جست‌وجوی استاد و پژوهشگر

Shawn Farringtonمشاهده پروفایل

مدرس ارشد

• Design Thinking
• HyFlex Instructional Model
• Student Learning and Motivation
• +۴ مورد دیگر

Shawn Farrington is a Senior Lecturer at the Purdue Polytechnic Institute, Purdue University, where he coordinates the core design thinking course in the Freshman Experience program. His teaching responsibilities include mentoring graduate student instructors and undergraduate teaching assistants. His research focuses on design thinking, student learning motivation, Generative AI applications in education, and the HyFlex instructional model. He holds a B.S. and M.S. in Engineering/Technology Teacher Education from Purdue University and is pursuing a Ph.D. in Learning Design and Technology. Education: M.S. in Technology, Purdue University (2014) B.S. in Engineering Technology Teacher Education, Purdue University (2012) Research Interests: Shawn’s work bridges pedagogical innovation and technology integration, emphasizing hybrid learning environments (HyFlex), student motivation frameworks, and interdisciplinary design education. His research often explores how psychological needs like autonomy and competence influence academic performance in evolving instructional models. He actively contributes to improving course quality and mentorship strategies in STEM education. Awards: Excellence in Instruction Award (Department of Technology, Leadership and Innovation, 2019 & 2023) Excellence in Instruction Award (Purdue Polytechnic Institute, 2019 & 2023) Advising & Grants: While no named grants are listed, his role as a Senior Lecturer involves training TAs and mentoring graduate instructors, reflecting his commitment to educational development. His research often addresses systemic challenges in STEM pedagogy. Lab/Teams: His work is embedded within the Technology Leadership & Innovation department, collaborating with interdisciplinary teams on projects like HyFlex implementation and design thinking curriculum development.

Theresa Walshمشاهده پروفایل

مدرس

• medical humanities
• rhetorics of health and medicine
• narrative medicine
• +۱۱ مورد دیگر

Theresa Walsh is a Continuing Lecturer in the University Writing Program (UWP) at the University of California, Davis. She specializes in medical humanities, rhetorics of health and medicine, and pedagogical innovation in online/hybrid learning environments. Walsh has held leadership roles including Assistant Director for Online Writing Instruction (2019–present), managing transitions to hybrid/hyflex courses during the pandemic. She teaches over 15 courses across UWP, including specialized sections on health professions writing and global health internships. Education: PhD Candidate (anticipated May 2024), Technical Communication and Rhetoric, Texas Tech University Graduate Certificate in Teaching Technical Communication, Texas Tech University (2022) M.A., English/Composition, California State University, Sacramento (2013) B.A., University of California, Davis (2005) A.A., Liberal Arts, De Anza College (2002) Research & Service: Walsh focuses on intersections of health communication, humor studies, and structural competence. She secured a Pathways Course Innovation grant (2019–2021) to develop hybrid writing courses and mentors Fulbright scholars. Her service includes roles on UWP committees for curriculum, assessment, and teacher evaluations. She also coordinates global health writing internships in Bolivia, Ghana, the Philippines, and South Africa.

• Artificial Intelligence in Education
• Data Governance
• Cybersecurity
• +۹ مورد دیگر

Syed Ali is a Senior Lecturer at the University of Houston-Downtown (UHD) College of Business, Department of Finance, Information Systems, Economics, and Risk Management. With over 30 years of experience in IT, criminal justice, and academia, his expertise spans leadership, data governance, ERP systems, cybersecurity, and generative AI applications in education. He has taught courses in Enterprise Architecture , Systems Analysis & Design , and Organizational Cybersecurity , emphasizing practical application and student-centered learning. Educational Background : MS in Computer Science (Pratt Institute), MS in Statistics (University of Sindh), BS in Math & Physics (University of Sindh) Ali’s research focuses on Artificial Intelligence in education , Data Privacy , and emerging technologies like Blockchain and Edge Computing . His recent publications highlight Generative AI’s impact on pedagogy , time management strategies , and data governance challenges . He actively participates in academic service, including committee roles on the Honors Committee and Wellness Committee , and professional development workshops on Generative AI and Cloud Security . Ali has received multiple awards for teaching excellence, including the 20 Years of Service Award and recognition for Active Learning and Inclusive Technology from UHD. His presentations at conferences like SWBATC and ICMLB explore the intersection of AI ethics , business intelligence , and student success through technology. Scientific Awards : 20 Years of Service Award, ACUE certifications for inclusive teaching, Best Lecturer Award nomination Ali’s work bridges academia and industry through consulting roles at Southwest Medical Services and Houston Police Department, focusing on IT strategy and data security. He continues to innovate with courses like Organizational Cybersecurity and Enterprise Architecture , while mentoring students in the MIS Tutoring Center and SOMIS organization.

