جستجوی استاد راهنمای دانشگاهی

Ismail Guvencمشاهده پروفایل

استاد

• Wireless Communications
• 5G/6G Networks
• UAV Networks
• +۶ مورد دیگر

Dr. Ismail Guvenc is a Full Professor in the Department of Electrical and Computer Engineering at North Carolina State University. He holds an IEEE Fellowship and is a Senior Member of the U.S. National Academy of Inventors. His research focuses on 5G/6G wireless systems, UAV communications, heterogeneous networks, and spectrum management. He leads the NSF AERPAW project and serves as the NC State Site Director for the NSF BWAC I/UCRC center. Dr. Guvenc has authored/co-edited four books and holds over 30 U.S. patents. Education: Ph.D. in Electrical Engineering, University of South Florida (2006) Master's in Electrical and Computer Engineering, University of New Mexico (2003) Bachelor's in Electrical Engineering, Bilkent University, Turkey (2001) Research Interests: Dr. Guvenc’s work spans UAV communication systems, 5G/6G networks, spectrum sensing, and machine learning for network optimization. He emphasizes experimental validation through platforms like AERPAW, focusing on drone-based networks, radio dynamic zones, and testbed-driven innovation. His contributions address challenges in UAV localization, interference management, and energy-efficient networks. Grants & Leadership: PI and Director of NSF AERPAW (2019–Present) NC State Site Director for NSF BWAC I/UCRC (2019–Present) Recipient of NSF CAREER Award (2015) and NC State Faculty Scholar Award (2021) Publications & Awards: He has authored over 130 peer-reviewed papers and contributed to standardization efforts. His awards include the R. Ray Bennett Faculty Fellow Award (2019) and the USF Outstanding Dissertation Award (2006). Labs & Teams: Dr. Guvenc directs research in the ECE’s wireless communications group, leveraging AERPAW’s experimental capabilities to advance UAV networks and 6G technologies. His team collaborates with industry and government on spectrum policy and autonomous systems.

Cosette Crisanمشاهده پروفایل

دانشیار

• Mathematics Education
• Curriculum Development
• Teacher Education
• +۳ مورد دیگر

Dr Cosette Crisan is an Associate Professor (Teaching) in Mathematics Education at University College London’s IOE, ranked World Number 1 in Education. She specializes in curriculum design, subject-specific mentoring, and integrating digital technologies into mathematics education. Prior to joining UCL IOE in 2010, she taught mathematics at secondary and university levels for 16 years. Her research focuses on enhancing mathematics teaching practices through collaborative mentorship frameworks and technology integration. She co-leads the Curriculum and Subject Specialism Research Group and the ROPE group, driving pedagogical innovation. Notable achievements include the 2021 UCL Faculty Education Team Award for pandemic-era teaching support and leadership roles such as Academic Head of Learning and Teaching (2020–2023). She holds a PhD in Mathematics Education from London South Bank University and is a Principal Fellow of the Higher Education Academy. Current initiatives include developing a Mathematics and Secondary Mathematics Education BSc (QTS) Teacher Degree Apprenticeship program. Her research emphasizes revitalizing geometry education and preparing mentors to effectively guide novice teachers. Publications span topics like computer-aided assessment (STACK), pandemic-era teaching adaptations, and cross-cultural mentorship studies. Dr Crisan’s work bridges theory and practice, advocating for mathematics education as a design science. She actively contributes to the London Mathematical Society’s Education Committee, promoting public engagement with mathematics. Awards include the UCL Faculty Education Team Award (2021) and recognition for her role in transitioning teaching to online platforms during the pandemic. Her teaching portfolio includes leadership of the MA Mathematics Education program and supervision of doctoral candidates. Recent interests include exploring intersections between mathematics and cognitive neuroscience, inspired by her daughter’s career path.

Stephen Robert Hannekeمشاهده پروفایل

استادیار

• Machine Learning
• Artificial Intelligence
• Statistical Learning Theory
• +۳ مورد دیگر

