جست‌وجوی استاد و پژوهشگر

• Cognitive Robotics
• Developmental Robotics
• Human-Robot Interaction
• +۵ مورد دیگر

Tetsuya Ogata is a Professor at the Faculty of Science and Engineering, School of Fundamental Science and Engineering at Waseda University. He also holds joint appointments as a Fellow at the Artificial Intelligence Research Center, National Institute of Advanced Industrial Science and Technology (AIST), and as a visiting professor at the National Institute of Informatics (NII). Professor Ogata serves as director of the Institute of AI and Robotics at Waseda University, chairperson of the AI Robot Association (AIRoA), and research supervisor of JST CREST "Fundamentals and Core Technologies for Embodied AI" since 2025. Professor Ogata received his B.S., M.S., and D.E. degrees in mechanical engineering from Waseda University in 1993, 1995, and 2000, respectively. He began his academic career as a Research Associate at Waseda University (1999-2001), followed by positions as a Research Scientist at RIKEN Brain Science Institute (2001-2003), Lecturer (2003-2005) and Associate Professor (2005-2012) at Kyoto University's Graduate School of Informatics, before becoming a Professor at Waseda University in 2012. He was also a JST PRESTO Researcher from 2009 to 2015. Professor Ogata's research focuses on cognitive developmental robotics, deep predictive learning, and the integration of vision, language, and action (VLA) for human-robot interaction. His work explores how robots can learn through experience and interaction with humans and environments, developing models that allow for flexible behavior generation and adaptation. His research has significant implications for creating robots that can understand human intentions, collaborate effectively in real-world settings, and continuously learn from their experiences. The integration of multimodal information processing with predictive models forms the core of his approach to embodied artificial intelligence. Analysis of Professor Ogata's recent publications reveals a strong focus on deep predictive learning frameworks that enable robots to anticipate future states and generate appropriate actions. His research spans multiple domains including soft object manipulation, bimanual coordination, transparent object grasping, and integration of large language models with robotic systems. A notable trend is the increasing emphasis on multimodal integration, combining visual, tactile, and linguistic information to create more robust and adaptable robotic systems. His recent work also shows growing interest in the application of foundation models to robotics, aiming to create more general-purpose robotic capabilities. Best Paper Award, Advanced Robotics, The Robotics Society of Japan (2024) Best paper award Nomination Finalist, IEEE/SICE International Symposium on System Integration (2024) Frontiers of Science Awards, The International Congress for Basic Science (2023) Minister of Education, Culture, Sports, Science and Technology Award (2023) Fellow, Japan Society of Mechanical Engineering (2023) Fellow, The Society of Instrument and Control Engineers (2022) Fellow, The Robotics Society of Japan (2022) IBM Academic Awards (2017) Professor Ogata has been instrumental in establishing collaborative research frameworks between academia and industry, serving in leadership roles for multiple professional organizations including the Robotics Society of Japan, Japanese Society for Artificial Intelligence, and Japan Deep Learning Association. His research has been supported by significant grants including JST CREST funding for "Fundamentals and Core Technologies for Embodied AI." He has mentored numerous researchers who have gone on to contribute to the field of robotics and AI, with many of his former students now holding positions in leading academic and industrial research institutions. Professor Ogata directs the Ogata Laboratory at Waseda University, which focuses on cognitive developmental robotics and deep predictive learning. The lab maintains strong collaborations with industry partners including major robotics companies and technology firms. In 2025, he played a key role in establishing the AI Robot Association (AIRoA), which brings together companies like Toyota, Nissan, and KDDI to advance the development of practical AI robotics technologies. His research group is known for its interdisciplinary approach, combining insights from neuroscience, cognitive science, and engineering to create more human-like robotic capabilities.

