جست‌وجوی استاد و پژوهشگر

Alicia Cotabishمشاهده پروفایل

استاد

• STEM Education
• Gifted Education
• Virtual Coaching Using Bug-In-The-Ear Bluetooth Technology
• +۱ مورد دیگر

Dr. Alicia Cotabish is a full-time Professor in the Department of Teaching & Learning at the University of Central Arkansas College of Education , where she directs the Ph.D. in Change Leadership program. A recognized expert in gifted education and STEM pedagogy, she served as Past-President of the Arkansas Association of Gifted Education Administrators (AAGEA) and received national awards including the 2015 NAGC Early Scholar Award and 2012 NAGC Early Leader Award. Ed.D. , University of Arkansas at Little Rock (2007) M.Ed. , University of Arkansas at Little Rock (2003) B.S. , Texas A&M-Texarkana (1996) Her research focuses on STEM education for advanced learners, virtual coaching technologies (e.g., Bug-in-the-Ear Bluetooth), and Next Generation Science Standards (NGSS) alignment with gifted curriculum. Google Scholar publications (2015–2024) highlight her work in K-8 engineering instruction , virtual problem-based learning , and equity in gifted programming . Dr. Cotabish has authored over 100 publications, including the 2022 NAGC Pre-K-Grade 12 Gifted Education Programming Standards (2nd ed.) and the 2017 Designing Innovative Engineering Instruction for High Ability Learners . Her recent articles (2021–2024) emphasize: STEM curriculum for gifted students Virtual coaching efficacy NGSS integration Equity in gifted education Engineering design processes Professional development frameworks Scientific Awards : National Association for Gifted Children Early Scholar Award (2015) National Association for Gifted Children Early Leader Award (2012) She delivers keynotes and workshops nationally and internationally and serves as a NAGC Expert Speaker . Her work bridges gifted education standards with practical implementation, particularly through STEM and virtual technologies.

• Didactics of German Language and Literature
• Children's and Young Adult Literature
• Writing Didactics
• +۴ مورد دیگر

Prof. Dr. Anita Schilcher is a Professor of Didactics of German Language and Literature at the University of Regensburg, Faculty of Languages, Literature and Cultural Studies, Institute of German Studies. She has held this position since 2007 and also serves as Director of the Regensburg University Center for Teacher Education (RUL) since 2013. Her work focuses on German language and literature didactics, with particular emphasis on reading and writing promotion, children's and young adult literature, and teacher education. Her educational background includes: 1987: Abitur at the Gymnasium Pfarrkirchen 1987-1993: Studies for primary school teaching, Master's degree in German Literature with minors in Psychology and General Pedagogy 1992-1994: Preparatory service for primary school teaching 1997-2000: Doctorate in Didactics of German Language and Literature at the University of Passau 2007: Habilitation on writing didactics Prof. Schilcher's research interests span multiple areas of German didactics and language education. She has made significant contributions to the understanding of narrative competence, literary education, and the development of reading and writing skills in primary education. Her work on writing didactics has led to innovative teaching approaches that bridge theoretical understanding with practical classroom application. She has also conducted extensive research on children's and young adult literature, examining gender representation and the educational potential of popular culture texts. Her current research focuses on evidence-based reading promotion, teacher competencies, and the integration of media in literary education. Her recent publications reveal a strong focus on practical applications of educational research, particularly in developing and evaluating reading and writing promotion programs. She has been instrumental in large-scale projects like FiLBY (integrated reading promotion in Bavaria) and ELiS (evidence-based reading promotion in schools), which combine theoretical research with practical implementation in classrooms across Germany and Europe. Her work consistently bridges the gap between educational theory and classroom practice, with a particular emphasis on developing evidence-based teaching strategies that can be effectively implemented by teachers. Her scientific recognition includes: Karl-Heinz-Pollok Memorial Prize for her habilitation Prof. Schilcher has supervised numerous doctoral students, with completed dissertations covering topics such as ancient mythology in contemporary children's literature, linguistic-cognitive activation through teacher questions, narrative abilities in primary and secondary education, and oral competencies of teacher trainees. She has been involved in significant research grants including FALKO (subject-specific teacher competencies), FiLBY (integrated reading promotion in Bavaria), RESTLESS (Regensburg self-regulation training for reading and writing strategies), and ELiS (evidence-based reading promotion in schools), demonstrating her leadership in large-scale educational research initiatives. She leads the research network for "didactic-empirical writing research" (dieS) and is a member of the project team of ZSK Regensburg. Her work with the Regensburg University Center for Teacher Education (RUL) has positioned her as a key figure in shaping teacher education in Bavaria, particularly through her involvement in the development and implementation of the new primary school curriculum (LehrplanPlus).

