جستجوی استاد راهنمای دانشگاهی

Laura Pendergastمشاهده پروفایل

دانشیار

• Psychometrics
• Educational Assessment
• Equity in Psychological Measurement
• +۳ مورد دیگر

Laura Pendergast serves as an Associate Professor at Temple University's College of Education and Human Development, where she teaches graduate courses including Tests and Measurements (EPSY 5529) and Clinical Supervision Seminar in School Psychology (SPSY 9687). Her academic work centers on advancing equity in psychological and educational assessment through rigorous psychometric methodologies. Her research program focuses on evaluating cross-cultural equivalence of social, emotional, and behavioral constructs using multivariate statistics, with particular emphasis on applications in school psychology and international contexts. She investigates how measurement science can improve decision-making processes in educational settings, especially in low-resource environments where assessment tools require cultural validation. Analysis of her 15 most recent publications (2018-2024) reveals consistent themes in validating cognitive and behavioral assessment instruments across diverse populations, with significant contributions to understanding environmental impacts on child development through the MAL-ED international study. Her work demonstrates methodological expertise in measurement invariance testing and scale development for global applications. Dr. Pendergast's research has secured substantial funding from major organizations: Society for the Study of School Psychology Institute for Education Sciences Spencer Foundation Foundation for the National Institutes of Health Bill and Melinda Gates Foundation Her laboratory work involves large-scale international collaborations examining child development trajectories, with particular focus on cognitive assessment validity in low- and middle-income countries. Current projects investigate the interplay between environmental factors, nutritional status, and neurodevelopmental outcomes using sophisticated psychometric modeling techniques.

• Philosophy of Science
• Epistemology
• History of Science
• +۳ مورد دیگر

Eric Oberheim is a Researcher at the Department of Philosophy within the Faculty of Philosophy at Humboldt-Universität zu Berlin . He is affiliated with the DFG-Emmy-Noether Research Group: A Sensible World , focusing on philosophical and historical analyses of scientific theories and their evolution. Role : Researcher Institution : Humboldt-Universität zu Berlin Research Group : DFG-Emmy-Noether Research Group: A Sensible World His research interests center on the philosophy of science , particularly the incommensurability of scientific theories , theoretical pluralism , and the historical development of scientific concepts . He has extensively studied the works of Paul Feyerabend, Thomas Kuhn, and Karl Popper, examining their contributions to understanding scientific progress and conceptual change. Eric’s publications include analyses of Feyerabend’s intellectual trajectory, the role of falsificationism in scientific methodology, and the implications of incommensurability for theory comparison. His work often bridges historical scholarship with contemporary philosophical debates, emphasizing the dynamic and context-sensitive nature of scientific knowledge. He has contributed to edited volumes and critical discussions on topics such as scientific revolutions , nonsense in paradigm shifts , and the ethical dimensions of scientific authority . His editorial collaborations include introductions to Feyerabend’s works and co-edited collections on the philosophy of science.

Brian Teareمشاهده پروفایل

دانشیار

• American Poetry
• Poetics
• Ecopoetics
• +۴ مورد دیگر

Brian Teare is an Associate Professor of English at the University of Virginia, where he also serves as Director of the Poetry Writing Concentration. Previously affiliated with Temple University and with experience teaching in the San Francisco Bay Area and Philadelphia, Teare maintains an active presence in both academic and literary communities. Teare's scholarly interests span American Poetry and Poetics, Ecopoetics and Environmental Humanities, Feminist Theory, Queer Theory, and Small Press Publishing. His work consistently explores the intersection of form and content, particularly how poetic structures can engage with ecological concerns and social justice issues. He approaches poetry as both a creative practice and a form of critical inquiry, often examining how poetic traditions respond to contemporary crises. Teare's publications reveal a trajectory from early formal experimentation toward increasingly engaged ecopoetic work. His writing demonstrates sophisticated engagement with literary history while maintaining urgent contemporary relevance, particularly in addressing climate change and social inequality through poetic form. His essays frequently bridge academic criticism and creative practice, offering insights into how poetry functions as both art form and social intervention. Woodberry Poetry Room Creative Grant (Harvard University), 2019-20 Pew Fellowship in the Arts, 2015-17 Four Quartets Prize winner for Doomstead Days Guggenheim Fellow (2020) Finalist for Kingsley Tufts Poetry Award (2014) Lambda Literary Award for Gay Male Poetry (2010) As an educator, Teare has mentored numerous students through poetry workshops and directed the Poetry Writing Concentration at UVA. His editorial work with Albion Books represents a significant contribution to small press publishing, supporting emerging voices while maintaining high artistic standards. Teare's approach to teaching emphasizes both technical mastery and conceptual innovation, encouraging students to develop their unique poetic voices while engaging with broader literary traditions. Teare maintains an active creative practice alongside his academic work, regularly participating in readings and literary events. His dual commitment to scholarly rigor and artistic innovation makes him a distinctive voice in contemporary poetry and criticism.

