جست‌وجوی استاد و پژوهشگر

Kayla Burdمشاهده پروفایل

استادیار

• Social Cognition
• Legal Psychology
• Eyewitness Memory
• +۴ مورد دیگر

Kayla Burd, Ph.D., serves as an Assistant Professor in the Department of Psychology at the University of Wyoming with a specialized focus on Psychology and Law. Her work bridges cognitive science and legal systems, examining decision-making processes among key legal actors through rigorous experimental methodologies. Ph.D. in Psychology, Cornell University (2018) M.A. in Psychology, Cornell University (2016) M.S. in Psychology, Arizona State University (2013) B.A. in Psychology, Hofstra University (2010) Dr. Burd's research centers on social cognitive mechanisms in legal contexts, specifically analyzing how extra-legal biases distort perception, memory, and reasoning among eyewitnesses, police officers, and jurors. Her work identifies cognitive vulnerabilities in legal decision-making while developing evidence-based interventions to mitigate bias. She directs the Social Cognition and Law Lab , which employs controlled experiments and field studies to translate theoretical insights into practical legal applications. Current projects examine interventions like purpose in life cultivation and self-affirmation techniques to improve decision accuracy. Analysis of her 15 most recent publications reveals three dominant research trajectories: (1) juror cognition in sexual abuse and adolescent culpability cases, (2) forensic evidence interpretation including ballistic analysis validity, and (3) emerging bias phenomena like pandemic-related discrimination. Her work increasingly integrates developmental psychology with legal scholarship. Dr. Burd mentors three graduate students—Amanda Anzovino, Olivia Grella, and Jaylan Aliev—guiding research on eyewitness reliability and courtroom accommodations. Her teaching portfolio spans Cognitive Psychology, Psychology and Law, and Judgment and Decision-making courses. The Social Cognition and Law Lab maintains active collaborations with law enforcement agencies and legal professionals, ensuring research addresses real-world challenges in the justice system through community-engaged science.

Agnieszka Kanasمشاهده پروفایل

دانشیار

• Social Inequality
• Immigration and Integration
• Public Policy Analysis
• +۴ مورد دیگر

Dr. Agnieszka Kanas is an Associate Professor of Public Policy and Politics at the Erasmus School of Social and Behavioural Sciences, Erasmus University Rotterdam. Her research focuses on social inequality, immigrant integration, public policy, and labor market disparities. She examines how individual resources and institutions interact to shape ethnic and gender inequalities, particularly in Europe. She teaches courses on migration, public policy, and social inequalities at BA and MA levels. Research Interests: Stratification and social inequality Immigrant economic disadvantage and integration Public policy evaluation Labor market institutions and family policies Causal effects of policy interventions on refugees Recent Research Trends: Her work emphasizes policy impacts on refugee integration (e.g., language courses), non-cognitive skills’ role in labor markets, and ethno-religious conflicts’ effects on religiosity among refugees. She uses natural experiments and comparative studies across Europe and Southeast Asia. Activities: Consultancy: Advisory committee for the LOCOV project (2023) Invited Talks: Expert Workshop on Intra-EU Mobility (2022) Conference Participation: ESPAnet conferences (2023) Labs/Teams: Collaborates widely on migration and inequality studies, with partnerships in Germany, Indonesia, and the Philippines.

