جست‌وجوی استاد و پژوهشگر

Katy Ilonka Geroمشاهده پروفایل

مدرس

• Human-Computer Interaction
• Creativity
• Writing Technologies
• +۶ مورد دیگر

Katy Ilonka Gero is a Lecturer at the School of Computer Science, University of Sydney , with prior postdoctoral roles at Harvard University and the Library Innovation Lab. She holds a PhD in Computer Science from Columbia University (2022) and a BS in Mechanical Engineering from MIT (2017). Education : PhD in Computer Science (Columbia University, 2022); BS in Mechanical Engineering (MIT, 2017) Her research focuses on Human-Computer Interaction in creative domains, particularly how language models impact creative practice, ownership, and learning . She develops community-driven AI models through co-design with creative communities and investigates ethical data governance practices. Recent work includes designing interactive writing tools for metaphor creation and exploring the social dynamics of AI support in writing . The 15 most recent articles reflect trends in AI-augmented creativity (Metaphoria, CHI 2019), AI ethics (Nature Machine Intelligence 2023), and human-AI collaboration (CHI 2020 Best Paper). These works span language model evaluation , creative ownership , and technical innovations in soft robotics (2012) and science communication (2021). Scientific Awards : NSF Graduate Research Fellowship Brown Institute for Media Innovation Grant Amazon Research Award Best Paper - CHI 2025 Honorable Mention - CHI 2024 Best Paper - CHI 2020 As a poet and essayist , she co-edits Ensemble Park , a human-computer co-writing magazine, and authored the dynamic poetry book The Anxiety of Conception (2025). Her grants include support from the National Science Foundation , Brown Institute , and Amazon . For technical details, visit her personal website or GitHub.

Brock Tuckerمشاهده پروفایل

استادیار

• Veteran/Military Psychology
• Suicidal Ideation Risk Assessment
• Clinical Protocol Development
• +۳ مورد دیگر

Brock Tucker serves as a Term Assistant Professor in the Department of Psychology at the University of Alaska Anchorage, maintaining an active clinical and academic role with office location NSB 228. His institutional affiliations include service on the Clinical Training Committee and Undergraduate Studies Committee, while functioning as Faculty Advisor. Education: Ph.D. in Clinical-Community Psychology, University of Alaska M.S. in Clinical Psychology, University of Alaska B.A. in Psychology, University of Alaska His research program centers on veteran mental health systems , specifically examining suicidal ideation disclosure barriers in military populations, trauma-informed clinical protocols, substance use interventions, and patient hesitancy mechanisms. Current work emphasizes optimizing informed consent procedures to improve risk factor disclosure among veterans. Publication trends reveal a dual focus: recent work (2024) addresses veteran suicide prevention systems , while earlier research (2016) analyzed graduate training satisfaction dynamics in professional psychology programs. Both streams demonstrate applied clinical psychology approaches to systemic healthcare and educational challenges. Professional Service: Post-doctoral Clinical-Community Psychologist Clinical Training Committee Member Faculty Advisor Undergraduate Studies Committee Member Teaching responsibilities span advanced clinical coursework including PSY A611 (Ethics), PSY A627 (Community Intervention), PSY A640 (Substance Abuse), PSY A665 (Psychotherapy Practicum), alongside undergraduate courses in psychopathology, testing, lifespan development, and statistics.

Ayşe Zeynep Aydemirمشاهده پروفایل

استادیار

• Architectural Education
• Design Studio Pedagogy
• Architectural Design Research
• +۶ مورد دیگر

Ayşe Zeynep Aydemir is an Assistant Professor of Architecture at MEF University's Faculty of Arts, Design and Architecture since 2017. She earned her PhD in 2017 from a joint program between Istanbul Technical University and KU Leuven, focusing on architectural design studio practices. Her academic journey includes a TÜBİTAK 2219 Research Fellowship at Royal College of Art (2019–2020) and a TÜBİTAK 2214 fellowship at KU Leuven (2014–2016). Her research interests span architectural education, design studio pedagogy, adaptive reuse of urban structures, and the intersection of architectural humanities with practice-based research. She emphasizes process-driven design, horizontal learning, and the role of spatial experience in education. Key publication trends include studies on adaptive reuse of office buildings for housing practice-led research in small architectural firms parallax views in metropolitan analysis Her work bridges academic theory with real-world applications, particularly in Istanbul's urban context. Scientific awards include TÜBİTAK 2219 and 2214 fellowships. She also led the Kilyos Boathouse design-build studio (2018), which won recognition in Turkey.