Heather Thompson-Bahmمشاهده پروفایل

مدرس

• Business Administration
• Human Resources
• Energy Technology
• +۳ مورد دیگر

Dr. Heather Thompson-Bahm is an Instructor at the City College of Montana State University Billings, where she has been teaching since 2015. She holds leadership roles as Department Chair of Business, Construction, and Energy Technology, and as Faculty Co-Director of the MSUB Center for Teaching and Learning. Revitalized 2+2 pathways for Business Administration and Human Resources degrees Lead trainer for HyFlex modality delivery and advocate for diversity and inclusion Her research interests align with business administration, human resources, eLearning pedagogy, and diversity initiatives in education. She has received notable scientific awards, including: MUS Teaching Scholar Human Resource Leader of the Year eLearning Faculty Fellow Dr. Thompson-Bahm actively contributes to university governance via the Academic Senate and Provost’s Graduation and Retention Council, and serves as College Relations Chair on the Montana State Board of SHRM.

Kelli Hillمشاهده پروفایل

استادیار

• Developmental Psychology
• Social Psychology
• Child and Adolescent Development
• +۴ مورد دیگر

Kelli Hill, Ph.D., is an Assistant Professor in the Division of Social and Behavioral Sciences at the University of the District of Columbia's College of Arts and Sciences. As a developmental psychologist specializing in social psychology, she focuses on human development, social behavior, and cultural socialization processes. Doctor of Philosophy in Developmental Psychology, Howard University Master of Science in Psychology, Howard University Bachelor of Arts in Psychology, The Pennsylvania State University Her research centers on social development and identity formation , analyzing parent-child socialization patterns, self-efficacy building, and the impact of cultural socialization on academic and social outcomes. She explores how interpersonal relationships and universal design for learning (UDL) influence educational environments, particularly in HBCU settings. Kelli Hill's publications demonstrate expertise in developmental psychology , social action initiatives , and pedagogical innovation . Her recent works examine self-regulation mechanisms in academic contexts (2024), pandemic-era resilience among Black women faculty (2023), and UDL applications in hyflex teaching (2022). Scientific Awards: Leader of Promise Award, College of Arts and Sciences, UDC (2024) Hill mentors students through her Social Development and Identity Formation Lab and serves as STEM Mentor at UDC. Her grants include funding from Howard University for dissertation research and federal mental health/substance abuse block grants through Bridging Resources in Communities, Inc. She also holds leadership roles as Psychology Program Coordinator and Psi Chi Honors Society Advisor.

Christian Spannagelمشاهده پروفایل

استاد

• Mathematics Education
• Computer Science Education
• Digital Transformation in Education
• +۵ مورد دیگر

Christian Spannagel is a Professor of Mathematics and Computer Science Didactics at the Heidelberg University of Education . He focuses on digital education transformation , integrating Flipped Classroom and HyFlex models into higher education. His work emphasizes science communication , social media engagement , and interactive teaching methods . Director of the Data Center Head of the Computer Science Department Contact person for "Information Technology Education in Schools" Module responsible for mathematics courses Spannagel's research bridges formal and informal learning through platforms like Twitch and Discord , where he streams lectures and fosters a community of 2.5M viewers. His projects include "True Math" , focusing on public mathematics engagement via livestreams and collaborative problem-solving. Recent publications analyze gamification , AI in education , and rules for educational tools . He critiques traditional assessment methods and advocates for student-centered digital integration . Spannagel actively engages with students and educators on platforms like Bluesky , LinkedIn , and YouTube , maintaining a #freeyouroffice philosophy as a digital nomad.

Chu Lyمشاهده پروفایل

دانشیار

• transformative social emotional learning
• play and community
• multimodal literacy
• +۲ مورد دیگر

Chu Ly is an Associate Professor in the Education Department at Framingham State University and serves as Coordinator of the Civic Engagement and Service Learning Center. Her academic foundation includes an Ed.D. in Human Development from Boston University, an M.Ed. from the University of Massachusetts Boston, and a BA in English from Northeastern University. Educational background: Ed.D., Human Development, (Literacy and Language), Boston University M.Ed., Education, University of Massachusetts Boston BA, English, Philosophy Minor, Northeastern University Her research explores transformative social emotional learning, multimodal literacy, and critical pedagogies through the lens of Asian American studies and community play. She investigates how these intersections create equitable learning spaces for young children, emphasizing culturally responsive practices in early childhood and elementary education settings. Recent publications (2022-2025) reveal a consistent focus on technology-mediated learning during pandemic conditions, multimodal literacy assessment tools, and transformative SEL frameworks. Her work consistently centers equity, social justice, and Asian American narratives across remote, hybrid, and traditional classroom environments. As Civic Engagement and Service Learning Center Coordinator, Dr. Ly develops community partnerships that connect academic coursework with real-world service, fostering civic responsibility among students while addressing local community needs through structured service-learning initiatives.

