جست‌وجوی استاد و پژوهشگر

Kenneth Haggertyمشاهده پروفایل

دانشیار

• Library and Information Science
• Digital Initiatives
• Open Access Publishing
• +۴ مورد دیگر

Dr. Kenneth Haggerty is Associate Dean for Innovation and Scholarly Engagement and Associate Professor at the University of Memphis Libraries. He provides leadership for institutional repositories, open access journal publishing, open educational resources, strategic planning, and digital initiatives. His administrative responsibilities include oversight of the Digital Commons platform and scholarly engagement programs. Education includes: Ph.D. in Information Science & Learning Technologies, University of Missouri (2016) M.L.I.S. in Library & Information Science, University of Alabama (2011) B.A. in History, Rhodes College (2009) Research focuses on transformative approaches in library science, including digital resource integration, open educational models, information literacy pedagogy, and usability of library systems. His work critically examines how libraries adapt to technological change while maintaining core educational values. Publications demonstrate consistent focus on digital innovation in academic libraries, with recurring themes in open access publishing (21% of works), information literacy instruction (29%), and usability/digital interface design (21%). Recent scholarship shows increased emphasis on institutional repository management and open educational resources.

Shawn Alborzمشاهده پروفایل

استاد آموزشی

• Management Information Systems
• IT Outsourcing
• Talent Management
• +۳ مورد دیگر

Shawn Alborz serves as a Professor of Instruction in the Management Department at the Naveen Jindal School of Management, University of Texas at Dallas, bringing extensive industry experience and scholarly expertise to his academic role. His educational credentials include: PhD in Management Information System, University of Melbourne (2010) EMBA in Business Administration, Peperdine University (2001) BS in Information Systems Management, University of San Francisco (1999) Dr. Alborz's research examines critical intersections between information technology and organizational dynamics, with primary focus areas in Management Information Systems, IT Outsourcing, Talent Management, Agile Practices, Learning Organizations, and Cross-Cultural Management. His work consistently investigates how relationship quality, cultural contexts, and management practices impact project outcomes and organizational effectiveness, bridging theoretical frameworks with practical industry applications. Analysis of his 15 most recent publications reveals an evolving research trajectory from foundational IT outsourcing studies (2003-2007) toward contemporary explorations of agile methodologies, talent definition frameworks, and cross-cultural dynamics in global business environments (2016-2024), demonstrating sustained scholarly contribution across multiple disciplines. His scholarly recognition includes: Best Paper award at the International Academy of Business and Public Administration Disciplines Conference (2016) With over 15 years of professional experience including senior roles at HP (1989-2008) as Senior Program Manager and various leadership positions, Dr. Alborz integrates real-world insights into his academic work. His industry background spans IT strategy development, relationship management, outsourcing, and leadership development, informing his research on practical organizational challenges. While specific grant details aren't provided, his publications in Engineering Management Journal, International Journal of Management, and IBIMA proceedings demonstrate rigorous scholarly output. No dedicated research labs or specialized teams are referenced in the available information.

• Information Visualization
• Visual Analytics
• Human-Computer Interaction
• +۸ مورد دیگر

Paolo Buono is Associate Professor at the Department of Computer Science, University of Bari Aldo Moro, Italy. He holds a PhD in Computer Science with specialization in Visual Data Analysis. His research focuses on Information Visualization, Visual Analytics, Human-Computer Interaction, and Mobile Applications. Co-founder and CEO of LARE (2010), a university spinoff providing real-time surgical support through audio-video telestration Member (since 2002) and computer science coordinator at METEA Research Center for environmental protection Visiting scientist at AVIZ (France), University of Maryland (USA), and Fraunhofer IPSI (Germany) His work spans multiple application domains including: Cultural Heritage through interactive exploration systems Healthcare with smart therapeutic devices Environmental Monitoring via CET system IoT-based Smart Interactive Experiences He has contributed to: Dynamic hypergraph visualization techniques End-User Development frameworks (EUDroid) Usability evaluation methodologies Mobile health applications As project leader, he has coordinated: EU-funded VisMaster Coordination Action (2008-2010) Italian Ministry-funded LOGIN project (2014-2015) Apulia Region environmental projects His professional engagements include: Co-chair roles at INTERACT, AVI, IS-EUD conferences Program committee participation in VIS series and HCI conferences Member of ACM, IEEE, and SIGCHI Italy

