جست‌وجوی استاد و پژوهشگر

Shahriar Noroozizadehمشاهده پروفایل

پژوهشگر

• Representation Learning
• Machine Learning for Healthcare
• Multimodal Machine Learning
• +۴ مورد دیگر

Shahriar Noroozizadeh is a Ph.D. student at Carnegie Mellon University, jointly affiliated with the Machine Learning Department (School of Computer Science) and the Heinz College of Information Systems and Public Policy . Advised by Prof. George Chen (Heinz/MLD) and Prof. Jeremy Weiss (National Library of Medicine at NIH), he focuses on interpretable representation learning for temporal data in healthcare , particularly for patient risk progression modeling and hospital discharge delay prediction. Education : Ph.D. in progress (ML & Public Policy, CMU); M.S. in Machine Learning (2022) and Biomedical Engineering (2020) from CMU; B.A.Sc. in Engineering Physics (EECS specialization) from UBC. His research bridges machine learning methodology with high-stakes decision-making systems in healthcare, emphasizing interpretability, contrastive learning, and multimodal representation. He has pioneered supervised contrastive frameworks that outperform traditional models in clinical outcome prediction and synthetic dataset recovery, while also exploring embodied AI and large language models for molecular design and robotics. Recent work includes a patent-pending mRNA language model (mRNA-LM) for structure prediction and translation efficiency analysis, developed during his A.I. Research Scientist Internship at Sanofi . His publications span venues like NeurIPS , AAAI , and ML4H , with notable improvements in MIMIC-III and ADNI datasets . Key Awards : TCS Presidential Fellowship, NSERC CGS-D Doctoral Fellowship, CMU CMLH Digital Health Innovation Fellowship, Suresh Konda Memorial Award, and multiple undergraduate honors.

• Ancient Philosophy
• Ancient Drama
• Intellectual and Social History
• +۳ مورد دیگر

James Collins II is a Senior Lecturer in Greek Language and Literature at the University of Sydney and serves as the Associate for Civic and Philosophical Engagement at Harvard University’s Center for Hellenic Studies. His academic work bridges literary, philosophical, sociological, and neuroscientific methodologies to explore ancient intellectual life. Education: BA Hons (Texas Austin), PhD (Stanford) Key Research Areas: Ancient Philosophy, Drama, Intellectual History, Performance Theory Dr. Collins founded the Performing Wisdom program, which engages diverse groups in philosophy through dramatic and rhetorical training. He has directed over a dozen productions of Greek tragedy and comedy with students, veterans, and professionals. His publications span ancient educational frameworks, philosophical recruitment strategies, and ethical performance theories. Notable works include Exhortations to Philosophy (Oxford, 2015) and studies on procedural memory in ethical formation. Awards: Harvard Center for Hellenic Studies Fellow (2017-20), Stanford Humanitites Fellow (2006-7) Active in teaching, he supervises courses on Greek poetry, literature, philosophy, and democracies. Current research includes Plutarch’s Lives under PhD student Max Campbell.

David Brookesمشاهده پروفایل

استاد

• Physics Education Research
• Cognitive Linguistics
• Embodied Cognition
• +۳ مورد دیگر

Dr. David Brookes is a Professor in the Department of Physics at California State University, Chico. His research focuses on physics education reform through the Investigative Science Learning Environment (ISLE) framework, emphasizing student-centered inquiry and the development of scientific reasoning skills. He explores cognitive linguistics, embodied cognition, and social dynamics in collaborative learning settings. Brookes' work challenges traditional physics pedagogy, advocating for curricula that foster transferable scientific abilities rather than rote knowledge. He investigates how language influences conceptual understanding, particularly in thermodynamics and quantum mechanics, and designs learning environments informed by complex systems theory. His research also examines group dynamics in collaborative problem-solving, identifying factors that enhance or hinder collective success. Brookes has published extensively on ISLE implementation, assessment strategies, and the role of metaphors in scientific discourse. He maintains an active research program supported by grants focusing on educational innovation and has contributed to pedagogical resources for physics instructors.

