جست‌وجوی استاد و پژوهشگر

• Educational Technologies
• Digital Pedagogies
• Technology-Enhanced Teaching
• +۷ مورد دیگر

Dr. Mohammed Estaiteyeh serves as an Assistant Professor of Digital Pedagogies and Technology Literacies in the Department of Educational Studies, Faculty of Education, at Brock University. He holds the Brock Chancellor’s Chair for Teaching Excellence and leads digital technology courses in the Teacher Education program while presiding over Technology and Teacher Education (TATE), a special interest group within the Canadian Society for the Study of Education. His academic credentials include a PhD in Curriculum Studies with STEM focus from Western University (2022), complemented by over 15 years of multifaceted experience spanning K-12 teaching, academic leadership, educational consulting, and higher education program development. His scholarly trajectory demonstrates continuous engagement from teacher training through advanced research leadership. Dr. Estaiteyeh’s research program rigorously explores educational technology integration across multiple dimensions: AI-driven pedagogical innovations, immersive VR/AR applications, digital transformation frameworks, and equity-centered technology implementation. His work consistently bridges STEM education with differentiated instruction methodologies, examining how technological tools can address diverse learner needs while advancing curriculum innovation in both K-12 and post-secondary contexts. Particular emphasis is placed on teacher professional development and the ethical implications of emerging technologies. Analysis of his 15 most recent publications (2022-2024) reveals three dominant thematic clusters: (1) AI and immersive technologies in teacher preparation, (2) pandemic-accelerated digital transformation in STEM education, and (3) interdisciplinary program development for medical sciences education. His scholarship demonstrates methodological diversity spanning systematic reviews, case studies, and empirical evaluations of technology-enhanced teaching interventions. Prestigious Recognition: Brock Chancellor’s Chair for Teaching Excellence (2023-2026) Fellowships: Ontario Graduate Scholarship (2021-2022) Inclusive Education Awards: Jessica Jean Campbell Coulson Award and Inclusive Education Research Award (2020) Teaching Excellence: Art Geddis Learning About Teaching Memorial Award (2021) His active research portfolio includes $60,000 in Mitacs Globalink funding for 2025 internships and multiple institutional grants supporting digital transformation initiatives. As an available graduate advisor, he focuses on developing interdisciplinary research partnerships through Brock’s Social Justice Research Institute and Transforming Futures Lab, with current projects examining technology access in marginalized communities and AI ethics in teacher education.

Robert Godwin-Jonesمشاهده پروفایل

استاد

• Computer-Assisted Language Learning
• Second Language Acquisition
• Artificial Intelligence in Language Education
• +۳ مورد دیگر

Robert Godwin-Jones is a Professor in the Department of Foreign Language at Virginia Commonwealth University's College of Humanities and Sciences, where he has served since 1979. He holds the position of Foreign Language Liaison and maintains active scholarly contributions through his "German Stories" digital repository and "Communicating Across Cultures" blog, focusing on technology-enhanced language pedagogy and intercultural communication. His educational background includes: B.A. in French and German from Franklin and Marshall College (1971) M.A. in Comparative Literature (German, French, and English) (1973) Ph.D. in Comparative Literature from the University of Illinois Urbana-Champaign (1977) Dr. Godwin-Jones specializes in Computer-Assisted Language Learning (CALL), with research spanning artificial intelligence applications, virtual reality environments, and digital literacies for language learners. His work examines how emerging technologies transform second language acquisition through ecological semiotics, distributed agency models, and multimodal communication frameworks. He investigates pedagogical translanguaging strategies for less commonly taught languages and analyzes authenticity in AI-mediated language interactions, particularly in pragmatics and writing development. Analysis of his 2021-2025 publications reveals three dominant trajectories: (1) generative AI integration in language instruction with emphasis on ethical implementation and threat mitigation; (2) extended reality applications creating immersive language spaces in the metaverse; and (3) ecological approaches connecting smart devices, ambient intelligence, and situated learning contexts. His scholarship consistently bridges theoretical frameworks with practical classroom applications across 19th-century German literature studies and contemporary language education. He maintains active professional engagement through memberships in: Delta Phi Alpha German Honorary Society Phi Kappa Phi Honorary Society Modern Language Association American Association of Teachers of German American Association of Teachers of French Foreign Language Association of Virginia As director of the "German Stories" project since 1994, he has curated verified editions of 19th-century German narratives with English translations under Creative Commons licensing, creating what has become a foundational resource for literary study and language acquisition. His blog extends this work through contemporary analyses of intercultural communication challenges, while his scholarly leadership in organizations like CALICO shapes national discourse on technology in language education. His laboratory functions as the "German Stories" digital ecosystem, which has evolved into a comprehensive platform hosting annotated texts, pedagogical resources, and research archives. This environment supports both formal classroom instruction and informal learning communities, demonstrating his commitment to porous classroom models that integrate physical and digital learning spaces.

