جست‌وجوی استاد و پژوهشگر

• Clinical Reasoning
• Professional Practice
• Clinical Decision Making
• +۴ مورد دیگر

Prof Joy Higgs is a Professor at Charles Sturt University actively engaged in research with 275 publications and an h-index of 18. As a registered supervisor, she contributes significantly to health professions scholarship through editorial roles including Sense Publishers (2016) and media appearances on allied health education. Her research centers on Clinical Reasoning (85% fingerprint match), Professional Practice (100%), and Clinical Decision Making (49%), emphasizing practice wisdom development, social justice integration, and client empowerment in healthcare. She investigates how contextual factors shape professional judgment across physiotherapy, medicine, and interdisciplinary teams. Analysis of her 2019-2025 publications reveals consistent exploration of wisdom cultivation through experiential learning, ethical decision frameworks amid technological disruption, and strategies for equitable care delivery. Her work addresses 21st-century challenges including AI integration, changing workforce dynamics, and power structures in client-practitioner relationships. Prof Higgs has supervised 9 academic works while advancing discourse through edited volumes like Practice Wisdom: Values and Interpretations (2019) and the 5th edition of Clinical Reasoning in the Health Professions . Her fingerprint confirms deep expertise in physiotherapy (37%) and health care personnel dynamics (52%).

• Early Childhood Education
• Early Years Literacy
• Phonics and Phonological Awareness
• +۵ مورد دیگر

Stacey Campbell is an Associate Professor and Chair of Discipline (Early Childhood Education and Care) at the Faculty of Education, Southern Cross University. Her research focuses on early childhood literacy, particularly phonics, phonological awareness, and family-teacher partnerships. She holds a PhD in Early Childhood Research from Macquarie University, complemented by advanced degrees in Children’s Literature and Academic Practice. Dr. Campbell’s work bridges theory and practice, with editorial roles in journals like Practical Literacy and Literacy Research . Her educational background includes a primary teaching qualification from Charles Sturt University and early childhood teaching credentials from Macquarie University. With a strong industry connection, she has served as a kindergarten director and primary teacher. Dr. Campbell’s research employs mixed methods to explore literacy development, emphasizing the interplay between phonics instruction, oral language, and play-based learning. Her articles highlight critical debates in early literacy pedagogy, including the balance between phonics and holistic approaches, parental expectations, and the role of technology. She actively supervises HDR students and has received awards for teaching excellence. Current projects examine the impact of community programs like the Pyjama Foundation’s initiative and the integration of children’s literature in diverse learning contexts.

Monique Sénéchalمشاهده پروفایل

استاد

• Child Development
• Developmental Psychology
• Early Childhood Education
• +۳ مورد دیگر

Monique Sénéchal is a Professor in the Department of Psychology at Carleton University, affiliated with the Faculty of Arts and Social Sciences. She holds a Ph.D. from the University of Alberta. Her research focuses on child language and literacy development, particularly how natural activities like shared book reading and home literacy practices influence learning. She investigates mechanisms underlying reading and writing acquisition in English and French, emphasizing the cognitive and linguistic foundations of literacy. Her work spans cross-cultural studies, bilingualism, and longitudinal analyses of developmental outcomes. Her research lab, the Child Language and Literacy Research Lab , explores topics such as invented spelling, morphological knowledge, and the impact of parental involvement. Recent studies highlight the role of home literacy environments, maternal mental health, and statistical learning in orthographic systems. Publications from 2016–2025 reflect a focus on cross-linguistic comparisons (e.g., French silent letters), longitudinal developmental trajectories, and interventions to improve literacy skills. Key themes include early vocabulary’s predictive role in later literacy, bilingual language processing, and the efficacy of shared reading practices.

