جست‌وجوی استاد و پژوهشگر

Nancy B. Sardoneمشاهده پروفایل

استاد

• Education
• Social Studies Education
• STEM Education
• +۴ مورد دیگر

Dr. Nancy B. Sardone is a Professor of Education at Georgian Court University's School of Arts, Sciences, and Education, specializing in Teacher Education. She teaches elementary social studies and STEM methods courses, as well as secondary courses in instructional design and technology for inclusive classrooms. Ph.D. in Business Education, New York University M.A. in Business Education, New York University B.S. in Resource Economics, University of Massachusetts @ Amherst Her research focuses on game-based learning , social studies pedagogy , and interdisciplinary STEM/eco-education . She explores economics education through simulations, human rights via gamification, and geographical literacy through tabletop games. Recent work analyzes historical accuracy in film and develops systems thinking through robotics. Dr. Sardone's publications demonstrate trends in interactive pedagogy , media analysis , and inclusive teaching across middle school to graduate levels. She contributes to global perspectives on playful teaching and has collaborated with former students on multiple publications.

Aleksandra Shermanمشاهده پروفایل

دانشیار

• Psychology of Art
• Multisensory Perception
• Cognitive Neuroscience
• +۳ مورد دیگر

Aleksandra Sherman is an Associate Professor of Cognitive Science at Occidental College since 2014. She holds a B.A. from Rutgers University and a Ph.D. from Northwestern University. Her research focuses on interdisciplinary studies of art perception, multisensory integration, and the cognitive/emotional impacts of art engagement. Sherman employs mixed methods including EEG, eye-tracking, and qualitative analysis, collaborating with artists, neuroscientists, and philosophers. Education: B.A. Rutgers University, Ph.D. Northwestern University Her research explores how senses interact during art perception, the role of empathy in museum experiences, and how multisensory illusions like the McGurk effect are influenced by individual differences. Current projects include a co-authored book 'Why the Arts Matter' and studies on auditory-visuo-motor learning. Sherman's work is funded by the NEA, NSF, NIH, and Templeton Foundation. Her recent articles analyze art's contribution to scientific knowledge, mask effects on emotion perception, and multisensory sequence learning. She advises numerous student researchers and teaches courses like 'Art, Creativity, and Cognition' and 'Neuroimaging Methods.' Advising highlights include mentoring students in multisensory perception studies and art-science collaborations. She leads a lab emphasizing interdisciplinary approaches and culturally inclusive STEM education.

Nicola Perulloمشاهده پروفایل

استاد

• Aesthetic Experience
• Gustatory Aesthetics
• Food and Art
• +۴ مورد دیگر

Nicola Perullo is a full professor of Aesthetics and Rector at the University of Gastronomic Sciences in Pollenzo, Italy. His academic journey includes a Philosophy PhD from the University of Pisa (2001) and studies under Jacques Derrida in Paris. He specializes in the philosophical and aesthetic foundations of food, taste, and gastronomy, blending phenomenology, deconstructionism, and ecological aesthetics. His research explores relational perception, ethical engagement, and the intersection of food with art and ecology. Key research focuses include gustatory aesthetics, ecological perception as a phenomenology of relationships, and the role of wine in perceptual ecology. Notable books include Il gusto come esperienza (2012), Episthenology. Wine as Philosophy (2021), and Ecological Aesthetics (2020). His work bridges philosophy, gastronomy, and environmental studies, advocating for a relational approach to sensory experience. Active in interdisciplinary projects like UNISG Cucina politica and NODES: Nord Ovest Digitale E Sostenibile , he integrates academic research with societal challenges. Teaching includes courses on Critical Gastronomy and the Philosophy of Food. Current research emphasizes processual aesthetics and ecological living, with upcoming works exploring relational thinking for global challenges.

