جست‌وجوی استاد و پژوهشگر

Simon Knightمشاهده پروفایل

دانشیار

• Learning Analytics
• Epistemic Cognition
• AI Ethics
• +۴ مورد دیگر

Associate Professor Simon Knight is a member of the University of Technology Sydney Centre for Research on Education in a Digital Society (CREDS), which he founded and directs. He holds the position of Associate Professor at UTS TD School and is a 2023 Australian Research Council Discovery Early Career Research Award (ARC DECRA) Fellow. His academic work spans multiple institutions, including honorary positions at University College London (2023-2026) and previous visiting roles at New York University, UCL, and Cambridge. PhD, The Open University (2012-2015) MA (Philosophy of Education), UCL Institute of Education (2009-2011) MPhil (Educational Research Methods), University of Cambridge (2011-2012) BSc (International Honours, Philosophy and Psychology), University of Leeds (2004-2008) Graduate Certificate in Higher Education Teaching and Learning, UTS (2018-2020) Dr Knight's research focuses on how people learn to navigate uncertainty, disagreement, and evidence in digital environments, with particular attention to the mediating role of technology. His work explores data as evidence, design for learning toward epistemic and ethical reasoning, and the intersection of critical thinking with information problem solving in the age of misinformation and generative AI. He has made significant contributions to the field of learning analytics, particularly in understanding epistemic cognition and its relationship to information seeking behaviors. His recent publication trends reveal a strong focus on AI ethics, critical information navigation, and the development of tools to support students in complex information landscapes. Knight's work increasingly addresses the challenges posed by generative AI in educational contexts, with multiple 2025 publications examining how learners can develop critical thinking skills when interacting with AI systems and navigating conflicting information sources. 2023 Australian Research Council Discovery Early Career Research Award (ARC DECRA) Fellow UTS 2020 Early Career Research Excellence Award UTS 2023 Medal for Excellence in Research and Teaching Integration Multiple UTS teaching awards As Co-Editor in Chief of the Journal of Learning Analytics (2015-2022) and active participant in numerous scholarly conferences, Dr Knight has significantly shaped the learning analytics field. He has secured research funding through his ARC DECRA fellowship and other grants, focusing on how technology can support evidence-based reasoning and critical thinking. His professional activities extend to serving on editorial boards, acting as an ARC Assessor, and contributing to policy development through submissions to government inquiries on digital transformation and civics education. Dr Knight leads the Centre for Research on Education in a Digital Society (CREDS) at UTS, which serves as the primary hub for his research activities. His work involves close collaboration with researchers across disciplines and institutions, including partnerships with UCL Knowledge Lab, KTH Digital Futures, and various Australian universities. The INFO-NAVIGATE project represents a key current initiative, developing tools to support critical thinking in complex information environments.

Carolyn Beckerمشاهده پروفایل

استاد

• Body image
• Eating disorders
• Posttraumatic stress disorder
• +۳ مورد دیگر

Professor Carolyn Becker is a licensed clinical psychologist and faculty member in the Department of Psychology at Trinity University. She specializes in the implementation of scientifically supported interventions in clinical and real-world settings, with a focus on body image, eating disorders, and posttraumatic stress disorder. Dr. Becker earned her B.A. from Swarthmore College, followed by her M.S. and Ph.D. from Rutgers University. Her educational background has provided a strong foundation for her research and clinical work in psychological interventions. Carolyn Becker's research primarily focuses on body image issues, eating disorders, and PTSD, with particular attention to prevention programs and implementation in real-world settings. She has been a leader in the development and dissemination of the Body Project, a cognitive dissonance-based prevention program for eating disorders. Her work extends to understanding the relationship between food insecurity and eating disorder pathology, as well as examining body image concerns across the lifespan, including in older women and athletes. Dr. Becker has pioneered a blended task-shifting/train-the-trainers approach to scaling prevention programs, which has been implemented by over 250 universities in North America. Her recent publications demonstrate a growing focus on the intersection of food insecurity and eating disorders, as well as expanding the application of evidence-based interventions to diverse populations including older women, athletes, and individuals from non-Western cultures. This reflects a trend toward greater attention to health disparities and the adaptation of interventions to meet the needs of specific populations. Dr. Becker has received numerous awards for her teaching and mentorship, including: Z.T. Scott Faculty Fellowship for excellence in teaching and advising (2012) Piper Professor by the Minnie Stevens Piper Foundation for superior teaching (2017) Lawrence H. Cohen Outstanding Mentor Award (2024) Dr. Becker is known for her exceptional mentorship of undergraduate students, with 26 undergraduate research assistants earning co-authorship on publications over the past decade. Her research on eating disorder prevention with female athletes has been funded by the National Institute of Mental Health. She regularly involves Trinity psychology students as research collaborators and teaches courses related to clinical psychology, including Psychopathology, Clinical Psychology, Behavioral Medicine, and a First Year Experience course on Food Matters. Dr. Becker collaborates with researchers across disciplines, including Dr. Keesha Middlemass from Howard University's Department of Political Science, to investigate psychopathology in individuals with food insecurity. Her work with the Body Project has created a global network of implementation sites, demonstrating the scalability and effectiveness of evidence-based prevention approaches.

