جست‌وجوی استاد و پژوهشگر

Feng Xiaoمشاهده پروفایل

دانشیار

• Second Language Acquisition
• Pragmatics
• AI-Supported Language Learning
• +۱۲ مورد دیگر

Feng Xiao is an Associate Professor in the Department of Asian Languages and Literatures at Pomona College, where he also holds the title of Oldenborg Faculty Fellow. He contributes significantly to research and teaching in second language acquisition, particularly in Chinese as a second language, and integrates AI into language pedagogy. Educational Background: Ph.D., Carnegie Mellon University B.A. and M.Ed., Beijing Language and Culture University Feng Xiao's research centers on pragmatics in second language learning, examining how learners develop contextual language use during study abroad and how AI can support personalized language instruction. His work bridges applied linguistics, educational technology, and cross-cultural communication. He applies quantitative methods and data mining to analyze language development and assessment. His recent projects explore the role of AI beyond ChatGPT, gender-inclusive curricula, and the impact of the pandemic on study abroad. His recent publications reflect a strong trend toward integrating artificial intelligence into language education, expanding the understanding of pragmatic development in Chinese, and addressing equity and innovation in teaching. These works span journals in psycholinguistics, language assessment, and digital pedagogy. Scientific Awards and Grants: Hirsch Research Initiation Grant (2021–2023) EnviroLab Asia Curricular Innovation Award (Henry Luce Foundation, 2020) Andrew W. Mellon Grant for Digital Humanities (2016–2019) Hahn Fund for Innovative Teaching with Technology (awarded multiple times) Language Learning Dissertation Grant (2015) Modern Languages Department Dissertation Completion Scholarship (Carnegie Mellon, 2014–2015) Barbara F. Freed Award for Study Abroad Research (2014–2015) Feng Xiao actively mentors students and collaborates on digital tool development for language learning. He has led curriculum innovation projects and secured external funding for research and teaching. His work emphasizes educational equity, technological integration, and inclusive pedagogy. He teaches a range of courses from intermediate to advanced Chinese, as well as specialized topics such as Chinese in society, digital news, and culture. He is involved in interdisciplinary initiatives connecting language learning with digital humanities and environmental studies through grants like the EnviroLab Asia award. His lab-like collaborations focus on AI-driven pedagogical tools and data analysis in language acquisition.

Candice Priceمشاهده پروفایل

دانشیار

• DNA topology
• Knot theory
• Applied mathematics
• +۳ مورد دیگر

Candice Price is an Associate Professor of Mathematical Sciences at Smith College, a private women's liberal arts college in Northampton, Massachusetts. Her work spans mathematical research and efforts to increase diversity in STEM fields. Education: Ph.D. in Mathematics, University of Iowa (2012), advised by Isabel Darcy M.S. in Mathematics, San Francisco State University (2007) B.A. in Mathematics, California State University, Chico (2003) Dr. Price's primary research focuses on DNA topology , applying knot theory to understand the structure of DNA. Her work extends to broader areas of applied mathematics including mathematical biology, social network analysis, and group theory. She is particularly interested in the intersection of mathematical research with real-world biological problems, such as modeling RNA:DNA hybrids and analyzing social grooming patterns to understand parasite transmission. Her research demonstrates how abstract mathematical concepts can provide insights into complex biological systems. Her recent publications show a growing interest in STEM education and diversity initiatives, culminating in work on feminist pedagogy in STEM fields. While her early career focused more on pure mathematical applications to biology, her research has expanded to address educational challenges and diversity in mathematics, reflecting her commitment to making STEM fields more inclusive and accessible. Dr. Price has founded important initiatives like the Underrepresented Students in Topology and Algebra Research Symposium (USTARS) to support students from backgrounds traditionally underrepresented in mathematics. Her service work focuses on creating networks and communities in STEM to provide opportunities to share resources and amplify voices of women and people of color in STEM fields. Through her dual focus on rigorous mathematical research and inclusive educational practices, Dr. Price exemplifies how mathematicians can contribute both to advancing knowledge in their field and to creating more equitable academic environments.