Michelle Yeoمشاهده پروفایل

استاد

• Student experiences of learning
• Scholarship of educational development
• Decolonizing practices

Dr. Michelle Yeo is a Professor and Director of the Mokakiiks Centre for the Scholarship of Teaching and Learning at Mount Royal University. Since 2007, she has served as a faculty development consultant in the Academic Development Centre (ADC), focusing on curriculum design, assessment strategies, and faculty learning communities. Her work emphasizes decolonizing practices, educational development, and enhancing student learning experiences through innovative pedagogical approaches. Educational Background : - PhD (Education), University of Victoria - MA (Education), University of Calgary - BEd (Early Childhood Education), University of Calgary Dr. Yeo’s research interests include student learning experiences, scholarship of educational development, and decolonizing methodologies. She actively contributes to the field through workshops, consultations, and collaborative projects that bridge theoretical frameworks with practical applications. Her recent work explores boundary-crossing practices in SoTL and the integration of Indigenous pedagogies into institutional frameworks. Her publications reflect a commitment to advancing teaching and learning through interdisciplinary dialogue and methodological innovation. Key themes include curriculum transformation, faculty development, and ethical considerations in SoTL research. While no formal awards are listed, her contributions are recognized through sustained institutional leadership and scholarly output. Dr. Yeo oversees the Mokakiiks Centre, fostering a community of practice around SoTL. She collaborates with faculty to design curricula that prioritize student-centered learning and culturally responsive education. Her work often intersects with decolonization efforts, emphasizing critical reflection and institutional change.

Matthew Etheringtonمشاهده پروفایل

استاد

• Philosophy of Education
• Environmental Education
• Indigenous Sovereignty
• +۵ مورد دیگر

Matthew Etherington is a Professor in the School of Education at Trinity Western University, British Columbia, Canada. He serves as Director of the Institute of Indigenous Issues and Perspectives (IIIP) and Vice President of the Association for the Advancement of Scandinavian Studies in Canada (AASSC). His expertise spans philosophy of education, environmental education, Indigenous sovereignty, and worldview analysis. Etherington holds a PhD in the philosophy of education from Macquarie University (Australia) and completed doctoral research at Ontario Institute for Studies in Education (OISE). His academic journey includes degrees from the University of New South Wales, the University of Technology Sydney, and the University of Toronto. Research interests include curriculum design, environmental pedagogy, Indigenous epistemology, and teacher identity. His work bridges theoretical frameworks with practical applications, such as developing anti-racist educational strategies and investigating pride experiences in Finnish schoolchildren. Notable awards include the Provost Innovative Teaching Award (2013 and 2023) and SSHRC grants supporting Indigenous-focused initiatives. Ethierington has authored or co-authored four books, including Environmental Education and Nature: Perspectives and Applications (2023) and Foundations of Education (2014). His publications address diverse topics from mature-age teacher transitions to theology’s role in schooling. Current projects include a sabbatical in 2024/2025 focusing on Indigenous resurgence and educational equity. Affiliations: American Philosophical Association, Canadian Philosophical Association, and Association for Canadian Studies in Australia and New Zealand. Teaching: Courses include Foundations of Education , Curriculum and Pedagogy: K-8 Mathematics , and Issues in Indigenous Education .

• Indigenous Community Development
• Decolonizing Pedagogies
• Social Change
• +۳ مورد دیگر

Lynne Davis is an Associate Professor in the Chanie Wenjack School for Indigenous Studies at Trent University. She has been teaching there full-time since 2000 and served as Program Director of the Ph.D. Program in Indigenous Studies from 2002 to 2009. Her work focuses on Indigenous community development, decolonizing pedagogies, and alliances between Indigenous peoples and social/environmental justice groups. Education: B.A. Honours in Psychology and Sociology (Queen’s University, 1972) Masters in Social Psychology (Sussex University, 1974) Masters in Community Development (University of Alberta, 1979) Ph.D. in Community Psychology (OISE/University of Toronto, 1993) Research Interests: Indigenous/Settler alliances for justice Transformative education in post-secondary settings International and Indigenous community development Policy analysis (e.g., Royal Commission on Aboriginal Peoples) Teaching: Courses include Indigenous Community Development, Indigenous Studies Research Methods, and Transforming Settler Consciousness. Publications: Lynne’s work spans academic articles and books on topics like environmental justice, Indigenous/non-Indigenous alliances, and decolonizing education. Recent publications address pedagogical reforms and policy analysis. Professional Experience: Lynne has worked as a researcher, administrator, and consultant for First Nations communities. She contributed to the Royal Commission on Aboriginal Peoples’ final education report, blending academic rigor with applied policy impact.