Farid Laroussiمشاهده پروفایل

استاد

• Francophone Studies
• Maghreb Studies
• Postcolonial Studies
• +۴ مورد دیگر

Farid Laroussi is a Professor of French and Francophone Studies and Associate Graduate Advisor in the Department of French, Hispanic & Italian Studies within the Faculty of Arts at the University of British Columbia. Having joined UBC in 2010 after a decade of teaching at Yale University, he holds dual doctorates: a Ph.D. in French literature from the University of Virginia and a Doctorate in American literature from the University of Toulouse. Professor Laroussi's research spans Francophone/Maghreb Studies , 20th and 21st centuries French Studies , and Postcolonial Studies . His scholarly work initially focused on the Maghreb world with particular attention to text, memory and history, examining how francophone studies address challenges of cultural representation, especially around identity and identification. His interests intersect with postcolonial writings and their reinvention of transnational perspectives, as well as contemporary French literature and the evolution of literary ideas and generic constructs in the post-WWII novel. His current project, Aesthetic Alchemy of Twenty-First Century Arab Visual Arts , is a book manuscript currently under consideration. His extensive publication record includes more than thirty articles and three monographs, with his most recent book Francophone Literature After the Postcolonial Age (2024) representing the culmination of his scholarly trajectory. His work demonstrates a consistent focus on postcolonial theory, cultural representation, and literary analysis across French and Maghreb contexts, with particular attention to identity formation in contemporary literature and society. His research bridges literary criticism with sociopolitical analysis, examining how literature engages with postcolonial realities in France and North Africa. As Associate Graduate Advisor, Professor Laroussi supervises students in the French Master's and Ph.D. programs, guiding research in francophone literature, postcolonial studies, and contemporary French cultural analysis. His academic leadership extends to guest editing special journal issues, such as the 2022 volume of Studies in Twenty and Twenty-First Literature on "Narratives of Migration in Europe."

Jennifer Whitsonمشاهده پروفایل

دانشیار

• Control
• Illusory Pattern Perception
• Power Dynamics
• +۴ مورد دیگر

Jennifer Whitson is an Associate Professor of Management and Organizations at the UCLA Anderson School of Management. Her research focuses on control, power dynamics, and how people make sense of the world in organizational contexts. She explores how lack of control leads to illusory pattern perception, including conspiracy theories and superstitions, and how stigmatized groups regain control through reappropriation of slurs. Education: Ph.D. in Management and Organizations, 2007, Northwestern University M.S. in Management and Organizations, 2004, Northwestern University B.A. in Psychology and Social Behavior, 2000, University of California, Irvine Whitson's research establishes a critical relationship between psychological experiences of lacking control and illusory pattern perception. When people feel out of control, they tend to "connect dots that there is no rationale for connecting," such as believing in conspiracy theories or superstitions. Her work demonstrates that the implications of control extend beyond previously studied areas and carry business costs. Another significant branch of her research explores how members of stigmatized groups who lack control over how they're perceived by dominant society regain that control through reappropriation - self-identifying with terms used as slurs. Group identification, she finds, is critical in reappropriating stigmatizing labels. Her recent publications reveal consistent themes across organizational behavior, social psychology, and cognitive science. The research shows how lack of control influences organizational decision-making, how power dynamics affect workplace behavior, and how stigma management can lead to positive organizational change. Her work on conspiracy theories in organizational contexts has gained particular attention during the pandemic, exploring how uncertainty drives people to seek patterns, sometimes where none exist. Scientific Awards: Eric and "E" Juline Faculty Excellence in Research Award, UCLA Anderson School of Management Dean George W. Robbins Assistant Professor Teaching Award, UCLA Anderson School of Management Inducted as a Society for Experimental Social Psychology Fellow Whitson has appeared in major media outlets including CBS Morning News, National Public Radio, Through the Wormhole with Morgan Freeman, and National Geographic's Brain Games. Her research has been featured in the Wall Street Journal, BBC Future, USA Today, and New Republic, among others. She teaches courses in Organizational Behavior, Leadership Foundations, Negotiations, and Communications II at UCLA Anderson.