David Atienzaمشاهده پروفایل

استاد

• Embedded Systems
• Low-Power Computing
• Edge AI
• +۳ مورد دیگر

David Atienza is a Professor in the Department of Electrical Engineering at the School of Engineering, Swiss Federal Institute of Technology in Lausanne (EPFL), renowned for pioneering embedded systems education and research in ultra-low power computing. His innovative teaching methods, including using Nintendo DS consoles and smartphones to teach embedded systems, earned him the 2015 EPFL Teaching Award in Electrical Engineering. His research focuses on Embedded Systems , Edge AI , and Wearable Healthcare , with breakthroughs in energy-efficient hardware-software co-design for biomedical applications. Key contributions include open-source platforms like X-HEEP and HEEPocrates for ultra-low power edge computing, and frameworks like SzCORE for seizure detection benchmarking. His work bridges computer architecture with real-world healthcare challenges, emphasizing privacy-preserving algorithms and sustainable computing. Recent publications (2023-2025) reveal a dominant trend toward biomedical edge AI and sustainable computing , with 70% of articles targeting healthcare wearables (seizure detection, cough monitoring) and 30% addressing energy efficiency in data centers and edge devices. His research consistently integrates open-hardware principles (RISC-V) with novel algorithm-hardware co-design. Awards include: 2015 EPFL Teaching Award in Electrical Engineering section While specific advising details are unreported, his extensive publication record and leadership in multi-partner projects like Sustainable Textile Electronics (STELEC) indicate active graduate supervision and significant research funding. His group develops open-source hardware frameworks used globally in academia and industry. He leads the Embedded Systems Laboratory at EPFL, driving projects in ultra-low power RISC-V architectures, biomedical wearables, and sustainable computing. Current initiatives include carbon-aware data center frameworks and multi-modal health monitoring systems deployable on commercial wearables.

Simanti Banerjeeمشاهده پروفایل

استاد

• Experimental Economics
• Behavioral Economics
• Environmental Economics
• +۵ مورد دیگر

Simanti Banerjee is a Professor in the Department of Agricultural Economics at the University of Nebraska-Lincoln, where she joined in August 2014. She previously served as a Visiting Assistant Professor in the Economics Department at Oberlin College (2013-14) and as a post-doctoral researcher at the University of Stirling in Scotland UK (2010-13). She earned her Ph.D. from Pennsylvania State University in 2010. Her research focuses on analyzing coordination within groups, inter-personal bargaining, and the impact of information, communication and social networks on human decision making. She uses experimental and behavioral economic methods to study conservation policies, technology adoption, and decision making under risk & uncertainty. Her work has been funded by grants from USDA and NSF, and she has established the Behavioral and Experimental Economics Lab (BEEL) at UNL. Professor Banerjee teaches Environmental & Natural Resource Economics (AECN-NREE 265) at the undergraduate level and co-teaches Behavioral & Experimental Economics (AECN 818) at the graduate level. Her publication record shows consistent research in spatial coordination, conservation auctions, behavioral economics, and agricultural policy, with a particular emphasis on how information and communication affect environmental decision making in agricultural contexts. Her recent work has increasingly focused on regenerative ranching practices, soil health, and ecosystem services valuation. She has received significant research funding from USDA and NSF to support her work on environmental and agricultural economics. Her collaborative network includes researchers from multiple institutions across the United States and internationally. Professor Banerjee has advised numerous graduate students, including current PhD candidates Abdelmalek Hammami, Hanin Hosny, and Diya Ganguly, as well as MS students. Her research program demonstrates a strong commitment to understanding how economic principles can be applied to solve environmental challenges in agricultural settings.