Tracey Gallowayمشاهده پروفایل

دانشیار

• Indigenous health
• circumpolar populations
• nutrition transition
• +۷ مورد دیگر

Tracey Galloway is an Associate Professor in the Department of Anthropology at the University of Toronto Mississauga (UTM), where she conducts critical research on Indigenous health disparities and policy interventions in northern Canada. Her work bridges medical anthropology, public health, and community-based participatory research to address systemic inequities affecting circumpolar populations. Education: PhD, McMaster University, 2008 MA (institution unspecified) BA (institution unspecified) BScN (institution unspecified) Dr. Galloway's research program centers on chronic disease risk assessment and health system improvement in Indigenous communities, with specific expertise in nutrition transition, food security, child growth patterns, and public health policy evaluation. She examines the impact of federal programs like Nutrition North Canada while developing community-led solutions for health equity. Her methodological approach combines quantitative analysis of health outcomes with qualitative community engagement, emphasizing Indigenous research sovereignty and decolonizing methodologies. Her publication record reveals consistent thematic focus across 15 recent articles, demonstrating interdisciplinary collaboration between anthropology, epidemiology, and health economics. Key trends include rigorous evaluation of colonial impacts on Indigenous food systems, innovative analysis of subsidy program effectiveness, and centering Indigenous patient experiences in healthcare design. Her work consistently prioritizes community-defined research questions and actionable policy recommendations. Dr. Galloway actively mentors graduate students including Darci Belmore, Carly Checholik, Neda Maki, and Hiliary Monteith, guiding research on Indigenous health determinants and policy interventions. While specific grant details aren't publicly enumerated, her collaborative projects involve partnerships with Indigenous communities across Northern Canada and interdisciplinary teams addressing complex health system challenges. She maintains strong community partnerships for her applied research, particularly in Nunavut and Northwestern Ontario, working directly with Anishinabeck and Inuit communities to translate findings into culturally safe health initiatives and policy reforms that address the root causes of health inequities.

Lisa Kervinمشاهده پروفایل

استاد

• Early Childhood Education
• Digital Literacy
• Child Development
• +۳ مورد دیگر

Professor Lisa Kervin is a leading academic in early childhood education at the University of Wollongong (UOW), serving as Director of Early Start Research and holding a Professorial appointment in the School of Education. Her research focuses on young children’s literate practices, play-based learning, and digital technology integration in education. She leads the ARC Centre of Excellence for the Digital Child and has secured significant funding, including a 2025 ARC Future Fellowship exploring intergenerational play. Kervin was honored as a Member of the Order of Australia (AM) in 2024 for contributions to early childhood digital literacy research. She has supervised over 35 research students, many now in academic and leadership roles, and currently oversees seven doctoral candidates. Her work bridges theory and practice through collaborations with educators and industry partners, emphasizing interdisciplinary approaches to child development and policy influence globally. Education: PhD in Language and Literacy from UOW (2001–2004). Professional roles include Principal Fellow of the Australian Literacy Educators’ Association and Director qualifications from the Australian Institute of Company Directors. Her research spans digital childhood ethics, play pedagogy, and literacy curriculum design, with outputs impacting government policies and international educational frameworks. Ongoing projects include the ‘DigIQ’ program promoting digital literacy and ‘Playgroups for All Ages’ fostering intergenerational engagement. Grants and collaborations involve partnerships across six universities and 33 global organizations. Her teaching innovations include the Early Childhood Elevate Mentoring Program to support educators’ academic progression. Kervin’s work addresses critical issues like screen time impacts, STEAM education, and culturally responsive pedagogies, positioning her as a key voice in 21st-century early childhood education.

