جست‌وجوی استاد و پژوهشگر

Amanda Godleyمشاهده پروفایل

استاد

• Education
• Literacy Studies
• Critical Race Theory
• +۳ مورد دیگر

Amanda Godley is a Professor and Vice Provost for Graduate Studies at the University of Pittsburgh, affiliated with the School of Education and the Kenneth P. Dietrich School of Arts and Sciences’ Gender, Sexuality, and Women's Studies Program. Her research focuses on critical pedagogy, language ideologies, and social justice in education, with particular emphasis on anti-racism, literacy studies, and gender equity. She designs innovative educational tools such as the Discussion Tracker and Argrewrite corpus to enhance teaching and learning processes. Her work bridges theory and practice through projects like online anti-Black racism courses and automated writing evaluation systems. Godley’s scholarship addresses systemic inequities in education, including linguistic biases against African American Language and strategies for fostering racial literacy. She has been recognized with the Alan C. Purves Award (2017) for her contributions to English teaching practice and critique. Her recent publications explore teacher discourse analysis, peer review dynamics, and the integration of justice-oriented curricula in STEM education. She collaborates across disciplines to develop human language technologies that support both educators and students in fostering inclusive learning environments. As Vice Provost for Graduate Studies, Godley oversees initiatives to improve graduate education quality and accessibility. Her grants and projects emphasize digital pedagogy, teacher preparation, and equity in Advanced Placement programs. She leads teams in developing curricula that address intersectional identities and systemic racism, while also contributing to national conversations on critical language awareness in teacher education.

Bodong Chenمشاهده پروفایل

دانشیار

• Learning Sciences
• Learning Analytics
• Network Science
• +۷ مورد دیگر

Bodong Chen is an Associate Professor in the Department of Learning Sciences and Technologies at the University of Pennsylvania Graduate School of Education. He directs the Penn GSE Wonder Lab and the Knowledge Building Innovation Network. His work focuses on improving learning infrastructures through design-based research and participatory design, emphasizing justice-oriented pedagogy, educational technology, and data science. Current research includes projects funded by the Alfred P. Sloan Foundation (InkSpire: Generative AI for Science Reading) and Penn Global (Knowledge Building Innovation Network). Previously led NSF-funded projects like DataX (justice-oriented data science curriculum) and CRII (connecting science discourse with public discourse). Chen serves on editorial boards for journals such as the Journal of the Learning Sciences and ijCSCL. He has held leadership roles in ISLS and SoLAR, including program chair for the 2022 CSCL Conference. Research interests span learning analytics, network science, and socio-semantic networks in education. His work bridges computational methods (e.g., NLP, network analysis) with practical educational applications, promoting collaborative learning and epistemic agency.

Michael Jarry-Shoreمشاهده پروفایل

استادیار

• Mathematics Education
• Teacher Noticing
• Productive Struggle
• +۳ مورد دیگر

Michael Jarry-Shore is an Assistant Professor of Elementary Education (Mathematics Emphasis) at North Carolina State University's Department of Teacher Education and Learning Sciences, within the College of Education. His research focuses on how teachers implement equitable mathematics instruction, particularly around productive struggle and professional learning facilitation. He teaches elementary math methods courses and investigates teacher noticing during classroom interactions. Research interests include teacher noticing, productive struggle in mathematics classrooms, video analysis in education, and professional learning design. He examines how educators adapt to instructional demands and how teacher leaders can sustain impactful programs at scale. Recent work explores teacher facilitation of collaborative problem-solving, adaptations in teacher leadership programs, and the role of contextual knowledge in instructional decision-making. His scholarship bridges theory and practice, aiming to improve mathematics education through informed pedagogy and professional development.

