جست‌وجوی استاد و پژوهشگر

Adam Melvinمشاهده پروفایل

دانشیار

• Microfluidics
• Chemical Biology
• Cancer Biology
• +۷ مورد دیگر

Dr. Adam Melvin is an Associate Professor in the Department of Chemical and Biomolecular Engineering at Clemson University's College of Engineering, Computing and Applied Sciences . He leads the Melvin Research Group , focusing on microfluidics , cancer biology , and peptide-based biosensors . His research spans single-cell analysis of proteasome/DUB activity in ER+ breast cancer and multiple myeloma , 3D tumor microenvironment modeling with co-culture systems, and algal chemotaxis studies using microfluidic platforms. He has developed β-hairpin peptides for PROTACs and machine learning-integrated droplet microfluidics for high-throughput screening. His publications since 2018 focus on Fluid shear stress effects on cancer cell phenotypes 3D spheroid co-culture systems Peptide stability and cargo delivery Algal chemotaxis and ciliary dynamics Dr. Melvin has received prestigious awards including the NSF CAREER Award , Dow Chemical Excellence in Teaching Award , and LIFT2 Grant . He has contributed significantly to engineering education through scenario-based academic integrity videos and K-12 outreach programs . His lab at Clemson hosts numerous undergraduate researchers through programs like Creative Inquiry and SPRI.

• Science Education
• Project-Based Learning
• Inquiry Instruction
• +۳ مورد دیگر

Dr. Joe Sumrall is a Professor of Elementary and Science Education at the University of Mississippi, affiliated with the School of Education and the Department of Teacher Education. He holds a PhD in Science Education from the University of Southern Mississippi (1990). His research focuses on project-based learning, inquiry instruction, and curriculum development. He has authored textbooks such as Doing What Scientists and Engineers Do and developed curricula like Rejecting Myths and Misconceptions in Astronomy . Sumrall has served in administrative roles including Interim Chair and Assistant Dean, and has been recognized with awards like the Outstanding Researcher Award (2005) and the Key to the City of Greenville (2000). His work emphasizes STEM integration, teacher training, and science fair advocacy. Education: B.A. Zoology, University of Mississippi (1978) B.S. Chemical Engineering, University of Mississippi (1982) M.S. Education, University of Southern Mississippi (1986) Ph.D. Education, University of Southern Mississippi (1990) Research Interests: Dr. Sumrall’s work spans inquiry-based teaching, curriculum design, and STEM education. Notable contributions include advancing project-based learning frameworks and promoting science literacy through hands-on activities. His publications often address practical classroom strategies for integrating science, engineering, and technology. Articles Trends: His recent articles emphasize biomimicry, NGSS alignment, and innovative assessment methods in elementary STEM. Themes include leveraging serendipitous learning events and enhancing engineering design challenges. Awards: 2005 Outstanding Researcher Award 2004 Outstanding Service Award 2000 College of Education Faculty Award Grants & Advising: Secured grants totaling over $400,000 for projects like NASA-funded astronomy curricula and STEM teacher development. Advised over 35 doctoral students and mentored numerous undergraduates in science education. Labs/Teams: Led initiatives like the Mississippi Science and Engineering Fairs as President and contributed to NCATE accreditation efforts. Collaborated with institutions like NASA and the National Science Teachers Association on curriculum and policy development.

• Initial Teacher Education
• Climate Change Education
• Teacher Professional Development
• +۳ مورد دیگر

Josephine Booth is a Principal Research Fellow at the Sheffield Institute of Education within the College of Social Sciences and Arts at Sheffield Hallam University. She joined the institution in 2009 after completing her PhD at the University of Sheffield, where she also earned a BA (Hons) in History and two Master of Science degrees. Her research focuses on initial teacher education, climate change education, teacher professional development, and the use of research evidence in teaching. Dr. Booth leads and contributes to research projects funded by organizations such as Wellcome, the Education Endowment Foundation, and the Youth Endowment Fund. She co-directs the Wipro Teacher Fellow and Mentor Programme and co-leads the Research Engagement Practice Network . Her work emphasizes bridging research and practice, including projects on teacher leadership, professional learning systems, and policy implementation. Her notable projects include evaluations of initiatives like the REACH Primary and GROW programmes, as well as studies on mid-career teacher development and the efficacy of the Early Career Framework. She has authored over 20 peer-reviewed publications and book chapters on teacher education, professional development, and conservation-related topics. Dr. Booth’s career spans academia and sectors like the National Trust (third sector) and IT project management (private sector). She supervises postgraduate students in MA Education, MA Professional Practice, and the Doctorate in Education.

Stephanie Sisk-Hiltonمشاهده پروفایل

استاد

• Children’s Science Learning
• Cognition and Development
• Collaborative Teacher Learning
• +۳ مورد دیگر

Stephanie Sisk-Hilton is a Professor in the Department of Elementary Education at San Francisco State University. She coordinates the One-year Multiple Subject Teaching Credential Program and the MA in Elementary Education for recent graduates. Her research focuses on children’s science learning, cognition, and collaborative teacher development. With over two decades of experience, she has taught in diverse school districts across the U.S. and leads Bay Area professional learning initiatives for K-8 teachers. Education: Ph.D., Cognition and Development (Education in Math, Science, and Technology), UC Berkeley (2005) MA, Education Policy and Administration, Stanford University (1997) BA, Cognitive Science, Johns Hopkins University (1993) Research Focus: Examines how young children grasp complex science concepts through inquiry-based methods and how teachers collaborate to improve science instruction. Current projects emphasize leveraging children’s intuitive thinking and fostering inclusive classroom environments. