Dr. Starr Knight is a Professor in the Department of Emergency Medicine at the University of California, San Francisco (UCSF) School of Medicine . With a focus on Emergency Medicine Ultrasound and Diversity, Equity, and Inclusion , she has established herself as a leader in clinical ultrasound education and faculty wellbeing initiatives. Education: Emergency Medicine Residency at Alameda Health System-Highland Hospital (2011) Emergency Medicine Ultrasound Fellowship at UCSF (2012) Diversity, Equity, and Inclusion Champion Training (2017) Advanced Emergency Medicine Ultrasonography certification (2022) Research Interests span Point-of-Care Ultrasound applications in emergency diagnostics, Ultrasound-Guided Regional Anesthesia techniques, and Faculty Experience and Wellbeing . Her work addresses systemic issues of Implicit Bias and Microaggressions in medical training environments, while developing frameworks for Racial-Ethnic Inclusion in clinical ultrasound. Scientific Awards highlight her excellence in teaching and mentorship, including: 2024 Outstanding Mentorship and Service for the Future of Medicine Award 2024 Outstanding Medical Student Educator Award 2022 Distinction in Mentoring Award Multiple Bedside Teaching Awards (2014-2024) Dr. Knight's publication trends demonstrate expertise in emergency ultrasound protocols (e.g., VIGMO for visual disturbances), technical innovations in vascular and abdominal imaging, and social justice applications in medical education. Her collaborations with William Shyy and other ultrasound specialists have produced case series on peritonsillar abscesses, necrotizing fasciitis, and pulmonary embolism diagnostics.
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نمایش ۷۰۶-۷۲۰ از ۲٬۵۱۶ استاد راهنما
اطلاعات پروفایلها از صفحات عمومی دانشگاهها گرفته شده و ممکن است بهروز نباشد.
Ru Kim Haaseمشاهده پروفایل
پژوهشگر
- Gender Studies
- Queer Theory
- Inclusive Education
- +۳ مورد دیگر
Ru Kim Haase is a Research Associate at Bielefeld University, affiliated with both the Faculty of Psychology and Sport Science and the Interdisciplinary Center for Gender Studies (IZG). Their work focuses on sexual and gender diversity in school sports, particularly the inclusion of trans*, inter*, non-binary, and agender individuals, while examining intersectionality and systemic barriers in educational settings. Current research explores queer joy in school sports , gender-inclusive performance assessment , and evaluation criteria for wrestling/fighting . They are part of the DFG Research Training Group 'Gender as Experience' and have published extensively on gender-sensitive pedagogy, teacher perspectives, and curriculum reform. Recent publications analyze: 2025 : Systematic review of teacher perspectives on trans*/inter* students in physical education 2024 : Conceptual frameworks for gender-competent sports education, intersectional analysis of othering in school sports 2022 : Gender competence development in vocational training and cisnormative structures in sports pedagogy They hold a Master's degree in Sports and Nutrition from the University of Münster and supervise theses on gender-inclusive education. Active memberships include the German Association for Sports Science (dvs) and Education and Science Union (GEW).
