جست‌وجوی استاد و پژوهشگر

Stephanie Sicklerمشاهده پروفایل

دانشیار

• Design Education
• Material Studies
• Student Success
• +۲ مورد دیگر

Stephanie Sickler is an Associate Professor and Director of Undergraduate Programs in Florida State University's Department of Interior Architecture & Design. She holds an MFA in Interior Design and serves on the Interior Design Educators Council (IDEC) Board of Directors. Her research focuses on student success, material competencies, and participatory learning in design education. Her scholarly work explores innovative teaching methods including service-learning abroad, community engagement frameworks, and material-focused pedagogies. Awards include multiple IDEC Presidential Awards and presentation honors for research on remote work impacts and emotional intelligence in admissions. Current projects examine sensory translation of textiles and equity in material consumption. She authored Soft Goods Guidebook for Interiors (Bloomsbury, 2019) and is developing Material Box , a hands-on teaching resource.

Lisa Drydenمشاهده پروفایل

استاد

• Literacy Education
• Reading Instruction
• Culturally Responsive Teaching
• +۳ مورد دیگر

Lisa Dryden, Ph.D., is a Professor of Graduate Reading at Texas Wesleyan University's School of Education. She holds a Ph.D. from Florida State University, an M.Ed. and B.S. from Louisiana State University. Her expertise spans literacy education, culturally responsive teaching, and language acquisition. Dr. Dryden teaches courses such as Teaching Adolescents Writing and Literature and Reading in the Content Areas , emphasizing practical pedagogical strategies for diverse learners. Her research focuses on integrating literature into curricula, supporting English Language Learners, and fostering critical thinking through literacy. Dr. Dryden has presented widely at national and international conferences on topics such as guided reading practices, culturally responsive teaching, and literacy development. Her publications include book reviews in The Wesleyan Graduate Review and peer-reviewed articles on literacy instruction, cultural factors in education, and early childhood learning. Despite no formal awards listed, her contributions to literacy education and teacher training reflect a commitment to equitable and innovative educational practices. She has advised no named students but contributes significantly to graduate education through course development and scholarly engagement. Her work often bridges theory and practice, addressing challenges in K-12 literacy and teacher preparation. Collaborative projects and presentations highlight her dedication to fostering inclusive learning environments and advancing literacy strategies across diverse educational settings.

Sharon Colillesمشاهده پروفایل

استاد

• Inclusive Education
• Early Childhood Development
• Educational Methodologies
• +۳ مورد دیگر

Sharon Colilles is a Professor (Reader) in Inclusive Early Childhood Education at Bath Spa University’s School of Education. She leads on modules like 'Play' and 'Dissertation' and co-leads the Research Centre in Early Childhood (REaCH). Her research focuses on inclusive education, methodologies in early years, and anti-oppressive practices, with projects like 'Representation Matters' examining inclusive pedagogies and resource representation. She is a Wellcome Trust-funded researcher in the 'We Are The People' disability research network and holds roles with the Froebel Trust, Early Childhood Studies Degrees Network, and Early Education. Sharon has a diverse career spanning policy, nursery management, and non-statutory guidance development for the Department for Education's Birth to Five Matters framework. Education: PhD: Education (How play-based pedagogies support mixed ethnicity identity formation), Birmingham City University (2014–2020) Masters in Early Years (Children’s Cultural Identity through Stories and Storytelling), Leeds Beckett University (2012) BA (Hons) Childhood Studies, Leeds Beckett University (2011) Research Interests: Inclusive pedagogies and anti-discriminatory practices in early childhood Play-based learning and its impact on identity formation Policy analysis of Early Years Foundation Stage (EYFS) frameworks Community-university collaborations for disability research Publications & Media: Contributions to A Manifesto for Early Childhood (2024, pending) Recent articles on inclusive pedagogies and reflective practice in early years journals Podcast series episodes on inclusive education, reflective practice, and child voice advocacy Awards & Grants: £1 million Wellcome Trust Research Development Award (2021–2026) Teaching & Leadership: Co-lead of REaCH and Froebel Trust Education Research subcommittee Associate trainer for Early Education and member of multiple professional networks Labs & Collaborations: We Are The People disability research network (Wellcome Trust-funded) Research collaborations with local communities on inclusive education

Jarkko Levänenمشاهده پروفایل

دانشیار

• Sustainability Science
• Environmental Policy
• Circular Economy
• +۵ مورد دیگر