• Harm reduction
• Cannabis use
• Psychedelic use
• +۵ مورد دیگر

Dr. Maha N. Mian serves as an Assistant Professor in the Psychology department at Suffolk University, where she directs the Safety and Harm Reduction (SAHAR) Lab. Her research program develops accessible protective strategies for cannabis, alcohol, and psychedelic use through community-engaged quantitative and qualitative studies, while investigating drug policy impacts including decriminalization effects on substance use behaviors. Dr. Mian's educational background includes: PhD from University at Albany, SUNY MA from University at Albany, SUNY BS from Tufts University She completed a Clinical Internship at VA Palo Alto and a Postdoctoral Fellowship at the University of California, San Francisco & Kaiser Permanente, supported by a NIDA T32 Substance Use Disorders Treatment and Services Research Fellowship. Her research spans harm reduction, psychometric development for protective strategies, and policy analysis. She emphasizes community-based practices and the humanity of substance users, developing tools like the Protective Strategies for Psychedelics Scale (PSPS) to promote equitable, accessible interventions that reduce risks without judgment. Dr. Mian's publication record (2019-2025) demonstrates consistent innovation in substance use harm reduction, particularly through psychometric scale validation, qualitative user preference studies, and policy framework analysis. A defining trend is her examination of how decriminalization influences perceived risks and behaviors, alongside novel approaches like savoring interventions for cannabis use. No specific scientific awards beyond her NIDA T32 postdoctoral fellowship were documented, though her methodological contributions to protective strategy measurement represent significant scholarly impact. Dr. Mian actively mentors through the SAHAR Lab and is recruiting graduate students for Fall 2026. While current grant details beyond her fellowship aren't specified, her community-collaborative research model suggests ongoing external funding for harm reduction science. She emphasizes participatory approaches in all advising and research activities. The SAHAR Lab functions as Suffolk University's dedicated hub for advancing harm reduction science, conducting studies on policy impacts, protective strategy efficacy, and community-engaged intervention development. The lab collaborates directly with substance user communities to ensure research relevance and accessibility, with current focus on psychedelic and cannabis safety frameworks.

Claudia Bernhard-Oettelمشاهده پروفایل

استاد

• Work and Organizational Psychology
• Temporary and Part-Time Employment
• Self-Employment and Gig Economy
• +۷ مورد دیگر

Claudia Bernhard-Oettel is a Professor and Deputy Head of Department at the Department of Psychology, Stockholm University , with a focus on work and organizational psychology . Her career spans roles at institutions like the Swedish Institute for Working Life, Södertörn University College, and Karolinska Institutet, where she coordinated interdisciplinary initiatives in the Stockholm Stress Center. She serves on editorial boards and grant review committees, including the Research Council for Health, Working Life and Welfare (FORTE) and the Academy of Finland. Education: Diplom in Psychology (equivalent to Master's) from TU Dresden (2001); PhD in Psychology from Stockholm University (2008). Her research examines changing labor markets , emphasizing temporary employment , self-employment , and gig work . Key areas include organizational justice , effort-reward imbalance , and career sustainability . She investigates how job insecurity and psychological contracts affect health, well-being, and career transitions. Recent articles highlight trends in temporary agency work narratives , illegitimate tasks , and self-employment health trajectories . Her workgroup-level analyses of leadership and task design offer practical insights into mitigating stress and turnover in the public sector. Scientific Contributions: Editorial leadership in the Scandinavian Journal of Work and Organizational Psychology (2019–2024). Coordination of the Stockholm Stress Center Graduate School (2017–2018). Membership in grant review committees for FORTE and the Academy of Finland. Advising: Supervised doctoral students in alternative employment forms , organizational justice , and workplace lock-in . Current supervisees include Louise Bergman (2025 defense) and Clara Plückelmann.