• Child Development
• Educational Psychology
• Literacy Education
• +۳ مورد دیگر

Fay E. Brown serves as an Associate Research Scientist at Yale University's Child Study Center and Director of Child and Adolescent Development for the School Development Program. Her work bridges child developmental psychology with practical educational applications, focusing on creating developmentally appropriate school environments that foster holistic child development. Dr. Brown earned her Bachelor of Arts in Psychology from the University of Connecticut (1984), followed by a Master of Education in Guidance and Counseling and a Ph.D. in Educational Psychology from Howard University (1996). Her professional journey spans teaching and counseling at elementary, high school, and college levels. Dr. Brown's research centers on the critical intersection of child development and education, with particular emphasis on how developmental understanding informs effective teaching practices. Her work explores the relationship between reading difficulties and behavioral issues in elementary students, demonstrating that targeted literacy interventions can simultaneously improve both academic performance and behavior. She has developed assessment instruments to measure educators' application of developmental principles and their impact on student outcomes. Her publication record reveals a consistent focus on literacy development, child psychology in educational settings, and equity issues in special education. Brown's research demonstrates how developmentally appropriate practices can transform educational outcomes, particularly for struggling students. Recognized by the National Association for Personal Workers (NAPW) for outstanding contribution to student development (1993) As Director of Child and Adolescent Development for the School Development Program, Dr. Brown consults with educational organizations including the United Church of Christ's educational task force. She is also a sought-after motivational speaker who presents at local, national, and international events on child development and educational practices. Her work continues to influence school improvement initiatives through evidence-based approaches to child development in educational settings.

Travis Dorschمشاهده پروفایل

دانشیار

• Youth Sport Psychology
• Family Influence in Sport
• Parental Socialization in Sport
• +۲ مورد دیگر

Dr. Travis Dorsch serves as Associate Professor and Graduate Program Director in the Department of Human Development and Family Studies at Utah State University's Emma Eccles Jones College of Education and Human Services, where he founded and directs the Families in Sport Lab. His academic career bridges human development theory with practical applications in youth sport contexts, examining how family systems and social environments shape athletic experiences. His educational foundation includes a PhD in Kinesiology (Psychology of Sport and Exercise) from Purdue University (2013), preceded by an MS (2007) and BA in Psychology (2003). This interdisciplinary training informs his unique perspective on sport socialization processes. Dr. Dorsch's research program centers on the interplay between family dynamics and youth sport participation , employing mixed-methods approaches to investigate: Parental socialization mechanisms in athletic contexts Sibling influences on sport engagement Socioeconomic barriers to sport access Emotional abuse dynamics in competitive environments Systemic optimization of youth sport structures His work demonstrates how contextual factors from household to national policy levels affect athlete development. Analysis of his 50+ publications reveals three dominant research trajectories : pandemic-era sport disruptions (2020-2023), emotional abuse frameworks in collegiate athletics (2021-2024), and family systems theory applications in youth sport (2013-present). These intersect at the critical nexus of developmental appropriateness in sport programming. His distinguished recognition includes: Multiple Graduate Mentor of the Year awards (2021, 2022) Early Career Distinguished Scholar honor (2020) Research Fellow designation (2021) Consistent departmental and college teaching awards Dr. Dorsch has secured funding from major organizations including the NCAA, Aspen Institute, and TeamSnap to support his Families in Sport Lab. His mentorship extends to 11 graduate students, with research translating into practical tools for coaches, parents, and sport administrators featured in major media outlets like The New York Times and TIME Magazine .

Michael Hendersonمشاهده پروفایل

مدرس

• Adult Education
• Vocational Education
• Higher Education
• +۴ مورد دیگر

Michael Henderson serves as a Lecturer at Monash University within the School of Curriculum, Teaching and Inclusive Education. His academic profile reflects deep engagement with contemporary educational challenges through research spanning adult learning, digital technologies, and pedagogical innovation. His research interests encompass: Adult and Vocational Education Higher Education Systems Educational Technology Integration Feedback Literacy and Assessment Practices Digital Literacy for Marginalized Populations Artificial Intelligence in Learning Environments Creativity in Educational Contexts Henderson investigates how generative AI transforms feedback mechanisms, with emphasis on student perceptions of AI-generated versus teacher feedback. His work critically examines digital empowerment frameworks for refugee and migrant learners, addressing systemic barriers in technology access. Recent publications reveal growing focus on decolonizing creativity research, ethical AI implementation in Australian policy contexts, and play-based digital safety education for young children. This trajectory demonstrates consistent attention to equity, cultural responsiveness, and practical applications of emerging technologies in diverse educational settings. His scientific recognition includes: Dean's Award for Programs that Enhance Learning (2019) Henderson currently leads the international research project "Active Learning about Academic Publishing through Collaborative Online International Learning" (2024-2025), examining cross-cultural academic skill development. His upcoming presentation at the 2025 Australian Association for Research in Education Conference will address collaborative learning frameworks. Though specific student mentoring details are unavailable, his project leadership suggests active involvement in guiding emerging researchers through international collaborations focused on educational technology and publishing practices.

