جستجوی استاد راهنمای دانشگاهی

Muhamet Yildiz is a Professor of Economics at the Massachusetts Institute of Technology (MIT), affiliated with the Department of Economics within the School of Humanities, Arts, and Social Sciences. His research focuses on Economic Theory, Game Theory, and Microeconomics, with significant contributions to strategic communication, bargaining, and higher-order uncertainty. He teaches advanced courses such as Microeconomics III, Game Theory, and Advanced Topics in Game Theory. Yildiz’s research explores foundational questions in economic theory, including how communication, beliefs, and strategic interactions shape outcomes in uncertain environments. His work has addressed topics like the fragility of Bayesian learning, reputation dynamics in repeated games, and the implications of optimism in bargaining scenarios. Key contributions include analyses of global games, common belief foundations, and the impact of information structures. He has published extensively in top journals such as Econometrica , Journal of Economic Theory , and Review of Economic Studies . His recent work includes studies on equilibrium shifts in crises and the theoretical underpinnings of communication with unknown perspectives. Yildiz advises on graduate and advanced undergraduate courses, maintaining a strong commitment to academic mentorship. His office is located in E52-522, and his assistant is Kim Scantlebury.

• Economic Theory
• Game Theory
• Microeconomics
• +۳ مورد دیگر

Gizem Karaali is a Professor of Mathematics and Statistics and Chair of the Mathematics Department at Pomona College, part of The Claremont Colleges. She holds a Ph.D. in Mathematics from UC Berkeley (2004) and a B.S. in Electrical Engineering and Mathematics from Boğaziçi University. Her research spans algebraic structures like Lie algebras, representation theory, and humanistic mathematics, with a focus on integrating social justice into mathematics education. She co-founded the Journal of Humanistic Mathematics and created innovative courses such as the first-year seminar Can Zombies Do Math? to explore mathematics’ humanistic dimensions. Research Interests: Representation Theory, Algebraic Combinatorics, Quantitative Literacy, Mathematics Education, and the intersection of math with social justice. She has published widely in journals like Advances in Mathematics , Ramanujan Journal , and Journal of Humanistic Mathematics . Awards: NSA Young Investigator Award (2011-2013), NEH Enduring Questions Grant (2014-2016), AMS Project NExT Fellow. Active in editorial roles for Journal of Humanistic Mathematics and Numeracy . Teaching: Courses include Calculus, Linear Algebra, Abstract Algebra, and interdisciplinary topics like Mathematics, Philosophy, and the Real World. Advised senior theses in diverse areas including ethnomathematics and quantitative literacy.

• Representation Theory
• Algebraic Combinatorics
• Humanistic Mathematics
• +۳ مورد دیگر

Benjamin Day is a Senior Lecturer in the Department of International Relations at the Coral Bell School of Asia Pacific Affairs, Australian National University (ANU). His research focuses on leaders' roles in foreign policy decision-making, particularly how leaders drive policy change. He co-authored *Foreign Policy Analysis: Classic and Contemporary Theory* (3rd ed., 2019), a leading textbook in the field. His recent work explores leaders' 'thinking practices' about global order, informed by elite interviews with over 100 politicians and policymakers. Education: BA (University of Queensland) BEcon (University of Queensland) MIS (University of Queensland) PhD (ANU, 2018) Research Interests: Political Decision Making and Foreign Aid Leaders and World Order Aid Policy Dynamics Elite Influence in Policymaking Academia-Policymaker Bridging Affiliations and Fellowships: Partners around the Globe Fellow, NATO Defence College (2025) Visiting Fellow, University of Edinburgh (2023) Australian National Fellow, King’s College London (2019) Centre Associate, ANU Development Policy Centre (since 2016) Contributions: Regularly publishes in platforms like *The Strategist*, *Devpolicy Blog*, and *The Conversation*. Designs courses for diplomats and public servants via the ANU Diplomacy Forum. Previously worked in international development for a decade, including health sector reform in Papua New Guinea. Labs/Teams: Active in the ANU’s Development Policy Centre and collaborates with institutions globally to advance policy-relevant research on foreign aid and leadership.

