جست‌وجوی استاد و پژوهشگر

Dan Russellمشاهده پروفایل

استاد پژوهشی

• Bacteriophage genomics
• Microbial genomics
• DNA sequencing technologies
• +۳ مورد دیگر

Dan Russell is a Senior Research Instructor at the University of Pittsburgh, where he bridges large-scale phage genomics research and national science-education reform through the HHMI SEA-PHAGES and PHIRE programs. He directs day-to-day genome sequencing operations, curates the global PhagesDB and SEA-PHAGES.org web portals, and mentors undergraduates in authentic discovery-based research. Education: B.A. in Molecular & Cellular Biology, Cornell University (2000) M.S. in Science Education, University of Missouri Research interests: Russell’s work spans experimental and computational phage biology—high-throughput Sanger, 454, Illumina and Nanopore sequencing of bacteriophages infecting Mycobacterium , Gordonia , Microbacterium and related Actinobacteria ; genome finishing, annotation and comparative genomics; development of online databases and bioinformatics tools; and scholarship of teaching and learning focused on course-based undergraduate research experiences (CUREs) that broaden participation in STEM. His recent publication record (2021-2025) reveals two dominant strands: (i) clinically oriented mycobacteriophage studies exploring phage therapy for Mycobacterium abscessus infections and the genetic basis of host resistance, and (ii) educational research evaluating the impact of the SEA-PHAGES program on faculty identity, student learning and institutional change, both producing sustained outputs in high-impact journals. Scientific awards & honours: None explicitly listed in supplied text. Advising & grants: While specific grants are not enumerated, Russell is central to the multi-institutional HHMI SEA-PHAGES infrastructure that has involved >200 colleges, thousands of undergraduates and continuous NSF/HHMI funding streams. His laboratory provides sequencing services and bioinformatics support to this national network and he routinely collaborates on genome announcement papers with student co-authors. Labs & teams: He operates within Graham Hatfull’s phage biology group (University of Pittsburgh) and co-manages the day-to-day activities of the Actinobacteriophage Database (PhagesDB.org) together with a distributed team of programmers, curators and student annotators.

• E-Learning
• Distance Education
• MOOCs (Massive Open Online Courses)
• +۱۲ مورد دیگر

Dr. Andrew Alexander Adams is a researcher with extensive contributions in the domains of e-learning, distance education, MOOCs, open educational resources, information ethics, and privacy in digital environments. His work often explores the societal implications of technology, particularly in educational and cross-cultural contexts. He has collaborated with scholars across institutions, with frequent co-authorship from researchers like Tharindu R. Liyanagunawardena, S. A. Williams, and N. Rassool. Educational focus on technology-mediated learning Strong emphasis on equity and access in global education Interdisciplinary research bridging computer science, education, and ethics His research interests center around the ethical and practical challenges of integrating technology into education and society. Key areas include the design and effectiveness of e-learning systems, the cultural dimensions of online privacy, and the policy frameworks needed to support open and equitable access to knowledge. He has investigated how learners in developing countries engage with MOOCs and OER, highlighting infrastructural and socioeconomic barriers. The body of his recent work shows a consistent trend toward understanding the human side of digital transformation—how users interact with systems, how cultural norms shape online behavior, and how institutions can responsibly support technological adoption. His publications span journals in education, information ethics, and computer science, reflecting a truly interdisciplinary approach. Notable scientific contributions include co-authoring a comprehensive study on MOOCs and publishing on privacy norms in the UK and Japan. While no formal awards are listed in the provided text, his publications in high-impact journals and conferences indicate scholarly recognition. Co-authored Pandora’s Box – Social and Professional Issues of the Information Age (2007) Published in British Journal of Educational Technology , International Review of Research in Open and Distance Learning , and SCRIPTed Active in international conferences such as Ethicomp and European e-Learning conferences Dr. Adams has contributed to research on customer-driven development of learning objects and the use of pair programming in educational software. While no formal lab or team is mentioned, his collaborative work suggests involvement in interdisciplinary research groups focused on educational technology and information ethics.