• Mathematics Education
• Teacher Education
• Cognitive Psychology
• +۵ مورد دیگر

Danyal Farsani is an Associate Professor at the Department of Teacher Education , Norwegian University of Science and Technology (NTNU), specializing in mathematics education through the lens of embodied cognition and cultural responsiveness . His work bridges teacher training , gesture-based learning , and cross-linguistic analysis in educational contexts. Key Research Themes: Embodied mathematical concepts, cognitive load in arithmetic, cultural/ethnomathematical practices, and multimodal communication in classrooms. Recent Collaborations: Focus on global North-South educational dynamics, robotics integration in teacher training, and metaphorical processing in language learning. Methodological Focus: Empirical studies using mental arithmetic tasks, gesture analysis, and cross-cultural curriculum evaluations. Publication Trends (2022–2025): Analysis of 15 recent articles reveals recurring emphasis on embodied cognition , mathematical metaphors , visual attention mechanisms , and culturally adaptive teaching tools like the Ethiopian Gebeta game. Subfields span gesture studies , cross-linguistic pedagogy , and innovative teacher education frameworks . No scientific awards or student advisories are explicitly mentioned in the provided data.

• Preschool Education
• Child Development
• Early Childhood Education
• +۴ مورد دیگر

Muhammed KÖSTEKÇİ serves as a full-time Lecturer in the Department of Child Development within the Faculty of Health Sciences at Kırşehir Ahi Evran University since 2021. His academic trajectory includes multiple advanced degrees in education and law, reflecting interdisciplinary expertise bridging child development with legal frameworks. Educational Background: Master's Degree in Preschool Education (Thesis), Aksaray University (2021-2023) Associate Degree in Law, Anadolu University (2019-2022) Master's Degree in Lifelong Learning and Adult Education (Thesis), Bartın University (2017-2019) Bachelor's Degree in Basic Education, Adnan Menderes University (2010-2014) His research focuses on preschool education, child development, and psychosocial trauma interventions, particularly examining earthquake-affected children and poverty impacts. Recent publications demonstrate strong engagement with contemporary challenges including AI-assisted developmental monitoring and social media addiction among education students. His 2025 publications reveal expanding scope into multidimensional social risks affecting childhood development. As a TÜBİTAK 4007 project participant (2023), he contributed to disaster region initiatives while maintaining active roles in curriculum development committees and administrative leadership positions including Department Head (2018-2021) and Research Application Center Deputy Director (2020-2021, 2025-present).

Timothy Morseمشاهده پروفایل

استادیار

• Special Education
• Autism Spectrum Disorder
• Assistive Technology
• +۵ مورد دیگر

Dr. Timothy Morse serves as an Assistant Professor in the Department of Teaching, Leadership, and Research at the School of Education, University of West Florida. His academic career spans special education administration, evidence-based instructional design, and autism spectrum disorder programming with extensive practical experience in public school systems. His educational foundation includes: Bachelor of Science in Special Education from Vanderbilt University Master of Education in Special Education from the University of New Orleans Doctorate of Education in Special Education from the University of Kentucky Dr. Morse's research concentrates on developing effective educational frameworks for students with disabilities, particularly autism spectrum disorder. His work explores assistive technology integration, positive behavior support systems, response to intervention models, and inclusive instructional strategies. He advocates for evidence-based public school programming that bridges theoretical research with classroom implementation, emphasizing practical solutions for educators working with mild to severe disabilities. Analysis of his 15 most recent publications reveals consistent focus on special education policy implementation, autism education methodologies, and technology integration. His scholarship demonstrates longitudinal commitment to improving educational outcomes through structured interventions, curriculum design, and systemic reform efforts in both urban and state-wide contexts. Dr. Morse founded and directed the Autism Demonstration School through The University of Southern Mississippi's Autism Project, creating a statewide training hub for evidence-based practices. His current teaching responsibilities include EEX 4254: Instructional Strategies for Teaching Students With Exceptionalities and EEX 6051: Exceptionalities, directly translating research into educator preparation. He maintains professional licensure across four states covering Elementary Education (K-8), Mild/Moderate/Severe Disabilities (K-12), and Director of Special Education certification, reflecting his comprehensive expertise in special education systems.

