جست‌وجوی استاد و پژوهشگر

Christoph Kühbergerمشاهده پروفایل

استاد

• History Didactics
• Political Education
• Historical Culture
• +۵ مورد دیگر

Christoph Kühberger is a University Professor of History and Political Education at the Department of History, Faculty of Cultural Studies, University of Salzburg, where he has been employed since October 1, 2017. Previously, he served as Professor of History and Political Science Didactics at the Salzburg University of Education (2014-2017) and as Vice Rector for Social and Human Sciences at the same institution (2009-2017). His academic journey includes positions at the University of Hildesheim, University of Greifswald, and research assistant roles at the University of Salzburg. Kühberger's research focuses on theory and didactics of history, historical-political and political education, empirical political and history didactics, subject-oriented history didactics, ethnographic history didactics, and decolonization of historical knowledge. His work explores historical learning in informal settings, particularly in children's private spaces, and examines how historical culture manifests in everyday life through material objects, toys, and games. He has made significant contributions to understanding historical consciousness in diverse contexts, including Hawaiian history education and decolonial approaches to history teaching. His recent publications reveal a strong emphasis on ethnographic approaches to history didactics, with special attention to children's historical culture in domestic settings, material culture studies, and decolonial perspectives on historical knowledge. Kühberger's work bridges traditional historical research with innovative methodological approaches, including digital humanities applications in history education. His research demonstrates a consistent interest in how historical understanding is formed outside formal educational settings and how this informs classroom practice. Kühberger is actively involved in multiple research projects including 'The epistemic struggle with the unwritten past' (focusing on Hawaiian teachers' approaches to Ancient Hawaiian History), 'Historical Culture in the Children's Room,' and 'Playing with History' (examining toys and games as historical representations). He serves as Deputy Chairman of the Conference for History Didactics and is engaged with the Doctoral School PLUS 'Competence Research in Teacher Education.' His international scholarly activities include upcoming lectures at the University of Auckland (February 2025), University of Mainz (September 2024), and University of Vienna (December 2024), reflecting his growing international recognition in the field of history didactics and historical culture studies. Kühberger's research demonstrates a commitment to bridging theoretical frameworks with practical applications in history education across diverse cultural contexts.

Sara Hooshangiمشاهده پروفایل

پژوهشگر

• Computing Education
• Student Performance Analysis
• Educational Data Mining
• +۳ مورد دیگر

Sara Hooshangi researches computer science education with focus on student pathways and inclusive pedagogy. Her work examines factors influencing student performance in introductory programming courses, transfer student experiences, and gender perceptions in computing. Key contributions include: Longitudinal analysis of CS1/CS2 performance predictors Assessment frameworks for capstone courses Studies on non-traditional student success factors Validation of attitudinal instruments for computing Recent projects investigate confidence and interest development among non-CS majors, with implications for computational thinking instruction across disciplines.

Sarah Rodriguezمشاهده پروفایل

دانشیار

• Equity in STEM Education
• Latina/o/x Student Retention
• STEM Identity Development
• +۳ مورد دیگر

Dr. Sarah Rodriguez is an Associate Professor of Engineering Education at Virginia Tech, affiliated with the Higher Education Program. Her research focuses on equity, access, and retention in engineering and computing, particularly for Latina/o/x students and community college populations. She holds a Ph.D. in Higher Education Leadership from the University of Texas at Austin, an MS in Educational Leadership from the University of Tennessee, and a BA in English/Spanish from Texas A&M University-Commerce. Dr. Rodriguez has secured over $20M in grants from NSF, the Kapor Center, and other organizations, leading projects on STEM identity, community college transitions, and systemic inequities. She has published 40+ peer-reviewed articles, including work in Journal of Women and Minorities in Science and Engineering , Community College Review , and ASEE Annual Conference Proceedings . Her research employs critical frameworks to examine marginalized students' experiences, with a focus on intersectionality, institutional barriers, and community cultural wealth. Notable contributions include studies on Latino men's community college transfer experiences, the impact of S-STEM programs, and the role of family and religion in STEM identity development. Dr. Rodriguez has received awards such as the AAHHE Early Career Award (2020) and the Barbara Townsend Lectureship (2019). She collaborates nationally through organizations like ASEE, ASHE, and the Council for the Study of Community Colleges. Dr. Rodriguez's current grants include initiatives like the HSI Implementation Project for Artificial Intelligence and the NSF-funded ECSEL Scholarship Program. Her work emphasizes translating research into practice, partnering with institutions to design inclusive policies and curricula. She has advised numerous graduate students and serves as an implementation coach for the Charles A. Dana Center’s Mathematics Pathways.