• Virtual Reality
• Spatial Ability
• Product Design
• +۸ مورد دیگر

Kristi Bartlett is an Assistant Professor in Product Design at the University of Kentucky, specializing in virtual reality, spatial ability assessment, and equity in design education. Her work bridges technology and pedagogy through projects like the OVPR Curate Program and UNITE Research Priority Area initiatives. Doctor of Philosophy, Purdue University (2023) Master of Science, University of Houston (2019) Research interests focus on: Virtual reality applications in design education Equity and inclusion in design disciplines Critical analysis of spatial skills assessment tools Generative AI ethics in creative processes Interdisciplinary medical device development Collaborative virtual learning environments Recent publications analyze AI-generated design renders, mental rotation assessment in VR, and gender dynamics in industrial design. Her projects examine immersive technologies, historically excluded student experiences, and sustainability integration in engineering curricula. Current grants include: Comparing Physical and Virtual Reality Product Models (2025-2026, UK OVPR) Mixed Reality in Product Design Education (2024-2025, UK IRC) Equity in Healthcare Design (2024-2025, UK UNITE) Historically Excluded Students in Design (2024-2025, UK UNITE)

Rachel Sternbergمشاهده پروفایل

استاد

• History of Emotion
• Moral Rhetoric
• Classical Tradition
• +۲ مورد دیگر

Rachel Sternberg is Professor and Director of Graduate Studies in the Department of History at Case Western Reserve University's College of Arts and Sciences. She holds a B.A. in Archaeology and History from Cornell University, an M.A. in Classics from Cornell, and a Ph.D. in Greek from Bryn Mawr College. Her office is located in Mather House Room 112. Dr. Sternberg's research focuses on the history of emotion, emotional discourse, moral rhetoric, and the reception of classical tradition during the age of Jefferson. Her scholarly interests span ancient Greek civilization, women's studies in antiquity, and the philosophical foundations of human rights concepts. Her publications demonstrate sustained engagement with ancient emotional constructs, moral philosophy, and educational psychology. Recent works explore the classical roots of modern human rights frameworks while maintaining focus on pedagogical applications of creativity research. She teaches courses including Greek Civilization, Greek History, Women in the Ancient World, Elementary Ancient Greek, Sophocles, and Xenophon. Office hours are held Wednesdays from 1-2 PM and by appointment.

Amber Kemppainenمشاهده پروفایل

استاد آموزشی

• Active learning
• Growth mindset
• Blended and online learning
• +۲ مورد دیگر

Amber Kemppainen serves as a Teaching Professor in the Department of Engineering Fundamentals at Michigan Technological University (MTU). She holds a PhD and two MS degrees in Applied Cognitive Science and Human Factors, alongside a BS in Chemical Engineering, all from MTU. As a co-director of the LEAP program, she focuses on peer-to-peer academic mentoring to support student learning. Her research emphasizes active learning strategies, growth mindset cultivation, and innovative educational methods in engineering education. Dr. Kemppainen's work spans over two decades, with publications addressing first-year engineering pedagogy, student engagement, and the integration of technology in teaching. Notable contributions include studies on blended learning models, near-peer mentoring efficacy, and sustainable design curriculum development. She has also explored the impact of mental toughness (sisu) in academic settings and strategies to enhance student preparedness through pre-lesson materials. Her professional activities include outreach initiatives linking university research to K-12 education and collaborations on team evaluation software (e.g., Team+ and CATME). She advocates for the irreplaceable role of educators in a technology-driven educational landscape, emphasizing human-centered approaches to learning.