Peter Hastieمشاهده پروفایل

استاد

• Physical Education
• Sport Pedagogy
• Teacher Education
• +۳ مورد دیگر

Peter Hastie is a Wayne T. Smith Distinguished Professor in the School of Kinesiology at Auburn University. With over 224 peer-reviewed publications, he is recognized as the top physical education scientist in the United States and ranks fourth globally. His work focuses on innovative pedagogical approaches, particularly the Sport Education Model, and has been adopted internationally across diverse educational contexts. Expertise: Sport Education Model, physical education curriculum design, teacher development, and motor skill progression in children. Global Impact: Implemented educational frameworks in Saudi Arabia, Russia, Spain, Ireland, Portugal, and China, contributing to widespread curriculum adaptations and teacher training programs. Hastie’s research emphasizes student engagement, inclusive education, and interdisciplinary integration (e.g., combining mathematics with PE). He co-created Auburn’s ActiveU and ActiveMe online physical education resources, now adopted by institutions nationwide and in multiple languages. Awards & Recognition: 2024 Creative Research and Scholarship Award from Auburn University. Inducted into the National Academy of Kinesiology, reflecting his status as a leading scholar and practitioner. Hastie has delivered keynote speeches on six continents, advanced the understanding of skill development in children with disabilities, and contributed to policy discussions on health-related fitness education. His work bridges research and practice, influencing both academic discourse and real-world teaching methodologies.

Joseph Patrick Goneمشاهده پروفایل

استاد

• Cultural Psychology
• Indigenous Mental Health
• Historical Trauma
• +۵ مورد دیگر

Joseph Patrick Gone is a Professor at Harvard University, holding appointments across multiple schools: Anthropology (Faculty of Arts & Sciences), Global Health and Social Medicine (Harvard Medical School), and Social and Behavioral Sciences (Harvard T.H. Chan School of Public Health). He also serves as Faculty Director of the Harvard University Native American Program. His work focuses on Indigenous mental health, cultural psychology, and addressing systemic inequities in healthcare for Indigenous communities. Gone earned his PhD in clinical-community psychology from the University of Illinois and trained at McLean Hospital/Harvard Medical School. His research includes reimagining mental health services through Indigenous frameworks, such as cultural immersion camps for substance abuse treatment and integrating traditional healing practices into urban clinics. He has authored over 100 publications and been awarded prestigious honors including the Gold Medal Award for Impact in Psychology (2023) and membership in the National Academy of Medicine (2021). Education: BA (Harvard College, 1992), PhD (University of Illinois at Urbana-Champaign, 2001) Key Projects: Culture and Mental Health Research Lab, Blackfeet Cultural Immersion Camp, Urban American Indian Traditional Spirituality Program Awards: 18+ fellowships and awards, including Guggenheim and Robert Wood Johnson Foundation recognitions His interdisciplinary work bridges Indigenous knowledge systems with mainstream psychology, advocating for decolonized approaches to mental health. Current initiatives include publishing his great grandfather’s writings on Gros Ventre traditions and advancing culturally responsive treatment models.