Michelle Soledadمشاهده پروفایل

استادیار

• Engineering Education
• Undergraduate Learning Experiences
• Faculty Development
• +۴ مورد دیگر

Michelle Soledad is a Collegiate Assistant Professor in Virginia Tech's Department of Engineering Education within the College of Engineering. Her research focuses on improving undergraduate learning experiences in foundational engineering courses, faculty development, and leveraging institutional data for reflective teaching practices. She has held academic roles at institutions including Minnesota State University, Mankato, and The Ohio State University, in addition to professional experience as a software engineer at Accenture. Education: Ph.D. in Engineering Education from Virginia Tech (2019), M.Eng. and B.Sc. in Electrical Engineering from Ateneo de Davao University (2013, 2000). She has taught courses such as Foundations of Engineering, AC Circuits, and Computer Systems across multiple universities. Research Interests: Prioritizing student success in challenging foundational courses (e.g., calculus, statics), faculty motivation, inter-departmental curriculum planning, and integrating student feedback through data-driven methods. Her work addresses systemic challenges in engineering education, including gender equity and stress culture. Notable Achievements: Recipient of the 2020-21 Outstanding Service to Undergraduate Students award from The Ohio State University. She has secured grants like the S-STEM Iron Range Engineering Scholarship for cooperative education programs. Her publications span educational assessment, inclusive teaching strategies, and faculty retention. Grants & Professional Contributions: Active in professional societies including IEEE Education Society and Society of Women Engineers. Her research grants support initiatives like bridging transfer student gaps and developing global competency programs. She has pioneered formative feedback systems using generative AI and exit surveys to enhance teaching quality.

Veronika Cheplyginaمشاهده پروفایل

دانشیار

• Machine Learning
• Medical Imaging
• Artificial Intelligence Ethics
• +۳ مورد دیگر

Veronika Cheplygina is an Associate Professor at the IT University of Copenhagen, specializing in machine learning applications for medical imaging and improving reproducibility in AI research. Formerly affiliated with Eindhoven University of Technology, her work critiques current practices in ML deployment, focusing on dataset quality, algorithmic fairness, and ethical AI. She leads the DASYA research group and advocates for open science, mentoring initiatives, and inclusive academic environments. Her research bridges theoretical advancements with practical clinical applications, addressing issues like spurious correlations in medical imaging models and the impact of dataset biases on model performance. Key research interests include: Evaluating robustness of medical AI systems Addressing dataset shortcomings and transferability Mitigating biases in algorithmic decision-making Improving validation practices in machine learning Promoting transparency in AI development Her recent work highlights how algorithms may exploit artifacts in medical images (e.g., scanner settings) rather than clinically relevant features, emphasizing the need for rigorous validation frameworks. She actively participates in interdisciplinary collaborations, including the Danish Reproducibility Network, to foster peer support and methodological rigor.

Matthias Gobelمشاهده پروفایل

استادیار

• Social Psychology
• Cultural Psychology
• Organizational Behavior
• +۳ مورد دیگر

Dr. Matthias Gobel is an Assistant Professor in Psychology at the University of Sussex, School of Psychology. He holds a PhD in Experimental Psychology from University College London (2015), an MSc in Social Psychology from the University of Paris (2011), and a BSc in Psychology from the University of Paris (2009). His research focuses on how social hierarchies, economic inequality, and cultural contexts shape human thought and behavior. He has held prestigious fellowships, including the SAGE Junior Research Fellowship (UCSB, 2016–2018) and a Japan Society for Promotion of Science Fellowship (Kyoto University, 2015). Research Interests: Dr. Gobel examines cross-cultural differences in status conferral, economic inequality's psychological impacts, and cognitive mechanisms enabling behavioral coordination. He employs innovative methods like eye-tracking, experimental designs, and computational modeling. His work addresses topics such as leadership perceptions, telework dynamics, and inclusive remote collaboration tools. Key Achievements: He has secured grants totaling over £200k, including the ESRC Impact Acceleration Account (2022) for developing inclusive video platforms and a Leverhulme Trust Grant (2016–2019) on cultural evolution of hierarchies. His research is published in top journals like PNAS, Academy of Management Journal, and Cognition. Teaching & Mentoring: He teaches modules on social psychology, organizational psychology, and cross-cultural psychology at both undergraduate and graduate levels. He has supervised numerous PhD, MSc, and undergraduate students, with a focus on fostering critical thinking and cultural sensitivity. Awards: Recipient of the European Association of Social Psychology Travel Award (2017), Experimental Psychological Society Grindley Award (2014), and multiple fellowships.

