جست‌وجوی استاد و پژوهشگر

Patrick Watersonمشاهده پروفایل

استاد

• Human Factors
• Ergonomics
• Systems Safety
• +۶ مورد دیگر

Professor Patrick Waterson is a Professor of Human Factors and Complex Systems at Loughborough University's School of Design and Creative Arts. He holds a BSc (First Class) in Psychology from Lancaster University, an MSc in Knowledge-Based Systems from Sussex University, and a PhD in Human Factors from the University of Nottingham. His career includes roles as a Research Fellow at the MRC Sheffield University (1992-2002) and Head of Department at Fraunhofer Institute for Experimental Software Engineering in Germany (2002-2006). He joined Loughborough in 2007. His research focuses on systems safety, accident analysis, and human factors in healthcare, transportation, and complex systems. He has pioneered work on systemic accident analysis methods like AcciMap and STAMP-CAST, and their application to healthcare, railways, and construction. Notable contributions include the development of Net-HARMS (Networked Hazard Analysis and Risk Management System) and studies on maternal care disparities, AI ethics, and railway safety management systems. He is an Editor-in-Chief for the journal Ergonomics and has received major awards including the William Floyd Medal (2014) and IEA/Elsevier John Wilson Award (2021). His work emphasizes systemic approaches to safety, resilience engineering, and integrating human factors into complex systems design.

Panagiotis Oikonomouمشاهده پروفایل

استادیار

• Water Resources
• Extreme Hydroclimatic Events
• Hydroinformatics
• +۳ مورد دیگر

Panagiotis Oikonomou is a Research Assistant Professor in the Department of Civil and Environmental Engineering at the University of Vermont’s College of Engineering and Mathematical Sciences. He holds a Ph.D. in Civil Engineering from Colorado State University, an M.Sc. in Environmental Policy and Management from the University of the Aegean, and a B.Sc. in Agricultural Engineering from the Agricultural University of Athens. His research focuses on extreme hydroclimatic hazards (droughts/floods), climate change impacts on coupled human-natural systems, hydroinformatics (big data/GIS), integrated water resource management, and the Water-Energy-Food Nexus. His work includes developing tools like R2Cross (instream flows DSS) and DRAST (desertification risk tool). Recent publications emphasize remote sensing applications, AI-driven water quality modeling, and transboundary resource management. His frameworks address forecast skill evaluation for early warning systems and multi-hazard exposure analysis in vulnerable regions like Alaska’s Arctic Borough. Key Research Areas: Hydroclimatic extremes modeling Climate change adaptation strategies GIS-based decision support systems Water-Energy-Food nexus dynamics Notable Tools Developed: R2Cross web-based tool for instream flow recommendations DRAST desertification risk assessment tool

Kendall Gilesمشاهده پروفایل

استادیار

• Cybersecurity
• Artificial Intelligence and Machine Learning
• Computer Systems
• +۳ مورد دیگر

Kendall Giles is a Collegiate Assistant Professor in the Bradley Department of Electrical and Computer Engineering at Virginia Tech's College of Engineering. He also teaches in the Master of Information Technology and Master of Engineering programs, and holds PhD ABD status in the Department of Science, Technology, and Society within the College of Liberal Arts and Human Sciences. His research focuses on epistemic practices in sociotechnical systems, governance of emerging technologies, and engineering translation, bridging engineering, policy, and science/technology/society studies. He produces the TechnoSlipstream Podcast and Pseudodragon Newsletter to explore technology's societal impacts. Education : Ph.D., Johns Hopkins University (2007); M.S., Purdue University (1993); B.S., Virginia Tech (1991). Research Interests include cybersecurity, AI/ML ethics, technology governance, and the history of computing. His work critiques how technologies like AI reshape society, emphasizing public engagement and responsible innovation. Recent publications focus on historical and philosophical analyses of computing's cultural impacts. Publications highlight interdisciplinary approaches to technology critique, including reviews of works on Cold War computing history and cybersecurity governance. His podcast and newsletter address ethical tech challenges, aiming to foster dialogue on equitable technological futures. Giles has also engaged with the U.S. Navy through Fleet Week events, blending academic rigor with practical, real-world applications.

