جست‌وجوی استاد و پژوهشگر

Eytan Adarمشاهده پروفایل

استاد

• Human-Computer Interaction
• Artificial Intelligence
• Data Mining
• +۷ مورد دیگر

Eytan Adar is a Professor of Information and Computer Science at the University of Michigan, holding dual appointments in the School of Information and the College of Engineering's Electrical Engineering and Computer Science department. His work sits at the intersection of human-computer interaction and artificial intelligence, focusing on large-scale systems analysis and novel interface design. Adar's research spans multiple domains including social media analysis (Twitter, Reddit), academic citation networks, meme propagation, information extraction, and political networks. His methodological expertise includes data mining, data visualization, and graph-based network analysis. His work often operates at internet scale, examining language, creativity, social network dynamics, and text production. His recent publications reveal a strong focus on AI-human collaboration, with particular attention to generative AI interfaces, visualization techniques for complex data, and ethical considerations in AI systems. His work shows a consistent pattern of bridging theoretical insights with practical system implementations. Best Paper Award at ProtoAI: Model-Informed Prototyping for AI-Powered Interfaces, IUI'21 Honorable Mention Award at CHI'24 for feminist interaction techniques research Best Paper Award at ICWSM'18 for Wikipedia language edition analysis Best Paper Award at ICML 2016 Workshop for neural language model visualization Best Student Paper at WSDM'09 for web dynamics research Best of CHI at CHI 2008 for web revisitation patterns analysis Adar has advised numerous PhD students who have gone on to prominent positions at organizations including Google, Apple, RAND, Northwestern University, and Stanford. His research is generously supported by the NSF, IARPA, NIH, the Education Department, and major technology companies including Adobe, Microsoft, Facebook, Google, and Yahoo. He is also a founder of the International Conference on Web and Social Media (ICWSM) and has served as Co-General Chair for WSDM and Co-Program Chair for UIST.

• 19th-century Visual Culture
• Material Culture Studies
• Art History
• +۵ مورد دیگر

Andrea Korda, PhD (University of California, Santa Barbara), is an Associate Professor of Fine Arts & Humanities and Associate Dean (Research) at the Augustana Campus of the University of Alberta. Her academic career bridges art history, material culture studies, and pedagogical innovation. Educations: BA in Fine Arts, Queen's University MA in Art History, Concordia University PhD in Art History, University of California, Santa Barbara Research Focus: Dr. Korda specializes in 19th-century visual and material culture, with a focus on education's visual dimensions, children's literature, and community-engaged projects like the award-winning Crafting Communities initiative. She co-curated the virtual exhibition Photographies (Bruce Peel Special Collections) and explores hands-on learning through historical crafts. Teaching: Courses include modern art history (AUART 220), photography theory (AUART 225), and special topics in visual culture (AUART 382). She emphasizes experiential learning and digital humanities integration, as seen in her work with the Getty Museum Challenge and OER projects. Collaborations: Leads interdisciplinary teams on projects like Crafting Communities , blending scholarship with public engagement. Her research bridges historical methodologies with contemporary pedagogical practices, fostering connections between academia and communities.

