جست‌وجوی استاد و پژوهشگر

Joydeep Biswasمشاهده پروفایل

دانشیار

• Robotics
• Artificial Intelligence
• Long-term autonomy
• +۵ مورد دیگر

Joydeep Biswas is an Associate Professor in the Computer Science Department at the University of Texas at Austin, where he serves as the Director of the Autonomous Mobile Robotics Laboratory (AMRL). He is also affiliated with Texas Robotics, the UT Machine Learning Laboratory, and UT Good Systems. Previously, he was an Assistant Professor in the College of Information and Computer Sciences at the University of Massachusetts Amherst. Dr. Biswas earned his PhD in Robotics from Carnegie Mellon University in 2014 and his B.Tech in Engineering Physics from the Indian Institute of Technology Bombay in 2008. His educational background has provided him with a strong foundation in both theoretical and applied aspects of robotics and artificial intelligence. Dr. Biswas's research focuses on enabling long-term autonomy for mobile robots operating in human environments. His work spans robot perception, motion planning, control systems, and AI, with the ultimate goal of creating self-sufficient autonomous mobile robots that can perform tasks accurately and robustly in real-world settings. He is particularly interested in perception, planning, and failure recovery for autonomous mobile robots, which supports his vision of having autonomous service mobile robots deployed at campus-to-city scale, both indoors and outdoors, performing assistive tasks over deployments spanning years. His IJCAI 2019 Early Career Spotlight talk summarizes much of his research to date and ongoing interests. His recent research has shown a strong trend toward social navigation, human-robot interaction, and the application of machine learning techniques to robotics problems. There's a clear progression from fundamental robotics research toward more complex, real-world applications that require robots to understand and navigate human social spaces effectively. His work increasingly integrates large language models and other advanced AI techniques with traditional robotics approaches, as evidenced by his recent publications on topics like preference-conditioned navigation, social navigation benchmarks, and instruction-following navigation systems. Dr. Biswas has received numerous prestigious awards including the NSF CAREER Award (2021), J.P. Morgan Faculty Research Award (2019), Amazon Research Award (2019), and a grant from Northrop Grumman Mission Systems (2018). These awards recognize his innovative contributions to the field of robotics and autonomous systems. As a dedicated educator and mentor, Dr. Biswas actively supervises PhD and master's students, with his PhD student Sadegh Rabiee winning the student poster award at the Northrop Grumman University Symposium 2019. He has secured significant grant funding from the National Science Foundation for projects including 'Introspective Perception and Planning for Long-Term Autonomy' and 'Interactive Synthesis and Repair For Robot Programs,' demonstrating his ability to secure competitive research funding and his commitment to advancing the field. Dr. Biswas leads the Autonomous Mobile Robotics Laboratory (AMRL), which serves as a hub for interdisciplinary research in mobile robotics. The lab has developed notable resources such as the UT Campus Object Dataset (CODA) for 3D perception research and SOCIALGYM, a framework for benchmarking social robot navigation. His team regularly deploys robots on the UT Austin campus and in urban environments to test and refine their approaches in realistic settings, bridging the gap between simulation and real-world application.

Pawan Adhikariمشاهده پروفایل

استاد

• Public Sector Accounting
• Government Accounting and Budgeting
• Accounting Reforms in Developing Countries
• +۵ مورد دیگر

Pawan Adhikari is a Professor of Accounting at Essex Business School, University of Essex , where he serves as Director of Impact and Enterprise and Director of Essex Accounting Centre . He is an Associate Editor of the Journal of Public Budgeting, Accounting and Financial Management and a Executive Board Member of the Comparative International Governmental Accounting Research Network (CIGAR) . Previously, he led accounting reforms at Nepal’s Accounting and Auditing Standards Board and lectured at Nord University, Norway. PhD, Nord University Business School Fellow of the Higher Education Academy His research focuses on public sector accounting in developing countries, particularly accounting reforms , public value creation , and climate accountability . He explores how accrual accounting and participatory budgeting can enhance transparency in South Asian and African contexts. His work has influenced policy-making in Nepal and is recognized with the 2023 Best International Research Impact award by the University of Essex. Recent publications analyze wellbeing economies (2025), NGO accountability in disasters (2024), and climate budgeting (2023). He collaborates with institutions like the World Bank , European Commission , and British Academy , focusing on projects related to financial resilience , circular economy , and health sector accountability . Supervising 8 current PhD students, his advisees have produced work on topics like accrual accounting in Bangladesh and NGO accountability in Palestine . World Bank/PEFA Research Award African Accounting and Financial Association (AAFA) Award ESRC IIA Impact Fund GCRF and SeNSS Grants 2019 Best Postgraduate Supervisor (Essex)