Laurie A. Keoughمشاهده پروفایل

استاد بالینی

• Music Therapy
• Clinical Supervision
• Interprofessional Education
• +۵ مورد دیگر

Laurie A. Keough is a Clinical Professor at the School of Music, Nazareth College, and serves as the Music Therapy Program Director. With a career spanning over a decade at Nazareth since 2009, she specializes in music therapy for neurodevelopmental, acquired neurological, and neurodegenerative disorders, while emphasizing interprofessional collaboration and clinical supervision. Education: B.S. and M.S.Ed. from Nazareth College Her research focuses on integrating music therapy with speech-language pathology for stroke recovery and interprofessional education in clinical settings. She has supervised clinical training for students in on-campus clinics and community partnerships, including international service-learning projects in Nicaragua, Ecuador, South Africa, and Eswatini. The three most recent publications highlight collaborative treatment models, embodied empathy in expressive arts therapy, and group-based dementia care strategies. She also teaches courses in music therapy methods, practicum training, and clinical supervision, fostering student growth through hands-on learning.

Lindsay Illichمشاهده پروفایل

استاد

• Creative Writing
• Contemporary Poetry
• English Education
• +۳ مورد دیگر

Professor Lindsay Illich serves as a Professor of Creative Writing and Director of the Writing Program at Curry College. Her work focuses on integrating contemporary poetry into educational curricula and fostering inclusive literary experiences. She has authored poetry collections such as Fingerspell (2020) and co-authored Teach Living Poets (2021), a guide for secondary educators. Her research emphasizes anti-racist pedagogy, student engagement through modern literature, and innovative writing instruction methods. Illich advocates for curricula that reflect contemporary voices and diverse cultural perspectives. Her contributions to the National Council of Teachers of English (NCTE) support educators in incorporating living poets and dynamic writing practices. Beyond academia, she actively participates in literary communities promoting accessible and socially conscious literature. Her teaching philosophy prioritizes connecting students to current literary trends while encouraging critical analysis and self-expression. Through her publications and professional service, she bridges gaps between creative practice and pedagogical innovation.

• Small-Scale Societies
• Clothing Cross-Culturally
• African Cultures
• +۳ مورد دیگر

Dr. Hildi Hendrickson is an Associate Professor of Anthropology and Chair of the Department of Sociology/Anthropology at Long Island University’s Brooklyn Campus. She holds a Ph.D. from New York University (1992) and has conducted extensive ethnographic and archaeological fieldwork across diverse regions, including southern Africa, France, and Manhattan. Her research interests span small-scale societies, African cultures, material culture, ritual/spirituality, and global clothing practices. She currently leads the University’s Internationalization Laboratory and teaches courses like 'African Cultures' and a meditation workshop integrating practice and academic study. Education: B.A., New York University M.A., New York University M.Phil., New York University Ph.D., New York University Her research explores clothing as a global identity marker, with a focus on colonial/postcolonial contexts in Africa. Recent work includes Tibetan culture and spirituality. Publications include her edited book *Clothing and Difference: Embodied Identities in Colonial and Post-Colonial Africa* (Duke UP) and articles on Herero identity, Namibian colonialism, and global dress history. Her work bridges material culture analysis with sociocultural dynamics. Publications Trends: Her articles (e.g., *Nomadic Felts*, *Fashioning Africa*) highlight clothing’s role in power dynamics, identity formation, and historical memory. Key themes include postcolonial identity, material embodiment, and cross-cultural comparisons. Awards: Zora Neale Hurston Fellowship National Science Foundation Grant Wenner-Gren Foundation Grant Social Science Research Council Grant Phi Beta Kappa Member Dr. Hendrickson has chaired her department for nine years and oversees LIU’s internationalization initiatives. She integrates fieldwork insights into teaching, emphasizing hands-on learning and interdisciplinary approaches.