Toby Jia-Jun Liمشاهده پروفایل

استادیار

• Human-Computer Interaction (HCI)
• End-User Software Engineering
• Machine Learning (ML)
• +۵ مورد دیگر

Toby Jia-Jun Li is an Assistant Professor in the Department of Computer Science and Engineering at the University of Notre Dame, leading the SaNDwich Lab and directing the Human-Centered Responsible AI Lab at the Lucy Family Institute for Data & Society. He holds a Ph.D. in Human-Computer Interaction from Carnegie Mellon University (2021) and a B.S. in Computer Science from the University of Minnesota (2015). His research focuses on empowering end-users through human-centered AI systems, particularly in areas like human-AI collaboration, end-user software engineering, and ethical AI integration into work environments. Education: - Ph.D., Human-Computer Interaction, Carnegie Mellon University, 2021 - B.S., Computer Science (Distinction), University of Minnesota, 2015 Research Interests : - Human-AI collaboration in work systems - Ethical AI design - Generative AI co-creation tools - Sociotechnical implications of automation - Privacy-aware interfaces Grants & Awards : - NSF grants for AI in gig work and privacy education - Google Research Scholar Award (2022) - Multiple best paper awards at CHI/UIST/CSCW Lab & Teams : - SaNDwich Lab (Social-AI-Not-Dumb-Computing) - Human-Centered Responsible AI Lab - Collaborations with industry (IBM, Microsoft, J.P. Morgan) and academia

Martin Bak Jørgensenمشاهده پروفایل

استاد

• Migration Studies
• Civil Society
• Welfare Policy
• +۳ مورد دیگر

Martin Bak Jørgensen is a Professor at Aalborg University's Department of Culture and Learning, affiliated with The Faculty of Social Sciences and Humanities and the MIX Center for Displacement, Migration and Integration. He has been at Aalborg University since 2005. His research focuses on migration, civil society, welfare policy, and transnational solidarity. Notable projects include CORRIDORS (2024–2028) examining migration infrastructure and ECSEuro (2022–2025) analyzing grassroots citizenship initiatives. Jørgensen has published extensively on topics like deportation regimes, migrant labor rights, and sanctuary cities. His work bridges social theory with empirical migration studies, emphasizing critical perspectives on border policies and solidarity practices. Recent publications include analyses of European deportation dynamics, migrant workers' rights during the pandemic, and cosmopolitan solidarity beyond borders. He engages in public debates about migration policies and their societal impacts, as seen in media coverage about Danish deportation centers and urban integration strategies. Jørgensen collaborates internationally, leading interdisciplinary teams on projects like FLOW (2018–2021) studying migrant impacts on Nordic welfare states and DIGINAUTS (2018–2020) exploring digital migration practices. His research methodologies address ethical challenges in studying marginalized populations, particularly irregular migrants. Jørgensen also contributes to policy dialogues, advocating for more inclusive approaches to migration and civic engagement. He resides in Aalborg, emphasizing the city's academic and urban environment as central to his professional identity.

• Early Childhood Education
• Social Inclusion
• Cultural Responsiveness
• +۳ مورد دیگر

Associate Professor Jamie Huff Sisson is an academic at the University of South Australia (UniSA), where she serves as Co-Director of the Centre for Research in Educational and Social Inclusion (CRESI) and Co-founder of the Culturally Inclusive Early Childhood Pedagogy International Network (CIECP). Her research focuses on early childhood education, social inclusion, culturally responsive pedagogies, and teacher identity, with over $1.8M in grant funding. She holds leadership roles in education futures and has been recognized with awards such as the 2024 HDR Supervisor Award. Co-Director, CRESI (world-leading research on educational equity) Co-founder, CIECP (international collaboration in early childhood pedagogy) Leadership in teacher education and policy impact Research Interests: Pedagogies supporting children’s agency, teacher identity, culturally responsive practices, and family partnerships. Key projects include the Culturally and Linguistically Responsive Early Childhood Pedagogies initiative funded by the Lillian de Lissa Trust. Awards: HDR Supervisor Award (2024) Supervisory Team Award (2020) Early Career Researcher Award (2017) Grants & Collaborations: 11 funded projects, partnerships with government agencies and NGOs, and leadership in cross-cultural research initiatives.

