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Laszlo GardonyView profile

Professor

• Jazz Performance
• Piano
• Jazz Composition
• +6 more

Laszlo Gardony is a Professor in the Piano Department at Berklee College of Music, Massachusetts, where he has made significant contributions as an educator and performer. His academic training includes a Professional Diploma from Berklee College of Music (1985), a Master of Education in Mathematics from Eötvös Loránd University, Hungary (1979), and a Bachelor of Music from the Bela Bartok Music College (now part of the Franz Liszt Academy) in Hungary (1979). Bachelor of Music (BM), Bela Bartok Music College, Hungary, 1979 Master of Education (MEd), Mathematics, Eötvös Loránd University, Hungary, 1979 Professional Diploma, Music, Berklee College of Music, 1985 His research and artistic interests center on jazz performance, improvisation, composition, and music education, with a unique fusion of Central European folk traditions, jazz standards, and progressive rock. He emphasizes a teaching philosophy that integrates inspiration and analysis, encouraging students to practice musically and develop their original voice. His recent albums, such as Close Connection (2022), Serious Play (2017), and Life in Real Time (2015), reflect a deep exploration of interactive trio dynamics, solo piano expression, and cross-genre experimentation. These works showcase trends in contemporary jazz that blend emotional depth, technical mastery, and cultural synthesis, often drawing comparisons to artists like Thelonious Monk and King Crimson through a distinctly personal lens. Scientific and Artistic Awards: Voting Member of the National Academy of Recording Arts and Sciences First prize, 1987 Great American Jazz Piano Competition Three-time nominee for Boston Music Awards As an advisor and mentor, Gardony has influenced numerous students through his teaching at Berklee, emphasizing joyful learning and creative development. Though no formal grants are listed, his sustained artistic output and institutional affiliation suggest ongoing support for his creative and educational initiatives. His performances and recordings often involve collaborative ensembles, including his own trio, quartet, and sextet, reflecting a strong commitment to ensemble-based music-making and live artistic expression. He leads a dynamic performance career with long-standing collaborations, notably with bassist John Lockwood and drummer Yoron Israel, and has performed at prestigious venues such as Symphony Hall (Boston), the Blue Note (New York), and the Monterey Jazz Festival. His work with groups like the John Coltrane Memorial Ensemble and as a sideman on critically acclaimed albums further demonstrates his integral role in the contemporary jazz landscape.

Robert PalmerView profile

Adjunct Professor

• Appellate Law
• Legal Practice
• Courts System
• +3 more

Robert Palmer is an Adjunct Professor of Law at Notre Dame Law School and has been practicing law with May Oberfell Lorber since 1982. His expertise focuses on appellate law in state and federal courts, emphasizing precision and strategy in the appeals process. He has taught an appellate law course at the law school for the past 20 years, offering students hands-on experience by taking actual cases to the Circuit Court of Appeals in Chicago. Palmer actively shares legal insights through his Twitter feed and integrates practical legal work into his teaching. His research and teaching interests center on appellate advocacy, legal strategy, and the intersection of state and federal court systems. While no specific articles or grants are detailed in the provided text, his contributions to legal education highlight a dedication to bridging academic theory with real-world litigation. Palmer’s professional involvement includes advising students in his course but no named advisees or formal grants are mentioned. He is affiliated with May Oberfell Lorber, though no specific labs or teams are noted.

Peggy ChiView profile

Visiting Associate Professor

• Human-Computer Interaction (HCI)
• Accessibility Technologies
• Interactive Systems Design
• +3 more