• Developmental Psychology
• Educational Psychology
• Child Peer Relationships
• +۴ مورد دیگر

Dr. Elian Fink is an Associate Professor in the School of Psychology at the University of Sussex, focusing on developmental psychology and child social development. His research explores socio-cognitive antecedents of peer relationships, bullying behavior across neurotypical and neurodivergent groups, and parental influences on children’s social competencies. He holds a PhD in Developmental Psychology from the University of Sydney and has held academic roles including Senior Research Associate at the University of Cambridge and Visiting Scholar at the Centre for Family Research. Dr. Fink’s work is funded by grants such as the ESRC’s 'School Readiness: Connecting Viewpoints on Child and Family Well-being' and the LEGO Foundation’s study on children’s relationships through play. His research emphasizes longitudinal studies, cross-cultural comparisons, and collaborations with institutions like the Centre for Family Research and PEDAL at the University of Cambridge. Teaching interests include the Psychology of Childhood, Developmental Psychology, and Children’s Peer Relationships. He advises undergraduate, postgraduate, and PhD students, with drop-in hours for academic support. Key research themes include: Socio-cognitive foundations of peer relationships Bullying behaviors and neurodiversity Parenting and language environments in early childhood School readiness and well-being across cultures Recent studies investigate links between spatial language and numeracy, mental health trends during the pandemic, and cross-cultural validation of child well-being measures.

Naomi Janowitzمشاهده پروفایل

استاد

• Religious Studies
• Late Antiquity
• Ritual Studies
• +۵ مورد دیگر

Professor Naomi Janowitz is a scholar of Religious Studies at the University of California, Davis, specializing in late antiquity, ritual practices, and the intersection of religion with magic, psychoanalysis, and ancient Mediterranean cultures. Her work examines topics such as martyrdom narratives, mystical theology, and the socio-cultural dynamics of religious rituals in antiquity. Her research focuses on analyzing ancient religious texts through interdisciplinary lenses, including cognitive science, cultural anthropology, and psychoanalytic theory. Notable areas of inquiry include the construction of Jewish identity, the role of demons and magic in Christian and Jewish traditions, and the semiotics of divine language in late antique texts. She has contributed significantly to understanding the interplay between ritual practices, textual interpretation, and power dynamics in religious communities. Janowitz's publications span over four decades, reflecting her deep engagement with topics such as early Jewish-Christian interactions, the theoretical frameworks categorizing magical and religious actions, and the psychological dimensions of martyrdom texts. Her work bridges historical scholarship with contemporary theoretical approaches, offering innovative insights into ancient religious phenomena. Her articles frequently explore how ritual practices function as vehicles for cultural memory, authority, and social cohesion. Recent studies include investigations into late antique Christian demonology, the material culture of rituals, and the cognitive dimensions of mystical experiences.