Hasnain Zohaibمشاهده پروفایل

استادیار

• Autonomous Systems
• Fluidic Dynamics
• Robotics
• +۱ مورد دیگر

Hasnain Zohaib is an Assistant Professor in the Department of Mechanical Engineering at Texas A&M University. His research develops computational and experimental frameworks for autonomous systems, aerospace applications, and robotic perception. Education: Ph.D. Aerospace Engineering, University of Maryland (2014) M.S. Aerospace Engineering, University of Maryland (2012) B.S. Aerospace Engineering, University of Maryland (2008) Research integrates machine learning with fluid dynamics for aerospace challenges, including lunar landing systems and high-speed autonomy. Robotic perception work advances damage assessment algorithms using 3D point clouds. Recent projects focus on sim-to-real transferability and extraterrestrial infrastructure development. Publications demonstrate expertise in computational modeling of particulate flows, robotic localization in low-feature environments, and adaptive aerospace structures. Applied research supports NASA lunar missions through erosion mitigation and landing technologies. Leads projects funded by aerospace and robotics consortia, collaborating with industry partners on space exploration and terrestrial automation.

• Dynamical Systems Analysis
• Human-Automation Teaming
• Team Coordination Dynamics
• +۴ مورد دیگر

Nia Amazeen is a Professor in the Department of Psychology at Arizona State University (ASU). Her research focuses on dynamical systems analysis, human-automation teaming, and team coordination dynamics. She explores how humans interact with automated systems, particularly in driving, military, and healthcare contexts. Her work integrates principles from psychology, neuroscience, and engineering to understand complex behavioral and cognitive processes. Key areas of research include motor coordination stability under perceptual constraints, trust dynamics in human-autonomy interactions, and resilience in sociotechnical systems. Her studies often employ real-time dynamical systems analysis (DSA) to model and predict team and individual performance. Recent articles highlight advancements in understanding how pink noise influences motor coordination, the social challenges in adopting human-machine teaming in defense systems, and frameworks for evaluating gas hydrate exploitation projects across social, environmental, and economic dimensions. Amazeen's contributions bridge theoretical dynamical systems principles with applied contexts, emphasizing interdisciplinary methodologies. She has published extensively on team cognition, neurophysiological measures of coordination, and the impact of automation on decision-making dynamics. Her work aims to improve human performance in complex environments through a systems-level understanding of behavior.

Wendy Larcombeمشاهده پروفایل

مدرس ارشد

• Law
• Gender Studies
• Sexuality Studies
• +۵ مورد دیگر

Dr. Wendy Larcombe is a Senior Lecturer at the Melbourne Law School (University of Melbourne), specializing in legal education and interdisciplinary research. She joined in 2006 and teaches Legal Theory, Legal Method and Reasoning, and Legal Research within the Juris Doctor program. Her research focuses on law, gender, sexuality, and legal education, particularly exploring autonomy, consent, and wellbeing in legal contexts. She holds editorial roles at the Australian Feminist Law Journal . Education: Wendy Larcombe holds a BA, LLB, BLitt Hons, Grad Dip Ed, and PhD (Melb) from the University of Melbourne. Research Interests: Her work addresses legal regulation of sexual/domestic violence, healthcare autonomy, student engagement, and equity in legal education. Recent studies investigate international student resilience, mental health support systems, and curriculum design to enhance wellbeing. She advocates for integrated approaches to law student wellbeing through institutional reforms and pedagogical innovation. Awards: No scientific awards were explicitly mentioned in the provided materials. Advising & Grants: While specific grants or advisees are not listed, her work focuses on educational policy and wellbeing initiatives. Collaborations likely occur through her editorial and institutional roles. Labs/Teams: Active within the Melbourne Law School’s research community and the Australian Feminist Law Journal editorial board.