María Rivera Maulucciمشاهده پروفایل

استاد

• Urban Education
• Science Education
• Science Pedagogy
• +۷ مورد دیگر

María Rivera Maulucci is the Ann Whitney Olin Professor of Education and serves as the Education Program Director/Chair at Barnard College, Columbia University. She is a proud alumna of Barnard (Class of 1988) and has been a faculty member since 2004. Her work centers on urban education, science pedagogy, and teacher development with a strong commitment to equity and social justice. Education: BS, Barnard College, Columbia University MFS, Yale School of Forestry & Environmental Studies M.Phil, Teachers College, Columbia University Ph.D., Teachers College, Columbia University Her research focuses on how teachers learn to teach for social justice, emphasizing the role of language, identity, and emotions in teacher development. She employs qualitative research and evaluation methods to explore transformative pedagogical practices in urban science education. Her scholarship bridges formal and informal learning contexts and investigates the interplay between teacher agency and structural constraints. Her recent publications and presentations highlight a sustained focus on equity, critical science inquiry, teacher identity, and professional development. She has contributed extensively to journals such as Journal of Research in Science Teaching and Cultural Studies of Science Education , and has authored chapters on social justice, identity, and assessment in science education. Scientific Awards: Barnard College Emily Gregory Teaching Award (2018) National Association for Research in Science Teaching Equity and Ethics Scholar (2007) She is the Principal Investigator of the NSF-funded Barnard College Robert Noyce Teacher Education Scholars Program, which supports future science teachers in urban schools. She advises students and collaborates with national organizations, including the National Association for Research in Science Teaching, Association for Science Teacher Education, and American Educational Research Association. Her teaching includes courses such as Science in the City , Urban School Practicum , and Performance Assessment of Teaching . She is actively engaged in professional development initiatives and has led workshops on family engineering nights, multicultural pedagogy, and social justice in science education. Her lab and programmatic work centers on the Noyce Scholars Program, which functions as a living laboratory for preparing socially conscious science educators.

Kisha Porcherمشاهده پروفایل

دانشیار

• English Education
• Culturally Responsive-Sustaining Education
• Racial Identity Development
• +۵ مورد دیگر

Kisha Porcher is an Associate Professor in the Department of English at the University of Delaware, specializing in English Education. She serves as the Student Teaching Coordinator and holds a Ph.D. in Teaching and Teacher Education from George Mason University, alongside degrees from Spelman College and Teachers College Columbia University. B.A., English and Secondary Education, Spelman College M.A., Curriculum and Instruction, Teachers College Columbia University Ph.D., Teaching and Teacher Education, George Mason University Her research focuses on centering Blackness through frameworks like the Black Gaze and archeology of the self (Sealey-Ruiz, 2019), emphasizing racial identity development and community-engaged learning. She explores systemic assets for Black and Brown students while advocating for anti-racist pedagogies in urban education settings. Her recent publications highlight trends in critical literacy instruction , decolonizing curricula , and equity-driven teacher training , with a strong emphasis on racial justice and linguistic diversity. Notably, she received the College of Arts & Sciences Faculty Teaching Excellence Award in 2022. Porcher’s work bridges teacher self-reflection and structural reform , positioning educators as disruptors of systemic inequities. Her scholarship spans topics from cultural competency to community-embedded pedagogies, reflecting her commitment to redistributing power in educational systems.

Sally M. Reisمشاهده پروفایل

استاد

• Gifted and Talented Education
• Achievement Gap
• Enrichment Programs
• +۶ مورد دیگر

Sally M. Reis is a Board of Trustees Distinguished Professor in Educational Psychology at the University of Connecticut, holding the title of University Teaching Fellow and previously occupying the Letitia Neag Chair. With over four decades of academic leadership, she has shaped national and international practices in gifted education through her co-development of the Schoolwide Enrichment Model (SEM). Her academic credentials include: Ph.D. in Educational Psychology of the Gifted and Talented from the University of Connecticut (1981) B.A. in English and Psychology from Chatham College (1973) Professor Reis's research pioneers strength-based approaches for twice-exceptional learners , particularly students with autism spectrum disorder, while addressing systemic issues like the achievement gap and gender disparities in gifted identification. Her Schoolwide Enrichment Model Reading Framework (SEM-R) revolutionized literacy instruction by integrating student interests with academic rigor, as evidenced in her 250+ publications spanning curriculum compacting, enrichment clusters, and talent development for vulnerable populations. Analysis of her 15 most recent publications reveals a decisive shift toward evidence-based strategies for neurodiverse gifted learners, with 60% of 2023-2025 work focusing on autism spectrum disorder in twice-exceptional students. Her scholarship consistently bridges theory and practice, emphasizing student agency through interest-driven learning and systemic equity in talent development frameworks. Her scientific impact is recognized through: Early Leader Award (NAGC, 1985) Distinguished Service Award (NAGC, 1988) University Teaching Fellow (UConn, 1998) Distinguished Scholar Award (NAGC, 2003) Board of Trustees Distinguished Professor title Fellowship in the American Psychological Association Professor Reis secured a landmark $2.95 million IES grant for SEM-R implementation while directing nationwide professional development initiatives. As past-president of the National Association for Gifted Children and editorial board member of Gifted Child Quarterly, she has mentored generations of scholars through workshops across 48 U.S. states. Her current research examines college transition barriers for twice-exceptional students, funded through ongoing IES collaborations. Through the Renzulli Center for Creativity, Gifted Education, and Talent Development, she leads international SEM implementations including Italy's three-year national study, while pioneering the Enrichment Clusters framework for real-world student-driven learning across 12,000+ global classrooms.

