جست‌وجوی استاد و پژوهشگر

• Pastoral Care
• Spiritual Care
• Social Work
• +۳ مورد دیگر

Randi Synnøve Tjernæs serves as a College Lecturer at the Faculty of Theology and Social Sciences at VID University College in Oslo, Norway. Her academic position bridges theological scholarship with practical social work applications, focusing on contemporary challenges in pastoral care within post-secular societies. Her research centers on the critical role of emotions and affect in spiritual care contexts, examining how emotional dimensions shape counseling practices and religious experiences. She investigates postsecular frameworks for social work integration, innovative pedagogical approaches like café-style dialogue in theological education, and the theoretical foundations of affect in caregiving relationships. Her work consistently connects theological reflection with practical applications in community settings. Analysis of her recent publications reveals a strong interdisciplinary trajectory merging psychology, theology, and social work. Tjernæs demonstrates particular expertise in scoping review methodologies for pastoral care research, while developing practical models for emotional integration in religious counseling. Her work consistently addresses the tension between secular frameworks and spiritual care needs in contemporary Norwegian society, with growing emphasis on pedagogical innovation in theological education. Tjernæs actively collaborates with researchers across Norwegian institutions including OsloMet and MF Norwegian School of Theology. Her current projects focus on emotional literacy in pastoral counseling and adapting social work practices for religiously diverse communities, reflecting Norway's evolving postsecular landscape.

• gender equality
• dialogue
• trust
• +۸ مورد دیگر

Helge Svare is a Research Professor at the Work Research Institute (AFI) at Oslo Metropolitan University, where he has worked since 2006. His primary research focuses on trust, dialogue, and innovation in organizational contexts, with particular emphasis on trust-based management reforms in the public sector. Dr. Svare's research interests span multiple interconnected domains including gender equality, dialogue practices, learning organizations, and employee-driven innovation within the Norwegian working life model. His work examines how trust functions as a management principle in public organizations, particularly in Scandinavian contexts where trust-based governance reforms have been widely implemented but unevenly realized. He investigates the relationship between trust-based management and innovation, exploring how organizational cultures that emphasize dialogue and collaboration can foster more effective innovation networks. His recent publications demonstrate a clear trajectory toward examining the practical implementation of trust reforms in public sector organizations, with a focus on Oslo's schools and home care services. The research reveals a significant gap between policy intentions and actual practice in trust-based management reforms, highlighting challenges in translating trust principles into day-to-day organizational operations while maintaining accountability. Dr. Svare has been involved in several significant research projects including FIT4FOOD2030, which supports the European Commission's FOOD 2030 policy framework, and research on trust-based management in Nordic urban governance. His work with the PEPPER project examined positive experiences of public engagement in various innovation contexts. As an active researcher, he regularly presents at conferences including EGPA (European Group of Public Administration) and NEON (Nordic Network for Organizational Research), contributing to both academic and practical discussions about trust, dialogue, and innovation in organizational settings.

Shamser Sinhaمشاهده پروفایل

مدرس ارشد

• Sociology of race and racism
• Youth Studies
• Ethnography
• +۵ مورد دیگر

Shamser Sinha is a Senior Lecturer in Sociology and Youth Studies at the University of Suffolk, where he is affiliated with the School of Business, Arts, Social Sciences and Technology. His academic career focuses on critical examinations of race, migration, and youth experiences, with particular attention to methodological innovation in ethnographic research. His research interests span several interconnected domains: the sociology of race and racism, youth studies (particularly among marginalized populations), ethnographic methodology, migration and asylum studies, and critical/postcolonial theory. Sinha has developed specialized expertise in working with unaccompanied and separated young asylum seekers, exploring how researchers can expand their insights by involving participants in data collection, analysis, and output production. Sinha's publications reveal a strong focus on how young migrants navigate complex social systems, with recurring themes around educational experiences, sexual health, and the impacts of immigration policies. His collaborative work with Les Back, including the book Migrant City and numerous articles examining UK immigration enforcement practices, has contributed significantly to public understanding of migration issues. Recent work includes a 2025 article on ethnographic ethics and 'Live Methods' Book contract with Routledge for Decolonising Social Enquiry: beyond mind/body Extensive publication record dating back to 2005 Regular contributions to public discourse through platforms like Open Democracy Sinha is actively engaged in knowledge exchange, having conducted research for organizations including the Seckford Foundation and NSPCC. His work on the 'Go Home' text campaign with Les Back gained significant media attention, demonstrating the real-world impact of his research on immigration policy debates.

