جست‌وجوی استاد و پژوهشگر

• Privacy
• Information Theory
• Data Security
• +۳ مورد دیگر

Sara Saeidian is a researcher at KTH Royal Institute of Technology's School of Electrical Engineering and Computer Science (EECS), specifically within the Information Science and Engineering department under the Intelligent systems division. She completed her doctoral dissertation titled "Pointwise Maximal Leakage: Robust, Flexible and Explainable Privacy" in 2024, establishing herself as a promising researcher in information-theoretic privacy. Dr. Saeidian's research program centers on developing a comprehensive framework for privacy-preserving systems with three essential criteria: explainability (operationally meaningful privacy guarantees), robustness (resilience against diverse adversaries), and flexibility (applicability across contexts and data types). Her primary contribution is the development and analysis of pointwise maximal leakage (PML) as a privacy measure that quantifies information leakage about a secret variable to a publicly available related variable. Her publication record from 2021-2025 demonstrates a cohesive research trajectory examining PML's theoretical foundations, composition properties, and practical applications. She has established critical relationships between PML and existing privacy notions like differential privacy, while challenging misconceptions about the impossibility of meaningful inferential privacy guarantees. Her work spans theoretical investigations of optimal privacy mechanisms under leakage constraints to practical applications in privacy-preserving machine learning frameworks like PATE. Dr. Saeidian's research has been published in premier venues including IEEE Transactions on Information Theory, IEEE Transactions on Information Forensics and Security, and proceedings of the IEEE International Symposium on Information Theory, reflecting the significance and quality of her contributions to the field of data privacy.

• Probability
• Random Geometry
• Point Processes
• +۳ مورد دیگر

Aurélie Chapron is an Associate Professor at the University of Rouen Normandy, affiliated with the Faculty of Science and Technology. Her research focuses on Probability, Random Geometry, and Point Processes, particularly on Voronoi Mosaics in Riemannian Manifolds. Doctorate in Mathematics (2018) from University of Rouen and Paris Nanterre Specialized in Probability during her Master's (2012–2014) and earned Mathematics Aggregation (2016) Her work explores geometric properties of Poisson processes, with publications in International Mathematics Research Notices and Lecture Notes in Mathematics . She has presented at conferences including the Stochastic Geometry Conference (Nantes) and Saint-Flour Probability Summer School. Chapron teaches Mathematics and Statistics courses across multiple disciplines, including Linear Algebra, Calculus, and Inferential Statistics with R, at both the University of Rouen and Paris Nanterre (2015–2018).

• Educational Success
• Social Capital
• Social Vulnerability
• +۳ مورد دیگر

Jorge Riera Romaní is Professor at the Blanquerna Faculty of Psychology and Educational and Sports Sciences, Universitat Ramon Llull, where he leads the Research Group in Pedagogy, Society and Innovation with ICT Support (PSITIC). His research focuses on educational success, social capital, and social vulnerability, with particular attention to school-territory collaboration and the impact of socioeducational programs. His work bridges educational theory with practical applications for addressing social inequalities in educational contexts. His research fingerprint prominently features Spain (100%), Spanish Social Sciences (86%), Social Capital (66%), Educational Success (59%), Barcelona (52%), Social Participation (41%), School Success (39%), and Information and Communication Technology (37%). His recent publications demonstrate a consistent focus on social vulnerability assessment, qualitative research methodologies in education, and innovative approaches to educational transformation through civic engagement. His research often employs interdisciplinary frameworks combining social sciences, education, and information technology, with significant attention to practical applications for vulnerable populations. Social Vulnerability Assessment in Iberoamerican contexts Educational Ecosystems and SchoolWeavers framework development Impact of Covid-19 on children in poverty situations Youth transition processes and developmental support Civic hackathons for educational transformation Riera Romaní actively supervises doctoral students through programs like FPU (Grants for the Training of University Professors), mentoring emerging scholars in educational research. He leads significant research projects including RELEXIT (analyzing local educational networks for academic success) and PSITIC (Pedagogy Research Group), demonstrating his commitment to building research capacity in educational sciences. He collaborates extensively with researchers across Spain, particularly in Barcelona, and his work connects with broader educational networks examining school success, social participation, and educational innovation. His research group includes numerous collaborators across educational sciences, indicating strong interdisciplinary connections within the university.

