جست‌وجوی استاد و پژوهشگر

• Medical Education
• Clinical Assessment
• Curriculum and Pedagogy
• +۴ مورد دیگر

Karen D'Souza serves as an Associate Professor in Medical Education at Deakin University's School of Medicine within the Faculty of Health. Based at the Geelong Waurn Ponds Campus, she focuses on education-centered academic work rather than clinical practice. Her contact information includes phone number +61 3 522 72116 and email karen.dsouza@deakin.edu.au. Dr. D'Souza earned her Bachelor of Medicine & Bachelor of Surgery from the University of Melbourne, establishing her medical credentials before transitioning to medical education specialization. Her academic journey shows a clear progression from clinical medicine to educational leadership, with her early publications including echocardiography research before shifting focus to medical education methodologies. Her research interests center on medical education with particular expertise in clinical assessment systems, OSCE development, and curriculum design. She has made significant contributions to understanding assessment methodologies, examiner decision-making processes, and adaptations to clinical education during the pandemic. Her work demonstrates how professional expectations influence clinical assessment outcomes and how to improve assessor judgments in medical student evaluations. Analysis of her publication trends reveals a consistent focus on improving medical education assessment practices, with increasing attention to collaborative approaches across Australian medical schools. Her recent work (2023-2024) continues to refine assessment guidelines for final-year medical students while addressing contemporary challenges in clinical education. Researcher of the year (teaching & learning) award from Smart Geelong Network (2009) Dr. D'Souza's collaborative research approach is evident in her extensive co-authorship patterns, particularly with researchers like Malau-Aduli BS and Hays RB. Her grant activity includes the 2009 Smart Geelong Network award which funded collaborative work with colleagues Ward A, Leeuw ED, Crotty B, and Milnes S. Her research demonstrates strong institutional partnerships across Australian medical education. Her work has significantly influenced OSCE practices across Australian medical schools, contributing to standard setting methods and pandemic adaptations. Dr. D'Souza's research program represents a sustained effort to improve the validity and reliability of clinical assessment in medical education through cross-institutional collaboration and evidence-based practices.

Jamie J. Bakerمشاهده پروفایل

استاد

• Artificial Intelligence in Law
• Legal Research
• Legal Education
• +۳ مورد دیگر

Jamie J. Baker serves as Associate Dean and Director of the Law Library and Dean's Distinguished Service Professor of Law at Texas Tech University School of Law. She oversees all Law Library operations while teaching Civil Trial: Practice & Litigation Materials, Academic Legal Writing, Intro to the Study of Law, and Legal Practice research workshops for first-year students through the Excellence in Legal Research Program. Her educational background includes a B.S. in Political Science & Public Administration from Central Michigan University, an M.L.I.S. from Wayne State University's School of Library & Information Science, and a J.D. from Western Michigan University Cooley Law School, where she was recognized as the most outstanding editor of the Cooley Law Review. Professor Baker's research centers on cognitive computing applications in legal research, legal research pedagogy, and the evolving role of law librarianship. She examines how artificial intelligence disrupts traditional legal research methods and addresses the duty of technology competence for legal professionals. Her work bridges library science and legal education, focusing on practical implementation in academic settings. Analysis of her 15 most recent publications reveals consistent focus on AI's impact on legal research, with recurring themes including algorithmic regulation, technology competence ethics, and future law library services. Her scholarship spans law reviews, book chapters, and conference presentations, demonstrating interdisciplinary engagement between legal academia and library science. ABA Blawg 100 recognition Top-Ten Blog for Information Professionals Best of the Legal Blogs by Internet Legal Researcher Most outstanding editor of Cooley Law Review As an educator, she mentors students through specialized research workshops and legal writing instruction. Her professional engagement includes frequent presentations at major conferences like the American Association of Law Schools and American Association of Law Libraries annual meetings. She previously served as a Law Librarian and Adjunct Professor at Western Michigan University Cooley Law School and worked at the Michigan Supreme Court's Friend of the Court Bureau. Her influential blog, The Ginger Law Librarian, serves as a hub for discussions on AI in legal research and modern law librarianship, reflecting her commitment to advancing the profession through technological innovation.

