جست‌وجوی استاد و پژوهشگر

Max Schleserمشاهده پروفایل

دانشیار

• Immersive Media
• Cinematic VR
• Interactive Filmmaking
• +۱۲ مورد دیگر

Max Schleser is Associate Professor in Film and Television at Swinburne University of Technology, where he also conducts research with the Centre for Transformative Media Technologies (CTMT). He is an Adobe Creative Educator Innovator, Founder of the Mobile Innovation Network & Association (MINA), and Screening Director of the International Mobile Innovation Screening & Festival. His work spans academic, artistic, and community domains, with a focus on innovative screen practices. Max holds a PhD in Creative Arts from the University of Westminster, an MA in Art and Media Practice with Distinction, and a BA Hons. His research centers on immersive media, documentary film, and creative arts 4.0, particularly cinematic VR and interactive filmmaking. He investigates screen production, emerging media, and smartphone filmmaking as tools for community engagement, creative transformation, and transmedia storytelling. His recent publications reveal a strong trend toward integrating Generative AI into documentary and city film genres, exploring the 'AI eye' and computational non-fiction. He also investigates novel immersive production methods in VR, HyFlex pedagogies in film education, and collaborative mobile storytelling through workshops. His work consistently bridges creative practice with theoretical inquiry. Best Cinematography, International Cell Phone Cinema - Cannes (2025) Best Mobile Film, Nitiin International Film Festival (2024) Dean's Award for Teaching and Research, Swinburne University (2023) International Visiting Research Scholar, Auckland University of Technology (2024) Early Career Award - Research, Massey University (2012) Max leads multiple research grants focused on health storytelling, intergenerational connection, AI in screen industries, and sustainability education. He supervises creative projects and has conducted digital storytelling workshops for cultural institutes and government bodies worldwide. As founder of MINA and director of major festivals, he leads international networks in mobile media innovation. He also serves on the editorial board of the Media Practice and Education journal and has co-edited several key volumes on mobile media and storytelling.

Melanie Swalwellمشاهده پروفایل

استاد

• Digital Media Heritage
• Digital Preservation
• Videogame History
• +۱۰ مورد دیگر

Professor Melanie Swalwell is a leading scholar in digital media heritage at Swinburne University of Technology, affiliated with the School of Social Sciences, Media, Film and Education. She leads the Digital Heritage Lab and is Principal Investigator on multiple Australian Research Council (ARC) projects focused on preserving digital games and media art. Her work bridges academia, cultural institutions (such as ACMI and RMIT), and the public through exhibitions, policy reports, and media engagement. Her research interests include digital preservation, media archaeology, videogame history, and the cultural significance of obsolete computing technologies. She explores how complex digital artifacts—like 1980s and 1990s Australian videogames and interactive media artworks—can be conserved, accessed, and studied using emulation and digital infrastructure. Her work emphasizes community, national identity, and vernacular digital practices. Her recent publications reflect a strong trajectory in digital heritage, focusing on emulation (EaaSi), archival methodologies, and the cultural history of home computing. Themes include the democratization of digital creation, the fragility of born-digital works, and collaborative preservation across GLAM sectors. She has published with MIT Press, Palgrave, and Routledge, and her book Homebrew Gaming and the Beginnings of Vernacular Digitality is a foundational text in the field. ARC Future Fellow (2014–2018) Lead on multiple ARC Linkage and LIEF projects including 'Play It Again' and 'Archiving Australian Media Arts' Chair of SIGCIS (Special Interest Group for Computers, Information and Society) She supervises doctoral and master’s students in areas such as media art conservation, hardware hacking, and cross-cultural computing history. Her grants involve partnerships with national institutions to build emulation infrastructure and train heritage professionals. She also manages the Digital Heritage Lab, which houses vintage computing systems for research and preservation.