Stephen Robert Hanneke is an Assistant Professor in the Department of Computer Science at Purdue University, specializing in theoretical machine learning and statistical learning theory. His work focuses on reducing the number of training examples required for learning, with contributions to supervised, semi-supervised, active, and transfer learning. He joined Purdue in Fall 2021 after roles including Research Assistant Professor at the Toyota Technological Institute at Chicago (2018–2021), Visiting Lecturer at Princeton University (2018), and Visiting Assistant Professor at Carnegie Mellon University (2009–2012). Education: B.S. in Computer Science from the University of Illinois at Urbana-Champaign (2005), Ph.D. in Machine Learning from Carnegie Mellon University (2009). Research interests include statistical learning theory, machine learning foundations, algorithms, and quantum computing. Notable contributions explore the theoretical underpinnings of active learning, adversarial robustness, and universal learning frameworks. His research bridges disciplines like probability theory, philosophy of science, and algorithmic information theory. Key awards include the Best Paper Award at ALT 2021 for 'Stable Sample Compression Schemes' and runner-up for COLT 2021. He has also received the COLT 2020 Best Paper Award and an Honorable Mention for the ICML 2017 Test of Time Award. His work on 'A Bound on the Label Complexity of Agnostic Active Learning' (ICML 2007) received further recognition in 2017. Teaching includes courses on machine learning theory and data mining at Purdue, Princeton, and Carnegie Mellon. He has organized workshops like the ALT 2019 'When Smaller Sample Sizes Suffice for Learning' and chaired the program committee for ALT 2017. His research outputs span over 100 publications in top venues like COLT, NeurIPS, and JMLR, focusing on foundational questions in learning theory and algorithmic efficiency.

Jerry K. Hoepnerمشاهده پروفایل

استاد

• Cognitive-Communication Disorders
• Aphasia Rehabilitation
• Traumatic Brain Injury Rehabilitation
• +۵ مورد دیگر

Dr. Jerry K. Hoepner serves as Professor and Assistant Chair in the Department of Communication Sciences and Disorders at the University of Wisconsin - Eau Claire's College of Health and Human Sciences, where he has taught full-time since 2007 after beginning part-time in 2003. His roles include Student Engagement Coordinator and CSD Ambassadors Advisor, with clinical supervision remaining integral to his work. His educational foundation includes a Ph.D. in Communication Sciences and Disorders from the University of Wisconsin - Madison, an M.S. in Communication Sciences and Disorders from UWEC, a B.S. in Psychology from Minnesota State University - Mankato, and an A.A. from Bethany Lutheran College. He holds ASHA Certification (CCC-SLP) and Wisconsin State Licensure. Dr. Hoepner's research pioneers video self-modeling interventions, counseling methodologies, and healthcare perceptions for individuals with acquired cognitive-communication disorders, particularly traumatic brain injury (TBI) and aphasia. His innovative work encompasses the Chippewa Valley Aphasia Camp, Thursday Night Poets collective, and TBIconneCT/FUNconneCT social communication interventions. As co-founder of ASHA SIG20 for Counseling in CSD and the UWEC CSD SoTL Lab, he bridges scholarship with clinical practice while editing Teaching and Learning in Communication Sciences and Disorders . His publication trajectory reveals intensifying focus on qualitative analysis of patient experiences, project-based rehabilitation techniques, and counseling integration within SLP practice, with recent work examining poetry interventions, telehealth delivery, and sociolinguistic assessment frameworks. His distinguished recognition includes: ASHA Fellow designation (2021) UW System Regent's Teaching Excellence Award (2020) CAPCSD Distinguished Contribution Award (2023) Aphasia Access President's Award (2023) Multiple mentoring and scholarly honors Dr. Hoepner has mentored countless undergraduate research projects and graduate committees while securing federal TBI grants. His clinical leadership extends through Aphasia Access podcast contributions and statewide intervention programs that transform rehabilitation paradigms. His laboratory initiatives—including the SoTL Lab and project-based brain injury groups—embody his commitment to experiential learning, where students engage in camp immersion, clinical apprenticeships, and community-driven research that reshapes neurorehabilitation practices.

Reed Stevensمشاهده پروفایل

استاد

• Learning Sciences
• Educational Technology
• Cognitive Science
• +۷ مورد دیگر

Reed Stevens is a Professor in the Learning Sciences department at Northwestern University's School of Education and Social Policy (SESP). He holds a PhD in Cognitive Studies in Education from UC Berkeley (1999), an MA from UC Berkeley (1994), and a BA in Mathematics from Pomona College (1987). His research focuses on understanding learning across diverse settings including classrooms, workplaces, and museums, emphasizing how mathematical and technological practices shape cognition. Stevens develops tools like VideoTraces for media annotation and designs innovative educational models such as FUSE Studios to create scalable, interest-driven learning environments. His work bridges cognitive science and sociocultural studies, employing methods like audio-video ethnography and conversation analysis. Key themes include spatial reasoning in making activities, teacher adaptation to facilitator roles, and the diffusion of educational innovations. Stevens collaborates with industry partners to integrate real-world practices into school curricula, addressing challenges in scaling STEAM initiatives and fostering equitable participation. His research has implications for teacher training, curriculum design, and the development of technology-mediated learning tools. Stevens' recent work explores civic data science applications, professional learning in trades like coffee roasting, and the redefinition of scientific practices in education. He actively contributes to debates on expanding what counts as valid scientific inquiry and has published extensively on learning pathways, institutional adoption of innovations, and the role of agency in student-driven projects.