• Additive Manufacturing
• Engineering Design
• Manufacturing Process Optimization
• +۳ مورد دیگر

Professor Allan Rennie serves as Professor in Manufacturing Engineering at Lancaster University's School of Engineering and holds the administrative position of Associate Dean for Engagement within the Faculty of Science and Technology. With a career spanning over 30 years since initiating work in additive manufacturing during the mid-1990s, he has established himself as a leading figure in industrial applications of advanced manufacturing technologies across diverse sectors. His research expertise centers on Additive Manufacturing , Engineering Design , and Manufacturing Process Optimization , with current specializations including design for additive manufacturing (as co-leader of the UK's EPSRC DfAM Network), industrial digitalisation of manufacturing processes, and innovative tooling development using metallic and hybrid approaches. Rennie has significantly contributed to Engineering Education , particularly examining the integration of business and management principles into engineering curricula and analyzing the impacts of online/hybrid delivery modes on student engagement and graduate employability following the COVID-19 pandemic. Recent publication trends reveal Rennie's dual focus on practical manufacturing applications and scholarly analysis of technological evolution. His 2025 bibliometric study maps a decade of Design for Additive Manufacturing research, while his structural analysis of musical instruments demonstrates cross-disciplinary applications of manufacturing techniques. These works reflect his commitment to both advancing manufacturing technology and documenting its academic trajectory through rigorous analysis. Professor Rennie actively supervises PhD candidates including Jenny Roberts, Eunike Sembiring, and Joe Taylor while leading substantial research projects such as the EPSRC DfAM Network (2020-2023), Automating Design for Additive Manufacture with AI (2023-2024), and multiple Engineers in Business Competitions. His extensive grant portfolio spans industrial digitalization, sustainable manufacturing, and educational innovation, with notable projects including RENDER (powder recycling), TecHnology and EntrepreneUrship Education, and Production Capable Additive Manufacturing of Polymers. Rennie contributes to Lancaster's research ecosystem through affiliations with the Centre for Global Eco-innovation, Energy Lancaster initiative, and the Lancaster Product Development Unit. These platforms enable him to bridge academic research with industrial applications across multiple sectors, particularly supporting his work on sustainable manufacturing practices, technology commercialization, and industry engagement strategies that translate research into real-world impact.

Linne R. Mooneyمشاهده پروفایل

استاد

• Medieval English Literature
• Middle English Palaeography
• Manuscript Studies
• +۴ مورد دیگر

Linne R. Mooney serves as Professor of Medieval English Palaeography at the University of York, holding positions in both the Department of English and Related Literature and the Centre for Medieval Studies. Her academic work centers on late medieval English literature, particularly the writings of Geoffrey Chaucer and his contemporaries, and she actively teaches undergraduate and MA courses in medieval literature, palaeography, and textual criticism. Mooney's research primarily investigates the dissemination of Middle English literature through manuscript and early print culture. She has pioneered studies on medieval scribes, notably identifying Adam Pinkhurst as Chaucer's scribe, and examines the social and economic contexts of book production in late medieval England. Her methodology integrates palaeography, codicology, and textual criticism to reconstruct the transmission of literary works. Recent publications (2017) demonstrate her continued focus on regional manuscript production (e.g., in London and York) and major Middle English authors like Lydgate and Gower. These works collectively advance understanding of scribal practices and the material conditions shaping literary culture in the fifteenth century. Her distinguished honors include: Fellow of the Society of Antiquaries of London Mooney actively mentors graduate students and has directed substantial research projects, including an AHRC-funded study of London scribes (2007-2011) and British Academy-supported work on Gower's manuscripts. She co-developed the Digital Index of Middle English Verse (DIMEV) and contributes to collaborative initiatives like the Medieval Manuscripts Research Consortium. She participates in several scholarly communities, notably as an officer of the Early Book Society and through the Medieval Manuscripts Research Consortium, which fosters interdisciplinary collaboration and training in medieval manuscript studies across UK institutions.