• Social Signal Processing
• Human-Computer Interaction
• Group Dynamics
• +۳ مورد دیگر

Beatrice Biancardi is an Associate Professor at CESI, affiliated with the Learning and Innovating research team. Her work focuses on Social Signal Processing, Human-Computer Interaction, and Virtual Agents, with a strong emphasis on non-verbal behavior analysis and group dynamics. She holds a PhD in Human-Computer Interaction from Sorbonne University (2016-2019) and has co-supervised multiple PhD theses in areas like AI-driven collective intelligence and public speaking feedback systems. Education: PhD in Human-Computer Interaction, Sorbonne University (2016–2019) International Master in Cognitive Science, University of Trento (2013–2015) Bachelor in Applied Cognitive Psychology, University of Trento (2010–2013) Research Highlights: Biancardi’s research explores how virtual agents and AI can enhance human interaction in immersive environments. Key projects include developing the 3MT_French dataset for public speaking analysis and investigating transactive memory systems in collaborative teams. Her work bridges cognitive science, social signal processing, and technological innovation. Recent Publications Trends: Her articles emphasize multimodal interaction analysis, virtual agent design, and AI’s role in education and human judgment. Notable contributions include studies on public speaking persuasion, human-likeness in AI agents, and team collaboration frameworks. Advising & Grants: She co-supervises three active PhD theses, including Tristan Lannuzel’s work on AI-driven collective intelligence and Alisa Barkar’s research on public speaking feedback systems. Her collaborative projects involve institutions like Inria Paris and Télécom Paris. Labs/Teams: Her primary affiliation is with CESI LINEACT’s Learning and Innovating team, focusing on applied research in virtual environments and human-agent interaction.

Katharine G. Trostelمشاهده پروفایل

دانشیار

• Rust Belt Studies
• Public Humanities
• Memory Studies
• +۳ مورد دیگر

Katharine G. Trostel serves as Associate Professor and Unit Chair of Humanities at Ursuline College, a women-focused liberal arts institution in Ohio. She also holds dual program director roles for both English and Humanities programs at the college. Since joining Ursuline in 2018, Trostel has dedicated her work to building the college's capacity in public humanities with a specific focus on the Rust Belt region of the United States. Dr. Trostel's research interests center on Rust Belt studies, public humanities, memory studies, and urban humanities, with additional scholarly work in Jewish studies and Latin American literature. Her approach emphasizes place-based and community-engaged scholarship, particularly focused on Cleveland and the broader Rust Belt region. She has developed a distinctive methodology for 'emplaced humanities' that connects academic research with community needs and regional identity, examining how post-industrial communities remember, document, and reimagine their spaces through transformative texts. Trostel's publication record reveals a strong trajectory toward regional humanities ecosystems, with increasing focus on the Rust Belt since 2018. Her work bridges memory studies with contemporary regional challenges, examining how communities remember, document, and reimagine post-industrial spaces. She has made significant contributions to understanding the Venice Ghetto as a transnational memory site while simultaneously developing frameworks for Rust Belt regional identity through publications like 'Rust Belt Futures: Building the Rust Belt Humanities Lab' and 'Reading, Writing, and Teaching the Rust Belt.' Dr. Trostel has secured significant external funding for her work, including a grant from the Teagle Foundation's 'Cornerstone: Learning for Living' initiative for the project 'Rhetorics of the Rust Belt: Framing Cleveland through Transformative Texts.' She is actively working on a Modern Language Association's Pathways Step Grant for 'Towards a Rust Belt Humanities Ecosystem' in collaboration with Cuyahoga Community College and Teaching Cleveland. Additionally, she organized a National Endowment for the Humanities Summer Institute for Higher Education Faculty in 2023 entitled 'Reading, Writing, and Teaching the Rust Belt: Co-Creating Regional Humanities Ecosystems.' As editor-in-chief of the academic journal Rust Belt Studies and co-director of the Rust Belt Humanities Lab at Ursuline College, Trostel has established institutional frameworks for sustained regional humanities work. The Rust Belt Humanities Lab serves as a hub for collaborative research, community partnerships, and academic programming focused on the cultural, historical, and social dimensions of the Rust Belt region. Her work has helped position Ursuline College as a leader in regional humanities initiatives within Northeast Ohio, creating pathways for students and faculty to engage deeply with their regional context through humanities scholarship.