Professor Malka Gorfine Orgad is a distinguished faculty member in the Department of Statistics and Operations Research at the School of Mathematical Sciences, Tel Aviv University. She has held the position of Professor since 2016, following her promotion from Associate Professor (2014-2016). Additionally, she maintains a long-standing affiliation as an Affiliate Investigator at the Division of Public Health Sciences, Fred Hutchinson Cancer Research Center in Seattle since 2003. Prof. Gorfine Orgad earned her MA (1994) and PhD (1999) in Statistics from the Hebrew University of Jerusalem under the supervision of Professors Banjamin Yakir and David Zucker. Her academic journey includes previous appointments as Associate Professor at Harvard School of Public Health (2011-2012) and at the Technion - Israel Institute of Technology (2010-2014), where she served as Senior Lecturer prior to that. Her research focuses on survival data analysis, non-parametric statistics, biostatistics, and machine learning. Specifically, she investigates inference based on Survival Deep Learning, natural experiment methods for causal inference, and various challenges of causal inference with survival outcomes. She has developed several innovative methodologies for survival analysis, particularly in the areas of competing risks, semi-competing risks, and illness-death models. Analysis of her recent publications reveals a strong emphasis on practical applications of survival analysis methodology to real-world health problems, particularly related to cancer and infectious diseases like COVID-19. Her work frequently bridges theoretical statistical development with practical implementation through software packages, demonstrating her commitment to making advanced methods accessible to applied researchers. Associate Editor of JASA Applications and Case Studies (2022 - present) Associate Editor of EJS (2022 - present) Associate Editor of Scandinavian Journal of Statistics (2021 - 2024) Co-Editor of Biometrics (2017 - 2019) Associate Editor of Biometrics (2009 - 2016) Member of Editorial Board of Lifetime Data Analysis (2013 - 2016) Prof. Gorfine Orgad actively mentors students at all levels, currently supervising one postdoc, two PhD students, and four MSc students, with numerous former students who have completed their degrees under her guidance. She serves as co-chair of the STRATOS TG8 (Survival Analysis Topic Group), which provides guidance on survival analysis methods for observational studies. She has also developed multiple software packages including PyMSM, PyDTS, frailty-LTRC, HHG, and others that implement her methodological contributions for the broader research community.
Stewart E. Campbell is a researcher at the Institute of English and American Studies within the Faculty of Cultural Studies at Technical University of Dortmund. His work focuses on applying Universal Design for Learning (UDL) in English language education, teacher professionalization, and diversity/inclusion in language learning contexts. Education: Master of Education in History and English from Bielefeld University, Germany Bachelor of Arts in English with minor in Educational Science from Bielefeld University, Germany Bachelor of Arts in History with minor in Politics from Whitman College, USA Associate of Arts and Science in History, Politics, and Education from North Idaho College, USA In-service teacher training at Zentrum für schulpraktische Lehrerausbildung (ZfsL) Minden, Germany Dr. Campbell's research centers on creating inclusive language learning environments through Universal Design for Learning principles. He investigates how to optimize lesson design and planning for diverse student populations in English as a Foreign Language (EFL) contexts, with particular attention to digitalization and its role in supporting diverse learners. His work bridges theoretical frameworks with practical classroom applications, focusing on teacher professionalization and the development of diversity-sensitive teaching competencies. His recent publications demonstrate a strong focus on the intersection of diversity, digital tools, and language education. Campbell's research shows a progression from foundational work on Universal Design for Learning to more specific applications in reading promotion and media education. A notable trend is his increasing collaboration with other researchers on projects like DigiNICs, which aims to strengthen digital sovereignty in language education through networked improvement communities. Professional Affiliations: Netzwerk Inklusiver Englischunterricht Deutsche Gesellschaft für Fremdsprachenforschung (DGFF) Verband Bildung und Erziehung Dr. Campbell actively contributes to teacher professional development through workshops and presentations at institutions across Germany and Switzerland. His work with the DigiNICs project represents a significant current endeavor to create networked improvement communities that support both digital literacy and inclusive practices in language education.