• Evolutionary Psychology
• Psychology of Humor
• Anthropology
• +۵ مورد دیگر

Gil Greengross is a Lecturer in Psychology at Aberystwyth University, holding a PhD in Evolutionary Anthropology from the University of New Mexico. Originally from Israel, he completed his undergraduate studies in psychology, anthropology and sociology at Ben-Gurion University of the Negev, followed by dual master's degrees in Statistics and Evolutionary Anthropology from the University of New Mexico. His primary research interests focus on evolutionary psychology and the psychology of humor and laughter, taking an interdisciplinary approach that draws from psychology, anthropology, biology and consumer behavior. His work examines the evolutionary origins of humor, gender differences in humor production and appreciation, the role of humor in mate selection, and the psychology of individuals with extreme creative abilities such as stand-up comedians and magicians. Analysis of his recent publications (2020-2025) reveals a strong focus on the psychology of magic performers, gender differences in humor production, and the relationship between creativity and mental health. His research demonstrates a consistent application of evolutionary theory to understand humor as a social and cognitive phenomenon, with increasing attention to methodological rigor through meta-analyses and twin studies. Dr. Greengross has been actively involved in academic dissemination through conference presentations at venues including the International Society for Humor Studies and the Science of Magic Conference. His research has received significant media attention, with 27 press/media mentions covering topics such as magicians' mental health and the impact of humor on elderly relationships. He has supervised doctoral students including Chloe Enid Lloyd and Heather Heap in the Department of Psychology at Aberystwyth University. His research has been supported by external funding, including a project on humor production among bilingual speakers completed in 2017.

• Developmental Psychology
• Genetics
• Learning Disabilities
• +۵ مورد دیگر

Elena L. Grigorenko is a Professor at Yale University's Child Study Center within the Yale School of Medicine. She holds joint appointments in the Global Health Studies Program, Program in Neurodevelopment and Regeneration, and Yale Ventures. Her academic journey spans international institutions with significant contributions to developmental psychology and genetics. Dr. Grigorenko earned her first PhD in general psychology from Moscow State University in 1990, followed by a second PhD in developmental psychology and genetics from Yale University in 1996. Her educational background reflects her interdisciplinary approach to understanding human development across cultural contexts. Her research interests center on cognitive and linguistic adaptation, particularly focusing on learning disabilities in challenging environments, genetic factors in language disorders, and the interplay between genetic and environmental risk factors in child development. Her work spans multiple continents, addressing issues in Africa, India, Saudi Arabia, Russia, and the United States, with special emphasis on vulnerable populations including orphans, children affected by HIV, and juvenile detainees. Analysis of her recent publications reveals a consistent focus on the intersection of cognitive development, genetics, and environmental factors. Her research employs diverse methodologies including neuroimaging, genetic analysis, and cross-cultural studies, with particular attention to educational outcomes and language development across different populations. Scientific Awards Awards from five different divisions of the American Psychological Association (Divisions 1, 7, 10, 15, and 24) APA Distinguished Award for Early Career Contribution to Developmental Psychology AERA Sylvia Scribner Award for research representing significant advancement in the understanding of learning and instruction Dr. Grigorenko's research has been generously funded by major organizations including the NIH, NSF, NIJ, and DOE, reflecting the significance and impact of her work. Her global research initiatives particularly focus on how environmental factors like poverty, infection, and institutionalization affect cognitive and linguistic development in children across diverse cultural contexts. Her laboratory work spans multiple international sites with a particular focus on understanding how children adapt cognitively and linguistically to new environments, especially international adoptees in the United States. Her team employs innovative assessment methods to evaluate analytical, practical, and creative abilities in children and adolescents.