Isabel Pedersenمشاهده پروفایل

استاد

• Embodied Computing
• AI Ethics
• Algorithmic Culture
• +۴ مورد دیگر

Dr. Isabel Pedersen is a Professor and Director of the Decimal Lab and the Digital Life Institute at Ontario Tech University's Faculty of Social Science and Humanities. She leads academic programs in Computer Science, Communications, and Digital Media Studies. Her research focuses on embodied computing, algorithmic culture, augmented reality, and AI ethics, with over two decades of contributions to the field. She holds a PhD in Language and Literature from the University of Waterloo and has held roles such as Canada Research Chair in Digital Life, Media, and Culture (2012–2022). Key areas of expertise include the societal implications of technology, human-computer interaction, and digital media ethics. She has delivered over 20 keynote addresses internationally, including at IEEE ISTAS20 and the World Science Festival, emphasizing the socio-ethical dimensions of emerging technologies. Her work bridges academia and policy, advocating for responsible innovation in AI and wearable technologies. Dr. Pedersen’s awards include membership in the Royal Society of Canada’s College of New Scholars (2014–2021). Her research outputs span over 50 peer-reviewed articles, addressing topics like AI governance, aging populations and technology, and digital literacy frameworks. She actively designs ethical futures for augmentation technologies and collaborates globally on digital life initiatives. Labs and teams: Decimal Lab (focusing on embodied tech archives) and Digital Life Institute (exploring technology’s societal impact). Courses: Global AI Ethics in the MSc Computer Science program. Grants: Supported by Canadian Research Chairs Program and partnerships with institutions like the Munk School of Global Affairs.

• Artificial Intelligence
• Language Evolution
• Robotics
• +۵ مورد دیگر

Luc Steels is a senior research professor at the Catalan Institute for Advanced Studies (ICREA), attached to the Complex Systems Department at the Institute of Evolutionary Biology (IBE - UPF/CSIC) in Barcelona. He holds a dual background in linguistics (University of Antwerp) and computer science (MIT, advised by Marvin Minsky). His research focuses on language evolution, computational models of communication systems, and artificial intelligence, particularly in multi-agent robotics and embodied cognition. He has led pioneering labs, including the Sony Computer Science Lab in Paris (1996–2012) and the Language Evolution Lab at IBE (2011–present). Steels has contributed extensively to AI organizations, co-founding ECCAI, editing major journals like AI Communications , and coordinating EU research projects. His work bridges linguistics, robotics, and complex systems, emphasizing how meaning and grammar emerge from social interactions. He has also engaged in educational initiatives, including televised courses for the Dutch Open University and visiting professorships worldwide. Steels' recent research explores AI ethics, human-AI collaboration, and interdisciplinary methods in art-science-technology integration. Education: PhD in Computer Science (MIT, advised by Marvin Minsky) Masters in Linguistics (University of Antwerp) Research Interests: Language evolution, agent-based models, computational linguistics, robotics, AI ethics, multi-agent systems, embodied cognition, and interdisciplinary art-science collaborations. His work often combines theoretical models with experimental setups involving robots or virtual agents to simulate communication system evolution. Labs & Teams: Founder of the Language Evolution Lab (IBE), Sony Computer Science Lab (Paris), and the VUB Artificial Intelligence Laboratory. These labs have produced groundbreaking research on grammar emergence, semantic understanding, and AI's societal impacts.