• Art Education
• STEAM Education
• Place-Based Education
• +۵ مورد دیگر

Mark Graham is a Professor of Art Education at Brigham Young University's Department of Art. He holds an Ed.D. from Columbia University Teachers College and an MBA from New York University. As Chair of the Art Education committee, he co-directed field study programs in India, Nepal, and Malawi. His interdisciplinary work bridges art education with ecological, holistic, and place-based approaches. Graham is an internationally recognized illustrator, having created 30 children’s books and exhibited work at venues like the Society of Illustrators and Bologna Children’s Book Fair. His research focuses on mindfulness in education, STEAM integration for Indigenous youth, and Himalayan art & culture. Notable publications include studies on transversal skill development through maker spaces and reimagining art classrooms in contemporary contexts. He received the Manual Barkan Award from NAEA for contributions to art education. Graham’s creative practice includes mandalas, installations, and explorations of landscape spirituality. His scholarship critiques traditional narratives of artistic mastery while advocating for policy alignment between art standards and social-emotional learning frameworks. He actively engages in interprofessional curriculum development, such as patient-centered care modules for veterans.

Christopher A. Myersمشاهده پروفایل

استاد

• Community-Based Conservation
• Global Understanding
• Ecological Change
• +۳ مورد دیگر

Christopher A. Myers is a Professor and founding Director of Project Dragonfly at Miami University’s Institute for the Environment and Sustainability and Department of Biology. He leads global initiatives in community-based conservation and inquiry-driven approaches to ecological and social change. His work created the Emmy-winning PBS series DragonflyTV and the spin-off SciGirls, reaching millions annually through education programs. Education : Ph.D. in Ecology from Vanderbilt University. Research Interests : Focus on integrating communities into conservation efforts, fostering global ecological understanding, and leveraging technology for education. Current NSF-funded 'Saving Species' project develops socially-networked conservation stations for public engagement with zoos/aquariums. Programs : Oversees Project Dragonfly’s Advanced Inquiry Program (U.S. cities) and Global Field Program (Africa/Australia/Asia/Americas), offering graduate education for professionals. Collaborates with organizations like TPT public television and the Three Mountain Alliance. Grants : NSF grants support initiatives like the Saving Species Stations and zoo-aquarium partnerships. Publications span collaborative science models, zoo cultural inclusivity, and Indigenous forest stewardship. Labs/Teams : Directs Project Dragonfly’s global network of educators and conservationists, advancing interdisciplinary approaches to sustainability challenges.

• Education Policy
• Child and Family Studies
• STEM Education
• +۳ مورد دیگر

Michele Haynes is a Professor at the Institute for Learning Sciences and Teacher Education (ILSTE) within the Faculty of Education and Arts at Australian Catholic University. Her research spans education policy, child development, STEM pedagogy, and longitudinal social research. Notably, she has investigated adverse childhood experiences (ACEs), STEM competency development in regional schools, and cross-cultural healthcare design for Indigenous populations. Haynes has authored over 50 peer-reviewed articles and co-edited books on teacher education standards and performance assessment methodologies. Her work frequently integrates mixed-methods approaches, addressing topics such as family dynamics, socioeconomic mobility, and health inequities. She collaborates across disciplines including psychology, public health, and architecture to advance evidence-based solutions for education and social systems. Research Contributions Pioneered ACEs demographic analysis in Australian contexts Developed frameworks for inquiry-based STEM education in regional settings Advanced cultural competency standards in healthcare facility design Authored influential studies on longitudinal data methodologies Key Themes: Child welfare, educational equity, interdisciplinary research, policy analysis, Indigenous health, and methodological innovation.