Leo van Waverenمشاهده پروفایل

استاد

• Vocational Education
• Educational Technology
• Teacher Training
• +۳ مورد دیگر

Prof. Dr. Leo van Waveren is a Professor and Head of the Technical Didactics Group at RheinMain University of Applied Sciences (RPTU/Koziel). His academic career includes postdoctoral research at the University of Stuttgart (2018-2022) and academic roles at Technische Universität Kaiserslautern. He holds a PhD (Dr. phil.) from the University of Stuttgart (2017) and a Diplom in Technikpädagogik (Dipl.-Gwl. Informatik/Chemie). His research focuses on vocational education, ICT integration in teaching, and the impact of artificial intelligence (AI) on education. Recent work emphasizes AI's role in curriculum design and teacher training. He actively participates in national and international conferences, delivering keynote speeches on topics like generative AI in classrooms and digital transformation in vocational training. Research interests include technical competency modeling, dual education systems, and educational technology. Notable contributions include studies on vocational competencies in automation technology and teacher job satisfaction across career pathways. His work bridges theoretical frameworks with practical applications, such as smartphone-based experiments in STEM education. Prof. van Waveren leads the RPTU's efforts in digital education initiatives, including the DIGILL@Praxis program. He collaborates with regional and international institutions to advance educational innovation. Despite no listed awards, his extensive publication record and active speaking engagements underscore his scholarly impact.

Baoyan Chengمشاهده پروفایل

استاد

• Comparative and International Education
• Chinese Education
• International Student Mobility
• +۳ مورد دیگر

Baoyan Cheng is Professor and Graduate Chair in the Department of Educational Foundations at the University of Hawaiʻi at Mānoa’s College of Education. She specializes in comparative and international education, with particular attention to Chinese education systems, global student mobility, and equity in higher education. Education Ed.D. International Education, Harvard University (2007) Ed.M. International Education, Harvard University (2002) M.A. International Education Policy, University of Maryland, College Park (2001) M.A. English Language and Literature, Wuhan University (1999) B.A. Wuhan University of Technology (1996) Research Interests Her research interrogates how globalization reshapes education, focusing on Chinese students’ international mobility, equity in higher-education financing, and the interplay between Confucian and liberal-arts educational traditions. She examines cultural capital transmission through exchange programs and the sociocultural adaptation of “parachute kids” studying abroad. Publication Trajectory Across nearly two decades, Cheng’s scholarship spans policy analyses of student-loan schemes, empirical studies on Beijing middle-school students’ overseas aspirations, and philosophical explorations of Confucian cosmopolitanism in liberal-arts curricula. Recent work couples large-scale surveys with qualitative accounts to illuminate how transnational education shapes identity, citizenship, and social stratification. Books & Major Works The New Journey to the West: Patterns of Chinese Students’ International Mobility (2020, with Lin & Fan) Student Loans in China: Efficiency, Equity and Social Justice (2011) Presentations & Leadership As Graduate Chair, she mentors doctoral students, directs thesis committees, and organizes research-methods workshops. She has delivered keynote addresses at CIES, PESA, and AERA conferences, and maintains active collaborations with scholars in China, Japan, and Slovenia.

