جست‌وجوی استاد و پژوهشگر

Douglas D. Karrowمشاهده پروفایل

دانشیار

• Environmental and Sustainability Education (ESE)
• Teacher Education
• Curriculum Design
• +۵ مورد دیگر

Douglas D. Karrow is an Associate Professor in the Department of Educational Studies at Brock University’s Faculty of Education. His research focuses on Environmental and Sustainability Education (ESE) in teacher education, curriculum design, pedagogy, and policy. He integrates continental philosophy, particularly Martin Heidegger’s work, into educational theory and practice. Karrow is affiliated with the EECOM Standing Committee on ESE-Teacher Education and has guest-edited for the Journal of the Canadian Association for Curriculum Studies. Education: PhD MEd BEd BSc Research Focus: Karrow examines ESE’s role in K-12 education and teacher training, emphasizing curriculum integration and policy analysis. His current projects include a national survey on ESE in Canadian teacher education and an international literature review. He is author of the upcoming book An Ethos of Mystery for Education Theory and Practice , exploring ‘mystery’ as a foundational concept in education. Funding & Grants: Recipient of multiple Research & Development Committee grants for data visualization, book editing, and literature review analysis. 2022: $1,700 for scoping review data analysis. 2019: $2,000 Brock Research Initiative Award for SSHRC application support. Awards & Affiliations: Member: North American Association for Environmental Education (NAAEE) Member: Canadian Network for Environmental Education and Communication (ECOom) Member: Canadian Association for Teacher Education (CATE) Teaching: Leads courses in educational research, curriculum design, and outdoor/environmental education. Supervises graduate students in M.Ed. and PhD programs.

Scott Weinsteinمشاهده پروفایل

استاد

• Logic
• Philosophy of Mathematics
• Cognitive Science
• +۳ مورد دیگر

Scott Weinstein is a Professor of Philosophy, Mathematics, and Computer Science at the University of Pennsylvania, where he also serves as Director of the Logic, Information, and Computation Program. His academic appointments span multiple departments within the College of Arts and Sciences, reflecting his interdisciplinary expertise. He holds a Ph.D. from Rockefeller University. Education: Ph.D. in Philosophy, Mathematics, and/or Computer Science from Rockefeller University Research Interests: Dr. Weinstein’s work focuses on foundational aspects of logic, philosophy of mathematics, cognitive science, and formal learning theory. His research bridges theoretical computer science, mathematical logic, and ancient philosophical paradoxes such as Zeno’s. He explores topics like truth detection models, inductive inference systems, complexity in finite structures, and the philosophical implications of theoretical terms in scientific inquiry. Articles Trends: His publications reflect a sustained engagement with formal methods in science and philosophy. Recent work (e.g., 2022) re-examines classical paradoxes through modern mathematical lenses, while earlier contributions (e.g., 1988, 1989) investigate inductive reasoning and computational models of scientific discovery. Key themes include the interplay between logic and empirical inquiry, the structure of scientific knowledge, and foundational questions in mathematics and computing. Awards: No scientific awards are explicitly mentioned in the provided text. Advising & Grants: While no formal advisees or grant details are listed, his role as Director of the Logic, Information, and Computation Program indicates leadership in interdisciplinary academic initiatives. His publications often involve collaborations with colleagues like Daniel Osherson and Michael Stob. Labs/Teams: As Director of the Logic, Information, and Computation Program, he oversees a collaborative research environment at the University of Pennsylvania, integrating philosophical, mathematical, and computational disciplines.