• Specialist studies in education
• Intangible heritage
• Digital heritage
• +۲ مورد دیگر

Richard Sandford is Professor of Heritage Evidence Foresight and Policy at University College London's Bartlett School of Environment, Energy and Resources, holding a chaired professorship with active supervision of research degrees. His work integrates heritage studies, futures thinking, and public policy, directly contributing to UN Sustainable Development Goals 4 (Quality Education) and 9 (Industry, Innovation and Infrastructure). His research spans: Specialist studies in education Intangible and digital heritage Critical heritage, museum and archive studies Public policy frameworks He investigates reparative justice through temporal entanglement, ethical futures, and policy foresight, emphasizing how past-present dynamics shape lived futures. His scholarship promotes futures literacy as a transformative capacity for navigating complex societal challenges. Analysis of his 12 publications (2008-2023) reveals two distinct phases: recent work (2020-2023) focuses on reparative futures, critical heritage, and scenario planning for pluralistic post-pandemic futures, while earlier research (2008-2014) explores game-based learning, augmented reality, and technology integration in educational contexts. This evolution demonstrates consistent engagement with anticipatory practices across heritage and education domains. Professor Sandford actively supervises research degrees and undertakes collaborative projects and consultancy, with his SDG-aligned work suggesting involvement in educational innovation and infrastructure development initiatives. His ORCID identifier (0000-0001-7022-8674) confirms ongoing scholarly engagement.

Shuyin Jiaoمشاهده پروفایل

عضو هیئت علمی

• Computing Education
• Program Analysis
• Code Efficiency Analysis
• +۵ مورد دیگر

Shuyin Jiao is an active Associate Teaching Professor in the Department of Computer Science at North Carolina State University's College of Engineering. She serves as course coordinator for CSC 111 Introduction to Computing: Python and teaches multiple core undergraduate courses including CSC 116 (Java) and CSC 246 (Operating Systems), with extensive teaching experience spanning over 9 years at both NC State and the College of William & Mary. Her educational background includes a Ph.D. from the University of Houston (2015), a Diplôme d'Ingénieur from Ecole Central de Lyon, France, and a B.S. from Beihang University, China. She previously held positions as Assistant Teaching Professor (2020-2025) and Lecturer at NCSU, and taught as Lecturer and Adjunct Lecturer at William & Mary from 2015-2020. Dr. Jiao's research focuses on computing education and program analysis, with particular emphasis on developing tools to enhance student learning in computer science. Her work explores pedagogical methods to address diverse learning styles in increasingly large CS classrooms and investigates code inefficiencies through memory profiling and performance analysis. She leads the CERES lab at NCSU and serves as Publications Co-Chair for SIGCSE TS 2026. Her publication record shows consistent output in top venues including SIGCSE, CGO, MobiCom, and ICSE, with recent work spanning from 2025 back to 2012. Her research trajectory demonstrates a clear evolution from materials science (early career) to software engineering and computer science education, with current work heavily focused on educational technology and program analysis tools. Dr. Jiao has secured significant funding including as PI for NSF Grant DUE-#2417469 (2024-2027), NCSU Data Science Academy Seed Grant (2023-2024) as Co-PI, and NCSU GEARS Grants (2023-2024) as PI. She also serves as Co-PI for NSF Grant OAC-#2411136 (2025-2028) focused on computer system research. She actively involves undergraduate students in research through COE REU and CSC 498/499 projects, recruiting at CSC Undergraduate Research Lightning Talks each semester. Her course redesign projects include enhancing operating systems education through multimedia and redesigning CSC 111 with DELTA funding to address challenges in large-class instruction.

