جست‌وجوی استاد و پژوهشگر

Paul Shrivastavaمشاهده پروفایل

استاد

• Sustainability
• Organizational Strategy
• Crisis Management
• +۳ مورد دیگر

Paul Shrivastava is a Professor of Management and Organizations at the Smeal College of Business, Pennsylvania State University. He served as Penn State's Chief Sustainability Officer and Director of the Sustainability Institute until July 2022. Previously, he led Future Earth as Executive Director and co-founded the David O'Brien Centre for Sustainable Enterprise at Concordia University. His expertise spans sustainability, transdisciplinary research, crisis management, and organizational strategy. Education: PhD in Strategic Planning and Policy from the University of Pittsburgh (1981), Post Graduate Diploma in Management from IIM Calcutta, and Mechanical Engineering from NIT Bhopal. Research focuses on sustainable development, corporate sustainability strategies, and integrating arts with science for environmental stewardship. Key contributions include foundational work on crisis management (e.g., Bhopal disaster analysis) and pioneering 'embodied learning' methods. He co-founded the Organizations and Natural Environment Division of the Academy of Management and chairs the UNESCO Art and Sustainable Enterprise initiative. Awards include the Academy of Management ONE Division Distinguished Scholar Award (2023) and IIM Calcutta Distinguished Alumni Award (2016). His advisory roles span global institutions like the Club of Rome and Hiroshima University's NERPS. Notable projects include Balance unBalance 2011 and Montreal Degrowth 2012 conferences, emphasizing artistic and transdisciplinary approaches to sustainability. He advocates for systemic integration of SDGs and resilience in urban systems, as highlighted in his work on 'sustainable cities' and climate governance.

• Digital Writing
• Generative AI in Education
• Digital Media Studies
• +۴ مورد دیگر

Robert E. Cummings is a Professor of Writing and Rhetoric and Executive Director of Academic Innovation at the University of Mississippi. He directs the Interdisciplinary Minor in Digital Media Studies and leads the Academic Innovations Group (AIG) and Center for Excellence in Teaching and Learning (CETL), focusing on evidence-based teaching strategies and professional development for faculty. His academic roles emphasize bridging technology and pedagogy, particularly in digital writing instruction. Education: B.A. in English, University of Tennessee-Knoxville (1990) M.A. and Ph.D. in English, University of Mississippi (1999, 2006) Research Interests: Cummings explores the intersection of digital tools and writing pedagogy, including generative AI’s impact on writing, Wikipedia’s role in education, and post-pandemic digital instruction. He collaborates with computer science researchers to study AI-human dynamics in writing processes. His work emphasizes open educational practices, resilience in teaching, and inclusive digital platforms. Publications Trends: His articles analyze AI writing tools, pandemic-era pedagogy shifts, and long-term trends in digital writing instruction. Recent work focuses on frameworks for integrating AI into first-year writing programs while addressing ethical and practical challenges. Awards: No scientific awards explicitly mentioned in the provided materials. Advising & Grants: No student advising records or grant details are listed. Current responsibilities include curriculum development and institutional innovation initiatives. Labs/Teams: Leads the Academic Innovations Group and collaborates with CETL to advance teaching strategies across the University of Mississippi campus.

Kerri McBee-Blackمشاهده پروفایل

استادیار

• Adaptive Apparel
• Inclusive Design
• Disability Studies
• +۲ مورد دیگر

Kerri McBee-Black is Assistant Professor and Helen Allen Faculty Fellow in the Department of Textile and Apparel Management at the University of Missouri, affiliated with the College of Arts & Science. She holds a PhD, MS, and BS from Missouri institutions and is a CLO3D Accredited Instructor. Her research focuses on adaptive apparel design addressing needs of people with disabilities. Education includes: PhD, University of Missouri MS, University of Missouri BS, Columbia College McBee-Black's work pioneers inclusive design innovations through user-centered approaches, examining functional challenges like independent dressing mechanisms and wheelchair-adaptive clothing. She investigates industry certification standards and digital commerce accessibility while integrating historical costume features into contemporary adaptive solutions. Her research employs mixed methodologies including systematic reviews, case studies, and participatory design. Recognitions include: Innovative Excellence Award (University of Missouri System) Multiple Langsam Family Faculty Appreciation Awards Over $74,000 in funded research grants She mentors undergraduate/graduate design projects and integrates industry partnerships into curriculum development.

