جست‌وجوی استاد و پژوهشگر

Lillie Padillaمشاهده پروفایل

استادیار

• Afro-Latinx Representation
• Discourse Analysis
• Language Ideologies
• +۴ مورد دیگر

Lillie Padilla is an Assistant Professor of Spanish Linguistics at Sam Houston State University's Department of World Languages and Cultures. Holding a Ph.D. and M.A. in Spanish Linguistics from Arizona State University alongside a Bachelor of Arts from the University of Ghana, her research explores interdisciplinary connections between: Afro-Latinx representation in educational materials Discourse analysis and language ideologies Sociolinguistic studies in Equatorial Guinea Critical race theory applications in language teaching Her work focuses on Spanish subject pronoun expression patterns in multilingual contexts and curriculum development for inclusive pedagogy. Recent publications examine: Representation gaps in Spanish language textbooks Methodological challenges in Equatorial Guinea research Critical discourse analysis of Netflix's Elite series Intersectional representation of Afro-Latinx women Scientific achievements include: Finalist for American Association of Linguistics 2025 award for co-edited volume Representation, Inclusion and Social Justice in World Language Teaching Padilla's research continues to shape conversations about linguistic diversity and marginalized voices in language education through both empirical studies and theoretical frameworks.

Antoine Bosselutمشاهده پروفایل

استادیار

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

Antoine Bosselut is a Tenure Track Assistant Professor at École Polytechnique Fédérale de Lausanne (EPFL) in the School of Computer and Communication Sciences, where he leads the EPFL NLP group. His research focuses on developing AI reasoning agents that can model, represent, and reason about human and world knowledge, with applications in health, education, and global fairness. His research interests span multiple critical areas in modern AI: LLM Representations of Knowledge: Understanding what language models know and how they represent that knowledge internally Reasoning Algorithms: Developing methods to improve LLMs' reasoning capabilities through symbolic systems, neuroscience, and cognitive science Large-scale AI Development: Creating open-source foundation models with multilingual capabilities AI Democratization: Ensuring equitable access to AI technologies across different cultural and regulatory contexts His recent publications reveal a strong focus on the intersection of language models and cognitive science, with multiple studies examining how LLMs align with human cognition. He's also deeply engaged in practical applications of NLP technology, particularly in education and multilingual settings, as evidenced by his work on evaluating AI's impact on higher education and developing culturally-aware language models. His scientific achievements have been recognized with several prestigious awards: Outstanding Paper Award at NAACL 2025 ELLIS Scholar designation in 2024 Outstanding Paper Award at ACL 2023 Inclusion in Forbes 30 Under 30 list for Science & Healthcare in 2021 Bosselut actively mentors numerous PhD students across diverse NLP research areas and has secured significant recognition for his work in both academic and media circles. His lab has been featured in major publications including Communications of the ACM, The Atlantic, and Quanta Magazine, highlighting the societal impact of his research on commonsense reasoning and AI capabilities.

• Educational Leadership
• Comparative Research
• Innovation in Education
• +۳ مورد دیگر

Dr. Dong Nguyen is an Associate Professor in Leadership Management and Change in Education at Durham University's School of Education. He serves as Director of the Master’s Programme in Educational Leadership and Change, which focuses on leadership, management, and research in education. Additionally, he is Editor-in-Chief of the International Journal of Educational Management (IJEM), a core journal in educational leadership. His career includes roles as a lecturer (Assistant Professor) and Programme Leader at the University of Glasgow, a Research Associate at Nanyang Technological University, and a teacher in Vietnam. Nguyen’s research emphasizes building leadership capacity in the Global South, comparative education studies, and innovation in education. He has led projects such as an impact evaluation of a Rwanda school leadership development program (2023–2026) funded by VVOB and a review of school leadership’s role in teacher retention funded by the Education Endowment Foundation (EEF). His work explores leadership practices across sectors like education, business, and healthcare, with a focus on equitable systems and professional learning. Nguyen has received a Discretionary Award from Durham University (2023) and has delivered numerous invited talks, including at the Chinese University of Hong Kong (2024), the Asian Conference on Business and Economic Studies (2024), and Stockholm institutions (2023). He has served as an external examiner for UK universities (e.g., Leeds, Newcastle) and evaluator for grants like UK Research & Innovation and Swiss National Science Foundation. His supervision focuses on topics like school leadership, inter-organizational collaboration, and professional development. Nguyen’s recent articles highlight leadership’s role in teacher retention, autonomy, and PLCs in the Global South. He advocates for leadership practices that foster teacher collaboration, instructional support, and participatory decision-making, particularly in contexts like Singapore and Vietnam. His funded projects and editorial roles underscore his commitment to evidence-based educational policy and practice.

