جستجوی استاد راهنمای دانشگاهی

• Computational Mechanics
• Machine Learning
• Finite Volume Method
• +۷ مورد دیگر

Philip Cardiff is a Professor in Computational Mechanics at the School of Mechanical and Materials Engineering, University College Dublin. He holds a BE (2008) and PhD (2012) in Mechanical Engineering from UCD. His research focuses on computational mechanics, machine learning, and their integration, with expertise in finite volume methods, fluid-solid interaction, and biomechanics. He leads the Bekaert University Technology Centre and contributes to editorial roles in the Journal of Open Source Software and OpenFOAM Journal . Cardiff has secured grants from ERC, I-Form, and the UCD Energy Institute, addressing challenges in offshore energy, advanced manufacturing, and cardiac xenotransplantation. Education: BE in Mechanical Engineering, University College Dublin (2008) PhD in Development of the Finite Volume Method for Hip Joint Analysis, University College Dublin (2012) Professional Diploma in University Teaching & Learning, University College Dublin Research Interests: Computational mechanics, finite volume methods, and machine learning integration Fluid-solid interaction, biomechanics, and materials science Applications in additive manufacturing, energy systems, and biomedical engineering Grants & Awards: ERC Consolidator Grant (2020–2025) Funded Investigator in I-Form and UCD Energy Institute Principal Investigator in UCD Centre for Biomedical Engineering Teaching & Leadership: Programme Director for MEngSc in Materials Science and Engineering (2018–2023) Coordinates modules in computational mechanics and advanced materials processing Advocates constructivist teaching approaches with active learning strategies Labs & Collaborations: UCD Centre for Mechanics Bekaert University Technology Centre MaREI and I-Form Research Centres

Melissa Parkerمشاهده پروفایل

مدرس ارشد

• Physical Education Pedagogy
• Constructivist Learning
• Teacher Professional Development
• +۳ مورد دیگر

Melissa Parker is an Emeritus Senior Lecturer in the Department of Physical Education & Sport Sciences at the University of Limerick. She previously served as a Professor at the University of Northern Colorado and has extensive experience in elementary physical education and programs for underserved youth. Her academic background includes a Ph.D. and M.A. from The Ohio State University and an undergraduate degree from the University of North Carolina at Greensboro, where she received the 2003 Distinguished Alumni Award in Health and Human Performance. Her research focuses on teacher and student voice, constructivist learning pedagogies, and the design of physical activity programs. Key areas include professional development for educators, student-centered learning environments, and the implementation of equitable physical education practices. She is affiliated with the Physical Education, Physical Activity and Youth Sport (PEPAYS) Ireland Research Centre. Recent publications emphasize school-university partnerships, student voice in primary education, and social-emotional learning integration. Her work contributes to UN Sustainable Development Goals related to quality education and health. Awards: 2003 School of Health and Human Performance Distinguished Alumni Award Her advising and grant activities are extensive, though specific student names are not listed. Collaborative efforts include international partnerships, particularly in Brazil and Australia, reflecting her global impact in physical education research and pedagogy.

Niamh Imbuschمشاهده پروفایل

مدرس

• Workplace Wellbeing
• Leadership
• Mindfulness in the Workplace
• +۳ مورد دیگر

Dr. Niamh Imbusch serves as a Lecturer at Technological University Dublin's School of Management, People and Organisations within the Faculty of Business, leveraging 25+ years of international industry experience in human resource management across pharmaceutical, financial, and technology sectors to bridge academic theory with practical workplace applications. Her teaching spans undergraduate and postgraduate programs in workplace wellbeing, leadership, and human resource management, emphasizing work-ready graduate development through transversal skills integration. Her educational credentials include an MA (Hons), Postgraduate Certificate in University Teaching & Learning, and PhD in Organisational Health and Well-being from Lancaster University, complemented by Chartered Fellow status with the Chartered Institute of Personnel and Development (FCIPD). Imbusch's research centers on workplace wellbeing, mindfulness, and resilience during organizational uncertainty, with pandemic-era publications examining pharmacists' mental health, resilience pedagogy, and mindfulness in corporate settings. Her methodological approach frequently employs Interpretative Phenomenological Analysis (IPA) and systematic reviews to explore lived experiences and organizational interventions. Recent publications (2021-2022) demonstrate interdisciplinary convergence across occupational health psychology, educational innovation, and HR analytics, particularly addressing pandemic-induced workplace challenges and resilience-building frameworks in educational contexts. Key recognitions include: TU Dublin Fiosraigh first time PhD supervisor award (2020) GROWTHhub Bursary for resilience research (2021) GROWTHhub Bursary for entrepreneurial resilience pedagogy (2022) She has supervised 36+ MSc dissertations and currently mentors two PhD candidates researching organizational mindfulness and sustainability-driven change. Her grant funding primarily stems from GROWTHhub bursaries supporting resilience studies. Active in university initiatives including the Healthy Campus Working Group and Holistic Education Working Group, she also contributes to professional networks such as the European Academy of Occupational Health Psychology and International Society for Contemplative Research.