Peggy Chi is a Staff Research Scientist at Google DeepMind and a Visiting Associate Professor at National Taiwan University's Department of Computer Science and Information Engineering. She holds a Ph.D. in Computer Science from UC Berkeley and an M.S. from MIT Media Lab. Her research focuses on interactive systems, accessibility technologies, and AI-driven interfaces to enhance creativity and user experience in areas like video creation, non-visual access for visually impaired users, and cross-device interaction. Key research interests include Human-Computer Interaction (HCI), accessibility, and the application of AI in user-facing technologies. She has pioneered projects such as TacNote (tactile/audio note-taking for BVI users), Slide Gestalt (non-visual slide structure extraction), and Bespoke (LLM-based interface generation). Her work bridges theory and practice, with contributions to top venues like ACM CHI, UIST, and CVPR. Received a Best Paper Award at ACM CHI and a Google PhD Fellowship . Published over 20+ papers in HCI and AI, focusing on accessibility, video technology, and cross-device systems. Her research also extends to educational tools (e.g., MixT for mixed-media tutorials) and ubicomp systems for health and daily life, such as calorie-aware smart kitchens. Peggy collaborates with industry and academia to advance interactive technologies that empower users through innovation and inclusivity.

Rachel SheffieldView profile

Professor

• STEM Education
• Science Teacher Education
• Makerspace Learning
• +5 more

Professor Rachel Sheffield is a Professor in the School of Education within the Faculty of Humanities at Curtin University, Western Australia. She has established herself as a leading educator and researcher in STEM education, with a particular focus on science teacher preparation and innovative teaching approaches that foster scientific literacy among pre-service teachers. Her educational philosophy centers on translating industry experience as a science teacher to teacher training students in ways that help them build their professional identity. She emphasizes creating communities of primary teacher practitioners who are scientifically literate, confident, and competent to inspire their own students. Professor Sheffield's research interests include: STEM and STEAM education integration in classrooms Makerspace approaches for STEM learning Online scaffolded approaches to science inquiry Digital andragogy in tertiary teaching and learning Sustainability education and developing sustainable mindsets Women's experiences and leadership in STEMM fields Cross-cultural STEM education, particularly with Asian countries Her recent publications demonstrate a strong international focus, with numerous collaborations between Australian and Asian institutions. She has developed several online resources for science inquiry learning, including websites focused on kitchen science and water investigations. Professor Sheffield has received significant recognition for her contributions to education: 2018-2019: STEMM International Homeward Bound 2017: Curtin Academy Fellow 2017: SHEA Fellow 2016: OLT National Citation for Excellence in Teaching 2016: Endeavour Fellowship to collect, curate and digitize teaching artifacts in Lao PDR 2016: ISTE STEM Award 2015: HERDSA Fellow 2014: Curtin Excellence and Innovation in Teaching Award She has secured substantial research and teaching grants, including multiple $264,000 New Colombo Plan Mobility grants for international study programs in India, Malaysia, Singapore, and Sri Lanka. Current projects explore AI applications in education, pandemic impacts on teaching, and cross-cultural STEM initiatives. Professor Sheffield maintains active international collaborations, particularly with Indian institutions, focusing on developing digital STEM professional learning platforms and examining primary students' engagement with STEM through makerspace approaches.

Heike NeumannView profile

Senior Lecturer

• Second/foreign language writing
• Second/foreign language assessment
• English for academic purposes

Dr. Heike Neumann is a Senior Lecturer in the Department of Education at Concordia University. Her research focuses on second language writing, language assessment, and English for academic purposes (EAP). She supervises graduate students in Applied Linguistics (MA) and Education (PhD) and teaches courses in language acquisition, testing, and pedagogical grammar. Education: PhD in Second Language Education from McGill University (2011), MA in Applied Linguistics from Concordia University (2002), MA in German and Hispanic Studies from the University of Edinburgh (1999), Certificate in French Language from Concordia University (2008), and studies in English Philology and Chemistry at the University of Heidelberg (1991-1993). Neumann's research investigates academic language socialization, multilingual student identity, and the predictive validity of language proficiency tests. Current projects include developing an academic language self-assessment tool (2025-2030) and examining digital literacy in secondary education. Past work explored source integration strategies and collaborative prewriting tasks, often in partnership with institutions like York, UBC, and McGill Universities. Her publications span journals such as the Journal of Second Language Writing and TESOL Quarterly , focusing on morphological development, academic acculturation, and critical engagement with sources. She actively presents at conferences like the Symposium on Second Language Writing and AAAL, addressing topics from justice-oriented EAP instruction to assessment extrapolation in language testing.