• Information Retrieval
• Human-Computer Interaction
• Accessibility and Inclusive Design
• +۷ مورد دیگر

Macfarlane A. is a faculty member at City, University of London, with a long-standing research career in information retrieval, human-computer interaction, and accessibility. His work focuses on inclusive design, particularly for users with dyslexia and aphasia, and extends into AI applications in journalism and systematic review methodologies. His research interests include Information Retrieval , Human-Computer Interaction , Accessibility and Inclusive Design , Information Behavior , Knowledge Organization , and AI in Journalism . He investigates how cognitive and learning differences affect information seeking and how systems can be designed to support diverse users. The trends in his recent publications show a strong focus on accessibility , AI integration in professional domains , and user-centered search design . His work bridges theoretical models of information behavior with practical applications in journalism, education, and assistive technology. While no specific scientific awards are mentioned in the provided text, his extensive publication record in top-tier venues such as CHI, CHIIR, and JASIST underscores his scholarly impact. Macfarlane A. has advised or collaborated with numerous researchers, though specific student names are not listed. His work often involves interdisciplinary collaboration, especially with Makri S., Missaoui S., and Berget G. There is no mention of grants in the provided materials. His research contributes to several lab or team efforts in human-centered information systems, particularly those focused on inclusive search , AI ethics , and cognitive accessibility , though specific lab names are not provided.

• Contemporary Literature
• Memory Studies
• Digital Humanities
• +۵ مورد دیگر

Sebastian "Bas" Groes is Professor of English Literature and Director of the Centre for Transnational and Transcultural Research at the University of Wolverhampton's Faculty of Arts, Business, and Social Sciences. With over 15 years of academic experience across multiple UK institutions, he specializes in contemporary literature, memory studies, and digital humanities, leading several major research initiatives that bridge academic scholarship with public engagement and community impact. Education: PhD in English Literature, University of East Anglia (2006) Professor Groes's research explores how memory functions in the digital age, the evolution of contemporary literature, and the relationship between brain health and creative expression. His work investigates the intersections of literature with neuroscience, digital technology, and social inclusion, particularly through his leadership of The Memory Network (funded by AHRC and Wellcome Trust) and Novel Perceptions (AHRC-funded) projects which examine memory in digital contexts and inclusivity in the literary canon. His stroke memoir Right in the Head (2023) and edited collection Writing Under Fire (2024) demonstrate his commitment to connecting personal experience with broader cultural narratives. His publication portfolio reveals an evolution from urban literary representations in The Making of London (2011) to contemporary memory studies and digital inequality. Recent work shows increasing focus on trauma narratives, stroke recovery, and cross-cultural dialogue, particularly through Ukraine-related projects. His innovative approach includes virtual reality applications for literary studies and computational analysis of authorial styles, positioning his work at the cutting edge of digital humanities. Research Leadership: Director, Centre for Transnational and Transcultural Research Lead, The Memory Network (AHRC/Wellcome Trust funded) Lead, Novel Perceptions (AHRC funded) Lead, Big Bookshare (Arts Council funded) Lead, UN/REAL: Anglo-Japanese Perspectives on Digital Inequality (Daiwa Foundation) Lead, Write in the Head (Arts Council funded) Professor Groes actively supervises PhD students, with recent successful completions including Lily's work on non-conscious cognition in contemporary British fiction. His research has secured significant funding from AHRC, Wellcome Trust, Arts Council England, and Daiwa Foundation, supporting projects that connect academic research with community engagement, particularly in stroke recovery programs and prison reading initiatives as documented by the UK Parliamentary Committee on Prison Culture. He has also collaborated with BBC Arts on the "Novels That Shaped Our World" engagement project and continues to publish in prominent outlets including The Guardian, The Londonist, and BBC News. He leads the Wolverhampton English Literature team in innovative digital humanities work, including virtual reality applications for literary studies where students create 3D spatialized essays, making the program one of the most technologically advanced in the UK as noted by BBC coverage of their VR experiments.