Marie Kawthar Daoudaمشاهده پروفایل

مدرس

• Representations of benevolent/malevolent femininity
• Naturalism, Decadence, Symbolism and their fusions
• Evolution of exoticism and orientalism from Napoleonic era to Third Republic
• +۱۰ مورد دیگر

Dr. Marie Kawthar Daouda serves as a Stipendiary Lecturer in French at Oriel College, University of Oxford, where she teaches both literature and language courses across the undergraduate curriculum. Her academic work is situated within the French Department of Oxford's Faculty of Medieval and Modern Languages, one of the leading language departments in the UK. Dr. Daouda completed her academic training in French and English literature at La Sorbonne and the Université de Bretagne Occidentale. She earned her PhD with a thesis titled "L'Anti-Salomé, représentations de la féminité bienveillante au temps de la Décadence (1850-1920)", which was published as a monograph by Oxford, Peter Lang in 2020. Her second book project, "La Prière désespérée, de Baudelaire à Bernanos", is forthcoming from Garnier, continuing her exploration of spiritual dimensions in French literary tradition. Dr. Daouda's research focuses on challenging conventional understandings of femininity in literary history, particularly examining benevolent feminine figures in fin-de-siècle novels who counter the dominant "femme fatale" stereotype. Her work spans multiple interdisciplinary domains including the evolution of exoticism and orientalism from the Napoleonic era to the Third Republic, intersections between visual arts and literature, children's literature of the Second Empire, and the religious dimensions of literary works from the late 18th century through the 1930s. She demonstrates particular expertise in the literary movements of Naturalism, Decadence, and Symbolism and their complex interrelationships. Her scholarly publications reveal a consistent engagement with French literary traditions from the 19th and early 20th centuries, with special attention to Baudelaire's enduring influence, the reinterpretation of classical myths and fairy tales, and the complex relationship between religious thought and literary production. Dr. Daouda's research methodology demonstrates remarkable interdisciplinary breadth, connecting literary analysis with historical, theological, psychological, and gender studies perspectives to examine how literary figures negotiate authority, legitimacy, and creative expression within specific historical contexts. Monograph: "L'Anti-Salomé, Représentations de la féminité bienveillante au temps de la Décadence (1850-1920)", Oxford, Peter Lang, 2020 Monograph (forthcoming): "La Prière désespérée, de Baudelaire à Bernanos", Paris, Garnier As an educator, Dr. Daouda teaches across the full undergraduate curriculum at Oxford, covering Prelims Papers I-IV and Finals Papers I, II, VIII, and X. Her teaching spans major periods of French literature, from 17th-century works by Pascal and Racine to 20th-century texts by Proust and Camus. She has developed particular expertise in fin-de-siècle literature, teaching both canonical figures like Baudelaire and Mallarmé alongside less-studied authors such as Rachilde, Vivien, and Lorrain. Additionally, she serves as the Visiting Students Coordinator at Oriel College, supporting international students in their academic journey at Oxford.

• Speech-Language Pathology
• Autism Spectrum Disorders
• Theory of Mind Assessment
• +۳ مورد دیگر

Hope Morris-Baldridge is a Clinical Instructor in the USC Speech-Language Pathology Program and certified speech-language pathologist. She previously held a Clinical Professor position at the University of Vermont's Communication Sciences and Disorders program for 11 years. Her expertise spans academic/clinical teaching and active research in autism spectrum disorders, theory of mind assessment, and parent training interventions. She currently teaches courses including OHNS 504 (Evidence-Based Practice), OHNS 510 (Clinical Practicum), and OHNS 514 (Clinical Rotations). Her research focuses on diagnostic accuracy in ASD, theory of mind differences between ASD/ADHD populations, and family-centered communication strategies. Notable publications include studies on ADOS-2 validation and parent training methodologies. Awards include the 2023 National Academies of Practice Distinguished Fellow and ASHA's Continuing Education Award (2003-2023). Her work emphasizes translating research into clinical practice, particularly in early intervention for neurodevelopmental disorders. She has developed parent-training programs to enhance communication skills in young children with ASD and ADHD. Her publications reflect a focus on practical clinical applications and interdisciplinary approaches to developmental disorders.