• Computer Science
• Cybersecurity
• Cloud Computing
• +۳ مورد دیگر

William Farrelly is a Lecturer in the Department of Computing at Atlantic Technological University. His research focuses on cybersecurity, cloud computing, and educational technology, with notable contributions to secure communication protocols and instructional video integration in computer science education. He has an h-index of 53 and has collaborated on projects exploring virtual reality's impact on mental health and AI-driven assessment methods. His work aligns with UN Sustainable Development Goals, particularly in advancing quality education and innovation. Research interests include authentication mechanisms, graph neural networks in cloud security, and pedagogical strategies for active learning in higher education. Recent publications highlight his exploration of generative AI's role in assessment practices and the efficacy of constructivist learning models. His articles from 2022–2024 span cybersecurity, cloud service optimization, and educational technology, reflecting a multidisciplinary approach to computing challenges. Collaborations involve international teams addressing technology's societal impacts. Despite no listed scientific awards, his prolific output underscores significant contributions to both technical and educational domains. No grants, advising roles, or lab affiliations are detailed in the provided text.

Therese Brophyمشاهده پروفایل

مدرس

• Educational Psychology
• Child Development
• Mental Health in Education
• +۳ مورد دیگر

Dr. Therese Brophy is a Lecturer in Educational and Child Psychology at Mary Immaculate College (MIC), Limerick, Ireland. She holds a PhD and specializes in research areas such as executive functioning, green exercise, emotional regulation, and the application of self-determination theory in educational contexts. Her work aligns with the United Nations Sustainable Development Goal 4 (Quality Education). Research Interests: Dr. Brophy’s research focuses on the intersection of environmental engagement and psychological well-being in educational settings. She explores nature-based interventions, self-care practices among trainee psychologists, and innovative assessment models for educational psychology. Her work also addresses systemic approaches to education through frameworks like social-constructivist theory and case studies. Key Contributions: Her recent studies include evaluating nature-based retreats for psychology trainees, analyzing assessment models in Irish educational psychology, and reviewing forest school programs’ evidence bases. She collaborates with institutions on projects like the in-school therapy support demonstration initiative. Advising & Supervision: Dr. Brophy supervises postgraduate research, including studies on refugee children’s experiences and green exercise impacts on children’s attentional capacity. She has mentored students such as Máire Scully and Padraic Mulcahy.

• Community and Governance
• Civil Society and Policy Process
• Urban Planning
• +۷ مورد دیگر

Dr. Paula Russell is a Lecturer/Assistant Professor at University College Dublin's School of Architecture, Planning and Environmental Policy. She serves as an Associate Editor for Urban Research and Practice and is an active member of the European Urban Research Association. Her teaching spans undergraduate and postgraduate programs with a focus on planning theory, community engagement, and local plan making. Dr. Russell's educational background includes: BA (Mod) in Geography and Sociology from Trinity College Dublin Master of Regional and Urban Planning (MRUP) from University College Dublin PhD in Regional and Urban Planning from University College Dublin Professional Certificate in University Teaching & Learning from University College Dublin Dr. Russell's primary research focuses on the intersection of civil society and urban governance, particularly examining how community groups engage with and influence planning processes. Her work explores active citizenship, community resilience in urban neighborhoods, and the dynamics of social housing regeneration. She investigates how different actors shape land use and place-making, with particular attention to marginalized communities and the impacts of economic crises on urban development. Her recent publications demonstrate a consistent trajectory exploring urban governance, community participation, and sustainable development across multiple contexts. These works reveal a growing emphasis on comparative European urban studies, with increasing attention to climate change adaptation and youth engagement in planning processes. Her research bridges theoretical frameworks with practical applications for improving community participation in planning systems. Dr. Russell has secured research funding from several prestigious sources: Royal Irish Academy Third Sector Research Programme Environmental Protection Agency INTERREG IIIC Research Projects As an educator, Dr. Russell coordinates multiple modules including Community Development and Planning, Planning Society and Diversity, and Local Planning Studio. She employs constructivist teaching approaches that emphasize student-centered learning and integrates fieldwork and practical exercises to connect theory with practice. Her research on community engagement directly informs her teaching methodology, creating a cohesive academic-practice connection for students. Dr. Russell actively collaborates with European colleagues through the European Urban Research Association on projects examining urban governance, local state-society relations, and urban change at Europe's margins. Her interdisciplinary approach connects planning, geography, and sociology to address complex urban challenges.