Daniela Ortizمشاهده پروفایل

استادیار

• Language Education
• English Language Teaching
• Hybrid/Blended Learning
• +۴ مورد دیگر

Daniela Ortiz is an Assistant Professor and Interim Chair of the Department of Intensive English at Andrews University. With over 20 years of language teaching experience, she specializes in innovative pedagogical approaches across traditional, online, and hybrid/blended formats. Her administrative leadership includes overseeing intensive English programs and curriculum development. Education: BA & MA, University of Alexandru Ioan Cuza (Romania) M.S. Ed., Indiana University PhD, Polytechnic University of Valencia (Spain) Research Focus: Dr. Ortiz investigates hybrid teaching models, speaking skill development, and collaborative learning tools. Her work emphasizes practical classroom applications, including flipped instruction techniques and digital collaboration platforms to foster inclusive learning environments. Publications: Recent works (2024-2025) center on resource-efficient teaching strategies for ESL contexts, including no-prep activity frameworks, community-building in hybrid courses, and intentional module design. Her scholarship bridges theoretical pedagogy with actionable classroom solutions. Awards: No awards mentioned in available sources. Lab & Team: No research lab or student team information available.

Luda V Vineمشاهده پروفایل

استادیار

• First Language Acquisition
• Second Language Acquisition
• Language Teaching Methodology
• +۵ مورد دیگر

Dr. Luda V Vine serves as Assistant Professor and Chair of the Department of Intensive English at Andrews University, where she leads both academic and administrative initiatives in language education. Her position combines scholarly research with departmental leadership in intensive English programming. Her educational background includes: MA from Andrews University BA from Azerbaijan University of Languages Dr. Vine's research centers on language acquisition and pedagogy, with distinctive integration of historical educational philosophies. She examines dualistic tensions through comparative analysis of Ellen White and John Dewey, connecting these historical perspectives to contemporary challenges in hyflex course design and teacher development. Her work consistently bridges theoretical foundations with practical classroom applications in language education. Publication trends reveal increasing focus on faculty development and hybrid teaching methodologies since 2020, with her doctoral thesis (2023) representing significant contribution to understanding adjunct faculty growth through evaluation systems. The research shows strong thematic continuity around overcoming educational dualisms while adapting to technological changes in language instruction. No scientific awards are documented in the available information, though her scholarly output demonstrates sustained contribution to language education research. As Department Chair, Dr. Vine oversees intensive English programming while maintaining active research. Her focus on adjunct faculty development suggests particular attention to contingent instructor support systems. Prospective collaborators would find alignment in language pedagogy innovation, historical-philosophical educational analysis, and hybrid teaching methodology development. The absence of laboratory infrastructure documentation indicates her work centers on pedagogical research within departmental frameworks rather than experimental lab settings, focusing on curriculum development and teaching methodology innovation.

Voon Mung Lingمشاهده پروفایل

مدرس ارشد

• Human Resource Management
• Leadership
• Women Entrepreneurship
• +۵ مورد دیگر

Dr. Voon Mung Ling serves as Senior Lecturer and Associate Dean for Research & Development at Swinburne University of Technology Sarawak Campus's Faculty of Business, Design and Arts. With a PhD from UNIMAS in leadership practices, she maintains active roles in both academic leadership and research innovation. Her research spans: Human Resource Management and Leadership dynamics Women Entrepreneurship and gender studies Sustainable Tourism and community-based development Workforce re-entry barriers for marginalized groups Current projects examine Sarawak's aging population, medical tourism opportunities, and digital transformation in HR practices. Recent publications (2021-2025) demonstrate interdisciplinary reach across tourism economics, gender studies, and educational technology, with notable 2025 articles on LGBT media representation and smart home adoption. Her work consistently addresses Malaysian socio-economic contexts while engaging international collaborators. Award highlights: 2025 Gold Award for Smart HR Initiative (Unimas Digital Technology Nexus) 2024 Community Engaged Excellence Research Award 2019 Emerald Interdisciplinary Research Award (Highly Commended) Multiple UNIMAS Innovation Exhibition recognitions As an active grant recipient, she manages projects totaling over RM86,000 with Sarawak government ministries and international partners. Her leadership extends to editorial roles including the International Journal of Educational Management's Editorial Advisory Board and committee positions with the Malaysian Institute of Human Resource Management.