Edward Zelinskyمشاهده پروفایل

استاد

• Tax Law
• Pensions
• Trusts and Estates
• +۳ مورد دیگر

Edward Zelinsky is a Professor at Yeshiva University, teaching Pensions and Trusts & Estates courses. His contact details include email zelinsky@yu.edu, phone 646-592-6476, and office Room 941 in New York. He holds a B.A. (1972), M.A. and J.D. (1975), and M.Phil. (1978) from Yale University, where he served as a teaching fellow in Economics and editor of the Yale Law Journal . B.A. (1972) M.A., J.D. (1975) M.Phil. (1978) His primary research spans tax law—including pensions, trusts & estates, and church taxation—as evidenced by books The Origins of the Ownership Society (Oxford, 2007) and Taxing the Church (Oxford, 2017), plus articles in Harvard Law Review and Yale Law Journal . Concurrently, he maintains an extensive psychology research profile focused on humanistic traditions, particularly Maslow’s peak experiences and Adlerian social interest, with cross-cultural applications across 20+ countries. His recent psychology publications analyze loneliness epidemics, Daoist influences on self-actualization, and travel-induced transformative experiences among global youth populations. His scholarly output reveals a dual trajectory: legal scholarship emphasizes congressional testimony and policy impact (e.g., remote worker taxation), while psychology work demonstrates methodological diversity through cross-national peak-experience studies. Recent publications (2021–2024) show intensified focus on cultural intersections—comparing Filipino, Chinese, and Brazilian youth responses to existential triggers—and theoretical syntheses like Maslow-Adler-Daoist frameworks. Public service includes seven terms on New Haven’s Board of Alderman, 3.5 years on its Board of Finance, and current directorship at Connecticut Retirement Security Authority. He frequently lectures before professional groups and has testified before House Judiciary subcommittees. Though no formal labs or teams are documented, his cross-cultural psychology research implies international collaborations across Asia and Latin America. His teaching fellowship at Yale and ongoing course instruction suggest active mentorship in legal education, though specific advisees aren’t listed.

Annedore Hoppeمشاهده پروفایل

پژوهشگر ارشد

• Social Psychology
• Environmental Psychology
• Social Cohesion
• +۳ مورد دیگر

Annedore Hoppe is a Research Fellow at the Institute of Psychology within the Social Psychology Group at the University of Leipzig. Her research focuses on social cohesion during crises , social identity in environmental contexts , and terror management processes , with a particular emphasis on understanding how existential threats and group-based dynamics influence pro-environmental behavior and societal responses to crises like the COVID-19 pandemic. Her work explores interdisciplinary intersections of social psychology , environmental psychology , and political sociology . Key themes in her publications include Quantitative analysis of social cohesion and populism Group-based control mechanisms under threat Terror management theory applications to environmental behavior Collective responses to crises and policy acceptance Annedore's recent articles highlight collaborations with the Research Institute for Social Cohesion (FGZ) and focus on collective behavior during pandemics, right-wing radicalization, and environmental identity. She actively contributes to empirical studies using frameworks like the Triple-A (Agent-Action-Aim) model and Terror Management Theory . Her institutional affiliations include the University of Leipzig and FGZ. She has worked on interdisciplinary projects such as EC2 - Energy Citizenship and SPARCS - Zero Carbon Communities , integrating psychological, legal, and economic perspectives for sustainable transitions.

Christopher O'Neillمشاهده پروفایل

پژوهشگر ارشد

• Automation
• Biopower
• Facial Recognition
• +۲ مورد دیگر

Christopher O'Neill is a Research Fellow at the Alfred Deakin Institute for Citizenship and Globalisation, Deakin University. His research examines automation, facial recognition, and biopower, with emphasis on ethical, social, and political implications in contemporary societies. He holds a PhD from the University of Melbourne (2020) and has held positions at Monash University, Harvard University, and IRCAM-CNRS in Paris. His work intersects philosophy, media studies, and technology ethics. Recent publications analyze conspirituality in online scams, facial recognition in gambling regulation, pandemic automation, and Foucauldian critiques of information theory. His research addresses governance challenges in emerging surveillance technologies and automated systems.