• Indigenous Methodologies
• Critical Race Theory in Education
• Higher Education Leadership
• +۳ مورد دیگر

Dr. Sweeney Windchief is a Professor in the Department of Education at Montana State University, affiliated with the College of Education, Health & Human Development. His work focuses on Indigenous Methodologies, Critical Race Theory in Education, and leadership in tribal colleges and universities (TCUs). He holds a Ed.D. from the University of Utah (2011), M.A. from University of Montana (2004), and B.S. from University of Central Oklahoma (2001). Research interests include racial equity in higher education, Indigenous knowledge systems, and STEM education access for Native American students. He teaches courses like Indigenous Methodologies in Education Research, Critical Race Theory, and Law & Policy in Higher Education. Recent scholarship emphasizes integrating Indigenous knowledge into STEM fields, mentorship programs for Indigenous graduate students, and culturally responsive pedagogy. His work has been published in journals such as AlterNative: An International Journal of Indigenous Peoples and International Journal of Multicultural Education . Award-winning educator, Dr. Windchief has received accolades including the President’s Excellence in Teaching Award (2020) and Outstanding Faculty for Scholarship (2017). He actively contributes to academic service through roles like AERA Distinguished Mentor (2015-2018) and grant reviewer for National Science Foundation initiatives. Key engagement includes designing programs like the Indigenous Mentoring Program in STEM and collaborating on NSF-funded projects to improve diversity in engineering education. His research bridges traditional knowledge systems with contemporary academic practices, advocating for bicultural accountability in education.

Kate Seltzerمشاهده پروفایل

استادیار

• Critical Literacy
• Technology in Education
• Multilingual Education
• +۳ مورد دیگر

Dr. Kate Seltzer is an Assistant Professor in the College of Education at Rowan University, specializing in critical literacy, technology integration, and multilingual education. Her work focuses on leveraging student bilingualism through translanguaging pedagogies, challenging oppressive language ideologies, and fostering inclusive classroom environments. She co-authored influential works such as The Translanguaging Classroom and Translanguaging: A CUNY-NYSIEB Guide for Educators . Education: B.A. in English and Women’s Studies from George Washington University; M.S. in Secondary English Education from CUNY Lehman College; Ph.D. in Urban Education from CUNY Graduate Center. Research emphasizes expanding English-medium spaces to include diverse student language practices, particularly for emergent bilinguals. Key areas include raciolinguistic literacies, culturally sustaining pedagogy, and teacher professional development. Her publications (2021-2025) explore virtual learning integration, critical translingual approaches, and anti-oppressive classroom strategies. Dr. Seltzer collaborates with the CUNY-NYSIEB Project, advocating for bilingualism maintenance and equitable education. Her teaching focuses on bilingual education methods and culturally responsive instruction.

• New Product Development
• Knowledge Management
• Collaborative Work Environments
• +۵ مورد دیگر

Angelo Corallo is an Associate Professor at the Department of Experimental Medicine, University of Salento, specializing in technologies and methodologies for collaborative processes in industrial systems. His research spans Digital Business Ecosystems , Cybersecurity , and Collaborative Product Design , focusing on the interplay between technology and organizational dynamics. He leads interdisciplinary research divisions in Open Networked Business Management , Learning and Innovation , and Collaborative Product Design . Research Interests : Corallo's work integrates Information and Communication Technologies (ICT) with Business Management, particularly in Digital Twins for healthcare and manufacturing Knowledge Modeling and Ontology Engineering Industry 4.0 and Smart Manufacturing Agri-Food Sustainability through digitalization Scientific Contributions : His recent articles explore trends in Cybersecurity for Industrial IoT Metaverse Applications in business models Traceability Systems in food supply chains Collagen-Based Biomaterials from aquaponics

Jacob Joshua Shilaمشاهده پروفایل

استادیار

• Sustainable Aviation
• Environmental Impacts of Aviation
• Techno-Economic Analysis
• +۲ مورد دیگر