Collin F. Lynchمشاهده پروفایل

دانشیار

• Intelligent Tutoring Systems
• Adaptive Educational Technologies
• Argument Mining
• +۵ مورد دیگر

Collin F. Lynch is an Associate Professor in the Department of Computer Science at North Carolina State University, specializing in intelligent tutoring systems and adaptive educational technologies. His research addresses complex domains like scientific writing, law, and software development through AI integration. Education Ph.D. in Intelligent Systems (2014), University of Pittsburgh M.S. in Intelligent Systems (2011), University of Pittsburgh B.A. in Cognitive Science and Artificial Intelligence (2000), Hampshire College Research Focus Lynch's work combines artificial intelligence, learning science, and human-computer interaction. Key areas include: Argument mining and natural language processing Real-time classroom support for writing-to-learn Student modeling and hint generation Embodied cognitive agents in collaborative learning Social network impacts on education Grant Leadership Validating Automated Measures of Student Writing (2021-2026, $634,620, IES) RET Site: Socially Relevant Computing (2021-2025, $598,913, NSF) IGE: Learning the Entire Pipeline (2021-2024, $332,184, NSF) FLECKS: Collaborative CS Learning (2017-2023, $1,399,088, NSF) Integrated Teaching Platforms (2018-2022, $597,529, NSF) Evaluation for Actionable Change (2016-2021, $799,837, NSF) His projects often involve interdisciplinary collaboration and address challenges in blended learning environments, data-driven educational interventions, and socially relevant computing.

Nicole Millsمشاهده پروفایل

مدرس

• Psychology of language learning and teaching
• Virtual environments in language learning
• Curriculum development
• +۵ مورد دیگر

Nicole Mills serves as Joint Director of Language Programs (interim), Coordinator of the French language program, and Language Advisor for the Office of International Education at Harvard University, while holding an adjunct lecturer appointment in Education at the Harvard Graduate School of Education. She co-founded the Certificate in Teaching Language & Culture and actively shapes language pedagogy through administrative leadership and innovative curriculum design across multiple Harvard departments. Her educational background includes a Ph.D. in French and Educational Studies and an M.A. in French literature , both from Emory University. These qualifications underpin her interdisciplinary approach to language education, bridging theoretical linguistics with practical pedagogy. Mills’ research pioneers the integration of virtual reality and artificial intelligence in language learning, focusing on psychological aspects of language acquisition, immersive cultural experiences, and curriculum development. Her work demonstrates how experiential learning contexts can transform traditional language instruction, particularly through projects like the La République VR environment that immerses students in Parisian life through diverse perspectives. This research intersects digital humanities, critical theory, and French literary studies to create transformative educational experiences. Her publication trajectory reveals a clear evolution from foundational self-efficacy studies toward cutting-edge explorations of AI and immersive technologies in language education. Recent work emphasizes pedagogical innovation during crises (like pandemic teaching transitions) and the systematic integration of emerging technologies into language program infrastructure, reflecting both theoretical depth and practical applicability. Innovation in Language Program Direction Award (2020) from the American Association of University Supervisors and Coordinators ABL Connect award for Teaching Innovation (2018) from Harvard's Center for Teaching and Learning Mills has secured significant grant funding including Harvard's HILT grants (2017-2020) for VR initiatives and Provost Fund support for AI pedagogy projects. Her collaborative approach is evident in partnerships with Wonda VR, Harvard's Center for Technology in Government, and international institutions for VR/AI development, while her co-founding of the Charlie Archive demonstrates commitment to digital humanities infrastructure for preserving cultural responses to global events. She leads the La République VR project team and the Charlie Archive curation group, fostering interdisciplinary collaboration between technologists, language educators, and digital archivists to create resources that bridge academic research with real-world cultural contexts.