Christopher Hlasمشاهده پروفایل

استاد

• Mathematics Education
• Teaching through Problem Solving
• Student Motivation in Mathematics
• +۷ مورد دیگر

Dr. Christopher S. Hlas is a Professor of Mathematics Education at the University of Wisconsin-Eau Claire within the College of Arts and Sciences Department of Mathematics. With a doctorate from the University of Iowa, he specializes in mathematics pedagogy, technology integration, and cross-disciplinary connections between math and foreign languages. Ph.D. in Mathematics Education (University of Iowa, 2005) B.S. in Mathematics and Computer Science (University of Iowa, 2001) His research focuses on teaching through problem solving , student motivation , and technology-enhanced mathematics instruction . He has developed innovative formative assessment probes and conducted extensive studies on homework design, flow theory, and creativity in K-12 education through grants like the ESEA Title II Mathematics and Science Partnerships. His work spans curriculum development, professional development for teachers, and mathematical modeling. Recent publications highlight his exploration of creativity assessment in language education and the application of game mechanics to classroom engagement. He serves as an AP Calculus Reader and Table Leader, while maintaining active roles in the Wisconsin Mathematics Council and National Council of Teachers of Mathematics. Bilingual education initiatives GeoGebra integration in geometry instruction Formative assessment frameworks Game-based learning strategies Scientific Awards CARE Award (2015) ACTFL Research Priority Grant (2010) Multiple teaching scholarships UWEC student-nominated award (2007) Outstanding teaching assistant recognition (2004) Mentoring over a dozen student research projects and securing more than $4 million in federal and state grant funding, Dr. Hlas has supervised numerous collaborative research initiatives. He maintains open-source educational tools like interactive Pascal's Triangle and rational functions resources at math.hlasnet.com while serving on multiple university committees and grant review panels.

• Social Psychology
• Social Identity
• Group Processes
• +۱۸ مورد دیگر

Professor Mark Levine is a leading figure in social psychology at Lancaster University , affiliated with the Department of Psychology and multiple interdisciplinary research centers including Security Lancaster (Behavioural Science) , Cyber Security Research Centre (Psychology) , Data Science Institute , and Social Processes . His research lies at the intersection of psychology and technology, focusing on social identity, group dynamics, and prosocial behavior in public and digital environments. His research interests include bystander intervention, violence prevention, urban resilience, cybersecurity, emergency response, public safety, and the role of technology in shaping human behavior. He employs diverse methodologies such as virtual reality, CCTV analysis, smartphone data collection, and computational text analysis. His work is highly applied, informing policy and practice in policing, emergency services, and community safety. The trends in his recent publications reflect a strong interdisciplinary focus, combining social psychology with computer science, criminology, and urban studies. His articles frequently analyze real-world behavioral data from public spaces and digital environments, emphasizing the protective role of group identity in emergencies and the feasibility of technological interventions for societal challenges. Scientific grants and projects he has led include: REASON: Resilient Autonomous Socio-cyber-physical agents (£3.3M, EPSRC) RBOC Network+: Urban resilience in 2050 (£2.25M, EPSRC) Challenging the Bystander Effect via Documentary Film (A$356K, ARC) STRETCH: Technology-enhanced support for older adults (£1.3M, EPSRC) “Being There”: Humans and Robots in Public Space (£2.4M, EPSRC) Advising and grants : He supervises 7 postgraduate research students and has secured over £15 million in research funding from EPSRC, ESRC, DSTL, NCSC, Home Office, and international bodies. He advises government departments, police forces, and city councils on public safety and prosocial behavior. His collaborative work extends to creative industries and third-sector organizations like AGE-UK Exeter. Research groups and collaborations : He is deeply embedded in interdisciplinary networks, contributing to projects involving computer scientists, roboticists, software engineers, and HCI researchers. His affiliations with Security Lancaster and the Data Science Institute reflect his central role in socio-technical research at Lancaster.