Karin Watsonمشاهده پروفایل

دانشیار

• Art & Design
• Higher Education
• Peer Mentoring
• +۶ مورد دیگر

Associate Professor Karin Watson is a leading academic at UNSW Sydney within the Faculty of Arts, Design & Architecture . She serves as Director, Education in the Pro-Vice Chancellor office and leads the UNSW Education Focussed Program. A Scientia Education Academy Fellow and Senior Fellow of the Higher Education Academy (UK) , her expertise centers on student experience, feedback literacy, and fostering belonging in higher education. Education leadership in curriculum design and peer mentorship programs Recipient of multiple international and national awards for teaching excellence Her research spans online education , studio teaching methodologies , and pedagogical innovation , with a focus on scalable solutions like the Learning to Teach Online Project and the OnTask platform. She has secured competitive grants from organizations such as Explorance and Advance HE . Notable scientific awards include: 2024: Ranked 3rd internationally in the 'Advancing Teaching Global Mapping Study' 2024: ISSOTL 'Gary Poole Distinguished Reviewer Award' 2023: ADCET 'Accessibility in Action Award' 2022: Finalist in Wharton-QS Reimagine Education Awards She has led multi-institutional grants and projects with measurable impacts on global higher education practices.

Fernando Colinaمشاهده پروفایل

دانشیار

• Business Analytics
• Operations Research
• Higher Education Assessment
• +۳ مورد دیگر

Fernando Colina is an Associate Professor at the Marketing and Decision Sciences Department of Salem State University , Massachusetts. With a career spanning over two decades, he has held dual roles as both a faculty member and an administrative leader, focusing on business analytics, data integrity, and higher education assessment. His responsibilities include curriculum redesign for quantitative requirements, teaching graduate courses in data analytics, and advising students. PhD, MBA, and BS from University of Massachusetts Boston Colina’s research bridges machine learning applications with business intelligence , emphasizing predictive analytics for student success, systems thinking in institutional accountability, and assessment frameworks for accreditation compliance. His work also explores data warehousing and cybernetic systems in academic governance. Analysis of his publications reveals a trajectory from technical SAS/SQL programming (2004-2012) to modern applications of machine learning and systems theory in higher education assessment (2018-2024). Collaborations with scholars like G. Blanco-Ramirez and Z. Tang highlight interdisciplinary approaches in educational data mining and event management risk analysis . Active in professional societies: ASHE (Association for the Study of Higher Education), MOBTS (Teaching Society for Management Educators) Colina’s advisory roles include curriculum development for competency-based education at UMass Boston (2000-2003) and serving on the Bertolon Assessment Committee at Salem State (2015-2016). He pioneered data retrieval systems for institutional compliance and contributed to national workshops on learning outcomes assessment.

Linda Rönnbergمشاهده پروفایل

استاد

• Education Governance
• Privatization in Education
• Marketization of Education
• +۵ مورد دیگر

Linda Rönnberg is a Professor in Educational Work at the Department of Applied Educational Science, Umeå University , and affiliated as a Senior Research Fellow at the University of Turku . She co-leads the Perspectives on Education Policy and Politics (PEPP) research profile and is an active researcher in education governance and politics. Research Focus: Marketization and privatization in preschool, compulsory, and higher education Internationalization policies in Swedish universities Quality assurance and evaluation systems in public education Swedish education export and global edu-business Recent Projects: Swedish Education as an export business (Swedish Research Council, 2017-2024) Preschool as a Market (Swedish Research Council, 2021-2026) Student health as a Market (Swedish Research Council, 2023-2028) Scientific Leadership: Co-editor of Education Inquiry Executive editor of European Educational Research Journal Editorial board member for Journal of Education Policy , Critical Studies in Education , and others

• Building Information Modeling
• Digital Twinning
• Information Management
• +۵ مورد دیگر

