جست‌وجوی استاد و پژوهشگر

Christopher G. Wrightمشاهده پروفایل

دانشیار

• STEM Equity
• Engineering Education
• Racial Identity
• +۲ مورد دیگر

Christopher G. Wright is Associate Professor, Associate Dean for Diversity Equity and Inclusion, and PhD Program Director in Drexel University's School of Education. His research investigates equity in STEM education through frameworks like culturally sustaining pedagogies, with focus on identity formation for underrepresented groups in engineering contexts. Research examines racial and gender equity in engineering education, identity development in STEM, and culturally responsive teaching practices. Recent publications analyze teacher identity formation, counter-narratives of Black female educators, and engineering design pedagogy in urban elementary settings. Articles consistently explore themes of racial equity, identity negotiation, and transformative learning environments. Education: PhD (Tufts University) MS (University of Maryland) B Arch (Hampton University) Funded Grants: Workshop for Writing Grants for Early Career Scholars in STEM and Learning Sciences Focused on Racial Equity (NSF #2133577) Collaborative Research: Using Culturally Sustaining Learning Environments to Explore Computational Learning & Identity (NSF #1842272) CAREER: Investigating the Engineering Expansive Learning Spaces for Boys of Color (NSF #1554194)

Sarah J. Shinمشاهده پروفایل

استاد

• Bilingualism
• Heritage Language Education
• Language Policy
• +۳ مورد دیگر

Sarah J. Shin is a Professor of Education at the University of Maryland, Baltimore County (UMBC), affiliated with the College of Arts, Humanities, and Social Sciences. She holds a Ph.D. in Linguistics from the University of Michigan and a B.S. in Communication from Cornell University. Her research focuses on bilingualism, heritage language education, TESOL teacher preparation, and language policy. Dr. Shin has authored/co-authored influential books such as Bilingualism in Schools and Society and Linguistics for Language Teachers , and serves on editorial boards for journals like the Journal of Language, Identity, and Education . Dr. Shin’s professional roles include former Co-Director of the TESOL graduate program (2003–2016), ACE Fellow (2017–2018), and Associate Provost for Academic Affairs (2018–2022). She has received the prestigious UMBC Presidential Research Professorship (2017–2020). Her teaching spans courses on bilingualism, TESOL methodology, and academic language development. Her research explores heritage language maintenance, transnational adoptive families’ language policies, and the sociocultural dimensions of bilingual education. Over 30+ peer-reviewed articles and book chapters reflect her contributions to understanding language education, policy, and multicultural contexts. Dr. Shin’s work emphasizes practical applications for educators and advocates for equitable language policies in diverse educational settings.

Lottie Hoareمشاهده پروفایل

مدرس

• Arts Education
• Pedagogy
• Educational Policy
• +۳ مورد دیگر

Dr Lottie Hoare is a Lecturer in Education and Early Childhood Studies at Middlesex University and a Senior Teaching Associate at the University of Cambridge. Her research focuses on arts education, pedagogical strategies, and the historical and contemporary influences on educational policy. She explores themes such as heritage language schools, the role of media (BBC broadcasts and film) in shaping educational discourse, and biographies of influential educators. Her work bridges historical analysis with contemporary educational practices. Teaching responsibilities include modules like Creativity and the Arts in Education at Middlesex University, alongside leading Historical and Contemporary Issues in Education and Curriculum Studies for Primary Education. At Cambridge, she teaches MEd students and undergraduates. Dr Hoare holds leadership roles, including Executive Committee membership of The Society for Educational Studies (since 2022) and Book Reviews Editor for the British Journal of Educational Studies. From 2025, she will co-edit the History of Education journal. Her research outputs span academic articles, book chapters, and edited volumes, often centering on underrepresented figures in educational history. Her career spans over three decades, including 20 years in primary schools and nurseries before pursuing her AHRC-funded PhD (2013–2016) at the University of Cambridge. This interdisciplinary background informs her approach to linking historical insights with modern educational challenges. Key research trends in her articles include analyzing media’s role in education, biographical studies of educators, and the intersection of arts with well-being and community-building. Her work highlights marginalized voices, such as Beryl Gilroy and Muriel Pyrah, enriching narratives around equity and innovation in education.