Muhammad Abdul-Mageedمشاهده پروفایل

دانشیار

• Natural Language Processing
• Deep Learning
• Socio-Pragmatics
• +۵ مورد دیگر

Dr. Muhammad Abdul-Mageed is an Associate Professor in the School of Information at The University of British Columbia, with joint appointments in Linguistics and an associate membership in Computer Science. He holds the Canada Research Chair in Natural Language Processing and Machine Learning. His research focuses on deep learning, socio-pragmatics, and speech/language technologies, particularly for Arabic and African languages. He leads the UBC Deep Learning & NLP Group and co-directs SSHRC-funded grants like I Trust AI and Ensuring Full Literacy. He is a founding member of the Center for Artificial Intelligence Decision making and Action and a member of the Institute for Computing, Information, and Cognitive Systems. His work spans automatic speech recognition, machine translation, computational socio-pragmatics, and low-resource language technologies. Notable projects include developing Arabic speech recognition systems, multidialectal Arabic benchmarks, and tools for African language processing. He has authored over 100 peer-reviewed papers and leads initiatives like the NADI Arabic Dialect Identification shared task and the NileChat project for culturally-aware LLMs. His research aims to create equitable, socially-aware AI systems for health, social media, and information management.

Paulo Bliksteinمشاهده پروفایل

دانشیار

• Technology in teaching and learning
• Learning design
• Computer modeling in Social and Behavioral Sciences
• +۶ مورد دیگر

Paulo Blikstein serves as Associate Professor of Communications, Media and Learning Technology Design at Columbia University. Previously, he was Assistant Professor of Education and (by courtesy) Computer Science at Stanford University and co-founded the Lemann Center for Brazilian Education (2008-2018). Education: Ph.D. in Learning Sciences, Northwestern University (2009) M.A. in Media Arts & Sciences, MIT Media Lab (2002) M.Eng. in Electronic Engineering, University of São Paulo (2000) B.S. in Metallurgical Engineering, University of São Paulo (1998) His research pioneers constructionist learning environments through digital fabrication, educational robotics, and tangible interfaces—focusing on equitable access for underserved communities. Inspired by Paulo Freire and Seymour Papert, he develops open-source tools like the GoGo Board robotics platform and leads the global FabLab@School initiative establishing fabrication labs in schools across four continents. Current work emphasizes multimodal learning analytics to study student interactions in maker-centered classrooms. Publications reveal strong focus on democratizing invention through maker education, with recurring themes in constructionist theory application, multimodal assessment, and context-specific technology adaptation. Brazilian education reform and low-cost computational solutions form significant threads, particularly in 2016-2017 publications. Scientific Awards: Two Google Faculty Awards National Science Foundation Early Career Award (highest U.S. government honor for early-career scientists) Blikstein directs the Transformative Learning Technologies Lab (TLTL) and co-founded Stanford's Center for Educational Entrepreneurship and Innovation in Brazil. His FabLearn conference established the first academic forum on Maker Movement applications in education. While specific grant details aren't listed, the NSF CAREER Award signifies major federal research funding. He spearheads the FabLab@School project deploying advanced fabrication labs in K-12 institutions worldwide and founded the FabLearn conference series. His work integrates teams of engineers, educators, and designers to create scalable solutions for resource-constrained learning environments.

• Engineering Education
• Diversity and Inclusion in STEM
• Identity Development
• +۵ مورد دیگر