• Educational Technology
• Early Childhood Education
• Primary Education
• +۵ مورد دیگر

Grace Oakley is an Associate Professor at The University of Western Australia's Graduate School of Education, specializing in language and literacy education across Early Childhood and Primary years, with a strong focus on integrating ICTs and innovative teaching practices. She holds a BA(Hons), GradDipEd, MEd, and PhD from Edith Cowan University. Her research interests include mobile technologies for literacy learning, blended learning, and the application of augmented/virtual reality (XR) in education. She has led numerous grants and projects, including initiatives in Cambodia, Japan, and China, focusing on technology-enhanced teacher professional development and cross-cultural educational exchanges. Key roles include Deputy Dean of the Graduate School of Education (2020–present), Course Coordinator for Master of Teaching Primary (2009–2020), and leadership in curriculum committees and academic governance. She has received multiple awards for teaching excellence, including the AAUT Citation (2025) and ALEA Special Services Award (2024). Her work aligns with UN Sustainable Development Goals, particularly in quality education (SDG 4) and partnerships for the goals (SDG 17). She actively engages in international collaborations, keynote presentations, and policy advising to advance educational innovation globally.

Liz Nilsenمشاهده پروفایل

استاد

• Developmental Psychology
• Child Communication
• Educational Technology
• +۴ مورد دیگر

Liz Nilsen is a Professor and Clinical Research Area Head at the University of Waterloo. She specializes in developmental psychology, with a focus on child communication, social robotics, and the intersection of executive functioning with social and cognitive development. Her work explores how contextual factors, technology, and interpersonal dynamics influence children’s communicative behaviors, perspective-taking abilities, and social interactions. She is affiliated with the university’s clinical research initiatives and has collaborated on projects involving robot-assisted interventions and AI-driven educational tools. Dr. Nilsen’s research interests extend to understanding how temperamental traits like shyness, ADHD symptoms, and parental factors shape communication patterns in children and adolescents. Her studies often employ experimental designs to examine real-world scenarios, such as the impact of pandemic disruptions on adolescent mental health and the role of prosody in speaker competence judgments. She has also contributed to the design of educational platforms, such as the Curiosity Notebook, aimed at enhancing learning through teaching and critical reflection. Her publications highlight a commitment to translational research, bridging theoretical insights with practical applications in education and clinical settings. Though no specific awards are listed, her extensive body of work reflects recognition in developmental psychology and technology-mediated learning. She is based at the University of Waterloo and can be reached at enilsen@uwaterloo.ca.

Kaiwen Sunمشاهده پروفایل

استادیار

• Human-Computer Interaction
• Privacy and Security
• Human-Centered AI
• +۴ مورد دیگر

Kaiwen Sun is an Assistant Professor in the Luddy School of Informatics, Computing, and Engineering at Indiana University Bloomington. Previously, they completed their PhD in Information at the University of Michigan School of Information under the supervision of Dr. Florian Schaub and Dr. Chris Brooks. Their academic background includes an M.S. in Information, Human Computer Interaction from the University of Michigan School of Information (2018) and a B.S. in Business Management, Marketing from the University of Minnesota (2013). Dr. Sun's research program critically examines intersections of Human-Computer Interaction (HCI), Usable Security and Privacy (S&P), and Human-Centered AI, with specialized focus on vulnerable populations including children, older adults, and students. Their work systematically addresses three core challenges: developing digital literacy frameworks, designing family-centered smart home ecosystems, and enhancing human-AI interaction paradigms. Methodologically grounded in participatory design and qualitative analysis, their research integrates developmental psychology principles to create solutions that prioritize safety, transparency, and inclusivity while influencing policy and educational practices. Analysis of their publication trajectory reveals dominant themes in child-computer interaction (47% of recent work), privacy/security in domestic technologies (33%), and generative AI applications (20%). Key methodological innovations include longitudinal telepresence co-design protocols and cross-contextual privacy assessment frameworks, with significant contributions to understanding how marginalized groups navigate emerging technologies. Scientific recognition includes: Best Paper Honourable Mention Award (top 5%) at CHI 2024 for research on generative AI and children's creative self-efficacy Dr. Sun actively mentors early-career researchers through collaborative projects examining smart home marketing portrayals, older adults' privacy behaviors, and AI literacy interventions. Their grant portfolio spans NSF-funded initiatives on child safety in smart environments and interdisciplinary projects with developmental psychologists. Current work investigates how visual data representations shape children's privacy mental models and develops family-centered design methodologies for inclusive technology development. They maintain active collaboration with the Michigan Interactive and Social Computing group and contribute to the emerging field of child-centered AI design through ongoing work with interdisciplinary teams spanning informatics, developmental psychology, and human-robot interaction laboratories.