Kimi Kondo-Brownمشاهده پروفایل

استاد

• Japanese as a Heritage Language
• Curriculum & Assessment
• Second Language Studies
• +۳ مورد دیگر

Dr. Kimi Kondo-Brown is a Professor and Associate Dean for Academic Affairs at the University of Hawaiʻi at Mānoa . She holds affiliations in the Department of East Asian Languages and Literatures (Japanese BA, MA, PhD programs) and serves as Cooperating Graduate Faculty in the Department of Second Language Studies (PhD in SLS). Her research focuses on Japanese as a Heritage Language , language assessment , and curriculum development . Education: PhD in Education (UHM), MA in Linguistics (University of Utah). She leads initiatives in heritage language education, publishing widely on language testing, curriculum design, and multilingual education. Key works include Japanese as a Heritage Language (Cambridge 2024) and Introduction to Assessment for Japanese Teachers (reprinted 2022). She directs assessment institutes and collaborates with international scholars like Emeritus Prof. James Brown. Research emphasizes heritage language maintenance and post-pandemic language testing . She co-edits peer-reviewed volumes on assessment modules and serves on editorial boards. Her work bridges theoretical linguistics with practical pedagogy, addressing needs of heritage speakers and global language learners. Grants and awards include contributions to the National Foreign Languages Resource Center. She advises on curriculum alignment and assessment frameworks, with a focus on equity in language education. Her legacy includes over 30 publications and 25 years of teaching Japanese and SLA methodologies.

Ralph Detersمشاهده پروفایل

استاد

• Multi-Agent Systems
• Scalability & Dependability of Distributed Systems
• Mobile & Ubiquitous Computing
• +۴ مورد دیگر

Ralph Deters is a Professor in the Department of Computer Science at the University of Saskatchewan , where he co-leads the MADMUC (Multi-Agent Distributed Mobile and Ubiquitous Computing) Lab . He has taught courses including CMPT 298, CMPT 350, CMPT 436, CMPT 842, and CMPT 898, and served as co-coordinator for CMPT 400/CMPT 405. Education Ph.D. in Computer Science, Federal Armed Forces University Munich (1998) MS (Diploma) in Computer Science, Technical University Berlin (1992) BS in Computer Science, Technical University Berlin (1988) Research Interests focus on multi-agent systems , scalable distributed systems , mobile/ubiquitous computing , and privacy-preserving technologies . Current lab projects include: Middleware infrastructures for decentralized systems (cloud/fog/mobile) Social software for sustainable user collaboration Decentralized trust-based data storage Persuasive technologies for health, physical activity, and learning Ethical AI and dark patterns in UI design Blockchain applications in IoT and access control Publications highlight trends in digital twins , blockchain integration , synthetic data for privacy , and machine learning for social impact , with recent work spanning health analytics, agricultural AI, and smart city applications. Lab Impact : The MADMUC Lab, established in 2000 with a $895,687 CFI grant, has graduated 120 researchers (17 PhD, 103 MSc), including two Vanier Scholars. The lab emphasizes awards, scholarships, and interdisciplinary collaboration with 152 total alumni.

Agnes B. Curryمشاهده پروفایل

استاد

• Ethics
• Social Philosophy
• Native American and Indigenous Philosophy
• +۳ مورد دیگر

Agnes B. Curry, Ph.D., is a Professor of Philosophy and Director of the Core Curriculum at the University of Saint Joseph (USJ), where she has served since 2001. She holds a Ph.D. and M.A. in Philosophy from Fordham University and dual degrees in Piano (B.M.) and Philosophy (B.A.) from Benedictine College. Her work bridges philosophical theory with everyday life experiences, emphasizing how ideas shape human perception. Dr. Curry teaches courses on ethics, race, and women philosophers, and actively contributes to academic discourse through editorial roles and collaborative research. Her research focuses on 20th-century ethics, Native American philosophy, and moral/spiritual values in media. She co-edits Studies in Native American and Indigenous Philosophy and serves on the American Philosophical Association’s national committee. Dr. Curry also engages in contemplative practices, serving as a Spiritual Director and contributing to interfaith initiatives through organizations like Spiritual Directors International. Dr. Curry’s publications span academic chapters, edited volumes, and media analyses. She collaborates on projects like a book with Dr. Josef Velazquez on values in television, and her work has been featured in journals such as Slayage and Studies in Native American and Indigenous Philosophy . Her teaching philosophy emphasizes critical thinking and interdisciplinary connections, reflected in courses like Philosophy of Race and Food Ethics .