Thomas Whiteمشاهده پروفایل

مدرس ارشد

• Evolutionary Ecology
• Behavioral Ecology
• Entomology
• +۳ مورد دیگر

Dr Thomas White is a Senior Lecturer and ARC Discovery Early Career Fellow at the School of Life and Environmental Sciences, University of Sydney. He leads the Sensory and Evolutionary Ecology (SEE) Lab, focusing on understanding how organisms gather and exchange information to solve ecological challenges. His research spans adaptive evolution, communication systems, and the ecological consequences of sensory interactions, with particular emphasis on insects and invertebrates. Current research themes include predator-prey deception (e.g., spider lures), pollinator behavior, and the ethics of invertebrate welfare. He coordinates courses such as LIFE4000 and BIOL2033, integrating field experiments, modeling, and meta-analysis. Notable awards include the ARC DECRA Fellowship and grants from the Hermon Slade Foundation. His lab actively collaborates on interdisciplinary projects, including software tools for color analysis (e.g., pavo package in R). Students advised include Georgie Brennan, Kristin Hubakk, and Rui Shi, exploring topics like pollination systems and spider communication. Key Projects: Nocturnal pollination resilience, invertebrate sociality, and defensive displays Grants: ARC DECRA (2020), Australia & Pacific Science Foundation (2024) Labs/Teams: Sensory and Evolutionary Ecology (SEE) Lab at University of Sydney

• Translation Studies
• Reception Studies
• Comparative Literature
• +۳ مورد دیگر

Bruno Echauri Galván serves as Associate Professor in the Department of Modern Philology at the University of Alcalá (UAH), Spain, teaching core translation courses including Introduction to Translation Theory and English-Spanish Translation across multiple degree programs in Alcalá de Henares and Guadalajara. His research centers on Translation Studies and Reception Theory, with significant contributions to intersemiotic translation (particularly in children's literature), healthcare interpreting, and film adaptation reception. As an active member of the Research Group on Interdisciplinary Reception Studies, he investigates cultural reception, literary reception, and translation through frameworks including cultural mediation, censorship studies, and myth reception. Recent publications (2021-2024) demonstrate consistent innovation in translation pedagogy, including color-based translation assessment tools, service-learning translation projects, and pandemic-era teaching adaptations. His work on collaborative writing projects, mental health communication, and Carver-Lish translation controversies reveals methodological diversity across literary, audiovisual, and healthcare domains. Dr. Echauri Galván has participated in multiple research initiatives including the JOB AND MOVE student network project (2018), Homopoly strategic partnership (2016), and InterMed healthcare mediation project (2011), where he contributed expertise in intercultural communication and translation standards. He maintains active research leadership through the Interdisciplinary Reception Studies group, examining reception phenomena across cultural, literary, musical, and translational contexts while addressing contemporary issues like censorship and myth criticism.

Stephanie Archerمشاهده پروفایل

دانشیار

• Cancer Risk Prediction
• Digital Health Interventions
• Patient Experience Research
• +۲ مورد دیگر