Jacqueline Linnes serves as the Marta E. Gross Associate Professor of Biomedical Engineering in Purdue University's College of Engineering at the West Lafayette campus. Her institutional affiliations include the Biomedical Engineering department, Engineering Projects in Community Service, Global Engineering Program, and Honors Program. She actively contributes to university governance through the Engineering Curriculum Committee, Undergraduate Advisory Council (UGAC), and Experiential Learning Curriculum Committee. Her research pioneers human-centered diagnostic technologies for global health equity, with dual emphases on technical innovation and social impact. Primary focus areas include cervical cancer screening through protein biomarker validation and lateral flow immunoassays, HIV detection using particle diffusometry and nucleic acid amplification, and non-invasive monitoring of glucose from exhaled breath. She develops enabling platforms including paper-based microfluidics with temperature-controlled valves, electrochemical sensors like the HELPStat potentiostat, and neonatal thermal regulation devices such as NeoWarm. Her work consistently integrates accessibility considerations for low-resource settings and underserved populations. Analysis of her 2024-2025 publications reveals three dominant trajectories: 1) Cervical cancer diagnostics advancing toward universal screening through p16INK4a targeting and biomarker validation; 2) Multiplexed detection platforms for HIV, malaria, and pathogens using paper microfluidics and particle diffusometry; 3) Engineering education reform focused on departmental accountability for diversity. Her technical work spans electrochemical sensing, microactuator systems, and breath/sweat analysis, while maintaining strong connections to health equity through community-engaged design.
Mireille Estivalèzes is an Associate Professor in the Department of Didactics at the University of Montreal's Faculty of Education. She holds a PhD in History of Religions and Systems of Thought (École pratique des hautes études/Sorbonne, 2003) and completed postdoctoral research in Ethnology and Religious Sciences at the Centre d'études ethniques des universités montréalaises (2007). Her work focuses on comparative religious education systems in Québec, France, and the UK, secularism policy, and cultural diversity in curricula. Research Interests: Dr. Estivalèzes specializes in didactics of ethics and religious culture, examining how religious diversity is represented in educational materials. Her comparative studies analyze Québec's Ethics and Religious Culture program, France's religious facts approach, and England's multi-confessional model. Additional interests include citizenship education in pluralistic societies, teacher training for intercultural competence, and the interplay between secularism policies and classroom practices. Publication Trends: Her recent works critically examine the decline of religious culture in Québec's education system, contextual pedagogy for sensitive topics, and literary/artistic approaches to religious education. Publications demonstrate consistent focus on textbook analysis, curriculum reform impacts, and practical strategies for teaching religious diversity. Awards: Prix Publication en français Louise-Dandurand (2024) Prix d’auteurs pour l’édition savante, Fédération des sciences humaines/CRSH (2023) Research Leadership: Principal investigator for the CRSH-funded project Culture et dimension culturelle des apprentissages dans la formation initiale des enseignants du secondaire (2016-2018), exploring cultural dimensions in teacher training. Supervised graduate theses on religious culture pedagogy and intercultural competence development.
Andrea Gammonمشاهده پروفایل
استادیار
Andrea Gammon is an Assistant Professor at Delft University of Technology, affiliated with the 4TU.Ethics research program under the 4TU.Federation. Her work bridges engineering ethics, environmental ethics, and pedagogy, with a focus on cross-cultural and inclusive educational frameworks. Primary affiliation: Delft University of Technology Research focus: Ethics in engineering education, moral reasoning, and environmental philosophy Key initiatives: Cross-cultural studies, value-sensitive design, neurodivergent inclusivity in ethics pedagogy Her research explores the intersection of ethics, technology, and education. Themes include: Culturally responsive approaches to engineering ethics Experiential pedagogy for neurodivergent students Temporal ethics in environmental conservation (e.g., cryopreservation and rewilding) Moral intuitions in global engineering contexts Behavioral outcomes of ethics education Critical analysis of meritocracy in STEM Recent publications highlight trends in: Cross-cultural ethical reasoning Temporal ethics and environmental futures Inclusive pedagogy Value-sensitive design Philosophical foundations of environmental ethics Critical analysis of academic meritocracy
Martijn Wiardaمشاهده پروفایل
پژوهشگر
- Responsible Research and Innovation
- Mission-Oriented Innovation Policy
- Ethical Standardization
- +۳ مورد دیگر
Martijn Wiarda is a Researcher at the Delft University of Technology , affiliated with the Faculty of Technology, Policy and Management and the Department of Economics of Technology and Innovation . His work focuses on responsible research and innovation (RRI), mission-oriented innovation policy, ethical standardization, and addressing societal challenges through technology assessment and circular construction. Education: PhD student at Delft University of Technology (completed prior to current role) Email: m.j.wiarda@tudelft.nl Martijn’s research explores the intersection of ethical frameworks and innovation systems. Key trends in his publications include institutional entrepreneurship, justice considerations in mission-oriented policies, and value-sensitive design. His work emphasizes aligning academic research with societal concerns, particularly in climate adaptation and water reuse. He has contributed to systematic reviews and comparative analyses of RRI in industrial contexts. Martijn’s expertise spans responsible innovation , standardization ethics , and societal challenge governance . His 2024 studies on sea level rise adaptation highlight technical and policy-level standardization needs. Earlier works (2023-2019) address participatory processes, contested problem-solution spaces, and the historical dynamics of scientific organization.