• Teacher Education
• Educational Equity
• Poverty and Education
• +۳ مورد دیگر

Bruce Munro Burnett is an Adjunct Professor in the School of Education at the University of South Australia's Faculty of Education and Arts. His research focuses on teacher education in disadvantaged contexts, addressing challenges such as teacher shortages, equity in education, and cultural diversity in high-poverty schools. He has contributed significantly to understanding retention strategies for educators working in hard-to-staff environments and the impact of policy frameworks on teaching practices. Key research areas include multicultural education, social justice in schools, and the implementation of programs like Australia's National Exceptional Teachers for Disadvantaged Schools initiative. His work frequently explores intersections between teacher identity, systemic inequities, and the role of reflective practice in disrupting deficit thinking. Burnett collaborates internationally, analyzing education policies across the Anglosphere and examining case studies from Australia, the U.S., and Spain. Publications highlight themes such as early-career teacher agency, responses to critical incidents in classrooms, and leveraging technology to engage vulnerable learners. His scholarship emphasizes practical applications of sociological theory to educational challenges, particularly in culturally diverse and economically disadvantaged settings. Burnett has contributed to institutional reports on improving retention of Indigenous teacher candidates and has presented at major conferences including the American Educational Research Association. His interdisciplinary approach bridges policy analysis, classroom practice, and sociological inquiry to advance equity-driven educational reforms.

Corrinne Sullivanمشاهده پروفایل

استاد

• Indigenous Studies
• Queer Studies
• Education Policy
• +۸ مورد دیگر

Professor Corrinne Sullivan is an esteemed academic at Western Sydney University , serving as the Associate Dean, Indigenous Education in the School of Social Sciences . She holds a PhD in Indigenous Research from Macquarie University, alongside a Bachelor of Arts , Bachelor of Community Management , and a Professional Certificate in Indigenous Research from the University of Melbourne. Research Interests : Indigenous sovereignty, queer ethics, digital colonialism, educational policy, relational geographies, and social cohesion. Grants & Projects : Principal Investigator for projects like Storying and repairing water places in Wiradjuri Country (Australian Research Council) and Walking my path: NSW Indigenous LGBTIQ+ peoples' experiences & aspirations (BlaQ Aboriginal Corporation). Collaborations : Active in organizations such as the Centre for Global Indigenous Futures , BlaQ Aboriginal Corporation , and Indigenous Allied Health Australia .

Nike Sulwayمشاهده پروفایل

مدرس ارشد

• Creative Writing
• Fairy Tale Studies
• Feminist Literature
• +۳ مورد دیگر

Dr Nike Sulway is a Senior Lecturer in Creative Writing at the University of Southern Queensland (USQ), affiliated with the School of Humanities and Communication and the Centre for Heritage and Culture. She holds a BA(Creative) and BA(Hons) from Griffith University, followed by a PhD in Creative Writing. Her research focuses on feminist fairy tale reimaginings, Gothic studies, colonial narratives, and queer theory. She has supervised doctoral research on topics ranging from feminist fairy tales to middle-grade fantasy fiction. Her publications span creative works, scholarly articles, and edited volumes exploring experimental feminist writing, folkloric traditions, and intersections of gender and environment. Recent works include We Are Making a Boat, Love (2024) and Collectors’ Items: A Partial and Potted History of Fairy-Tale Collections (2024). She frequently contributes to academic conferences and journals like Marvels and Tales and TEXT . Her creative writing explores themes of identity, trauma, and ecological crisis through innovative narrative forms. She also engages in pedagogical research on deep reading practices in creative writing education. Her work bridges academic and creative realms, addressing both literary theory and contemporary storytelling practices.