Matthew Jonesمشاهده پروفایل

مدرس ارشد

• Policing
• Police Culture
• Diversity in Policing
• +۷ مورد دیگر

Dr. Matthew Jones is a Senior Lecturer in Criminology at Swinburne University of Technology’s School of Social Sciences, Media, Film and Education. With a career spanning institutions in the UK and Australia, Matthew’s research bridges interdisciplinary domains including policing, sociology, law, and organizational studies. He is a Senior Fellow of the Higher Education Academy, emphasizing evidence-informed pedagogy and curriculum innovation. Affiliation: Swinburne University of Technology (2022–Present) Previous Roles: The Open University (2017–2022), Northumbria University (2014–2017), Cardiff Metropolitan University (2013–2014). Research Themes: Matthew’s work focuses on three core areas: Policing: Police visibility, digital strategies, occupational culture, diversity, and leadership. LGBTQI+ Criminology: Workplace discrimination, hate crimes, community-police relations, and victimology. Digital Criminology: Technology’s role in policing, crime prevention, and digital victim support systems. Publications: His 15 most recent articles highlight evolving trends in digital policing, police visibility, academic standards in policing education, and LGBTQI+ workplace experiences. These works span qualitative studies, policy analysis, and interdisciplinary collaborations, reflecting his commitment to visual criminology and semiotics. Scientific Awards: Senior Fellow of the Higher Education Academy (2022) Fellow of the Higher Education Academy (2013) Professional Activities: Matthew served as Chair (2019–2022) and Board Member (2013–2019) of the British Society of Criminology’s Policing Network. He led curriculum development for police apprenticeships (2017–2019) and contributed to the first UK Subject Benchmark Statement for Policing (2022). He supervises PhD students on topics like community policing, child maltreatment resilience, and crime drama narratives. Education: He holds an LLB in Law, an MSc in Social Science Research Methods, a PhD in Socio-Legal Studies, a PGCert in Higher Education pedagogy, and an MBA in Leadership Practice.

Wolfgang Lehmannمشاهده پروفایل

استاد

• Social Inequality
• Social Class
• Sociology of Work
• +۵ مورد دیگر

Wolfgang Lehmann is a Professor and Acting Chair of the Department of Sociology at Western University, where he also serves as Undergraduate Program Chair and Assistant Dean for Student Experience in the Faculty of Social Science. He holds a Ph.D. in Sociology from the University of Alberta, an MBA from the City University of New York, and additional degrees from the University of Toronto/OISE and the University of Mannheim. His research focuses on social inequality, social class, and educational transitions, particularly examining how class impacts access to education and employment opportunities. Lehmann’s academic career includes extensive grant funding, including SSHRC grants totaling over $750,000 for studies on youth apprenticeships, first jobs, and educational inequality. He has supervised numerous graduate students and authored/edited influential books such as Education and Society: Canadian Perspectives (Oxford University Press) and Choosing to Labour? School-Work Transitions and Social Class (McGill-Queen’s University Press). His research highlights the challenges faced by working-class students in higher education and their transitions to employment. Key contributions include analyses of social capital, habitus, and vocational training systems. Lehmann has received recognition for his teaching, including multiple USC Teaching Honour Roll placements and a nomination for the USC Teaching Award. Lehmann’s work extends to international collaborations and policy advocacy, addressing issues like skilled labor shortages and the status of vocational education in Canada. He actively participates in academic leadership roles, including editorial boards for journals like the British Journal of Sociology of Education and the International Journal of Lifelong Learning .