Simon Beaudryمشاهده پروفایل

مدرس پاره‌وقت

• Data Literacy
• Education
• Motivation and Emotions
• +۳ مورد دیگر

Simon Beaudry is a Part-Time Professor in Psychology at the University of Ottawa’s Faculty of Social Sciences. He holds dual roles as Manager of Research & Innovation in Psychology and Co-Director of the Data Literacy Lab under the Faculty of Arts. Previously, he co-founded and leads the INSPIRE Core Facility, a specialized lab supporting over 150 researchers in human behavior studies. His work bridges academia and practical innovation, focusing on academic resilience, data literacy, and improving teaching methodologies. Education: B.Sc. and Ph.D. in Psychology (University of Ottawa, 2011). His research emphasizes student motivation in adverse learning environments using Self-Determination Theory, and developing data literacy strategies for everyday problem-solving. He teaches courses in quantitative methods, social psychology, and research ethics. Key contributions include creating the University’s first research participant pool (now managing 10,000+ participants annually) and co-chairing the Research Data Management Advisory Group. Awards include the 2014 Excellence in Teaching Award and a 2021 University Teaching Chair. Publications span topics like syllabus design impacts, social media disinformation, and motivational behavioral assessments. His interdisciplinary work addresses both academic and societal challenges in education and data literacy.

Meredith Rocchiمشاهده پروفایل

استادیار

• Health Communication
• Data Literacy
• Behavior Measurement
• +۲ مورد دیگر

Meredith Rocchi is an Assistant Professor in the Department of Communication at the University of Ottawa. Her research examines interpersonal communication in physical activity, health behavior, and education settings, with a focus on data literacy education through the Data Lit Lab. Dr. Rocchi teaches quantitative research methods and coordinates projects promoting data literacy in higher education. Her research streams address: 1) Health behavior promotion through effective communication, 2) Data literacy education development, and 3) Behavior measurement tools. Recent publications explore motivation in exercise contexts, LGBTQ+ experiences in physical activity, and spinal cord injury rehabilitation. Her work demonstrates consistent application of self-determination theory across diverse populations. She leads multiple SSHRC-funded projects including 'Data Literacy Education - A New Approach to Quantitative Methods Instruction' (2023-2028) and 'Coaching Physical Activity Behaviour Change Skills' (2022-2026). Dr. Rocchi actively supervises graduate students including Michelle Bartleman and Bianca St-Denis. She co-directs the Inclusion, Interaction, and Intervention (Triple-I) Lab.

Cindy Beckerمشاهده پروفایل

استاد

• Higher Education Pedagogy
• Teaching Innovations
• Educational Technology
• +۳ مورد دیگر

Professor Cindy Becker is a Professor in the Department of English Literature at the University of Reading, and Director of the English Literature and English Language Foundation Year. Her roles include teaching Foundation modules such as 'Study for Success' and 'Film Narrative,' as well as advanced modules like 'Shakespeare on Film.' Her academic focus revolves around teaching innovation, educational technology, and inclusive pedagogy. She is a Senior Fellow of the Higher Education Academy and has earned numerous awards, including the Advance HE National Teaching Fellowship (2023) and multiple nominations for teaching excellence. Her work emphasizes student engagement, hybrid learning, and staff-student partnerships. Professor Becker has presented widely on topics such as hybrid teaching, inclusive learning environments, and student autonomy in education. She is a Blackboard Ultra and YuJa learning capture champion, reflecting her commitment to integrating technology into teaching. Her contributions span over a decade, with consistent recognition for her dedication to enhancing teaching and learning. Key themes in her work include fostering belonging in academic spaces, leveraging technology for accessibility, and empowering students through participatory practices.

Kongji Qinمشاهده پروفایل

دانشیار

• Language Education
• Equity and Inequality in Education
• Immigrant Youth Studies
• +۵ مورد دیگر

Dr. Kongji Qin is an Associate Professor of Language Education in the Department of Teaching and Learning at New York University’s Steinhardt School. His research focuses on addressing educational inequities faced by immigrant youth in U.S. schools through critical frameworks like critical race theory, decolonization, and antiracist pedagogies. He examines identity formation, gender dynamics, and equity-based instructional practices, particularly in multilingual and multicultural contexts. Dr. Qin’s work is supported by a 2022 National Academy of Education/Spencer Postdoctoral Fellowship. His research programs include: (1) analyzing identity, gender, and racialization in immigrant students’ language learning, (2) developing equity-focused teaching strategies, and (3) advancing antiracist pedagogies for immigrant learners. Key projects involve collaborative action research with K-12 teachers and students to humanize classroom practices through humor and translanguaging. Publications span journals like Modern Language Journal , Reading Research Quarterly , and Urban Education . Received the Best of MLJ award in 2020 and 2023. Co-edits Beijing International Review of Education and advises on culturally responsive teacher education. Grants include the Spencer Postdoctoral Fellowship (2022), supporting his project on antiracist pedagogies. Collaborations with bilingual teachers and immigrant communities highlight his commitment to bridging research and practice.