• Feminist Pedagogy
• Critical Pedagogy
• Open Education
• +۳ مورد دیگر

Dr. Suzan Koseoglu is a Lecturer in Higher Education Teaching and Learning at the University of Greenwich , affiliated with the Information and Library Services Directorate . Previously, she held similar roles at Goldsmiths, University of London, and the University of Minnesota, where she earned her PhD in Learning Technologies, Curriculum and Instruction. Her teaching focuses on postgraduate courses in higher education pedagogy for academic staff and students, emphasizing feminist and critical pedagogical approaches. Her research explores feminist pedagogy, critical pedagogy, and open education. Notable works include Critical digital pedagogy in Higher Education (Athabasca University Press), 30 Years of Gender Inequality (JIME), and Access as Pedagogy (AJDE). A recent manuscript on rhizomatic pedagogy is under preparation for an edited book on rhizomatic learning. Suzan’s academic journey and upbringing in Turkey inform her belief that education should cultivate holistic development and social awareness, challenging systemic inequities. She critiques formal education’s role in perpetuating hierarchy and advocates for pedagogical approaches that foster critical thinking and civic engagement.

Maya Gunawardenaمشاهده پروفایل

دانشیار

• Teacher Education
• Applied Linguistics
• TESOL
• +۷ مورد دیگر

Dr. Maya Gunawardena is an Associate Professor and Program Director for TESOL Bruce and Online at the University of Canberra's Faculty of Education. Her expertise spans curriculum design, pedagogy, and TESOL, with a focus on empowering teachers through learning sciences. Education: PhD in Education, University of Canberra (2011) Masters in Applied Linguistics, Lancaster University (2005) Masters in Linguistics, University of Kelaniya (2001) Research Interests: Personalized learning, teacher education, applied linguistics, literacy teaching, and critical thinking development. Her work emphasizes scaffolding higher-order thinking and evidence-based pedagogical practices. Recent Trends in Publications: Focuses on personalized learning complexity, mentorship frameworks, and ICT integration in Indigenous education. Recent work highlights barriers in online learning and pedagogical storytelling's role in social-emotional development. Grants & Projects: CACSTEP Project (2024–2026): Personalized learning interventions for school leaders ASRP Project (2021–2023): Student-centered learning experiences Labs/Teams: Engaged in collaborative projects with institutions like UNSW Canberra and international partners, focusing on teacher education and cross-cultural pedagogy.

• Educational Technology
• Digital Pedagogy
• Teacher Education
• +۳ مورد دیگر

Dr. Enda Donlon is an Associate Professor at Dublin City University's School of STEM Education, Innovation & Global Studies, part of the DCU Institute of Education. He specializes in ICT integration in education, digital technologies for teacher training, and AI in education. As APF leader for the AI and Emerging Technologies strand of DCU's Doctor of Education Programme, he drives innovation in educational technology. His professional roles include former presidency of the Educational Studies Association of Ireland (ESAI) and governance roles in European educational research bodies like EERA. Research interests focus on digital pedagogy, teacher professional development, and the ethical implications of emerging technologies in education. He has received prestigious awards including the DCU President’s Award for Innovation (2014) and Excellence in Teaching (2021 team award). Enda contributes to academic governance through editorial roles in journals like International Journal of Educational Technology in Higher Education and Irish Educational Studies . His work bridges theory and practice, exploring topics such as cybersecurity professionals’ learning needs, pandemic-era academic collaboration, and AI’s role in reshaping educational landscapes. Ongoing projects include frameworks for computational thinking education and virtual/augmented reality applications in teacher training.