Lingyuan Liمشاهده پروفایل

پژوهشگر ارشد

• Human-Computer Interaction
• Social Computing
• Virtual Reality
• +۴ مورد دیگر

Lingyuan Li is a Postdoctoral Fellow at the University of Texas at Austin's School of Information, affiliated with the Good Systems research initiative. Her work centers on human-centered investigations of emerging technologies including social virtual reality, digital economy platforms, gaming ecosystems, and AI systems, with emphasis on their societal and relational impacts. Her academic credentials include: Ph.D. in Human-Centered Computing, Clemson University M.S. in Computer Science, New York University B.Eng. in Software Engineering, Southeast University Li's research examines how mediated experiences reshape human interactions across digital contexts. She investigates critical issues such as consent mechanisms in virtual environments, LGBTQ+ community support in social VR, gender bias in AI systems, and the social implications of digital payment technologies. Her interdisciplinary work bridges human-computer interaction, social computing, and virtual reality design with strong focus on ethical implications and inclusive practices. Her publication record from 2020-2024 reveals consistent contributions to understanding technology-mediated human relationships, particularly in virtual and augmented social spaces. Key thematic clusters include safety and consent in immersive environments, identity expression in digital communities, bias mitigation in AI systems, and collaborative creativity in gaming contexts, with multiple papers receiving top-tier conference recognition. Li has earned significant recognition including: ACM CSCW Best Paper Honorable Mention Award (Top 3%) ACM CHI Best Paper Honorable Mention Award (Top 3%) Outstanding Ph.D. Student in Human-Centered Computing, Clemson University ACM SIGMM Best Social Media Reporter Award As an active ACM SIGCHI community leader, she serves as Program Committee member for ACM CSCW 2024 and ACM CHI 2025, Web Chair for ACM GROUP 2025, and has held roles including Student Volunteer Chair for ACM IMX 2021 and Assistant to General Chairs for ACM CHI PLAY 2024. Her current research within Good Systems focuses on 'Work at the Human-AI Frontier' examining human-AI collaboration frameworks. Her scholarly activities are centered in the Good Systems initiative at UT Austin, which develops ethically aligned AI technologies through interdisciplinary collaboration across computing, social sciences, and design disciplines.

• Distributed Systems
• Internet of Things (IoT)
• Edge Computing
• +۸ مورد دیگر

Rahim Rahmani is a full Professor at Stockholm University's Department of Computer and Systems Sciences, where he leads the laboratory for Distributed Immersive Participation . His work bridges Distributed Systems , Internet of Things (IoT) , and Healthcare Technology , with a focus on security, edge computing, and immersive systems for societal challenges. Research Interests : Distributed Intelligence, Edge Computing, Blockchain, Extended Reality (XR), Adversarial Machine Learning, and Cognitive Controllers for 5G/6G networks. Teaching : Program Director for the Master's Programme in Computer and Systems Sciences, teaching courses on IoT, Network Security, and Computer Architecture. Publication Trends : His recent work emphasizes secure data sharing in IoV using Blockchain, Federated Learning for healthcare diagnostics (e.g., sepsis and COVID-19 detection), and XR platforms for autism support. Key subfields include Context-Aware Systems , Decentralized Identity Management , and Edge-Cloud Collaboration .

Deborah Fieldsمشاهده پروفایل

استاد پژوهشی

• Connected Learning
• Digital Media Literacy
• Computational Thinking
• +۵ مورد دیگر

Dr. Deborah A. Fields is a Research Professor in the Instructional Technology & Learning Sciences department at Utah State University's Emma Eccles Jones College of Education and Human Services. Her work focuses on connected learning, digital media literacy, and equity in STEM education through innovative approaches like electronic textiles and virtual world studies. Fields holds a Ph.D. in Psychological Studies in Education from UCLA (2010) and has held academic positions since 2010, including roles at the University of Pennsylvania. Her research emphasizes youth participation in digital spaces, computational thinking, and crafting-based learning. Key areas include: Designing e-textiles curricula for high school computer science Virtual world ethnographies (e.g., Whyville studies) Equity in maker education Online youth communities and media creation Her TEDx talk on tween activism in virtual worlds highlights her focus on youth agency in digital environments. Fields has authored over 80 peer-reviewed publications and secured $1.5M+ in research grants, including NSF-funded projects on computational thinking and epidemic simulations. Recent work explores pandemic education design, gender dynamics in crafting, and debugging practices in physical computing. She leads national initiatives like the Kids DIY Media Partnership and contributes to policy frameworks for children's digital rights.