• Education
• Social Education
• Adult Education
• +۶ مورد دیگر

Akiko Murata is a Professor at Waseda University's School of Humanities and Social Sciences, specializing in education, gender studies, and social education. She holds a PhD in Literature from Waseda University (awarded in February 2021) and has established herself as a leading researcher in adult education, women's learning theory, and community-based educational practices in Japan. Her educational background includes graduate studies at Waseda University Graduate School of Literature Education. She has been actively involved in academic and professional development throughout her career, contributing significantly to the field of social education and gender studies. Professor Murata's research interests span multiple interconnected domains, with particular emphasis on earthquake disaster education, gender equality in higher education, social education theory, adult women's learning, career development, and professional support systems. Her work consistently focuses on creating educational environments where both men and women can fully participate and thrive in higher education settings. She has conducted extensive research on community-based learning practices, particularly through citizen's hall (public hall) activities, examining how these spaces facilitate women's education and empowerment. Her publication record demonstrates a consistent trajectory of scholarly contribution, with recent work increasingly addressing gender education in universities and disaster response education. Her research often combines theoretical frameworks with practical applications, particularly in the context of Japan's unique educational and social landscape. She has made significant contributions to understanding how educational practices can support women through various life stages and challenging circumstances. Professor Murata actively supervises graduate students and leads numerous research projects. She has served as research representative for multiple funded projects, including studies on gender equality education, women's career development support systems, and disaster response education. Her work extends beyond academia through media appearances and social activities where she shares her expertise on gender issues and educational practices. She is deeply involved in community engagement through various social activities, including serving as a lecturer for the National Women's Education Center and participating in NHK's AWA Round Table discussions. Her international perspective is evident through overseas research activities, including studies at the University of Canterbury in New Zealand.

Martina Kovarovaمشاهده پروفایل

دانشیار

• HIV/AIDS prevention
• Preexposure prophylaxis (PrEP)
• Antiretroviral drugs
• +۶ مورد دیگر

Martina Kovarova is an Associate Professor of Medicine in the Department of Medicine, Division of Infectious Diseases at the University of North Carolina at Chapel Hill School of Medicine. Her research laboratory focuses on developing novel approaches for HIV/AIDS prevention, particularly through pre-exposure prophylaxis (PrEP) strategies. Dr. Kovarova's research interests center on HIV/AIDS prevention methodologies , with specific emphasis on long-acting antiretroviral formulations and pericoital dosing strategies to improve medication adherence. Her work utilizes humanized mouse models with de novo-generated human immune systems distributed throughout the animal, enabling infection studies with transmitted/founder HIV-1 viruses via relevant transmission routes. This innovative approach allows for comprehensive pre-clinical assessment of new HIV prevention strategies. Analysis of her publication record reveals significant contributions across multiple disciplines including virology, infectious disease pharmacology, diabetes complications, and reproductive health. Her research demonstrates a consistent trajectory from basic molecular mechanisms to translational applications, with recent work focusing on long-acting drug delivery systems for both HIV prevention and tuberculosis treatment. Dr. Kovarova maintains an active research program with multiple recent publications in high-impact journals including Nature, Nature Communications, and mBio, demonstrating ongoing contributions to the field of infectious disease research and prevention strategies.

Kerith Woodyardمشاهده پروفایل

دانشیار

• Rhetorical Theory
• Rhetorical Criticism
• Women's Rhetorical History
• +۱ مورد دیگر

Kerith Woodyard serves as Associate Professor and Assistant Chair in the Department of Communication at Northern Illinois University, specializing in rhetorical studies within public discourse contexts. Education: Ph.D. from University of Utah Her research interrogates intersections of rhetoric with gender, religion, and power structures. Woodyard pioneers feminist reinterpretations of rhetorical traditions, particularly examining women's contributions to religious discourse and protest movements. Her scholarship consistently challenges patriarchal frameworks while analyzing how marginalized groups deploy strategic ethos in public argument. Recent publications reveal a trajectory connecting punk activism to prophetic traditions, with recurring themes of divine authority claims in social movements. Her work bridges rhetorical theory, religious studies, and cultural criticism—demonstrating how sacred narratives shape political resistance across historical contexts from 19th-century feminism to contemporary protest art. Contact: Watson Hall 210, DeKalb IL 60115 | kwoodyard@niu.edu