Aubyn C. Stahmerمشاهده پروفایل

استاد

• Autism Spectrum Disorder
• Early Intervention
• Implementation Science
• +۴ مورد دیگر

Aubyn C. Stahmer, Ph.D., is a Professor in the Department of Psychiatry and Behavioral Sciences at the University of California, Davis, and serves as Director of the Center for Excellence in Developmental Disabilities at the UC Davis MIND Institute. As a Licensed Clinical Psychologist and Board Certified Behavior Analyst, she leads interdisciplinary teams in clinical care and research for neurodevelopmental conditions. Dr. Stahmer earned her B.A. in Psychology from the University of Colorado, Boulder (1988) and her Ph.D. in Psychology from UC San Diego (1994). Her clinical training underpins her research-practice integration. Her research centers on effective early intervention strategies for autism spectrum disorder (ASD), with deep expertise in dissemination and implementation science . She pioneers adaptations of evidence-based interventions for community settings and low-resource areas, emphasizing parent coaching and naturalistic developmental behavioral interventions (NDBI) . Her work consistently addresses health disparities through culturally responsive frameworks. Recent publications (2018-2021) reveal three critical trends: (1) Neurodiversity-informed diagnostic practices that shift from deficit models, (2) Community-driven adaptations of ASD interventions through caregiver collaboration, and (3) Multi-level implementation strategies targeting systemic barriers in underserved populations. These themes reflect her commitment to equitable access and real-world impact. Dr. Stahmer's contributions have been recognized with prestigious honors: Runner-Up Emergency Medicine Choosing Wisely Champion Team Member (2018) Princeton Lecture Series Fellowship (2016) Implementation Research Institute Fellow (2012) Valliant Knight Award for Collaborative Research (2011) RCHSD Employee of Excellence Award (2008) San Diego Autism Society Health Hero Award (2006) APA Dissertation Research Award (1993) Her leadership in large-scale implementation trials—including Project ImPACT for Toddlers and multi-site cluster randomized studies—demonstrates sustained grant funding from NIH and foundation sources. While specific student advising isn't detailed, her role as Director involves mentoring junior researchers through the MIND Institute's training programs. As Director of the Center for Excellence in Developmental Disabilities, Dr. Stahmer oversees a multidisciplinary team of physicians, researchers, and clinicians conducting groundbreaking work in ASD intervention. Her lab focuses on community-partnered implementation research, with active projects examining cross-cultural service adaptation and implementation fidelity in diverse settings.

Barbara Schoberمشاهده پروفایل

استاد

• Educational Psychology
• Developmental Psychology
• Adolescence
• +۶ مورد دیگر

Barbara Schober is a full Professor in the Department of Developmental and Educational Psychology at the University of Vienna's Faculty of Psychology. Her research focuses on adolescent development, educational processes, and psychological well-being in school contexts. Key areas include motivation dynamics, self-regulated learning, gender role socialization, and pandemic-related educational challenges. She leads major research initiatives such as the COMET for Kids mental health literacy program and the 'Lernen unter Covid-19' project addressing pandemic learning disruptions. With 263 publications and 232 professional activities, her work bridges academic research with practical educational policy. Notable contributions include frameworks for school improvement, teacher competence development, and evidence-based policy implementation strategies. Her projects emphasize interdisciplinary collaboration, having partnered on initiatives funded by Austrian Science Funds and EU programs. Media engagement includes expert commentary on digital learning challenges and pandemic education strategies. Schober's work consistently addresses UN SDG 4 (Quality Education) through interventions promoting equitable educational opportunities and student well-being.

• Speech-Language Pathology
• Autism Spectrum Disorders
• Theory of Mind Assessment
• +۳ مورد دیگر

Hope Morris-Baldridge is a Clinical Instructor in the USC Speech-Language Pathology Program and certified speech-language pathologist. She previously held a Clinical Professor position at the University of Vermont's Communication Sciences and Disorders program for 11 years. Her expertise spans academic/clinical teaching and active research in autism spectrum disorders, theory of mind assessment, and parent training interventions. She currently teaches courses including OHNS 504 (Evidence-Based Practice), OHNS 510 (Clinical Practicum), and OHNS 514 (Clinical Rotations). Her research focuses on diagnostic accuracy in ASD, theory of mind differences between ASD/ADHD populations, and family-centered communication strategies. Notable publications include studies on ADOS-2 validation and parent training methodologies. Awards include the 2023 National Academies of Practice Distinguished Fellow and ASHA's Continuing Education Award (2003-2023). Her work emphasizes translating research into clinical practice, particularly in early intervention for neurodevelopmental disorders. She has developed parent-training programs to enhance communication skills in young children with ASD and ADHD. Her publications reflect a focus on practical clinical applications and interdisciplinary approaches to developmental disorders.