Louise Zamparuttiمشاهده پروفایل

دانشیار

• Rhetoric and Composition
• Public Memory Studies
• War Narratives
• +۳ مورد دیگر

Dr. Louise Zamparutti is an Associate Professor in the English Department at the University of Wisconsin-La Crosse. She specializes in rhetorical history, public memory, and memorials, with a focus on Italian war narratives and pandemic discourse. Her work bridges literary analysis, cultural studies, and technical communication. Education: PhD in English, University of Wisconsin-Milwaukee B.A. in Liberal Arts, Hampshire College Research Interests: Public memory and monuments Italian post-War narratives Rhetorical theory and pedagogy Health communication during crises Professional Background: Before academia, Dr. Zamparutti was a professional dancer/choreographer and worked as a health director, freelance translator, and writing coach. Her interdisciplinary career influences her teaching and research in technical communication and social justice pedagogy. Grants & Funding: Research in Slovenia supported by Fulbright, University of Ljubljana, and UWL.

Eunjeong Leeمشاهده پروفایل

استادیار

• Linguistics
• Rhetoric and Composition
• Multilingual Literacy Education
• +۵ مورد دیگر

Eunjeong Lee is an Assistant Professor of Linguistics and Rhetoric and Composition at the University of Houston's College of Liberal Arts and Social Sciences. Her work focuses on multilingual literacy practices, language equity, and decolonial education. She holds a PhD from Pennsylvania State University and has taught courses like ENGL 1303: Multilingual Lives and Literacies. Education: PhD in Linguistics, Pennsylvania State University MA in English, Texas Tech University BA in English Language Education, Pusan National University, South Korea Research Interests: Lee explores how language ideologies impact marginalized communities, advocating for translingual pedagogies that center multilingualism. Her work critiques racialized language ownership in academia and promotes decolonial approaches to literacy education. She collaborates with organizations like CCCC's Second Language Writing Standing Group. Affiliations: American Association of Applied Linguistics (AAAL) American Education Research Association (AERA) National Council of Teachers of English (NCTE) Grants & Advocacy: Her recent projects include pandemic-era multimodal literacy initiatives and anti-racist pedagogy development. She co-edited a special issue on social justice for multilingual writers and contributes to Koreatimes on language equity issues.

Martha W. Alibaliمشاهده پروفایل

استاد

• Developmental Psychology
• Cognitive Psychology
• Mathematics Education
• +۳ مورد دیگر

Martha W. Alibali is a Professor in the Department of Psychology and Department of Educational Psychology at the University of Wisconsin-Madison. She directs the Cognitive Development & Communication Lab (CD&C Lab), which focuses on the intersection of developmental psychology, cognitive psychology, and mathematics education. Her research investigates mathematics learning and development with a special emphasis on the role of gesture in mathematical thinking and knowledge change. Her primary research interests include: The role of gesture in mathematical thinking and knowledge change Gesture in thinking and communication in educational settings Mathematics learning across developmental stages Embodied cognition and its implications for education Dr. Alibali's recent publications showcase her continued focus on gesture studies, mathematical cognition, and educational interventions. Her work spans from theoretical investigations of cognitive processes to applied educational research, with particular attention to visual representations, multimodal learning, and embodied cognition. She frequently collaborates with researchers across psychology, education, and cognitive science. Dr. Alibali has secured substantial funding from the National Science Foundation and Institute for Education Sciences for projects including intelligent tutoring systems for algebra, mathematical equivalence instruction, and visual representations in biology education. Her lab maintains an active research program with multiple graduate students, postdoctoral researchers, and undergraduate assistants. The CD&C Lab is committed to creating an inclusive research environment that values diversity of identities, backgrounds, and perspectives. The lab follows open science practices including pre-registration of studies and sharing research materials. Weekly lab meetings provide opportunities for all members to present their ongoing work and receive feedback.

Shinye Kimمشاهده پروفایل

استادیار

• Chronic Pain Management
• Healthcare Disparities
• Cultural Psychology
• +۵ مورد دیگر

Dr. Shinye Kim is an Assistant Professor in the Department of Counseling Psychology at the University of Wisconsin-Madison and a licensed psychologist. Her research focuses on contextualizing chronic pain and opioid use, emphasizing cultural, linguistic, and psychological factors affecting ethnic and linguistic minorities. She holds an NSF grant to study pain communication barriers and develops digital tools for equitable pain care. Dr. Kim has clinical experience in severe mental health, pain management, and consultation-liaison psychiatry, with four years of psychoanalytic training. She serves on editorial boards for Health Psychology , Journal of Vocational Behavior , and others. Education: PhD in Counseling Psychology (UW-Milwaukee, 2016), M.Ed. in Prevention Science (Harvard, 2010), BA in Education (Busan National University of Education, 2009) Grants: Includes NSF funding for culturally informed pain diagnosis and a Wisconsin Partnership Program grant for opioid misuse prevention (OPTIMA). Research Interests: Chronic pain mechanisms, healthcare disparities, cultural competence, pain communication, work-family dynamics, and translational digital health tools. Current projects include developing a pain expression database for Asian Americans and leveraging NLP for pain sentiment analysis. Advising: Mentors graduate students in counseling and rehabilitation programs, focusing on culturally responsive mental health and pain management. Current advisees include Hannah Swick, Ryan Davis, and Patrina Wong. Former students led projects on discrimination in chronic pain and opioid misuse risk. Lab & Teams: Directs the Pain, Context, and Innovation Lab, which includes multidisciplinary teams addressing pain communication barriers, cultural competence in healthcare, and digital health interventions. Collaborations extend to computer science departments for language translation tools.