Alastair Keyمشاهده پروفایل

پژوهشگر ارشد

• Paleolithic Archaeology
• Stone Tool Technology
• Hominin Behavior
• +۳ مورد دیگر

Dr. Alastair Key serves as Director of Studies in Archaeology and Official Fellow in Archaeology at Queens' College, University of Cambridge. His research bridges Paleolithic archaeology, stone tool technology, and hominin behavioral evolution through experimental and computational approaches. Director of Studies and Official Fellow at Queens' College, Cambridge Specializes in Paleolithic stone tool analysis, Acheulean technology, and hominin adaptation Conducts experimental archaeology and computational modelling to assess tool functionality Key's research focuses on Acheulean handaxe production , lithic microwear patterns , and ergonomic constraints in prehistoric tool use . He has extensively published on topics including glacial-stage hominin occupations , Oldowan toolmakers , and machine learning applications to archaeological analysis . His recent publications (2025-2023) span diverse subfields: Acheulean chronology , hominin tool use biomechanics , experimental projectile testing , and computational morphometric methods . The work often integrates multidisciplinary datasets and open-source analytical tools to address fundamental questions about human technological evolution. Current research directions include stone tool sharpness quantification , handaxe social signaling potential , and cross-species tool use comparisons through primate studies.

• Archaeology
• South Asia
• Prehistoric Societies
• +۶ مورد دیگر

Heather M.-L. Miller serves as an Associate Professor in the Department of Anthropology at the University of Toronto Mississauga (UTM), currently on academic leave for the 2025-2026 term. Dr. Miller's educational background includes a PhD from the University of Wisconsin-Madison (1999) alongside MA, MSc, and BA degrees, though specific institutions for the latter are not detailed in the provided materials. PhD, University of Wisconsin-Madison, 1999 MA (institution and year not specified) MSc (institution and year not specified) BA (institution and year not specified) Her research specializes in South Asian archaeology, with emphasis on prehistoric and historic complex societies. Key areas include ancient technology, material culture analysis, social organization, regional interconnections, and agricultural systems. Current projects focus on medieval Islamic trade routes in northwestern Pakistan, particularly through the Caravanserai Networks Project which examines economic and social aspects of historical travel routes. Analysis of Dr. Miller's recent publications reveals a strong focus on the Indus Civilization and South Asian archaeology, with increasing attention to medieval periods. Her work integrates archaeological evidence with historical texts to explore trade networks, technological practices, and socio-economic organization, demonstrating an interdisciplinary approach that bridges anthropology, history, and material science. Scientific Awards: No specific awards or honors are mentioned in the provided information. Dr. Miller mentors graduate students, including Rachele Andrea Bianchi. Her research is supported by competitive grants from the Social Sciences and Humanities Research Council of Canada (SSHRC) and the Connaught Foundation at the University of Toronto, enabling fieldwork in Pakistan and database development for historical trade routes. She is an active member of the Trent University Archaeology Research Centre (TUARC) and the Centre for South Asian Studies at the University of Toronto. Her field research involves collaboration with the Directorate for Archaeology and Museums of the Northwest Frontier Province (NWFP) in Pakistan and international scholars, fostering cross-border academic partnerships.

• Causal Analysis
• Econometrics
• Machine Learning
• +۷ مورد دیگر

Martin Huber is Professor of Applied Econometrics and Policy Evaluation at the University of Fribourg, Switzerland, within the Faculty of Management, Economics and Social Sciences, Department of Economics. He leads the Chair of Applied Econometrics and maintains an active research profile with numerous publications in top economics and statistics journals. His work bridges theoretical econometrics with practical policy applications across multiple domains including labor, health, and education economics. Professor Huber earned his Ph.D. in Economics and Finance in 2010 and served as Assistant Professor at the University of St. Gallen until 2014. He has conducted research stays at Harvard University (2011/2012) and the University of Sydney (2014 and 2019), establishing an international research network. His academic affiliations include the Committee for Econometrics of the Verein für Socialpolitik, Global Labor Organization, Soda Labs (Monash Business School), and Centre for European Economic Research (ZEW) Mannheim. Huber's research focuses on data-based causal analysis , machine learning applications in economics , and policy evaluation methods . He specializes in developing and applying statistical and econometric methods for measuring causal effects, with particular emphasis on semi- and nonparametric microeconometrics. His work spans labor economics (gender occupational segregation, maternal labor supply), health economics, education policy, and competition policy (bid-rigging cartels detection). His recent publications (2023-2025) demonstrate a clear trajectory toward integrating machine learning techniques with traditional econometric methods for causal inference. This includes developing frameworks for causal discovery, improving difference-in-differences methods with machine learning, and creating novel approaches for detecting collusion in markets. His 2023 book "Causal Analysis: Impact Evaluation and Causal Machine Learning with Applications in R" (MIT Press) has become a key reference in the field. As an active researcher, Professor Huber directs several research projects including experimental evaluations of gender occupational segregation in the Swiss apprenticeship market. His work combines theoretical rigor with practical policy relevance, often employing experimental and quasi-experimental methods to address questions of causal mechanisms in social and economic phenomena. Through his Chair of Applied Econometrics, Huber supervises Ph.D. students and maintains an active research group focused on advancing causal inference methodologies. His work has significant implications for evidence-based policymaking across multiple sectors, particularly in evaluating the effectiveness of social programs and economic policies.