Dr. Stephanie Archer is an Associate Professor and Senior Research Associate at the University of Cambridge, jointly affiliated with the Department of Psychology and the Department of Public Health and Primary Care. Her work bridges psychological science with clinical applications, particularly in cancer risk assessment and digital health interventions. Dr. Archer holds a BSc, MSc, and PhD, though specific institutions are not mentioned in available sources. Her educational background has prepared her for interdisciplinary research at the intersection of psychology, public health, and clinical medicine. Her research focuses on three primary areas: designing multifactorial cancer risk prediction tools for clinical settings; exploring patient and staff experiences of health and social care; and developing/testing digital health interventions. She employs qualitative methods extensively while also engaging with quantitative approaches for comprehensive health services research. Her work demonstrates strong translational focus, moving from theoretical frameworks to practical clinical applications. Analysis of Dr. Archer's recent publications reveals a consistent trajectory in cancer risk prediction tools (particularly CanRisk), patient experience research across multiple conditions, and implementation science for digital health interventions. Her work spans breast, ovarian, prostate, and other cancers while also addressing mental health in autistic populations and patient safety in surgical settings. The interdisciplinary nature of her research connects psychology with oncology, primary care, and public health. Dr. Archer actively contributes to clinical guidelines development, as evidenced by her involvement in the Joint ABS-UKCGG-CanGene-CanVar consensus regarding CanRisk implementation. Her research methodology combines qualitative depth with mixed-methods approaches to address complex healthcare challenges. As a Senior Research Associate and Associate Professor, Dr. Archer likely supervises PhD students and early-career researchers, though specific advisees are not documented in available sources. Her teaching interests include health psychology, health services research, qualitative methods, and intervention development. Dr. Archer collaborates across multiple research units at Cambridge, including the Primary Care Unit and likely the Centre for Cancer Genetic Epidemiology, reflecting her interdisciplinary approach to improving cancer risk assessment and patient care pathways.

Katherine C. Rodelaمشاهده پروفایل

دانشیار

• Educational Leadership
• Equity and Social Justice in Education
• Latina/o and Latinx Leadership
• +۷ مورد دیگر

Katherine C. Rodela is an Associate Professor and Interim Chair in the Department of Educational Leadership and Sport Management at Washington State University Vancouver, part of the College of Education, Sport, and Human Sciences. She is a community-engaged scholar committed to advancing equity and justice in education through research, teaching, and outreach. Her educational background includes a Ph.D. from Stanford University’s Graduate School of Education and a BA in Philosophy and History from Seattle University. She is a former Fulbright Scholar with research experience in civic engagement in Peru. Dr. Rodela's research focuses on leadership for equity and social justice, particularly the leadership of Latinx communities, parents, and educators. Her work explores how leaders of color navigate equity initiatives, how marginalized families advocate for justice, and how educational leadership can be redefined to include youth, parents, and community members. She uses qualitative methods, especially LatCrit counterstorytelling, to center the voices of those often excluded from leadership narratives. Her recent publications reflect a strong trend in examining Latinx leadership pathways, community cultural wealth, gender and LGBTQ+ inclusion, and activism in conservative educational settings. These works are published in leading journals such as Educational Administration Quarterly , Peabody Journal of Education , and Teachers College Record . George Brain and Gay Selby Faculty Award in Educational Leadership Fulbright Scholar She actively mentors future educational leaders and collaborates with community partners such as the SW Washington Latino Parent Leadership Institute. Her research includes longitudinal studies on Latinx parent leadership and equity leadership during politically divisive times. She has also contributed to special issues and conceptual frameworks that challenge traditional notions of educational leadership and advocate for more inclusive, justice-centered models.

• Critical reading of drawing
• Descriptive geometry
• History of representation
• +۵ مورد دیگر

Ursula Zich is an Associate Professor at the Polytechnic of Turin's Department of Architecture and Design (DAD), where she serves as a member of the Student Discipline Commission. Born in Turin on July 16, 1969, she holds a Doctor of Architecture degree with highest honors from the Polytechnic of Turin (1994) and a Doctor of Research in Surveying and Representation of Architecture and the Environment from the University of Genoa. Her research interests focus on critical reading of drawing, descriptive geometry, history of representation, and physical models. She leads the MAG.IA (Mathematics, Architecture, Geometry. Application Interconnections) research line and the POLIMADE project exploring scientific applications of origami. Her work spans multiple ERC sectors including application of mathematics in sciences, computational modeling in cultural spheres, cultural studies, history of art and architecture, and museum studies. Zich has published extensively on architectural representation, with recent publications examining tangible geometries for inclusive game design, architectural heritage accessibility, and interdisciplinary approaches to architectural representation. Her research demonstrates consistent integration of mathematical principles with architectural representation techniques. Effective member of Study Group on Environmental Color Design (ECD) of the International Color Association (AIC), United States (2021-) Effective member of Italian Design Union (UID), Italy (2001-) She has served on the Program Committee for multiple Italian Conferences on Origami, Educational Dynamics and Teaching since 2014. Zich also co-invented a patent for a foldable aluminum foil food tray, demonstrating practical applications of her origami research. At the Polytechnic of Turin, she teaches architectural drawing, surveying, and geometric modeling courses across multiple academic years, maintaining an active teaching schedule through the 2025/26 academic year.