Dr. Jacob Joshua Shila serves as an Assistant Professor in the School of Aviation at Bowling Green State University (BGSU), Ohio, focusing on sustainable aviation solutions through research in environmental impact mitigation, sustainable fuels, and techno-economic modeling for aircraft and airport operations. His work bridges engineering, economics, and policy to develop financially viable green aviation technologies. Education: Ph.D. in Aviation Technology, Purdue University (2017) M.S. in Aviation and Aerospace Management, Purdue University (2014) B.S. in Aerospace Engineering, Missouri University of Science and Technology (2012) Dr. Shila's research centers on sustainable aviation fuels, Advanced Air Mobility (AAM) infrastructure and workforce development, and aviation sustainability education. He investigates techno-economic optimization of emerging technologies, emphasizing real-world applicability for reducing environmental footprints while maintaining industry profitability. His industry background at Volkswagen of North America in emissions modeling informs his applied research approach. Recent publications reveal strong interdisciplinary trends, particularly in AAM integration into airport systems, biofuel economics (e.g., camelina and pennycress-derived jet fuels with by-product valorization), and educational adaptations for sustainable aviation. Studies frequently employ case-based methodologies and computational modeling to address regulatory compliance, infrastructure readiness, and skill gaps in emerging aviation sectors. Scientific Awards: No scientific awards mentioned in the provided text. Dr. Shila actively mentors students as faculty advisor for the BGSU chapter of the American Association of Airport Executives (AAAE), emphasizing practical application of concepts and career development. His teaching philosophy prioritizes clear communication of objectives and real-world relevance, extending mentorship beyond the classroom. While specific grant funding details are absent, his prior industry experience in emissions simulations provides critical context for his research on sustainable aviation transitions.

Ala Alrababahمشاهده پروفایل

استادیار

• Immigration Studies
• Political Violence
• Refugee Politics
• +۳ مورد دیگر

Dr. Ala Alrababah is an Assistant Professor in the Department of Social and Political Sciences at Bocconi University, with affiliations including the Evidence in Governance and Politics (EGAP) network, Immigration Policy Lab (IPL) at ETH Zurich and Stanford, BAFFI Center on Economics, Finance and Regulation at Bocconi, and the Abdul Latif Jameel Poverty Action Lab (J-PAL). She holds a Ph.D. in Political Science from Stanford University (2021). Her research examines immigration, refugees, and political violence using innovative mixed-methods approaches combining fieldwork with experimental and computational techniques. Primary domains include comparative analysis of migration policies, conflict dynamics in the Middle East, prejudice reduction strategies, and quantitative analysis of political discourse. She maintains active field research programs focused on Syrian refugee communities. Publications demonstrate consistent focus on migration policy impacts, refugee decision-making, and political violence analysis across multiple contexts. Computational methods feature prominently alongside field experiments, with strong methodological contributions to survey research and text analysis. As an active member of international research networks, Dr. Alrababah collaborates on large-scale projects examining refugee integration policies, transitional justice mechanisms, and political behavior in conflict regions. Her work has received international media coverage in outlets including The Economist, Foreign Policy, and BBC Arabic.

Kalena E. Cortesمشاهده پروفایل

استاد

• Economics of Education
• Educational Equity and Access
• Labor Economics
• +۵ مورد دیگر

Kalena E. Cortes is the Verlin and Howard Kruse '52 Founders Professor in the Department of Public Service and Administration at Texas A&M University's Bush School of Government and Public Service. She serves as the inaugural Director of the Bush School's Program in Education Policy (PEP) and maintains prestigious research affiliations as a Research Associate at the National Bureau of Economic Research (NBER) and a Research Fellow at the Institute for the Study of Labor (IZA). Her academic background includes: Ph.D. in Economics from the University of California at Berkeley Postdoctoral Research Associate at Princeton University Visiting scholar positions at Stanford and Harvard University's Graduate School of Education Dr. Cortes specializes in the economics of education with a strong focus on equity and access issues. Her research identifies educational policies that improve outcomes for disadvantaged students across PreK-12 and postsecondary levels. She has made significant contributions in three key areas: improving academic performance of urban students, increasing access to postsecondary education, and raising educational attainment of immigrant students. More recently, she has pioneered innovative technology-mediated interventions, developing text-based parenting programs like Texts4Teens for middle school parents and Math FUNdations for elementary school children that target social-emotional development and math engagement. Her recent scholarly work demonstrates a clear trajectory toward practical, evidence-based interventions that address educational disparities. Many of her newer publications focus on text message interventions, geographic barriers to education access, disciplinary policies, and the intersection of socioeconomic status with educational outcomes. Her research increasingly applies behavioral economics principles to develop scalable solutions for improving educational equity. Dr. Cortes has received significant recognition for her scholarly contributions: Texas A&M's 2020 Presidential Impact Fellow designation 2021 Chancellor Enhancing Development and Generating Excellence in Scholarship (EDGES) Fellow Richard Musgrave Prize winner (2014) for best article in the National Tax Journal Faculty Fellow at the Greater Texas Foundation (2013-2016) She has secured substantial research funding from major organizations including the Spencer Foundation, National Science Foundation, National Institutes of Health, and the U.S. Department of Education. Her service to the academic community includes editorial positions at leading journals and committee work focused on diversity in economics, having served six years (2017-2023) on the American Economic Association's Committee on the Status of Minority Groups in the Economics Profession (CSMGEP). Dr. Cortes leads the Texts4Teens research initiative, which develops and evaluates technology-mediated parent engagement strategies to improve educational outcomes for middle school students, with particular attention to social-emotional development and strengthening parent-child educational relationships.