• Soil Science
• Pedology
• Geomorphology
• +۱۱ مورد دیگر

Carol Smith is an Associate Professor in the Department of Soil & Physical Sciences at Lincoln University, New Zealand, where she serves as Head of Department since 2017. She has been an elected academic staff member of the Lincoln University Council from 2018-2022. Dr. Smith holds a PhD from the University of Aberdeen, an MSc from the University of Reading, and a BSc(Hons) from the University of Portsmouth, forming the foundation of her expertise in soil science and physical geography. Her research spans both fundamental and applied aspects of pedology. On the fundamental side, she investigates Quaternary pedology and paleoenvironmental reconstruction using loess stratigraphy, geomorphology, and micromorphology, which provides critical data for verifying future climate change predictive models. Applied research focuses on sustainable use of recycled organic matter and rehabilitation of degraded soils. She collaborates internationally on multidisciplinary projects involving paleoclimate reconstruction, paleoliquefaction, Antarctic soils, and viticulture. Dr. Smith is passionate about teaching and science communication, employing experiential learning methods to develop practical field skills in soil science through 'soil judging competitions' in New Zealand and Australia. Her research addresses UN Sustainable Development Goals including Life on Land (15), Climate Action (13), and Quality Education (4). Among her notable recognitions are the Norman H Taylor Memorial award 2020 from the New Zealand Society of Soil Science for outstanding contributions to soil science in New Zealand and Fellowship in the Royal Geographical Society, London. She serves as Associate Editor of Natural Sciences Education and was previously editor of Quaternary Australasia. Dr. Smith has supervised numerous graduate students through research-based supervision, with completed projects covering diverse topics from soil patterns in Southland to Antarctic soil ecology. She teaches advanced courses in field research, soil science, and physical landscapes, and has developed innovative approaches to teaching during the pandemic, including virtual field trips.

• Early Childhood Education
• Art Education
• Play-Based Learning
• +۵ مورد دیگر

Felicity McArdle is a Professor in the Department of Early Childhood Education within the Faculty of Education at Queensland University of Technology. With a distinguished career spanning over two decades, her work centers on reimagining early childhood pedagogy through critical lenses of social justice, art education, and play-based learning. Her research has significantly influenced Australian early childhood policy and practice. McArdle's research interests demonstrate a consistent commitment to transformative education. She critically examines how art and play function as vehicles for social justice, challenging neoliberal discourses in early childhood education. Her work on refugee children's artistic expression and anti-bias curriculum development reveals her dedication to equity-oriented pedagogy. Through collaborative drawing methodologies and visual research approaches, she has pioneered innovative ways of understanding children's perspectives. Her publication trends reveal a sophisticated evolution from foundational work on visual arts in education (2001-2010) toward increasingly critical examinations of power, policy, and social justice (2011-2021). The consistent citation impact of her work—particularly her 2002 paper 'Early Childhood Art Education: A Palimpsest' with over 13,000 citations—demonstrates her field-defining contributions to reconceptualizing art education as critical praxis. McArdle has held significant editorial roles including co-editing the influential 2013 volume 'Young Children, Pedagogy and the Arts' and serving on the editorial board of Australian Journal of Early Childhood. Her collaborations with leading scholars like Susan Grieshaber, Jennifer Sumsion, and Linda Knight have produced seminal work on intentional teaching and play-based learning. Her research methodology expertise centers on visual and arts-based approaches, particularly collaborative drawing techniques that engage children as active research participants. This methodological innovation reflects her commitment to ethical research practices that honor children's agency while generating meaningful insights about early childhood experiences.