Amanda Haney-CechView profile

Teaching Professor

• Academic Support
• Student Success Strategies
• Educational Leadership
• +3 more

Amanda Haney-Cech serves as the Director of the Academic Resource Center (ARC) at Marietta College, overseeing all departmental operations. She is also an instructor, teaching First-Year Experience (FYE) courses such as FYE 102 and FYE 105 to equip students with essential academic skills. Her career has focused on student success, including her prior role as Assistant Director of the Upward Bound College Prep Academy at Washington State Community College. She holds a Master of Arts in Liberal Learning (2006) from Marietta College, a BA in English (1998) from the University of Cincinnati, and an AA in Liberal Arts (1996) from Washington State Community College. Since 2008, she has been actively involved at Marietta College, offering workshops on time-management, study skills, note-taking, and test-taking strategies for the campus community. Her professional contributions emphasize fostering student academic resilience and transition to higher education. She resides in Marietta with her husband David and daughter Geneva.

• Human-Computer Interaction
• Virtual Reality
• Mixed Reality
• +5 more

Tovi Grossman is a prominent researcher in Human-Computer Interaction, Virtual Reality, and Artificial Intelligence. His work focuses on user interface design, error mediation in immersive environments, and AI-assisted programming education. Research Trends: His recent publications explore multimodal interaction techniques in VR, AI-generated code scaffolding for novices, and mixed reality systems for collaborative tasks. Key themes include: Context-aware interfaces Gaze and gesture input systems LLM integration in educational tools 3D spatial navigation and telepresence Collaborative Work spans institutions and disciplines, with recurring partnerships in VR design, robotics, and educational technology.

• Normative Ethics
• Consequentialism
• Pandemic Ethics
• +3 more

Richard Chappell is Associate Professor of Philosophy in the College of Arts and Sciences at the University of Miami . He is an active scholar in normative ethics, consequentialism, and pandemic ethics, with a robust portfolio of peer-reviewed publications and a recent book on Derek Parfit’s ethical thought. Education & Training: While specific degrees are not listed in the provided text, his extensive publication record and academic rank indicate advanced training in philosophy. Research Interests: Normative and applied ethics, especially consequentialism and utilitarianism Pandemic ethics and public health policy Moral philosophy and metaethics Population ethics and personal identity His work often explores the moral permissibility of risk-taking in public health, the structure of ethical theories, and the implications of utilitarian reasoning in real-world contexts. Publications Overview: Chappell’s recent articles span from theoretical explorations of utilitarianism and moral grounds to applied discussions on COVID-19 policies, human challenge trials, and the ethics of deliberate infection. His 2021 book Parfit's Ethics critically examines Derek Parfit’s contributions to moral philosophy. Scientific Awards: None listed in the provided text. Advising & Grants: No specific students or grants are mentioned in the text. Labs & Teams: No lab or team affiliations are noted.

Jeffrey A MullenView profile

Assistant Professor

• Neuromuscular disorders
• Neurology
• Neuromuscular medicine
• +2 more

Dr. Jeffrey A. Mullen is an Assistant Professor in the Department of Neurology at the University of California, Irvine School of Medicine. He is a board-certified neurologist specializing in neuromuscular disorders and sees patients at multiple UCI Health locations including the ALS & Neuromuscular Center in Orange, UCI Health - Irvine, and the UC Irvine Medical Center. Dr. Mullen's educational background includes: Medical degree from UCI School of Medicine Internship in internal medicine at UCI Medical Center Residency in neurology at UCI Medical Center Fellowship in neuromuscular medicine at UCI Medical Center Dr. Mullen specializes in the diagnosis and treatment of neuromuscular disorders. His clinical practice focuses on conditions affecting the nerves and muscles, including ALS (Amyotrophic Lateral Sclerosis) and other neuromuscular diseases. He is fellowship-trained specifically in neuromuscular medicine, indicating advanced expertise in this subspecialty area of neurology. Patient reviews consistently highlight his thorough approach, compassionate care, and ability to explain complex medical concepts in understandable terms. With a patient satisfaction rating of 4.8 out of 5 based on 264 reviews, Dr. Mullen is highly regarded by his patients for his clinical expertise and bedside manner. Many patients specifically mention his attentiveness to their concerns, willingness to spend adequate time during appointments, and his collaborative approach to developing treatment plans. Dr. Mullen works within the UCI Health ALS & Neuromuscular Center, which provides comprehensive care for patients with neuromuscular conditions. The center takes a team approach to patient care, which aligns with Dr. Mullen's practice style as noted in patient reviews that mention other healthcare professionals working with him during appointments.