Gerdine Ulysseمشاهده پروفایل

استادیار

• Applied Linguistics
• Language Acquisition
• Sociolinguistics
• +۴ مورد دیگر

Gerdine Ulysse is an Assistant Instructional Professor in the Department of Romance Languages and Literatures at the University of Chicago, specializing in French and Haitian Creole (Kreyòl). She coordinates the Kreyòl Language Program and oversees undergraduate/graduate research initiatives. Her teaching focuses on language acquisition, sociolinguistics, and cultural studies of Francophone and Creole communities. Dr. Ulysse holds a Ph.D. in Second Language Acquisition from Carnegie Mellon University (2020) and an M.A. in French with a TESOL specialization from the University of Arizona. Her research explores language variation, literacy development, and sociopolitical dynamics in creolophone communities, particularly in Haiti. Her recent courses include foundational French language instruction, advanced Kreyòl courses for speakers of French/Romance languages, and interdisciplinary courses on Francophone Caribbean culture and language identity politics. No scientific awards were explicitly mentioned in the provided text. She actively develops curriculum for Kreyòl language education and has taught at institutions including Carnegie Mellon University and the University of Arizona.

• Latinx Immigrant Mental Health
• Cultural Adaptation of Interventions
• Trauma Treatment
• +۳ مورد دیگر

Dr. Oscar Fernando Rojas Perez is an Assistant Professor in Psychiatry at Yale University School of Medicine. He holds affiliations with the NIMH-funded Center for Interdisciplinary Research on AIDS and the NIMHD Health Disparities Research Institute. His work focuses on culturally responsive mental health interventions, Latinx immigrant well-being, and policy advocacy. Dr. Rojas Perez earned his PhD in Counseling Psychology from the University of Missouri and completed his internship at La Clínica Hispana under the Yale Doctoral Internship program. Education : BA in Sociology and Chicanx/Latinx Studies, University of California, Irvine (2011) MA & PhD in Counseling Psychology, University of Missouri (2015, 2019) Postdoctoral Fellowships at Boston University Medical Campus/Harvard Medical School (2020) and Yale School of Medicine (2022) His research explores cultural strengths in healing, decolonial approaches to mental health, and systemic barriers faced by immigrant communities. Key areas include anti-immigrant policy impacts, trauma treatment for refugees, and peer support models for Latinx populations. Awards : Outstanding Dissertation Award (National Latinx Psychological Association) Lauds and Laurels Distinguished Young Alumnus (UC Irvine) Three APA Fellowships NIMHD Health Disparities Research Institute Fellow Dr. Rojas Perez advises the National Latinx Psychological Association as Senior Policy Advisor and co-authored the book ¿Quiénes somos y de dónde venimos? , examining sociopolitical factors affecting Latinx mental health. His clinical work emphasizes evidence-based therapies like DBT and motivational interviewing for diverse populations.