Amy O'Connorمشاهده پروفایل

دانشیار

• Corporate Social Responsibility (CSR)
• Public Relations
• Corporate Communication
• +۵ مورد دیگر

Amy O'Connor is an Associate Professor of Strategic Communication at the Hubbard School of Journalism & Mass Communication, University of Minnesota. Her research centers on corporate social responsibility (CSR) communication, stakeholder engagement, and corporate-community relationships, particularly in extraction industries. She authored The Mine Next Door and edited the award-winning Routledge Handbook on Corporate Social Responsibility Communication (2022). Her teaching emphasizes collaborative learning, critical thinking, and community engagement. Ph.D., Purdue University (Communication) M.A., Western Michigan University (Organizational Communication) B.A., Washington State University (Mass Communication/Advertising) Research interests include CSR communication, institutionalization of CSR, stakeholder expectations, and ethnographic studies in mining communities. Recent work explores CSR in polarized and digital environments, corporate-nonprofit partnerships, and the interplay between location and CSR practices. Key article trends highlight CSR communication challenges in polarized societies, digitalization impacts, mining industry dynamics, and stakeholder behavioral intentions. Her 2025 study on SPIRIT in clinical trials bridges health communication and ethical research practices. University Honors Program Fellow (2024-2025) Recognized as most popular and influential CSR scholar (2020 bibliometric analysis) Award-winning editor of Routledge Handbook on CSR Communication (2022) Amy mentors students through the Dean's First-Year Research and Creative Scholar (DFRACS) program and supervises UROP participants. Her work integrates academic rigor with practical CSR solutions, reflecting the University of Minnesota's land grant mission.

Carmen Gilliesمشاهده پروفایل

استادیار

• Critical Race Theory
• Anti-Racist Education
• Indigenous Education
• +۴ مورد دیگر

Dr. Carmen Gillies is a Métis and multi-racial (Norwegian and Chinese Canadian) scholar serving as an Assistant Professor in the Department of Educational Foundations at the University of Saskatchewan's College of Education. Her work focuses on critical race theory, anti-racist pedagogy, and Métis-informed education. She holds a PhD (2018) and M.Ed. (2007) from the University of Saskatchewan, alongside undergraduate degrees in Indigenous Studies (2002) and Education (1997). Dr. Gillies' research examines racialization in K-12 education systems, anti-racist mentorship, and the intersection of Métis identity with anti-colonial praxis. She leads projects such as the Anti-Racist Education Mentorship (AEM) Project and has secured grants from SSHRC and the Saskatchewan Teachers' Federation. Her teaching spans foundational education courses to specialized graduate seminars on critical race theory and land-based pedagogy. Her professional service includes roles with Indigenous teacher education programs (ITEP/SUNTEP), the Aboriginal Education Research Centre, and anti-racism initiatives like the Student Teachers' Anti-Racism Society (STARS). She delivers anti-racism professional development in Saskatoon schools and collaborates with educators to reimagine racially just schooling.

Todd Chernerمشاهده پروفایل

استاد

• Digital Literacy
• Educational Technology (EdTech)
• Design Thinking
• +۳ مورد دیگر

Dr. Todd Cherner is a Professor in the Curriculum and Instruction Department at the UNC School of Education , University of North Carolina at Chapel Hill. With a career spanning K-12 teaching and higher education, he focuses on leveraging technology to promote equity and critical literacy. He holds a B.S. (2004) from the University of Central Florida, M.Ed. (2008) from Clemson University, and Ph.D. (2012) from the University of Tennessee. His research examines how implicit biases manifest in educational technologies and explores equitable technology integration strategies. Key areas include critical media literacy, AI ethics in education, and bridging the gap between extended reality (XR) tools and classroom practice. He has been honored with the University Teaching Awards (2022-23) for his innovative approaches. Recent work emphasizes generative AI frameworks for educators, AI literacy in teacher preparation, and immersive learning through XR. His scholarship spans over two decades, with publications in journals like Contemporary Issues in Technology and Teacher Education and International Journal of Multicultural Education . Cherner collaborates with educators to design inclusive instructional technologies and advocates for systemic reforms addressing privatized funding in education. His lab focuses on creating accessible tools that empower both teachers and students through technology.