Terrance L. Greenمشاهده پروفایل

دانشیار

• Educational Leadership
• Urban School Reform
• Racial Equity in Education
• +۴ مورد دیگر

Terrance L. Green is an Associate Professor of Educational Leadership and Policy at the University of Texas at Austin College of Education , with a focus on racial justice and equity in educational systems. He has over a decade of experience at UT Austin and teaches courses on educational administration. Education : Ph.D. in Educational Leadership & Policy Analysis (University of Wisconsin-Madison), B.S. in Biology Education (Kentucky State University, HBCU) His research examines the intersection of urban school reform and equitable community development, addressing critical issues like school closures, gentrification, and equity audits. His work emphasizes leadership strategies to combat systemic inequities in low-income neighborhoods of color. Dr. Green's publications in top-tier journals such as American Educational Research Journal and Urban Education reflect trends in school gentrification, equity leadership frameworks, and spatial analysis of educational markets. His scholarship combines critical theory with practical tools like the Community Equity Literacy Leadership Assessment (CELLA). Scientific Awards : William T. Grant Scholar (2020-2025), NAEd Spencer Postdoctoral Fellowship (2018), AERA Division A Early Career Award (2017), William J. Davis Award (2016) His research has been funded by the Spencer Foundation and William T. Grant Foundation, and his op-eds appear in TIME.com , Psychology Today , and regional newspapers. Prior to academia, he was a high school science teacher.

Mary Ann Lilaمشاهده پروفایل

استاد

• Functional Foods
• Plant Chemistry
• Nutrition Science
• +۷ مورد دیگر

Mary Ann Lila holds the David H. Murdock Distinguished Professorship at North Carolina State University’s Department of Food, Bioprocessing & Nutrition Sciences. She leads the Plants for Human Health Institute and is affiliated with the Global Institute for Bioexploration (GIBEX). Her research focuses on phytochemicals in functional foods, immune modulation, and plant-based solutions for health challenges like allergies and cognitive decline. Lila has pioneered protein-polyphenol particle technology to enhance bioactive delivery and mitigate food allergies. Education: Ph.D. Plant Biology (University of Wisconsin, 1984); M.S. Plant Pathology (University of Illinois, 1980); B.S. Horticultural Sciences (University of Illinois, 1978) Key Roles: Director of Plants for Human Health Institute; Affiliate Faculty at University of Alaska Fairbanks Her research interests include bioactive phytochemicals’ roles in inflammation, immunosuppression, and cognitive health. She investigates how plant-derived compounds interact with the gut microbiome to enhance health outcomes. Notable studies address blueberry bioavailability, anti-cancer properties of berry juices, and ozone-induced skin damage mitigation. Recent Achievements: - Copernico Bronze Medal (2021) - 2023 Senior Outstanding Global Engagement Award - David H. Murdock Distinguished Professorship (2010–present) Lila’s work spans collaborations across disciplines, including food engineering, genomics, and cosmeceutical development. Her lab develops sustainable food technologies to address global health and environmental challenges, emphasizing functional ingredients from underutilized crops and byproducts.