• Foreign Policy Analysis
• Political Decision Making
• International Development
• +۳ مورد دیگر

Chester E. Finn Jr. is the Volker Senior Fellow (adjunct) at the Hoover Institution, Stanford University. He is a distinguished senior fellow and president emeritus of the Thomas B. Fordham Institute, and former chairman of the Hoover Task Force on K–12 Education. His expertise lies in education policy, reform, school choice, and civics education. He is actively involved in the Working Group on Civics and American Citizenship and the Hoover Education Success Initiative. Volker Senior Fellow (adjunct), Hoover Institution President Emeritus, Thomas B. Fordham Institute Chairman, K-12 Education Task Force (former) Member, National Council on Teacher Quality Member, Core Knowledge Foundation Finn holds a doctorate in education policy from Harvard University, along with degrees in U.S. history and social studies teaching. His research centers on K–12 education reform, with a focus on accountability, standards, charter schools, and civic education. He has authored or co-authored over twenty books, including Assessing the Nation’s Report Card , Learning in the Fast Lane , and How to Educate an American . His recent publications analyze NAEP, civics education, Advanced Placement, gifted learning, and federal education policy. Themes across his work include the decline in academic standards, the need for rigorous accountability, and the importance of informed citizenship. He advocates for evidence-based reform, school choice, and a renewed focus on civic knowledge in American schools. Scientific Awards & Honors: Finn has served on the National Assessment Governing Board (NAGB), including as chair, and has advised federal and state education leaders. He was U.S. Assistant Secretary of Education and professor at Vanderbilt University. His work bridges academic research, policy advocacy, and public commentary. He leads research initiatives on civics education and gifted learners, emphasizing state-level policy reforms. His recent efforts include promoting mastery-based learning, reviving patriotic education, and defending the integrity of NAEP. He frequently collaborates with scholars like Michael J. Petrilli, Brandon L. Wright, and Bruno V. Manno.

• Education Policy
• Education Reform
• K-12 Education
• +۱۰ مورد دیگر

Timothy Williamson is a prominent Professor of Philosophy at the University of Oxford, holding the prestigious Wykeham Professorship of Logic. His academic career spans several decades with continuous contributions to analytic philosophy, particularly in epistemology, metaphysics, and philosophical logic. His work has positioned him as one of the leading philosophers of his generation. Williamson's research interests concentrate on epistemology (particularly his influential knowledge-first approach), metaphysics, philosophy of language, and philosophical logic. His work on vagueness champions epistemicism—the view that vague predicates have sharp boundaries that we cannot know. His book Knowledge and its Limits revolutionized epistemological thinking by placing knowledge rather than belief at the center of epistemological theory. Williamson has also made significant contributions to modal metaphysics, higher-order thought, and the philosophy of logic. His publication record reveals consistent engagement with foundational philosophical problems across several decades. His most recent work continues his exploration of knowledge-first epistemology while expanding into moral epistemology and methodological questions in philosophy. Williamson's articles demonstrate a distinctive blend of logical precision and philosophical depth, often using formal methods to address traditional philosophical problems. His work frequently intersects with debates in philosophy of language, metaphysics, and philosophical methodology. Williamson has been actively engaged in scholarly debate through numerous replies to critics, demonstrating his commitment to rigorous philosophical dialogue. His publications span major philosophy journals including Synthese , Canadian Journal of Philosophy , Analysis , and Philosophy and Phenomenological Research . Throughout his career, Williamson has mentored numerous graduate students and collaborated with leading philosophers across the globe. His methodological approach emphasizes the value of formal modeling in philosophical inquiry, arguing that philosophy can benefit from the model-building approaches common in natural sciences.

• Epistemology
• Metaphysics
• Philosophy of Language
• +۳ مورد دیگر

Travis J. Fuerst is an Assistant Professor of Practice at the School of Engineering Technology within the Purdue Polytechnic Institute at Purdue University, West Lafayette. He has held this position since 2022, previously serving in the Department of Computer Graphics Technology from 2016 to 2022. Before returning to academia, he accumulated over 13 years of industry experience at The Boeing Company as an Engineering Workplace Coach, IT Project Manager, and Continuous Improvement Leader, complemented by 21 years of military service in the U.S. Army Reserves where he retired as a Major from USTRANSCOM in 2017. His academic credentials include: Master of Science in Technology (Product Lifecycle Management) from Purdue University (2002) Bachelor of Science in Computer Graphics Technology from Purdue University (2000) with a minor in Organizational Leadership and Supervision Professor Fuerst specializes in Product Lifecycle Management (PLM), Project Management, Continuous Improvement, and Configuration Management, integrating Lean Manufacturing and Six Sigma methodologies into both industrial applications and educational frameworks. His instruction emphasizes practical skill development for industry readiness, leveraging extensive real-world experience to bridge theoretical concepts with professional practice in engineering technology fields. His publication portfolio demonstrates a clear trajectory toward integrating Product Data Management systems into engineering education, with emphasis on digital enterprise solutions and pedagogical innovation. Key themes include parametric solid modeling applications, collaborative project-based learning frameworks, and curriculum development for PLM implementation across undergraduate programs, reflecting his dual focus on technological advancement and educational transformation. His recognition includes: Purdue Polytechnic 2013 Early Career Award Professor Fuerst actively mentors undergraduate and graduate students through project-based design learning that cultivates higher-order thinking skills, directly applying his industry expertise in risk analysis, resource allocation, and cross-functional team leadership. His curriculum development work demonstrates sustained commitment to advancing engineering education practices through practical, industry-aligned methodologies. His leadership experience spans Boeing's continuous improvement initiatives and U.S. Army cyber operations, providing a robust foundation for developing team-based project management approaches that emphasize operational efficiency and strategic problem-solving in academic settings.