• Operations Research
• Artificial Intelligence
• Optimization Algorithms
• +۳ مورد دیگر

Dr. Ozge Buyukdagli is an Associate Professor in the Department of Computer Science and Engineering at the International University of Sarajevo. She serves as Program Coordinator for both the Software Engineering and Artificial Intelligence and Data Engineering programs, and is a member of the Sustainable Development Goals committee at IUS. She holds a PhD in Industrial Engineering from Yasar University, Turkey (2018). Her research focuses on mathematical modeling, optimization algorithms, production systems performance evaluation, and sustainable development applications in education and technology. Education: PhD in Industrial Engineering: Yasar University, Turkey (2018) Research Interests: Dr. Buyukdagli explores interdisciplinary topics including: Optimization frameworks for smart cities and energy systems AI applications in image annotation and education technology Gender dynamics in STEM education and ICT workforce Data-driven approaches to academic performance analysis Sustainable development metrics in higher education Project Activities: She leads initiatives such as the Ai4CUAV project and ON-THE-JOB TRAINING PROGRAM FOR THE IT SECTOR, demonstrating commitment to bridging academic-industrial collaboration. Her work frequently integrates multi-objective optimization techniques with real-world implementation challenges.

• Motor Development
• Motor Learning
• Developmental Disorders
• +۳ مورد دیگر

Dr. Saber Sotoodeh is a Postdoc Researcher in Psychology at the University of Sussex's School of Psychology. He holds a PhD in Motor Behavior from Ferdowsi University of Mashhad and an MSc from the University of Tehran. His research focuses on motor development and learning, particularly in individuals with autism spectrum disorder (ASD), employing behavioral, neurophysiological, and technological approaches. Key research interests include motor skill acquisition in neurodevelopmental disorders, perception of action, and the application of non-invasive brain stimulation (e.g., tACS, tDCS) for improving motor coordination. He has conducted longitudinal studies on early motor development assessment and intervention strategies for ASD, integrating eye-tracking and EEG methodologies. His 16+ publications span topics such as autism motor deficits, neurorehabilitation in aging populations, neuromarketing applications, and yoga interventions for ASD. Notable contributions include developing point-light display models for motor skill teaching and investigating visual attention modulation in ASD using electrophysiological markers. Peer-reviewed for Journal of Autism and Developmental Disorders , Infant Behavior and Development , and others Motor Control course at Sussex His work bridges clinical, developmental, and applied psychology, emphasizing translational research for improving quality of life in neurodiverse populations and aging individuals.

• Academic Risk Taking
• Educational Psychology
• Cognitive Learning Sciences
• +۵ مورد دیگر

Sara Abercrombie serves as Professor and Chair of the Educational Psychology Department within the College of Education at Northern Arizona University. Her leadership position and active research profile demonstrate her significant contributions to the field of educational psychology. Dr. Abercrombie's research focuses on academic risk taking, seductive details in learning materials, achievement goal orientation, and educational environments. Her work examines how different instructional approaches affect learning outcomes, with particular attention to risk-taking behaviors in academic contexts and the impact of visual design elements on student comprehension and retention. She has developed expertise in cognitive learning sciences and their application to educational practice, with connections to climate adaptation education and teacher preparation programs. Her publication record shows consistent scholarly activity from 2013 through 2025, with recent work spanning educational technology, climate adaptation leadership training, academic risk taking across disciplines, and inclusive education practices for transgender youth. Her research demonstrates interdisciplinary connections between cognitive psychology, educational practice, and social justice issues in schooling. Dr. Abercrombie actively collaborates with researchers across disciplines, including Stuart, Aslan, and Souther, working at the intersection of educational psychology and environmental sustainability. Her work on community-engaged climate adaptation reflects her commitment to applying educational psychology principles to real-world challenges. She has made significant contributions to teacher education, particularly in preparing educators for dual language classrooms serving Diné (Navajo) communities, demonstrating her commitment to culturally responsive teaching practices and indigenous language revitalization efforts.