Carl W. Lejuezمشاهده پروفایل

استاد

• Psychological Science
• Substance Use Interventions
• Behavioral Activation
• +۵ مورد دیگر

Carl W. Lejuez is a Professor of Clinical Psychology at Stony Brook University. He holds a PhD from West Virginia University (2001) and specializes in psychological science, treatment development, and implementation science. His research integrates experimental social sciences with interdisciplinary approaches from neuroscience, public health, and engineering, emphasizing community-based interventions in disadvantaged regions globally, including the Middle East and Central/South America. Education: PhD in Clinical Psychology from West Virginia University (2001). Research focuses on behavioral activation for depression, substance use interventions, and risk-taking behavior. His work combines laboratory experiments with real-world applications, such as developing mobile health tools for stress management in college students and culturally adapted treatments for Latino populations. He has led federally funded projects, including NIH grants on HIV risk prediction and interventions for anxiety-sensitive heroin users. His publications span over 250 peer-reviewed articles, with notable contributions to understanding adolescent substance use, delay discounting, and trauma recovery in conflict zones. He serves as a founding editor of Personality Disorder: Theory, Research, and Treatment (2008–2014) and has advised multiple pre-doctoral trainees in addiction and neuroscience research. Current grants include a National Institute on Alcohol Abuse and Alcoholism-funded project on stress management for college students (2019–2024). Past funding includes initiatives on behavioral activation for Latinos and HIV risk prediction in drug users.

Beth Taukeمشاهده پروفایل

دانشیار

• Inclusive Design
• Universal Design
• Design Education
• +۳ مورد دیگر

Beth Tauke serves as Associate Professor in the Department of Architecture at the School of Architecture and Planning, University at Buffalo, State University of New York. Her office is located at 318 Hayes Hall, Buffalo, NY 14214, with contact via phone (716-829-5892) and email (tauke@buffalo.edu). Professor Tauke's research centers on inclusive design and design education, with particular focus on empowering underrepresented groups through architectural solutions. She co-authored Inclusive Design: Implementation and Evaluation (Routledge, 2018) and co-edited Diversity and Design: Understanding Hidden Consequences (Routledge, 2016), establishing foundational frameworks for equitable design practices. Her work bridges theoretical scholarship with community-centered applications, emphasizing design's role in social justice. Analysis of her recent publications reveals consistent exploration of universal design implementation across educational, residential, and cultural contexts. Her research trajectory shows increasing focus on intersectional approaches, examining how race, disability, and aging intersect with spatial design. Notable themes include adaptive housing solutions, museum accessibility innovations, and critical examinations of design's hidden consequences for marginalized communities. Professor Tauke's scholarly contributions have been recognized with prestigious awards: National Institute for Architectural Education Award American Collegiate Schools of Architecture Robert R. Taylor Award Lily Endowment Teaching Award Gary Day Award State University of New York Chancellor’s Award for Excellence in Teaching President Emeritus and Mrs. Meyerson Award for Distinguished Undergraduate Teaching and Mentoring American Institute of Architects - Western New York Chapter: Outstanding Mentor Award She has secured significant research funding as co-PI on three National Endowment for the Arts grants: Universal Design Identity Program, Bridging the Gap: Increasing Access to Universal Design to Meet the Needs of African American Communities, and The State of Universal Design Education in University-Level Design Curricula. Professor Tauke's primary professional mission advocates for integrating design literacy into global general education curricula, positioning it as essential for 21st-century societal understanding.

Gabriele Kasperمشاهده پروفایل

استاد

• Language and social interaction
• Second Language Acquisition (SLA)
• Qualitative research methodology
• +۳ مورد دیگر