Nathan Hopkinsمشاهده پروفایل

عضو هیئت علمی

• Geological Field Methods
• Geomorphology
• Glacial Geology
• +۲ مورد دیگر

Nathan Hopkins is an Assistant Teaching Professor and Director of Undergraduate Studies in the Department of Geological Sciences at the University of Missouri. He serves as Director of the Geology Field Camp and specializes in geological field methods, geomorphology, glacial geology, and geographic information systems. His research emphasizes practical field techniques and earth surface processes. Professor Hopkins teaches foundational courses including Introduction to the Earth, The Clean Energy Transition, and the capstone Geology Field Camp course. His research focus includes till fabric analysis, glacial sedimentology, and applications of remote sensing technologies like UAVs and InSAR in geological mapping. Recent publications reflect Hopkins' expertise in glacial processes, particularly investigations of ice rheology using magnetic anisotropy techniques and studies of drumlin formation mechanisms. His work integrates field observations with laboratory analyses to understand subglacial processes and landform development. Field-based research spans locations from Alaska to Sweden, examining glacial deposits and landforms. Hopkins maintains active engagement in geological education through field instruction and curriculum development. As Field Camp Director, he oversees essential field training for geology students. His pedagogical research examines effective approaches to field education and geological mapping instruction.

• Education Equity
• Quantitative Methodologies in Education
• Educational Policy Analysis
• +۳ مورد دیگر

Dr. Dave Hicks is a Lecturer in Data Analysis and Assessment in Education at the University of Tasmania's Faculty of Education. His research focuses on education equity, quantitative methodologies, and systemic barriers affecting marginalized student groups. He holds a PhD (2021), Grad Cert (Research) (2021), and Bachelor of Education (Honours) (2014) from the University of Tasmania. Education Background: PhD in Education, University of Tasmania (2021) Graduate Certificate in Research, University of Tasmania (2021) Bachelor of Education (Honours), University of Tasmania (2014) Research Interests: Dr. Hicks applies data-driven approaches to analyze educational policies and practices, particularly addressing inequities in low SES, regional, and Indigenous student populations. His work emphasizes collaboration with schools, governments, and NGOs to drive systemic change. Key areas include: Online engagement strategies for disadvantaged students Teacher retention and wellbeing in secondary education Culturally responsive pedagogies for Indigenous learners VR technology in place-based education Recent Research Trends: His 2023-2025 publications highlight: Quantitative analysis of literacy gender gaps VR-based educational innovations Policy frameworks for Indigenous student success Online pedagogies for diverse student groups Grants & Partnerships: Active grants include: $177,574 DECYP literacy training package (2023-2024) $58,077 Table Cape VR Education Project (2024) $49,997 National Centre for Student Equity grant (2024-2025) Labs/Teams: Collaborates with CALE (College of Arts Law and Education) and interdisciplinary teams on projects like the Table Cape VR initiative and TBRI professional learning programs.

• Machine Learning
• Deep Learning
• Data Analytics
• +۳ مورد دیگر

Shafaq Khan is an Assistant Professor in the School of Computer Science at the University of Windsor. She holds a PhD in Computer Science from the University of Salford (2017). Her research spans machine learning, deep learning, data analytics, and database systems with applications in healthcare informatics, agricultural technology, educational systems, and blockchain. Recent work focuses on AI-driven healthcare transformation, privacy-preserving data methods, federated learning for disease prediction, and computer vision applications in agriculture. Additional interests include educational technology for addressing disparities, blockchain implementations in government services, and open-source search engine development. Her work demonstrates consistent integration of cutting-edge computing techniques with practical domain applications.