• Youth Studies
• Digital Sociology
• Health and Well-being
• +۴ مورد دیگر

Robin Samuel is an Associate Professor of Youth Studies in the Department of Social Sciences at the University of Luxembourg's Faculty of Humanities, Education and Social Sciences. He concurrently serves as Head of the Centre for Childhood and Youth Research (CCY), Head of the Youth Studies Research Group, and Director of the Doctoral Programme in Social Sciences. Education: Lizentiat (Master's equivalent) in Sociology, Sustainable Development, and Modern History, University of Basel, 2008 Ph.D. in Sociology, University of Basel, 2012 Samuel's research integrates youth studies, digital sociology, health and well-being, sustainability, and advanced research methodologies. He employs large-scale statistical analyses alongside experimental and qualitative approaches to investigate youth transitions, digital socialization, and environmental attitudes. His work emphasizes policy-relevant outcomes through partnerships with Luxembourgish ministries and municipalities. Recent publications demonstrate interdisciplinary convergence across sociology, public health, and environmental science, with recurring themes including pandemic impacts on youth well-being, labor market barriers for vulnerable groups, and digital media's role in social development. Methodological strengths include factorial survey experiments, Bayesian statistics, and mixed-methods designs. He leads major funded initiatives including PATH_CH-Lux (2023–2026), PATHS2INCLUDE (2023–2026), NYR25 (2022–2026), and the longitudinal Youth Survey Luxembourg (2016–2026). Samuel supervises bachelor's and master's theses while contributing to academic governance for BSSE and MASSES programs, though he is currently not accepting new PhD candidates. Through the CCY and Youth Studies Research Group, he facilitates knowledge exchange via multilingual platforms (youth-in-luxembourg.lu, jugendbericht.lu) and workshops, ensuring research directly informs youth policy development across Luxembourg.

• Political Philosophy
• Phenomenology
• Applied Ethics
• +۶ مورد دیگر

Francesco Tava is an Associate Professor of Philosophy in the School of Social Sciences at the University of the West of England (UWE), where he leads the BA (Hons) Philosophy program. He previously served as Visiting Professor at Vita-Salute San Raffaele University in Milan (2020-2023) and is currently Co-Editor-in-Chief of the open-access journal Future Humanities . His educational background includes foundational degrees in philosophy: BA MA PhD Professor Tava's research centers on political philosophy, phenomenology, and applied ethics , with a specific focus on political solidarity within the European context . His work spans interdisciplinary areas including decolonisation, transitional justice, data ethics and governance, responsible innovation, and film-philosophy. He critically examines solidarity mechanisms during crises, ethical AI development, and European identity formation through phenomenological frameworks. Recent publications (2021-2024) reveal a distinct trajectory toward policy-relevant scholarship bridging continental philosophy with data science. Key patterns include multilevel analyses of European solidarity, investigations into the criminalization of humanitarian aid, and ethical frameworks for AI governance in healthcare. His work consistently integrates phenomenological methodology with urgent socio-political challenges. Professor Tava actively contributes to research initiatives through UWE's DRAGoN centre , where he develops ethical data governance models. He served as Co-Investigator for the UKRI DARE UK project GRAIMatter (2022) establishing AI model access protocols and conducted a process evaluation of the Open Data Institute's R&D Program (2020-21). His collaborative efforts extend to the Thought in Action partnership with Bristol's Watershed cinema, fostering film-philosophy dialogues, and joint projects with the Bristol Business School on data ethics implementation.

Marta Ausona Bietoمشاهده پروفایل

دانشیار

• Social Education
• Social Work
• Gender Studies
• +۵ مورد دیگر

Marta Ausona Bieto is an Associate Professor at the Faculty of Social Education and Social Work , Pere Tarrés University. Her work spans Social Education, Gender Studies, and Gerontology, with a focus on intersectional analyses of maternal labor, pandemic impacts, and educational innovation. She holds an ORCID (0000-0003-2604-7168) and has contributed extensively to academic literature. Research Themes : Intersectional feminism, maternal health, aging studies, and pandemic-induced social inequalities. Projects : Lead researcher in initiatives like 'Vegetables for Better Aging' (2020–2022) and 'Unwanted Loneliness and Spirituality' (2024). Scientific Output : 16 publications (h-index 1), including book chapters and reports on gender, social work, and educational reform. Collaborations : Partnered with institutions like Louis Boundelle Foundation and Xarxa Vives d'Universitats.