Catalina Alzateمشاهده پروفایل

استادیار

• Community Healthcare
• Emerging Technologies
• Women’s Health
• +۶ مورد دیگر

Catalina Alzate is an Assistant Professor at the University of Illinois, affiliated with the School of Art and Design. Her research integrates feminist theory, participatory design, and systems design to address healthcare inequities and technology's role in women's health and reproductive justice. She emphasizes collective approaches to healthcare interventions, including workshops and long-term community processes. Professional Background: Born in Bogotá, Colombia, she holds an MFA from the University of Texas at Dallas and previously taught at UT Austin’s School of Design and Creative Technologies. Her work spans design studios, start-up incubators, and academic roles in India, where she collaborated with Srishti Manipal Institute and organizations addressing digital rights and community health. Research Interests: Catalina focuses on technology-mediated violence against women and gender non-conforming individuals, advising international bodies like UN Women and the United Nations Population Fund. Her work bridges design practice with activism, particularly in Southeast Asia, South Asia, Africa, and South America through collaborations with the Association for Progressive Communications and IDRC. Key Contributions: Her award-winning thesis in Colombia combined participatory design with microeconomics. Recent research explores FemTech and healthcare technology design, as seen in her 2024 chapter. She advocates for inclusive design processes that address systemic inequities and incorporate bodily reflection. Awards: Recognized for her thesis work, though specific award names are not explicitly stated. Her impactful community projects reflect sustained scholarly and activist engagement.

• STEM Education
• Educator Development
• K-12 Learning Environments
• +۳ مورد دیگر

Whitney McCoy is a Research Scientist at Duke University’s Center for Child and Family Policy, specializing in community-engaged research focused on educational environments, STEM education, and educator development. Her work emphasizes improving K-12 learning through curriculum design, professional development, and strategies to enhance student well-being and engagement, particularly in engineering and technology education. Education: B.S. in Biology, Winston-Salem State University M.A. in Teaching, UNC Charlotte Ph.D. in Teacher Education and Learning Science (Educational Psychology), NC State University Research Focus: Dr. McCoy employs advanced qualitative and mixed-methods approaches to examine systemic inequities in education, including racial microaggressions, Black student success, and the role of counterspaces in fostering resilience. She collaborates with community partners to design culturally relevant curricula and advocate for anti-racist pedagogical practices. Key Contributions: Her recent work includes groundbreaking studies on racial microaggressions in higher education, critical race mixed methodology (CRMM), and the intersection of African American language in children’s literature. She has been awarded the NSF Graduate Research Fellowship and the Outstanding Dissertation of the Year. Professional Background: Prior to her current role, she served as a Postdoctoral Research Associate at the University of Virginia, leading a randomized control trial on computer science professional development for elementary teachers. She also has six years of K-6 teaching experience, specializing in curriculum development.

Zachary Kilhofferمشاهده پروفایل

پژوهشگر

• AI Governance
• Privacy Engineering
• Ethics of Emerging Technologies
• +۴ مورد دیگر

Zachary Kilhoffer is a PhD candidate at the University of Illinois at Urbana-Champaign, specializing in AI governance, privacy, and ethical technology regulation. He holds an MA in international relations from Webster University Vienna and a BA in international relations from McKendree University, where he graduated with Summa Cum Laude. PhD, Information Sciences, University of Illinois (in progress) MA, international relations, Webster University Vienna BA, international relations, McKendree University Kilhoffer's research bridges computational social science and privacy engineering, focusing on algorithmic fairness, transparency, and EU digital policy. His work examines AI governance frameworks, large language models in education, and inclusive design for assistive technologies. Key themes include regulatory compliance, ethical AI, and socio-economic impacts of platform work. His publications address AI governance trends across privacy standards, ethical education, and multimodal language model regulation. Articles highlight intersections between technical implementation and policy development. Board of Trustees Scholarship, McKendree University Summa Cum Laude, Webster University Vienna Schön Award for best master's thesis Kilhoffer collaborates with advisors Yang Wang and Madelyn Rose Sanfilippo, contributing to EU legislative discourse like the pending Platform Work Directive through his research on algorithmic fairness and gig economy labor conditions.