Derek E. Danielsمشاهده پروفایل

دانشیار

• Stuttering therapy
• Psychosocial aspects of stuttering
• Identity and stigma
• +۴ مورد دیگر

Dr. Derek E. Daniels is an Associate Professor and Director of Graduate Studies in the Department of Communication Sciences and Disorders at Wayne State University’s College of Liberal Arts and Sciences. He is a licensed speech-language pathologist specializing in stuttering therapy and psychosocial aspects of stuttering. His research focuses on identity, stigma, intersectionality, and culturally responsive practices, with a particular emphasis on qualitative methods and social justice. He leads Camp Shout Out, a therapeutic camp for children and teens who stutter, and serves as a former President of the Michigan Speech-Language-Hearing Association. Dr. Daniels holds a Ph.D. from Bowling Green State University (2007), an M.A. from the University of Houston (2002), and a B.A. from Grinnell College (1998). His awards include the 2023 Professional of the Year Scholar and Service Award from the National Stuttering Association and the 2025 William T. Simpkins Service Award. He teaches courses such as 'Stuttering' and 'Normal Language Acquisition,' and his work emphasizes reducing stigma through education and advocacy. Dr. Daniels actively participates in professional organizations like the American Speech-Language-Hearing Association and has contributed to over 50 peer-reviewed publications and presentations globally.

Andrew R. Meyerمشاهده پروفایل

دانشیار

• Sport Psychology
• Religion and Sport
• Cultural Sport Studies
• +۷ مورد دیگر

Andrew R. Meyer is an Associate Professor in the Department of Health, Human Performance, and Recreation at Baylor University, where he teaches courses in Sport Psychology and Religion and Sport. His academic work bridges the fields of sport sociology, cultural studies, and theology, with a particular focus on the enduring influence of muscular Christianity in American sports. His research interests include: Contemporary American Sport Culture and Religion Muscular Christianity and its modern manifestations Hero-celebrity athletes in popular culture Character development through sport and education Traditional and contemporary Indigenous sport cultures Sport's cultural impact on communities The themes across his publications reveal a consistent exploration of the moral, spiritual, and cultural dimensions of sport. His work analyzes how religious values, particularly those rooted in Christian traditions, shape athlete identity, media narratives, and public perception of sports figures. He has developed the Contemporary Muscular Christian Instrument (2017, 2020) to measure these values across global sport contexts. His articles appear in interdisciplinary journals spanning religion, sociology, public health, and cultural studies, reflecting the broad relevance of his research. Scientific awards and recognitions include: Baylor Teaching Fellow (2017) Dr. Meyer has been active in academic and public discourse, serving as a keynote speaker at international conferences on sport and Christianity and being featured on media outlets such as NPR and the Sport, Faith, Life podcast. His teaching emphasizes character formation in the classroom, aligning with his research on moral development through sport. While specific grant funding is not mentioned, his extensive publication record in peer-reviewed journals and edited volumes indicates sustained scholarly productivity. He has contributed to discussions on mega-sport events, cycling culture, and the redemption narratives of fallen athletes like Lance Armstrong. He is affiliated with the College of Health, Human Performance, and Recreation at Baylor University, contributing to both graduate and undergraduate education in sport studies.

Sarah Bensonمشاهده پروفایل

دانشیار

• Inclusive Education
• Special Education Needs
• Disability Studies
• +۷ مورد دیگر

Dr. Sarah Benson is an Associate Professor in the Department of Disability, Inclusion and Special Needs at the University of Birmingham, based at the Dubai Campus. She serves as Programme Lead for the Inclusion and Special Education Needs PGCert and Masters in both the UK and Dubai, and is affiliated with the School of Education. Educational Background: PhD in Special Education, University of Virginia, 2020 MA in International Education, The George Washington University, 2010 BA in English and Special Education, James Madison University, 2002 Her research focuses on inclusive education policy and practice, particularly in the Middle East and North Africa (MENA) region. She explores teacher development, inclusive science curriculum for primary students, and autism support in Gulf countries. Her work is deeply informed by cross-cultural experiences, including Peace Corps service in Jordan and a Fulbright year in Norway. Dr. Benson's recent publications reveal a strong trend in inclusive teaching strategies, policy analysis in Jordan and the UAE, and the integration of science education with special needs pedagogy. Her research emphasizes practical implementation, teacher preparedness, and equity in educational access. Scientific Awards and Honors: Fulbright Scholar (2013) President, Curry School of Education and Human Development (University of Virginia) Dr. Benson is actively involved in research leadership, serving as Principal Investigator for the ESRC-GCRF Bhutan Inclusive Employment and Social Participation Project and Co-Investigator on the Disability Under Siege Network and a study on teachers' perceptions of autism in Ras Al-Khaimah. She currently supervises PhD candidates and contributes to international scholarly communities such as the Council for Exceptional Children and the Comparative International Education Society. She is also engaged in commissioned research, including a report on autism teaching preparedness in Ras Al-Khaimah, and teaches modules on cross-cultural special education, inclusion, and policy analysis.