• Political Science
• Migration Studies
• Post-Communist Studies
• +۵ مورد دیگر

Professor Anna Krasteva is a distinguished academic at New Bulgarian University's Faculty of Political Sciences, Department of Political Sciences. She holds the prestigious title of Doctor honoris causa from the University of Lille 3, France, and has served as a visiting professor at numerous prestigious institutions including the Institute of Political Studies in Paris and Lille, the Institute of European Studies, University of Paris 8, University of Metz, Ecole normale superieure in Lyon, and the Institute for Advanced Studies in Nantes. Her research spans critical areas of contemporary political science including migration studies, post-communist transitions, European integration, digital citizenship, populism, and border studies. Krasteva's work demonstrates a consistent focus on the intersection of political theory, social transformation, and contemporary challenges in Eastern Europe and the Balkans. Her scholarship bridges theoretical frameworks with empirical analysis of political phenomena across multiple national contexts. Professor Krasteva's most recent publications reveal evolving trends in her research, shifting from traditional post-communist studies toward digital citizenship and contemporary political challenges. Her work increasingly examines the relationship between digital technologies and political participation, the emergence of new forms of citizenship, and the complex dynamics of migration and border politics in contemporary Europe. Her scholarship shows a remarkable ability to connect historical context with contemporary political challenges. Doctor honoris causa from University of Lille 3, France Editor-in-chief of Southeastern Europe journal (Brill) President of International Scientific Board of Higher Francophone School of Administration and Management President of International Scientific Council of House of Human Sciences in Dijon, France President of AMOPA-Bg (Association des Membres de l'Ordre des Palmes Academiques) Professor Krasteva has secured significant research funding for projects examining migration patterns, European integration, and digital citizenship across multiple European contexts. Her international collaborations span institutions in France, Germany, Italy, and across the Balkans. She has been instrumental in establishing research networks focused on Balkan political studies and migration research. Her work with the Balkan Association of Political Science has fostered regional academic cooperation and knowledge exchange.

• Digital media
• Youth culture
• Design
• +۸ مورد دیگر

Henry Mainsah is a Research Professor at Oslo Metropolitan University (OsloMet) and part of the Technology and Sustainability research group at Consumption Research Norway (SIFO). He holds a PhD in Media and Communication from the University of Oslo and has developed an interdisciplinary research portfolio at the intersection of social sciences and creative disciplines. His academic affiliations include: Centre for Welfare and Labour Research Consumption Research Norway (SIFO) Technology and Sustainability research group Dr. Mainsah's research focuses on the intersection of digital media, youth culture, and design. His work explores how digital technologies shape everyday practices, particularly among youth and vulnerable populations. He employs creative and participatory research methods to investigate digital literacy, smart living, and sustainability in digital contexts. His approach bridges theoretical frameworks from media studies with practical design applications, creating innovative pathways for understanding digital transformations in society. Mainsah's publication record demonstrates consistent engagement with contemporary digital challenges, from early work on ethnic minority youth and social media to recent projects examining digital resilience in households and youth participation in digital dialogue spaces. His methodology emphasizes ethical considerations and creative approaches to research, particularly when working with vulnerable populations. His work shows particular strength in developing methodological innovations for studying digitally connected homes and digital practices in family contexts. His major research projects include: IMAGINE – Contested Futures of Sustainability LASTING: Sustainable prosperity through product durability Relinking the weak link: Building resilient digital households through interdisciplinary and multilevel exploration and intervention U-YouPa – Understanding Youth Participation and Media literacy in Digital Dialogue Spaces Dr. Mainsah has secured research funding for multiple projects examining digital practices in Norwegian society, with particular attention to issues of sustainability, resilience, and inclusion. His collaborative approach connects academic research with practical applications for policymakers and practitioners working in digital media and consumer protection. His work with SIFO (Consumption Research Norway) positions him at the forefront of understanding how digital technologies impact consumer practices and welfare in contemporary society. His research team and collaborators span multiple disciplines, creating interdisciplinary networks that bridge media studies, design, sociology, and sustainability research. This collaborative approach enables comprehensive investigations of complex digital phenomena from multiple perspectives. His recent work on AI and elderly digital practices (AI AGE project) demonstrates his ability to address emerging technological challenges with methodological rigor and social relevance.