Prof. Dr. Iris Saliterer is a Professor for Public and Nonprofit Management, especially Municipal Administration , at the Faculty of Economics and Behavioral Sciences of the University of Freiburg since 2016. She holds a habilitation from Alpen-Adria University Klagenfurt (2014) and previously served as Associate Professor and Assistant Professor at the same institution, as well as Professor at Berlin University of Technology and Economics (2012-2013). Her research focuses on municipal governance , public sector innovation , and financial resilience , with recent publications analyzing citizen engagement via social media , individual resilience in public service , and gender aspects in budgeting . She actively contributes to the academic community through memberships in the Comparative International Governmental Accounting Research (CIGAR) , International Research Society for Public Management (IRSPM) , and the European Group for Public Administration (EGPA) . Her Joseph A. Schumpeter Fellowship at Harvard University (2015-2016) highlights her international recognition. Current teaching includes Review Research – evidence-based literature analyses in management research and Introduction to Public Management , while her team organizes master labs on Digital Public Service Encounters and Municipal Sustainability Reporting . Scientific Awards: Joseph A. Schumpeter Fellowship (2015-2016) at Harvard University Research Trends: Recent publications emphasize financial resilience in European governments, performance information use , and digital transformation in public services. Key subfields include crisis management , emotional exhaustion in public service , and gender budgeting . Committee Roles: Dean of Studies, University of Freiburg Board of Directors, Centre for Security and Society, Freiburg Graduate Academy SERIOR Executive Committee, IRSPM Special Interest Group Public Accounting Auditor, IRSPM (Ad-hoc) Reviewer for journals like Public Management Review, Critical Perspectives of Accounting, and others
M C. Davis, M.D., M.P.H. is Professor of Emergency Medicine and Chief of Pediatric Emergency Medicine at the University of Rochester Medical Center, a role she has held since 2007. A board-certified specialist in Pediatric Emergency Medicine, she is an active member of the UR Medicine Faculty Group and the Accountable Health Partners network, serving patients across 19 departments and multiple regional hospitals. Education & Training M.D. – State University of New York at Syracuse, 1986 Internship – Pediatrics, University of Rochester School of Medicine, 1986–1987 Residency – Pediatrics, University of Rochester School of Medicine, 1987–1989 Fellowship – Pediatric Cardiology, University of Rochester School of Medicine, 1989–1990 Cum Laude – College of the Holy Cross, 1982 Research Focus Dr. Davis’s scholarship centers on improving outcomes in pediatric emergency care. She investigates safe reduction of unnecessary radiation exposure during trauma evaluation, optimal pharmacologic management of pediatric status epilepticus, pain assessment and analgesic use, and system-level improvements in asthma and trauma care. Her work frequently leverages large national datasets and multi-institutional collaborations to drive evidence-based quality improvement. Across nearly two decades of publications, her research trajectory reveals a commitment to patient safety, health services research, and medical education. Early work examined toxicology training for paramedics and adverse effects of sedatives and antidotes in children. Subsequent studies shifted toward epidemiologic analyses of EMS utilization and informed-consent challenges in emergency settings, culminating in recent efforts to sustain reductions in CT imaging for pediatric trauma. Honors & Awards Athena International Award (2022) URMC Board of Excellence Award – Emergency Medicine Department (2019) UR Presidential Diversity Award – Commission on Women and Gender Equity (2019) URMC Quality & Safety Award – Pediatric Asthma Community QI Team (2019) Numerous Strong Star Awards for Excellence in Family-Centered Care (2010–2018) Clinical Teaching Awards (2005, 2008) Employee Recognition Award (1996) Chief Resident – Pediatrics (1989) Cum Laude – College of the Holy Cross (1982) Leadership & Service As Chief of Pediatric Emergency Medicine since 2007, Dr. Davis leads a multidisciplinary team dedicated to delivering high-quality, family-centered emergency care. She mentors residents and fellows, chairs quality-improvement initiatives targeting pediatric asthma and trauma protocols, and contributes to regional EMS education. Her sustained commitment to diversity, equity, and inclusion is recognized through institutional awards and committee leadership.