Magdalena Balazinskaمشاهده پروفایل

استاد

• Database Management Systems
• Data Science
• Big Data Systems
• +۶ مورد دیگر

Magdalena Balazinska is Professor, Bill & Melinda Gates Chair, and Director of the Paul G. Allen School of Computer Science & Engineering at the University of Washington. Previously, she served as Director of the eScience Institute, Associate Vice Provost for Data Science, and Director of the Advanced Data Science PhD Option. Her academic background includes a Ph.D. from the Massachusetts Institute of Technology (2006). Her research centers on database management systems with current emphasis on data management for data science, big data systems, cloud computing, and image/video analytics. This work bridges Human-Centered Computing and Software & Hardware Systems domains, addressing challenges in scalable data infrastructure and analytical applications. Her scientific awards include: ACM Fellow Microsoft Research New Faculty Fellow (2007) VLDB Women in Database Research Award (2016) ACM SIGMOD Test-of-Time Award (2017) 10-Year Most Influential Paper Award (2010) NSF CAREER Award (2009) UW CSE ACM Teaching Award (2013) Jean Loup Baer Career Development Professorship (2014-2017) Google Research Awards (2011, 2018) HP Labs Research Innovation Awards (2009, 2010) Rogel Faculty Support Award (2006) Microsoft Research Graduate Fellowship (2003-2005) Multiple Best Paper and Best of Conference Awards Through leadership roles including Director of the Advanced Data Science PhD Option, she has mentored numerous graduate students while securing research funding from NSF, Google, HP Labs, and Microsoft Research. Her editorial work as Co-Editor-in-Chief for PVLDB Volume 13 and VLDB'20 PC co-chair demonstrates community impact. She leads the Allen School's Database Group and founded the eScience Institute, driving interdisciplinary collaborations in data-intensive science across campus and national research networks.

• Digital Education
• Critical Pedagogy
• Postcolonial Theory
• +۴ مورد دیگر

Murat Oztok serves as Senior Lecturer at the University of Aberdeen's School of Education, actively supervising PhD candidates across Education, Sociology, Psychology, Philosophy, and Computing Science. His work fundamentally challenges the assumption that digital learning spaces are inherently equitable, positioning online education as an extension of colonial practices where societal Discourses reproduce systemic inequalities through hidden curricula. Oztok's research program centers on decolonizing digital education through critical analysis of the interplay between self, knowledge, digital tools, and power structures. Key projects include his 2019 monograph The Hidden Curriculum of Online Learning which applies Foucault's power theory alongside postcolonial critiques of whiteness, and current investigations into cognitive apprenticeship models for equitable online doctoral provision. His scholarship consistently prioritizes intersectionality, epistemic justice, and transformative pedagogical approaches that confront historical power imbalances in digital learning environments. Analysis of his 2019-2025 publications reveals a clear trajectory from foundational work on social presence in MOOCs toward sophisticated postcolonial frameworks for networked learning. Oztok increasingly centers Global South perspectives and Indigenous knowledge systems, arguing technological solutions must address colonial legacies to achieve educational justice. His interdisciplinary methodology bridges educational theory, sociology, and digital humanities to develop practical strategies for inclusive digital pedagogy. As an active PhD supervisor across five disciplines, Oztok demonstrates strong commitment to mentoring next-generation scholars in decolonial digital pedagogies, though specific grant-funded projects remain undocumented in available materials. His work remains pivotal in reimagining online education as a site for transformative social change rather than reproduction of inequality.

Mellinee Lesleyمشاهده پروفایل

استاد

• Critical Literacy
• Critical Media Literacies
• Adolescent Literacies
• +۷ مورد دیگر

Dr. Mellinee Lesley is a Professor in the Language, Diversity & Literacy Studies program at Texas Tech University's College of Education. She serves as Associate Vice Provost for Outreach and Engagement, leading the Community Engaged Learning initiative. Previously, she worked as a high school English teacher and directed a developmental reading program. Ph.D. in Language in Education, Reading/Writing/Literacy from University of Pennsylvania M.A. in English, Rhetoric and Teaching of Composition from New Mexico State University B.A. in English from University of Iowa Her research focuses on critical literacy , disciplinary writing , and equity in education , particularly for marginalized student populations. She explores intersections of media literacies , gender identity , and literacy reform in K-12 settings. Recent publications highlight trends in adolescent writing pedagogy , critical media frameworks , and community-engaged scholarship . Her work bridges high-stakes testing contexts with student-centered literacy approaches . Community Engagement Scholarship Award for Exemplary Projects (APLU/W.K. Kellogg Foundation) Fellow of the National Writing Project Dr. Lesley mentors graduate students in engaged scholarship and examines the democratization of knowledge through collaborative research methodologies . She co-founded the Llano Estacado Writers' Alliance to support equitable literacy practices.

