: Nisha Mathews, Shaine Joseph
  • Year: 2024
  • Citation: Mathews, N., & Joseph, S. (2024). Health Disparities Among the South Asians…. Journal of Nursing Research and Practice, January 9, 2024.

8. Registered Nurses’ Cultural Competence and South Asian Culture Knowledge: A Quantitative Study

  • Authors: Nisha Mathews, Sandra Cesario, Ann Malecha, Pinky Shani
  • Year: 2023
  • Citation: Mathews, N., Cesario, S., Malecha, A., & Shani, P. (2023). Registered Nurses’ Cultural Competence…. Association of Black Nurse Faculty Foundation Journal, December 13, 2023.

9. The Use of Care Bundle on Pressure Injury Prevention Education and Its Impact on Patient Outcomes

  • Authors: Nisha Mathews, Shaine Joseph
  • Year: 2023
  • Citation: Mathews, N., & Joseph, S. (2023). The Use of Care Bundle on Pressure Injury Prevention…. Association of Black Nurse Faculty Foundation Journal, December 12, 2023.

10. Predictors of COVID-19 Vaccine Hesitancy Among Asian Indians in the United States: A Cross-Sectional Descriptive Study

  • Authors: Nisha Mathews, L.H. Albuquerque, A.B. Luckose, M. Joseph, S. Devarayasamudram, E. Mahon
  • Year: 2023
  • Citation: Mathews, N., Albuquerque, L.H., Luckose, A.B., et al. (2023). Predictors of COVID-19 Vaccine Hesitancy…. The American Journal of Nursing, December 6, 2023.

✅ Conclusion

Dr. Nisha Mathews is exceptionally qualified for the Research Hypothesis Excellence Award. Her consistent contributions to cultural competence, health equity, and education innovation in nursing underscore her dedication to formulating and testing socially impactful research hypotheses. With her growing scholarly output, national leadership, and commitment to underrepresented populations, she embodies the values this award seeks to recognize. Minor enhancements in hypothesis articulation and grant visibility would further elevate her candidacy—but her profile already meets a high standard of research excellence and societal relevance.

 

 

Carlos Lavin | Qualitative Hypotheses | Best Researcher Award

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Assist. Prof. Dr. Carlos Lavin | Qualitative Hypotheses | Best Researcher Award

Assistant Professor of Special Educaiton at College of Charleston, United States

Dr. Carlos E. Lavín is an Assistant Professor of Special Education at the College of Charleston, whose research and teaching center on culturally relevant pedagogy, inclusive education, and the experiences of marginalized students, particularly undocumented Latinx students with disabilities. With a Ph.D. in Special Education from George Mason University, Dr. Lavín has authored numerous peer-reviewed journal articles, book chapters, and conference presentations that address equity, language, and disability in education. He is recognized for his scholarly contributions and has received several honors, including the CEC Emerging Special Educators of Color Leadership Award and fellowships from George Mason University and UNC-Chapel Hill. Dr. Lavín’s work bridges research and practice through community advocacy, teacher preparation, and student mentorship, making him a leading voice in the movement for equity in special education.

Professional Profile 

🎓 Education of Dr. Carlos Lavin

Dr. Carlos E. Lavín holds a strong academic background in both education and business. He earned his Ph.D. in Special Education from George Mason University in 2020, where he focused on culturally responsive practices and inclusive education for marginalized communities. Prior to his doctoral studies, he completed a Master of Arts in Teaching (M.A.T.) in Special Education from North Carolina Central University in 2011. His academic journey began with a Bachelor of Science (B.S.) in Business Administration from Loyola University New Orleans in 2006. This interdisciplinary foundation has equipped Dr. Lavín with a unique perspective on educational equity, leadership, and advocacy within the field of special education.

💼 Professional Experience of Dr. Carlos Lavin

Dr. Carlos E. Lavín brings over 15 years of rich and diverse professional experience in special education, research, and teacher preparation. Since 2020, he has served as an Assistant Professor in Special Education at the College of Charleston, where he teaches, mentors, and leads impactful research. His earlier roles include serving as a Graduate Research Assistant at George Mason University and Editorial Assistant for Learning Disabilities Research and Practice. Dr. Lavín has also held multiple roles in K-12 education, including Special Education Team Leader, Resource Teacher, and Interpreter/Translator across various schools in North Carolina. His practical classroom experience, combined with his academic leadership, positions him as a well-rounded educator and researcher committed to advancing equity and excellence in special education.