Prof. Gabriele Kasper is a Professor at the University of Hawaii at Manoa, specializing in language and social interaction, second language acquisition (SLA), and qualitative research methodology. Her work bridges applied linguistics with sociocultural theories, focusing on interactional practices in language classrooms and assessment contexts. She holds a Dr. phil. from Ruhr-Universität Bochum, Germany. Research Focus: Prof. Kasper’s research examines how social interaction shapes language learning, particularly in CLIL (Content and Language Integrated Learning) settings and roleplay-based assessments. She investigates classroom discourse dynamics, clarification requests, and storytelling practices. Her recent studies explore interactional competence in language testing and epistemological frameworks in SLA. Publications: Her work spans 2022-2018, with key contributions in Linguistics and Education , Applied Linguistics , and Language Testing . Themes include assessment design, classroom interaction analysis, and theoretical advancements in SLA methodologies. Notable projects address roleplay in OPI testing and multimodal CLIL pedagogy. Academic Service: She serves as part of the Graduate Faculty at the University of Hawaii, contributing to language education programs. Her collaborative projects include work with Cooperating Graduate Faculty members on teacher training and digital conference methodologies.

Christie Wilsonمشاهده پروفایل

استاد

• Early Modern European History
• Critical Thinking Pedagogy
• Global Learning in Education
• +۳ مورد دیگر

Christie Wilson is a Professor of History at St. Edward’s University, affiliated with the School of Behavioral and Social Sciences. Her research focuses on Early Modern European History, particularly the religious and social dynamics of 17th-century France, and pedagogical strategies in critical thinking and global learning. She holds a Ph.D. in Early Modern European History from the University of Texas at Austin (1997), an M.A. (1992), and a B.A. from Hendrix College (1990). Her academic contributions span historical scholarship and innovative teaching methodologies. Key research areas include the Revocation of the Edict of Nantes, Huguenot communities, and the intersection of education and equity. Wilson actively explores how historical analysis can enhance contemporary global understanding, as seen in her work on the Syrian Conflict simulation and TILT assignment frameworks. Wilson has presented at prominent conferences such as the American Association of Colleges and Universities and the Southern Historical Association. Her publications blend historical analysis with pedagogical innovation, emphasizing critical thinking and global competency. She is also a French language speaker, enriching her interdisciplinary approach to history education.

Joseph Shaneمشاهده پروفایل

استاد

• Science Education
• Chemistry Education
• Teacher Preparation
• +۳ مورد دیگر

Dr. Joseph Shane is a Professor of Chemistry and Science Education at Shippensburg University, located within the College of Arts & Sciences and the Department of Chemistry and Biochemistry. He specializes in enhancing teaching strategies in chemistry instruction and science teacher preparation through qualitative research methods, including focus groups and classroom observations. He coordinates the STEM Master of Arts in Teaching (MAT) program, which uses action research to accelerate teacher candidates' professional growth. His research interests span science education, teacher preparation, and the intersection of science and religion. He has taught an honors seminar exploring historical and philosophical interactions between science and religion, reflecting his commitment to interdisciplinary education. Dr. Shane's office is located in Franklin Science Center 309, and he can be reached at jwshan@ship.edu. Notable professional contributions include co-authoring textbooks on science-religion pedagogy and developing energy education curricula. He has advised numerous students, including Thomas Frielle, Jeb Kegerreis, and others. While no specific awards are listed, his extensive publication record (over 20 articles/books since 2005) demonstrates sustained scholarly impact in education research. Dr. Shane actively contributes to program accreditation initiatives, collaborating on science teacher preparation standards for NCATE and state approvals. His work emphasizes practical applications of pedagogical theory, such as integrating scientific journalism and poster sessions into non-majors chemistry courses.

Ada Hurstمشاهده پروفایل

دانشیار

• Engineering Education
• Artificial Intelligence in Engineering
• Design Curriculum Development
• +۳ مورد دیگر

Ada Hurst is an Associate Professor in the Faculty of Engineering at the University of Waterloo, specializing in engineering education and design pedagogy. She serves as Associate Chair for Undergraduate Studies and focuses on curricular innovation, work-integrated learning, and AI integration in engineering education. Her research explores design team dynamics, trade-off resolution, and cross-cultural competencies in design curricula. Contactable at adahurst@uwaterloo.ca, she is affiliated with groups such as Organization and Human Behaviour and Industry Collaboration Contacts. Research interests include AI-driven design education, systems thinking in design processes, and the role of hackathons in skill development. She has published extensively on topics like peer feedback mechanisms, design team roles, and curriculum modernization. Her work emphasizes bridging academic and industry practices through experiential learning. Her articles highlight trends in leveraging AI for protocol analysis, managing data-driven design, and analyzing trade-offs through systems approaches. Advising and grants are not explicitly detailed, but she actively contributes to undergraduate program development and industry partnerships. She is involved in initiatives like Engineering Design Days, fostering collaborative design environments.