Prof. Dr.-Ing. Sebastian Esser serves as Group Lead for Information Management at the Chair of Computing in Civil and Building Engineering at Technical University of Munich. His research focuses on advancing Building Information Modeling (BIM) methodologies, particularly in infrastructure and railway applications. He contributes significantly to international standardization efforts including IFC-Road and IFC-Rail projects, and leads research initiatives such as RIMcomb and BauPuls360. Dr. Esser's research spans several critical areas in digital construction: Graph-based version control systems for BIM collaboration Digital twin development for infrastructure management Semantic modeling of built environments BIM-based regulation checking for railway infrastructure Interdisciplinary model coordination techniques Knowledge representation in civil engineering His work bridges theoretical computer science with practical civil engineering applications, focusing on improving data interoperability and workflow efficiency in construction projects. Analysis of his recent publications reveals a strong emphasis on graph-based approaches to BIM challenges. His research has evolved from foundational work on BIM programming interfaces to sophisticated implementations involving knowledge graphs, semantic reasoning, and digital twin architectures. Key trends include increasing integration of semantic web technologies with BIM standards, development of specialized query interfaces like GraphQL for construction data, and application of formal methods to infrastructure modeling problems. Dr. Esser actively supervises numerous bachelor's and master's theses annually, with recent topics covering graph-based entity alignment, BIM-GIS integration for flood assessment, incremental model updates, and digital twin implementations. His teaching portfolio includes courses such as Bau- und Umweltinformatik, BIM.fundamentals, BIM.infra, and Semantic Modeling of the Built World, demonstrating his commitment to educating the next generation of digital construction professionals. He is involved in multiple research initiatives including DFG FOR 5672 (The information backbone of robotized construction), SPP 2187 (Adaptive modularized constructions), and AM2PM (Additive to Predictive Manufacturing). His laboratory work spans the BIM-Lab and related computational infrastructure supporting his research in digital construction technologies.

Boran Gaoمشاهده پروفایل

استادیار

• Machine Learning
• Artificial Intelligence
• Data Security
• +۴ مورد دیگر

Boran Gao is an Assistant Professor in Biological Sciences at Purdue University, affiliated with the College of Science. His research focuses on machine learning, artificial intelligence, and their applications in healthcare informatics, natural language processing, and federated learning. He explores topics like knowledge editing in large language models (LLMs), fairness in AI, and causal inference. Recent work emphasizes scalable solutions for copyright compliance in LLMs, efficient federated learning frameworks, and bias mitigation strategies. His contributions span both theoretical advancements and practical implementations, including frameworks like Suv and Roselora. Despite no listed awards, his prolific publication record highlights impactful contributions to AI ethics and distributed learning.

• Industrial Design
• Product Design
• Sustainable Design
• +۴ مورد دیگر

Dr. Ian Storer serves as a Senior Teaching Fellow within the School of Engineering and Applied Science at Aston University, Birmingham, UK. He is affiliated with the Mechanical, Biomedical and Design Engineering department under the College of Engineering and Physical Sciences, contributing to the EPS Education and Professional Practice Academic Research Group and the Engineering for Health initiative. His research centers on industrial and product design with emphases on sustainable practices, indigenous material taxonomies (particularly Chinese craftsmanship), FMCG packaging systems, circular economy transitions, and assistive technology development. He investigates how design frameworks integrate cultural heritage with modern industrial applications while addressing ergonomics and user perception challenges in product development. Analysis of his publication trajectory reveals consistent focus on practical industry applications: recent work examines Chinese indigenous material taxonomies (2024), UK FMCG packaging supply chains (2019-2020), and assistive technology social acceptance (2018-2019). His scholarship demonstrates strong industry engagement in sustainable packaging innovation and user-centered design solutions. Dr. Storer actively participates in Aston University's Engineering for Health research group, applying engineering principles to healthcare challenges, and the EPS Education and Professional Practice group, where he develops pedagogical frameworks for industrial design education including CAD skill development and concept generation methodologies.