• Science Education
• Educational Technology
• Artificial Intelligence Literacy
• +۵ مورد دیگر

Claudia Nerdel is a Professor at the Technical University of Munich (TUM) within the Chair of Life Sciences Didactics . Her work focuses on science education innovation, particularly integrating digital technologies like AI and augmented reality into teacher training and classroom practices. Current research spans AI literacy assessment , modelling competences , and sustainable biotechnology education Active in teacher professional development and digital competency frameworks Her research explores: Mathematical modelling in science education Augmented reality applications for chemistry terminology AI literacy frameworks (e.g., AILIT-S test development) Digital transformation challenges in schools Recent publications analyze AI self-efficacy, LLM feedback quality, and biotech experiment implementation. The TUM-DigiLLab serves as a key lab environment for digital competence development, though specific grants or awards aren't mentioned in the text. Her work emphasizes creating adaptive feedback systems , inclusive digital tools , and evidence-based teacher training .

Daniela Caspariمشاهده پروفایل

استاد

• Foreign Language Didactics
• Competency-Oriented Teaching
• Literature Didactics
• +۴ مورد دیگر

Prof. Dr. Daniela Caspari is a Professor of Didactics of Romance Languages and Literatures at Freie Universität Berlin's Department of Philosophy and Humanities, where she has served since 2002. She directs the Institute of Romance Philology and previously held research positions at TU Berlin and HU Berlin. Her academic credentials include a PhD (1994) and Habilitation (2002) focused on foreign language pedagogy. Research Focus: Caspari specializes in competency-oriented language teaching, empirical research methods, and literature didactics. Her work explores intercultural learning, teacher education reform, and the role of children's literature in language acquisition. Current projects examine multilingual education challenges and innovative teaching methodologies for Romance languages. Publication Trends: Her recent articles (2020-2024) analyze language policy, teacher training efficacy, and motivational strategies in multilingual classrooms, emphasizing empirical approaches and curriculum design for French, Spanish, and Italian pedagogy. Leadership & Service: She chairs the German Society for Foreign Language Research (DGFF), contributes to national education standards committees, and leads projects like K2Teach and ViFoNet. She coordinates master's programs and mentors future educators through digital and in-person consultations.

• Literacy Education
• Teacher Education
• Multimodal Literacy
• +۶ مورد دیگر

Andrea Tochelli-Ward, Ph.D., is an Associate Professor in the Education Department at Le Moyne College, where she has served as Accreditation Coordinator since 2020. A former elementary and middle school teacher, she specializes in elementary literacy methods, literacy assessment, and integrating children’s literature into K-12 instruction. Education: Ph.D. in Curriculum, Instruction, and the Science of Learning (Reading Education concentration) Masters of Education in Literacy Specialist Masters of Science in Education (Childhood Education, grades 1-6) Bachelor of Arts in Psychology Her research focuses on multimodal compositions, teacher reflective practices, and using children’s literature for culturally responsive teaching. She has contributed to publications on literacy instruction, scaffolding strategies, and transmediation in classrooms. Andrea collaborates with the Diverse Book Finder as a book coder and has participated in NSF/NSA-sponsored GenCyber grants as a Pedagogical Expert. Her work bridges educator preparation, professional development through video reflection, and inclusive curriculum design.

Eugene Y. Vassermanمشاهده پروفایل

دانشیار

• Network and distributed system security
• Privacy and anonymity
• Censorship resistance
• +۴ مورد دیگر

Eugene Y. Vasserman is an Associate Professor in the Department of Computer Science at Kansas State University's College of Engineering, where he also serves as Director of the Center for Cybersecurity and Trustworthy Systems. His office is located in 2171 Engineering Hall, and he holds office hours on Tuesdays from 2:30 pm to 4:00 pm and Wednesdays from 11:30 am to 1:00 pm during the Fall 2025 semester. Dr. Vasserman's research spans multiple critical areas of cybersecurity including network and distributed system security, privacy and anonymity, censorship resistance, operating system security, medical and IoT security, usable security, and applied cryptography. His work bridges theoretical security concepts with practical implementations, addressing real-world challenges in diverse domains from medical systems to blockchain technologies. His recent publications reveal a research trajectory that has evolved from foundational network security work to increasingly interdisciplinary research intersecting with artificial intelligence, medical systems, and cybersecurity education. The 15 most recent publications demonstrate his ongoing commitment to both theoretical advances and practical security solutions across multiple domains. Outstanding short paper award for 'Hypersparse Traffic Matrix Construction using GraphBLAS on a DPU' at IEEE HPEC 2023 Best graduate student poster award for 'Empowering pre-service teachers to utilize programming in the classroom' at ASEE Midwest Conference 2013 Dr. Vasserman has mentored numerous graduate students through the Systems and Network Security (SyNeSec) Lab, with alumni now working at organizations including Paycom, Corelight, Sandia National Labs, Microsoft, and Cerner. He teaches multiple cybersecurity courses each semester including CIS 525: Introduction to Network Programming, CIS 755: Systems Security, and CIS 351: Cyber Defense Basics, demonstrating his long-term commitment to cybersecurity education since at least 2010. As Director of the Center for Cybersecurity and Trustworthy Systems, he leads initiatives that address critical security challenges across multiple domains, fostering collaboration between researchers, students, and industry partners to develop trustworthy systems for the future.