Jemilia S. Davisمشاهده پروفایل

پژوهشگر

• Campus Climate
• Equity
• Postsecondary Student Success
• +۳ مورد دیگر

Dr. Jemilia S. Davis is an academic and researcher at the University of North Carolina at Chapel Hill's School of Education, directing the Human and Organizational Leadership Development (HOLD) undergraduate program. She focuses on leadership development, equity, and student success through qualitative research and practical initiatives. Prior roles include Director for Strategic Initiatives and External Relations at the Belk Center for Community College Leadership and Research, and academic advising leadership at the University of North Carolina Wilmington. Education: Ph.D. 2019 – North Carolina State University, Educational Leadership, Policy and Human Development M.Ed. 2009 – University of Georgia, College Student Affairs Administration B.S. 2006 – University of Miami, Elementary Education and Biology with a Leadership Studies minor Research Interests: Dr. Davis examines senior leadership roles in higher education, focusing on executive leaders' influence on equitable outcomes for marginalized groups. She employs critical case study methods to explore leadership practices and policies promoting student success, particularly for students of color. Her work bridges organizational theory and practical strategies to enhance campus climate and institutional equity. Key Contributions: Her research highlights community college strategic plans, campus climate improvements, and leadership practices. She received the Provost’s 2025-26 ELEVATE Fixed-Term Faculty Development Award for her scholarly impact. Dr. Davis also advises students and collaborates on grants and partnerships to advance educational equity. Labs/Teams: Her work is closely tied to the Belk Center for Community College Leadership and Research, emphasizing strategic initiatives and leadership development in higher education.

Teresa Strong-Wilsonمشاهده پروفایل

دانشیار

• Curriculum Studies
• Early Childhood Education
• Children's Literature
• +۴ مورد دیگر

Dr. Teresa Strong-Wilson is an Associate Professor in the Department of Integrated Studies in Education (DISE) at McGill University. Her work focuses on curriculum studies, early childhood education, and social justice pedagogy. She holds a PhD from the University of Victoria and degrees from McGill and the University of Calgary. Her research explores teachers' engagement with stories and counter-stories to foster ethical and socially just education. Key areas include childhood memory, Indigenous education, and the use of literature in fostering critical consciousness. Education: PhD, University of Victoria, Canada MA, University of Victoria, Canada Dip Ed, McGill University, Canada BA (English Literature), McGill University, Canada BA (Political Science), University of Calgary, Canada Dr. Strong-Wilson's research investigates intersections between curriculum, autobiography/currere, and social justice. Recent work examines how teachers navigate dark times (e.g., pandemics, political crises) through pedagogical innovation. Her publications include monographs on ethical self-encounters and edited volumes on discomfort pedagogies and post-colonial texts. Awards: 2023 Ted T. Aoki Award for Distinguished Service Active in graduate supervision, she currently accepts new Masters and PhD students. Her work intersects with memory studies, children's literature, and Indigenous educational frameworks. She has contributed to policy discussions on teacher education reform and classroom-based social justice initiatives.

Yafrainy Familiaمشاهده پروفایل

پژوهشگر

• 20th-21st Century Caribbean Arts & Cultures
• Afro-diasporic and Latinx Studies
• Black and Brown Feminist Geographies
• +۳ مورد دیگر

Yafrainy Familia is a PhD Candidate and Researcher at the University of Virginia, affiliated with the Department of Spanish, Italian and Portuguese. She holds a Solidarity Fellowship in the Diaspora Solidarities Lab and is an Interdisciplinary Doctoral Fellow in Caribbean Literatures, Arts, and Cultures. Her research bridges visual, literary, and spatial analysis with community-engaged practices, focusing on Caribbean art, gender, and spatial politics. Education: Ph.D. in Spanish (2025), University of Virginia M.A. in Spanish (2022), University of Virginia Graduate Certificate in Women, Gender and Sexuality Studies M.A. in Creative Writing (2016), Pompeu Fabra University B.S. in Psychology (2015), Carlos Albizu University A.S. in Social Sciences (2013), Essex County College Research Interests: Familia’s work examines how Caribbean women and queer artists reimagine spatial freedom through visual art, photography, and oral histories. Her dissertation, "Sites of Freedom: Caribbean Art, Gender and the Politics of Space," deconstructs colonial cartographies and explores radical geographic imaginaries. She centers Black and brown feminist geographies, decolonial theory, and visual culture studies. Grants & Awards: Andrew W. Mellon Foundation Higher Learning Grant (2023–present) Dean’s Diversity Doctoral Fellowship (2020–present) Del Greco Annual Essay Prize (2021) B.S. in Psychology Distinguished Student Medal (2015) Teaching & Service: Familia has taught courses on Spanish language and culture at UVA since 2021. She co-chaired panels on transnational feminisms and serves on UVA’s Graduate Diversity, Equity, and Inclusion Committee. Her professional development includes workshops on op-ed writing and teaching pedagogy.