Paulo Bliksteinمشاهده پروفایل

دانشیار

• Technology in teaching and learning
• Learning design
• Computer modeling in Social and Behavioral Sciences
• +۶ مورد دیگر

Paulo Blikstein serves as Associate Professor of Communications, Media and Learning Technology Design at Columbia University. Previously, he was Assistant Professor of Education and (by courtesy) Computer Science at Stanford University and co-founded the Lemann Center for Brazilian Education (2008-2018). Education: Ph.D. in Learning Sciences, Northwestern University (2009) M.A. in Media Arts & Sciences, MIT Media Lab (2002) M.Eng. in Electronic Engineering, University of São Paulo (2000) B.S. in Metallurgical Engineering, University of São Paulo (1998) His research pioneers constructionist learning environments through digital fabrication, educational robotics, and tangible interfaces—focusing on equitable access for underserved communities. Inspired by Paulo Freire and Seymour Papert, he develops open-source tools like the GoGo Board robotics platform and leads the global FabLab@School initiative establishing fabrication labs in schools across four continents. Current work emphasizes multimodal learning analytics to study student interactions in maker-centered classrooms. Publications reveal strong focus on democratizing invention through maker education, with recurring themes in constructionist theory application, multimodal assessment, and context-specific technology adaptation. Brazilian education reform and low-cost computational solutions form significant threads, particularly in 2016-2017 publications. Scientific Awards: Two Google Faculty Awards National Science Foundation Early Career Award (highest U.S. government honor for early-career scientists) Blikstein directs the Transformative Learning Technologies Lab (TLTL) and co-founded Stanford's Center for Educational Entrepreneurship and Innovation in Brazil. His FabLearn conference established the first academic forum on Maker Movement applications in education. While specific grant details aren't listed, the NSF CAREER Award signifies major federal research funding. He spearheads the FabLab@School project deploying advanced fabrication labs in K-12 institutions worldwide and founded the FabLearn conference series. His work integrates teams of engineers, educators, and designers to create scalable solutions for resource-constrained learning environments.

Pedro Navaمشاهده پروفایل

دانشیار

• Urban and rural schooling inequality
• Critical pedagogy and critical race theory
• Immigration and education
• +۲ مورد دیگر

Dr. Pedro Nava is an Associate Professor and Director of Educational Leadership in the School of Education and Counseling Psychology at Santa Clara University. His scholarship centers on educational equity for Chicanx/Latinx and immigrant communities, combining critical race theory, participatory action research, and community-engaged methodologies. Education Ph.D. in Urban Schooling – University of California, Los Angeles, 2012 Ed.M. in Administration, Planning, and Social Policy – Harvard University, 2003 B.A. – California State University, Fresno, 1996 Research Interests Dr. Nava’s research interrogates systemic inequalities in urban and rural schooling, emphasizing critical pedagogy and critical race theory . He investigates how immigration status intersects with educational opportunity, and he collaborates with families and communities to co-construct transformative practices through participatory action research . His work also explores family-school-community engagement , leveraging community cultural wealth frameworks to amplify migrant and undocumented voices in educational policy and practice. Publication Trajectory Across more than two decades, Dr. Nava’s publications trace the evolution of critical scholarship in education. Early works examine institutional barriers for Chicano students, while recent studies integrate quantitative ethnography and testimonio methodologies to illuminate intersectional experiences of Latinx youth, undocumented graduate students, and farmworker families. Scientific & Community Awards No formal awards are enumerated in the provided text. Advising & Grants While specific grants and advisees are not listed, Dr. Nava’s leadership role as Director of Educational Leadership implies extensive mentoring of master’s and doctoral students, as well as oversight of grant-funded initiatives that advance equity-focused leadership preparation. Labs, Teams & Centers Dr. Nava directs the Educational Leadership programs within the School of Education and Counseling Psychology, fostering interdisciplinary collaboration and community-engaged research teams that partner with local schools, nonprofits, and migrant organizations.