Jarkko Levänen is an Associate Professor of Sustainability Science at LUT University’s School of Energy Systems, based in Lahti, Finland. He leads the Master’s programme in Circular Economy and teaches courses on sustainability transitions and ecological economics. His research focuses on socio-ecological models, strong sustainability, and systemic transitions across sectors such as energy, textiles, and resource management. He chairs multiple national and international projects, including the Academy of Finland-funded ‘Sustainable textile systems’ project and the EU Horizon-funded ‘Prosumer-driven green energy communities’ initiative. Levänen’s work integrates policy analysis, institutional frameworks, and stakeholder collaboration. He explores topics like carbon capture utilization and storage (CCUS), circular business models, and the socio-economic dimensions of sustainability transitions. He has published over 50 peer-reviewed articles in sustainability science, environmental policy, and innovation studies, earning the ASLA-Fulbright Graduate Grant. He holds leadership roles in national committees such as Future Earth Finland and the Federation of Finnish Learned Societies (TSV). At LUT, he serves on the board of the Sustainable Circulation of Inorganic Materials (SCIMAT) research platform and the Ethics Committee for Human Sciences. Previously, he chaired the Finnish Society for Environmental Social Science (YHYS) and advised the Helsinki Institute of Sustainability Science (HELSUS). Levänen’s projects address global challenges like decentralized energy systems, textile circularity, and climate policy frameworks. His research emphasizes institutional voids, policy stagnation, and innovative solutions in resource-constrained contexts, reflecting his commitment to just and equitable sustainability transitions.

Shalanda H. Bakerمشاهده پروفایل

استاد

• Environmental Law
• Energy Policy
• Climate Justice
• +۳ مورد دیگر

Shalanda H. Baker is a Professor of Law, Public Policy, and Urban Affairs at Northeastern University, currently on leave to serve as Director of the Office of Economic Impact and Diversity at the U.S. Department of Energy. She co-founded the Initiative for Energy Justice to advance equity-centered energy policy, and collaborates with Northeastern’s Global Resilience Institute and the School of Law’s Center for Law, Information and Creativity (CLIC). Her expertise spans environmental law, energy justice, and climate policy. Education: LLM, University of Wisconsin Law School JD, Northeastern University School of Law BS, United States Air Force Academy Her research focuses on achieving a just energy transition, bridging academic scholarship with frontline community advocacy. Key themes include climate justice, indigenous rights, disaster recovery equity, and systemic reform of energy policies. She emphasizes transdisciplinary approaches to address vulnerabilities in energy systems and promote community-led solutions. Professor Baker has authored Revolutionary Power: An Activist’s Field Guide to the Energy Transition and holds a 2016 Fulbright Award for studying Mexico’s energy reforms and indigenous rights. Her work bridges law, policy, and activism, with notable contributions to energy justice frameworks and anti-resilience critiques of current systems. Awards: Fulbright Scholar Award (2016) Her advising focuses on energy justice and policy, though specific advisees are not listed. She has contributed to federal policy development and international energy projects, advocating for marginalized communities’ inclusion in decision-making processes. Her affiliations include leadership roles in strategic initiatives addressing climate resilience and equitable energy access.

Jasmine D. Hillمشاهده پروفایل

استادیار

• Racial Inequality
• Social Mobility
• Poverty
• +۴ مورد دیگر

Jasmine D. Hill is an Assistant Professor of Public Policy and Sociology at the University of California, Los Angeles (UCLA), affiliated with the Luskin School of Public Affairs. Her expertise centers on racial inequality, social mobility for Black Americans, and poverty reduction mechanisms. She holds a Ph.D. and M.A. in Sociology from Stanford University and a B.A. in Communication Studies from UCLA. Education: Ph.D. in Sociology, Stanford University M.A. in Sociology, Stanford University B.A. in Communication Studies with Honors, UCLA Research Focus: Dr. Hill investigates how systemic racism perpetuates poverty and limits upward mobility for Black communities. Her work explores kinship networks in Black middle-class families, neoliberal urban development impacts, and frameworks for equitable policy design. She bridges academia with public engagement through research briefs for policymakers and collaborations with organizations like the Annenberg Foundation. Recognition: Washington Center for Equitable Growth Society for the Study of Social Problems American Sociological Association Stanford Center for the Comparative Study of Race & Ethnicity Engagement & Advocacy: She advises anti-racism initiatives for corporations and nonprofits, and her work appears in outlets like TIME Magazine and The Los Angeles Times. Courses taught include Qualitative Methods and Labor Policy & Racial Inequality at the graduate level. Her research briefs address topics like racial capitalism, poverty reduction strategies, and intimate partner violence policy. Labs/Teams: Collaborates with UCLA’s Luskin School interdisciplinary networks and external partners such as Blue Shield of California Foundation and corporate entities like Soylent to advance racial equity in economic systems.