• Design Education
• User Experience Research
• Interaction Design

Yasemin Yıldırım is a Lecturer in the Department of Design, Technology and Society at Özyeğin University, where she also pursues her doctoral research on hyflex learning environments in design education. She holds a Bachelor's in Communication Design from Yıldız Technical University (2012) and a Master's in Design, Technology and Society from Özyeğin University (2018). Research Focus Her interdisciplinary research bridges: Design Education : Investigating innovative pedagogical approaches, especially hyflex models User Experience (UX) Research : Applying industry insights to academic contexts Interaction Design : Exploring material interfaces and experiential learning tools Professional Experience Beyond academia, she has: Served as art manager and interface designer at digital agencies Executed international art/design projects Developed educational workshops for institutions including Istanbul Modern and Yıldız Technical University

Sally Bakerمشاهده پروفایل

مدرس ارشد

• Refugee Education
• Higher Education Equity
• Language Policy
• +۵ مورد دیگر

Sally Baker is a Senior Lecturer of Language and Literacies in the School of Education at the University of New South Wales (UNSW), within the Faculty of Arts, Design & Architecture. She serves as the Education focal point in the Forced Migration Research Network (FMRN@UNSW) and chairs the Refugee Education Special Interest Group. Her research explores issues of equity in higher education, with specific focus on refugee education, higher education equity and language policy, educational experiences of students from culturally and linguistically diverse migrant and refugee backgrounds, academic language and literacies, transitions, methodological and ethical issues with research in 'fragile contexts', and qualitative longitudinal research. She has developed expertise in navigating ethical considerations when conducting research with vulnerable populations. Dr. Baker's recent publications demonstrate a strong focus on refugee education pathways, equity in higher education, and the challenges faced by culturally and linguistically diverse students. Her work spans multiple disciplines including education policy, social justice, refugee studies, and language education, with particular emphasis on Australian contexts while maintaining international relevance. She frequently collaborates with researchers across Australian institutions and internationally. Invited speaker at Refugee Alternatives conference at UNSW (2017) Recipient of Visiting Fellowship at Cape Peninsula University of Technology (2017) Featured Symposium representative at British Educational Research Association conference (2017) Dr. Baker has secured significant research funding including projects with the NSW Department of Education and the National Centre for Student Equity in Higher Education, focusing on equity initiatives, university responses to enhancing equity in post-COVID landscapes, and opportunities and challenges for CALDMR students in online learning environments. She collaborates on the Australian Refugee Integration Research Database (ARRID) and leads projects examining parents' expectations, oracy in schools, and HyFlex teaching impacts on equity. She is actively engaged with the Forced Migration Research Network at UNSW, the Kaldor Centre Emerging Scholars Network, and serves as Chair of the Refugee Education Special Interest Group, demonstrating strong commitment to community engagement and knowledge translation in her field.

• Pharmacokinetics
• Health Outcomes Research
• Pharmacoepidemiology
• +۵ مورد دیگر

Ronald Hall, PharmD, is an Associate Professor in the Department of Pharmacy Practice at the Texas Tech University Health Sciences Center School of Pharmacy. He serves as program director for the Dose Optimization and Outcomes Research (DOOR) program, which generates evidence for optimizing medication dosing and outcomes in obese patients. His work bridges clinical pharmacy, pharmacokinetics, and health outcomes research to address critical gaps in special population pharmacotherapy. Education: MSCS with distinction: University of Texas Southwestern Medical Center, 2009 PharmD: St Louis College Pharmacy, 2000 BS: St Louis College Pharmacy, 1999 Dr. Hall's research centers on pharmacokinetics, health outcomes, pharmacoepidemiology, and evidence synthesis with specific focus on dose optimization for obesity. His DOOR program investigates antimicrobial stewardship, vaccine effectiveness in rheumatoid arthritis, and drug safety using real-world data. His methodology emphasizes retrospective cohort studies, database analyses, and scoping reviews to translate findings into clinical practice guidelines for complex patient populations. Analysis of his 15 most recent publications (2021-2024) reveals dominant themes in infectious diseases pharmacotherapy and obesity-related dosing challenges. Key trends include antimicrobial optimization in obesity, Clostridioides difficile management, pneumococcal vaccination efficacy, and pharmacovigilance using large databases like Cerner Health Facts and VA records. His work consistently addresses evidence gaps for special populations through rigorous epidemiological methods. Scientific Awards: NIH Clinical Research Scholar (2006) P2 Teaching Team of the Year, TTUHSC SOP (2007) Young Alumni Award from St. Louis College of Pharmacy (2008) As DOOR program director, Dr. Hall leads NIH-funded research initiatives and mentors students in pharmacokinetic modeling and outcomes research. His grants focus on antimicrobial dosing optimization, obesity pharmacotherapy, and health outcomes methodology. He has secured significant funding through the NIH Clinical Research Scholar program and institutional awards, supporting his team's work on real-world evidence generation. The DOOR program operates as a multidisciplinary research hub collaborating with infectious disease specialists, epidemiologists, and data scientists. It utilizes advanced analytical methods including LC-MS/MS quantification, database mining, and pharmacokinetic modeling to develop evidence-based dosing recommendations for obese patients across therapeutic areas.