• Human-Computer Interaction
• Makerspaces and FabLabs
• Inclusivity in Technology
• +۴ مورد دیگر

Nathalia Campreguer Franca is a Researcher in Creative Technologies, actively contributing to the field of Human-Computer Interaction (HCI). Her current work is centered around the doc.hci project (2022-2026), which focuses on designing meaningful human-technology relations, particularly for vulnerable road users through augmented reality. Her research interests are deeply rooted in understanding the social and inclusive dimensions of technology. Specifically, she investigates: Makerspaces and FabLabs Inclusivity and diversity in making communities Women's experiences in technological making Embodied interaction and body comportment Playfulness in interaction design Crafting, tinkering, and identity formation Nathalia's recent publications (2023-2025) reveal a consistent focus on the intersection of gender, making, and technology. She employs qualitative methodologies such as interpretative phenomenological analysis to explore the lived experiences of women in home-based making environments and the formation of maker identities. Her work also extends to developing frameworks for reviewing playfulness in HCI and addressing heterogeneity in makerspaces to foster inclusivity. As a collaborator on the funded doc.hci project, Nathalia works within a multidisciplinary team to advance the design of human-technology interactions. This project, which includes systematic literature reviews and the development of head-mounted display applications, highlights her engagement in both theoretical and applied research.

Lauren Milneمشاهده پروفایل

دانشیار

• Accessibility
• Human-Computer Interaction
• Assistive Technology
• +۲ مورد دیگر

Lauren Milne serves as Associate Professor in the Mathematics, Statistics, and Computer Science Department at Macalester College, where she maintains an active research program focused on accessibility technology. Her work bridges computer science education and inclusive design, with particular emphasis on creating accessible digital interfaces for people with disabilities. Education: BA in Physics from Carleton College (2008) MS in Computer Science and Engineering from University of Washington (2014) PhD in Computer Science and Engineering from University of Washington (2018) Professor Milne's research centers on making digital interfaces accessible, particularly for children with visual impairments. Her flagship project Blocks4All revolutionizes block-based programming environments like Scratch by implementing touchscreen accessibility features. Current work explores security and privacy concerns in educational assistive technology, reflecting her commitment to holistic accessibility solutions that address both technical and social dimensions. Her approach combines human-computer interaction principles with educational theory to create tools that empower learners with disabilities. Analysis of her publication history reveals consistent focus on educational accessibility tools, with Blocks4All as the central research thread spanning multiple iterations and expansions. Recent work shows increasing attention to privacy/security implications and industry perspectives, indicating maturation of her research program into broader societal impact domains. Scientific Recognition: Best Student Paper Award at ASSETS '14 conference for Tactile Graphics research Milne actively mentors undergraduate researchers, with multiple Macalester students appearing as co-authors on publications. Her Mac Access Lab (contact: macaccesslab@gmail.com) serves as the operational hub for accessibility research, developing tools like Dance Circle coding activities for K-8 students. Current projects include expanding Blocks4All functionality and investigating assistive technology industry practices. She maintains strong industry connections through Microsoft-sponsored workshops and collaborates with institutions like University of Washington's CREATE program. Outside academia, Professor Milne enjoys outdoor activities including cross-country skiing, hiking, biking, and roller-skating, maintaining the personal perspective that informs her user-centered design philosophy.

• Computer Science Education
• Educational Technology
• Artificial Intelligence in Education
• +۳ مورد دیگر

Mark Avery is a Senior Lecturer in Education at the University of the West of England within the Department of Education and Childhood, specializing in Secondary Computer Science Education. With over twenty years of experience teaching and leading IT/Computer Science departments in North Somerset and Bristol secondary schools, he brings extensive practical knowledge to teacher preparation. His research focuses on critical intersections of technology and pedagogy: Technology-enhanced and online learning environments AI integration in curricula and school administrative workflows Child perceptions of AI as authoritative knowledge sources and impacts on teacher identity Addressing gender/ethnic imbalances in Computer Science teaching Strategies for increasing opportunities for white working-class males Technology-driven shifts in educational policy His expertise spans Secondary Computer Science instruction, Digital Learning methodologies, and Technology Policy development. As an experienced middle leader in secondary education, he has contributed to academic and pastoral development across departmental, faculty, school-wide, and regional levels, informing his approach to educator transformation.