🔬 Research Interests of Dr. Carlos Lavín

Dr. Carlos E. Lavín’s research is deeply rooted in advancing equity and inclusion within special education. His primary interests focus on culturally relevant pedagogy, inclusive education for English learners (ELs), and the intersection of disability, language, and immigration status—particularly among undocumented Latinx students with disabilities. He explores how teacher preparation programs can disrupt deficit narratives and better support culturally and linguistically diverse learners. Dr. Lavín is also engaged in international research on inclusive education in Mexico City and is committed to amplifying marginalized voices through methodologies like testimonios and critical qualitative research. His work not only challenges dominant narratives but also provides practical strategies for educators to foster more just and responsive learning environments.

🏆 Awards and Honors of Dr. Carlos Lavín

Dr. Carlos E. Lavín has been recognized for his outstanding contributions to special education and his commitment to diversity, equity, and inclusion. In 2023, he received the prestigious CEC Emerging Special Educators of Color Leadership Travel Award, highlighting his leadership in culturally responsive education. During his doctoral studies at George Mason University, he was awarded multiple honors, including the College of Education and Human Development Fellowship (2018, 2019) and the Helen Keller Scholarship for his work at the Helen A. Kellar Institute for Human disAbilities. Earlier in his career, he was also the recipient of the North Carolina Excellence Fellowship and the Bridging the Gap Between Research and Practice Service Grant at UNC-Chapel Hill. These accolades reflect Dr. Lavín’s impactful scholarship and service within the field of special education.

✅ Conclusion

Dr. Carlos E. Lavín is exceptionally qualified for the Best Researcher Award. His scholarly excellence in Consistent and impactful publications, High-level conference engagement, Strong community and educational influence, Deep commitment to equity and diversity in education.

📚 Publications Top Noted

  1. Hispanic caregiver experiences supporting positive postschool outcomes for young adults with disabilities
    Authors: G.L. Francis, J.M.S. Gross, C.E. Lavín, L.A.C. Velazquez, N. Sheets
    Journal: Intellectual and Developmental Disabilities, 56(5), 337–353
    Year: 2018
    Citations: 38

  2. Perceptions of inclusive education in Mexico City: An exploratory study
    Authors: C.E. Lavín, G.L. Francis, L.H. Mason, R.F. LeSueur
    Journal: International Journal of Disability, Development and Education, 69(3), 1065–1079
    Year: 2022
    Citations: 30

  3. Facing double jeopardy: The transition experiences of Latina family caregivers of young adults with disabilities living in a rural community
    Authors: G.L. Francis, J.M.S. Gross, C.E. Lavín, L.A. Casarez Velazquez, N. Sheets
    Journal: Rural Special Education Quarterly, 39(1), 17–34
    Year: 2020
    Citations: 29

  4. Back to Basics: Culturally Relevant Pedagogy in Special Education
    Authors: C.E. Lavín, A. Jordan, G.L. Francis
    Journal: The High School Journal, 105(1), 5–16
    Year: 2021
    Citations: 24

  5. Inclusive education definitions and practices: Exploring perspectives of education professionals in Mexico City
    Authors: G.L. Francis, C.E. Lavín, J. Sanchez, A.S. Reed, L. Mason
    Journal: Journal of Policy and Practice in Intellectual Disabilities, 18(1), 58–67
    Year: 2021
    Citations: 23

  6. A systematic review of intervention studies for young children with emotional and behavioral disorders: identifying the research base
    Authors: J.W. McKenna, F. Brigham, J. Garwood, L. Zurawski, M. Koc, C. Lavín, …
    Journal: Journal of Research in Special Educational Needs, 21(2), 120–145
    Year: 2021
    Citations: 18

  7. The Dearth of Published Intervention Studies About English Learners with Learning Disabilities or Emotional and Behavioral Disorders in Special Education
    Authors: C.E. Lavín, L. Mason, R. LeSueur, P. Haspel
    Journal: Learning Disabilities: A Multidisciplinary Journal, 25(1), 18–27
    Year: 2020
    Citations: 12

  8. Promoting positive freedoms for secondary students with emotional and behavioral disorders: The role of instruction
    Authors: F.J. Brigham, J.W. McKenna, C.E. Lavín, M.M. Brigham, L. Zurawski
    Book Chapter: Viewpoints on interventions for learners with disabilities, 31–53
    Year: 2018
    Citations: 10

  9. Reflective journaling: A path toward cultural competence for teacher candidates in special education
    Authors: C.E. Lavín, J. Goodman
    Journal: Teaching and Teacher Education, 133, 104300
    Year: 2023
    Citations: 8

  10. Engaging families from culturally and linguistically diverse backgrounds in virtual individualized education program meetings
    Authors: D.M. Feeney, C.E. Lavín, M. Matute-Chavarria, H. Park, Y.J. Hsiao
    Journal: Journal of Special Education Technology, 39(2), 277–286
    Year: 2024
    Citations: 6