Gigi Lukمشاهده پروفایل

استاد

• Bilingualism
• Literacy Acquisition
• Lifespan Development
• +۴ مورد دیگر

Gigi Luk is Professor and Program Director for M.Ed. Concentrations in Educational Psychology and Human Development within the Department of Educational and Counselling Psychology at McGill University's Faculty of Education. Her research program investigates the cognitive consequences of bilingualism across the lifespan, bridging scientific understanding with practical educational applications to cultivate inclusive environments for linguistically diverse learners. Her educational background includes: Ph.D. in Psychology (Developmental and Cognitive Processes) from York University M.A. in Psychology (Developmental and Cognitive Processes) from York University Specialized Honors B.A. in Psychology from York University Dr. Luk's research centers on bilingualism's cognitive and neural mechanisms, with three interconnected thrusts: (1) characterizing bilingualism beyond English proficiency in communities, (2) examining cognitive skills supporting language/literacy outcomes, and (3) establishing neural correlates of learning in diverse language learners. Her work integrates cognitive neuroscience with educational practice to address real-world challenges in multilingual classrooms, emphasizing culturally responsive pedagogy that respects linguistic diversity. This dual focus on basic science and practical implementation defines her contributions to understanding how bilingual experiences shape cognitive development and educational equity. Analysis of her 15 most recent publications (2022-2024) reveals consistent interdisciplinary investigation of bilingualism through cognitive, neural, and sociocultural lenses. Her work spans educational psychology, cognitive neuroscience, and sociolinguistics, with growing emphasis on neural correlates of language processing, methodological rigor in bilingual assessment, and equity implications of bilingual research. Key trends include examination of multilingual children's cognitive development, critical reframing of the "bilingual advantage" discourse, and innovative approaches like music-based literacy interventions. Scientific recognition includes: National Academy of Education/Spencer Postdoctoral Fellowship (2013-2014) Dr. Luk actively supervises graduate students (accepting new students for 2025-2026) and secures competitive research funding, currently supported by the Natural Sciences and Engineering Research Council of Canada (NSERC) and Fonds de recherche Société et culture (FRQSC). Her grant portfolio demonstrates sustained commitment to advancing understanding of bilingual cognition and its educational applications through rigorous empirical work. She directs the Bilingualism.Experience.Education Lab, which functions as an interdisciplinary hub for investigating how language experiences shape cognitive development and educational outcomes. The lab employs diverse methodologies including neuroimaging, behavioral experiments, and classroom-based research to address questions about bilingualism's cognitive effects and practical implications for educators.

Laura E. Martinمشاهده پروفایل

استاد

• Cognitive Neuroscience
• Neuroimaging
• Health Behaviors
• +۷ مورد دیگر

Laura E. Martin, PhD, is a Professor in the Department of Population Health at the University of Kansas Medical Center (KUMC) and serves as the Executive Associate Director at Hoglund Biomedical Imaging Center. Her academic journey began with undergraduate training in psychology and dance at the University of Kansas, followed by a Ph.D. in psychology with an emphasis in cognitive neuroscience from Rice University, and a postdoctoral fellowship at KUMC. Dr. Martin is a cognitive neuroscientist whose research focuses on applying neuroimaging methods to understand health behaviors, particularly addictive behaviors such as smoking and eating. Her work examines self-regulation, impulsivity, reward processing, and decision making through functional neuroimaging techniques. As Executive Associate Director at Hoglund Biomedical Imaging Center, she provides technical expertise to investigators and trainees interested in incorporating neuroimaging into their research programs. Her collaborations span diverse areas including aging, depression, obesity, gambling, social neuroscience, decision-making, resting state fMRI, and neuroeconomics. Her research is currently funded by the National Institutes of Health, with a recent focus on using guided episodic future thinking to increase physical activity adherence and promote healthy brain aging among mid-life adults. Dr. Martin is passionate about mentoring students at all levels and sharing her enthusiasm for research methodology, critical evaluation of research, and appropriate method selection for specific research questions. Current research emphasizes health neuroscience examining how health behaviors change the brain and how the brain can be changed to change health behaviors Leads and contributes to team science approaches addressing complex research questions Helps conceptualize research projects and brings specialized data collection and analytic tools to interdisciplinary teams Dr. Martin has published extensively in high-impact journals, with recent work focusing on dementia prevention, neuroimaging methodology, eating disorders, addiction research, and physical activity interventions. Her approach combines cognitive neuroscience with practical applications for improving health behaviors across the lifespan. As an educator and mentor, Dr. Martin works with trainees from high school to faculty level, emphasizing the integration of neuroimaging research with broader research questions and training students in research methodology and critical thinking.