• Contemporary Art
• Art Biography
• Trauma Studies
• +۵ مورد دیگر

Beata Batorowicz is an Associate Professor and Associate Head (Research and Research Training) in the School of Creative Arts at the University of Southern Queensland. She specializes in Sculpture (Visual Arts) and holds a Doctor of Visual Arts from Griffith University. Her research focuses on contemporary art narratives, trauma representation, WWII art histories, and the intersection of mythological storytelling with cultural identity. She leads the Centre for Heritage and Culture and serves on the Executive Board of the Australia Council for Deans and Directors of Creative Arts. Education: Bachelor of Visual Arts (USQ) Doctor of Visual Arts (Griffith University) Her artistic practice explores European fairytales, WWII heritage, and gender dichotomies through textiles and installations. Notable projects include Dark Rituals (2018-2019), funded by the Australia Council for the Arts, and Antipods: Magical Creatures (2015). Her pedagogical work emphasizes creative research methodologies and online learning transitions during the pandemic. Key Contributions: Recipient of two UniSQ Citations for Outstanding Contributions to Student Learning (2016, 2018) Executive roles in national creative arts boards Over 50 research outputs with focus on heritage, trauma, and art education Her recent publications address pandemic pedagogy, Indigenous heritage, and the role of art in societal healing. She actively bridges academic research with community engagement through exhibitions and conservation projects like the Swanbank Power Station CMP (2024).

Alison Bedfordمشاهده پروفایل

مدرس ارشد

• History Education
• Curriculum and Pedagogy
• Children's Literature
• +۶ مورد دیگر

Dr Alison Bedford is a Senior Lecturer in Curriculum and Pedagogy at the University of Southern Queensland's School of Education. Her research focuses on history education, inquiry pedagogies, and children's literature, with particular emphasis on diversity representation and 19th-century literary studies. She co-founded the German-Australian Literature and Artistic Collective (GALACTIC) and History Educators' Regional Network, supporting regional teachers' professional development. Education: BA (Qld, 2004) BEd (Qld, 2004) BA(Hons) (Qld, 2007) PhD (USQ, 2019) Research Interests: History curriculum development Inquiry-based learning methodologies Children's literature analysis Cross-cultural communication in education LGBTQIA+ inclusion in schools Science fiction and 19th-century literary studies Recent publications explore national curriculum politics, AI in education, and disability representation in children's books. Her work bridges theoretical frameworks like neo-Gramscian analysis with practical pedagogical innovations. Supervision focuses on diverse topics including agricultural education, LGBTIQ+ student barriers, and Gothic literary theory. Grants: $10,000 Early Career Researcher Development Program (2023) supporting Queensland history curriculum research Labs/Networks: Active member of GALACTIC and History Educators' Regional Network, promoting collaborative research and teacher support initiatives.

Amna Qureshiمشاهده پروفایل

پژوهشگر

• Cultural Heritage
• Indigenous Communities
• Design Thinking
• +۳ مورد دیگر

Amna Qureshi is a Researcher and Project Manager at the Faculty of Art and Design, University of Lapland. Her work bridges cultural heritage preservation, bioart innovation, and community-driven design. She specializes in Indigenous knowledge systems, visual literacy, and transformative arts practices. Qureshi leads/co-leads multiple EU-funded projects including TRUST (Indigenous Cultural Heritage), SID (Sustainable Interaction Design), and Digitization of Minority Cultural Heritage . Her research emphasizes ethical digitization, empathy-driven cultural preservation, and bioart’s intersection with Northern Finnish ecologies. Key collaborations span Australia, Europe, and beyond, focusing on marginalized communities. Education details are not explicitly listed, but her academic trajectory is marked by advanced artistic and research training reflected in her project leadership roles. Her research interests include bioart ethics, textile-based cartographies, and visual literacy education for youth. Over 37 publications since 2021 showcase interdisciplinary work across journals, exhibitions, and edited volumes. Her articles explore themes like reindeer husbandry in bioart , Indigenous digital storytelling , and empathy in cultural heritage revitalization . Recent work highlights include Textile Cartographies (2025) and Blurring Bioart Boundaries (2024). She received the IVLA 2023 Student Scholarship for advancing visual literacy methodologies. Qureshi advises multiple EU-funded initiatives and collaborates with institutions like Ekonomikas un Kultūras Augstskola (Latvia) and Australian Indigenous communities. Her BioARTech exhibitions merge scientific and artistic inquiry, while AMASS projects explore social innovation through arts-based interventions.