• Product Lifecycle Management
• Project Management
• Continuous Improvement
• +۴ مورد دیگر

Dr. Amanda Gigliotti is a Senior Lecturer at the School of Education, University of Wollongong , with expertise in technology-enhanced learning and teacher design practice. Her research investigates how educators integrate technology into pedagogy, focusing on design decisions and professional development. Current role (2025–present): Senior Lecturer, University of Wollongong Previous appointments: Lecturer (2023–2024), Career Development Fellow (2020–2023) PhD in Education (2020), Bachelor of Primary Education (Honours) (2011) Her work emphasizes inclusive digital learning , with grants totaling $292,797.25 as lead investigator. She co-authored 6 journal articles, 2 book chapters, and 2 reports, often collaborating on topics like online curriculum design and WIL simulations. Key awards include the University of Wollongong's Vice Chancellor (Early Career) Award for teaching excellence. She chairs UOW’s Early Career Researcher Committee and founded ASSH’s Early Career Academic Network, mentoring over 100 international academics.

• Educational Technology
• Technology-Enhanced Learning
• Learning Design
• +۴ مورد دیگر

Rosemary Fisher is a Senior Lecturer in Entrepreneurship and Innovation at Swinburne University of Technology's School of Business, Law and Entrepreneurship. She holds a PhD from Swinburne and multiple advanced degrees in business and arts disciplines. Her career spans academic leadership roles including Head of Commerce at Box Hill Institute and Course Director for the Master of Entrepreneurship at Swinburne. Fisher combines teaching with impactful research in entrepreneurship education, higher education pedagogy, and innovative teaching strategies like flipped learning. Education: PhD, Swinburne University of Technology MBA, University of Melbourne Master of Business (Professional Accounting), Victoria University Bachelor of Arts, Canberra College of Advanced Education Research Interests: Focuses on pedagogical innovations such as flipped learning's impact on student outcomes, entrepreneurial resilience, and strategies to enhance teacher status. Active in curriculum design for entrepreneurship programs and digital education solutions. Current projects explore AI's role in business education and EFL teaching methodologies. Awards: 2017 Faculty Teaching Excellence Award Academy of Management Distinguished Reviewer (2012, 2014) 2011 Outstanding PhD Thesis Award Grants & Projects: Lead researcher on initiatives addressing teacher retention, aged care feedback systems, and migrant business training. Recent grants include "$60K for AI in Entrepreneurial Education" and "$45K for EFL Flipped Learning Research". Professional Engagement: Editorial Board member for Active Learning in Higher Education and Journal of Effective Teaching . Serves on international committees for entrepreneurship education and pedagogical innovation. Active in policy development for social entrepreneurship and educational technology adoption.

• Entrepreneurship Education
• Higher Education Pedagogy
• Flipped Learning
• +۷ مورد دیگر

John William Mahoney serves as Academic Lead for ACU Thrive & HELTA at the Centre for Education and Innovation, Australian Catholic University (ACU), focusing on educational innovation and psychological research across academic and sporting contexts. His research spans educational psychology, sport psychology, and adolescent development, with emphasis on teacher-student dynamics, mental toughness development, psychological interventions for depression, and positive youth development in refugee/migrant populations. Methodologically, he employs systematic reviews, intervention studies, and psychometric validation. Analysis of his 14 publications (2011-2024) reveals consistent application of self-determination theory across educational and sports settings. Key trends include systematic reviews on exercise for depression (2024), mental toughness interventions in youth athletes (2014-2016), and work-integrated learning outcomes (2017), demonstrating interdisciplinary collaboration and real-world impact. Affiliated with ACU's Centre for Education and Innovation, Mahoney contributes to HELTA and ACU Thrive initiatives aimed at enhancing student employability, well-being, and educational outcomes through evidence-based psychological frameworks.