Carina Lombergمشاهده پروفایل

استاد

• Entrepreneurship
• Human Resources Management
• Organizational Behavior
• +۴ مورد دیگر

Carina Lomberg is a Professor at the Centre for Technology Entrepreneurship at Technical University of Denmark (DTU). Her research focuses on entrepreneurship dynamics, organizational behavior, and mental health in business contexts. She explores topics such as founder relationships, equity distribution in startups, neurodiversity in teams, and the psychological underpinnings of entrepreneurial decisions. Lomberg actively supervises PhD projects addressing inclusive mindset frameworks, mental health in ventures, and neurodiversity leveraging strategies. Research Interests: Entrepreneurial Team Dynamics Founder Well-being and Mental Health Neurodiversity in Innovation Teams Equity and Governance in Early-Stage Ventures Educational Frameworks for Entrepreneurship Her recent work examines the spread of mental health issues across organizations and the role of board governance in venture success. She has contributed to over 30 peer-reviewed publications and frequently presents at international entrepreneurship conferences.

Suzy Wiseمشاهده پروفایل

دانشیار

• Gender identity and sexual/affectional identity development
• Career counseling for underserved populations
• Grief and loss interventions
• +۳ مورد دیگر

Suzy Wise, Ph.D., is an Associate Professor in the Department of Psychological Sciences and Counseling at Valparaiso University. They joined the faculty in 2018 and serves as advisor for the VU chapter of Counselors for Social Justice and the undergraduate LGBTQ+ group, Alliance. Dr. Wise holds a Ph.D. in Counselor Education & Supervision from Northern Illinois University, an Education Specialist degree and M.A. in Clinical Mental Health Counseling from The George Washington University, and a B.A. in Political Science from GWU. Research interests include gender identity development, career counseling for underserved populations, grief and loss interventions, and systemic issues in counseling professions. Their work emphasizes intersectionality, social justice advocacy, and culturally responsive practices. Dr. Wise has presented nationally and internationally, with recent contributions to Counseling Today on men’s gender socialization and LGBTQ+ equality. They teach courses such as Career Counseling, LGBTQ+ Issues in Counseling, and trauma-focused electives like Grief and Bereavement. Professional memberships include ACA, ACES, AHC, NCDA, and SAIGE. Dr. Wise has coordinated clinical placements for educators and supervised practicum students, blending academic rigor with real-world application.

Max Evansمشاهده پروفایل

دانشیار

• Information & Knowledge Management
• Knowledge Sharing
• Trust in Organizations
• +۴ مورد دیگر

Max Evans is an Associate Professor in Information and Knowledge Management at McGill University's School of Information Studies, also serving as Graduate Program Director and Academic Practicum Coordinator. He holds a PhD from the University of Toronto with a focus on trust and knowledge sharing in organizational settings. His research emphasizes emotional intelligence, knowledge continuity management, and trust dynamics in knowledge transfer. Evans co-founded the Knowah Knowledge Sharing Research Group and is a Full Member of the International Association for Knowledge Management (IAKM). His educational background includes multiple degrees in Information Studies and Knowledge Media Design from the University of Toronto, alongside a BS in Marketing from Northern Illinois University. He has supervised numerous graduate students and led significant grants such as the AGE-WELL Networks and SSHRC projects on knowledge continuity. Evans' research spans experimental studies on tacit knowledge measurement, generational differences in ICT preferences, and emotional intelligence training programs. He has published extensively in journals like Knowledge and Process Management and Journal of Information and Knowledge Management , and his work bridges theoretical frameworks with practical organizational applications. Key contributions include developing the Knowledge Management Cycle (KMC) model and advancing methodologies for visual metaphors in knowledge representation. His interdisciplinary approach integrates cognitive science, organizational behavior, and information systems to address challenges in knowledge transfer and workforce continuity.