• Education for Democracy
• Citizenship Education
• Further Education and Training

John Lalor is Assistant Professor in the School of Policy & Practice at Dublin City University's Institute of Education and Director of Research at the Further Education and Training Research Centre (FETRC). His research examines democracy education, citizenship pedagogy, and further education systems. Research interests focus on democratic competences, populism's impact on educators, and inclusive citizenship curricula. He leads EU-funded projects like DEMOCRAT (Horizon 2023-2026) and CITIDEV (Jean Monnet 2021-2024). Publications emphasize education policy, youth engagement, and teacher training across European contexts, with recent work analyzing digital citizenship and curriculum resilience. No awards or student advisees are listed.

Angela Rickardمشاهده پروفایل

دانشگاهی

• Social Justice Education
• Teacher Professional Learning
• LGBTQ+ Inclusive Practice
• +۵ مورد دیگر

Angela Rickard is a Lecturer/Assistant Professor at Maynooth University's School of Education. She serves as Course Leader for the Professional Master of Education (PME Year 2) program, coordinating modules across postgraduate and undergraduate levels. Her research focuses on integrating social justice principles into Initial Teacher Education (ITE), LGBTQ+ inclusive practices, and innovative pedagogical approaches like Team Teaching. She actively collaborates with institutions nationally and internationally to promote inclusive education and inter-sectoral partnerships between schools and youth organizations. Dr. Rickard holds a Doctorate in Education from the University of Bristol (2020), where her dissertation examined LGBTQ+ inclusion narratives in Irish secondary schools through narrative inquiry. She has extensive experience in digital learning initiatives, including the Dissolving Boundaries program and the Navigating Other Worlds (NOW) project exploring game-based learning in STEM education. Her publications span peer-reviewed journals, conference proceedings, and edited volumes, addressing topics such as cooperative teaching models, intercultural education through ICT, and teacher professional development. She contributes to policy dialogue through organizations like the Ubuntu Teacher Education Network and has authored reports for the FaSMEd and WorldWise Global Schools initiatives. Key collaborations include work with the Froebel Department of Primary Education, the Hamilton Institute, and international partners in the UK, Europe, and Asia. Her teaching emphasizes reflective practice, academic writing support, and bridging formal/informal educational sectors.

Deborah Tannehillمشاهده پروفایل

مدرس ارشد

• Physical Education
• Teacher Education
• Curriculum Development
• +۳ مورد دیگر

Dr. Deborah Tannehill is an Emeritus Senior Lecturer in the Department of Physical Education & Sport Sciences at the University of Limerick (UL), where she previously held roles including co-director of the Physical Education, Physical Activity and Youth Sport (PEPAYS) Research Centre. She has extensive academic leadership experience, including serving as Professor and Assistant Dean at Pacific Lutheran University and Ohio State University. Her research focuses on physical education pedagogy, teacher education, curriculum development, and professional learning communities. Dr. Tannehill holds a Ph.D. in Sport Pedagogy from the University of Idaho, complemented by a Master’s in Guidance and Counseling. Her career spans over 45 years, including teaching roles at multiple institutions and school districts. She has authored/co-authored over 50 articles, 24 book chapters, and four textbooks, with a focus on enhancing teaching practices and fostering inclusive educational environments. Her research interests include instructional strategies, assessment frameworks, and the role of communities of practice in professional development. Notable projects include the Urban Schools Initiative (USI) and work on standards-based curriculum development. She has been recognized with prestigious awards such as the NASPE Joy of Effort Award and induction into the AAHPERD Research Consortium. Dr. Tannehill’s recent work emphasizes socially-just pedagogical approaches, professional learning through collaborative networks, and the integration of technology in teacher education. She remains active in international educational initiatives, contributing to policy discussions and teacher training programs across Ireland and globally.