Stephany Cuevasمشاهده پروفایل

استادیار

• Latinx Family Engagement
• Higher Education Access
• First-Generation College Students
• +۸ مورد دیگر

Dr. Stephany Cuevas is an Assistant Professor of Education at the Attallah College of Educational Studies, Chapman University. She holds a Doctor of Education from Harvard University, a Master of Education from Harvard University, and a Bachelor of Arts from the University of California, Berkeley. Education: Ed.D., Harvard University; M.Ed., Harvard University; B.A., UC Berkeley Institution: Chapman University College: Attallah College of Educational Studies Rank: Assistant Professor Dr. Cuevas’ research centers on Latinx family engagement in higher education, particularly among first-generation and undocumented students. Her interdisciplinary work explores how familial support, cultural values like familismo , and structural inequities shape students’ postsecondary trajectories. She investigates the emotional, academic, and social tensions experienced by Latinx undergraduates as they navigate college while maintaining deep family responsibilities and connections. Her recent scholarly output includes over a dozen publications, with a focus on familial support systems, immigrant parent engagement, and college access. Key themes across her work include the impact of political climate on undocumented families, the role of emotional protection in student-parent relationships, and the necessity of institutional support for student-parents and caretakers. Her 2024 article "I Tell Them Generics, but Not the Specifics" exemplifies her nuanced understanding of communication tensions in Latinx families. Family-School-Community Partnerships SIG, AERA American Association for Hispanics in Higher Education Association for the Study of Higher Education Dr. Cuevas is also an active contributor to policy and practice, authoring the book Apoyo Sacrificial, Sacrificing Support and co-authoring Everyone Wins! The Evidence for Family-School Partnerships . She conducts professional development, evaluations, and trainings for schools and nonprofits nationwide, focusing on equity, immigrant family support, and postsecondary success. Her methodological approach integrates qualitative phenomenology with Chicana feminist epistemology, reflecting her commitment to positionality and social justice in research. She leads community-engaged research initiatives and collaborates with school districts and nonprofit organizations to develop research-based curricula and support systems for underrepresented students and their families.

Anton Pottegårdمشاهده پروفایل

استاد

• Pharmacoepidemiology
• Clinical Pharmacy
• Drug Utilization
• +۴ مورد دیگر

Anton Pottegård is a Professor at the University of Southern Denmark and Head of Research at Hospital Pharmacy Funen (Odense University Hospital). His work combines registry-based pharmacoepidemiological research with clinical investigations into deprescribing practices. Affiliation: University of Southern Denmark Secondary Role: Head of Research, Odense University Hospital Research interests focus on pharmacoepidemiology and clinical pharmacy , particularly real-world drug safety and deprescribing in geriatric care. His methodology emphasizes Danish healthcare registries for longitudinal analyses of medication patterns and adverse outcomes. Notable contributions include epidemiological analyses of opioid utilization , migraine treatments , and GLP-1 receptor agonists . He has developed frameworks for pharmacoepidemiological methodology and drug safety surveillance , co-authored over 300 publications, and led the REDO project on reducing opioid use in osteoarthritis. Additional activities include media commentary on TBE vaccination and tick-borne diseases , with 613 press/media appearances reflecting public health engagement. Supervised work includes 7 doctoral candidates and cross-national collaborations.

Kimberly Schonert-Reichlمشاهده پروفایل

استاد

• Social and Emotional Learning
• Developmental Psychology
• Educational Psychology
• +۶ مورد دیگر