• Educational Psychology
• Sport Psychology
• Mental Health
• +۳ مورد دیگر

Blake Lawrinson is a Lecturer in British Foreign Policy and International Relations at the School of Politics and International Studies, University of Leeds. He first joined the School as a BA International Relations student in 2013 before progressing to Masters and PhD studies, and was appointed as a lecturer in 2023. His teaching spans undergraduate and postgraduate modules, including International Politics, Security Studies, and Diplomacy. Research interests include Britain's global role and status, transitional international order, humanitarian protection, International Relations theory, and pedagogy. He focuses on norms (international norms, life cycle of norms, clusters, entrepreneurship), British foreign policy (humanitarian protection, defense, security, soft power), and humanitarian protection frameworks like R2P. PhD Politics and International Studies MA International Relations BA International Relations Professional memberships include Fellow of Advance HE and member of the British International Studies Association (BISA). He has been nominated for University Partnership Awards for Teaching, Assessment, and Feedback in 2022, 2023, 2024, and 2025, winning the 2023 Faculty Partnership Award for Assessment and Feedback. As Director of Undergraduate Admissions for POLIS, he is committed to educational outreach and increasing access to higher education. His pedagogical approach emphasizes critical and reflective thinking to address global political challenges.

• British foreign policy
• US foreign policy
• Global nuclear politics
• +۳ مورد دیگر

Hanne Leth Andersen is the Rector of Roskilde University and a Professor of University Pedagogy. She holds a PhD and has extensive experience in higher education leadership, including roles as director of the Centre for Teaching Development at Aarhus University and director of the Learning Lab at Copenhagen Business School. Her research focuses on foreign language didactics, university pedagogy, educational quality, and innovative teaching methods. Education: PhD in University Pedagogy. Previous academic positions include Professor of University Pedagogy at Aarhus University and Copenhagen Business School. Research interests emphasize exam form innovations, teaching development, language learning methodologies, and the role of foreign languages in education. She advocates for educational quality and pedagogical strategies to enhance student learning environments. Key awards include Chevalier de l'Ordre de la Légion d'Honneur (France), Commandant of the Ordre des Palmes Académiques (France), and Dannebrog Order (Denmark). Notable contributions include developing teacher training programs and advising on educational policies in Norway, Sweden, Finland, and France. Advising and grants: Pioneered collegial supervision methods for teacher competence development at Aarhus University, contributed to Norway’s university quality systems evaluations, and advised on French bachelor’s program reforms. Engaged in strategic board roles within research, education, and cultural institutions. Labs/teams: Active in Roskilde University’s Rectorate leadership, previously directed Learning Lab at CBS, and collaborates internationally on educational strategy initiatives.

• University Pedagogy
• Foreign Language Education
• Educational Assessment
• +۳ مورد دیگر

Seth Frey is an Associate Professor in the Department of Communication at the University of California, Davis. His research focuses on computational social science, exploring governance institutions and complex human decision-making through computational methods, large datasets, and web-based experiments. He examines online communities as models of governance, with expertise in computational approaches to institutional design and strategic behavior analysis. Education: Ph.D. in Cognitive Science and Informatics, Indiana University, 2013 B.A. in Cognitive Science, UC Berkeley, 2004 Research Interests: Frey's work integrates data science, lab experiments, and computational modeling to study human organizations and communication. Key areas include governance technology, cognitive mechanisms of social outcomes, and institutional evolution. His projects span online games, sports, and open-source software communities, emphasizing topics like collective action, self-governance, and cooperative behavior. Publications & Funding: His work appears in journals like PNAS and Nature Scientific Reports, and has been funded by NSF, NASA, and the Ford Foundation. He contributes to the Ostrom Workshop at Indiana University and directs the Computational Communication Lab at UC Davis. Teaching: Frey teaches courses on data visualization, simulation methods, and online data analysis in the social sciences.

• Computational Social Science
• Governance Institutions
• Online Communities
• +۳ مورد دیگر