• Auditing
• Financial Accounting
• Valuation

Florian Eugster serves as Associate Professor of Auditing at the University of St. Gallen (HSG), Switzerland, where his research and teaching focus on auditing, financial accounting, and valuation. Based in St. Gallen at Tigerbergstrasse 9 (Office 57-106), he maintains an active academic profile with international collaborations and editorial responsibilities. His educational foundation includes a summa cum laude PhD in Finance from the University of Zurich (2009–2013), complemented by pedagogical training from the Stockholm School of Economics (2017) and CEIBS (2015). Earlier degrees comprise a Master of Arts in Business Administration (summa cum laude, 2007–2009) and Bachelor of Arts in Banking and Finance (2004–2007), both from the University of Zurich, with a visiting period at the University of Toronto’s Rotman School (2012–2013). Eugster’s research spans critical domains in accounting: Auditing : Investigating audit quality determinants, materiality judgments during crises, and digital transformation’s impact on assurance processes Financial Accounting : Analyzing valuation techniques, supply chain disclosures, and cross-cultural earnings reporting practices Contemporary Issues : Pioneering studies on climate-related disclosures, passive investor influences, and green bond verification mechanisms His scholarly output demonstrates increasing engagement with ESG factors and regulatory challenges in global markets. Analysis of his 15 most recent publications reveals a methodological emphasis on archival data spanning US, UK, Chinese, and Swiss contexts. Key trajectories include the growing intersection of digitalization with auditing standards, heightened scrutiny of climate disclosures, and the evolving role of institutional investors in financial oversight. His work consistently addresses regulatory gaps while maintaining technical rigor in accounting measurement. Eugster contributes to academic governance as a member of the European Accounting Review editorial board, reflecting peer recognition of his expertise. This service represents his primary documented scholarly contribution beyond publications. As an educator, he supervises doctoral research through courses like ‘Topics in Accounting Research’ and ‘Empirical Archival Methods’, while teaching bachelor/master courses in auditing, financial statement analysis, and valuation. His executive education involvement includes the CAS Internal Auditing program. Project leadership in ‘Weiterentwicklung IKS/RCM @ HSG’ demonstrates institutional engagement with risk control systems, though specific grant funding details remain undisclosed. While no dedicated laboratories are mentioned, his ‘Advanced Auditing & Audit Data Analytics’ course indicates integration of computational methods into assurance practices, suggesting emerging work in audit technology applications.

Jodi Marchessoمشاهده پروفایل

استاد مدعو

• Science Education
• STEM Education
• Curriculum and Program Development
• +۷ مورد دیگر

Jodi Marchesso is an Adjunct Faculty member in the Department of Education at Pacific Oaks College, with affiliations to both the Pasadena campus and online programs. She is also actively serving as the STEM Specialist for the Pasadena Unified School District, where she plays a pivotal role in shaping science education across K–12 levels. B.S. in Biology, University of South Dakota, 2001 B.S. in Secondary Teaching, Black Hills State University, 2004 M.Ed., William Howard Taft University, 2010 Ed.D. in Leadership and Management, William Howard Taft University, 2020 Her research and professional interests center on science education reform, particularly the implementation of the Next Generation Science Standards (NGSS). She specializes in curriculum and program development, teacher professional development, and instructional coaching. Her work emphasizes science literacy, the 5E instructional model, and supporting educators in transitioning to modern science standards. She also oversees the California Healthy Youth Act and led the pilot and adoption of K–5 History/Social Science materials, reflecting a broad impact on educational policy and practice. Her publications focus on science education transformation, with an emphasis on pedagogical strategies and standards implementation. The articles highlight trends in science literacy, inquiry-based learning, and systemic reform in K–12 science education, particularly through structured models like the 5E framework and large-scale professional development initiatives. While no formal scientific awards are listed, her leadership roles and publications reflect significant contributions to the field of education. Jodi Marchesso advises and supports K–12 science teachers through job-embedded coaching and district-wide professional development. Although no formal graduate students or research grants are mentioned, her work involves leading curriculum adoptions, managing educational programs, and influencing policy at the district level—indicating a strong mentorship and leadership presence in the educational community. She is involved in key educational initiatives such as the implementation of NGSS, the California Healthy Youth Act, and the adoption of History/Social Science materials in elementary schools. These efforts reflect her leadership in interdisciplinary curriculum development and her role in shaping comprehensive educational programs across science and social studies domains.