• Emergent Literacy
• Self-Regulated Learning
• Reading Motivation
• +۳ مورد دیگر

Sherri Horner is a Professor and the Assistant Director for Undergraduate Education at the School of Counseling, Higher Education, Leadership and Foundations within Bowling Green State University. She serves as the EDFI Coordinator, focusing on educational foundations and psychology in early childhood contexts. Her academic career spans decades, with a strong emphasis on literacy and learning strategies. Education: Ph.D. in Educational Psychology (Learning, Development, and Instruction; Literacy subspecialization), City University of New York (1998) M.Phil. in Educational Psychology, City University of New York (1997) B.A. in Psychology, Western Michigan University (1988) Research Interests: Dr. Horner specializes in emergent literacy , particularly alphabet learning and environmental print analysis, self-regulated learning in reading contexts, and motivation in early literacy education . Her work bridges theoretical frameworks (e.g., Social Cognitive Theory) with classroom applications. Recent Publications highlight her evolving focus on educational reform, literacy assessment transparency, and adapting pedagogies for diverse learning environments, including post-pandemic online education and cultural identity studies. Professional Service: She has co-chaired AERA Special Issue Groups and served as a proposal reviewer, contributing to academic discourse in self-regulated learning and educational psychology.

• Comparative Histories of Indigenous Schooling
• Colonial Schooling in Imperial Japan - Ainu Education
• Minority, Immigrant and Colonial Education
• +۲ مورد دیگر

Christopher J. Frey serves as Associate Professor at Bowling Green State University's School of Counseling, Higher Education, Leadership and Foundations, where he coordinates the Master's in Cross-Cultural and International Education program. He holds dual affiliations with the Asian Studies Program and Higher Education and Student Affairs initiatives, contributing to interdisciplinary academic leadership through roles including Faculty Senate Chair (2020-2022) and University Graduate Council membership. His educational background includes: Ph.D. in History, Philosophy and Policy Studies (Indiana University-Bloomington, 2007) M.A. in East Asian Studies (Indiana University-Bloomington, 2006) M.S. in Comparative Education (Indiana University-Bloomington, 2003) Frey's research examines colonial education systems with particular focus on Ainu schooling in Imperial Japan, comparative indigenous education frameworks, and adolescent ethnic identity development. His work bridges historical analysis with contemporary multicultural education challenges, emphasizing decolonizing methodologies and cross-cultural pedagogical approaches. Key themes include the intersection of geography and educational access, minority language preservation, and policy transfer dynamics in international contexts. His 14 recent publications reveal consistent engagement with comparative education policy, indigenous knowledge systems, and identity formation. The body of work demonstrates methodological diversity spanning longitudinal quantitative studies of adolescent development, historical archival research on Japanese colonialism, and critical analysis of global citizenship frameworks. Recurring geographical foci include Japan's northern territories, Navajo Nation communities, and international student mobility patterns. Scientific recognition includes: Japan Ministry of Education (Monbukagakusho) Graduate Research Fellowship Frey directs significant externally funded projects including a $150,000 U.S. Department of State Mandela-Washington Fellowship and Spencer Foundation-supported longitudinal studies of adolescent achievement. His grant portfolio reflects expertise in international program development, with emphasis on civic leadership training and cross-cultural research methodology. As thesis advisor for EDFI 6990, he mentors graduate students in qualitative and comparative research design while leading the Navajo Nation Immersion Trip to contextualize classroom learning within indigenous communities. His scholarly leadership extends to Faculty Senate governance, Peace Corps Coverdell Fellows programming, and the Inclusive and Culturally Responsive Educators student group, demonstrating commitment to translating research into community-engaged practice.

Kristen Schraubenمشاهده پروفایل

دانشیار

• School Psychology
• Educational Assessment
• Academic Interventions
• +۴ مورد دیگر

Kristen Schrauben is an Associate Professor in the Psychology Department at Grand Valley State University (GVSU) and serves as the Director of the School Psychology Graduate Program. She holds a B.A. in Psychology from Fairfield University and earned her M.A. and Ph.D. in School Psychology from Michigan State University. Research Interests: Improving academic performance of struggling elementary students through performance feedback and reading interventions. Training methods for graduate students in administering and scoring intellectual assessments, focusing on error identification and reduction. Collaborative projects with local school districts and researchers like Dr. Sara Witmer (Michigan State University). Recent Publication Trends: Focus on educational interventions, behavioral strategies, and assessment training methods, including systematic reviews, literature analyses, and classroom-based studies targeting students with disabilities, emotional disorders, and language learners. Scientific Awards: Pew Teaching Excellence Award (2024) Teaching Roles: Courses include Psychology and Education of the Exceptional Child, Intellectual/Developmental Disabilities, Educational Assessment, and Intellectual Assessment.