David K. Gaffney is a Professor in the Department of Radiation Oncology at the University of Utah and serves as Senior Director for Clinical Research at the Huntsman Cancer Institute . He holds the J Robert and Ann K Stewart Endowed Professorship and specializes in the radiotherapeutic management of gynecological cancers, breast cancers, and lymphomas. Education: PhD in Biochemistry (1990), MD (1992) - Medical College of Wisconsin Residency - University of Utah School of Medicine Internship - LDS Hospital, Salt Lake City Dr. Gaffney’s research focuses on clinical trial development , prognostic markers , radiation sensitizers , and secondary cancers . His work addresses improving survival and quality of life for cancer patients through optimized radiation protocols and global health initiatives. Recent publications emphasize brachytherapy for cervical cancer, IMRT applications, and financial implications of treatment regimens. He chairs the Clinical Research Executive Committee at Huntsman Cancer Institute and contributes as a Senior Editor for journals like International Journal of Gynecologic Cancer . Dr. Gaffney actively collaborates with international organizations such as the Gynecologic Cancer Intergroup and has led guidelines for cervical and endometrial cancer staging and treatment.
Univ.-Prof. Dr. Lis Schüler has held the chair of Primary-School Pedagogy / German Didactics with a focus on literary education at the Free University of Berlin , Department of Education and Psychology, since November 2022. She leads the Learning and Research Workshop for Literary Education and is co-editor of the journal Die Grundschulzeitschrift (2012–2024). Education & Career Path 1992–1998: Teacher-training studies (Grund- und Mittelstufe), University of Hamburg 1999–2001: Referendariat and 2nd State Examination, Hamburg 2001–2008: Primary-school teacher and German subject leader, Hamburg 2008–2018: Research assistant and doctoral candidate, Universities of Hamburg and Kassel July 2018: PhD (University of Hamburg) – thesis on narrative patterns in 3rd-grade writing 2018–2022: Guest professorships and substitute chairs at TU Dresden and FU Berlin Since 11/2022: Full professorship (W3) at FU Berlin Research Focus Lis Schüler’s work centres on how children acquire literacy in rich literary contexts. She investigates literary learning , text writing , and the development of narrative competences in multilingual classrooms. A second strand examines elementary writing culture , exploring how preschool and primary pupils relate to script, spelling, and multimodal text design. Her empirical studies combine ethnographic classroom observation with didactic intervention, frequently analysing pupils’ texts for narrative patterns, intermedial references, and linguistic diversity. Recent Publications & Trends Across more than 150 publications (monographs, edited volumes, journal articles, handbook chapters), two trends stand out: (1) a continuous refinement of concepts for narrative pattern recognition in early writing, and (2) an increasing integration of multilingual perspectives into literary and writing didactics. The 2023 volume „Szenen aus der Schule“ exemplifies her collaborative, observation-based approach, while forthcoming 2025 contributions expand the dialogue between university learning workshops and school practice. Grants & Collaborations Member of the nationwide research network AG SchriftSPRACHerwerb (since 2018) Co-applicant in the federal Qualitätsoffensive Lehrerbildung project „Mehr Sprache(n) – mehr Kultur(n)“ (PRONET²) Principal organiser of the Long Night of Science literary events at FU Berlin Advising & Teaching Prof. Schüler teaches foundational and advanced courses in German didactics for primary education, coordinates the research colloquium, and supervises BA, MA and doctoral theses. Students arrange individual consultation slots via her assistant team ( sek-schueler@ewi-psy.fu-berlin.de ). Laboratory & Outreach She heads the Lern- und Forschungswerkstatt für Literarische Bildung , a university–school laboratory that invites classes to explore literature through creative writing, drama and multilingual storytelling, thereby generating authentic research data while fostering pupils’ literary engagement.
