جستجوی استاد راهنمای دانشگاهی

Albert Postmaمشاهده پروفایل

استاد

• Spatial Cognition
• Neuropsychology
• Human Memory
• +۴ مورد دیگر

Prof. Albert Postma is a full professor in Experimental Psychology (Clinical Neuropsychology) at Utrecht University. He holds the chair in Clinical Neuropsychology and has served as department head of Experimental Psychology (2010–2017) and later as head of the Psychology Department (FSW, UU). His research focuses on spatial cognition, memory disorders, and sensory impairments, with notable contributions to understanding spatial navigation in neurological patients and the neurocognitive basis of spatial memory. Education: PhD in Psychology (1991, University of Nijmegen). Affiliations: Director of the Memory & Space Lab; Head of Research Committee at Korsakov Centrum Slingedael; Editorial roles in Cognitive Processing and Acta Psychologica . Research Interests: Spatial cognition, neuropsychology of memory (episodic, prospective), sensory deprivation effects (blindness/deafness), and neuroimaging studies of spatial processing. Key projects include EU-funded studies on spatial memory and the NWO Pioneer grant on spatial cognition development. Grants & Awards: Multiple EU Marie Curie grants, NWO Pioneer Grant (2000–2007), and coordination of the EU NEST Fp6 program on spatial orientation. His work emphasizes translational research in clinical settings, such as Korsakoff syndrome interventions. Labs & Teams: Leads the Memory & Space Lab, collaborating internationally on spatial cognition and neurological rehabilitation. Active in multidisciplinary initiatives like the Dynamics of Youth (DoY) research theme.

Gabrielle Hodgeمشاهده پروفایل

مدرس ارشد

• Sociolinguistics
• Sign Language Linguistics
• Multimodal Communication
• +۷ مورد دیگر

Gabrielle Hodge is a Senior Lecturer in Sign Language Linguistics at the University of Edinburgh's School of Philosophy, Psychology and Language Sciences. A deaf researcher, she specializes in sociolinguistics related to deaf communities, sign languages, and multimodal communication. Her work incorporates corpus linguistics, applied linguistics, and semiotics methodologies. Education: PhD in Linguistics (Macquarie University, 2014), BA (Hons) in Linguistics (La Trobe University, 2008). Teaching includes undergraduate and postgraduate courses in sign language linguistics and sociolinguistics. She chairs the University BSL Plan Implementation Group (2024-2030) and actively supervises PhD and MSc students in deaf community research. Research focuses on accessibility, sign language corpus methods, and inclusive language theory. Notable projects include the Accessibility & Inclusion Toolkit for deaf Australians and Signing to Know & Survive , exploring deaf communication resilience. She develops training for educators and interpreters, emphasizing direct access without relay systems. Key contributions include advancing corpus-driven sign language research, analyzing deaf professionals' trust in interpreters, and creating climate change resilience resources in Auslan. Her work challenges traditional linguistic frameworks to better incorporate deaf perspectives and embodied communication practices.