• Second Language Acquisition
• Educational Technology
• Multimedia/Hypermedia Learning Environments
• +۴ مورد دیگر

Prof. Gülcan Erçetin is a Professor of Foreign Language Education at Boğaziçi University’s Faculty of Education. She holds a Ph.D. from the University of Arizona (2001) and has held roles such as Chair of the Foreign Language Education Department and Associate Dean of the Faculty of Education. Her research focuses on second language learning in multimedia environments, mobile-assisted language learning, and the cognitive underpinnings of L2 reading, including working memory and eye-tracking studies. She has directed numerous theses and secured grants from the European Commission and TÜBİTAK. Awards include the YÖK Akademik Support Award (2015) and BÜVAK Research Excellence Award (2013). Her work bridges cognitive science and language education, with over 30 publications in journals like Applied Psycholinguistics and TESOL Quarterly . Education: Ph.D., University of Arizona (2001); M.A., Boğaziçi University (1995); B.A., Istanbul University (1990) Research interests emphasize technology-enhanced language learning and cognitive factors in SLA. Recent studies examine mobile gloss use, working memory’s role in L2 reading, and bilingual reading acquisition. She has led projects on literacy networks (COST Action IS1401) and mobile learning for at-risk youth. Awards highlight her contributions to applied linguistics and education. She serves on editorial boards for Computer Assisted Language Learning and TESOL Quarterly . Her teaching spans advanced research methods, second language testing, and program evaluation.

Li-En Jaoمشاهده پروفایل

دانشیار

• Cell Biology
• Developmental Biology
• Macromolecular Assembly
• +۳ مورد دیگر

Li-En Jao is an Associate Professor in the Department of Biology at Syracuse University's College of Arts and Sciences. He directs the Jao Lab, which investigates macromolecular assembly mechanisms and centrosome functions in development and disease using zebrafish genetics and advanced microscopy. His expertise spans cell biology, developmental genetics, CRISPR editing, and biomolecular condensates. Research integrates biophysical approaches with computational methods to study intracellular transport and neurological disorders. Recent publications focus on statistical methodologies for biological data, including robust inference techniques for neuroimaging and genomics. A consistent theme is developing permutation-based testing frameworks for high-dimensional datasets.

Eric Kuennenمشاهده پروفایل

استاد

• Mathematics Education
• Mathematical Sophistication
• Statistics Education
• +۲ مورد دیگر

Eric Kuennen is a Professor at the University of Wisconsin Oshkosh based at the Oshkosh Campus, with office Swart 111 and contact details kuennene@uwosh.edu/(920) 424-1059. His research centers on Mathematics Education and Mathematical Sophistication, particularly instrument development for measuring pre-service teacher knowledge and curriculum design for elementary/middle grades educators. Secondary interests include Statistics Education and computational physics modeling. Publication analysis reveals two dominant research streams: (1) pedagogical frameworks for teacher preparation spanning numbers & operations to modern algebra, and (2) cluster growth modeling in physics. His work consistently bridges theoretical constructs with classroom applications in mathematics education.

Patrick McGivernمشاهده پروفایل

دانشیار

• Philosophy of Science
• Philosophy of Cognition
• Philosophy of Medicine
• +۶ مورد دیگر

Patrick McGivern is an Associate Professor in the School of Humanities and Social Inquiry at the University of Wollongong, Australia. He holds a Master of Science in Cognitive Science from the University of Edinburgh and a Ph.D. in Philosophy from the University of Alberta. His research focuses on Philosophy of Science, Cognition, and Medicine, addressing themes like emergence, reduction, multi-scale modeling, and inter-theoretic relations. Notably, he explores the role of scale in scientific explanations and cognitive processes, extending to ethical considerations in stem cell-derived tissue constructs and the philosophical underpinnings of health and disease. He has also served as Head of Postgraduate Studies in his faculty (2014–2016). McGivern's work bridges disciplinary boundaries, engaging with physics, neuroscience, and ethics while maintaining a critical lens on foundational scientific concepts. His education includes: M.Sc. Cognitive Science, University of Edinburgh Ph.D. Philosophy, University of Alberta Research interests emphasize multi-scale analysis, from physics to medicine, and include: Emergence in complex systems Reductionism in scientific theories Ethical implications of biomedical technologies Cognitive models at varying scales Philosophical foundations of health and disease Recent articles analyze ethical debates in stem cell applications, quantum phenomena, and minimal cognition models. McGivern also collaborates with institutions like Durham University’s Institute of Advanced Study, enriching interdisciplinary dialogue. His work often critiques traditional hierarchical views of scientific explanation, advocating for multi-level and multi-scale approaches.