Rebecca Rossمشاهده پروفایل

استاد

• Graphic Design
• Communication Design
• Media Studies
• +۵ مورد دیگر

Rebecca Ross is Programme Director of Graphic Communication Design at Central Saint Martins, University of the Arts London. She holds a PhD in History & Theory of Architecture and Urbanism from Harvard, an MSc from UCL, and an MFA from Yale. Her academic appointments include positions at Harvard, NYU, and Yale. Research interests span: Graphic/communication design and urban media Interaction of images/media/data with urban environments Addressing systems and location-based media Graphic design as knowledge practice Alternative academic publishing formats Publications focus on urban media, spatial representation, and design research methodologies, with recurring themes of public engagement, digital mediation of urban experience, and critical analysis of technology corporations. Awards include: Honorary Senior Research Associate at UCL (2016-2019, 2024-2027) Supervision includes 5+ PhD students researching urban communication, spatial bureaucracy, and design practices. Developed the MA 'Communicating Complexity' program. Professional activities include grant assessment for AHRC and promotion reviews for international institutions. Co-founded Urban Pamphleteer publication with UCL Urban Lab and created the public installation London is Changing .

Catherine Bovillمشاهده پروفایل

استاد

• Co-created Curriculum
• Student-Staff Partnership
• Higher Education Pedagogy
• +۳ مورد دیگر

Catherine Bovill serves as Personal Chair of Student Engagement in Higher Education at the University of Edinburgh's Institute for Academic Development (IAD). As a member of the Learning and Teaching Team, she leads the Programme Design and Teaching Enhancement Team, which provides comprehensive support for designing programs and courses, enhancing teaching approaches, and administering the Principal's Teaching Award Scheme. Professor Bovill actively contributes to the University's strategic educational initiatives as a member of the Learning and Teaching Strategy Implementation sub-stream, Senate Quality Assurance Committee, Student Lifecycle Management Group, and Bristol Case Working Group. Her leadership extends to organizing the University's annual Learning and Teaching Conference and managing the influential Teaching Matters blog. Professor Bovill's research program centers on co-created curriculum and student-staff partnership in learning and teaching, establishing her as a globally recognized authority with nearly 100 keynote presentations across 15 countries. Her scholarship examines how students and staff can collaboratively design curriculum, assessment, and teaching approaches to create more democratic, inclusive, and effective educational experiences. She has developed influential frameworks for understanding different types and levels of co-creation in higher education settings, with particular attention to power dynamics, identity, and equity considerations within partnership models. Her work bridges theoretical foundations with practical implementation strategies, making significant contributions to transformative educational practices. Analysis of Professor Bovill's recent publications reveals an evolving research trajectory with increasing focus on practical applications of student-staff partnership, particularly in assessment design and implementation. Her scholarship consistently demonstrates attention to identity, power dynamics, and equity considerations within partnership frameworks. The pandemic period expanded her research into online and hybrid learning environments, examining how co-creation principles can be maintained during remote education. Her work increasingly addresses intersectional aspects of partnership, recognizing diverse student experiences and backgrounds, while maintaining her signature emphasis on practical tools and frameworks that educators can implement in their teaching contexts. National Teaching Fellow Principal Fellow of the Higher Education Academy Fellow of the Staff and Educational Development Association Member of the Society for Research in Higher Education Member of UK National Teaching Excellence Awards Panel Visiting Fellow at the University of Bergen, Norway Professor Bovill plays a significant role in academic development through her teaching on the PGCAP programme and mentoring staff undertaking the Edinburgh Teaching Award, the University's CPD framework for Advance HE recognition. She assesses colleagues seeking Advance HE recognition as part of this scheme, directly influencing teaching excellence across the institution. Her strategic leadership in educational development extends to supporting implementation of the University's Learning and Teaching Strategy and enabling colleagues to develop and enhance their teaching practice and expertise through various workshops and networks. Within the Institute for Academic Development, Professor Bovill leads the Programme Design and Teaching Enhancement Team, which serves as a central hub for educational innovation at the University of Edinburgh. This team not only provides direct support to academic staff but also organizes major institutional initiatives like the annual Learning and Teaching Conference. Her work connects with broader educational communities through her editorial roles, including previously serving as Associate Editor (Europe) of the International Journal for Academic Development and currently as a Review Board member for Higher Education.