• Business Models
• Strategic Management
• Digital Innovation
• +۵ مورد دیگر

Professor C. Baden-Fuller is a distinguished academic at City, University of London's Bayes Business School (formerly Cass Business School), where he has established himself as a leading scholar in business models, strategic management, and digital innovation. With a research career spanning over four decades, his scholarly contributions have significantly shaped academic understanding and practical approaches to business model innovation and strategic adaptation in the digital age. Professor Baden-Fuller's research interests encompass business model innovation, strategic adaptation in digital contexts, entrepreneurial networking, and the cognitive aspects of strategic decision making. His recent work has focused on the intersection of artificial intelligence and business model innovation, examining how AI technologies can enhance creative thinking about business models. His research demonstrates a consistent ability to bridge theoretical rigor with practical relevance for business leaders navigating digital transformation. His scholarly impact is evident through publications in premier academic journals including California Management Review, Long Range Planning, Journal of Business Models, and Research Policy. His 2013 paper "Business Models: A Challenging Agenda" with V. Mangematin in Strategic Organization is particularly influential in establishing business models as a legitimate field of academic inquiry. His recent work on digital business models in global industries, particularly the global messenger industry, has generated significant scholarly and practitioner interest. Professor Baden-Fuller has maintained a strong collaborative research network, working with scholars worldwide including David Teece, Henk Volberda, and numerous other prominent researchers in strategic management and innovation. His work on business model innovation spans multiple industries, from consumer goods to biotechnology to automotive, providing valuable insights into how firms can successfully adapt their business models to digital disruption. Throughout his distinguished career, Professor Baden-Fuller has also made significant contributions to management education, with publications focused on developing strategic management competency in business school curricula. His work continues to shape both academic discourse and business practice in the areas of business model innovation and strategic management.

• Creativity
• Psychology of Thinking
• Methods of Creativity Development
• +۵ مورد دیگر

Sergey Rostislavovich Yagolkovsky is an Associate Professor at the Department of Psychology, Faculty of Social Sciences, National Research University Higher School of Economics (HSE), where he has been working since 2005. With 22 years of scientific and teaching experience, he has established himself as a leading expert in creativity research, psychology of thinking, and innovation studies. His academic journey spans multiple disciplines, reflecting his diverse educational background in psychology, natural sciences, and engineering. 2011: Academic title of Associate Professor 2005: Candidate of Psychological Sciences from Lomonosov Moscow State University 2001: MSc from University of Manchester 2001: Psychology degree from Moscow State University 1988: Engineering degree from Minsk Radiotechnical Institute Professor Yagolkovsky's research focuses on creativity, innovative thinking, and cognitive processes. His work explores functional fixedness, group creativity, and methods for developing creative abilities. He has developed approaches to stimulate creativity through semantic priming and naming objects, and has investigated cultural variations in creative evaluation. His research bridges psychology, cognitive science, and organizational behavior, examining how creativity manifests in educational, professional, and digital contexts. His extensive publication record shows a consistent focus on creativity assessment and enhancement, with recent work exploring AI applications in creativity evaluation and cross-cultural perspectives on creative thinking. His research demonstrates strong international collaboration, particularly with researchers from UAE, France, and Germany. Deputy Editor-in-Chief of the journal 'Psychology. Journal of the Higher School of Economics' since 2010 Senior Researcher at the Cognitive Research Laboratory (2011-2020) Recipient of multiple awards including 'Best Teacher' (2014-2020) and the 'Recognition Medal' for 15 years of service Professor Yagolkovsky actively contributes to academic life through conference participation and editorial work. His teaching covers creativity, innovative thinking, and psychology courses across multiple disciplines, reflecting his interdisciplinary approach. His research on functional fixedness has particular practical applications in educational and organizational settings seeking to enhance creative problem-solving abilities.

Diana Bairaktarovaمشاهده پروفایل

دانشیار

• Engineering Education
• Spatial Visualization
• Creativity in Design
• +۵ مورد دیگر

Diana Bairaktarova is an Associate Professor in the Department of Engineering Education at Virginia Tech, part of the College of Engineering. She is also an affiliate faculty in Mechanical Engineering and a member of the Human-Centered Design program. With over 15 years of industry experience as a Design and Manufacturing Engineer, her research bridges engineering, psychology, and learning sciences through the ACE(D) Lab. She holds a Ph.D. in Engineering Education from Purdue University (2013), an MBA in Technology Management (Hamline University, 2009), and mechanical engineering degrees from Sofia Technical University, Bulgaria (B.S. 1991, M.S. 1993). Her research focuses on three areas: Learning Environments (e.g., mixed reality, gamification), Factors Impacting Student Performance (spatial visualization, mechanical aptitude), and Creativity/Ethical/Empathic Design. Notable contributions include developing the freely accessible Mechanical Aptitude Test, the ViTA automatic CAD grading tool, and frameworks linking empathy to engineering education. She teaches courses like Foundations of Engineering, Spatial Visualization, and The Startup Class. Key awards include the 2020 W.S. White Innovation Award and XCaliber Award for technology-enhanced learning. Her grants explore topics like ethical STEM culture, mobile learning in thermal-fluids, and holographic sensing technologies. Bairaktarova emphasizes inclusive engineering education through innovative pedagogy and industry collaboration.