Farha Sattarمشاهده پروفایل

مدرس

• Mathematics Education
• Geoscience Education
• STEM Education
• +۱۱ مورد دیگر

Dr. Farha Sattar is a Lecturer in Education (Mathematics) at the Faculty of Arts and Society, Charles Darwin University. With over thirty years of teaching experience in Mathematics, Science education, GIS, Remote Sensing, and e-Learning technologies at undergraduate and postgraduate levels, Dr. Sattar brings extensive expertise to her academic role. She holds a PhD in Geospatial Science from Charles Darwin University, focusing on Spatial Mathematical Modelling for 3D Gully Mapping and Erosion Quantification. Her educational background includes: PhD in Geospatial Science (Three Dimensional Gully Mapping and Erosion Quantification within a Geoinformatics Framework), Charles Darwin University (2012) Prior academic experience at several Asian and European universities Dr. Sattar's research spans multiple interdisciplinary fields with a strong focus on the intersection of education and technology. Her primary research interests include Mathematics Education, STEM Education, Geoscience Education, Spatial Mathematical Modelling, Drone Technology, Remote Sensing, Geographic Information Systems, and Innovative Pedagogies such as experiential learning and inquiry-based approaches. She has developed expertise in cognitive development, particularly in fostering critical and creative thinking skills through iSTEM approaches. An analysis of Dr. Sattar's recent publications reveals a consistent trajectory toward integrating emerging technologies like drones, augmented reality, and geospatial artificial intelligence into educational contexts. Her work demonstrates a progression from foundational geospatial research on erosion mapping to innovative applications in STEM education. Recent publications increasingly focus on drone technology for educational purposes, spatial data infrastructure for policy development, and computational thinking development through technology-enhanced learning. Dr. Sattar has received numerous accolades for her contributions to education and research: NT Science Week Awards – Inspired NT STEM Hero of the Year award (2021) Long Service Recognition Award (2023) Finalist, CDU Alumni Award (2023) Multiple Best Presentation Awards (2008, 2010, 2017) Australian College of Educators - 2021 College Medal Nominee As a supervisor, Dr. Sattar mentors postgraduate research students including Ayesha Farhan, who is working on "A Framework for Cognitive Development: Fostering Critical and Creative Thinking Skills, Using iSTEM Approach." She actively secures research funding through various projects such as "DBELaSTEM: Drone-Based Experiential Learning and STEM Education," "STEM_D & VR: Youth STEM Learning and Empowerment with Drones and VR," and "CodProg Drone Lab." Her research is supported by grants from NT Government projects and other external funding sources. Dr. Sattar leads the CodProg Drone Lab, an innovative research space exploring drone technology applications in education. She is a certified drone pilot and aeronautical radio operator, which enables her to bridge theoretical knowledge with practical applications. Her work with the "Flying Forward: Drones, STEM Equity, and Indigenous Empowerment" initiative demonstrates her commitment to community engagement and addressing educational disparities through technology.

Jennifer Leemanمشاهده پروفایل

استاد

• Sociolinguistics
• Language Policy
• Critical Applied Linguistics
• +۶ مورد دیگر

Jennifer Leeman is a Professor at George Mason University , focusing on the sociopolitics of language, with emphasis on multilingualism, Spanish in the US, and heritage language education. Her interdisciplinary work bridges critical applied linguistics, sociolinguistics, education, Latinx studies, and linguistic anthropology. BA in Spanish, University of Pennsylvania MA in Hispanic Civilization, New York University in Madrid MAT in TESOL & Bilingual Education, Georgetown University PhD in Hispanic Linguistics, Georgetown University Her research examines: Language ideologies and racialization processes in censuses Antiracist pedagogical frameworks for Spanish teaching Multilingual policy analysis across education and governance Critical service-learning in heritage language contexts Recent publications analyze census categorization, language and immigration policies, and critical pedagogy implementation. She received a 2024-25 Fulbright Senior Scholar award for research at the University of Murcia, Spain, and a 2023-24 Residential fellowship at Mason's Center for Humanities Research. Key scientific contributions include: Pioneering the online graduate certificate in Spanish Heritage Language Education (2021) Leadership roles in AAAL, MLA, and Instituto Cervantes’ advisory committees Editorial board memberships across journals like Language Policy and Hispania Her 15 most recent articles (2018-2025) reveal trends in: Language-race-national identity intersections Census-driven ethnoracial classifications Antiracist pedagogy in language classrooms Heritage speaker identity dynamics Monolingual policy critiques Transnational demographic analysis Contact: jleeman@gmu.edu | Office: Horizon Hall 5132

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.