Yi Fengمشاهده پروفایل

استادیار

• Structural Equation Modeling
• Latent Growth Models
• Random Variability Modeling
• +۵ مورد دیگر

Yi Feng is an Assistant Professor in Quantitative Psychology at the University of California, Los Angeles (UCLA). With expertise in advanced statistical methodologies, Feng contributes to both theoretical and applied research in psychology and education, focusing on structural equation modeling (SEM), latent growth models, and causal graphical frameworks. They teach graduate-level SEM courses (Psych M257) and undergraduate statistics (Psych 100A). Research Focus: Causal inference, variability modeling, and power analysis with interdisciplinary applications in education, developmental psychology, and healthcare. Key Collaborations: Regularly works with researchers like Gregory R. Hancock and Jeffrey R. Harring on methodological innovations. Feng’s methodological work appears in high-impact journals such as Psychological Methods (Impact Factor: 14.738) and JAMA Internal Medicine (Impact Factor: 44.41). Their applied research spans topics like socioeconomic disparities in science achievement, cognitive trajectories post-surgery, and mental health service delivery. Feng also explores synthetic data applications for longitudinal educational research.

John Carsonمشاهده پروفایل

دانشیار

• U.S. Intellectual/Cultural History
• History of Science
• History of the Human Sciences
• +۴ مورد دیگر

John Carson is an Associate Professor of History at the University of Michigan, affiliated with the College of Literature, Science, and the Arts. He holds a Ph.D. from Princeton University (1994) and a B.A. in Philosophy from Harvard University. His research focuses on U.S. intellectual/cultural history, history of science, and history of the human sciences, particularly in the 19th-century context. He co-leads the Program in Science, Technology, and Society (STS) , and contributes to American Culture and Anthro-History programs. His landmark book The Measure of Merit: Talents, Intelligence, and Inequality in the French and American Republics, 1750–1940 examines how democratic ideals of equality clashed with scientific understandings of human differences. His work bridges intellectual history with the history of science, exploring themes like meritocracy, inequality, and the role of expertise in governance. Carson teaches undergraduate and graduate courses on U.S. intellectual history, STS, and historiography. He advises graduate students in fields such as modern social sciences and 19th-century U.S. history. His courses include methodology training for history majors and honors thesis supervision. His research interests include the history of intelligence testing, political thought in France and America, and the intersections of science with cultural and political systems. He has contributed to interdisciplinary dialogues through his affiliations with STS and Anthro-History, enriching discussions on science’s societal role.

Irina Cojuharencoمشاهده پروفایل

مدرس ارشد

• Decision Making
• Leadership
• Organisational Behaviour
• +۳ مورد دیگر

Dr Irina Cojuharenco is a Senior Lecturer at the Centre for Leadership and Decision Making within Surrey Business School. Holding a PhD and MSc in Economics and Management from Universitat Pompeu Fabra, she has taught across Europe and the US at institutions including Universidade Catolica Portuguesa, Northeastern University, and Johns Hopkins University. Expertise in organizational justice Specializes in leadership decision-making Founding Director of USBEE Lab Recipient of EPSRC grant Her research explores how individuals judge workplace fairness, the role of time in justice perception, and the paradoxical effects of questioning in leadership contexts. Recent work examines technology-mediated developmental conversations and their impact on trust in AI systems. Key journal publications appear in Organizational Behavior and Human Decision Processes , MIS Quarterly , and Journal of Business Ethics . She has received research grants including the EPSRC grant in 2022.