Lucia O'Sullivanمشاهده پروفایل

استاد

• Sexuality Studies
• Intimate Relationships
• Digital Technologies and Relationships
• +۳ مورد دیگر

Lucia O'Sullivan is a Professor and Chair in the Department of Psychology at the University of New Brunswick. She holds a PhD in Experimental Psychology from Bowling Green State University, with postdoctoral research training in HIV at Columbia University. Her research focuses on the intersection of sexuality and intimate relationships, including digital technologies' impact on relationships and barriers to sexual health care. She has conducted international studies in South Africa, the UK, Guatemala, India, and the US. Dr. O’Sullivan has authored/co-authored over 175 peer-reviewed articles, a textbook on human sexuality, and serves on multiple journal editorial boards. She is currently not accepting graduate students. Education: B.A. (Hons.) and M.A. in Clinical Psychology from UNB; PhD in Experimental Psychology from Bowling Green State University; Postdoctoral training in HIV at Columbia University. Research interests include adolescent and young adult sexuality, sexual violence prevention, and the role of technology in relationships. Her work emphasizes global health perspectives and collaborative international research. Key contributions include co-editing a book on sexual coercion and developing measurement tools like the Short Sexual Subjectivity Inventory. Her recent studies explore sugar arrangements, bystander intervention in sexual aggression, and infidelity predictors.

Christina Fattoreمشاهده پروفایل

استاد

• International Relations
• International Trade and Development
• Sociology of the Profession
• +۳ مورد دیگر

Christina Fattore is a Professor in the Department of Political Science at West Virginia University (WVU), affiliated with the Eberly College of Arts & Sciences. She also serves as a faculty member in the International Studies program and the Center for Women's and Gender Studies. Her research focuses on international trade, development, and the sociology of academia, with a particular emphasis on mentoring strategies and pedagogy of care. She holds a Ph.D. in Political Science from Florida State University (2007). Dr. Fattore teaches courses on international political economy, international organizations, and gender in international relations. She is actively involved in academic leadership, serving as Vice Chair/Program Chair of the International Studies Association's Women's Caucus. Her work bridges theoretical scholarship and practical pedagogy, addressing issues such as academic well-being, gender disparities in academia, and the impact of global events on scholarly productivity. Her research trends reflect a dual focus: analyzing international trade disputes and institutional frameworks while advocating for inclusive, care-centered educational practices. Recent studies examine post-pandemic scholarly challenges, gendered academic networks, and the psychological impacts of political events on marginalized groups. Dr. Fattore’s affiliations include cross-disciplinary roles that emphasize feminist methodologies and global justice. She contributes to policy-relevant research on trade liberalization in Latin America and the evolving dynamics of international dispute resolution mechanisms.

Lori McKeeمشاهده پروفایل

دانشیار

• Literacy Education
• Multimodal Pedagogies
• Elementary Language Arts
• +۳ مورد دیگر

Dr. Lori McKee is an Associate Professor and Graduate Chair in the Department of Curriculum Studies at the University of Saskatchewan's College of Education. With 20 years of elementary teaching experience, her work bridges classroom practice and academic research in literacies, pedagogies, and teacher professional learning. She specializes in multimodal pedagogies, intergenerational learning, and equity-centered literacy instruction. Education: Ph.D. in Multimodal Pedagogies, Western University (2018) M.Ed. in Multiliteracies and Multilingualism, Western University (2013) B.Ed. in Primary-Junior Education, Queen’s University (1997) B.A.Sc. in Child Studies, University of Guelph (1996) Research Interests: Dr. McKee’s research focuses on literacies education across diverse contexts, including: Intergenerational learning programs connecting elders and children Equitable pedagogical strategies for literacy instruction Professional development for teacher educators Integration of digital and multimodal tools in teaching Teaching Contributions: She teaches graduate courses in curriculum research and project design, as well as undergraduate courses in elementary English Language Arts and literacy assessment. Her pedagogy emphasizes reflective practice and adapting instruction to contemporary educational challenges. Collaborations: Engages with schools, elder care facilities, and teacher communities to co-design curricula. Active in national and international research networks, including the Reading Pedagogies of Equity Project.