• Innovation policy management
• Public sector innovation
• Energy technology systems
• +۳ مورد دیگر

Piret Tõnurist is a Research Fellow at Tallinn University of Technology's School of Business and Governance, specializing in innovation policy and public sector governance. She holds a PhD in Public Administration (2016) and has held roles at the OECD's Observatory of Public Sector Innovation (OPSI) since 2016, currently as Project Manager and Senior Analyst. Her research focuses on innovation systems, energy technology policies, and behavioral public administration. Educated at Tallinn University of Technology and KU Leuven, she has expertise in small states' governance, public sector innovation, and co-creation mechanisms. Awards include the 2017 Mzia Mikeladze PhD Thesis Award for contributions to public administration research. Her publications span over 40 articles, focusing on topics like collaborative innovation, anticipatory governance, and smart city frameworks. She advises on projects such as 'Learning from Innovation in Public Sector Environments' and has led teams in EU-funded initiatives. Active in academic administration, she serves on editorial boards and thesis committees while co-chairing EGPA's Behavioral Public Administration group. Her work bridges theoretical innovation frameworks with practical policy design, emphasizing proactive governance and technological capacity in public institutions.

John Rudolphمشاهده پروفایل

استاد

• Science Education
• Curriculum Development
• History of Education
• +۳ مورد دیگر

John Rudolph is a Professor in the Department of Curriculum & Instruction at the University of Wisconsin-Madison’s School of Education. He holds affiliate appointments in the Department of Educational Policy Studies and the Holtz Center for Science and Technology Studies. His academic background includes a PhD in Curriculum & Instruction (UW-Madison, 1999), an MA in History of Science (UW-Madison, 1991), and a BS in Secondary Science Education (UW-Milwaukee, 1987). Before joining academia, he taught physics, chemistry, and biology in Wisconsin middle and high schools for several years. His research focuses on science education’s historical, philosophical, and policy dimensions, with an emphasis on curriculum development, civic engagement, and the evolution of science pedagogy. Notable works include How We Teach Science: What’s Changed, and Why It Matters (2019) and Why We Teach Science (and Why We Should) (2023). He has been honored with awards such as the History of Education Society’s Best-Article Prize (2006) and AERA’s New Scholar’s Book Award (Honorable Mention, 2003). Rudolph’s scholarship explores intersections between science education and societal needs, advocating for revitalized curricula that prioritize civic responsibility and public understanding of science. His recent work analyzes long-term trends in science education through historical and data-driven lenses, addressing challenges such as scientific literacy, pedagogical innovation, and the role of science in democratic societies. Affiliated with interdisciplinary centers, Rudolph contributes to discussions on science policy, technology studies, and educational equity. His research often bridges historical analysis with contemporary issues, emphasizing the societal role of science education in fostering informed citizenship.

Douglas Whitakerمشاهده پروفایل

استاد

• Statistics Education
• Data Science Education
• Attitude Research in Statistics
• +۳ مورد دیگر

Douglas Whitaker is a Professor in the Department of Mathematics at Mount Saint Vincent University, specializing in statistics and data science education research. His work focuses on developing and validating instruments to measure attitudes toward statistics and data science, with significant contributions to understanding the learning environment and student experiences in quantitative disciplines. Dr. Whitaker's research interests center on statistics education, data science pedagogy, and educational assessment. He has developed several influential instruments including S-SOMAS (Student Survey of Motivational Attitudes toward Statistics) and S-SOMADS (Student Survey of Motivational Attitudes toward Data Science). His work addresses critical challenges in measuring student attitudes, instructor effectiveness, and learning environments in statistics education. He has extensively researched conceptual understanding in statistics through the LOCUS (Levels of Conceptual Understanding in Statistics) project, contributing to assessment design and validation frameworks. Analysis of his recent publications reveals a consistent focus on improving measurement in statistics education. His work spans instrument development, validation studies, and explorations of student attitudes and learning environments. The research demonstrates increasing attention to data science education alongside traditional statistics education, reflecting the evolving landscape of quantitative disciplines in higher education. His publications frequently address methodological challenges in educational measurement and contribute to establishing validity evidence for assessment instruments. Dr. Whitaker has made significant contributions to understanding exemplary statistics teaching practices and the developmental experiences of effective statistics educators. His research provides valuable insights for statistics instructors seeking to improve their teaching effectiveness and better understand student experiences in quantitative courses.

• Health Policy
• Knowledge Translation
• Evidence-Informed Decision-Making
• +۳ مورد دیگر

Kaelan Moat is a Part-Time Assistant Professor in the Department of Health Research Methods, Evidence, and Impact at McMaster University. His work focuses on bridging research evidence with health policy decisions, particularly through knowledge translation frameworks and institutional capacity building in health systems. Research Interests: Dr. Moat specializes in evidence-informed health policymaking, critical interpretive synthesis methods, and global health systems strengthening. His research examines: Institutional processes for embedding evidence in policy Ethical dimensions of policy dialogues Knowledge translation infrastructure in government systems Resource optimization in healthcare services Publication Analysis: His 15 most recent publications (2013-2025) demonstrate a strong focus on health policy implementation frameworks, particularly using critical interpretive synthesis to analyze: Evidence-to-policy institutionalization Global health governance structures Knowledge translation tool development Policy support organizations in low-middle-income contexts Ethical considerations in policymaking and stakeholder engagement are emerging themes in his recent work.