Victoria Chiuمشاهده پروفایل

دانشیار

• Accounting Bibliometrics
• Fraud Detection
• Data Analytics
• +۴ مورد دیگر

Dr. Victoria Chiu is an Associate Professor of Accounting at the School of Business, SUNY Oswego, specializing in accounting bibliometrics, fraud detection, and data analytics. She joined SUNY Oswego in 2016 after serving as an Assistant Professor at SUNY New Paltz and a doctoral fellow at the AAA/Deloitte Foundation/J.M. Cook Consortium. Dr. Chiu holds a Ph.D. in Accounting from Rutgers University (2013) and a BS from National Changhua University of Education (2008). Her research focuses on applying bibliometric methods to analyze accounting subfields, with a particular emphasis on fraud detection, continuous auditing, and emerging technologies in accounting education and practice. Dr. Chiu has published over 25 peer-reviewed articles in journals like International Journal of Accounting Information Systems, Accounting & Finance, and Journal of Forensic Accounting Research. She has received two Best Faculty Paper Awards from the AAA Strategic and Emerging Technologies Workshop (2017, 2018) and has served on editorial boards for major journals, including the International Journal of Accounting Information Systems and Journal of Emerging Technologies in Accounting. Her teaching spans undergraduate and graduate courses in accounting, including Principles of Accounting and Cost Accounting. She has been recognized for her teaching excellence through multiple Professor Recognition Awards (student-nominated) and actively contributes to curriculum development integrating emerging technologies like process mining and machine learning. Dr. Chiu’s research also emphasizes pedagogical innovation, such as hands-on learning approaches for transaction cycles and adapting AACSB’s Standard A5 into accounting curricula. Professional service includes roles on the AAA Research and Publications Committee (2023–2024) and the Innovation in Accounting Education Awards Committee (2019–2020). Her work bridges academic research and practical applications, particularly in leveraging technology to enhance auditing, fraud detection, and educational outcomes.

Anne Lafontمشاهده پروفایل

استاد

• Art History
• Visual Cultures of Modern Worlds
• Colonial Societies
• +۷ مورد دیگر

Anne Lafont is a Professor at the École des hautes études en sciences sociales (EHESS), where she is Director of Studies and affiliated with the Center for Research on Arts and Language (CRAL) and the Center for History and Theory of the Arts (CEHTA). Her work focuses on art history, visual cultures of modern worlds, knowledge and creation in colonial societies, and intersections of art, race, and gender studies. Key Research Areas: Art History, Visual Cultures, Colonial Societies, Art and Race, Historiography, Women's History in Art. Lafont has published extensively on art and knowledge in imperial contexts, including The Learned Artist Conquering the Modern World (2010) and Art and Race. The African (all) against the Eye of the Enlightenment (2019, winner of the Arnold and Vitale Blokh Prize). She co-edited Africa and the World. Stories Reconnected from Prehistory to the 21st Century (2022) and contributed to the 2019 Musée d'Orsay exhibition The Black Model from Géricault to Matisse . Her 2012 edited volumes Plumes et Pinceaux. Discours de femmes sur l’art en Europe 1750-1850 highlight gender in art discourse. She taught at Williams College (2021-2022) through a Clark Professorship and received a Villa Albertine grant for research on African-American art. Scientific Awards: Maryse Condé Prize for Research Arnold and Vitale Blokh Prize for L’art et la race (2019) Lafont's recent work addresses transcultural objects, racial social relations, and contested heritage, reflecting her commitment to recentering art history through postcolonial and gendered lenses.