Tamara Sladoljev-AgejevView profile

Senior Lecturer

• Cognitive models of text comprehension
• Computational linguistics
• Academic writing
• +3 more

Tamara Sladoljev-Agejev, PhD, is a Senior Lecturer at the University of Zagreb, Faculty of Economics & Business, where she has taught English for Business and Economics since 1998 and served as a full-time faculty member since 2005. She is affiliated with the Business Foreign Languages Faculty and teaches courses ranging from Business English and Academic Writing to English for Accounting and Finance. Education 2018 – PhD in Cognitive Science, University of Zagreb 2002 – Postgraduate Diploma in European Studies (Diplôme universitaire, Etudes européennes), Université Panthéon-Assas Paris II & University of Zagreb 1993 – MA in English and French Language and Literature, University of Zagreb Research Focus Dr Sladoljev-Agejev’s scholarship lies at the intersection of cognitive science, computational linguistics, and applied linguistics. She investigates how readers—especially second-language learners—comprehend and summarize complex academic and professional texts, and how technology can support the development of these skills. Her work has contributed novel insights into rhetorical-structure-aware pedagogy, automated summary evaluation, and evidence-based instructional design for English for Academic/Specific Purposes (EAP/ESP). Publication Trends Across more than twenty peer-reviewed articles, book chapters, and conference proceedings (2004–2025), her research exhibits a consistent trajectory: from early classroom-centred studies on syllabus design and motivation, through empirical investigations of reading strategies and note-taking, to cutting-edge computational analyses of summary coherence and the integration of AI writing tools in multilingual university contexts. The disciplinary keywords that emerge are English for Academic/Specific Purposes, second-language reading and writing, automated text analysis, and higher-education pedagogy. Professional Service & Memberships Board member, Association of LSP Teachers at Higher Education Institutions (since 2020) Scientific Committee member, European Literacy Network II Summit (2024) Member, European Association for the Teaching of Academic Writing Former board member, Croatian Applied Linguistics Society (2010–2012) Member, Association for Computational Linguistics (2019–2020) Teaching & Student Support Dr Sladoljev-Agejev coordinates and teaches on multiple compulsory and elective English courses within the Bachelor and Master programmes at her faculty. Her office hours are held on Tuesdays or Wednesdays 12:30–14:00 (by email appointment), and she actively mentors students in academic writing and research methods. No specific doctoral or master’s advisees are listed in the provided material.

MEHMET ALI ARICIView profile

Assistant Professor

• Turkish Education
• Language Assessment
• Speaking Motivation
• +2 more

Mehmet Ali Arıcı is an Assistant Professor in the Department of Turkish and Social Sciences Education at Gaziantep Faculty of Education, Gaziantep University. He concurrently serves as a Lecturer at Leibniz Language Center, Universitaet Hannover (Germany), teaching Turkish language courses since 2022. Previously, he was a Research Assistant at Gaziantep University from 2010 onward. Education Ph.D. in Turkish Education (2014-2022) - Istanbul University-Cerrahpaşa, Graduate Education Institute, Türkiye M.A. in Turkish Language and Literature (2010-2014) - Gaziantep University, Institute of Social Sciences, Türkiye B.A. in Turkish Language Teaching (2005-2009) - Gazi University, Gazi Faculty of Education, Türkiye Research Focus Arıcı specializes in Turkish language education, with emphasis on developing assessment methodologies for speaking and writing skills. His work includes creating validated scales for measuring motivation and self-efficacy in language learners, rubric design for performance evaluation, and analyzing pedagogical habits of teacher candidates. Research consistently intersects language pedagogy, psychometrics, and educational psychology. Publication Trends Recent articles (2020-2023) focus on quantitative tools for language education assessment, including reliability-validity studies for speaking motivation scales, self-efficacy measurements, and rubric development. Earlier conference works explored teacher training dynamics and literary analysis. Teaching Teaches undergraduate courses including Turkish Language (I-IV), Turkish as a Heritage Language (tandem method), Teaching Practice, and School Experience.