Wilken Engelbrechtمشاهده پروفایل

استاد

• Dutch Language and Linguistics
• Flemish Literature
• Translation Studies
• +۷ مورد دیگر

Prof. Wilken Engelbrecht is a prominent scholar in Dutch language and literature at the John Paul II Catholic University of Lublin. His work focuses on historical linguistics , medieval philology , and literary reception studies in Central and Eastern Europe. He has led international projects like CODL and organized conferences including the 15th Regional Colloquium van Comenius . Education & Appointments : PhD in Dutch Philology, habilitation on prepositional complements, founder of Olomouc Neerlandistiek program His research spans 150 years of Dutch studies in Czech Republic , medieval Latin commentaries on Ovid, and translation dynamics under socialist regimes. Recent publications analyze Czech reception of Frisian literature and Ovidian traditions in academic contexts. Awards & Recognitions : Bronze Medal for Long Service Silver Medal of Palacký University Officier van de Orde van Oranje-Nassau Individual Rector's Award (I stopień) He serves on editorial boards for Roczniki Humanistyczne and Neerlandica Wratislaviensia , and has reviewed over 10 habilitation theses. His teaching includes Dutch language courses and comparative studies at Palacký University.

• Runtime Verification
• Formal Methods
• Concurrency Theory
• +۷ مورد دیگر

Adrian Francalanza is a Professor in the Department of Computer Science at the Faculty of Information and Communication Technology, University of Malta. His research is centered on formal methods, runtime verification, and concurrency, with a focus on monitorability and distributed systems. His research interests include: Runtime Verification and Monitor Synthesis Session Types and Protocol Safety Concurrency and Actor-Based Systems Branching and Linear-Time Temporal Logics Probabilistic and Decentralized Monitoring Formal Tools for Cyber-Physical and Distributed Systems The recent publications highlight a strong trend in theoretical and practical advances in monitorability, especially for branching-time and probabilistic systems. His work bridges theory with implementation, often resulting in tools like STMonitor and DetectEr. There is a clear emphasis on session types, runtime enforcement, and the verification of communication protocols in real-world systems such as REST APIs and SMTP. Scientific awards include: Distinguished Paper Award at ECOOP 2025 Best Paper Award at DisCoTec 2022 He has been actively involved in advising and organizing major academic events. He served as Program Chair for GandALF 2024 and 2025, FORTE 2024, and VORTEX workshops. He led a three-year project funded by Rannis on Theoretical Foundations for Monitorability in collaboration with Reykjavik University. He has received grants and recognition for developing practical tools such as DetectEr and STMonitor, which support runtime monitoring of Erlang and session-typed systems. He is associated with several research teams and labs, including: Runtime Verification and Monitorability Research Group at University of Malta Collaborators on the DetectEr project Developers of STMonitor and polyLarva tools International collaborators at Reykjavik University and beyond

• Race and Ethnicity Studies
• Education Equity
• Community Development
• +۵ مورد دیگر

Clem Marshall is a Professor at The European Graduate School (EGS), specializing in race, language, education equity, and PanAfrikan studies. He holds a PhD from EGS (2011), an MA from the University of Toronto (2004), and a BA (Hons.) from the University of Toronto (1967) with additional studies at the Université de Paris. His work bridges academia and activism through roles like President of MangaCom Inc., which promotes equity in education and the arts. Education: PhD, The European Graduate School (2011) MA, University of Toronto (Adult Education & Community Development, 2004) BA (Hons.), University of Toronto (Modern Languages, 1967) Research focuses on diversifying curricula, community-based education, and African art. Notable projects include the African Nova Scotian Expansion Project (York University) and the Evaluation of Black Learners Advisory Committee (BLAC) Report . His book Talking Cheddo (2009) explores PanAfrikan cultural rebirth through philosophy, poetry, and ancestral traditions. Publications span art criticism, social justice, and historical analysis. Awards include Teacher of the Year (1996). He has taught at Ryerson University, the Ontario Science Center, and pioneered art education programs like Learning to Love Africa Through Her Art at the Art Gallery of Ontario.