• Accessibility
• Deaf Studies
• Human-Computer Interaction
• +۴ مورد دیگر

Abraham Glasser serves as an Assistant Professor in the Department of Accessible Human-Centered Computing within Gallaudet University's School of Science, Technology, Accessibility, Mathematics, and Public Health. His teaching portfolio includes graduate courses such as AHC-604 Applied Information Accessibility, AHC-691 Thesis Accessibility Project Planning, and specialized topics in accessibility standards and data visualization, reflecting his commitment to advancing accessible technology education. Professor Glasser's research centers on dismantling digital barriers for deaf and hard of hearing communities through innovative human-computer interaction solutions. His work pioneers sign language interfaces for personal assistants, investigates captioning system optimization, and explores AI-driven accessibility enhancements. Methodologically, he combines empirical user studies with technical development to create genuinely inclusive technologies that address real-world communication challenges faced by deaf users in digital environments. Analysis of his recent publications reveals a strong trajectory toward integrating artificial intelligence with accessibility needs, particularly through large language models for caption customization and robust sign language recognition systems. His research consistently prioritizes deaf user perspectives in technology design, with increasing focus on ethical AI implementation and workplace accessibility solutions as evidenced by his 2025 publications on employment barriers and AI action planning. Professor Glasser actively mentors graduate students, currently advising five master's candidates in accessibility-focused research. His professional service includes leadership roles as Chair for the ASSETS 2023 Student Research Competition and Associate Chair for ACM CHI 2024, demonstrating significant contributions to the accessibility research community. He has secured internal funding through Gallaudet's Faculty Development Committee grant to advance his accessibility initiatives.

Melissa Braatenمشاهده پروفایل

دانشیار

• Teacher Education
• Science Education
• STEM Education
• +۳ مورد دیگر

Melissa Braaten serves as Associate Professor and Program Chair within the School of Education at the University of Colorado Boulder, concurrently holding the position of Associate Dean for Undergraduate and Teacher Education. Her scholarly work bridges teacher preparation, STEM education practice, and systemic equity considerations, with particular emphasis on K-12 science classroom dynamics and climate-responsive pedagogy. As evidenced by her leadership roles and publication record, she actively shapes teacher education frameworks while addressing contemporary educational challenges through research-practice partnerships. Her research program centers on three interconnected strands: (1) teacher development through dissonance and expansive sense-making frameworks, particularly examining how novice teachers navigate equity challenges in science instruction; (2) climate education integration across elementary curricula, emphasizing student agency in climate action and justice-oriented solutions; and (3) family-teacher collaboration models that reimagine traditional power structures through co-learning approaches. This triad reflects her commitment to transforming educational ecosystems through context-responsive, justice-centered practices that leverage student and community assets. Analysis of her 15 most recent publications reveals a pronounced shift toward climate action integration since 2022, with 40% of recent work focusing on K-5 climate justice pedagogy. Concurrently, her foundational work on teacher sense-making has evolved toward examining how educators expand or constrain student reasoning through discursive moves. Notably, translanguaging practices and data puzzle methodologies represent innovative approaches for engaging multilingual learners in rigorous science sense-making, demonstrating her focus on equity through disciplinary-specific strategies. No scientific awards were documented in the provided source material. As Program Chair and Associate Dean, Braaten leads institutional initiatives in teacher preparation and undergraduate education, though specific grant details remain unreported. Her research-practice orientation suggests active engagement with school partnerships and curriculum development projects, particularly through the Understanding Global Change Project and Data Puzzles initiatives. While formal student advising relationships aren't enumerated, her publications on preservice teacher development indicate mentorship of early-career educators through research collaborations. Her work with the Understanding Global Change Project and Data Puzzles initiative establishes significant research-practice infrastructure, connecting university-based scholarship with K-12 classrooms through co-designed resources. These projects function as living laboratories for testing ambitious pedagogy frameworks while simultaneously building teacher capacity for climate-responsive science instruction. The sustained focus on collaborative knowledge building across these teams underscores her commitment to dismantling traditional researcher-practitioner hierarchies.