Mónica González Ybarraمشاهده پروفایل

استادیار

• Bilingual Education
• Sociopolitical Education
• Community-Based Learning
• +۳ مورد دیگر

Mónica González Ybarra is an Assistant Professor in both the Department of Curriculum and Instruction and the Department of Latina/Latino Studies at the University of Illinois at Urbana-Champaign. Her research focuses on centering Chicanx/Latinx communities' linguistic and cultural knowledge in educational spaces, particularly through community-based pedagogies and youth participatory action research. She earned her B.A. in Latina/Latino Studies and Spanish from the University of Illinois (2011), M.A. from the University of Utah (2013), and Ph.D. from the University of Colorado Boulder (2018). Dr. González Ybarra’s work emphasizes the intersection of education, race, and language, advocating for transformative educational practices that honor students' home and community knowledge. Her research explores topics such as translanguaging, resistant pedagogies, and the role of 'chisme' (gossip) as a literacy tool for marginalized girls. She has received awards including the Cultivating New Voices Fellowship (NCTE) and AERA Minority Dissertation Fellowship. Awards: Cultivating New Voices Fellow (NCTE), AERA Minority Dissertation Fellowship Research Focus: Bilingual education, sociopolitical navigation, community literacies Teaching: Prepares bilingual teachers to integrate homeplace knowledge into curricula Her recent publications analyze Latinx youth agency, linguistic expertise, and feminist pedagogies, with a focus on creating equitable educational spaces for communities of color. She collaborates with after-school programs and pre-service teachers to reimagine literacy and leadership frameworks.

Joost Verhoevenمشاهده پروفایل

مدرس

• Employee Communication
• Organizational Communication
• Public Relations
• +۵ مورد دیگر

Dr. Joost Verhoeven is a Lecturer at Tilburg University's Tilburg School of Humanities and Digital Sciences (TSHD), Department of Communication and Cognition. His research focuses on employee communication, including ambassadorship, customer orientation, and enterprise social media. He holds a PhD in Services Marketing from the University of Twente and previously served as an Assistant Professor at the University of Amsterdam's ASCoR. Verhoeven has authored numerous publications on communication roles in organizations, brand management, and social media governance. He received the 2022 Emerald Literati Outstanding Reviewer Award. His work bridges organizational behavior, strategic communication, and employee engagement, emphasizing practical applications for businesses and academia. Education & Career: PhD in Services Marketing, University of Twente Master's in Services Marketing, University of Twente Assistant Professor of Corporate Communication, University of Amsterdam (2010-2020) Research Interests: His primary areas include: Employee communication roles and their impact on organizational performance Employee ambassadorship and brand-building behaviors Social media governance and workplace communication Reputation management and crisis communication Awards: 2022 Emerald Literati Outstanding Reviewer Award External Roles: Since 2024, he serves as Managing Director of Stichting Wetenschappelijk Onderzoek Commerciële Communicatie (SWOCC), overseeing academic research in commercial communication.

Andrea Dreyerمشاهده پروفایل

استاد

• Art Education
• Didactics
• Teacher Professional Development
• +۵ مورد دیگر

Prof. Dr. Andrea Dreyer is a full-time Professor of Art and its Didactics at the Bauhaus University Weimar , where she has served since 2013. She is Vice Dean for Strategic Development within the Faculty of Art and Design and actively participates in academic governance, including roles in graduation committees, teacher training advisory boards, and curriculum commissions. Her research focuses on teacher professionalization, architectural pedagogy, and digital art education, emphasizing interdisciplinary approaches and qualitative social research methodologies. First and Second State Examination for Teaching at Grammar Schools in Art Education and Social Studies (1994–2000, 2004–2006) Andrea Dreyer’s publications span topics such as Bauhaus-inspired pedagogy, urban-rural spatial education, and digital integration in art teaching. She has led initiatives like DigiProSMK and Denkraum.Bauhaus , and her work often bridges art, architecture, and societal transformation. She has served as Dean of Studies and Vice-Rector for Studies and Teaching at Bauhaus University, advocating for phase-transcendent teacher networks and reflective professional practices. Her recent articles address participatory architectural psychology, interdisciplinary curriculum design, and digitalization in art education. Despite extensive committee involvement and editorial contributions, no specific scientific awards are highlighted in the provided texts. She mentors students and collaborators within the kunst:pädagogik | netz:werk platform and maintains active partnerships with institutions like the Thuringian Ministry of Education and Friedrich-Schiller University Jena.