• Educational Technology
• Early Childhood Education
• Primary Education
• +۵ مورد دیگر

Grace Oakley is an Associate Professor at The University of Western Australia's Graduate School of Education, specializing in language and literacy education across Early Childhood and Primary years, with a strong focus on integrating ICTs and innovative teaching practices. She holds a BA(Hons), GradDipEd, MEd, and PhD from Edith Cowan University. Her research interests include mobile technologies for literacy learning, blended learning, and the application of augmented/virtual reality (XR) in education. She has led numerous grants and projects, including initiatives in Cambodia, Japan, and China, focusing on technology-enhanced teacher professional development and cross-cultural educational exchanges. Key roles include Deputy Dean of the Graduate School of Education (2020–present), Course Coordinator for Master of Teaching Primary (2009–2020), and leadership in curriculum committees and academic governance. She has received multiple awards for teaching excellence, including the AAUT Citation (2025) and ALEA Special Services Award (2024). Her work aligns with UN Sustainable Development Goals, particularly in quality education (SDG 4) and partnerships for the goals (SDG 17). She actively engages in international collaborations, keynote presentations, and policy advising to advance educational innovation globally.

Melville Thomasمشاهده پروفایل

مدرس ارشد

• Human Rights
• Indigenous Rights
• International Law
• +۴ مورد دیگر

Melville Thomas is a Senior Lecturer at the University of Western Australia's School of Indigenous Studies, with over 25 years of teaching experience. He serves as Coordinator of the Indigenous Knowledge, History and Heritage Major and has held roles such as Indigenous Law Coordinator and Associate Dean of Research. He holds a BA in History, LLB, and LLM from UWA, with his LLM thesis focusing on international law and human rights. His research focuses on Indigenous rights, international law, LGBTQ+ rights, and legal education. He has authored two books, including Meaning in International Law and Gay Humanism and Higher Education , and has contributed to numerous peer-reviewed articles and book chapters. He has received notable awards, including the Senior Fellowship from the Higher Education Academy (2020) and the Neville Bonner Award for Indigenous Education (2009). Thomas teaches courses such as Aboriginal Encounters and Indigenous Peoples and Global Issues , and has led initiatives like the UWA Indigenous Pre-Law Programme, which has produced over 60 Indigenous lawyers. He is also a key figure in the Australasian Law Teachers' Association's Social Justice Forum.

George Exarchakosمشاهده پروفایل

استادیار

• P2P Computing
• Data Mining
• Machine Learning
• +۴ مورد دیگر

George Exarchakos is an Assistant Professor in the Department of Electrical Engineering at Eindhoven University of Technology (TU/e), affiliated with the EAISI High Tech Systems and the Center for Wireless Technology. His research focuses on P2P computing, data mining, machine learning, network optimization, and swarm intelligence. He holds an MSc in Advanced Computing from Imperial College London and a PhD in P2P Computing from the University of Surrey (2008). Prior to his current role, he conducted postdoctoral research on autonomous networks at TU/e before becoming an Assistant Professor in 2011. Key projects include HiCONNECTS: Heterogeneous Integration for Connectivity and Sustainability (2023–2025) and RHIADA: Reliable Hybrid Intra Aircraft Datanetwork Architectures (2021–2025). His work contributes to UN Sustainable Development Goals related to innovation and infrastructure (Goal 9). Research interests span predictive networks, gossip protocols, overlay networks, and network complexity. Notable publications include studies on beyond-5G networks, avionics communication protocols, and edge computing resource management.