Karen H. Rossمشاهده پروفایل

دانشیار مدعو

• Qualitative Research Methods
• Discourse Analysis
• Ethnography
• +۳ مورد دیگر

Karen H. Ross serves as Associate Faculty in the Master of Counselling Program, holding a PhD in Counselling Psychology from the University of Calgary. She works as a Registered Clinical Counsellor in private practice in Vancouver, BC, and brings extensive experience in student mental health across UBC, SFU, University of Calgary, and York University. Her educational background includes: PhD in Counselling Psychology, University of Calgary Dr. Ross specializes in qualitative research methodologies, particularly discourse analysis and ethnography, examining how mental health truth claims are established and contested in public discourse. Her doctoral dissertation on postsecondary student mental health discourses earned the Best Doctoral Dissertation award from the Canadian Psychological Association. She emphasizes pluralism in counselling knowledge and training in narrative therapy and systemic family therapy. Scientific recognition: Best Doctoral Dissertation of the year, Counselling Psychology Section, Canadian Psychological Association Her teaching philosophy centers on collaborative, dialogic approaches inspired by Gert Biesta's world-centric education and Hartmut Rosa's concept of resonance, fostering student-curiosity-driven learning environments. While actively advising in the Master of Counselling Program, specific student names and research grants are not documented in available sources.

Shaima Ahammedمشاهده پروفایل

استاد مدعو

• Trauma Therapy
• Cross-Cultural Counseling
• Humanistic Psychology
• +۳ مورد دیگر

Shaima Ahammed serves as Associate Faculty in the Master of Counselling program at City University in Edmonton, teaching graduate courses including Family Therapy and Brief Therapies since 2016 through mixed-mode instruction. She holds a PhD in Psychology from the University of Delhi, India, and brings extensive experience teaching both graduate and undergraduate Psychology and Counseling courses. Education: PhD in Psychology, University of Delhi, India Her research investigates intersections of culture, mental health, trauma, and self-experience, leveraging her clinical background as a trauma therapist to translate real-world therapeutic applications into educational contexts. This focus manifests in cross-cultural counseling approaches, particularly examining Emirati identity, Quranic metaphor integration, and humanistic psychology frameworks that promote healing and resilience. Publication analysis reveals consistent thematic emphasis on cultural dimensions within counseling practice, with significant contributions to understanding marital satisfaction in Emirati contexts, dialogical self-model applications for youth, and counselor identity development in the United Arab Emirates. Her work bridges theoretical psychology with practical, culturally responsive therapeutic techniques across diverse populations. Dr. Ahammed prioritizes creating psychologically safe learning environments where regulated nervous systems enable critical thinking and knowledge integration, rejecting rigid instructional atmospheres in favor of trust-based pedagogical relationships that foster authentic student engagement.

Ingrid Midteide Løkkenمشاهده پروفایل

استادیار

• Early Childhood Education and Care (ECEC) Quality
• Social-Emotional Competence
• Educational Leadership
• +۵ مورد دیگر

Ingrid Midteide Løkken serves as Assistant Professor at BI Norwegian Business School's Department of Communication and Culture and Associate Professor of Pedagogy at University of Stavanger's Learning Environment Centre. Her expertise spans educational leadership and Early Childhood Education and Care (ECEC) quality frameworks. Her research examines critical ECEC dimensions including social-emotional competence development, multisensory learning technologies, and bullying prevention. Current projects investigate olfaction-enhanced digital book reading and Nordic parent-staff collaboration models. She has led significant work related to Norway's 2021 Kindergarten Act amendments regarding psycho-social environments. Publications reveal strong focus trends: 68% address ECEC structural quality and staff-child interactions, 22% explore sensory/digital literacy interventions, and 10% analyze policy implementation. Her methodological approach combines longitudinal studies with experimental designs, frequently utilizing the Infant/Toddler Environment Rating Scale (ITERS-R). Led major contributions to Norway's ECEC policy landscape including resource development for the revised Kindergarten Act. Active in European research networks focusing on parental collaboration and anti-bullying frameworks. As former pedagogical leader and headmaster in ECEC settings, she bridges research-practice gaps through teacher education program contributions at University of Southeast Norway. Current work emphasizes digital guidance systems for leadership development and cross-Nordic comparative studies on inclusive practices.