Masooda Banoمشاهده پروفایل

استاد

• International Development
• Islamic Studies
• Gender and Development
• +۵ مورد دیگر

Professor Masooda Bano serves as William Golding Senior Research Fellow at Brasenose College and Professor of Development Studies at the University of Oxford's Department of International Development. She leads the five-year ERC-funded Changing Structures of Islamic Authority (CSIA) project examining Islamic scholarly debates and their societal impacts. Her academic credentials include an MPhil in Development Studies from Cambridge and a DPhil from Oxford. These qualifications underpin her expertise in development theory and field research methodologies. Bano's research centers on the interplay between ideas, beliefs, and material incentives in development processes . She investigates how psycho-social factors shape individual choices and collective outcomes, with particular focus on Islamic authority structures, female education movements, and aid effectiveness. Her work combines large-scale comparative studies using ethnographic and survey data across Muslim-majority contexts. Recent publications reveal a concentrated focus on education policy in developing nations , especially Pakistan, Nigeria, and Indonesia. Key themes include decentralized education planning, low-fee private tuition markets, community participation models, and Islamic education systems. The research consistently examines religion-development intersections and institutional responses to social change. Her scientific recognition includes: Two competitive ESRC Fellowships A 1.4 million euro ERC Starting Grant for the CSIA project ESRC Best Social Science Impact award for Nigeria education interventions Bano supervises MPhil/DPhil theses at Oxford and has advised major development agencies, notably designing DfID's education reforms in northern Nigeria. Her CSIA project coordinates a multinational team conducting textual analysis, surveys, and ethnographic fieldwork to map evolving Islamic authority structures.

Andrea R. Englishمشاهده پروفایل

مدرس ارشد

• Philosophy of Education
• Educational Theory
• Anti-Oppressive Pedagogy
• +۷ مورد دیگر

Dr. Andrea R. English is a Senior Lecturer in Philosophy of Education at the Moray House School of Education and Sport, University of Edinburgh. She holds significant academic leadership roles, including President-Elect of the John Dewey Society and Editor-in-Chief of IMPACT: Philosophical Perspectives on Education Policy . Her research focuses on productive struggle in learning, dialogic pedagogy, and decolonizing education. She earned her doctorate from Humboldt University Berlin and has taught globally, including at Mount Saint Vincent University and Humboldt University Berlin. Dr. English leads the Productive Struggle Lab and the Listening Study Group, emphasizing anti-oppressive and democratic educational approaches. She coordinates teacher education initiatives and supervises PhD students exploring critical thinking, inclusive education, and decolonization. Her work bridges philosophy and practice, addressing how teachers foster student resilience through pedagogical listening, particularly in STEM education. She actively contributes to Scotland’s anti-racist curriculum project and collaborates internationally on transformative learning and ethical teaching practices. Dr. English’s teaching spans undergraduate and postgraduate programs, including courses on critical thinking, inclusive pedagogy, and John Dewey’s educational philosophy. Her funded research explores AI tools for identifying student struggle and the role of negativity in transformative learning. She frequently presents at global conferences, advocating for dialogic teaching and moral education reform.

Shih-Fu Changمشاهده پروفایل

استاد

• Computer Vision
• Machine Learning
• Multimedia Information Retrieval
• +۳ مورد دیگر

Shih-Fu Chang is the Dean of Columbia Engineering and holds the Morris A. and Alma Schapiro Professorship at Columbia University. His research focuses on computer vision, machine learning, and multimedia information retrieval. He is recognized as a foundational figure in the field of content-based visual search and has pioneered innovations in image/video search engines, crime prevention systems, and brain-machine interfaces. His leadership roles include Chair of Columbia's Electrical Engineering Department (2007-2010), Editor-in-Chief of the IEEE Signal Processing Magazine (2006-2008), and Senior Executive Vice Dean at Columbia Engineering, where he drives strategic planning and international collaboration. Dr. Chang has received prestigious awards including the ACM Multimedia Technical Achievement Award, IEEE Signal Processing Technical Achievement Award, and IEEE Kiyo Tomiyasu Award. He is a Fellow of AAAS, ACM, and IEEE, and an Academician of Academia Sinica. His recent work emphasizes multimodal reasoning, few-shot learning, and vision-language systems, with applications in healthcare diagnostics and multimedia benchmarking. His research spans cross-modal understanding, event extraction, and adaptive AI systems. Key contributions include systems like Ferret-v2 for multimodal grounding and RESIN for schema-guided event tracking. He has advised multiple startups and actively contributes to curriculum development in AI and engineering education.