Diane Carrمشاهده پروفایل

استاد

• Media Studies
• Cultural Studies
• Digital Games
• +۴ مورد دیگر

Diane Carr is a Professor of Media and Cultural Studies at the Institute of Education, University College London (UCL), where she serves as Director of the Digital Media MA Programme. Based in the Culture, Communication & Media department, Carr is an established scholar in game studies, media studies, and critical disability studies. Her work bridges academic research with practical applications in digital media education. Carr's research focuses on media studies and cultural studies perspectives on digital games and players, with particular emphasis on critical analysis, methodology, representation, and screen studies. During 2024-25, her research follows two key themes: developing ludic autoethnography to articulate real-world experiences of discrimination, and examining complicity with big tech, datafication, and AI in games and education. Her work consistently explores the intersection of disability studies with game studies, challenging normative representations of ability in digital spaces. Carr's publications reveal a sustained engagement with disability representation in games, particularly through analyses of titles like Dead Space and Deus Ex. Her research demonstrates how games function as cultural texts that both reflect and shape societal attitudes toward disability, ability, and bodily difference. She employs textual analysis and autoethnographic approaches to examine how games construct notions of normalcy and deviance. UCL Widening Participation community of practice awards (2022) ONE UCL Award for collegiality, 'Ways of Working/Working Together' (2021) UKLA Postgraduate Research Prize (2015) Carr has supervised numerous PhD students including Danielle Kleinerman (in progress), Angeliki Symeonidi (2020), Bruno de Paula (2019), and Angela Colvert (2015). Her research funding includes significant projects like 'Disability and Community: Dis/engagement, Dis/enfranchisement, Dis/parity and Dissent' (2016-2021) funded by the AHRC, 'Alternative Futures: Disability and Community' (2014-2015), and 'Digital Games: Representations of disability' (2013-2014). She has also led projects on AI education using science fiction and virtual worlds in higher education. As Director of the Digital Media MA Programme, Carr leads initiatives that connect game studies with critical media education. Her teaching includes research design and game studies on the MA Digital Media Critical Studies program. Notably, Carr is deaf, bringing lived experience to her critical disability studies work while actively contributing to academic discourse on accessibility and representation in digital spaces.

• Architectural History
• Disability Studies in Architecture
• Deafness and Spatial Design
• +۴ مورد دیگر

Nina Vollenbroker serves as Associate Professor of Architecture and Director of the Architectural Design PhD programme at University College London's Bartlett School of Architecture. A registered architect in the UK (ARB) and Germany (Architektenkammer NRW), she also acts as editor for Architectural Research Quarterly since 2020 and serves on the Society of Architectural Historians’ advisory committee on accessibility. Her educational background includes a PhD in Architectural History from UCL, along with multiple UCL degrees: Master of Architecture (2005), Certificate (2004), Master of Science (2002), Diploma (2001), and Bachelor of Architecture from Oxford Brookes University (1997). Vollenbroker's research centers on the intersection of deafness, disability, and architectural design, challenging normative spatial paradigms through historical and contemporary lenses. Her current Paul Mellon Centre-funded project "Hide and Speak" examines the first purpose-built deaf schools in 19th-century Britain, revealing how architecture actively shaped cultural understandings of deafness. She extends this work through "Deafening Architectural Modernism," which re-evaluates Adolf Loos's contributions through the lens of his hearing loss, demonstrating how sensory experience fundamentally informs spatial design. Her broader research encompasses migration studies, gendered domestic spaces, and critical examinations of architectural exclusion. Her recent publications span architectural history, disability studies, and material culture, with significant contributions to edited volumes on deafness in architecture (University of Illinois Press, 2025), mobile home-making (Brill, 2025), and the American West (Routledge, 2025). These works consistently demonstrate her methodological approach of centering marginalized perspectives within architectural discourse. Wilhelm Award from Pioneer America Society for outstanding research in material cultures studies Paul Mellon Centre Mid-Career Fellowship Royal Institute of British Architects Research Award British Academy Research Fund Award Vollenbroker supervises doctoral students in architectural design while securing major research funding from bodies including the Arts and Humanities Research Council, British Academy, and Royal Institute of British Architects. Her international collaborations include work with the Lebanese NGO Biladi on migration studies and knowledge-exchange programs funded by The Council for British Research in the Levant. She regularly convenes major conference sessions, including at the Society of Architectural Historians and Architectural Humanities Research Association conferences, and presents at institutions worldwide including Columbia University, Yale University, and Heidelberg University. Her research group actively engages with disability advocacy organizations and architectural practitioners to translate historical insights into contemporary inclusive design practices, particularly through her editorial work on special journal issues addressing disability and architecture.