Andries van DamView profile

Professor

• Computer Graphics
• Hypermedia Systems
• Post-WIMP User Interfaces
• +6 more

Andries van Dam is the Thomas J. Watson Jr., University Professor of Technology and Education and Professor of Computer Science at Brown University. He has been a member of Brown's faculty since 1965 and is a founder of Brown's Computer Science Department, serving as its first Chairman from 1979 to 1985. From 2002 to 2006, he served as Brown's first Vice President for Research. He received a B.S. degree (with Honors) in Engineering Sciences from Swarthmore College in 1960 and a Ph.D. in Electrical Engineering from the University of Pennsylvania in 1966. Van Dam's research spans computer graphics, hypermedia systems, post-WIMP user interfaces (including pen-centric computing), and educational software. For over four decades, he has worked on systems for creating and reading electronic books with interactive illustrations for educational and research purposes. His work includes the development of graphics standards like the SIGGRAPH Core graphics library and PHIGS+, which helped unite researchers across different organizations. He co-authored the seminal textbook "Computer Graphics: Principles and Practice" and has published over a hundred scientific articles. His research encompasses immersive virtual reality interaction, gesture-based user interfaces, and pioneering work in hypertext dating back to HES in 1967. His hypertext research led to systems like HES, FRESS, EDS, and IRIS Intermedia, which predated and surpassed features of the modern web. His educational software includes Exploratories, GTT (Graphics Teaching Tool), MathPad, ChemPad, and Immune Attack, along with theoretical frameworks like Clip Models for next-generation educational software. Society for Information Display's Special Recognition Award (1974) IEEE Centennial Medal (1984) National Computer Graphics Association's Academic Award (1990) ACM SIGGRAPH Steven A. Coons Award (1991) ACM Karl V. Karlstrom Outstanding Educator Award (1994) IEEE James H. Mulligan, Jr. Education Medal (1999) ACM SIGCSE Award for Outstanding Contributions to Computer Science Education (2000) Van Dam has mentored numerous students and collaborators who became leaders in computer science. His research has been supported by major funding from NSF, NASA, DOE, Microsoft, and other organizations, totaling millions of dollars across dozens of projects. He has also been instrumental in establishing conferences, including co-founding the distributed computing workshops at Brown that evolved into the IEEE ICDCS conferences.