Inguna Karlsoneمشاهده پروفایل

استادیار

• Design Education
• Spatial Reasoning
• Universal Design for Learning
• +۳ مورد دیگر

Inguna Karlsone is an Assistant Professor and Project Coordinator at the Faculty of Education, Psychology and Art (FEPA) of the University of Latvia, affiliated with the Department of Art and Technology. She specializes in design education, spatial reasoning, and universal design principles. Since 2008, she has contributed to professional bachelor’s and master’s programs in Art, Teacher Education, and Technology Innovation. Her roles include study council secretary and member of the FEPA Research Ethics Commission. Her academic work focuses on integrating spatial reasoning skills, universal design for learning (UDL), and visual literacy into curricula. She has developed 8 courses, including 'Universal Design' and 'Environmental Design', and authored/co-authored peer-reviewed papers on sketching methodologies and spatial cognition. She coordinates the ESF-funded 'Renewal of Academic Staff' project (2018–2022) and served as expert in EU-funded projects like Interreg's 'Innovation for Design' (2017–2020). Professionally, she is a certified architect and member of the Latvian Architects' Union since 1992, with over 30 residential architectural projects to her name. Her creative work includes exhibitions at Riga venues and academic collaborations.

Kathryn Friedlanderمشاهده پروفایل

مدرس

• Creative Performance
• Expertise Development
• Cognitive Psychology
• +۸ مورد دیگر

Dr. Kathryn Friedlander is a Lecturer in Psychology at the University of Buckingham's School of Psychology, part of the Faculty of Computing, Law, and Psychology. She holds a BA, MA in Classics, and DPhil from Oxford University, followed by a career in the Civil Service. Her research focuses on expertise development, creative performance, and cognitive processes like puzzle-solving, medical diagnostics, and visual imagery. She authored The Psychology of Creative Performance and Expertise (2024) and leads modules on creative performance and educational psychology. Her work spans domains such as music, dance, STEM, and medical education, addressing challenges like performance anxiety and AI's impact on creativity. She co-founded the CREATE research hub and supervises postgraduate students in creativity and performance fields. Education: BA and MA in Classics, University of Oxford DPhil in Roman Comedy, University of Oxford PgDip in Psychology of Giftedness, University of Worcester MSc in Psychology, Oxford Brookes University Research Interests: Creative expertise across arts and STEM Cryptic crossword solving Divergent thinking and fluid intelligence Medical education and diagnostic biases Performance anxiety and enhancement Publications Highlight: Recent work explores elite quizzers' expertise, medical diagnosticians' cognitive strategies, and the ethical implications of AI in creative domains. Her book synthesizes expertise and creativity research across music, dance, theater, and science. Supervision: Active in guiding postgraduate students researching creativity, performance, and expertise development. Member of the Creativity and Performance research group.

EMİNE BALCIمشاهده پروفایل

دانشیار

• Learning Disability
• Dyslexia
• Teaching First Reading and Writing
• +۳ مورد دیگر

Assoc. Prof. EMİNE BALCI is an Associate Professor in the Department of Basic Education and Classroom Education at the Faculty of Education, Alanya Alaaddin Keykubat University. She holds a PhD in Classroom Education from Gazi University (2015) and has extensive experience in special education, particularly focusing on learning disabilities, dyslexia, and early literacy development. Her academic roles include serving as Vice Dean and Department Head at her institution. Completed a PhD on 'Evaluation of education programs for dyslexia in the US' (2015) Supervised multiple theses addressing educational challenges like differentiated instruction and fair values teaching Active in curriculum development for Turkish language education in primary schools Her research emphasizes early identification of dyslexia risks, multisensory learning interventions, and teacher training. Recent publications (2023) explore phonological awareness development and creative drama methods for communication skills. Engaged in national workshops for updating Turkish language curricula and textbook reviews. No scientific awards explicitly mentioned. Advisory work includes mentoring 10+ graduate students and participating in over 20 academic conferences. Lab/team involvement includes collaborative projects on educational policy and inclusive teaching methods.