Pirkko Liisa Raudaskoskiمشاهده پروفایل

استاد

• Conversation Analysis
• Ethnomethodology
• Multimodal Interaction Analysis
• +۱۷ مورد دیگر

Pirkko Liisa Raudaskoski is a Professor in the Department of Communication and Psychology at Aalborg University, Faculty of Humanities and Social Sciences. She is affiliated with the Mediated Communication research group and the Center for Cultural Psychology, where she leads the VILA - Video Research Lab. Her research spans practical studies, discourse analysis, and sociomaterial approaches, with a focus on intelligibility-in-practice through video-based methods. Her research interests center on how people make sense of and accomplish actions in everyday and institutional settings. She employs ethnomethodological conversation analysis, multimodal interaction analysis, and membership categorization analysis to study social practices. Her theoretical framework is grounded in sociomaterialism, linking micro-level interactions to broader societal issues such as public participation, healthcare, and environmental sustainability. She contributes to the UN Sustainable Development Goals through work in communication, pedagogy, media research, and professional discourse. Her recent publications and projects reflect a strong trend in methodological innovation, particularly in the use of 360-degree video, immersive analytics, and software tools for qualitative research. Themes include assemblage theory, affective orientation in learning, healthcare interaction, and social robotics. She has contributed to major publications such as The Cambridge Handbook of Analysing Discourse and developed open-source tools like 360mash. Research leader of the Velux-funded HUMpraxis project How to talk about medicines? (2024–2027) Co-investigator in Touch and Affect in Health Care Interaction (2021–2025) Participant in Environmental Humanities Cluster and SIMVIDIA projects Active peer reviewer and academic contributor, including service for the Swiss National Science Foundation She supervises PhD students and teaches methodological courses in communication and psychology, covering ethnomethodology, discourse analysis, and qualitative research design. She has been involved in organizing conferences and workshops internationally and has contributed to academic discourse through public engagement and media appearances on topics such as propaganda and research freedom. Her research is supported by multiple grants from national and international bodies, and she collaborates across disciplines and institutions. She leads and participates in labs and research groups including VILA - Video Research Lab and DigHumLab, focusing on digital tools for qualitative inquiry and immersive analytics.

Rie Troelsenمشاهده پروفایل

مدرس

• Higher Education Pedagogy
• Science Education
• University Teaching and Learning
• +۵ مورد دیگر

Rie Troelsen is the Head of the SDU Centre for Teaching and Learning (SDU CTL) at the University of Southern Denmark. She plays a key role in advancing teaching quality and academic development across the university. Her work involves leading national training programs for educational leaders and providing pedagogical support to faculty members. Institution: University of Southern Denmark Department: SDU Centre for Teaching and Learning Role: Head and Program Leader Her educational background is in science education, and she has extensive experience in researching and teaching about university-level teaching and learning practices. Rie Troelsen’s research and professional interests center on how the physical learning environment influences educational outcomes, effective supervision techniques in higher education, and the evaluation of teaching quality. She is particularly focused on strategies that empower students to make independent academic decisions. Her work emphasizes the importance of clear expectations between supervisors and students, the use of diverse supervision strategies, and the role of questioning in fostering student autonomy. She actively contributes to academic development by offering structured courses for supervisors, which include preparatory assignments and half-day in-person sessions. Additionally, she leads a national course for educational leaders, contributing to strategic competence development for teachers at SDU. Her efforts support knowledge sharing and reflective practice among academic staff. Rie promotes collaborative professional development through sparring sessions and reflective practices, which she considers vital for enhancing teaching competencies. She facilitates these activities both centrally and locally within departments, ensuring wide accessibility for teaching staff. She is involved in broader academic communities and contributes to initiatives that strengthen teaching quality and leadership in higher education, although specific labs or large research teams are not mentioned in the provided text.