• Architectural Education
• Pedagogy in Architecture
• Socio-Economic Barriers in Education
• +۳ مورد دیگر

Carlos Fenick-Sanchez is a Senior Lecturer in the Department of Architecture at London South Bank University (LSBU), serving as Year Lead for the BA Year 1 Architecture program. He holds RIBA Part 1 and Part 2 qualifications in Architecture (2009 and 2012, respectively) and has worked internationally, including with WAA (We Architech Anonymous) in Beijing. His research focuses on pedagogical approaches to pre-university architectural education, particularly addressing socio-economic barriers that hinder equitable access to architectural careers. He has contributed to RIBA Validation panel work, conducting visits to architecture schools in Chile, Colombia, and the UK. Education: Bachelor of Architecture (BA Hons, RIBA Part 1), 2006–2009 Postgraduate Diploma in Architecture (RIBA Part 2), 2010–2012 Research & Responsibilities: As a RIBA Validation panel member since 2013, Fenick-Sanchez examines global educational systems to enhance pedagogical strategies that empower diverse students. His work emphasizes cultural immersion and cross-border collaboration, informed by experiences in China, South America, and the UK. At LSBU, he leads core modules (Design 101–103, Communication 01) while advocating for inclusive architectural education. Professional Experience: Architectural Assistant at Mile Arch (2020–2022) Architectural Assistant at Iconic Architects (2015–2016) MArch Design Tutor at LSBU (2012–2015) Architectural Assistant at WAA (2010)

Zoe Higheagle Strongمشاهده پروفایل

دانشیار

• Educational Psychology
• Indigenous Education
• Cultural Sustainability
• +۳ مورد دیگر

Zoe Higheagle Strong is an Associate Professor in the Department of Educational Psychology at Washington State University (WSU) and serves as Vice Provost for Native American Relations and Programs, Tribal Liaison to the President. She leads the Office of Tribal Relations, Native American Programs, and the Center for Native American Research and Collaboration. Her research focuses on culturally sustaining approaches to support Indigenous education and address systemic barriers faced by diverse student populations. Dr. Strong holds a Ph.D., M.Ed., and B.A. in Psychology from the University of Washington and Seattle Pacific University. Her work emphasizes social-emotional learning, identity safety, and equitable educational practices. Key grants include leadership in initiatives like the 'Culturally Sustaining and Revitalizing Approach to Native American Undergraduate Recruitment' and the 'Culturally Responsive Indigenous Science (CRIS)' project. Her research interests span peer intervention dynamics, cultural epistemology, and tribal nation-building through education. Teaching focuses include qualitative research methods and Indigenous methodologies. Recent publications explore third-party peer interventions, data disaggregation for identity safety, and Nez Perce college readiness frameworks. Grants total over $8M, emphasizing tribal partnerships and STEM education. Her advocacy includes the Executive Policy 41 on Tribal Engagement and collaborations with 13 Northwest Tribes. She prioritizes creating safe, culturally affirming learning environments for marginalized communities.

Helen Douglassمشاهده پروفایل

استادیار

• STEM Education
• Makerspaces
• Design Thinking
• +۳ مورد دیگر

Helen Douglass is an Assistant Professor of Education at the University of Tulsa's College of Arts & Sciences. Her work bridges formal and informal learning spaces to promote inclusive STEM education, particularly for pre-service teachers and underrepresented groups. She developed an interdisciplinary STEM Education minor and is active on national and local advisory boards focused on design thinking, maker education, and leveraging student experiences for college credit through machine learning and micro-badging. Dr. Douglass holds a Ph.D. in Education from the University of Colorado Denver, an M.A. from Colorado Christian University, and a B.S. from the University of New Mexico. Her research emphasizes equitable access to STEM, gender equity, and the integration of maker spaces and design thinking into curricula. Her publications explore themes such as STEM program implementation, teacher preparation in formal-informal learning environments, and equity-focused maker education for youth of color. She collaborates with schools and communities to design inclusive educational experiences and mentors students across disciplines. Her work aligns with TU’s innovation initiatives, including the acquisition of Fab Lab Tulsa, which supports digital fabrication and creative arts integration. Dr. Douglass’s advising focuses on fostering scholarly opportunities for students, connecting them with peer networks and interdisciplinary research. She advocates for policies that strengthen STEM education’s role in fostering belonging and equity in diverse learning contexts.