Benjamin C. Floresمشاهده پروفایل

استاد

• Radar signal processing
• Chaotic signals and systems
• High-resolution radar
• +۹ مورد دیگر

Benjamin C. Flores is a Professor of Electrical and Computer Engineering at the University of Texas at El Paso (UTEP) , where he has built an internationally recognized career spanning advanced radar signal processing and large-scale STEM education initiatives. He directs the UT System Louis Stokes Alliance for Minority Participation (LSAMP) and the Bridge to the Doctorate Program , managing more than $40 million in funded projects aimed at increasing access and success for Hispanic and other under-represented students in STEM disciplines. Education: While specific degrees are not listed in the provided text, Dr. Flores’s faculty appointment and extensive technical expertise in radar and chaotic systems imply advanced training in electrical engineering. Research Interests: Radar & Signal Processing: high-resolution radar, inverse synthetic aperture radar (ISAR), range-Doppler processing, micro-Doppler analysis, bistatic radar, chaotic wideband signal design, neural-network-based classification of radar jamming signals. Antenna Engineering: fractal antennas, 3-D printed antenna prototyping, anechoic chamber measurements. STEM Education & Diversity: evidence-based retention strategies for non-traditional and Hispanic students, peer-led team learning, graduate mentoring, systemic change models for faculty diversity. Publication Trends: Dr. Flores’s recent articles (2021-2025) reveal two dominant thrusts—(1) cutting-edge radar/chaotic signal processing and joint radar-communication systems, and (2) rigorous, data-driven studies on broadening participation in STEM, with emphasis on mentoring, social networks, and program evaluation at Hispanic-Serving Institutions. Scientific Awards & Honors: Texas STAR Award – Texas Higher Education Coordinating Board (2005) ABET President’s Diversity Award (2006) Presidential Award for Excellence in Science, Mathematics, and Engineering Mentorship (2010) Grants & Leadership Roles: Principal Investigator & Project Director, Model Institutions for Excellence Initiative (1999-2007) Principal Investigator, UTEP PUENTES Program (US Dept. of Education, 2010-2015) Principal Investigator & Director, UT System LSAMP & Bridge to the Doctorate Program (since 2005) Laboratory & Facilities: Dr. Flores’s research group utilizes UTEP’s anechoic chamber and rapid-prototyping laboratories for antenna design and characterization, while also housing real-time radar test-beds and analog-computer platforms for chaotic oscillator experiments.

Kory Lawson Chingمشاهده پروفایل

دانشیار

• Writing technologies
• Digital literacies
• Composition pedagogy
• +۳ مورد دیگر

Dr. Kory Lawson Ching is an Associate Professor at the University of California, Davis, specializing in writing technologies, digital literacies, and composition pedagogy. His work emphasizes peer response groups in the writing classroom and the integration of technology in education. Prior to UC Davis, he taught at UC Irvine, the University of Illinois at Urbana-Champaign, and San Francisco State University, where he also instructed graduate courses in composition theory and qualitative research methods. Education: PhD in English (Writing Studies) - University of Illinois at Urbana-Champaign (2008) MA in English - UC Irvine (1997) BA in English (Medieval Studies) - UC Irvine (1994) Research focuses on how digital environments mediate writing processes and teacher preparation. His publications explore topics like distraction-free writing tools, qualitative research, and socio-cultural theories of literacy. He has been recognized with awards including the James L. Kinneavy Award (2008) and K. Patricia Cross Future Leaders Award (2000). Teaching interests include writing in digital environments, ethnographic fieldwork, and game analysis. Grants include the Pathways Core Initiative Hybrid Course Redesign (2020–present) and a California State University technology grant (2014–2015). His work bridges traditional pedagogical practices with innovative digital methodologies.