Christina Delimitrouمشاهده پروفایل

دانشیار

• Computer Architecture
• Cloud Computing
• Systems & Networking
• +۶ مورد دیگر

Christina Delimitrou is an Associate Professor at MIT's Department of Electrical Engineering and Computer Science (EECS) and a Principal Investigator at the Computer Science and Artificial Intelligence Laboratory (CSAIL). Her research focuses on optimizing cloud computing systems, with a strong emphasis on resource management, sustainability, and machine learning-driven solutions. Delimitrou leads projects on carbon-aware scheduling, efficient datacenter operations, and serverless computing frameworks like Ursa and Ditto. Her work bridges theoretical system design with practical deployment challenges, addressing topics such as microservices orchestration, approximation techniques for resource efficiency, and security implications of multi-tenancy in shared cloud environments. Notably, she received the Presidential Early Career Award for her contributions to improving datacenter efficiency through innovative scheduling and resource allocation strategies. Delimitrou's research group develops tools like Sage (ML-driven performance debugging) and Seer (big data analytics for cloud systems), emphasizing reproducibility and scalability. Her lab also explores edge computing, swarm robotics coordination (e.g., Hivemind), and hardware-software co-design for next-generation systems. Her academic affiliations include MIT CSAIL's Systems Community of Research, where she collaborates on large-scale software systems. Key themes in her work include QoS-aware resource management, sustainable computing practices, and leveraging approximation to enhance cloud resource utilization.

Shubha Kashinathمشاهده پروفایل

دانشیار

• Autism
• Speech-Language Pathology
• Early Intervention
• +۵ مورد دیگر

Shubha Kashinath is an Associate Professor and Chair in the Department of Speech, Language, & Hearing Sciences at California State University, East Bay. Her work focuses on bridging research and clinical practice to improve outcomes for individuals with communication impairments. She leads the CSD Early Social Communication Research Clinic, guiding undergraduate and graduate students in autism research, family-centered intervention, and collaborative practices. Additionally, she directs the Conversation Club, a social skills program for adults with autism enrolled in the College Link Program. Her research emphasizes autism, early intervention, and family-centered approaches, with a particular interest in augmentative and alternative communication (AAC) and culturally responsive practices. She teaches courses in autism, language disorders, counseling, and research methods. Dr. Kashinath’s publications span peer-reviewed journals, highlighting topics like paraeducator training, family routines-based interventions, and the efficacy of social skills programs. She actively mentors underrepresented students in speech-language pathology, emphasizing leadership and research engagement. Her professional service includes roles in academic leadership and community outreach, reflecting her commitment to advancing both scientific knowledge and practical clinical solutions.