• Sustainable Energy Systems
• Hybrid Micro-Grid Systems
• Island Energy Systems
• +۱ مورد دیگر

Michael Erhart is a Researcher at the Chair of Renewable and Sustainable Energy Systems, Technical University of Munich, specializing in sustainable energy solutions for developing regions and remote communities. His academic credentials include: M.Sc. in Electrical and Information Engineering with specialization in Embedded and Computer Systems from Technical University of Munich B.Sc. in Electrical Engineering and Information Technology with specialization in Computer Science from Munich University of Applied Sciences Erhart's research focuses on sustainable energy systems in emerging economies, island grid stability, and hybrid micro-grid development. His work emphasizes practical implementation in resource-constrained environments, particularly through entrepreneurship-driven approaches for rural electrification and community empowerment in developing regions. His 2024 publications demonstrate a strong commitment to renewable energy education, translating complex photovoltaic concepts into accessible secondary school experiments. These works establish methodological frameworks for teaching solar panel performance factors and system optimization through hands-on classroom activities. He actively contributes to the Seed Himalaya initiative, which integrates sustainable energy deployment with entrepreneurial development in rural Kashmir, addressing both technical and socioeconomic dimensions of energy access.

• bilingualism (Irish and English languages) and mathematics education
• mathematics teacher professional development
• practitioner research in teacher education
• +۲ مورد دیگر

Dr. Máire Ní Ríordáin is a Senior Lecturer in the School of Education at University College Cork. She currently serves as M.Ed. Modular Programme Director, School of Education Examinations Officer, and Chair of the School of Education Research Ethics Committee. She is also Treasurer of the Educational Studies Association of Ireland (ESAI) and a serving member of their Executive Committee. Her educational background includes a BSc.(Hons.) in Physical Education and Mathematics from the University of Limerick (2005) and a PhD in Mathematics Education from the same institution (2009). Dr. Ní Ríordáin's research focuses on the intersection of language and mathematics education. Her primary interests include bilingualism (Irish and English) in mathematics education, mathematics teacher professional development, practitioner research in teacher education, and STEM education. She has developed frameworks like LCM2 to analyze bilingual mathematics learning and has contributed significantly to understanding how language influences mathematical cognition. Her work addresses critical issues in Irish education, particularly regarding the teaching of mathematics through Irish and supporting out-of-field mathematics teachers. Her extensive publication record demonstrates a consistent focus on language-responsive mathematics teaching, bilingual education, and teacher development. Recent work explores CLIL (Content and Language Integrated Learning) approaches, STEM education, and gender issues in mathematics learning. She has led major international conferences, including serving as Co-Leader of the 14th Congress of the European Society for Research in Mathematics Education. Teaching Council Research Bursary (2009) Advanced Scholar Award (2005) MACSI Postgraduate Scholarship (2006) Dr. Ní Ríordáin has supervised multiple doctoral students including Aoife O'Brien, Fergal Harrington, Laura Tagnin, and Bernie Ní Dhonnchú. She has secured significant research funding, including projects like M²EID (€95,500 from Irish Research Council), CaLSAM (€68,840 from ERASMUS), and several grants from University College Cork and the National Forum for the Enhancement of Teaching and Learning. She has been actively involved in national teacher development programs, particularly for out-of-field mathematics teachers.