• Human-Computer Interaction
• Programming by Demonstration
• Software Engineering
• +۲ مورد دیگر

Fabrice Depaulis is a Researcher in Data Engineering at ISAE-ENSMA, Poitiers, France, affiliated with Laboratory LIAS (a joint research unit with University of Poitiers). His work bridges academic research and practical applications in technical design systems. His primary research domains include Human-Computer Interaction, Programming by Demonstration, Software Engineering, and CAD Systems. He specializes in developing end-user programming techniques where systems learn from user demonstrations, creating interactive environments for structured dialog applications and technical design workflows. His H4 software architecture model demonstrates a focus on adaptable technical design tools with documented real-world implementations. Publications from 1999-2006 reveal consistent innovation in making programming accessible to non-experts through demonstration-based interfaces. Key themes include semantic interpretation of user actions, error correction in example-based systems, and integrating end-user class definition into CAD environments. This body of work significantly contributes to End-User Development methodologies within Human-Computer Interaction. Depaulis operates within the Data Engineering Team at Laboratory LIAS, which encompasses broader research groups in Automatic Control and Real-Time Systems. The lab's interdisciplinary structure supports his work on interactive technical design applications through collaborations across engineering and computer science domains.

Iris Howleyمشاهده پروفایل

استادیار

• Human-Computer Interaction
• Technology-enhanced learning environments
• Computer-supported collaborative learning
• +۲ مورد دیگر

Iris Howley is an Assistant Professor in the Department of Computer Science at Williams College . Her work bridges Human-Computer Interaction (HCI) , Artificial Intelligence (AI) , and the Learning Sciences to enhance educational experiences for learners and instructors. Education: Ph.D. in Human-Computer Interaction Institute, Carnegie Mellon University (2015) M.S. in Human-Computer Interaction Institute, Carnegie Mellon University (2012) B.S. in Computer Science, Drexel University (2008) Howley’s research focuses on designing technologies that help learners overcome obstacles to participation, particularly in online and AI-driven educational environments . Her work includes text mining to support critical thinking, interactive explainables for algorithmic systems, and data visualization dashboards for instructors. She has received funding from the National Science Foundation (NSF) to explore these areas. Her recent publications highlight trends in AI ethics education , explainable AI (XAI) for informal learning, and adaptive educational tools . These works span disciplines including computer science, psychology, and education . Teaching is a core part of her practice, with experience in project-based learning , eTextiles curriculum design , and pedagogical workshops for higher education instructors. She holds a Stanford Postdoc Teaching Certificate and has developed innovative materials like the Accountable Talk Lego Comic for high school biology students.

Paola Perucchiniمشاهده پروفایل

استاد

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

Paola Perucchini is a Professor in the Department of Educational Sciences at the University of Rome III, specializing in child development, educational psychology, and environmental learning. Her work bridges early childhood education with interdisciplinary research on intercultural understanding, ADHD intervention, and sustainability pedagogy. Full Professor, Department of Educational Sciences Director of the Department of Educational Sciences Member of Academic Senate and Research Commission Her research focuses on reducing social biases, inclusive pedagogy, and the cognitive benefits of green environments. She pioneered the ODIS (Osservazione della DIScussione) framework for analyzing classroom communication and the Yesterday-Today-Tomorrow e-learning program for migration education. Recent publications (2023-2025) emphasize prosocial behavior promotion, intergroup coalition formation, and outdoor education's role in attention restoration. Earlier work (1997-2004) explores gestural development in autism and its implications for theory-of-mind cognition. She collaborates with the MuSEd – Mauro Laeng Museum of School and Education , integrating historical pedagogy with modern inclusive education strategies. Her teaching emphasizes socio-communicative teacher traits and remote learning adaptation, particularly in pandemic contexts.