• Post-human developmental psychology
• Intersectionality and inequality
• Educational psychology
• +۹ مورد دیگر

Erica Burman is a Professor of Education at the Manchester Institute of Education, University of Manchester. She holds visiting professorships at institutions in South Africa, Brazil, Spain, and Norway, and adjunct roles in Norway. Her research focuses on critical developmental psychology, feminist theory, childhood studies, and intersectionality. She has supervised over 80 doctoral students, many exploring themes like racialization, mental health, and education equity. Her academic career began with a PhD from Sussex University in 1990. She co-founded the Discourse Unit and co-convenes the Manchester Psychoanalytic Matrix and Feminist Theory Network. Her work challenges normalizing practices in mental health and education, emphasizing postcolonial and Frantz Fanon-inspired frameworks. Notable projects include the 'Women Asylum Seekers from Pakistan' study (2005-2008), influencing asylum policies, and research on austerity's impact on families. She has authored over 228 publications including books like Child as Method (2024). Awards include the British Psychological Society's Honorary Fellowship. Research interests span pedagogical practices for sustainability, group analysis, and educational inequalities. She serves on editorial boards of journals like Childhood and Feminism & Psychology .

Adam J. Avivمشاهده پروفایل

دانشیار

• Computer Security
• Cybersecurity
• Privacy
• +۹ مورد دیگر

Adam J. Aviv is an Associate Professor of Computer Science at The George Washington University, leading the George Washington University Usable Security and Privacy Lab (gwusec) . His work focuses on computer security, privacy, and usable security , with a particular emphasis on user behavior, authentication systems, and mobile/web security. University: The George Washington University Academic Rank: Associate Professor Email: aaviv@gwu.edu Research Interests: His research investigates how users interact with security and privacy systems, including studies on: Biometric and mobile authentication Password manager usability Generative AI risk perception Online proctoring and institutional decisions Data breach responses Privacy labels and user trust Recent Publications (2024–2025) span venues like USENIX Security, IEEE S&P, ACM CHI, and PoPETs, covering topics such as: Wearable-based contact tracing in low-resource settings WhatsApp mod security perceptions Password manager issues Privacy label accuracy Grants & Awards: Recipient of the OVPR Research Mentorship Award for his work with students. Currently holds NSF grants for collaborative cybersecurity research and travel funding for Privacy Enhancing Technology Symposium. Teaching: Offers Intro to Usable Security and Privacy (CSCI 4533/6533) in Fall 2025, with students engaging in: Secure messaging studies Interview and survey methodology Full research projects with ethics reports Laboratory: The gwusec lab focuses on user-centered security and privacy research , collaborating with institutions like Tel Aviv University and University of Haifa.

Sarah Eblingمشاهده پروفایل

استاد

• Computational Linguistics
• Assistive Technologies
• Sign Language Technologies
• +۷ مورد دیگر

Sarah Ebling is a Full Professor of Language, Technology and Accessibility at the University of Zurich's Faculty of Arts and Social Sciences. She leads the Language, Technology and Accessibility research group within the Institute for Computational Linguistics. Her work focuses on computational linguistics applications for assistive technologies targeting disabilities such as hearing impairments, visual impairments, and cognitive disorders. Key areas include sign language technologies, automatic text simplification, and audio description systems. She directs the large-scale Swiss innovation project 'Inclusive Information and Communication Technologies' (2022-2026, CHF12 million budget) and collaborates on EU H2020 and SNSF Sinergia projects. Education: Holds a doctoral degree (summa cum laude, 2016) from the University of Zurich with research on automatic translation to Swiss German Sign Language. Completed studies in German Linguistics, Computational Linguistics, and English Linguistics at Universities of Zurich and Heidelberg, with research stays in Dublin, Chicago, and Rochester. Research emphasizes multimodal accessibility solutions, including sign language fluency assessment, gesture-based interaction, and AI-driven text adaptation. Current projects explore audio description translation systems (SwissADT), sign language corpus development (SwissSLi), and digital tools for comprehensibility assessment in simplified texts. Her work bridges computational linguistics with ethical considerations in assistive technology deployment. Grants and Leadership: Principal Investigator on major accessibility-focused grants, including the CHF12M Swiss innovation project. Supervises PhD candidates in areas like sign language assessment tools and text simplification algorithms. Active in international collaborations, publishing extensively in computational linguistics and accessibility journals/conferences. Technology Development: Created the 'DigiSpon' benchmark for language sample analysis and developed open-source tools for sign language translation baselines. Her team's innovations include the SignCLIP model connecting text and sign language via contrastive learning, and pose estimation frameworks for sign language recognition.