Jordan Gerard Starckمشاهده پروفایل

استادیار

• Racial Bias
• Structural Inequality
• Social Psychology
• +۷ مورد دیگر

Jordan Gerard Starck is an Assistant Professor of Psychology at Stanford University , where he leads the Starck Lab focusing on psychological mechanisms driving racial inequality. His work examines intersections of history, social organization, ideologies, and institutions that perpetuate systemic inequities. Education: Ph.D. in Social Psychology & Social Policy, Princeton University B.S. in Psychology and professional educator's license, Davidson College Dr. Starck's research spans racial bias in legal systems, structural inequality in higher education, and teacher psychology's role in educational disparities. Current projects address implementable solutions for equitable systems. His publications highlight studies on implicit bias in criminal defense, diversity policies in universities, and sociopolitical action among marginalized youth. Key trends include analyzing interpersonal regard, systemic bias, and evidence-based interventions. At Stanford, Dr. Starck mentors students through postdoctoral and doctoral programs and has taught courses like Advanced Seminar on Racial Bias and Structural Inequality (PSYCH 180) and Practicum on Racial Bias and the Law (PSYCH 188).

Joshua A. Schwartzمشاهده پروفایل

استادیار

• International Relations
• Security Studies
• Political Psychology
• +۵ مورد دیگر

Joshua A. Schwartz is an Assistant Professor at the Carnegie Mellon Institute for Strategy & Technology (CMIST). His research focuses on military effectiveness, public opinion on warfare, and technological proliferation. He holds a PhD from the University of Pennsylvania and undergraduate degrees from George Washington University. Prior roles include postdoctoral fellowships at Harvard Kennedy School and MIT. His book project "Dovish Reputation Theory: When Backing Down Makes Sense" challenges conventional war rationale by exploring how strategic retreat can improve state credibility. Education: PhD in Political Science, University of Pennsylvania BA in Political Science & Economics, George Washington University Research Interests: Examines nuclear policy, drone warfare impacts, gender stereotypes in conflict resolution, and the intersection of popular media with foreign policy. Notable work includes analyzing armed drone counterterrorism efficacy and the psychological underpinnings of nuclear taboo perceptions. Teaching: "Popcorn and Politics: American Foreign Policy at the Movies" "Remote Systems and the Cyber Domain in Conflict" Key Findings: Recent studies reveal high public tolerance for foreign nuclear use, demonstrate gendered penalties for female leaders pursuing peace, and identify inverted-U relationships between military threats and reconnaissance strike proliferation. Grants & Fellowships: Harry Frank Guggenheim Foundation Emerging Scholar Hans J. Morgenthau Fellow, University of Notre Dame Grand Strategy Fellowships at Harvard & MIT

Marie Manikisمشاهده پروفایل

دانشیار

• Criminal Law
• Sentencing
• Victim Participation
• +۴ مورد دیگر

Marie Manikis is an Associate Professor and William Dawson Scholar at McGill University's Faculty of Law, specializing in criminal law, sentencing, and victim participation. She teaches courses on criminal justice, sentencing, and criminal procedure. Her interdisciplinary research focuses on victim rights, prosecutorial accountability, bail practices, and Indigenous legal principles (Gladue). She holds a DPhil from the University of Oxford and has held visiting researcher positions at UC Berkeley and the Max Planck Institute. Her educational background includes a DPhil (2014) and MSt (2010) in Law from Oxford, an LL.M. from Osgoode Hall (2009), and an LL.B. from Université de Montréal (2006). She practiced law in Montreal and clerked for a Quebec Superior Court Justice before joining McGill. Research interests include: Victim participation in criminal justice Prosecutorial discretion and accountability Bail and pre-trial detention Gladue principles in sentencing Her work has been cited by the Supreme Court of Canada and UK appellate courts, and she advises governments on criminal justice policy. Key awards include the 2022 Canadian Association of Law Teachers’ Prize and McGill’s 2019 Principal’s Prize for Emerging Research. She contributes to international collaborations, including roles at Oxford’s Centre for Criminology, the Sentencing Academy (UK), and the International Centre for Comparative Criminology (Montreal). Her upcoming book Victims as Agents of State Accountability (OUP) explores victim agency in holding states accountable.