• Climate Change Governance
• Sustainable Development
• Carbon Markets
• +۵ مورد دیگر

Assoc Prof Robert Hales is an Associate Professor in the Department of Management at Griffith University's Griffith Business School. He serves as the Discipline Leader of Sustainable Business and previously led the Griffith Centre for Sustainable Enterprise (2015–2022). His roles include co-chairing Griffith University’s SDG Working Group and the PRME Australia New Zealand Chapter, fostering climate action education in business curricula. He is affiliated with several institutes: Cities Research Institute, Griffith Asia Institute, and the Centre for Work, Organisation and Wellbeing. Research focuses on climate governance, carbon markets, sustainable tourism, and Indigenous consent processes in climate initiatives. Key projects include DFAT-funded programs on climate finance and resilient development in Indonesia, South Asia, and Mongolia. He designs climate policy courses for institutions like PT PLN (Indonesia) and leads the Master of Global Development program. His work integrates UN SDGs into teaching and business strategies. Education & Professional Roles: Expertise in sustainable enterprise, climate policy, and international development. Grants & Projects: Oversees DFAT-funded climate resilience programs, EcoBiz advisory roles, and research on Indigenous adaptive capacity. Teaching & Advising: Supervises PhD students on governance, sustainability transitions, and climate adaptation. Teaches leadership for sustainable business and policy research methods. His work bridges academic research, policy, and industry, emphasizing equitable climate solutions and SDG implementation.

• Social Psychology
• Environmental Sustainability
• Cooperation Studies
• +۳ مورد دیگر

Prof. Anna Rabinovich is a Professor of Social Psychology and Sustainability at the University of Sussex’s School of Psychology. Her work focuses on leveraging group processes and communication to address environmental sustainability challenges, particularly in East African pastoralist communities. She holds a PhD in Psychology from the University of Exeter (2007) and previously served as a lecturer and senior lecturer at Exeter before joining Sussex in 2022. She leads the REAL NbS project (2024–2027), funded by NERC, exploring nature-based solutions to enhance climate resilience in eastern Africa. Her research spans three core areas: cooperative management of shared resources, the role of minority groups in societal change, and effective science communication. Key grants include NERC funding for climate resilience projects (2024–2027), AHRC support for cultural landscape governance (2020–2021), and British Academy grants investigating land degradation in Tanzania. She serves as an Associate Editor for the European Journal of Social Psychology . Her research highlights interdisciplinary collaboration across psychology, environmental science, and policy. Prof. Rabinovich welcomes PhD students interested in sustainability, cooperation dynamics, and science communication. Her work emphasizes equitable solutions and participatory approaches to environmental challenges, with a focus on marginalized communities.

Cleo Sgouropoulouمشاهده پروفایل

استاد

• E-Learning Technologies
• Learning Outcomes and Competence Modeling
• Open Educational Resources (OER)
• +۶ مورد دیگر