• Behavior Genetics
• Family and Twin Studies
• Causal Modeling
• +۷ مورد دیگر

Miriam A. Mosing, PhD, is currently the Head of the Behavior Genetics unit at the Max Planck Institute for Empirical Aesthetics in Frankfurt am Main, Germany, a position she has held since August 2021. She also serves as an Associate Professor at the Department of Medical Epidemiology and Biostatistics and the Neuroscience Department at the Karolinska Institutet in Stockholm, Sweden, and holds a Develop Research Momentum (DRM) Senior Research Fellowship at the Melbourne School of Psychological Sciences, University of Melbourne, Australia. Dr. Mosing's primary research focuses on behavior genetics, specifically examining how genetic and environmental factors interact to influence individual differences in quality of life throughout the lifespan and expertise acquisition. Her work frequently uses musical expertise as a model domain to study these interactions. She investigates the complex relationships between cultural engagement (particularly musical and creative activities), mental health, social isolation, loneliness, stress, flow experiences, and overall well-being. Her research employs advanced methodologies including twin studies, causal modeling, and genome-wide association studies to disentangle the relative contributions of genetic and environmental factors. Her publication record demonstrates consistent contributions to understanding the genetic architecture of human behavior, with recent work examining dancer personalities, musical ability, cognitive aging, mental health outcomes, and gene-environment interactions in expertise development. Her research has significant implications for identifying causal pathways that could inform interventions to improve quality of life and mental health outcomes. Develop Research Momentum (DRM) Fellowship from the University of Melbourne (2020-2025) Marcus och Amalia Wallenbergs Foundation grant for 'Healthy learning' research (2018-2022) National Institute of Aging research project grant (2018-2022) Multiple Karolinska Institutet Fellowships for research on gene-environment interplay Dr. Mosing leads a research program that integrates large-scale twin studies with advanced genetic methodologies to understand the complex pathways through which genetic predispositions and environmental exposures jointly shape human development, health, and expertise. Her Behavior Genetics unit at the Max Planck Institute serves as a hub for international collaboration on these questions, working with twin registries and research groups across multiple countries.

Bettina Krausمشاهده پروفایل

استاد

• Architectural Design
• Transformation of Existing Structures
• Building in Existing Contexts
• +۶ مورد دیگر

Professor Bettina Kraus is a prominent architect and academic currently serving as Professor of Design in the Department of Architecture at the State Academy of Fine Arts Stuttgart, where she also chairs the Department of Architecture and serves as a Member of the Senate. Her academic career spans multiple prestigious institutions including TU Berlin, BTU Cottbus, and UdK Berlin, alongside an active architectural practice in Berlin. Her research and teaching focus on the elasticity of existing structures and their potential to adapt to changing programmatic or climatic conditions. Kraus explores how the morphology of architectural types and objects is influenced by context, function, and construction. Her methodology involves transformation strategies based on associative thinking and constructive action, integrating existing and new structures while questioning traditional notions of beauty and perfection. This approach allows her to reinterpret existing structures for contemporary and future requirements while reflecting local cultural identity. Kraus's architectural work demonstrates a consistent focus on transformation, adaptive reuse, and the integration of historical and contemporary elements. Her recent projects include residential buildings in Berlin (Lindenstraße 34-35, Brunnenstraße 19), cultural spaces, and urban interventions that have received numerous awards including the Berlin Architecture Prize (2023) and the Iconic Architecture Award (2019). Berlin Architecture Prize, Award 2023 (Lindenstraße 34.5) Berlin Architecture Prize, Prize 2023 (Malplaquetstraße 19) Iconic Architecture Award, Winner 2019 (Spreestudios) German Design Award 2014 (Medienhaus Schwäbischer Verlag) Architecture Prize Amsterdam, Prize 2010 (4 Towers Osdorp) As an educator, Professor Kraus has mentored numerous award-winning students including Theresa Weigand (ABK Stuttgart), Tom Seeger, and Ralf Hinrichs. Her academic research centers on two key parameters: Program and Typology (examining the Nolli Plan as a typological archive), and Difference and Interface (exploring material properties and surface experiments). Her work has been published extensively in architectural journals and as book chapters, with her most recent publication 'False Friends' currently in progress. Professor Kraus maintains an active architectural practice (Kraus Fischnaller Architects Partnership) in Berlin while contributing to the Board of the Berlin Architecture Prize since 2025.