Aleksandar Mihajlovicمشاهده پروفایل

پژوهشگر

• Visual Communication
• Graphic Design
• Digital Marketing
• +۵ مورد دیگر

Aleksandar Mihajlovic is a researcher and Art Director at Singidunum University, Serbia. With a doctoral degree in Contemporary Business Decision-Making (2022), a master's in Business Economics (2014), and a bachelor's in Computer Graphics and Design (2008), he combines academic rigor with creative leadership in the university's marketing strategy. Doctoral studies: Contemporary Business Decision-Making, Singidunum University (2022) Master studies: Business Economics, Singidunum University (2008–2014) Undergraduate: Computer Graphics and Design, Faculty of Informatics and Management (2005–2008) High school: Robotics and Flexible Production Systems Technician, Polytechnic Academy (1995–1999) His research spans visual communication , digital marketing , and artificial intelligence applications in creative industries. Key contributions include Co-authoring 11 academic papers (2015–2025) on topics like Instagram ad effectiveness, techno-feudalism, and responsive logo design. Developing the scientific research portal 'Singipedia' and international magazine 'SingiLogos'. Participating in 7 global projects including Erasmus+ and TEMPUS initiatives. His scientific awards include the JISA Discobolos Special Award (2010), IT Globus Award (2010), and Grafima Fair Special Award (2025). He serves on the organizing committee for conferences like Sinteza and Sitcon , and has judged marketing competitions while volunteering for NGOs like the City Organization of the Deaf of Belgrade.

Liv T. Davilaمشاهده پروفایل

دانشیار

• Multilingualism and identity
• Immigrant and refugee education
• Language and literacy development
• +۷ مورد دیگر

Liv T. Davila is an Associate Professor at the University of Illinois at Urbana-Champaign, with appointments across the College of Education, Center for Global Studies, and European Union Center. Her research focuses on language learning, identity formation, and equity for immigrant and refugee students, particularly in K-12 settings. Education: PhD in Education (University of North Carolina at Chapel Hill), MEd in TESL (University of North Carolina at Charlotte), MA in Comparative Education (University of Minnesota), BA in Anthropology/French (Grinnell College) Her work employs qualitative methods, including ethnography and discourse analysis, to examine multilingual learners’ experiences, teacher education practices, and global migration’s impact on schools. She has received the Outstanding Graduate Teaching Award (2020) and led research on language access during the pandemic. Recent publications highlight co-teaching dynamics, refugee youth resilience, and translanguaging in preschools. She advocates for pedagogies that affirm students’ identities through home languages and multicultural approaches. Scientific Awards: Outstanding Graduate Teaching Award, College of Education (2020)

Kelly Fagan Robinsonمشاهده پروفایل

استادیار

• Medical Anthropology
• Disability Studies
• Communication Theory
• +۶ مورد دیگر

Dr. Kelly Fagan Robinson is an Assistant Professor in Medical Anthropology at the University of Cambridge, affiliated with Clare Hall and the Department of Social Anthropology. Her research examines how social relations, communication practices, and institutional structures create epistemic dissonances that marginalize individuals categorized as disabled, autistic, or migrants. University of Cambridge Clare Hall Department of Social Anthropology Early Cancer Research Institute Her work spans medical anthropology, disability studies, and policy analysis, focusing on the material ecologies of policy failures, communication inequalities in cancer research, and multimodal methodologies rooted in Deaf values. She lectures on non-normal ways of being, multimodal attention techniques, and communication differences. Research Projects: Elusive Risks, Communication Faultlines, Shared Risk - ACED Teaching: Multimodal Communication, Epistemic Justice, Deaf-Centered Methodologies Dr. Robinson holds an NVQ 6 in British Sign Language, emphasizing practical engagement with Deaf communities. Her publications analyze Deaf epistemologies, translanguaging in performance, and institutional barriers to inclusivity.