• Medical Education
• Science Education
• Educational Technology
• +۵ مورد دیگر

Rob Wallon is a Teaching Assistant Professor in Biomedical and Translational Sciences at the Carle Illinois College of Medicine, University of Illinois. His work focuses on advancing medical education through innovative technologies and pedagogical strategies. Primary Role: Director of Academic Support Courses Taught: BSE 666 - Academic Progress I Dr. Wallon’s research spans educational technology, embodied learning, and curriculum design. He has pioneered the integration of virtual reality (VR) in medical training, particularly for anatomical visualization and case-based learning. His studies on spaced repetition and holistic academic support systems aim to enhance medical student performance and wellbeing during high-stakes exam preparation. Recent publications highlight his exploration of gesture-based learning in science education, gamification for scientific argumentation, and accessibility reforms post-pandemic. These works intersect biomedical training with cognitive science principles to improve explanatory reasoning and conceptual understanding. Email: rwallon2@illinois.edu

Devon Donohue-Bergelerمشاهده پروفایل

استاد آموزشی

• Experiential Learning
• Study Abroad
• Drama-Based Pedagogy
• +۳ مورد دیگر

Dr. Devon Donohue-Bergeler serves as a Professor of Instruction in the Department of Modern Languages and Literatures at The University of Texas at San Antonio within the College of Liberal and Fine Arts. She joined UTSA in Fall 2018 as leader of the German program and director of the summer study abroad program in Dresden, teaching courses from beginner German (GER 1014-1024) through advanced levels (GER 3023) alongside specialized courses in German culture, film, and migration studies. Her educational background includes: Ph.D. in Foreign Language Education, The University of Texas at Austin (2018) M.A. in German Studies, Culture and Communication, Technische Universität Dresden (2009) B.A., Boston University (2002) Dr. Donohue-Bergeler's research pioneers drama-based pedagogy in foreign language education, focusing on experiential learning, study abroad outcomes, and graduate student teaching development. Her work examines how theatrical techniques enhance language acquisition, create inclusive classrooms for LGBTQ+ students, and develop intellectual dexterity among educators. She investigates barriers to pedagogical innovation and strategies for implementing drama-based methods across collegiate language curricula. Her publications reveal consistent application of drama-based approaches to solve pedagogical challenges, from multimodal music video analysis to online improvisation techniques. Recent work emphasizes intersectional inclusion in beginner German courses and collaborative classroom research models that flatten hierarchical teaching structures. The scholarship demonstrates evolving adaptation of drama techniques from physical classrooms to digital environments. No scientific awards are specified in available documentation, though her research appears in respected journals including Scenario Journal for Performative Teaching and Die Unterrichtspraxis/Teaching German . Dr. Donohue-Bergeler advises German program students and study abroad participants in Dresden, developing professional growth opportunities for graduate student instructors through classroom research partnerships. Her dissertation established a semester-long drama-based pedagogy program addressing implementation challenges for new teaching methods. She leads UTSA's German program development and the Dresden study abroad initiative, collaborating with international partners at Technische Universität Dresden to create immersive language learning experiences that integrate cultural studies with location-based instruction.