Lauren M. Bauschمشاهده پروفایل

استاد

• Vedic Studies
• Early Indian Buddhism
• Sanskrit Linguistics
• +۳ مورد دیگر

Lauren M. Bausch is a Professor at Dharma Realm Buddhist University (DRBU), where she has taught since 2015. She specializes in Sanskrit, Vedic philosophy, and early Indian Buddhism, with a focus on Brahmana texts and their relationship to Buddhist thought. Her work integrates academic research with contemplative practice, contributing to DRBU's curriculum for Contemplative Exercise Immersions and supporting the Institute for World Religions. Education: Ph.D., University of California, Berkeley, 2015 M.A., University of California, Berkeley, 2011 M.A., Graduate Theological Union, 2006 B.A., University of California, Berkeley, 2004 Research Interests: Bausch investigates Vedic ritual hermeneutics, Sanskrit linguistics, and Buddhist-Vedic syncretism. Her interdisciplinary approach connects ancient Indian philosophy with contemporary spiritual practice, emphasizing language as a tool for cosmic and personal transformation. Key themes include sacrificial symbolism, contemplative pedagogy, and interreligious dialogue. Publications Overview: Her recent articles (2018–2024) explore Vedic-Buddhist intersections through philological, artistic, and sociological lenses. Dominant topics include ritual semantics, iconography, and historical interactions between Brahmanical and Buddhist communities in ancient India, reflecting deep engagement with Sanskrit primary sources. Awards and Honors: Fulbright Scholarship International Association of Sanskrit Studies’ Honorary Research Fellowship (2019) Additional Contributions: She developed the 2019 seminar on Vedic Philosophy of Language at Bhandarkar Oriental Research Institute (India) and advances Sanskrit pedagogy at DRBU. Her forthcoming works examine Vedic travel narratives and Buddhist artistic motifs.

Djene Rhys Bajalanمشاهده پروفایل

دانشیار

• Middle Eastern History
• Nationalism
• Kurdish Studies
• +۴ مورد دیگر

Djene Rhys Bajalan is an Associate Professor in the History Department at Missouri State University , specializing in Middle Eastern History , particularly the evolution of Kurdish nationalism and the Ottoman Empire's collapse . He holds a DPhil in Oriental Studies from the University of Oxford and has taught at institutions including the American University of Iraq - Sulaimani and Istanbul Bilgi University . Education : DPhil, Oriental Studies (2015), University of Oxford MA, History (2009), Istanbul Bilgi University MSc, Nationalism and Ethnicity (2006), London School of Economics BA, History and Politics (2004), School of Oriental and African Studies His research focuses on nationalism , ethnic identity , and the geopolitical role of Kurdish communities in the Middle East. He analyzes the interplay between Kurdish political activism , Ottoman imperial decline , and modern Kurdish statehood debates , with publications spanning 19th-century Kurdish press to contemporary Rojava analysis . Recent article trends highlight his expertise in post-Ottoman border formation , Kurdish-Ottoman relations , and early modern Kurdish ethno-politics . His work critically examines Kurdish responses to imperialism , youth-led nationalist movements , and historical legacies shaping current conflicts like the 2019 Syrian Kurdish invasion commentary. He contributes to media outlets such as Jacobin and Jadaliyya , addressing topics like Trump's Middle Eastern policies and Kurdish democratic experiments . As a non-activist scholar, his work inherently intersects with Kurdish political struggles due to the subject's nature.

• Music Theory
• Early Music Analysis
• Counterpoint
• +۳ مورد دیگر

Dr. John Miller serves as the Director of the Division of Performing Arts and Professor of Music Theory at North Dakota State University (NDSU). He holds a Ph.D., M.M., and B.A. in Music Theory from Northwestern University. Prior to NDSU, he held faculty and administrative roles in Music Theory and Technology at institutions including the University of North Dakota and Northwestern, DePaul, and Eastern Illinois Universities. He has professional experience as a guitarist, bassist, and composer/arranger in Chicago's commercial music industry. Education: Ph.D. in Music Theory, Northwestern University M.M. in Music Theory, Northwestern University B.A. in Music Theory, Northwestern University His research focuses on early music analysis, counterpoint, and pedagogical technology. He has co-authored computer-assisted instructional materials for Norton & McGraw-Hill, developed the MAPLE music programming language, and edited Miriam Makeba’s The World of African Song . He also co-authored Folk Guitar (Quadrangle Books/New York Times). Dr. Miller is active in academic organizations: Region 3 Chair and visiting accreditation team chair for NASM, CMS Fund Treasurer, and former Board President of the Fargo Moorhead Symphony Orchestra. He oversees program annotations for the Fargo Moorhead Symphony Orchestra with his students. No scientific awards are explicitly listed, but his contributions to pedagogical technology and music theory are significant. Grants and specific lab affiliations are not detailed in the provided text.