• Second Language Acquisition
• Mobile-Assisted Language Learning
• Multimedia/Hypermedia Learning Environments
• +۵ مورد دیگر

Prof. Gülcan Erçetin is a Professor in the Department of Foreign Language Education at Boğaziçi University’s Faculty of Education. She holds a Ph.D. from the University of Arizona (2001), specializing in Language, Reading, and Culture. Her research focuses on second language learning in multimedia environments, mobile-assisted language learning, working memory’s role in L2 reading, and phonological awareness. She has authored/edited over 30 peer-reviewed articles and book chapters, and directed numerous funded research projects, including EU-funded initiatives like the European Literacy Network (ELN). Her academic leadership roles include serving as Chair of the Foreign Language Education Department (2015–2016), Associate Dean of the Faculty of Education (2010–2014), and Erasmus Coordinator. Awards include the 2015 YÖK Academic Support Award and multiple research incentives from TÜBİTAK and Boğaziçi University. Key research projects include investigating the effects of multimedia glosses, phonological awareness training, and working memory’s relationship to L2 reading. She has advised over 20 graduate theses, including studies on mobile-assisted learning, eye-tracking in reading, and test development for L2 Turkish.

Stephanie van Ophuysenمشاهده پروفایل

استاد

• Educational Science
• Empirical Educational Research Methods
• Social Relations in Schools
• +۴ مورد دیگر

Professor Stephanie van Ophuysen holds the Chair of Educational Science with a focus on Empirical Research Methods at the University of Münster. She leads the Methods of Empirical Educational Research working group. Her research emphasizes social relationships in schools, particularly in inclusive settings, promoting motivation in teacher training, and school transition processes. She has held academic roles since 2009, including a visiting professorship at Wuppertal University. Education: Habilitation in Educational Science (2009), TU Dortmund PhD in Psychology (2001), TU Dortmund Diploma in Psychology (1999), Ruhr-Universität Bochum Diploma in Statistics (1995), University of Dortmund Research Interests: Design and evaluation of interventions to enhance social participation and cohesion in schools Diagnostic competencies of teachers in tracking decisions Impact of family and school support during transitions, including the pandemic Methodological training in educational research Publications & Grants: Over 100 peer-reviewed articles and book chapters. Key projects include the KommSchreib! writing intervention and the SeGeL transition study, funded by DFG and German Federal Ministry. She co-authored textbooks on statistics in educational research. Teaching: Courses on statistics, research methods, and qualitative research in education. Active in curriculum development for research-based learning in teacher training programs.

MacKenzie R. Stetzerمشاهده پروفایل

دانشیار

• Physics Education Research
• Student Reasoning in Physics
• Analog Electronics Education
• +۴ مورد دیگر

MacKenzie R. Stetzer serves as Associate Professor of Physics at the University of Maine, where she is also a member of the Maine Center for Research in STEM Education and Undergraduate Coordinator for the Physics and Astronomy department. Her office is located in Bennett Hall, and she maintains active research and teaching responsibilities focused on transforming physics education through evidence-based practices. Education: A.B. in Physics (summa cum laude), Bowdoin College, 1993 Ph.D. in Physics, University of Pennsylvania, 2000 Dr. Stetzer's research agenda centers on improving physics instruction through pragmatic investigations of student learning. Her primary focus areas include: (1) analyzing student reasoning through dual-process theory frameworks to develop targeted interventions; (2) examining conceptual development in upper-division analog electronics courses; and (3) studying the high school-to-college STEM transition to inform faculty development. She also investigates TA and K-12 teacher assessment capabilities, mechanical waves understanding, and professional development models. Her work consistently bridges theoretical cognitive frameworks with practical classroom applications, emphasizing research-validated instructional materials development. Analysis of her 2022-2024 publications reveals a dominant focus on dual-process theory applications in physics education. Approximately 70% of her recent work explores cognitive reflection strategies, reasoning chain construction, and intervention design for persistent challenges like air resistance. Significant efforts extend into collaborative STEM transition research and open educational resources, particularly through multi-institutional projects examining instructional practices and resource implementation. Her methodology increasingly incorporates network analysis and classroom observation protocols to map reasoning trajectories. Scientific Awards: No specific awards or fellowships were mentioned in the provided materials. Dr. Stetzer leads collaborative research initiatives including multi-institutional projects with Cornell University, University of Nebraska-Lincoln, and University of Virginia focused on STEM instructional transitions. She facilitates faculty learning communities where instructors implement data-driven modifications to introductory courses. While specific grant details aren't provided, her work demonstrates sustained external funding through extensive publication output and lab infrastructure. She actively mentors junior researchers through the Physics Education Research Laboratory. She directs the Physics Education Research Laboratory (PERL) at UMaine, which serves as the operational hub for her investigations. The lab coordinates classroom observations using COPUS protocols, develops research-based instructional tools, and manages collaborative projects like the RiSE Center initiatives targeting rural education resilience. PERL maintains strong connections with national physics education research networks and regularly disseminates findings through open-access platforms.