Richard J. Senghasمشاهده پروفایل

استاد

• Linguistic anthropology
• Linguistics of signed and spoken languages
• Social anthropology
• +۳ مورد دیگر

Richard J. Senghas is a Professor of Anthropology at Sonoma State University . His work bridges linguistic anthropology and Deaf studies , focusing on the evolution of Nicaraguan Sign Language (ISN) and sociocultural dynamics in intentional communities. Education BA, University of Massachusetts (Amherst), 1978 MA, University of Rochester, 1994 PhD, University of Rochester, 1997 His research examines how language emergence intersects with identity formation , community development , and political factors . He has published extensively on ISN’s development, sociolinguistic variation in sign languages, and cybernetic models of language change. Key publications include works in The Routledge Handbook of Linguistic Anthropology (2017), Annual Review of Anthropology (2002), and edited volumes on Deaf communities. His 2017 chapter explores communicative practices in sign languages, while older works analyze ISN’s birth and sociolinguistic diversity in ASL. Scientific Awards Edward Sapir Book Prize, Society for Linguistic Anthropology (2001) As a California State University Academic Senate representative, he advocates for academic governance. Collaboratively, he works with his sister Ann Senghas (Barnard College) and other scholars like Judy Pyers and Lorraine Monaghan .

• Developmental Psychology
• Early Childhood Education
• Emotion Understanding
• +۵ مورد دیگر

Professor Marc de Rosnay is a faculty member at the School of Psychology , University of Wollongong, where he serves as Academic Director . He holds a D.Phil. in Developmental Psychology from Oxford University and has dedicated his career to understanding emotional and moral development in early childhood. Education : D.Phil. in Developmental Psychology, Oxford University (2002) His research explores how young children understand emotions, the interplay between emotion knowledge and their experiences, and the role of self-regulation and theory of mind in developmental outcomes. He has published extensively on topics including empathy, motor skill interventions, and educational quality assessment. Recent publications highlight his work on empathy and peer relationships, fine motor assessment tools, and educational leadership interventions. His grants focus on early childhood assessment, allied health pathways, and community-based interventions in vulnerable Australian populations. Scientific Awards : College Fellowship (Churchill College, University of Cambridge), Australian Research Council (ARC) Postdoctoral Fellowship He supervises PhD students in areas such as borderline personality disorder, moral motivation, and autism spectrum disorder interventions. He also contributes to policy through advisory roles with the NSW Department of Education and the Australian Government Department of Education and Training.

Katherine E. Lewisمشاهده پروفایل

دانشیار

• Mathematics Learning Disabilities
• Dyscalculia
• Accessibility in Mathematics Education
• +۷ مورد دیگر

Katherine E. Lewis is an Associate Professor in the College of Education at the University of Washington, specializing in Special Education with a focus on high-incidence disabilities teacher education (SPED-TEP) within the Learning Sciences & Human Development area. She holds a Ph.D. and M.A. in Education from the University of California, Berkeley, an M.Sc. in Multimedia Systems from Trinity College, Dublin, and a B.A. in Psychology from the University of Notre Dame. Dr. Lewis's research fundamentally centers on designing accessible educational contexts, particularly for students with disabilities. Her primary research line focuses on students with mathematics learning disabilities (dyscalculia), where she rejects the deficit model in favor of a disability studies approach. She believes individuals are disabled not by neurological differences but by inaccessible spaces and contexts. Her work identifies how students with mathematics learning disabilities develop unconventional understandings of mathematical representations and compensatory strategies to gain access. Her second research line involves designing educational supports for foster and adoptive parents, including the resource website foster-edu.com. A third emerging area examines how American Sign Language can support Deaf students' understanding of mathematics concepts. Her publications reveal a consistent theme of bridging mathematics education and special education, challenging traditional deficit perspectives on learning disabilities. Her work emphasizes designing accessible instruction through detailed analysis of students' unconventional mathematical reasoning rather than attempting to remediate perceived cognitive deficits. She has developed innovative research methods, including clinical interviews and video analysis of one-on-one tutoring sessions, to document students' unique approaches to mathematics. Linking Research and Practice Outstanding Publication Award from the National Council of Teachers of Mathematics, 2018 National Academy of Education - Spencer Postdoctoral Fellow, 2015 Early Career Publication Award of the Special Interest Group on Research in Mathematics, 2015 Spencer Dissertation Fellowship, 2010 Dr. Lewis has created research-recaps to make her work accessible, including visual summaries and videos explaining her reconceptualization of mathematical learning disabilities as differences rather than deficits. She also maintains the research website klewismath.com and the resource site foster-edu.com for foster and adoptive parents. Her personal experience with dyslexia informs her conceptualization of learning disabilities as cognitive differences rather than irreconcilable deficits, driving her commitment to designing accessible educational contexts.