• Mathematics Education
• Epistemology of Mathematics
• Visual Semiotics in Mathematics
• +۳ مورد دیگر

Heinz Steinbring is a Professor at the University of Duisburg-Essen, where he leads the Steinbring working group within the Research Group EInmaL. His academic career centers on mathematics education with a distinct epistemological perspective, focusing on primary school learning environments and teacher development. Research Focus: Steinbring investigates how visual materials, manipulatives, and mathematical signs function as epistemological tools in knowledge construction. His work emphasizes the interplay between social interaction and cognitive constraints in mathematical learning, particularly examining how students interpret visual representations and how teachers facilitate meaning-making through discourse. Key themes include the role of semiotic systems in transitioning from concrete to abstract thinking and the epistemological foundations of classroom communication. Publication Trends: Analysis of his 15 most recent publications (2011-2020) reveals consistent exploration of visual-semiotic dimensions in mathematics education. His research demonstrates evolving sophistication in analyzing classroom interactions, with increasing emphasis on stochastic concepts, frame-based interpretation models, and epistemological barriers in primary mathematics. The corpus shows strong continuity in theoretical frameworks while expanding empirical applications across diverse mathematical topics. Academic Leadership: As working group leader, Steinbring supervises doctoral fellow Katharina Mros and maintains active research collaboration within the EInmaL group. His email contact (heinz.steinbring@uni-due.de) and office location (WSC-O-2.43) indicate ongoing institutional engagement at the University of Duisburg-Essen.

Thomas Carterمشاهده پروفایل

مدرس ارشد

• Anthropology of Sport
• Sensory Embodiment
• Transnational Migration
• +۶ مورد دیگر

Dr Thomas Carter is a Senior Lecturer and Leader of the Sport and Leisure Cultures Research Excellence Group (REG) at the University of Brighton's School of Education, Sport and Health. His research focuses on the anthropology of sport, sensory embodiment, transnational migration, and political economy, particularly in the Global South and Latin America. He has conducted multi-sited ethnographic fieldwork across three continents, challenging core assumptions in the Sport for Development sector. His recent work explores embodied skills, sensory ecologies in sport, and the politics of knowledge production about the body and movement. Education Background: PhD and MA in Anthropology from the University of New Mexico (Albuquerque) Undergraduate studies at St. Cloud State University and Universidad Laica Vicente Rocafuerte de Guayaquil (Ecuador) Research Interests: Sensory embodiment and movement studies Sport for Development and transnational migration policies Cuban cultural politics and baseball as identity markers Ethnographic methodologies and collaborative research Key Projects: Co-Principal Investigator (CoPI) of the EU-funded 'GloKnowCo: Global Knowledge in Sports Development' (2019–2022) Leadership roles in the International Network of Sport Anthropology and the IUAES Commission on Sport Anthropology Teaching Philosophy: Advocates for collaborative, experiential learning that encourages critical thinking and self-directed knowledge production. Former students have pursued successful academic and professional careers in research, policy, and grassroots development. Awards & Recognition: No specific awards listed, though his extensive international collaborations and publications highlight peer recognition in sport anthropology. Future Work: Expanding explorations of 'being and becoming' through running, and further studies on sport migration and labor in Latin America.

Vicky Mountford-Brownمشاهده پروفایل

مدرس ارشد

• Higher Education
• Entrepreneurship Education
• Identity Studies
• +۵ مورد دیگر