• African Literature
• Comparative Literature
• Visual Studies
• +۷ مورد دیگر

Zoe Norridge is a Reader in African and Comparative Literature and Visual Studies at King's College London's Department of English Language & Literature. She serves as Department Impact Lead (2022-present) and previously held the position of Pro-Vice Dean for Impact in Arts & Humanities (2020-21). Her work focuses on contemporary arts and cultural responses to the 1994 genocide against the Tutsi in Rwanda, involving extensive collaboration with artists and genocide survivors. Her educational background includes a Doctor of Literature from SOAS University of London (2007), Master of Philosophy from the University of Cambridge (2001), and Bachelor of Arts from the University of Cambridge (2000). Before her academic career, she worked in health promotion with NGOs in the UK and Papua New Guinea. Norridge's research centers on African literature and photography, pain, memory, trauma, testimony, empathy, cultures of human rights, comparative approaches to genocide, and collaboration, community and love. She has developed significant expertise in Rwandan testimonial literature and visual culture, with fifteen years of research culminating in her forthcoming monograph Inside/Out Rwanda: Literature, Photography, Genocide and the Testimony of Place . Her publications demonstrate consistent engagement with Rwandan genocide testimony, human rights cultures, and cross-continental connections, particularly between East Africa and Latin America. The recent publications show increasing focus on practical applications of her research through educational resources, trauma-informed guidelines, and community co-production. BBC AHRC New Generation Thinker (2011-12) Award-winning radio documentaries: Living with Memory in Rwanda (BBC Radio 3, 2014) and Rwanda's Returnees (BBC Radio 4, 2019) Longlisted for the Women's Prize Discoveries Prize for emerging creative writers (2022) Associate Editor at Wasafiri magazine (2014-present) Member of Holocaust Memorial Day Trust expert advisory group (2017-present) Norridge has secured significant funding for collaborative work in Rwanda, including AHRC grants for 'Stories from Rwanda' and 'Rights for Time.' These projects have supported co-production of teaching resources, school guidelines, trauma-informed survivor speaker guidelines, policy briefings, and creative workshops. She teaches undergraduate courses on contemporary African love stories and testimony in the context of the Holocaust and Rwanda, as well as an MA module on human rights cultures, with a Certificate in Group Facilitation from the Gestalt Centre (2024) enhancing her approach to teaching emotionally demanding topics. Her collaborative work extends to professional and participatory photography workshops in Kigali, Gisenyi and Musanze (2013, 2015, 2019, 2022), co-curating exhibitions, and programming events for the Kigali Photo Fest (2019). These initiatives form a cohesive team approach to engaging with Rwandan memory culture through multiple artistic and academic channels.

Michael Neumayrمشاهده پروفایل

دانشیار مدعو

• Spatial Experience Design
• Environmental Design
• Product Design
• +۱۲ مورد دیگر

Michael Neumayr is an Adjunct Associate Professor in Spatial Experience Design at ArtCenter College of Design’s Graduate Environmental Design program, where he contributes to the education of future design innovators. His professional practice, Neumayr Design, is based in Los Angeles and specializes in high-end residential, product, furniture, commercial, and exhibition design. His research and creative interests span spatial experience design, wellness environments, sustainable design, interactive furniture systems, and the integration of technology in living and public spaces. He emphasizes user-centered, sensory-rich environments that blend classical aesthetics with modern innovation. The body of his work, as seen in projects like the Villa Munich and Aquamoon shower system, reflects a consistent trend toward holistic, immersive experiences that engage all senses. His designs often incorporate advanced technology, sustainable materials, and meticulous craftsmanship, particularly evident in wellness architecture and smart furniture. Good Design 2019 NYC-x Design 2018 | Best Product of the Year Stylepark 2018 | Most Innovative Product Good Design 2008 Permanent Collection | Chicago Athenaeum Museum of Architecture and Design Gute Gestaltung 2009 DDC Award Nominated for Designpreis der Bundesrepublik Deutschland 2010 Finalist IDEA International Design Excellence Award 2009 Nominated for Designpreis Deutschland 2009 iF Design Award 2007 Michael Neumayr has led significant design projects and collaborations, including with Hiller Gruppe and Atelier Schneeweiss, resulting in award-winning products and installations. While no formal advising or grant history is documented, his academic role suggests mentorship of graduate students in design innovation and spatial storytelling. His studio functions as a design lab, integrating research, prototyping, and real-world application across residential, commercial, and exhibition domains. Projects like the i-tech chair and Villa Munich spa illustrate a team-based, interdisciplinary approach to solving complex spatial and functional challenges.