Looi van Kesselمشاهده پروفایل

استادیار

• LGBTQIA+ Literature
• Gender Studies
• American Studies
• +۶ مورد دیگر

Looi van Kessel serves as Assistant Professor in Literary Studies and Gender Studies at Leiden University, affiliated with the Leiden University Centre for the Arts in Society (LUCAS) and the Department of Film and Literary Studies. He coordinates the minor program 'Gender and Sexuality in Society and Culture' and chairs both the Curriculum Committee and the Leiden University LGBT+ Network, where he advocates for equal treatment of LGBTQIA+ staff and students. Van Kessel completed his PhD in 2019 with a dissertation examining melodrama and sexual identity in the works of American author James Purdy. His academic trajectory demonstrates a commitment to exploring literature's role in shaping and challenging societal understandings of gender and sexuality across different historical periods. His research spans three interconnected domains: LGBTQIA+ literary analysis focusing on authors James Purdy and Louis Couperus; AIDS epidemic literature examining how writing from this period functions as pedagogy for future generations; and contemporary drag culture analysis, particularly in response to rising anti-drag sentiment across Europe. His work consistently explores how literature creates space for alternative sexual identities and challenges rigid categorizations of gender and sexuality. As an educator committed to inclusive practices, Van Kessel researches democratizing pedagogies that recognize diverse student backgrounds and learning needs. He co-leads a project assessing the Film and Literary Studies curriculum at Leiden University to develop more inclusive teaching approaches that address not just course materials but also workload, teaching methods, and assessment formats. Van Kessel holds significant editorial positions as co-chief editor for Tijdschrift voor Genderstudies (Dutch Journal for Gender Studies) and editorial board member for Arabesken, the journal of the Louis Couperus Society. His public engagement includes regular contributions to media discussions on LGBTQIA+ issues, addressing topics from substance abuse in queer communities to the political challenges facing drag performers. His recent work demonstrates how academic research can directly inform contemporary social debates and policy discussions regarding LGBTQIA+ rights and representation.

Liv T. Dávilaمشاهده پروفایل

دانشیار

• Multilingualism
• Educational Equity
• Immigrant and Refugee Education
• +۳ مورد دیگر

Liv T. Dávila is an Associate Professor at the University of Illinois, holding affiliations in Education Policy, Organization and Leadership; Center for the Study of Global Gender Equity; Biomedical and Translational Sciences; and Center for Global Studies. She received her Ph.D. in Education from the University of North Carolina at Chapel Hill (2010), M.Ed. in Teaching English as a Second Language from UNC Charlotte (2005), MA in Comparative Education from the University of Minnesota (2000), and BA in Anthropology and French from Grinnell College (1996). Her research focuses on multilingualism, educational equity, and qualitative methodologies. Key areas include immigrant/refugee learners' identities, language access in schools and medical contexts, and sociocultural intersections of race, gender, and class. She employs ethnographic and sensory methods to study marginalized communities. Recent work explores co-teaching dynamics in Hong Kong preschools, language access during the pandemic, and Congolese immigrant parental perspectives. She has been honored with the 2020 Outstanding Graduate Teaching Award from the College of Education. Research leadership: Co-Director of Graduate Studies in Education Policy Professional service: Chair of the Second Language Research SIG (2021-2023)