Dina Verdín serves as Assistant Professor in Engineering Education Systems and Design at Arizona State University's Polytechnic School, where she leads research on broadening participation in engineering through critical analysis of access and persistence barriers for first-generation, minoritized, and women students at intersectional identity junctions. Her educational foundation includes: Ph.D. in Engineering Education from Purdue University M.S. in Industrial Engineering from Purdue University B.S. in Industrial & Systems Engineering from San José State University Verdín's research program employs asset-based frameworks to examine how funds of knowledge and identity development influence engineering pathways. Her access strand investigates high school exposure barriers through culturally responsive activities that foster engineering interest and agency, while her persistence strand analyzes undergraduate institutional structures affecting identity negotiation and degree completion. This work centers intersectional methodologies to redefine engineering identity beyond traditional norms. Analysis of her 15 most recent publications (2020-2024) reveals consistent focus on first-generation Latinx students, classroom belonging mechanisms, and funds of knowledge applications. Her work predominantly utilizes mixed-methods approaches within Hispanic Serving Institutions, with growing emphasis on migratory student populations and critical engineering agency development. Her accolades include: NSF Graduate Research Fellowship IEEE Frontiers in Education Best Diversity Paper Award College of Engineering Outstanding Graduate Student Research Award AGEP Distinguished Scholar Award AERA Division D Top 3 In-Progress Research Verdín currently directs multiple NSF-funded initiatives including SAFE Teams (Student Asset-based Approach to Equitable Teams) and Reconceptualizing Community Cultural Wealth in engineering design. Her grants portfolio exceeds $1.3 million as PI/Co-PI, focusing on mastery learning implementation, engineering discipline disparities, and migratory student empowerment through gamified curricula. She teaches core courses in engineering statistics and research methods while mentoring graduate researchers. Her work actively shapes engineering education through community-engaged scholarship that centers student assets and challenges deficit-oriented paradigms in STEM persistence research.

Ying Xuمشاهده پروفایل

استادیار

• Early Education
• Evidence-Based Intervention
• Families and Community
• +۵ مورد دیگر

Ying Xu is an Assistant Professor at the Harvard Graduate School of Education (HGSE), specializing in the design of AI technologies to support children's language, literacy, STEM learning, and well-being. Her research emphasizes creating AI systems that act as interactive learning companions and language partners for children while fostering human-AI collaboration with educators and families. She holds a Ph.D. in Language, Literacy, and Technology from the University of California, Irvine, and previously served as an Assistant Professor at the University of Michigan from 2022 to 2024. Her work focuses on understanding how AI can complement human interactions, particularly through conversational agents integrated into media like books and educational TV programs. Collaborations include partnerships with PBS KIDS, GBH Education, and Sesame Workshop. Funded by organizations such as the National Science Foundation and Schmidt Futures, her research bridges developmental psychology, education, and human-computer interaction. Xu's studies highlight AI's potential for personalized learning while addressing ethical considerations like AI literacy and social impact. Key achievements include numerous best paper awards and recognition as an Early Career Interdisciplinary Scholar by SRCD. Her interdisciplinary approach involves designing technologies that reflect community values and linguistic/cultural diversity, ensuring equitable access to AI-driven educational tools. Xu advocates for balanced AI integration in children's lives, emphasizing the need for transparency about AI's limitations and the importance of maintaining human connections. She explores how AI can empower stakeholders (e.g., educators, parents) to co-create technologies tailored to their needs, ensuring AI serves as a complement—not replacement—for human interaction. Current projects investigate conversational AI's design principles, children's perceptions of AI, and strategies for fostering critical evaluation of AI-generated content. She also examines how AI affects social interactions and developmental processes, advocating for ethical guidelines to maximize benefits while mitigating risks.

Birgit Eickelmannمشاهده پروفایل

استاد

• Digital Education
• School Pedagogy
• Educational Technology
• +۶ مورد دیگر

Prof. Dr. Birgit Eickelmann is a Professor of School Pedagogy at the Institute of Educational Science within the Faculty of Arts and Humanities at Paderborn University. She has held this position since October 2012, initially as a W2 professor until January 2014, and then as a W3 professor (full professor) from February 2014 onward. Her research focuses on school and lesson development in the digital age, school pedagogy under digital transformation conditions, empirical school research, teacher education, and school leadership with emphasis on digital learning leadership. Her educational background includes a habilitation in Educational Science in May 2012, a PhD in Educational Science with summa cum laude in July 2009, and state examinations for teaching Mathematics and Physics in December 1996 and January 1999. Prof. Eickelmann's research centers on the digital transformation of educational systems, particularly examining how schools develop digital competencies among students and teachers. Her work emphasizes equitable access to digital learning opportunities, the role of school leadership in digital transformation, and the development of computational thinking skills. She investigates how schools can become resilient in the face of digital challenges, with special attention to organizational factors that support successful digital integration. Her publication record reveals a strong focus on international comparative studies, particularly the IEA's ICILS (International Computer and Information Literacy Study) across multiple cycles (2013, 2018, 2023). Her research spans digital literacy assessment, school-level factors influencing digital competence development, and policy implications for educational systems undergoing digital transformation. Prof. Eickelmann leads several major research initiatives including the National Research Center for the IEA Study ICILS 2023 (2021-2026), the German coordination of the Horizon-2020 project 'DigiGen' (2019-2022), and previous leadership of ICILS 2018 (2015-2021) and ICILS 2013 (2012-2015). She is actively involved in policy advising regarding digital education in Germany. She is a member of numerous scholarly organizations including the World Educational Research Association (since 2021), the Society for Empirical Educational Research (since 2016), and the German Society for Educational Science (since 2014), among others. Her work bridges academic research with practical implementation in schools through projects like 'Navigator Bildung Digitalisierung' and 'schultransformNEXT'.