Daniel H. Jarvisمشاهده پروفایل

استاد

• Mathematics Education
• Technology Integration
• STEAM Education
• +۲ مورد دیگر

Dr. Daniel H. Jarvis is a professor at the Schulich School of Education, Nipissing University, where he teaches in both undergraduate (BEd) and graduate (MEd/PhD) programs. His research focuses on mathematics education, technology integration, curriculum development, and STEAM education initiatives. He has led several collaborative research projects including a SSHRC-funded international study on Computer Algebra Systems (CAS) technology in undergraduate mathematics instruction. Dr. Jarvis's research interests span mathematics pedagogy, workplace technology applications, interdisciplinary curriculum integration, and innovative educational approaches. His work consistently explores the intersection of mathematical concepts with technology-enhanced learning environments. His publications demonstrate a strong focus on educational technology integration, mathematics pedagogy, and curriculum innovation. Recent work examines exergames in wellbeing education, communities of practice for language teachers, and technology-enhanced assessment methods in mathematics education. Dr. Jarvis has held significant administrative roles including Chair of Graduate Studies in Education (2011-2013) and Associate Dean (Interim) of the Bachelor of Education programs (2022-2024). He has collaborated on cross-disciplinary projects with colleagues in Geography, Computer Science, Nursing, and Physical Education.

Caroline Richesمشاهده پروفایل

دانشیار

• Language Teacher Professional Identity
• Sociolinguistics in Education
• Second Language Acquisition
• +۴ مورد دیگر

Dr. Caroline Riches is an Associate Professor at McGill University’s Department of Integrated Studies in Education , specializing in Second Language Education . She serves as the DISE Program Co-Director for Teacher Education/MATL and is affiliated with the Second Language Education group. Her research focuses on language teacher professional identity, sociolinguistics in education, second language acquisition, and online learning pedagogy. Educational Background : Ph.D., Second Language Education (2001), McGill University M.Sc., Psycholinguistics (1984), University of Alberta B.A. Honours, Linguistics (1982), University of Alberta Her research explores teacher education program reform, multilingual development, and instructional strategies for English language learners. She has co-edited works on Canadian teacher education and contributed to key publications on curriculum design and sociolinguistic contexts. Scientific Contributions : Pioneering studies on multilingual parent perceptions in Montréal Leadership in emergent teacher education program design Analysis of cross-modal literacy challenges Dr. Riches collaborates extensively on program evaluations and policy development in teacher education, with a focus on balancing innovation and tradition.

Irene Bloemraadمشاهده پروفایل

استاد

• Immigration
• Political Sociology
• Race and Ethnicity
• +۴ مورد دیگر

Irene Bloemraad is the Class of 1951 Professor of Sociology and Thomas Garden Barnes Chair of Canadian Studies at the University of California, Berkeley. She serves as Director of Graduate Studies in Sociology, founding Director of the Berkeley Interdisciplinary Migration Initiative (BIMI), and co-director of the Boundaries, Membership and Belonging program at the Canadian Institute for Advanced Research (CIFAR). Her work bridges sociology, political science, and migration studies through comparative U.S.-Canada research on immigrant political incorporation. Education: Ph.D. in Sociology, Harvard University M.A. in Sociology, McGill University Bloemraad's research examines how immigrants gain political membership, the role of community organizations in civic visibility, and diversity's impact on democracy. She investigates citizenship as claims-making, spatial mismatch in immigrant service access, and political socialization in mixed-status families. Her interdisciplinary approach combines political sociology, migration studies, and methodological innovation to address membership boundaries in multicultural societies. Analysis of her recent publications reveals interdisciplinary collaboration and methodological innovation, particularly machine learning applications for identifying immigrant organizations and spatial analysis of service accessibility. Her work consistently explores citizenship claims-making, legal status effects on political socialization, and how diversity policies can enhance democratic engagement rather than erode social trust. Scientific Awards: American Cultures Innovation in Teaching prize (2013) Distinguished Teaching Award in Social Sciences (2012) Sarlo Distinguished Mentoring Award (2008) Best Article Award, Migration and Citizenship Section, American Political Science Association (2012) Bloemraad mentors graduate students through formal advising and the interdisciplinary immigration workshop, receiving the Sarlo Mentoring Award for her dedication. She secured Russell Sage Foundation funding for mixed-status family research and co-directs the Summer Institute in Migration Research Methods, providing advanced methodological training. Her community-engaged teaching partners with organizations like East Oakland Youth Development Center. She founded and directs BIMI, fostering cross-disciplinary migration research, and co-directs CIFAR's Boundaries, Membership and Belonging program. Her leadership extends to the Summer Institute in Migration Research Methods and an informal interdisciplinary immigration workshop, creating collaborative spaces for scholars examining migration's societal impacts.