Melissa Mazmanianمشاهده پروفایل

استاد

• Communication Technologies
• Organizational Behavior
• Digital Identity
• +۳ مورد دیگر

Melissa Mazmanian is a Professor and Chair of the Department of Informatics at the University of California, Irvine (UCI), with a joint appointment as Professor of Organization and Management in the Paul Merage School of Business. Chancellor’s Fellow (2021-2024) Co-Director, Center for Organizational Research (COR) Education: PhD in Organization Studies, MIT Sloan School of Management (2009) MSI in Information Economics, Management and Policy, University of Michigan School of Information (2002) BA in English Literature and Creative Writing, Colorado College (1997) Research Focus: Mazmanian investigates the societal and organizational impacts of communication technologies, emphasizing interaction layering, temporal control, and social class biases in tech hiring. Her work bridges Human-Computer Interaction (HCI), organizational theory, and digital identity studies. Scientific Awards: Chancellor’s Fellow, UCI AI & Society Fellow, Microsoft Research Advising & Leadership: She has advised doctoral students like Samantha McDonald (thesis: Constituent Communication in Representative Democracy). During 2024-2025, she is on sabbatical researching the future of Hollywood through screenwriters' experiences. Labs & Centers: Co-Director of UCI's Center for Organizational Research (COR), contributing to interdisciplinary studies on technology and work practices.

Sean Tallmanمشاهده پروفایل

دانشیار

• Forensic Anthropology
• Human Skeletal Biology
• Population Genetics
• +۷ مورد دیگر

Sean Tallman is an Associate Professor at the Department of Anatomy & Neurobiology , Boston University Chobanian and Avedisian School of Medicine , with secondary appointments in Anthropology and Archaeology. A 2023-2024 Fulbright Scholar in Public Health at South African universities, he leads the Forensic and Bioanthropology Laboratory (FAB Lab) Group and teaches courses in human osteology, bioarchaeology, and forensic anthropology. Ph.D., University of Tennessee, Knoxville M.A., State University of New York, Binghamton B.A., University of Washington A.A., Shoreline Community College His research bridges human skeletal biology , forensic methods , and social justice , with a focus on gender inclusivity , critical race theory , and diversity in forensic anthropology . Utilizing CT scans and 3D modeling , he advances techniques for age estimation , sex determination , and positive identification . Recent publications highlight trends in machine learning for skeletal aging , ethical advocacy in forensic science, and biocultural approaches to skeletal embodiment. His work addresses systemic biases in ancestry estimation and promotes antiracist frameworks in forensic practices. Scientific honors include Fellow of the American Academy of Forensic Sciences and Registered Professional Archaeologist (RPA) . As the head of the FAB Lab, he mentors students in the M.S. Program in Forensic Anthropology and collaborates on interdisciplinary projects involving human rights and forensic identification . His career spans fieldwork in France, Vietnam, and Laos, and research roles in Japan and Thailand.

Channarong Intahchomphooمشاهده پروفایل

استاد مدعو

• AI Ethics
• Responsible AI Design
• Human-Computer Interaction
• +۴ مورد دیگر

Channarong Intahchomphoo is an Adjunct Professor at the University of Ottawa’s School of Engineering Design and Teaching Innovation, specializing in AI ethics and responsible technology design. His work emphasizes societal impacts, particularly for underserved communities, including Indigenous youth and migrant populations. He advises organizations like AImpower (since 2022) and Building Futures (since 2024), focusing on equitable technology co-creation. He holds a PhD from the University of Ottawa, recognized as engineering valedictorian in 2019. Notable awards include Meta’s Global Literacy Award (2018) and Queen Elizabeth II Graduate Scholarship. His research spans AI ethics, digital humanities, innovation management, and social media’s role in marginalized groups. Recent publications address AI’s labor impacts, pandemic responses, and ethical AI in armed conflicts. His work bridges academia and policy, advocating for socially aware algorithm design and equitable technology access. He has delivered keynotes at the United Nations (2024) and contributes actively to public discourse on misinformation and digital divides.