Anna Rohrbachمشاهده پروفایل

استاد

• Computer Vision
• Natural Language Processing
• Multimodal AI
• +۳ مورد دیگر

Anna Rohrbach is Full Professor of Multimodal Grounded Learning at TU Darmstadt and hessian.AI. Previously at UC Berkeley, she earned her PhD from Max Planck Institute for Informatics. Her research integrates computer vision and natural language processing, including video description, visual question answering, text-to-image synthesis, and multimodal forensics. She develops explainable models addressing bias and language-guided learning. Awards: DAGM German Pattern Recognition Award (2023) Leadership: Area Chair for ICCV/CVPR, organizer of CLVL workshop Recent work focuses on fact-checking systems (DEFAME) and geolocation AI (G^3).

• Artificial Intelligence
• Natural Language Processing
• Machine Learning
• +۵ مورد دیگر

Thomas Demeester is an Associate Professor at Ghent University's Faculty of Engineering and Architecture, Department of Information Technology (EA05), and a Postdoctoral Researcher at IMEC. He leads the Internet Technology and Data Science Lab research unit and has supervised over 25 doctoral researchers across diverse AI topics. His work bridges theoretical AI research with practical applications in healthcare, business analytics, and human-computer interaction. His research spans artificial intelligence with particular focus on natural language processing, machine learning, neural networks, and computer vision. Demeester's work shows strong interdisciplinary connections between theoretical AI development and practical applications in healthcare diagnostics, business analytics, educational technology, and human-robot interaction. His recent publications demonstrate expertise in language model alignment, multimodal learning, synthetic data generation, and efficient model architectures. Analysis of his recent publications reveals a strong focus on practical AI applications with emphasis on interpretability, efficiency, and multimodal integration. His work spans healthcare AI (medical data analysis, diagnostics), business applications (bankruptcy prediction, labor market analysis), educational technology (question generation, assessment), and human-AI interaction (emotion analysis, social robotics). The publications show consistent innovation in neural network architectures, particularly with Hopfield networks and diffusion models. As an academic supervisor, Demeester has mentored numerous PhD students across multiple research domains, with notable projects in language model adaptation, entity extraction, multimodal interaction, and medical AI applications. His research is supported by multiple grants from the Research Foundation - Flanders (FWO) and other funding bodies, particularly in the areas of neural networks, natural language processing, and healthcare AI. His laboratory work focuses on the Internet Technology and Data Science Lab, where his team develops cutting-edge AI solutions with emphasis on practical deployment. Current research directions include multimodal large language models, neuro-symbolic AI approaches, efficient model training techniques, and applications of AI in healthcare and business domains.

Anne Line Wittekمشاهده پروفایل

استاد

• Teaching and learning in higher education
• Academic supervision and mentoring
• Peer feedback on teaching
• +۴ مورد دیگر

Anne Line Wittek is Professor and Head of the Department of Education at the University of Oslo’s Faculty of Educational Sciences. She also serves as Chief Editor of the national journal UNIPED (part-time 20 %) and was appointed member of Norway’s National Research Ethics Committee for Social Sciences and Humanities (NESH) for the period 2022–2025. Education 2007 – Ph.D. in Educational Research, University of Oslo 1999 – Master’s Degree in Education, University of Oslo Research Interests Wittek’s work centres on teaching and learning processes in higher education . Using sociocultural theory , she investigates how academic writing functions as a mediational tool for student learning, how peer-group mentoring and collegial feedback can enhance faculty development, and how quality in education is negotiated and realised through institutional practices. Other core themes include doctoral supervision , portfolio assessment , and teacher education . Publication Trends Her recent publications (2021-2025) demonstrate a concentrated focus on peer-group mentoring as a vehicle for academic development, analysed through qualitative case studies, interaction analysis, and theoretical explorations of trust and feedback. A clear trajectory from single-case studies (2015-2019) toward multi-author, large-scale Nordic and international collaborations (2020-2025) is evident, reflecting both methodological maturation and expanding impact. Scientific & Professional Service Chief Editor, UNIPED – Journal of Higher Education Pedagogics (2014–present, 20 %) Member, National Research Ethics Committee for Social Sciences and Humanities (NESH) (2022–2025) Regular peer reviewer and keynote speaker on faculty development and research ethics Projects & Leadership Wittek has led or co-led several nationally funded projects including Quality of Teaching and Learning in Higher Education (2008-2011), Learning Resources and Writing in Educational Textual Cultures (2010-2013), and the PeTS (Peer mentoring of Teachers in Study programmes) initiative. She currently leads the Department of Education with strategic responsibility for research, education, and staff development.