Cleo Sgouropoulou is a Professor at the Department of Informatics and Computer Engineering at the University of West Attica (UNIWA) and currently serves as Vice-Rector for Finance, Planning, and Development. She holds a Diploma and PhD in Electrical and Computer Engineering from NTUA. Her academic roles include Scientific Director of UNIWA's Institute of Lifelong Education and former Head of the Department of Informatics and Computer Engineering. Her research focuses on software engineering for Learning Technology and Research Information Systems, with an emphasis on standardization (e.g., CEN TC353) and European projects related to e-Learning, Open Educational Resources (OER), and digital skills frameworks. She has coordinated major initiatives like the EuroLMAI European Norm and contributed to standardization of learning outcomes and learner mobility models. Prof. Sgouropoulou has authored over 140 publications in journals like Information and Software Technology and IEEE Transactions on Learning Technologies , with over 1,400 citations. Her work bridges AI, AR/VR, and pedagogy, exploring adaptive learning systems, fuzzy logic applications, and gamified educational tools. Recent research includes AI-enhanced augmented reality systems (e.g., PARSAT AR), digital escape rooms for environmental education, and personalized learning frameworks using Bayesian and reinforcement learning approaches. She actively participates in European standardization bodies, shaping policies for digital competencies and ICT professionalism. Her contributions have been formalized into CEN standards and adopted across education sectors. She also advocates for the integration of AI ethics and human-centered design in educational technology. Her grants and projects emphasize open educational resources, digital skill frameworks, and immersive technologies in special education. She collaborates with institutions like CEN, ELOT, and the Greek Mirror Committees to advance standardization efforts and promote equitable access to lifelong learning.

Mark Nejadمشاهده پروفایل

دانشیار

• Autonomous Vehicles
• Connected Vehicles
• Electric Vehicles
• +۷ مورد دیگر

Mark Nejad is an Associate Professor at the University of Delaware, focusing on autonomous and connected vehicle systems, sustainable transportation, and interdependent infrastructure optimization. His research integrates blockchain technology, federated learning, and operations research to address challenges in smart transportation and cybersecurity. Education: M.S., Wayne State University Ph.D., Wayne State University Research Interests: Blockchain applications in transportation security and trust management Federated learning for real-time traffic prediction Autonomous vehicle integration in mixed traffic environments Optimization of cloud computing and edge infrastructure for smart cities Game theory-driven resource allocation strategies Key Article Trends (2022-2025): Recent work emphasizes blockchain-based solutions for VANET trust systems, decentralized EHR management, and adaptive federated learning frameworks. His research bridges cybersecurity, AI, and transportation engineering to create resilient infrastructure systems. Awards & Grants: No explicit awards listed. Active in securing grants for blockchain-transportation and cloud federation projects. Advising & Labs: No listed advisees. Engaged in collaborative research teams focusing on smart city technologies and decentralized systems.

Andrew Gambinoمشاهده پروفایل

استادیار

• Interpersonal Communication
• Media Studies
• Artificial Intelligence
• +۴ مورد دیگر

Dr. Andrew Gambino is an Assistant Professor in the Department of Communication at the University of Delaware, part of the College of Arts & Sciences. He holds a Ph.D. from Penn State University's Donald P. Bellisario College of Communications, along with MA and BA degrees from Western Michigan University. His research explores interpersonal relationships with media, AI, and machines, focusing on areas like human-media interaction, immersive technologies (VR/AR), health communication, and privacy concerns. He emphasizes creative methodological approaches integrating computational and mathematical frameworks. Gambino's recent work examines VR’s impact on relationships, human-robot communication dynamics, and ethical challenges in open science. His publications span topics from AI ethics to urban mobility technologies, reflecting a blend of theoretical and applied research. Notable trends in his articles include critical analysis of technology’s societal implications, interdisciplinary methodological innovations, and emphasis on equitable research practices. His work bridges communication studies with emerging technologies, addressing both opportunities and ethical dilemmas. While no formal advisees or grants are listed, his research actively engages with cutting-edge fields like extended cognition and avant-garde computational methods. He is affiliated with the Department of Communication and contributes to interdisciplinary initiatives within the College of Arts & Sciences.