Michael Phillipsمشاهده پروفایل

دانشیار

• Educational Technology
• Teacher Education
• Digital Transformation in Education
• +۳ مورد دیگر

Michael Phillips is an Associate Professor of Digital Transformation in the Faculty of Education at Monash University. His research focuses on how expert teachers integrate educational technologies into their practice, with a particular emphasis on decision-making processes in technology-rich environments. He has led international projects, including a UNESCO initiative involving 11 countries. His work has been recognized with awards such as the Dean’s Award for Excellence in Teaching (2015) and the Monash Postgraduate Association Lecturer of the Year Award (2016). Phillips holds a PhD in Education from Monash University (2014). His research spans educational technology, teacher professional development, and feedback mechanisms in higher education. He has authored multiple books and peer-reviewed articles, including works on TPACK (Technological Pedagogical Content Knowledge) and digital feedback strategies. He serves as an Associate Editor for the Australasian Journal of Technology in Education and has contributed to policy discussions through media appearances and keynote lectures. His teaching focuses on ICT integration in education, with notable student evaluations placing him in the top 5.6% of Monash educators. Notable grants include the Feedback for Learning project (OLT Innovation Fund, $280,000) and initiatives exploring augmented reality in education. Phillips advises on teacher education technology competencies and collaborates globally on educational innovation.

Christiane Woopenمشاهده پروفایل

استاد

• Medical Ethics
• Bioethics
• Health Policy
• +۳ مورد دیگر

Prof. Dr. Christiane Woopen is a Professor at the University of Bonn's Medical Faculty, leading the establishment of the Center for Life Ethics. Formerly, she was Managing Director of ceres (Cologne Center for Ethics, Rights, Economics, and Social Sciences of Health) and Chair of the German Ethics Council. She holds academic memberships in prominent institutions like Academia Europaea and the Berlin-Brandenburg Academy of Sciences. Her research focuses on medical ethics, bioethics, and healthcare policy, with emphasis on aging societies, health literacy, and neuroethics. Notable awards include the Federal Cross of Merit 1st Class (2017). Her work spans international advisory roles, including the European Group on Ethics in Science and New Technologies. She has authored over 200 publications across ethics, health policy, and biomedical research, emphasizing interdisciplinary approaches to ethical challenges in modern medicine. Education: MD from University of Bonn (1993), Philosophy studies at Universities of Bonn and Hagen (1982–1988). Key Roles: Chair of German Ethics Council (2012–2016), Member of UNESCO's International Bioethics Committee, Co-spokesperson of Germany's Data Ethics Commission. Research Themes: Ethical dimensions of healthcare innovation, personalized medicine, pandemic ethics, and societal aging. Her contributions include pioneering frameworks for outcome assessment in deep brain stimulation and advocating for ethical digital health practices. Ongoing work addresses challenges in predictive medicine and genomic editing governance.

• Education Policy
• Equity in Education
• Research Methods
• +۳ مورد دیگر

Professor Stephen Gorard is a leading academic in education and public policy at Durham University, serving as Director of the Durham University Evidence Centre for Education (DECE) and holding a Professorship in the School of Education. He is also a Fellow of the Wolfson Research Institute for Health and Wellbeing and has held senior roles at Cardiff, York, and Birmingham universities. His work focuses on equitable and effective education evaluation, with over £20 million in external funding and extensive advisory roles in government and international bodies. Education: Bachelor's in Psychology with Statistics (University College London) PGCE in Mathematics and Computing (University of London Institute of Education) Masters in Education Management (Cardiff University) PhD in Social Sciences (Cardiff University) Research Interests: Equity and effectiveness in lifelong education, robust research methods, evidence-based policy, and addressing educational disadvantage through interventions like contextual admissions and Pupil Premium analysis. His work bridges theory and practice, emphasizing rigorous methodologies and policy impact. Publications & Awards: Over 1,000 books and papers, including landmark studies like Creating a Learning Society . Recognized with awards such as the Emerald Literati Prize and Society of Educational Studies Book Prize. His 2018 article on grammar schools remains the most downloaded in its journal. Grants & Advisory Roles: Advisor to UK government departments, the EU Horizon 2020 program, and international agencies. Led projects on teacher shortages, educational equity, and systemic reforms. His grants include funding from ESRC, British Academy, and international bodies like Kazakhstan's National Center for Science. Labs/Teams: Director of DECE, a hub for evidence-based education policy research. Collaborates globally on projects like the International Approach to Developing Early Career Researchers .