Kisha Porcherمشاهده پروفایل

دانشیار

• English Education
• Culturally Responsive-Sustaining Education
• Racial Identity Development
• +۵ مورد دیگر

Kisha Porcher is an Associate Professor in the Department of English at the University of Delaware, specializing in English Education. She serves as the Student Teaching Coordinator and holds a Ph.D. in Teaching and Teacher Education from George Mason University, alongside degrees from Spelman College and Teachers College Columbia University. B.A., English and Secondary Education, Spelman College M.A., Curriculum and Instruction, Teachers College Columbia University Ph.D., Teaching and Teacher Education, George Mason University Her research focuses on centering Blackness through frameworks like the Black Gaze and archeology of the self (Sealey-Ruiz, 2019), emphasizing racial identity development and community-engaged learning. She explores systemic assets for Black and Brown students while advocating for anti-racist pedagogies in urban education settings. Her recent publications highlight trends in critical literacy instruction , decolonizing curricula , and equity-driven teacher training , with a strong emphasis on racial justice and linguistic diversity. Notably, she received the College of Arts & Sciences Faculty Teaching Excellence Award in 2022. Porcher’s work bridges teacher self-reflection and structural reform , positioning educators as disruptors of systemic inequities. Her scholarship spans topics from cultural competency to community-embedded pedagogies, reflecting her commitment to redistributing power in educational systems.

Sara Hennessyمشاهده پروفایل

استاد

• Classroom Dialogue
• Digital Technology in Education
• Teacher Professional Development
• +۴ مورد دیگر

Sara Hennessy is a Professor of Educational Dialogue and Pedagogical Inquiry at the Faculty of Education, University of Cambridge , where she teaches and supervises Masters and doctoral students. She serves as Research Director of the £30m+ FCDO-funded EdTech Hub and leads the Cambridge Educational Dialogue Research (CEDiR) Group . Her research spans high- and low-income countries, focusing on classroom dialogue analysis, technology-mediated pedagogy, and teacher professional development. Education: BSc in Social Psychology (LSE), MA (Cantab), PhD in Psychology (UCL) Professional Memberships: American Educational Research Association (AERA), British Educational Research Association (BERA), European Association for Research into Learning and Instruction (EARLI) Research Interests: Hennessy’s work examines how digital technologies can enhance classroom dialogue and collaborative learning, particularly in sub-Saharan Africa. She developed the T-SEDA toolkit for classroom dialogue analysis, which underpins multimedia professional development resources. Her projects include Camtree (global practitioner research platform) and the EdTech Hub , investigating equitable uses of educational technology in low-income contexts. Publications: Her recent articles analyze mixed-methods approaches to classroom dialogue, technology’s role in Tanzanian teacher development, and linguistic considerations in resource localization. Earlier works focus on interactive whiteboards, OERs, and socio-cultural perspectives on technology integration. Scientific Awards: ESRC Research Fellowship (2007-2010): Consolidated practitioner-researcher collaboration methodologies Editorial Roles: Former editor of the British Journal of Educational Technology (2016-2024) and editorial board member of the International Journal of Science Education .