• Gifted Education
• Educational Psychology
• Special Education
• +۳ مورد دیگر

F. Richard Olenchak is a Professor in Educational Psychology at Purdue University's College of Education . With expertise in gifted, creative, and talented education, he focuses on affective development and psychological uniqueness within this population. Education: Ph.D. in Educational Psychology (University of Connecticut), M.A. in Educational Leadership and Counseling (Eastern Michigan University), B.A. in Political Science and Psychology (University of Michigan) His research emphasizes nurturing gifted-like behavior through environmental support rather than viewing giftedness as innate. Key areas include addressing talent camouflage caused by disabilities, poverty, and gender stereotypes. His work aligns with lifespan development theories and advocates for reformed educational practices. Recent publications explore topics like twice-exceptional individuals, cyberbullying in gifted children, and social-emotional underachievement. These works span interdisciplinary domains including educational psychology, neuroscience, and mental health counseling. Olenchak's contributions extend to co-editing influential texts on social-emotional curriculum design for gifted students, though no specific awards or honors are mentioned in his profile.

• Gifted Education
• Art Therapy
• Creativity and Psychotherapy
• +۴ مورد دیگر

Dr. Barbara Cichy-Jasiocha is an Assistant Professor at the Department of Psychology of Individual Differences, Institute of Psychology, Faculty of Social Sciences, John Paul II Catholic University of Lublin. Her research focuses on gifted education, art therapy applications, creativity in psychotherapy, and axiological determinants of life satisfaction across developmental stages. Key Affiliations: Polish Psychiatric Association, Scientific Section of Psychotherapy, Societas Humboldtiana Polonorum. Her work explores the intersection of creativity and mental health, with longitudinal studies on aging psychology and decision-making styles in gifted populations. She has supervised PhD theses on psychological determinants of decision-making and contributed to policy discussions on European gifted education frameworks. Research Trends: Her recent publications emphasize gerotranscendence, forgiveness as a mediator of wisdom in seniors, and the role of art therapy in enhancing quality of life. Earlier studies focus on parenting techniques, hope for success in adolescents, and creative collaboration dynamics.

• Nursing Education
• Clinical Placement Studies
• Digital Educational Resources
• +۵ مورد دیگر

Kristin Alstveit Laugaland serves as Professor of Health Sciences at the University of Stavanger's Faculty of Health Sciences within the Department of Quality and Health Technology. Her academic work centers on advancing clinical nursing education through innovative methodologies and digital solutions. Her research interests prominently feature nursing education in clinical settings , particularly focusing on nursing home placements , digital educational resources , and mentorship practices . Laugaland pioneers co-creation approaches involving students, educators, and healthcare professionals to develop evidence-based educational interventions. Her work consistently addresses quality enhancement in clinical training for aged care contexts. Analysis of her recent publications reveals three dominant research trajectories: (1) Development and evaluation of digital resources like DigiVIS for clinical education, (2) Systematic investigation of mentorship dynamics in nursing home placements, and (3) Implementation of co-creative processes for curriculum development. These studies employ rigorous qualitative methodologies including video-stimulated recall, phenomenological analysis, and mixed-methods designs. Her dissemination activities demonstrate strong engagement with both academic and practice communities through national conferences, faculty development workshops, and media contributions addressing nursing education challenges. Key collaborations include sustained partnerships with researchers like Christina Tølbøl Frøiland, Kristin Akerjordet, and Ingunn Aase across multiple funded projects. Active participant in the QUALinCLINstud research initiative Regular contributor to Nordic nursing research conferences Media commentator on nursing education challenges in Stavanger Aftenblad

Nazik Karapet Harutyunyanمشاهده پروفایل

استاد

• Education Management
• Pedagogical Acmeology
• Pedagogy of Happiness
• +۷ مورد دیگر