Renaud Lambiotte is Professor of Networks and Nonlinear Systems at the Mathematical Institute, University of Oxford. He holds a PhD in Physics from Université libre de Bruxelles and has held research and faculty positions at ENS Lyon, Université de Liège, UCLouvain, Imperial College London, and the University of Namur. He is currently an active academic in applied mathematics and network science. His research focuses on complex systems, particularly dynamics on networks, temporal networks, and stochastic processes. He applies these to social and brain networks, data mining, and urban systems. His work bridges theoretical modeling and real-world data, emphasizing the structure and evolution of complex systems. His recent publications demonstrate strong trends in network theory, including hypergraphs, community detection, multidimensional dynamics, and data quality in network interventions. He also explores applications in urban air quality and gentrification, showing a commitment to socially relevant complex systems research. Scientific Awards: Prix Wernaers 2013 Prix Wernaers 2016 Prix Wernaers 2020 Verdickt-Rijdams 2016 de l'Académie royale de langue et de littérature françaises He is the co-founder of L’Arbre de Diane, a publishing initiative at the science-literature interface, which received multiple awards. He teaches advanced courses such as Differential Equations II and Networks. He is affiliated with the Machine Learning and Data Science and the Oxford Centre for Industrial and Applied Mathematics research groups. He has authored or co-edited key texts in the field, including A Guide to Temporal Networks and Modularity and Dynamics on Complex Networks , and has published around 130 peer-reviewed articles. His research is supported by ongoing collaborations and active publication output, indicating sustained academic leadership.

• Network Science
• Complex Systems
• Temporal Networks
• +۷ مورد دیگر

Anthony Julian Tamburri serves as Dean of the John D. Calandra Italian American Institute at Queens College, City University of New York (CUNY), and holds the position of Distinguished Professor of European Languages and Literatures. With a career spanning over fifty years since beginning as a high school Italian teacher in 1972, Tamburri has established himself as a leading scholar in Italian and Italian American studies, advocating for the recognition and institutionalization of these fields within academia. Tamburri's research encompasses literature, cinema, semiotics, interpretation theory, and cultural studies, with particular focus on the relationship between Italian studies and Italian diaspora studies. He has authored sixteen books and over one hundred essays in English and Italian, dividing his intellectual work evenly between Italian and Italian American subject areas. His scholarship critically examines issues of ethnic identity, cultural representation, and the historical experiences of Italian immigrants in the United States, challenging the marginalization of Italian American culture in academic settings. His recent publications reveal consistent focus on challenging misconceptions about Italian American identity, advocating for proper historical understanding, and examining political dimensions of ethnic representation. Tamburri's work addresses the tension between 'authentic Italian' culture and Italian American cultural expressions, arguing for recognition of Italian American culture as a legitimate tradition. His scholarship frequently intersects with contemporary political issues regarding immigration, citizenship, and ethnic representation in American society, particularly critiquing the absence of Italian American studies in graduate programs despite New York's large Italian American population. Cavaliere dell'Ordine al Merito della Repubblica Italiana (Knight of the Order of Merit of the Italian Republic) As Dean of the Calandra Institute, Tamburri has been instrumental in promoting Italian American studies, though he has expressed frustration that CUNY lacks structured graduate programs in Italian American or Italian Diaspora studies beyond limited MA courses at Queens College. He advocates for creation of master's and doctoral programs to train professionals who can properly research and propagate Italian American history and culture, following the vision of Giovanni Schiavo, whom Tamburri considers the founding voice of Italian American studies. Tamburri also maintains an active Substack newsletter where he engages with current issues affecting Italian Americans.

• Literature
• Cinema
• Semiotics
• +۷ مورد دیگر

Jessica Young Schmidt is an Associate Teaching Professor in the Department of Computer Science at North Carolina State University, serving as ABET Coordinator since 2017 and Course Coordinator for CSC226: Discrete Mathematics. Her primary focus is undergraduate education, particularly CSC116: Introduction to Computing – Java and CSC226, where she implements flipped classroom models and comprehensive end-of-semester exercises. Her educational background includes: Ph.D. in Computer Science, North Carolina State University, 2012 M.S. in Computer Science, North Carolina State University, 2009 B.S. in Computer Science and Mathematics, Roanoke College, 2007 Dr. Schmidt's research centers on computer science education, emphasizing active learning, instructional design, and software engineering pedagogy. She has pioneered methods like collaborative software engineering exercises for CS1 materials and frameworks for assessing critical thinking, with her work on end-of-semester integration earning a SIGCSE 2020 award. Her publications reveal an evolution from privacy policy analysis (2009-2012) toward educational innovation in recent years. Her scholarly contributions demonstrate consistent focus on curriculum development and assessment, particularly in integrating software testing throughout computer science education and enhancing student comprehension through structured reflection. She has received the following recognition: Third Best Paper, SIGCSE 2020 Technical Symposium (Experience Reports and Tools Track) As ABET Coordinator, Dr. Schmidt drives curriculum assessment and continuous improvement, while her CSC226 coordination ensures pedagogical consistency across sections. Her teaching innovations directly support student success in foundational computer science concepts.

• Computer Science Education
• Active Learning
• Instructional Design
• +۲ مورد دیگر