Dr. Kimberly Schonert-Reichl is a Professor in the Department of Educational and Counselling Psychology, and Special Education within the Faculty of Education at the University of British Columbia. A world-renowned expert in social and emotional learning (SEL), her research focuses on fostering empathy, compassion, and resiliency in children through classroom-based interventions and interdisciplinary biological investigations. Her academic journey includes an MA in Educational Psychology from the University of Chicago, a Ph.D. from the University of Iowa, and postdoctoral training as an NIMH Fellow at the University of Chicago and Northwestern University Medical School. Prior to academia, she worked as a middle school teacher and at an alternative high school for at-risk adolescents. Dr. Schonert-Reichl's research spans SEL program evaluation (Roots of Empathy, MindUp), neurobiological mechanisms of learning, and population-level well-being assessment through the Middle Years Development Instrument (MDI). Recent work reveals growing emphasis on teacher adaptation in SEL implementation, trauma-informed approaches, and compassion training's neural correlates, with increasing international collaboration across 6+ countries. Her scientific contributions are recognized through: 2015 Joseph E. Zins Distinguished Scholar Award 2009 Paz Buttedahl Career Achievement Award 2007 UBC Killam Teaching Prize Fellowships with Mind and Life Institute and Botin Foundation 2004 Vancouver School Board Recognition Award She actively shapes policy as advisor to BC Ministry of Education, OECD Education 2030, CASEL Board Member, and Chair of Hawn Foundation's Scientific Research Advisory Board. Her public engagement includes 300+ presentations to educators and media appearances in The New York Times , CBC , and NPR . Leading the MDI project team, she coordinates cross-sector collaboration with researchers, policymakers, and educators across British Columbia, Australia, Germany, UK, and Croatia to transform child well-being measurement into actionable policy insights at population scale.

• STEM Integration
• Engineering Education
• K-12 Mathematics and Science Education
• +۴ مورد دیگر

Tamara Moore is a Professor of Engineering Education at Purdue University, holding the title of Purdue University Faculty Scholar . She is affiliated with the School of Engineering Education , part of Purdue's College of Engineering. Her research focuses on integrating engineering principles into K-12 and higher education curricula to enhance STEM learning through computational thinking, systems thinking, and interdisciplinary approaches. Education: Ph.D., Engineering Education, Purdue University M.S.Ed., Mathematics Education, Purdue University B.S.E., Interdisciplinary Engineering, Purdue University B.S., Mathematics with minor in Mathematics Education, Purdue University Research Interests: Dr. Moore investigates how engineering methodologies (e.g., design thinking, systems analysis) can be used to improve mathematics and science education at all levels. She develops curricula and professional development programs for teachers, emphasizing STEM integration through projects like the STEM Road Map and Engineering Design-Based Curricula . Her work explores computational thinking in early childhood, microelectronics education, and the use of evidence-based reasoning in student projects. Key Contributions: Authored the STEM Road Map framework for K-12 integrated education Developed curricula like Turn the Lights On! and Mineral Mayhem Conducted studies on microelectronics awareness and systems thinking in synthetic biology Advocated for inclusive computational thinking education in early childhood Awards: Purdue University Faculty Scholar (current) Lab & Teams: Her research is conducted from the WANG 3514 Lab , focusing on teacher professional development, student learning trajectories, and curriculum design. Collaborates with interdisciplinary teams on NSF-funded projects like EngrTEAMS: Engineering to Transform the Education of Analysis, Measurement, and Science .

Gerlind Großeمشاهده پروفایل

استاد پژوهشی

• Early Childhood Education
• Social-Emotional Development
• Emotion Regulation
• +۴ مورد دیگر

Gerlind Große is a Research Professor for Early Childhood Studies at the University of Applied Sciences Potsdam and leads the interdisciplinary PINA Research Laboratory. She is deeply involved in applied and basic research focused on early childhood education, social-emotional development, and pedagogical architecture. As Head of the Master's programme in Early Childhood Studies, she contributes to academic leadership via roles in the Faculty Council and Senate. Her research bridges developmental psychology and educational practice, with projects like BIKA (Participation in Daycare Everyday Life), NAWII (natural science interest in early education), and INSO (inclusive social space development). She emphasizes emotion regulation, language-emotion interplay, and pedagogical interaction quality, yielding publications on emotion vocabulary, analog/digital play, and teacher-child dynamics. Recent publications highlight trends in educational psychology, cognitive development, and social-emotional learning. Collaborative work with teams at the University of Potsdam, Freie Universität Berlin, and international institutions underscores her interdisciplinary approach. Projects often intersect with public policy, such as the Babyhelfer App for parental mental health support and the BeoKiz initiative for daycare documentation. As head of PINA, she integrates research across domains like inclusive schools, peer interaction, and developmental assessment. Funding from the Federal Ministry for Family Affairs and partnerships with institutions like ASH Berlin and the University of Graz reflect her commitment to practice transfer and systemic educational reform.