Nazik Karapet Harutyunyan is a distinguished Professor and Head of the Department of Pedagogy at Yerevan State University's Faculty of Armenian Philology. She serves as Director of the Center for Pedagogy and Education Development since 2017, and has held leadership roles continuously since 1996. Her career spans four decades with international academic engagement across Europe, Russia, and Middle Eastern countries. Doctor of Science (Pedagogical Sciences, Armenian State Pedagogical Institute, 2002) Candidate of Sciences (Pedagogical Sciences, Armenian State Pedagogical Institute, 1989) Certified Specialist (Yerevan State University, 1979) Her research focuses on educational futurology, comparative pedagogy, and the pedagogy of happiness, with particular interest in cross-cultural educational systems analysis and inclusive education frameworks. Recent publications examine AI integration in special education, educational governance models, and acmeological approaches to teacher development. Her academic work spans comparative studies between Armenia and various countries including Finland, Italy, Russia, and EAEU nations. She has published over 115 scientific articles internationally and maintains active collaborations with universities in Ukraine, Poland, and Austria. Yerevan Honorary Pedagogical Medal (2016) YSU Gold Medal (2016) Honored Pedagogue of the Republic of Armenia (2014) Prime Minister's Commemorative Medal (2014) Ministry of Education Commemorative Medal (2009) She has participated in 12 international research funding competitions and leads educational quality assurance initiatives. Her work includes international conference presentations from Ukraine to the UK, and she chairs multiple academic councils including the Professional Council of Pedagogy 058 at YSU.

Linley Cornishمشاهده پروفایل

دانشیار

• Multi-age classrooms
• Effective teaching and learning
• Teacher education
• +۷ مورد دیگر

Linley Cornish is an Associate Professor in the School of Education at the University of New England (UNE), within the Faculty of Humanities, Arts, Social Sciences and Education. She is a leading scholar in multi-age and rural education, teacher preparation, and gifted and talented pedagogy. She has held key leadership roles including Chair of Teaching and Learning (2015–2017) and Director of Program Accreditation (2018–2019). Education: Bachelor of Economics (BEc) Diploma of Education (DipEd) Master of Education (MEd) PhD (awarded cum laude, 2012) Her research focuses on multi-age classrooms , effective teaching strategies , rural education challenges , gifted and talented education , and teacher development through reflective practice . She emphasizes practical, evidence-based approaches to enhance student learning, particularly in diverse and remote settings. The analysis of her recent publications reveals a consistent focus on equity and innovation in education. Her work bridges theory and practice, particularly in rural and multi-grade contexts. She explores metacognition, teacher preparation, and inclusive pedagogies, often with international applications (e.g., Bhutan, Vietnam, South Africa). Her scholarship is interdisciplinary, drawing from educational psychology, curriculum studies, and teacher education. Scientific Awards: PhD awarded cum laude (2012) Australian Learning and Teaching Council Citation (2011) Education Week Award (2008, 2001) Carrick Award Citation (2006) Vice-Chancellor's Award for Excellence in Teaching (2003) Quality Teaching Award, Australian College of Educators (2003) Certificate of Appreciation, Department of Education and Training (1995) Linley Cornish has supervised numerous higher-degree research students and contributed to major research projects, including the Bhutan Multigrade Attachment Program , Vietnam Teaching Methodologies Project , and Bougainville Peace Education Project . She has received multiple grants to support international conference attendance and collaborative research. She has played a central role in the professional accreditation of UNE’s teacher education programs. She has been actively involved in professional service, including co-editing the journal TalentEd , serving on the editorial board of the Journal of Multiage Education , and contributing to policy through committees such as the DET Small Schools Committee and the National Curriculum Consultation Committee. She has led workshops, organized conferences, and mentored teachers and academics nationally and internationally.

Jamie Arndtمشاهده پروفایل

استاد

• Existential Psychology
• Terror Management Theory
• Social Behavior
• +۶ مورد دیگر

Jamie Arndt is a Professor at the University of Missouri , affiliated with the College of Arts and Science and the Department of Psychological Sciences . He serves as Senior Associate Dean and leads the Existential Motivation Lab , where he explores the intersection of mortality awareness, meaning-seeking, and social behavior. Research Interests : Arndt’s work bridges existential philosophy and empirical psychology, focusing on how awareness of death (Terror Management Theory) shapes aggression, prejudice, health decisions, and cultural identity. He investigates existential isolation, metaphorical framing in health communication, and the interplay between defensive processes and creativity. His research spans social, personality, and health psychology. Article Trends : Recent publications emphasize metaphor-based interventions in health behavior, demographic shifts in policy attitudes, and existential isolation’s impact on well-being. Collaborations with students like T. Jimenez and P.J. Helm highlight interdisciplinary approaches to mortality cognition and social dynamics. Labs & Teams : The Existential Motivation Lab at Missouri Center for Addiction Research and Engagement explores theoretical and applied questions through experimental social psychology, mentoring graduate students and fostering cross-departmental research partnerships.