Matthijs J. Warrensمشاهده پروفایل

استاد

• Statistics
• Educational Research
• Psychometrics
• +۳ مورد دیگر

Matthijs J. Warrens is a Professor in the Department of Research and Evaluation of Educational Effectiveness at the Faculty of Behavioural and Social Sciences, University of Groningen, Netherlands. His academic career spans statistical methodology development and educational research with direct applications in Dutch schooling systems. Warrens' primary research domains include Statistics (specializing in kappa coefficients, inter-rater reliability, and measurement theory), Educational Research (focusing on secondary and special education), and Psychometrics . His work addresses predictive modeling of student outcomes, validation of educational instruments, and inclusive education practices, with consistent emphasis on Dutch educational contexts and policy implications. Analysis of his 15 most recent publications (2023-2025) reveals three dominant research trajectories: (1) Statistical methodology advancements in reliability analysis (weighted kappa, missing data handling), (2) Educational assessment systems (predictive validity of school tests, subject choice determinants), and (3) Inclusive education dynamics (peer acceptance, special needs integration, supplementary education impacts). These intersect through rigorous quantitative approaches applied to real-world Dutch educational challenges. No scientific awards are explicitly documented in the provided materials. Warrens actively supervises doctoral candidates as evidenced by his activity record “Supervision and examination of PhD students of the UG” and “Supervised Work (4)” notation. His grant involvement focuses on Dutch educational policy evaluation, particularly supplementary education systems and predictive testing frameworks, though specific funding details aren't disclosed in the source material. He operates within the Research and Evaluation of Educational Effectiveness department, contributing to interdisciplinary teams examining educational equity, measurement validity, and policy implementation across Dutch primary and secondary education sectors.

Sabine Manzelمشاهده پروفایل

استاد

• Citizenship Education
• Civic Literacy
• Political Knowledge
• +۱۲ مورد دیگر

Sabine Manzel is a Full Professor for Didactics of Social Sciences at the Institute of Political Science , University of Duisburg-Essen. She founded and leads the CIVES School of Civic Education , focusing on innovative teacher training and empirical research in citizenship education.

• Developmental Language Disorder
• Speech and Language Therapy
• Educational Inequality
• +۴ مورد دیگر

Dr. Sarah Spencer serves as a Senior Lecturer in the Department of Human Communication Sciences at the University of Sheffield's School of Allied Health Professions, Nursing and Midwifery. With over two decades of clinical experience as an HCPC-registered Speech and Language Therapist and certified RCSLT member, she bridges academic research and NHS clinical practice to address language-related educational inequalities affecting children and adolescents from disadvantaged backgrounds. Her academic credentials include a BMedSci and PhD in Speech and Language Therapy. Dr. Spencer maintains an active clinical practice through her honorary NHS contract and partnerships with organizations including ICAN and The Communication Trust, specializing in complex speech-language disorders among adolescents with particular expertise in language-behavior-social outcome intersections. Dr. Spencer's research confronts systemic inequities through multiple strands: investigating adolescent language differences (Developmental Language Disorder, speech sound disorders); developing inclusive school practices; designing culturally responsive interventions for underserved communities; and critically examining social class impacts on language development. Her methodological approach combines qualitative depth with quantitative rigor, prioritizing co-production with educators and families to ensure real-world relevance. Analysis of her 15 most recent publications reveals consistent thematic threads across diverse contexts—from Indonesian kindergartens to English youth prisons—including socioeconomic impacts on language outcomes, innovative classroom strategies like the Communication Supporting Classroom Observation Tool (CSCOT), and nuanced explorations of nonstandard language varieties. Her work demonstrates exceptional translational impact, with studies directly informing tools adopted by schools and clinical protocols used by NHS services. Professional Recognition and Service: Senior Fellow of the Higher Education Academy (SFHEA) Associate Editor, International Journal of Language and Communication Disorders Regular manuscript reviewer for journals including Language, Speech and Hearing Services in Schools; PLOS ONE; Child Language Teaching and Therapy Grant reviewer for ESRC and Nuffield Foundation As an active PhD supervisor, Dr. Spencer mentors five doctoral candidates investigating cleft palate interventions, parent feedback strategies, and secondary school communication support while having successfully guided three students to completion. Her current research portfolio includes Communication Supporting Classrooms, academic vocabulary development programs for secondary students, and the Language Enriching Activity Programme (LEAP) delivered in partnership with Sheffield Children's NHS Foundation Trust, with new funding applications underway for neurodiversity and equity in pediatric speech-language therapy provision. Through Sheffield NHS partnerships and The Communication Trust's youth justice sector initiatives, Dr. Spencer maintains direct clinical engagement with adolescents experiencing complex speech-language disorders, particularly focusing on mainstream educational settings where language difficulties intersect with behavioral challenges and social outcomes.