• Intercultural Communication
• Worldviews in Religious Education
• Social Justice in Education
• +۳ مورد دیگر

Ruth Flanagan is a Lecturer in Education at the University of Exeter, where she serves as Programme Director for the Primary PGCE and Race Equality Resource Officer. Her research focuses on intercultural communication, the origin and evolution of worldviews, and social justice in education. University of Exeter - School of Education Research on Religious Education (RE) and worldviews Co-author of studies on legal profession access and mathematics pedagogy Her recent publications examine: Worldviews as pedagogical frameworks in primary education Ricoeurian narrative analysis of legal career barriers Collaborative learning in mathematics across cultural contexts Critique of deficit models in educational and legal access Flanagan's work emphasizes practical applications, including: Visual arts integration for sustainable development education Toolkits for primary RE instructors Policy recommendations for diversifying legal career narratives

• Creative Writing
• Eco-Criticism
• Historical Fiction
• +۳ مورد دیگر

Professor Andy Brown is a renowned poet, novelist, and eco-critical writer affiliated with the University of Exeter in the Department of English and Creative Writing . As the CW MA Director, he bridges creative practice with academic rigor through his publications and interdisciplinary collaborations. Literary studies Creative and professional writing Historical studies Ecology His creative output spans poetry collections like Baikal Zen and historical novels such as The Midnight Mechanic , which examines Victorian sanitation and guano trade through narrative. Current projects include The Big Rip (2025) and Medicine Hat , a horse-themed poetry book. Collaborations with sculptors, filmmakers, and musicians, alongside his performance work in South West England, highlight his commitment to blending literary and artistic disciplines.

• Music Education
• LGBTQ Studies in Music Education
• Critical Pedagogy
• +۵ مورد دیگر

Brent C. Talbot is a Professor at the Sunderman Conservatory of Music at Gettysburg College, where he has established himself as a leading scholar in critical approaches to music education. His faculty position is evidenced by numerous publications in the Sunderman Conservatory of Music Faculty Publications series and his active scholarly contributions to the field. Talbot's research focuses on creating more inclusive and socially just music education environments through several intersecting areas: LGBTQ+ experiences and inclusion in music teacher education programs Critical discourse analysis as a methodological approach to understanding music teaching and learning Urban music education and community-based pedagogical models Ethnomusicological perspectives, particularly on Balinese gamelan traditions Superdiversity and its implications for contemporary music classrooms Queer theory and Afrofuturism as frameworks for reimagining music education His publication trajectory reveals a movement from examining specific case studies of preservice teacher identity development toward broader theoretical engagements with systemic issues in music education. Recent work demonstrates increasing sophistication in applying critical theories to music education contexts, with publications addressing positionality in research, decolonial approaches, and emancipatory pedagogical practices. Talbot consistently challenges traditional paradigms and advocates for transformative approaches to music teaching and learning that center marginalized voices. Talbot has been a significant contributor to conversations about LGBTQ+ inclusion in music education, notably through his research on the experiences of LGBTQ+ students in teacher education programs across Pennsylvania and Texas. His editorial work, including guest editing special issues and serving as editor for Action, Criticism, and Theory for Music Education (ACT), demonstrates his leadership in shaping scholarly discourse in the field.