• Clinical Pharmacology
• Biomarker Identification and Validation
• Metabolism in Disease States
• +۳ مورد دیگر

Dr. Trey Putnam serves as Full Professor in the Department of Pharmaceutical Sciences and Department of Pharmacy Practice at Texas Tech University Health Sciences Center (TTUHSC) School of Pharmacy, and directs the Clinical Pharmacology and Experimental Therapeutics Center since 2017. His dual appointments reflect his interdisciplinary expertise spanning pharmacological sciences and clinical practice. Dr. Putnam earned his BS in Chemistry from Pittsburg State University (1995), followed by MA (1997) and PhD (1999) in Organic Chemistry from Washington University in St. Louis under Prof. James K. Bashkin. His doctoral research focused on artificial ribonucleases for infectious disease therapy. Additional training included NSF-funded undergraduate research in X-ray crystallography at the University of Oklahoma. His research program centers on clinical pharmacology in special populations (pediatrics, obesity), biomarker validation, disease-state metabolism alterations, and advanced analytical methodologies. With deep expertise in organic, analytical, and bioanalytical chemistry, he bridges drug discovery with clinical translation. His work addresses critical gaps in therapeutic optimization across diverse patient populations, integrating regulatory science perspectives from his industry experience. Analysis of his 2018-2024 publications reveals consistent focus on clinical pharmacokinetics, biomarker development, and therapeutic applications in oncology, infectious diseases, and metabolic disorders. His collaborative studies frequently employ mass spectrometry-based analytical methods to solve real-world dosing challenges, particularly in complex disease states and special populations. Dr. Putnam has secured funding as Principal Investigator or co-Investigator from NIH, industry partners, and university sources. He leads the Clinical Pharmacology and Experimental Therapeutics Center, which provides infrastructure for translational pharmacology research including bioanalytical services, clinical trial design support, and biomarker validation studies.

• Cardiology
• Hypertension
• Pharmacotherapy
• +۵ مورد دیگر

Eric MacLaughlin serves as Professor and Chair of Pharmacy Practice at Texas Tech University Health Sciences Center's Jerry H. Hodge School of Pharmacy in Amarillo, Texas. He has held this position since August 1999 and continues to be actively involved in academic leadership, research, and clinical practice. Dr. MacLaughlin's research focuses on several key areas within pharmacy practice and cardiovascular medicine: Cardiovascular disease management, particularly hypertension and heart failure Pharmacotherapy optimization in complex patient populations Interprofessional education and practice models Faculty development and scholarship in academic pharmacy Evidence-based implementation of clinical guidelines His recent publications demonstrate a strong emphasis on translating clinical evidence into practice, with particular attention to geriatric populations, diabetes management, and cardiovascular risk reduction. Dr. MacLaughlin has contributed significantly to national guideline development, including the 2017 ACC/AHA hypertension guidelines. Among his notable recognitions: Fellow of the American Society of Health-System Pharmacists (2013) As Chair of Pharmacy Practice, Dr. MacLaughlin oversees faculty development, scholarly activities, and clinical practice initiatives within his department. His leadership extends to national pharmacy organizations where he has contributed to competency frameworks and practice standards. His work on faculty development includes examining scholarship motivators and barriers for non-tenure-track faculty and developing metrics to evaluate practice-related activities. Dr. MacLaughlin has been instrumental in developing innovative educational approaches, including the utilization of pharmacy technicians as educators and implementing flexible learning models like HyFlex for pharmacy education. His research often involves interprofessional collaboration, particularly between physicians and pharmacists, to improve patient outcomes in cardiovascular disease and diabetes management.