Jake Maddenمشاهده پروفایل
دانشیار مدعو
Jake Madden is an Adjunct Associate Professor at Southern Cross University’s Faculty of Education, with over three decades of experience as an educational leader in Australian and international schools. He holds a Doctorate in Education (ACU) and has served as Group Head of Schools for Aoba Education Group in Tokyo, focusing on transformative strategies for school improvement and teacher capacity building. Education: Doctor of Education (Australian Catholic University), Master of Education (ACU), Bachelor of Education (Edith Cowan University), Diploma of Education (Armidale College of Advanced Education) Research Interests: Jake’s work centers on educational leadership , school improvement , and teacher-as-researcher models. His recent publications explore instructional coaching cultures , AI-driven assessment reform , and collaborative school cultures , reflecting a commitment to modernizing educational practices and fostering global mindedness. Scientific Awards: Outstanding Contribution to Education Award (GESS Dubai)
Julia Katharina Hofmannمشاهده پروفایل
مدرس پارهوقت
Julia Katharina Hofmann is a PartTime Lecturer in Catholic Theology at Humboldt University of Berlin , where she teaches courses like Religiöses Lernen verstehen . She is also a Wissenschaftliche Mitarbeiterin (Research Assistant) at the University of Tübingen since 09/2022, focusing on early childhood religious education and cultural diversity in daycare teams. Her interdisciplinary research bridges empirical pedagogy, interreligious education, and visual studies, particularly analyzing representations of Judaism and Islam in school textbooks. University: Humboldt University of Berlin, University of Tübingen Academic Role: PartTime Lecturer (Berlin), Research Assistant (Tübingen) Her work explores: Religious heterogeneity in confessional education (HET project) Visual narratives in religious textbooks Intercultural competence in early childhood teams Her publications examine how youth perceive religious diversity through images, using mixed-methods approaches. She has presented at international conferences like JURE 2024 and contributes to initiatives like the Doktorandenkonvent der Katholisch-Theologischen Fakultät Tübingen and AGENDA – Forum katholischer Theologinnen e.V.
Jess Gregory is a Chair and Professor in the Department of Educational Leadership & Policy Studies at Southern Connecticut State University, serving as Coordinator of the EDL 6th Year Program. Their work spans inclusive education, leadership theory, and professional development. Research Interests focus on: Teacher attitudes toward inclusion of students with disabilities Leadership frameworks (e.g., Mary Parker Follett’s power dynamics) Mindfulness and growth mindset in professional capacity building Pandemic-related challenges in academic integrity and digital collaboration Development of psychometric tools for measuring educational equity Article Trends reveal a consistent emphasis on cross-cultural inclusion studies, leadership ethics, and technology’s role in education. Over 15 years, their research bridges policy analysis, classroom practice, and systemic reform. Professional Contributions include: Coordinating advanced programs in educational leadership Designing assessment instruments for teacher attitudes Advocating for culturally responsive administrative practices Exploring flipped classrooms, rubric-based grading, and peer interactions