• Cyber Security
• Apprenticeships
• Change Management
• +۸ مورد دیگر

Adrian Priest is a Senior Lecturer in the School of Mathematics and Computer Science within the Faculty of Science and Engineering at the University of Wolverhampton. He plays key roles in academic quality assurance, apprenticeship development, and international education partnerships. His responsibilities include serving as a University Quality Panel Member, School Apprenticeships Champion, Link Tutor for Degree Apprenticeships, and Personal Tutor for Computing students. His educational background includes a degree in Business Information Systems from Staffordshire University and postgraduate qualifications from the University of Wolverhampton, such as a Postgraduate Certificate in Learning and Teaching in Higher Education, and studies in Business Information Technology and Strategic Information Technology Management. Adrian's research and teaching focus on critical areas in modern computing and management, particularly Cyber Security, Project Management, Change Management, Risk Management, and Degree Level Apprenticeships . His work bridges academic theory and industry practice, informed by prior professional experience as an IT Manager and IS Consultant in the financial sector. The available publication highlights his interest in the integration of change management within project management frameworks, reflecting a broader trend in organizational and technological adaptation. His work suggests a strong applied research orientation with relevance to both academic and industrial contexts. Chartered IT Professional, British Computer Society (Member) Fellow of the Higher Education Academy Member of the Institute of Leadership and Management Adrian has extensive experience in academic leadership and student supervision, having served as Module Leader for numerous undergraduate and postgraduate courses, supervised MSc and BSc projects, and led curriculum development initiatives. He has also contributed to institutional growth through roles in course validation, transnational education (Sri Lanka and Malaysia), Knowledge Transfer Partnerships, and vocational training facilitation (Prince2). While no specific grants are mentioned, his involvement in KTP and international programs indicates engagement with funded collaborative projects. He is actively involved in professional service, including health and safety representation, union activities, wellbeing advocacy, and fire safety. These roles reflect a strong commitment to the broader university community beyond teaching and research.

Rachel Lara Cohenمشاهده پروفایل

استاد

• sociology of work and employment
• non-standard work
• self-employment
• +۱۱ مورد دیگر

Rachel Lara Cohen is a Professor in Sociology, Work and Employment at City, University of London , where she joined in 2013 after prior roles at the University of Surrey, University of Warwick, and St Petersburg State University. Her research focuses on the sociology of work, particularly non-standard employment forms like self-employment, mobile work, and homeworking, with a strong emphasis on work-life boundaries, body work, and gendered labor dynamics in occupations such as hairdressing, car mechanics, and accountancy. A mixed-methods researcher, she co-edited special issues on body work and everyday self-employment and led the City Q-Step Centre to enhance data literacy in social science students. Established : 2022-2025 ESRC-funded project ‘L-Earning: Rethinking young women's working lives’ Education : PhD in Sociology (UCLA), BA in Politics and Modern History (University of Manchester) Her research spans gender disparities in student employment, feminist methodologies, and quantitative literacy. She has served as Associate Editor of Work in the Global Economy and former Editor of Radical Statistics , with leadership roles including Head of Department of Sociology (2017-2020) and Elected Senator at City. Notable awards include the British Academy Postdoctoral Research Fellowship (2007-2010) and Senior Fellow of the Higher Education Academy (2021). Students supervised include topics on care sector workers, student employment in service work, ethnic identity negotiation, gender in higher education administration, and statistical studies of diversity. Her work has been published in journals such as The British Journal of Sociology , Sociology , and Gender, Work & Organization , covering themes like precarity, gendered labor patterns, and methodological innovation.

Jennifer G. Cromleyمشاهده پروفایل

استاد

• Educational Psychology
• STEM Education
• Learning Theories
• +۳ مورد دیگر

Jennifer G. Cromley is a Professor in the Department of Educational Psychology at the University of Illinois at Urbana-Champaign. Her research focuses on comprehension of illustrated scientific text and the achievement and retention of undergraduate students in STEM majors. She employs both basic (eye tracking, think-aloud protocols) and applied research methods (randomized control trials, quasi-experiments) across educational settings from middle school to undergraduate programs. PhD in Human Development from University of Maryland, College Park Her work spans experimental and technology-delivered instruction, funded by the US Department of Education, National Science Foundation, and university grant programs. She has been recognized twice as one of the world's most productive Educational Psychologists. Research areas: STEM Education Learning Theories Instructional Design Student Motivation Educational Research Methodology Key Collaborations: ASEE (American Society for Engineering Education) University of Illinois Urbana-Champaign Scientific Awards & Funding National Science Foundation Grants US Department of Education Awards University Grant Programs World's Most Productive Educational Psychologist Recognition (x2) She mentors graduate students through an apprenticeship model, integrating them into active research projects for authorship opportunities in peer-reviewed publications.