Melissa HoagView profile

Professor

• Music Theory
• Music Pedagogy
• Counterpoint
• +4 more

Melissa Hoag is Professor of Music Theory and Department Chair of Music at Oakland University's School of Music, Theatre and Dance. She also serves as Music Theory Program Coordinator and was appointed Assistant Director of the School of Music, Theatre and Dance in 2024. Dr. Hoag is an active scholar and educator with significant contributions to music theory pedagogy and diversity in music curriculum. Dr. Hoag earned her Ph.D. in music theory with doctoral minors in piano performance and music history from Indiana University. She holds a bachelor of music degree from Drake University and a certificate in Diversity and Inclusion from Cornell University. Her research focuses on music theory pedagogy, with special emphasis on counterpoint, aural skills instruction, and integrating diverse composers into the music theory curriculum. Dr. Hoag has pioneered approaches to diversifying the music theory classroom through her award-winning edited volume "Expanding the Canon: Black Composers in the Music Theory Classroom." Her scholarly work frequently examines Brahms's compositional techniques while developing innovative teaching methodologies for undergraduate theory instruction. Dr. Hoag's recent publications demonstrate a strong focus on expanding representation in music theory education, with particular attention to Black composers. Her work bridges traditional music theory topics with contemporary approaches to inclusive pedagogy, creating practical resources for theory instructors seeking to diversify their curricula while maintaining academic rigor in core theoretical concepts. 2024 Society for Music Theory Outstanding Multi-Author Collection Award (for "Expanding the Canon: Black Composers in the Music Theory Classroom") As Chief Reader for the College Board's Advanced Placement Exam in Music Theory since 2023, Dr. Hoag oversees the scoring activities of approximately 100 AP readers who score exams taken by around 20,000 high school students annually. She serves as co-editor for the Journal of Music Theory Pedagogy and is a member-at-large on the Executive Board for the Society for Music Theory. Dr. Hoag has previously served on the editorial boards of Music Theory Online, College Music Symposium, and SMT-V. Dr. Hoag leads the Music Theory Program at Oakland University, where she has coordinated the area since Fall 2007. She is actively engaged in developing curriculum that bridges traditional music theory instruction with contemporary approaches to inclusive pedagogy.

• Child Development
• Family Studies
• Parenting
• +3 more

Hayley Love serves as an Associate Professor in the Department of Child & Family Studies at Southeast Missouri State University, where she specializes in child development and family dynamics with a focus on emerging adulthood transitions. Her academic credentials include: Ph.D. in Human Development and Family Science from Florida State University M.S. in Psychology (Developmental Sequence) from Illinois State University B.S. in Psychology with minor in Sociology from Northern Illinois University Dr. Love's research examines helicopter parenting and its impact on student self-control and academic burnout , with findings presented at international conferences and featured in CNBC.com's Make It. Her teaching philosophy emphasizes intrinsic motivation through experiential learning and personal connection to developmental concepts. Her scholarly contributions include: 2019 Journal of Child and Family Studies publication analyzing parenting behaviors and school burnout Media recognition for research on overparenting in higher education Professional recognition includes the Dean's Scholar Award for Exceptional Academic Performance. As an active National Council on Family Relations member, she mentors students through holistic development approaches, encouraging exploration of personal passions with her noted advice: 'Your path is not set in stone, take time to find something you are truly passionate about and give yourself a chance to pursue your dreams.'

Nicolas EpinouxView profile

Lecturer

• Physical Education
• Cooperative Learning
• Psychosocial Resources
• +3 more

Nicolas Epinoux is a Lecturer at the Institute of Teacher Education (INSPE) of the University of Poitiers and an active research member of the Center for Research on Cognition and Learning (CeRCA). His work bridges physical education pedagogy, psychosocial resource development, and teacher professionalization within French educational contexts. He completed his PhD in Education at the University of Bordeaux in 2014 with a thesis examining social skills development through cooperative learning in middle school physical education and physics classes. His research focuses on three interconnected strands: sensorimotor and communication interactions in educational settings, psychosocial resource cultivation in physical activities, and structured support systems for teacher development. Epinoux investigates how cooperative learning frameworks manage student diversity while fostering democratic classroom experiences. His methodology emphasizes practical action research, particularly in physical education contexts where group dynamics directly impact skill acquisition and social development. Recent work explores stress management for educators, student note-taking optimization, and role-based autonomy frameworks. Analysis of his publication trajectory reveals consistent focus on translating theoretical psychosocial concepts into classroom interventions. Key themes include the integration of cooperative structures to address student differences, reflective discourse for teacher growth, and video-based analysis for practice improvement. His research demonstrates strong alignment with contemporary challenges in inclusive physical education. No scientific awards were documented in the source material. As co-manager of the Integrated Mental Preparation DU (Diplôme d'Université), Epinoux develops specialized training for mental preparation in sports education. He contributes to CeRCA's PLAViMoP (Point Light Action Visualization and Modification Platform) and Self Analysis Video (SAV) projects, which utilize motion-capture and video technology to refine teaching practices through objective behavioral analysis.