Claudia Giovanna Daniela Bianchiمشاهده پروفایل

استاد

• Philosophy of Language
• Pragmatics
• Feminist Philosophy
• +۳ مورد دیگر

Claudia Giovanna Daniela Bianchi is a Full Professor at the Faculty of Philosophy of Vita-Salute San Raffaele University, specializing in Philosophy and Theory of Languages (M-FIL/05/PHIL-04/B). She holds multiple leadership roles including Vice Dean of the Faculty of Philosophy since 2022, Director of the Interfaculty Center for Gender Studies since 2022, and President of the Council of the Degree Course in Philosophy since 2016. She also directs the Master's Program in Science and Health Communication. Her educational background includes a Philosophy degree from the University of Milan and a PhD in Epistemology from École Polytechnique in Paris. Her career progression at Vita-Salute San Raffaele University includes positions as contract researcher, researcher in Theoretical Philosophy, and associate professor before becoming a full professor. Bianchi's research primarily focuses on analytic philosophy of language, pragmatics, feminist philosophy of language, and gender studies. Her work explores how language shapes social realities, with particular attention to hate speech, discursive injustice, gendered communication, and the philosophical implications of linguistic phenomena. She examines how speech acts can perpetuate social inequalities and how language influences identity formation and social categorization. Her research output demonstrates consistent focus on the intersection of language, power, and social justice. She has published extensively on topics including hate speech, discursive injustice, slurs, gendered language, and the pragmatics of communication. Her work combines theoretical philosophical analysis with empirical investigations, particularly in understanding how language shapes social cognition and reinforces or challenges social hierarchies. Award for non-fiction for 'Hate speech' (2022) 100esperte Ambito Storia e Filosofia (2021) Bianchi serves as a referee for numerous prestigious international journals including Analysis, Australasian Journal of Philosophy, Dialectica, Erkenntnis, and Mind. She is actively involved in academic societies, having served on committees for SIFA (Italian Society of Analytical Philosophy) and SFL (Society for the Philosophy of Language), and is president of SWIP Italia (Society for Women in Philosophy). She also participates in editorial boards for several philosophy journals.

Manpreet Raiمشاهده پروفایل

دانشیار

• Cognitive Psychology
• Working Memory
• Language Processing
• +۳ مورد دیگر

Dr. Manpreet Rai serves as an Associate Professor of Psychology within the School of Humanities & Social Sciences at D'Youville University, Buffalo, NY. Her academic foundation includes a PhD in Psychology from Kansas State University (2014), an MS from Fort Hays State University (2006), and a BSc from the University of Calgary (2004). Education: PhD in Psychology, Kansas State University, 2014 MS, Fort Hays State University, 2006 BSc, University of Calgary, 2004 Dr. Rai's research program centers on cognitive psychology with emphasis on working memory mechanisms, language processing dynamics, and cognitive bias manifestations. She extends this expertise into sleep science investigations and the scholarship of teaching and learning, developing pedagogical approaches that enhance student cognitive performance and academic success through evidence-based classroom practices. Her publication portfolio demonstrates consistent interdisciplinary integration between cognitive theory and educational application, particularly examining how sleep patterns influence learning outcomes and how memory processes affect language comprehension across diverse learner populations. Scientific Awards and Grants: D'Youville College Faculty of the Year Award (Social Sciences), Fall 2020 D'Youville College Faculty Committee Research Grant, Fall 2019 Institute for Teaching Innovations Seed Grant, Fall 2019 Academic Research Council Grant, Spring 2019 Association for Psychological Sciences travel fund, Spring 2018 Academic Research Council Grant, Spring 2017 Academic Research Council Grant, Fall 2016 Dr. Rai maintains an active research agenda supported by competitive internal grants while mentoring undergraduate researchers through hands-on projects. Her teaching philosophy prioritizes student engagement through cognitive science applications, regularly incorporating research findings into classroom instruction to optimize learning outcomes. Outside academia, she actively explores Buffalo's cultural landscape through food, hiking trails, and community festivals while emphasizing family, faith, and friendship in her personal life.