Edward W. Greggمشاهده پروفایل

استاد

• Population Health
• Epidemiology
• Health Services Research
• +۵ مورد دیگر

Edward W. Gregg is a Professor and Head of School at RCSI’s School of Population Health. His work focuses on addressing complex societal and health challenges such as chronic disease, health inequalities, healthcare access, aging, and climate change through interdisciplinary approaches. He leads a school integrating disciplines like epidemiology, statistics, health psychology, laboratory science, and policy research to develop multifaceted solutions. The School emphasizes collaboration with global partners, leveraging advanced data analytics, technology, and diverse research designs to tackle emerging population health issues. Established on RCSI’s legacy in public health since 1841, the School aims to contribute significantly to health improvements in Ireland and internationally. Professor Gregg advocates for innovative strategies to understand health determinants and deliver equitable solutions, reflecting RCSI’s commitment to responsive and integrated science.

Laura McCulloughمشاهده پروفایل

استاد

• Gender and Leadership in STEM
• Physics Education Research
• Science Education
• +۳ مورد دیگر

Dr. Laura E. McCullough is a Professor in the Department of Chemistry & Physics at the University of Wisconsin-Stout, affiliated with the College of Science, Technology, Engineering, Mathematics & Management. Her teaching focuses on introductory physics, meteorology, and light/color studies. She holds a Ph.D. in Science Education from the University of Minnesota-Twin Cities, along with a M.S. in Physics and a B.A. in Physics from the University of Minnesota-Twin Cities and Hamline University, respectively. Her research explores gender dynamics in STEM, particularly leadership roles and educational equity for women in physics. She has authored numerous studies on barriers to women in academic STEM leadership, international initiatives for women in physics, and strategies for fostering inclusive physics education. Her work emphasizes gender representation, policy analysis, and systemic challenges faced by women in physics and related fields. McCullough’s articles analyze topics like gender identity among STEM leaders, historical advancements of women in physics, and global conferences addressing gender equity. While no explicit awards are listed, her contributions to physics education research and gender studies are evident through her extensive publication record. She has advised no listed students but remains active in advancing equitable academic environments through research and teaching.

Bernadette V. Baird-Zarsمشاهده پروفایل

استادیار

• Urban Planning
• Environmental Justice
• Land Use Policy
• +۵ مورد دیگر

Bernadette V. Baird-Zars, Ph.D. is an Assistant Professor at the Edward J. Bloustein School of Planning and Public Policy at Rutgers University. Her research focuses on land use planning, implementation, and environmental justice in socio-ecologically precarious regions. She joined the Bloustein School in 2023 after postdoctoral work at Columbia University on flooding adaptation and post-disaster recovery. Education: PhD in Urban Planning, Columbia University Master of City Planning (MCP), Massachusetts Institute of Technology (MIT) B.A. Special Honors Major in Education and Political Science, Swarthmore College Research Interests: Land use policy and local governance Environmental justice in urban planning Institutional analysis of zoning and regulatory practices Transition and uncertainty in socio-ecological systems Planning ethics and longitudinal data methodologies Her recent work explores how municipal practices in peri-urban Mexico and conflict zones like Syria shape land use through 'gray' institutions. Publications emphasize equitable governance in climate adaptation and zoning's role as a dynamic policy tool. She co-authored Zoning: A Guide for 21st-Century Planning (Routledge 2019), blending scholarship with practical planning frameworks. Professional experience includes over a decade with development banks and NGOs on affordable housing in Latin America, the Middle East, and the U.S., including fieldwork in Aleppo, Syria. Her work bridges academic research with actionable policy solutions.