Vicky Mountford-Brown is a Senior Lecturer at Northumbria University's Newcastle Business School, specializing in higher education research with a focus on entrepreneurship education, identity studies, and inclusion. Her educational background includes a PhD in Philosophy completed in 2012 and she achieved Fellow status with the Higher Education Academy (FHEA) in 2022. These qualifications underpin her scholarly approach to examining educational practices and student experiences. Dr. Mountford-Brown's research centers on IDENTITIES and INCLUSION within higher education contexts, with particular emphasis on enterprise education pedagogy, researcher development, and neurodivergence. Her work critically examines how social class, identity formation, and imposter syndrome affect both students and educators in academic settings. She investigates the complex relationships between branding, embodiment, and class identities among university students, as well as the challenges faced by neurodivergent individuals in entrepreneurial contexts. Her methodological approach combines sociological theory with practical educational applications. Her publication trajectory shows an evolution from early work on class identities (2014-2018) to her current focus on imposter syndrome in entrepreneurship education (2022-2025). Recent publications demonstrate sophisticated analysis of threshold concepts in entrepreneurship education and the international dimensions of entrepreneurial development. The consistent quality and relevance of her work position her as a significant contributor to understanding how marginalized identities navigate academic and entrepreneurial spaces. Dr. Mountford-Brown actively supervises postgraduate research students, currently guiding Laura Kirk and Paula Gahan in research focusing on 'Women, ADHD, and Entrepreneurship. An Investigation into the Lived Experience of Female ADHD Entrepreneurs.' This supervision work reflects her commitment to exploring the intersection of neurodivergence and entrepreneurship, extending her research interests into practical applications that address underrepresented perspectives in business education.

Ibarretxe-Antuñano Iraideمشاهده پروفایل

استاد

• Typology
• Contrastive Linguistics
• Germanic Languages
• +۶ مورد دیگر

Iraide Ibarretxe-Antuñano is a Full Professor of General Linguistics at the University of Zaragoza's Department of Linguistics and Hispanic Literatures, and a researcher at the Institute of Heritage and Humanities (PSYLEX). She holds a Ph.D. in Linguistics from the University of Edinburgh (2000) and a degree in English Philology from Deusto University (1995). Her career includes post-doctoral research at UC Berkeley (1999–2001) and visiting professorships at institutions worldwide. Her research focuses on cognitive linguistics, semantic typology, and the interplay between language, culture, and cognition. Key areas include sound symbolism, metaphor embodiment, and the cognitive foundations of language structure. Current leadership roles include PI of the MultiMetAR and MOTIV research projects, exploring multimodal metaphor and language processing. Awarded the 2020 Rafael Monroy Research Award, she serves on editorial boards of journals like Cognitive Linguistics and holds advisory roles in Spain’s AEI and international agencies (e.g., FONDECYT, FWO). Her work has produced over 230 publications, with an h-index of 33. Notable works include Sound Symbolism and Motion in Basque (2006) and Lenguaje y Cognición (2021).

Ross Macdonaldمشاهده پروفایل

مدرس ارشد

• Developmental Psychology
• Cognitive Psychology
• Social Psychology
• +۳ مورد دیگر

Dr. Ross Macdonald is a Senior Lecturer in Educational Psychology at Manchester Metropolitan University, School of Education. He holds a PhD in Psychology from the University of Dundee. Previously, he held roles at Saarland University (Germany), the ESRC International Centre for Language and Communicative Development (University of Manchester), and Liverpool John Moores University. His research focuses on quantitative methods in Developmental, Cognitive, and Social Psychology, with expertise in eye-tracking methodologies. Education: BSc, MSc, and PhD in Psychology from the University of Dundee. Postdoctoral research at Saarland University (2014–2016). Research Interests include social attention, non-verbal communication, language processing in children and adults, and applications of eye-tracking across disciplines (e.g., reading, art, education). He currently supervises a PhD project on non-verbal cues in blended learning contexts. Collaborative work includes an AHRC-funded project analyzing gaze behavior in engagement with historic objects. Advising/Grants: Supervising a funded PhD project on educational contexts. Previously involved in interdisciplinary grants (e.g., ESRC, AHRC). No awards explicitly listed. Labs/Teams: Part of Manchester Metropolitan University’s Psychology and Education departments, with prior affiliations to LuCiD at the University of Manchester.