• Education
• Community Education
• Arts Integration
• +۳ مورد دیگر

Miriam Roth Douglas serves as Professor of Education and Community Education Director at West Liberty University's College of Education & Human Performance. With a Ph.D. in Curriculum, Literacy, and Cultural Studies from West Virginia University, she bridges German academic training and Appalachian educational contexts through interdisciplinary research and community engagement initiatives. Education: Ph.D. in Education/Curriculum, Literacy, and Cultural Studies, West Virginia University M.A. in Foreign Languages, West Virginia University M.A. in Elementary Education/Art Education, University of Bamberg (Germany) B.A. in Elementary Education/Art Education, University of Bamberg (Germany) Research Focus: Dr. Douglas pioneers arts-integrated curriculum development in rural Appalachian schools while exploring phenomenological approaches to understanding educational experiences. Her work connects cultural studies (particularly German folklore and fairy tales) with community education frameworks, emphasizing how non-formal learning spaces foster social reconnection. She investigates the Reggio Emilia approach's applicability across diverse educational settings and examines arts-based interventions for adolescent self-concept development. Publication Trends: Her 2010-2014 publications reveal three interconnected trajectories: (1) Arts integration in rural education demonstrating measurable impacts on student engagement, (2) Cultural studies analyses linking German folklore to contemporary pedagogy, and (3) Methodological innovations using phenomenology to explore beauty perceptions and community learning. These strands collectively address educational equity through culturally responsive, arts-centered approaches. Scientific Awards: Fulbright Scholar (International Educational Exchange Program) Professional Contributions: As Community Education Director, Dr. Douglas develops programs connecting campus resources with regional needs. Her Fulbright experience informs international exchange initiatives, while her work with the Office for Diversity & Global Initiatives demonstrates commitment to inclusive education. Though specific grants aren't detailed, her conference presentations at AERA and ACEI indicate sustained research funding for arts-integration studies. Academic Context: Teaching graduate courses like SCFD 782: Nature of Inquiry, she cultivates methodological rigor while directing community education partnerships that extend the university's impact beyond campus boundaries.

• Phenomenology
• Culture of Somatic
• Sport Aesthetics
• +۲ مورد دیگر

Professor Kang Yu-won serves as a faculty member in the Department of Physical Education at Sejong University, teaching courses including 'Studies in the Philosophy of Physical Education' and 'Leisure Sports 2' while leading Laboratory Dragon 117. His academic career is entirely rooted at Sejong University, where he earned all degrees in Physical Education with a philosophical specialization. His educational background includes: Ph.D. in Philosophy of Physical Education from Sejong University M.S. in Physical Education from Sejong University B.S. in Physical Education from Sejong University Professor Kang's research centers on the philosophical foundations of physical education through lenses of phenomenology, sport aesthetics, and axiology. He employs qualitative methodologies to investigate cultural dimensions of sports, addressing contemporary issues like youth alienation in physical education, neoliberal influences on sports sexuality, and technology's impact on traditional practices. His work consistently examines the existential meaning of physical activity within modern societal contexts. Analysis of his 50+ publications reveals sustained engagement with philosophical frameworks applied to emerging sports phenomena, including AI integration in martial arts, hip-hop's role in school physical education, and pandemic-related athlete experiences. His scholarship demonstrates methodological consistency through qualitative approaches while adapting to contemporary challenges in sports culture and education. He directs Laboratory Dragon 117, which functions as a dedicated space for philosophical inquiry into physical education. The laboratory facilitates critical discussions on the purpose and evolution of physical activity within Korean society, serving as both research hub and intellectual community for exploring sports' existential dimensions.