Stephanie Dinkinsمشاهده پروفایل

استاد

• Art and Technology
• Artificial Intelligence Ethics
• Race and Technology
• +۷ مورد دیگر

Stephanie Dinkins is a transmedia artist and Professor holding the Kusama Endowed Chair in Art at Stony Brook University. Recognized as one of TIME magazine's '100 Most Influential People in AI,' she creates projects that foster dialog about race, gender, aging, and our future histories through the lens of emerging technologies. Her work centers on developing technological ecosystems based on care and social equity, challenging the biases embedded in artificial intelligence systems. Dinkins' research interests focus on the intersection of art, technology, and social justice, particularly examining how algorithmic systems perpetuate racial and gender biases. Her artistic practice employs documentary methods and social collaboration to create inclusive platforms that push the boundaries of new media and socially engaged art. She developed the theoretical framework 'Afro-now-ism,' which challenges the notion that Black experiences must be tied to historical trauma or speculative futures, advocating instead for the possibility of joy and self-defined success in the present. Her recent publications reveal a consistent focus on community-centered AI development, algorithmic justice, and the cultural implications of emerging technologies. Dinkins' work demonstrates how AI systems often fail to account for cultural diversity, as seen in her exploration of how wedding dress recognition algorithms default to Western white dresses while ignoring variations like Indian saris or Ghanaian dresses. TIME magazine's 100 Most Influential People in AI (2023) Inaugural LG Guggenheim Award for artists at the intersection of art and technology Creative Time R&D Fellow Schmidt Futures AI2050 Senior Fellow (2023) Dinkins leads community initiatives like AI.Assembly, which creates spaces for marginalized communities to engage with emerging technologies through relationship-building rather than predetermined outcomes. Her project 'Not The Only One' (N'TOO) represents a groundbreaking approach to AI development, using small data from three generations of Black women in her family to create a chatbot that intentionally resists 'fixing' to meet mainstream expectations, thereby highlighting the limitations of biased training data. She also developed 'Secret Garden,' an immersive web experience that emerged from collaborative community processes. Dinkins' work emphasizes that technology is never neutral but always reflects the cultural assumptions of its creators, advocating for more diverse voices in technological development.

• Workplace Health Promotion
• Human-Technology-Organization Interaction
• Sustainable Leadership
• +۴ مورد دیگر

Andrea Eriksson serves as Professor at KTH Royal Institute of Technology within the School of Engineering's Division of Ergonomics. Her research spans healthcare systems, LGBTQI+ workplace inclusion, and human-technology-organization (HTO) interactions, with recent focus on post-pandemic work flexibility and sustainable leadership development. Her primary research interests center on workplace health promotion , examining factors influencing staff engagement, performance, and turnover prevention. She pioneered studies on LGBTQI+ organizational environments and currently investigates HTO dynamics in digital transitions. Recent projects explore sustainable learning during radical change, healthcare staff retention, and inclusive leadership models across healthcare, construction, and pharmacy sectors. Analysis of her 15 most recent publications (2020-2025) reveals three dominant trajectories: (1) Healthcare system optimization through leadership interventions and staff retention strategies, (2) Technology adoption challenges in construction and healthcare (particularly BIM systems), and (3) Identity negotiation in dual-role professions like pharmacy work. Her methodology emphasizes close collaboration with organizations to produce practical handbooks alongside academic outputs. Her teaching portfolio includes advanced courses in Technology, Work and Health, Leadership and Sustainable Work, and Ergonomics methodology, where she serves as course responsible and examiner. Andrea leads multiple research projects including The social and organizational health of LGTBQ people , Sustainable learning during radical change , and Development of sustainable and health-promoting leadership , consistently translating findings into actionable organizational guidelines.