Chandrika Devarakondaمشاهده پروفایل

دانشیار

• Inclusion and Diversity in Early Childhood Education
• Social Justice and Equity in Education
• Child Psychosocial Frameworks
• +۴ مورد دیگر

Chandrika Devarakonda is an Associate Professor at the University of Chester, UK, within the Faculty of Arts, Humanities and Social Sciences. Her academic role includes teaching undergraduate and postgraduate modules on inclusion, international early childhood perspectives, leadership, and work-based learning. She co-chairs the Research Development Community (RDC) on Social Justice, Equity, and Diversity at the Association for Teacher Education in Europe (ATEE). She has delivered keynote speeches globally and supervised doctoral students, including Commonwealth Scholar Dr. Krishna Duhan. Her research focuses on inclusion, diversity, and social justice in early childhood education, with a particular emphasis on cultural contexts and policy analysis. Education: BSc, Sri Padmavathi College, Tirupati, India (1981–1984) MSc, Sri Venkateswara University, Tirupati, India (1984–1987) MPhil, Sri Venkateswara University, Tirupati, India (1987–1989) PhD, University of Manchester, UK (1998–2005) SFHEA (Senior Fellow of the Higher Education Academy, 2018–2019) Research Interests: Chandrika’s work examines inclusion, diversity, and equity in early childhood education through a global lens. She investigates cultural and structural barriers to inclusion, migrant children’s roles as linguistic/cultural brokers, and the impact of policies on marginalized groups. Her research also explores ethical practices in child-centered research and post-pandemic parent empowerment strategies. Professional Contributions: She serves on the scientific committees of European organizations, reviews for journals like Power and Education and European Early Childhood Education Research Journal , and leads the Early Years, Children, and Families Research Interest Group at her university. Her funded projects include initiatives to support early years recovery post-Covid (Department for Education grants, 2022). Teaching Collaboration: She collaborates with institutions like the University of North Florida and Susquehanna University (USA) to organize international placements for early childhood students.

Margaret Kerrمشاهده پروفایل

دانشیار

• Parental Emotional Experiences
• Parental Burnout
• Anti-Racist Parenting
• +۴ مورد دیگر

Margaret Kerr is an Associate Professor of Human Development & Family Studies at the University of Wisconsin-Madison School of Human Ecology. Her work focuses on parental emotional experiences, societal expectations of parenthood, and promoting equity through anti-racist parenting practices. She holds affiliations with the Human Development & Relationships Institute and the Institute for Research on Poverty. Education : PhD and MA in Positive Developmental Psychology from Claremont Graduate University; BS in Psychology from Michigan State University. Research Interests : Dr. Kerr explores factors influencing parental burnout, family resiliency, and anti-racist education for children. Her work emphasizes real-time parental emotions and systemic inequities in parenting norms. She develops interventions to support marginalized families and reduce societal pressures on parents. Key Research Themes : Recent studies examine pandemic impacts on parenting, fatherhood experiences, media use in families, and interventions for incarcerated parents' children. Awards & Media : Featured in Wisconsin Public Radio, The Economist, and Fatherly magazine. No formal awards listed but actively engages in public discourse on parenting challenges. Grants & Outreach : Leads initiatives like the Wisconsin Statewide Fatherhood Needs Assessment and the Anywhere Dads podcast. Co-developed a preschool reading curriculum promoting race-conscious conversations in white families. Labs/Teams : Collaborates with interdisciplinary teams at UW-Madison’s Division of Extension and the Institute for Research on Poverty to advance family-centered policies.