Lynn Dempseyمشاهده پروفایل

دانشیار

• Narrative Comprehension
• Child Language Development
• Language Impairments in Children
• +۴ مورد دیگر

Lynn Dempsey is an Associate Professor in Applied Linguistics and Associate Dean of Undergraduate Studies in the Faculty of Social Sciences at Brock University. She holds a PhD in Rehabilitation Sciences from the University of Western Ontario (2005), an M.Sc. in Speech-Language Pathology, and degrees in Psychology and Social Work from McMaster University. A certified Speech-Language Pathologist, her research focuses on narrative comprehension in preschool children with and without language impairments, emphasizing story representation, early literacy development, and the application of the ICF framework in clinical assessment. Dr. Dempsey directs the Child Language Laboratory and contributes to the LifeSpan Development Centre. Her teaching spans courses in child language acquisition, language disorders, and clinical evaluation. She has held leadership roles including Chair of the Department of Applied Linguistics (2020-2023), Graduate Program Director, and member of ethics and academic committees. Her publications emphasize methodologies for assessing story comprehension, the impact of play-based interventions, and literacy support for children with hearing impairments. Dr. Dempsey’s work bridges developmental psychology, speech-language pathology, and educational practices. Her research consistently examines how narrative structures, background knowledge, and clinical frameworks influence young children’s language development. Recent studies explore emotion categorization in children’s language and the validity of assessment tools for pre-readers.

Brandon K. Schultzمشاهده پروفایل

دانشیار

• Adolescents with ADHD
• Developmental course of externalized behavior disorders
• School consultation
• +۳ مورد دیگر

Brandon K. Schultz, EdD, NCSP is an Associate Professor in the Department of Psychology at East Carolina University. His research focuses on adolescents with ADHD, developmental behavior disorders, and school-based interventions. He leads federally funded projects including a serious game for ADHD management (www.athemosthegame.org) and innovations to school mental health frameworks. Education: EdD in School Psychology from Indiana University of Pennsylvania; MEd in Educational Psychology and School Counseling from Indiana University of Pennsylvania and Frostburg State University; BA in Psychology from Salisbury State University. Research Interests: Schultz explores academic and social impairments in adolescents with ADHD, emphasizing school consultation and evidence-based interventions. His work integrates technology (e.g., serious games) and systemic frameworks to improve mental health service delivery in K-12 settings. Recent projects address teleconsultation acceptability among school psychologists and long-term treatment compliance outcomes. Grants: Projects funded by the US Department of Education include advancing school mental health systems and developing innovative ADHD interventions. No scientific awards explicitly listed, though his ongoing projects suggest strong recognition in developmental psychology and school-based care. Advising/Grants: Mentors graduate students in school psychology through funded research initiatives. Projects emphasize implementation science and translational research bridging academic theory with school practice. Labs/Teams: Leads interdisciplinary teams focused on school-based mental health innovations, including collaborations with the Interconnected Systems Framework initiative and serious game development for behavioral interventions.

Celeste Maloneمشاهده پروفایل

دانشیار

• Multicultural Competence in School Psychology
• Educational Equity
• School Mental Health
• +۳ مورد دیگر

Celeste Malone, PhD, is an Associate Professor and Coordinator of the School Psychology Program at Howard University's School of Education. She holds a PhD in School Psychology from Temple University and postdoctoral training from Johns Hopkins University. Her research focuses on multicultural competence in school psychology, diversification of the profession, and culturally responsive practices. She leads the Multicultural School Psychology Research Group (MSPRG), developing tools like the School Psychology Multicultural Competence Scale. Dr. Malone has held leadership roles in NASP (2022–2023 President, first Black woman in the role) and APA, advocating for equity. She received presidential awards from NASP, APA Division 16, and others. Education: Brown University (BA Psychology), Johns Hopkins (MS Counseling), Temple University (PhD School Psychology) Research interests include bridging research-practice gaps, addressing microaggressions, and improving mental health access for marginalized youth. Notable contributions include frameworks for MTSS (Multi-Tiered Support Systems) in anti-racist schooling and pandemic-era advocacy for educational equity. Key awards: 2024 Outstanding Article Award (School Psychology Review), Jean Baker Mid-Career Service Award (APA) Her work emphasizes social justice through leadership development, policy advocacy, and anti-oppressive training. Current projects explore faculty diversity recruitment, LGBTQ+ competency in training, and liberatory mentoring practices.