• Artificial Neural Networks
• Machine Learning
• Data Mining
• +۵ مورد دیگر

Marija Blagojević is a Full Professor at the Department of Information Technologies within the Faculty of Technical Sciences in Čačak, University of Kragujevac, Serbia. With over fifteen years of experience in teaching and research, she has established herself as a leading academic in Information Technologies and Systems. Her work spans multiple domains including artificial intelligence, machine learning, and educational technologies, contributing significantly to both theoretical advancements and practical applications in these fields. Dr. Blagojević began her academic career at the Technical Faculty in Čačak in October 2007, initially conducting exercises for courses in Informatics Methodology and IT Applications-Practicum. She was appointed as an Assistant in June 2008 and has since advanced to her current position as Full Professor. Throughout her career, she has continuously expanded her expertise through various specialized courses including Oracle Academy courses in database design and programming, machine learning from Stanford University, and certifications in Huawei AI technologies. Her research interests primarily focus on the application of artificial intelligence techniques to solve complex problems across diverse domains. She has made significant contributions to neural network applications, developing models for predicting apricot yields, air pollution levels, and student success in programming courses. Her work in e-learning technologies demonstrates innovative approaches for adaptive course delivery using data mining techniques. She has also pioneered research at the intersection of AI and psychology, exploring concepts like 'Artificial Psychology' and 'PsAIchology'. Analysis of Dr. Blagojević's recent publications reveals a clear trajectory toward interdisciplinary applications of artificial intelligence. Her work increasingly bridges computer science with psychology, healthcare, and environmental science. A notable trend is her focus on explainable AI, ensuring complex machine learning models remain interpretable for end-users. Her research also demonstrates strong commitment to applying technology for social good, particularly in education and rural development contexts, as evidenced by projects like WINnovators Space. Scientific Awards and Recognitions Award from 'dr Milivoje Urošević' foundation for best graduating student in 2006/2007 Four awards from Technical Faculty for excellent academic results each school year Scholarship from Fund for Young Talents Scholarship from University of Kragujevac (as one of 11 best students) Scholarship from Čačak municipality Scholarship from 'Denise Hale' Foundation Award for the best second-place innovative idea from the Union of Engineers and Technicians of Serbia (February 2020) Recognition for the best female scientist with most research results at University of Kragujevac (February 2022) Dr. Blagojević has been actively involved in research supervision and grant-funded projects throughout her career. She has served as a reviewer for three scientific journals and participated in significant research initiatives including 'Development of new information and communication technologies using advanced mathematical methods' (Project III 44006) and 'Application of biomedical engineering in preclinical and clinical practice' (Project 41007). Her international collaboration includes participation in TEMPUS project 544482-TEMPUS-1-2013-1-IT-TEMPUS-JPHES and Erasmus mobility at Alexandru Ioan Cuza University of Iaşi. As a member of the Computer Science Laboratory at the Faculty of Technical Sciences, Dr. Blagojević contributes to a collaborative research environment focused on advancing information technologies. Her interdisciplinary approach connects computer science with psychology, healthcare, and environmental science, demonstrating how technology can address complex real-world challenges while enhancing educational outcomes and community development.

• Language Use
• Identity
• Educational Sciences
• +۷ مورد دیگر

Elin Almér is a Lecturer at the University West , affiliated with the School of Educational Sciences and Languages and the Department of Educational Sciences and Languages . Her work spans teaching in teacher training and the Master’s Program in Child and Adolescent Studies, with research focusing on language use, identity formation, and their intersections in educational contexts. Research Focus: Language as a tool for meaning-making (experiential, interpersonal, textual), bilingual children's perspectives on language, new students' academic integration. Teaching: Swedish language instruction, scientific writing, and pedagogical strategies in literacy and literature. Publications: Recent works explore multicultural education, speech synthesis in literacy, and immigrant life choices, with historical studies on youth language, bilingualism, and gender theory. Collaborations: Supervised student theses on topics including school absenteeism, digital tools in education, and marginalized student groups.