Samia Khanمشاهده پروفایل

استاد

• Science Education
• Educational Technology
• Teacher Education
• +۷ مورد دیگر

Samia Khan is a Professor in the Department of Curriculum & Pedagogy at the University of British Columbia's Faculty of Education, where she also serves as Associate Dean of Research. Her academic work bridges educational technology, science education, and teacher preparation across K-16 contexts. Dr. Khan earned her PhD from the University of Massachusetts. Her educational background informs her interdisciplinary approach to learning sciences and technology integration. Her research centers on how digital technologies transform science learning , with emphases on model-based teaching , visualization tools , and equitable participation in STEM . She investigates simulation technologies, future-state modeling, and strategies to broaden science engagement through interpretive and mixed-methods research. Her work particularly examines teacher epistemologies, scientific reasoning development, and socio-cultural factors in technology-mediated learning environments. Analysis of her recent publications reveals three dominant trends: (1) International comparative studies of science curricula across Southeast Asia, (2) Efficacy of digital tools (PhET, GeoGebra, Symbolab) in conceptual understanding, and (3) Pre-service teacher development in model-based science instruction. Her research spans diverse contexts from Canadian classrooms to Rwandan and Vietnamese educational settings. Dr. Khan's contributions have been recognized through: New Scholar Award from the Canadian Society for Study in Education Prime Minister’s Award of Canada for Teaching Excellence in Science, Technology, and Mathematics As former MET Director (2021-2022) and author of foundational courses ETEC 530/533, she has significantly shaped UBC's educational technology programs. Her Faculty Associate role at the Institute of Resources, Environment, and Sustainability demonstrates cross-disciplinary engagement with sustainability education. Her research appears in leading journals including Journal of Technology and Teacher Education, Computers and Education, and Educational Technology Research and Development, with consistent citation as field-shaping work in educational technology.

Marcia C. Linnمشاهده پروفایل

استاد

• Science Education
• Technology in Education
• Knowledge Integration
• +۷ مورد دیگر

Marcia C. Linn is the Evelyn Lois Corey Professor of Instructional Science in the Berkeley School of Education at the University of California, Berkeley. She serves as Chair of the Graduate Group in Science and Mathematics Education (SESAME) and has made significant contributions to the field of science education for over five decades. Dr. Linn is a member of the National Academy of Education and a Fellow of multiple prestigious organizations including the American Association for the Advancement of Science (AAAS), the American Psychological Association (APA), the Association for Psychological Science (APS), the American Educational Research Association (AERA), and the International Society of the Learning Sciences (ISLS). Dr. Linn earned her B.A. in Psychology and Statistics (1965), M.A. in Educational Psychology (1967), and Ph.D. in Educational Psychology (1970) from Stanford University, where she worked under Lee Cronbach. Her early career included working with Jean Piaget at the Institute Jean Jacques Rousseau in Geneva, Switzerland (1967-68), serving as a Fulbright Professor at the Weizmann Institute of Science in Israel (1983), and conducting research at University College in London. She has been a fellow at the Center for Advanced Study in Behavioral Sciences three times and a Writing Resident at the Rockefeller Foundation Bellagio Center twice. Dr. Linn's research focuses on how students learn science and how technology can be used to improve science education. She developed the Knowledge Integration framework, which has become widely used in science education. Her work explores the intersection of cognitive science and educational practice, with particular attention to how students develop understanding of complex scientific concepts. She has pioneered the use of technology in science education, developing the Web-based Inquiry Science Environment (WISE) and directing the NSF-funded Technology-Enhanced Learning in Science (TELS) center. Dr. Linn's recent publications demonstrate a clear trajectory toward integrating artificial intelligence with science education. Her work increasingly focuses on how AI can support knowledge integration, facilitate science learning opportunities, and promote equitable educational experiences. She examines how technology can help students develop deeper understandings of scientific concepts through inquiry-based learning while addressing issues of social justice in science education. Scientific Awards and Honors National Association for Research in Science Teaching Award for Lifelong Distinguished Contributions to Science Education American Educational Research Association Willystine Goodsell Award Council of Scientific Society Presidents first award for Excellence in Educational Research Fulbright Professor (1983) Apple Wheels for the Mind grant (1985) National Institute of Education grant (1983) Throughout her career, Dr. Linn has secured significant funding for educational research, including multiple National Science Foundation grants. She directed the NSF-funded Technology-Enhanced Learning in Science (TELS) center and has led numerous projects investigating the cognitive consequences of computer environments for learning. She has advised countless students and researchers in the field of science education, shaping the next generation of educational researchers and practitioners. Dr. Linn directs the Web-based Inquiry Science Environment (WISE) project and has been instrumental in developing technology-enhanced learning environments for science education. Her laboratory has been at the forefront of creating and testing innovative learning technologies that support students in developing deep understanding of scientific concepts through inquiry-based approaches.