Rachelle Gouldمشاهده پروفایل

دانشیار

• Environmental Values
• Cultural Ecosystem Services
• Environmental Education
• +۵ مورد دیگر

Rachelle Gould is an Associate Professor at the Rubenstein School of Environment and Natural Resources at the University of Vermont and a Fellow at the Gund Institute for Environment. She holds a PhD from Stanford University (2013), an MA from Yale (2007), and a BA from Harvard (2003). Her research focuses on the intersection of environmental values, learning, and human behavior, emphasizing equity and inclusion. She co-led the UN IPBES Values Assessment (2022) and is on a Fulbright Fellowship to advance its recommendations. Her work spans cultural ecosystem services and environmental education, exploring how nonmaterial values of nature influence well-being and decision-making. Collaborations with communities like Hawaii’s Big Island and Vermont’s Intervale Center highlight her commitment to place-based, equitable research. Key partners include the Office of Hawaiian Affairs, Shelburne Farms, and the Agroecology & Livelihoods Collaborative. Publications emphasize relational values, sustainability transformations, and Indigenous knowledge systems. Recent projects include a creative workshop with Hula performers to share findings in Kona, and studies on urban green gentrification. Awards include the Fulbright and leadership in the IPBES global assessment. Her Ecocultural Values Workshop bridges academic and community efforts, fostering innovative methods like design thinking and participatory research. Current projects address climate policy, biodiversity equity, and agroecological transitions in urban contexts. She mentors students like PhD candidate Josh Morse, advancing interdisciplinary environmental scholarship.

Daniella Hall Sutherlandمشاهده پروفایل

دانشیار

• Educational Leadership
• Education Policy
• Educational Equity
• +۳ مورد دیگر

Dr. Daniella Hall Sutherland is an Associate Professor in the Department of Education at the University of Vermont's College of Education and Social Services. Her work focuses on educational equity and leadership in rural communities, particularly examining school boards, superintendents, and district governance. She holds a Ph.D. in Educational Leadership from Penn State University, an M.Ed. in Elementary Education from Smith College, and a B.A. in Studio Art from Wellesley College. Her research employs qualitative methods to analyze rural educational governance challenges, funded by organizations like the Spencer Foundation and the South Carolina Commission on Higher Education. She chairs The Rural Educator’s advisory board and has contributed to special issues in Journal of American Indian Education and Journal of Research in Rural Education . Dr. Sutherland has been recognized with multiple awards, including the 2022 Doctoral Advising Award from Clemson University and the Howard A. Dawson Best Research Study Award (2019, 2016). Her publications explore themes like superintendent-school board relations, teacher retention strategies, and policy conflicts in rural education. Before academia, she taught elementary/middle school for 12 years. She advises doctoral students and collaborates on grants addressing rural educational challenges, emphasizing community-centered governance and equitable resource distribution.

Erin Shoulbergمشاهده پروفایل

استادیار بالینی

• Early Childhood Development
• Child Mental Health
• Physical Activity Interventions
• +۳ مورد دیگر

Erin Shoulberg is a Clinical Assistant Professor in the Department of Psychological Science at the University of Vermont's College of Arts and Sciences. Her research focuses on promoting school readiness and mental health in young children through interventions like the Kiddie CATs on the Move physical activity program, implemented via the Fit Kids service-learning initiative. She collaborates with community partners serving under-resourced and marginalized communities, emphasizing practical applications of research findings. Education: B.A. in Psychology (Grinnell College, 1997), M.A. (UVM, 2008), and Ph.D. (UVM, 2012) in Developmental Psychology. Her work bridges developmental science with clinical practice, with a focus on neurodevelopmental disorders and behavioral interventions. Research Interests: Early childhood development, ADHD symptom management through physical activity, and the role of motor competence in academic success. Her interventions aim to address socioeconomic disparities in access to developmental resources. Publications: Over 30 peer-reviewed articles focusing on ADHD symptomology, physical activity interventions, and child mental health. Recent work explores transdiagnostic approaches to neurodevelopmental disorders and the buffering effects of aerobic fitness on ADHD-related impairments. Advising & Grants: Coordinates the Fit Kids service-learning program, where students implement Kiddie CATs in preschools. Engages in community partnerships to ensure equitable access to evidence-based programs. Labs/Teams: Leads the Children and Teachers on the Move (CATS) initiative, integrating research, education, and community service to advance early childhood health outcomes.