• Scholarship of Teaching and Learning (SOTL)
• Higher Education Pedagogy
• Biology Education
• +۳ مورد دیگر

Ivona Mladenovic is a Senior Lecturer in the Department of Biological Sciences at Simon Fraser University (SFU), where she has been involved in teaching since 2003. She specializes in evidence-based pedagogy and focuses on enhancing student learning experiences in first-year biology courses. She played a pivotal role in establishing the SFU Surrey campus’s BISC 101/102 teaching laboratory in 2011 and has developed courses like BISC 106. Her education includes a PhD in Educational Theory and Practice (SFU), a PhD in Medicine (University of Belgrade), and advanced degrees in Endocrinology, Molecular Biology, and Education. She holds certifications from UBC and Vancouver Community College. Research Interests: Mladenovic’s work centers on the Scholarship of Teaching and Learning (SOTL), particularly first-year students’ perceptions of quality teaching in science. She investigates how pedagogical practices can foster inclusive, learning-centered environments. Key questions include understanding students’ definitions of effective teaching and the transferability of pedagogical skills. Grants & Awards: 2019-2020: SFU Institute Grant ($5,000) for studying student learning experiences 2016-2017: SFU Grant ($5,000) on electronics in learning 2012-2013: SFU Teaching Grant ($5,000) for enhancing concept understanding via research 2013-2014: Dean of Graduate Studies Fellowship for her education PhD Teaching & Courses: She currently teaches BISC 202 (Genetics) and BISC 101 (General Biology). Her teaching emphasizes active learning and adapts to diverse student needs. She has authored test banks for major biology textbooks and contributed chapters to post-pandemic education literature.

Sara Scott Shieldsمشاهده پروفایل

دانشیار

• Interdisciplinary Art Education
• Civically Engaged Art Education
• Arts-Based Educational Research
• +۶ مورد دیگر

Sara Scott Shields is an Associate Professor and Associate Dean of Academic Affairs in the Department of Art Education at Florida State University (FSU), part of the College of Fine Arts. She holds a PhD in Art Education from the University of Georgia, and earlier degrees from East Carolina University. Her career spans 14 years of teaching at secondary and college levels, with a focus on integrating visual journaling, contemporary art, and community history into civically engaged pedagogy. Shields has been recognized with national awards including the Southeastern Higher Educator of the Year (2019) and Florida Higher Educator of the Year (2018). Education: PhD in Art Education, University of Georgia (Advisor: Dr. Tracie Costantino) MAEd in Art Education, East Carolina University (Advisor: Dr. Alice Arnold) BFA in Art Education and Ceramics, East Carolina University (Advisors: Dr. Nancy House and Seo Eo) Research Focus: Shields’ work emphasizes civically engaged art education , leveraging visual journaling and arts-based research to foster socially just educational practices. She explores how art can bridge personal/community histories with contemporary issues, empowering students and educators to engage in civic discourse. Her interdisciplinary approach integrates qualitative methods, practitioner research, and curriculum design. Recent Scholarship Trends: Her publications (2018–2025) highlight resilience during crises (e.g., pandemic impacts), youth-led artistic research, and digital-age pedagogical strategies. Notable works include frameworks for civically engaged art education and studies on graduate student identity in academia. Awards & Contributions: National & regional teaching awards Leadership in art education policy Advocacy for equity in arts curriculum Teaching & Mentorship: Shields instructs core art education courses such as Contemporary Issues in Art Education and Arts-Based Research . She mentors pre-service teachers in designing inclusive, community-oriented curricula. Labs/Teams: Active in FSU’s Art Education Department, contributing to interdisciplinary initiatives and community art projects.

Katherine McNeillمشاهده پروفایل

استاد

• Science Education
• Science Practices
• Scientific Argumentation
• +۵ مورد دیگر

Katherine McNeill is a Professor in the Department of Teaching, Curriculum, and Society at Boston College's Lynch School of Education and Human Development. She holds the Bryk Faculty Fellowship and specializes in science education, particularly focusing on scientific argumentation, explanation practices, and equitable STEM instruction. Her work emphasizes designing curriculum materials and professional development to support teachers in fostering student-driven inquiry. McNeill earned a PhD and two MS degrees from the University of Michigan (2006), and dual BA degrees in Biology and English from Brown University (1998). She previously taught middle school science and has been at Boston College since 2006. Her research centers on improving science education through: Developing the Claim-Evidence-Reasoning (CER) framework Supporting multilingual learners' participation in argumentation Designing educative curriculum materials (e.g., OpenSciEd) Professional learning programs for educators and instructional leaders Key contributions include authoring influential books like Supporting Grade 5-8 Students in Constructing Explanations in Science and articles on curriculum customization, teacher beliefs, and leadership roles in science reform. Her work bridges research and practice to ensure all students engage in meaningful scientific sensemaking.