• Theatre Studies
• Dramaturgy
• Theatre History
• +۵ مورد دیگر

Dr. Jocelyn Buckner is an Associate Professor and Program Director of the BA Theatre Studies program at Chapman University's College of Performing Arts. She teaches courses in theatre history, dramaturgy, and dramatic theory, while also mentoring student research through the University Honors Program. Education: B.A., Converse College M.F.A., Virginia Commonwealth University in Theatre Pedagogy Ph.D., University of Kansas in Theatre Studies Her research focuses on intersections of race, class, gender, and sexuality in contemporary plays and U.S. popular entertainment. She is a leading scholar on Lynn Nottage, editing the first scholarly collection on the playwright. Dr. Buckner’s expertise spans dramaturgy, theatre historiography, and identity politics in performance. Recent Publications: Contributions to Contemporary Black Theatre and Performance: Acts of Rebellion, Activism, and Solidarity (2023), and editorial work for Theatre History Studies (2022-2027). Her articles appear in journals like African American Review and Theatre Journal . Awards: Faculty Excellence Award in Mentorship Valerie Scudder Award for Teaching and Research Sigma Alpha Pi Excellence in Teaching Award Dr. Buckner collaborates with theatres such as Donmar Warehouse, Center Stage Theatre, and Native Voices at the Autry. She serves as dramaturg for Chance Theater’s New Works Series and mainstage productions, and holds leadership roles in professional organizations like the American Theatre and Drama Society.

Elena Cologniمشاهده پروفایل

دانشیار

• Contemporary Art
• Critical Practice
• Dialogic Art
• +۹ مورد دیگر

Elena Cologni is an Associate Professor of Contemporary Art and Critical Practice at the Cambridge School of Art, Anglia Ruskin University. She serves as the Cambridge School of Art Research Lead, PGR Coordinator, Panel 32 Art and Design REF 2021 and 2029 Convenor, School Research Ethics Panel Chair, and leads the Wellbeing, Care Aesthetics and Art Research and Education Unit (We CARE). She is also the ARU partnership Lead for the British Council Venice Biennale Fellowships Programme and the Art and Health Academic Lead for The Culture Capital Exchange Programme 2022-23. Her educational background includes: BA in Fine Art from Accademia di Belle Arti Brera in Milan MA in Sculpture from Bretton Hall College, Leeds University PhD in Fine Art and Philosophy from University of the Arts London, Central Saint Martin's College of Art and Design (2004) Cologni develops dialogic and situated artistic strategies for observing, recording and stimulating awareness of everyday experiences. Her interdisciplinary approach intersects artistic research with environmental psychology, care ethics, philosophy, and gender studies, resulting in dialogic sculptures, public interventions, performance scores, and drawings. Her work explores place attachment, ecofeminism, spatialized art practices, and the relationship between art, wellbeing, and care aesthetics. She is particularly interested in how artistic practice can facilitate the sharing of insights and the location of situated knowledges within our relations with one another, place, and the environment, creating instruments to stimulate awareness of everyday experiences through relational, participatory and dialogic approaches. Her publication portfolio reveals a consistent trajectory examining care ethics, dialogic practices, and the intersection of art with social and environmental concerns. She frequently investigates how artistic interventions can create spaces for dialogue about care, wellbeing, and our relationship to place and community, often bridging theoretical frameworks from feminist theory, environmental psychology, and performance studies with practical artistic applications that engage with public space, memory, and perception. Her notable recognition includes: Seeds of Attachment - The Shape of the Public's Health award - first prize - Royal Society for Public Health in collaboration with the Royal Society of Sculptors (2019) Artist Bursaries from Artists Newsletter (2018) Cologni supervises research students and has secured numerous research grants including the Practicing Feminist Care Aesthetics grant from The Getty Research Institute (2023/2025), Practices of care as ecofeminist and spatialized art funded by the Artist International Development Fund (Arts Council England and British Council 2018/19), and The Places of Memory commissioned by Universita' di Pisa (2022). She regularly collaborates with art galleries, museums, and the NHS Foundation Trust on educational activities and creative interventions that bridge art, health, and wellbeing. She leads the Wellbeing, Care Aesthetics and Art Research and Education Unit (We CARE) and coordinates the ARU Arts, Health and Wellbeing Research Network. Her work often involves community collaborations, as seen in projects like The Places of Memory, which engaged with local communities in Pisa, and Seeds of Attachment, which explored parent-child bonds in relation to place attachment through nomadic dialogic sculptures inspired by Margaret Lowenfeld's Mosaic Test.