Michael T. Flanneryمشاهده پروفایل

استاد

• Family Law
• Estate and Trust Law
• Child Exploitation
• +۴ مورد دیگر

Michael T. Flannery is the Judge George Howard, Jr. Professor of Law at the University of Arkansas at Little Rock’s William H. Bowen School of Law. He joined the faculty in 2003 and was named Distinguished Professor in 2010. His roles include associate dean for Faculty Development (2014–2016) and associate dean for Academic Affairs (2018–2020). Flannery teaches courses on Decedents’ Estates, Family Law, Animal Law, and Sports Law. He previously served as a special judge in Arkansas’ 20th Judicial District (2008–2011) and as a legislative expert for the Arkansas Bar Association’s Family Law Committee. His research focuses on trusts, estates, family law, and child exploitation, with over 10 books, 14 law review articles, and numerous expert commentaries. Education: B.A., University of Delaware (1987); J.D., Catholic University of America (1991). Flannery practiced law in Philadelphia’s City Solicitor’s Office, specializing in child dependency and mental health litigation, before joining private practice and academia. Research interests include ethical robotics in legal contexts, child protection mechanisms, and estate planning innovations. His work has been cited by the Alabama, Iowa, Michigan, New Jersey, Texas, and New York Supreme Courts. Notable publications include The Sexual Exploitation of Children (2016) and Decedents’ Estates: Cases and Materials (2016). Awards include the John M. DiPippa Scholarship Award (2016) and multiple Faculty Excellence Awards for Research and Teaching. Flannery contributes to legal organizations, speaks at symposia, and maintains active engagement with legislative policy.

Joseph Trujillo-Falcónمشاهده پروفایل

استادیار

• Weather and Climate Risk Communication
• Multilingual Risk Communication
• Disaster Risk Reduction
• +۳ مورد دیگر

Dr. Joseph Trujillo-Falcón is an incoming Assistant Professor (August 2025) at the University of Illinois Urbana-Champaign, jointly affiliated with the Department of Climate, Meteorology, and Atmospheric Sciences and the Department of Communication. He leads the ALERTAS lab, focusing on multilingual weather and climate communication equity. His interdisciplinary research bridges meteorology and social sciences, driving policy changes in NOAA and the National Weather Service. Previously, he was an Illinois Distinguished Postdoctoral Research Associate and conducted research at NOAA’s National Severe Storms Laboratory and NWS Storm Prediction Center. Education: Ph.D. in Risk Communication (University of Oklahoma, 2024); M.A. in Organizational Communication (2021); B.S. in Meteorology and B.A. in Spanish (Texas A&M University, 2019). Research interests include multilingual risk communication strategies for extreme weather, policy advocacy for language equity, and broadcast meteorology practices. He has pioneered frameworks for inclusive watch/warning translations and enhanced wireless emergency alerts for Spanish speakers. His work has influenced NOAA’s operational protocols, emphasizing accessibility for diverse communities. Teaching: Planning to teach ATMS 491/CMN 496: Extreme Weather Communication Fieldwork (Fall 2025) and courses on environmental hazard communication. Guest lectures across universities on multilingual disaster communication and policy. Awards: 2024 Premio Orgullo Peruano; 2023 Outstanding Achievement in Research (CIWRO); 2023 Telly Awards (2x); 2022 AMS Early Career Achievement Award. Labs/Teams: ALERTAS Lab collaborates with practitioners and public stakeholders, advancing equitable communication through surveys, fieldwork, and policy engagement. Collaborators include institutions like NOAA, NWS, and academic departments in communication and meteorology.