• Educational Technology
• Cognitive Development
• Child-Tablet Computer Interaction
• +۳ مورد دیگر

Adam Dubé is an Associate Professor in the Department of Educational and Counselling Psychology at McGill University's Faculty of Education. He directs the Technology, Learning, & Cognition (TLC) Lab and holds a McGill Faculty of Education Distinguished Teacher award. His research focuses on how educational technologies like tablet computers and digital games enhance learning, particularly in mathematics and cognitive development. He has published extensively on educational app design, digital assistant impacts on children’s cognitive theories, and teacher adoption of educational technologies. Education: Postdoctoral Research Fellow, University of Toronto PhD in Psychology, University of Regina MA in Psychology, University of Regina Research Interests: Educational Technology & Teaching Innovation Cognitive Development Child-Tablet Interaction Mathematical Cognition Educational App Evaluation Awards: McGill Distinguished Teacher Award (2021) Fellow, American Educational Research Association Fellow, Society for Research in Child Development Grants & Funding: SSHRC Insight Development Grants (2021-2022, 2020-2021) MITACS Accelerate Grant (2020-2021) Labs/Teams: Lead researcher at the TLC Lab, collaborating with Ubisoft Montreal on educational game curriculum guides.

Jovan Scott Lewisمشاهده پروفایل

استاد

• Black Geographies
• Racial Geographies
• Economic Geography
• +۵ مورد دیگر

Professor Jovan Scott Lewis is a critical human geographer and anthropologist at the University of California, Berkeley , holding the Haas Distinguished Chair in Economic Disparities . His work bridges Black Geographies , Racial Capitalism , and Reparative Justice , with a focus on African-descended communities in the Caribbean and the U.S. Education : Ph.D. from the London School of Economics Leadership : Chair, UC Berkeley Department of Geography; Founder, Berkeley Black Geographies Project (2016) Public Impact : Appointed to California’s first Reparations Task Force (2021–2023); Leads post-Task Force research on racial wealth gaps His scholarship critiques reparations frameworks, advocating for relational repair beyond injury-centric models. Key works include Scammer’s Yard (2020) on Jamaican informal economies and Violent Utopia (2022) on Tulsa’s racial violence legacies. The 2023 co-edited volume The Black Geographic institutionalizes Black Geographies as a discipline. Scientific Awards : Eduardo Bonilla-Silva Book Award for Scammer’s Yard C. Wright Mills Award Finalist for Violent Utopia John Hope Franklin Prize Honorable Mention Current projects include the book State of Repair and leadership in the Alliance for Reparations, Reconciliation and Truth (AART) , alongside advisory roles for U.S. and Caribbean reparations initiatives.

Robin E. Harveyمشاهده پروفایل

دانشیار بالینی

• Chinese Language Teacher Education
• Bilingual and Immersion Pedagogy
• Early Childhood Literacy Development
• +۳ مورد دیگر

Dr. Robin E. Harvey is a Clinical Associate Professor of TESOL, Bilingual, and World Language Education at New York University’s Steinhardt School of Culture, Education, and Human Development. She serves as Director of NYU’s Project for Developing Chinese Language Teachers (DCLT) and previously led the StarTalk Immersion Training Program for Teachers of Chinese (K-6). She contributed to NYU Steinhardt-NYU Shanghai’s joint MA TESOL program as Co-Director and instructor. Harvey has experience as a middle school Mandarin teacher in New York and children’s English teacher in Taiwan, and founded Greenwich Village Chinese (西村中文), an afterschool program for Mandarin learners. Her research focuses on Chinese language teacher education, bilingual/immersion pedagogy, early childhood literacy, and global teaching approaches. Notable works include co-authoring Rhythms and Tones: Inventive Songs & Chants for Learning Chinese and contributing to Asia Society’s Chinese Early Language Immersion Network (CELIN). She also holds a leadership role in the Chinese Language Teachers Association of Greater New York (CLTA-GNY). Publications highlight themes such as translanguaging in Mandarin immersion, digital tools in literacy development, and preschool curriculum frameworks. Her work bridges theory and practice, emphasizing culturally responsive pedagogy and teacher leadership. Harvey’s initiatives aim to strengthen Chinese language education globally through teacher training and program design.