Kelly K. Ivyمشاهده پروفایل

استادیار

• Mathematics Education
• Urban STEM Education
• Culturally Responsive Teaching
• +۳ مورد دیگر

Kelly K. Ivy, Ph.D. is an Assistant Professor at the University of the District of Columbia (UDC) in the College of Arts and Sciences. Specializing in culturally responsive math teaching and urban STEM education, she contributes to teacher self-efficacy research and curriculum development. Her work bridges academic inquiry with practical applications in K-12 and higher education contexts. Doctor of Philosophy in Mathematics Education, University of Maryland, College Park Master of Education in Curriculum & Instruction, Trinity Washington University Bachelor of Science in Mathematics, Secondary Education Professional Minor, Howard University Dr. Ivy’s research focuses on urban STEM education , culturally responsive pedagogy , and equitable mathematics instruction . She emphasizes teacher self-efficacy and interdisciplinary literacy, particularly in linguistically diverse classrooms. Her publications highlight strategies for improving STEM outcomes for African American students and reflective practices in culturally relevant teaching. Recent publications (2019–2024) span topics including equitable teaching , Black female STEM perspectives , and curriculum innovation . These works employ qualitative research methods and stress cultural relevance in urban settings. Faculty Scholar of Promise Award, UDC’s College of Arts and Sciences (2024) Dr. Ivy serves as Co-Project Manager for the Katherine G. Johnson Math Teacher Training Institute (2025–Present) and has participated in the Maryland Collaborative for Research in Urban STEM Education (2020–23). Her advocacy for Black students in STEM includes presentations at national conferences and media engagements.

• Second Language Acquisition
• Multilingualism
• Bilingual Education
• +۳ مورد دیگر

Lourdes Ortega is a Professor in the Department of Linguistics at Georgetown University and serves as Faculty Director of Georgetown’s Initiative for Multilingual Studies. Her work focuses on multilingualism beyond childhood, equitable language education, and decolonial epistemologies. She mentors students at undergraduate, master’s, and doctoral levels. Former positions include roles at University of Hawai‘i at Mānoa (2004-2012), Northern Arizona University (2002-2004), and Georgia State University (2000-2002). Education: Ph.D. and M.A. from University of Hawai‘i at Mānoa. Her research investigates how multilingualism develops in non-native contexts, advocating for social justice and equity in language education. Key contributions include her award-winning 2000 meta-analysis in Language Learning , the textbook Understanding Second Language Acquisition (2009), and co-editing The Cambridge Handbook of Bilingualism (2019). Recent work addresses under-studied languages like Arabic and Urdu in U.S. K-12 education, emphasizing decolonial and Indigenous frameworks. She has published extensively in top journals such as Applied Linguistics , Studies in Second Language Acquisition , and World Englishes . Awards: Gerald M. Mara Faculty Mentoring Award (2016, 2020), Pimsleur Award (2001), and 2023 recognition as a top 2% cited researcher. She advises 22 doctoral students and has secured grants supporting multilingual education research. Leads Georgetown’s Initiative for Multilingual Studies, co-chairs the Harmonious Bilingualism Network (HaBilNet), and edits Language Learning . Served as President of the American Association for Applied Linguistics (2023-2024). Her work bridges theory and practice, prioritizing cura personalis (care for the individual) in mentoring and advocating for multilingual well-being.

Dustin Tingleyمشاهده پروفایل

استاد

• international relations
• climate change
• data science
• +۶ مورد دیگر

Dustin Tingley is a Professor of Government at Harvard University and holds a joint appointment at the Harvard Kennedy School of Public Policy . He serves as Interim Vice Provost for Advances in Learning and directs the Data Science and Technology Group and the Harvard Initiative on Learning and Teaching . He earned a PhD in Politics from Princeton and a BA in political science and math from the University of Rochester. Key Roles : Deputy Vice Provost (past), Chair of Harvard's Standing Committee on Climate Education Research Focus : Climate change politics, data science, causal inference, and international political economy His recent work explores the political economy of climate transitions , public opinion on carbon policies , and machine learning applications in social sciences . He co-founded ABLConnect , a repository for active learning pedagogy, and organized conferences on causal mechanisms , teaching with AI , and equitable classrooms . Awards : Gladys M. Kammerer Award (2015) for co-authored book Sailing the Water’s Edge Notable Publications : Uncertain Futures: How to Unlock the Climate Impasse (2023, with Alex Gazmararian) The Political Economy of the Clean Energy Transition (2025)