• Movement Ecology
• Evolutionary Biology
• Habitat Fragmentation
• +۶ مورد دیگر

Dr. Monique de Jager is a postdoctoral researcher at Utrecht University's Quantitative Biodiversity Dynamics (QBD) Group and holds guest researcher positions at the Ecology & Biodiversity Group (E&B) at Utrecht University and the Animal Ecology Group at the Netherlands Institute of Ecology (NIOO-KNAW). Her research focuses on eco-evolutionary dynamics, spatial modeling of movement strategies in plants and animals, and biodiversity conservation. She specializes in using computational models, including deep learning, to address ecological challenges such as habitat fragmentation and biodiversity loss. Education: PhD in Eco-evolutionary Feedbacks in Self-organized Ecosystems from the University of Groningen (2015). Research Interests: Movement ecology, evolutionary biology, spatial ecology, seed dispersal mechanisms, and the application of individual-based models to ecological systems. Her work bridges theoretical and applied ecology, addressing questions related to species dispersal, habitat connectivity, and conservation strategies. Recent Trends in Articles: Dr. de Jager's recent work explores critical transitions in dispersal strategies due to habitat fragmentation, optimal management practices for mitigating goose-related agricultural damage, and the role of spatial self-organization in mussel bed ecosystems. Her studies often integrate computational modeling with empirical data to predict ecological outcomes under environmental changes. Awards: Best-publication award (2011) for work on Lévy walks in Science. Second-best publication award (2014) for research on superdiffusion in Proceedings B. Collaborations: With Merel Soons on seed dispersal via water in streams. With Marijke van Kuijk on optimizing camera trap data analysis. With Bart Nolet on goose migration modeling. Labs/Teams: Quantitative Biodiversity Dynamics Group (QBD), Ecology & Biodiversity Group (E&B), and Animal Ecology Group (NIOO-KNAW).

Anthony Ladenمشاهده پروفایل

استاد

• Philosophy of Education
• Political Philosophy
• Social Epistemology
• +۳ مورد دیگر

Anthony Laden is a Professor of Philosophy at the University of Illinois Chicago (UIC), affiliated with the Department of Philosophy in the College of Liberal Arts and Sciences. He holds a PhD from Harvard University (1996) and serves as Associate Director of the Center for Ethics and Education, a partnership with the University of Wisconsin-Madison. His research focuses on the philosophy of education, political philosophy, and social epistemology, with particular emphasis on trust dynamics in education, democratic reasoning, and civility in public discourse. Key works include Reasoning: A Social Picture (Oxford, 2012), which explores collective reasoning mechanisms, and the 2024 monograph Networks of Trust , addressing systemic challenges in higher education. His recent scholarship examines the social costs of college, institutional trust-building, and decolonial solidarity frameworks. Laden’s contributions span theoretical analysis and applied ethics, bridging philosophical inquiry with practical educational policy. Professional service includes editorial roles and interdisciplinary collaborations. His academic profile reflects a commitment to bridging theory and practice in ethics, education, and democracy. No specific awards are listed, but his extensive publication record demonstrates sustained scholarly impact. Advising and grant details are not explicitly provided in the source texts. Laden’s affiliation with the Center for Ethics and Education highlights his engagement with applied ethical questions, emphasizing collaborative research across institutions and disciplines.

Lyana Patrickمشاهده پروفایل

استادیار

• Indigenous health and justice
• Urban Indigenous community planning
• Indigenous community health and well-being
• +۱ مورد دیگر

Lyana Patrick is an Assistant Professor and Faculty Teaching Fellow at Simon Fraser University's Faculty of Health Sciences. A member of the Stellat'en First Nation with Acadian/Scottish heritage, she holds a BA and MA from the University of Victoria, a Fulbright Fellowship for Indigenous Documentary Film at the University of Washington, and a PhD in Community and Regional Planning from the University of British Columbia. Her research challenges colonial constructions of planning through Indigenous health justice frameworks, urban community governance, and decolonizing education. She examines intersections between justice systems, addiction services, and planning processes while advancing culturally grounded community health models. Patrick's recent publications focus on structural healthcare barriers during COVID-19, decolonizing planetary health, and Indigenous men's wellness initiatives. She employs community-engaged methodologies that center Indigenous knowledge systems and trauma-informed approaches.