Thomas Delahuntyمشاهده پروفایل

استادیار

• STEM Education
• Postcolonial theory and decolonisation
• Critical policy analysis
• +۷ مورد دیگر

Thomas Delahunty is an Assistant Professor in the Department of Education at Maynooth University, part of the Faculty of Social Sciences. He holds dual qualifications as a psychologist (Chartered Psychologist, BPS) and secondary-level teacher. His research focuses on critical psychology in education, postcolonial theory, decolonial methodologies, STEM education equity, and the intersection of education policy with authoritarian political trends. He chairs the RAISE (Research, Application, and Inclusion in STEM Education) group and co-edits Irish Educational Studies . Key roles include Programme Director for the BSc Education programme and leadership in EU-funded projects like ERASMUS+ LIFT (Lesson Study in Future Teacher Education). His work critiques neoliberal educational reforms, examining how psychological frameworks (the 'psy-complex') shape childhood constructs and promote authoritarianism. Recent research explores LGBTQ+ equality in education and the impact of spatial skills on STEM performance. Awards include the Maynooth Teaching and Learning Fellowship (2022) and multiple Frank Oppenheimer Awards (2018, 2013). He actively supervises doctoral students (e.g., Dr. Catriona Curtin, Dr. Feargal Flanagan) and serves on committees for teacher education policy and research governance.

• Virtual Reality
• Immersive Experience
• Educational Technology
• +۳ مورد دیگر

Shane Wilson is a Lecturer in Computer Science at the Department of Computing, Letterkenny Institute of Technology. His research focuses on immersive technologies, virtual reality applications in mental health, educational pedagogy, and neurogaming. He actively collaborates internationally and has received notable awards including the Distinguished Education Excellence Fellowship (2019) and the Research Excellence and Impact Award (2020). Wilson is currently accepting PhD students and has contributed to interdisciplinary work spanning computer science, healthcare, and education. Education Background: Not explicitly detailed in provided texts. His research interests emphasize leveraging technology to enhance learning experiences and address societal challenges. Recent work explores AI's impact on assessment methods and comparative analyses of immersive technologies like 360° video and VR for older adults. His neurogaming studies bridge neuroscience and interactive systems, particularly examining age-related differences in neural responses. Key publications in 2024 include advancements in instructional video use, constructivist learning frameworks, and AI-driven assessment alternatives. Earlier contributions include neurophysiological studies on motion-onset visual evoked potentials. Awards: Distinguished Education Excellence Fellowship, Research Excellence and Impact Award Grants/Projects: Not explicitly listed in texts. Wilson is affiliated with the Department of Computing and collaborates on projects exploring technology's role in mental health and education innovation.

Steven Byrneمشاهده پروفایل

استادیار

• Chronic illness and inequality
• Community-based health interventions
• Public and patient involvement in research
• +۷ مورد دیگر

Steven Byrne serves as Assistant Professor in the School of Nursing & Midwifery and holds a cross-appointment as Lecturer in Sociology within the School of Allied Health at University of Limerick. With eight years of teaching experience across multiple UL departments including Psychology, Modern Languages, Politics, and the Centre for Teaching and Learning, he also maintains international teaching experience at KU Leuven (Belgium) and University of Girona (Spain). His educational background includes H. Dip., B.A., M.A., and Ph.D. qualifications. Byrne's research bridges two distinct domains: health interventions for aging populations and sociolinguistic studies of Catalan/Spanish language dynamics. His health research focuses on chronic illness inequality, community-based health interventions, and public/patient involvement in research, while his linguistic work examines language ideologies, multilingualism, and linguistic landscapes in Catalan urban contexts. Analysis of his recent publications reveals an interdisciplinary trajectory connecting sociolinguistics with health sciences. His 2024-2025 work demonstrates increasing integration between these fields, particularly examining how community interventions for older adults intersect with linguistic and cultural identity factors. The research employs mixed methods including pragmatic cluster randomized trials for health interventions and qualitative discourse analysis for linguistic studies. Byrne actively supervises PhD students and collaborates across UL's health science departments, particularly with researchers in Allied Health and Nursing/Midwifery on community exercise programs and wellbeing initiatives for marginalized groups. His current projects include community-based exercise programmes, physical activity interventions for chronic illness, and sociolinguistic studies of language attitudes in multilingual settings. His laboratory and team activities center around the Ageing Research Centre where he is a member, facilitating community-based research with older adult populations. These teams implement interventions examining music/dance programs for community-dwelling older adults while simultaneously investigating the sociocultural contexts that influence participation and outcomes.