Hanna Kirjavainenمشاهده پروفایل

مدرس

• Digital public service delivery
• Social inclusion
• Digital co-creation
• +۶ مورد دیگر

Hanna Kirjavainen is a Lecturer at Turku University of Applied Sciences, specializing in the intersection of digital technologies and social inclusion within the Health and Well-being sector. Her work focuses on leveraging digital tools to enhance public service delivery, particularly for marginalized groups including socially withdrawn youths and migrants. She's based at the Kupittaa Campus and actively contributes to research on digital co-creation and networking. Role: Lecturer in Health and Well-being Key Research Areas: Digital public services, social inclusion, marginalized youth, migrant integration Digital Innovation in Social Services Kirjavainen's research explores how digital platforms can transform citizen-state interactions. Her studies on digital co-creation have examined: Using social media for youth engagement MOOCs as integration tools for migrants Virtual networking strategies for counseling professionals Digital storytelling in employment services The Digital Networking Handbook she helped develop provides practical guidance for professionals navigating online service delivery.

Dietrich Kammerمشاهده پروفایل

استاد

• Technical Visualization
• Human-Computer Interaction
• Virtual Reality
• +۵ مورد دیگر

Dietrich Kammer serves as Professor of Technical Visualization at Dresden University of Applied Sciences' Faculty of Computer Science/Mathematics, holding Germany's first dedicated professorship in this field established to address growing demands for innovative visualization methods in human-computer interaction. His teaching emphasizes project-based learning grounded in solid theoretical foundations, focusing on virtual/augmented reality technologies and comprehensible user interfaces across programs including Media Informatics and Geomatics. His research centers on transforming abstract data into interactive visual representations through technical visualization, employing creative techniques like metaphor production and morphological analysis. Key focus areas include tangible user interfaces, elastic displays, and multimodal interaction systems designed to enhance user experience with complex datasets. He explores how customized graphical interfaces can make otherwise unmanageable data volumes visually interpretable and actionable. Analysis of his 2021-2025 publications reveals dominant research themes in elastic display technology, tangible interaction, and information visualization. Notable trends include adaptive visual assistance systems for smart factories (AVISAR), dynamic vibrotactile feedback mechanisms, and AI applications in metadata acquisition and learning analytics. His work consistently bridges theoretical frameworks with practical industrial and educational implementations. No specific details regarding student advising or research grants appear in available materials, though he advocates for student-led project development in his pedagogical approach. He directs the Technical Visualistics Working Group, which functions as an interdisciplinary platform for developing innovative interaction and visualization solutions through collaborative research and development initiatives.

Sunah Choمشاهده پروفایل

مدرس

• Educational Technology
• Online Learning
• Blended Learning
• +۶ مورد دیگر

Dr. Sunah Cho serves as a Faculty Liaison at the University of British Columbia's Centre for Teaching, Learning and Technology (CTLT), where she strengthens strategic partnerships with the Sauder School of Business and supports pedagogical innovation across face-to-face, blended, and online learning environments. As an instructor in UBC's Master of Educational Technology (MET) program, she teaches ETEC 500 and ETEC 512 courses while leveraging her expertise in educational consulting, learning design, and project management to enhance teaching practices institution-wide. Her research focuses on student engagement, personalized learning, universal design for learning (UDL), social network analysis, learning analytics, and online assessment design. She is deeply committed to advancing the Scholarship of Teaching and Learning (SoTL), with particular emphasis on creating flexible curricula and adaptable technologies that foster inclusive educational experiences. Her work consistently bridges theoretical frameworks with practical applications in higher education settings. Dr. Cho's publication record reveals strong thematic continuity across educational technology domains, with recent work examining video analytics, co-creation models in teaching, faculty liaison effectiveness, and innovative assessment strategies. Her research spans both synchronous and asynchronous learning environments, addressing critical challenges in online engagement, instructor presence, and technology-mediated language acquisition. Through her CTLT role, Dr. Cho conducts comprehensive needs analyses, manages pedagogical projects from conception to evaluation, and collaborates with faculty across disciplines to integrate technology into curricula. Her service-oriented approach directly supports UBC's strategic vision for flexible learning while contributing to the MET program's educational mission.