Stephanie Flores-Koulishمشاهده پروفایل

استاد

• Critical Media Literacy Education
• Education Policy and Practices
• Critical Multicultural Education
• +۳ مورد دیگر

Stephanie Flores-Koulish is a Professor and Program Director of Curriculum and Instruction for Social Justice at Loyola University Maryland. Her work focuses on critical media literacy education, identity studies among adoptees, and equitable education practices in urban contexts. She holds a Ph.D. in Curriculum & Instruction from Boston College, an M.S. in Special Education from Syracuse University, and a B.A. in Creative Arts from San Jose State University. Key research areas include critical media literacy pedagogy, intersectional identities of Latinx adoptees, and anti-racist curriculum design. She actively contributes to professional organizations like NAMLE (National Association for Media Literacy Education) and ASAC (Alliance for the Study of Adoption & Culture), while mentoring future educators through programs like the Institute for Recruitment of Teachers (IRT). Her recent publications explore post-pandemic media education futures, the intersection of adoption narratives with Latino diaspora experiences, and urban teacher responses to societal crises like Freddie Gray's death. Over two decades of scholarship demonstrate a commitment to bridging academic research with community-engaged practice in Baltimore City. Professional service includes board membership with NAMLE and leadership roles in adoption advocacy groups. Her teaching spans courses like Media Literacy Education (RE 601), Curriculum Theories (ED 651), and Power/Identity in Education (ED 659).

Ming-Chun Leeمشاهده پروفایل

دانشیار

• Geographic Information Science (GIS)
• Urban Design
• Geospatial Technologies
• +۳ مورد دیگر

Ming-Chun Lee is an Associate Professor of Architecture and Graduate Program Director at the University of North Carolina at Charlotte (UNCC), leading the Master in Urban Design and CBL programs. He holds a B.S. and M.S. from National Cheng Kung University (Taiwan), and an M.Arch. and Ph.D. from the University of Washington. His research focuses on integrating geospatial technologies—including 3D GIS, remote sensing, cloud-based GIS, and augmented/virtual reality (AR/VR)—into urban design education and practice. He develops immersive platforms for public engagement in urban planning, such as the Knight Foundation-funded "Transforming City of Charlotte with Immersive Visual Data" project, which uses 3D visualizations to support community-driven decision-making. Lee’s work also explores AR’s potential for civic storytelling, exemplified by his Knight Foundation-Niantic Labs AR Fellowship, which integrated Pokémon GO into public events to enhance community participation. Lee has secured significant grants, including two Knight Foundation awards for XR research in urban planning and health initiatives. Collaborations include projects with the Levine Museum of the New South, Charlotte-Mecklenburg Library, and OpenStreets704. His recent studies address extended reality applications in art therapy for opioid use disorder recovery and comparative AR implementations in historic cities. Scientific awards include his selection as a Knight Foundation-Niantic Labs AR Fellow. His work bridges technology, design, and community engagement to advance equitable urban futures. Lee’s advising and grants highlight interdisciplinary efforts, such as a 2023 project on XR-based therapy with Dr. Vishnu Prabhu and a 2024 study comparing AR tools for community storytelling. His lab focuses on immersive visualization and participatory urban design, fostering tools that democratize access to spatial data and urban planning processes.

Karen J.L. Burgمشاهده پروفایل

استاد

• Regenerative Medicine
• Biomaterials
• Tissue Engineering
• +۴ مورد دیگر

Karen J.L. Burg is the Harbor Lights Chair of Biomedical Research and Professor in the Department of Small Animal Medicine & Surgery at the University of Georgia. She also served as Vice President for Research at the University of Georgia (2021–2024) and Kansas State University (2014–2016). Burg holds a Ph.D. in Bioengineering from Clemson University (1996) and postdoctoral training in Tissue Engineering at Carolinas Medical Center (1999). Her research focuses on regenerative medicine, biomaterials, and biofabrication, with notable contributions to 3D tissue fabrication and its clinical applications, including the formation of Kiyatec, Inc. She is a pioneer in equitable mentoring, recognized through the 2022 PAESMEM Award and leadership in the National Research Mentoring Network (NRMN). Burg has held leadership roles in the National Academy of Inventors, American Council on Education, and Society for Biomaterials. Her work bridges academia and industry, emphasizing translation of research into clinical and commercial solutions. Awards include the PECASE (2002), AAAS and NAI Fellowships, and recognition as a AAAS-Lemelson Invention Ambassador (2014).