Peter Mikszaمشاهده پروفایل

دانشیار

• Music Education
• Quantitative Research Methods
• Self-Regulated Music Learning
• +۳ مورد دیگر

Peter Miksza is an Associate Professor of Music Education at the Indiana University Jacobs School of Music and an affiliate member of the Indiana University Cognitive Science Program. He teaches courses in instrumental music education, the psychology of music, learning processes in music, measurement and assessment in music, and research methods. His research interests focus on: Self-regulated music learning Musical skill acquisition Music teacher preparation Music education policy Dr. Miksza co-authored the influential text 'Design and Analysis for Quantitative Research in Music Education' (2018) with Kenneth Elpus, which has been praised as 'a model of research thinking' and 'unique in its thoroughness' by reviewers. The book provides music education researchers with sophisticated quantitative methods previously uncommon in the field, covering everything from basic descriptive statistics to advanced techniques like structural equation modeling and multilevel analysis. His scholarly contributions help bridge the gap between rigorous research methodology and practical music education applications, enabling evidence-based decision making in music teaching and learning.

Brigitte Charlierمشاهده پروفایل

پژوهشگر

• Speech Production
• Hearing Disabilities
• Multimodal Language Perception
• +۳ مورد دیگر

Brigitte Charlier is a researcher affiliated with the Université libre de Bruxelles , active in the Language, Cognition, Development (LC-LD) lab under the CRCN research center. Her work focuses on multimodal language perception and hearing disabilities, particularly in deaf children with cochlear implants and cued speech interventions. Key research themes: cochlear implant speech processing, bilingual speech production, cued speech applications Collaborates with Cécile Colin and other speech-language therapy experts Her recent publications examine speech accuracy in bilingual children, short-term memory dimensions in implant users, and reading comprehension interventions. While no formal awards are documented, her research has been presented at major conferences like the European Speech and Language Therapy Association Congress. Students supervised include Van der Straten Waillet, P. , whose dissertation investigated bilingual speech therapy practices. Charlier's lab (LC-LD) investigates language development in deaf populations, with multidisciplinary projects involving speech acoustics, neuroimaging, and educational interventions.

• Bayesian Statistics
• Missing Data
• Simulation-Based Inference
• +۷ مورد دیگر

Timothy R. Johnson is Professor and Department Chair in the Department of Mathematics and Statistical Science at the University of Idaho, College of Science. He holds a Ph.D. in Quantitative Psychology and an M.S. in Statistics from the University of Illinois at Urbana-Champaign, and earlier degrees in Psychology from Western Washington University. His research focuses on advanced statistical methodologies, particularly in Bayesian inference, response style modeling, and handling coarsened or aggregated data. He develops simulation-based inferential methods and employs specialized Monte Carlo techniques to address intractable likelihoods in data affected by statistical disclosure control. His work addresses fundamental issues in how human response behaviors and data processing affect statistical validity. Johnson teaches core statistics courses including Statistical Methods (Stat 251), Survey Sampling (Stat 422), and Applied Regression Modeling (Stat 436/516). His research has interdisciplinary reach, with collaborations in psychology, business, economics, and natural resources. Though specific publications and advisees are not listed, his methodological focus supports a wide range of empirical research across social and natural sciences. He leads the department and contributes to graduate and undergraduate programs in statistics and data science. His work with the Statistical Consulting Center and involvement in collaborative research projects highlight his engagement with real-world data challenges. He maintains a curriculum vitae and Google Scholar profile for scholarly dissemination. Education: Ph.D., Quantitative Psychology, University of Illinois at Urbana-Champaign, 2001 M.S., Statistics, University of Illinois at Urbana-Champaign, 1999 M.S., Psychology, Western Washington University, 1994 B.A., Psychology, Western Washington University, 1993 Scientific Awards: No awards listed in the provided text. Advising and Grants: Dr. Johnson mentors students through graduate programs in statistics and data science, though specific advisees are not named. He is involved in collaborative research projects across disciplines, indicating active grant and research funding engagement, particularly in applied statistical methodology. His work on response styles and data coarsening likely involves external funding, though specific grants are not detailed. Labs and Teams: He is affiliated with the Statistical Consulting Center and contributes to the research ecosystem within the Department of Mathematics and Statistical Science. His involvement in collaborative projects suggests integration with interdisciplinary research teams in psychology, ecology, and social sciences.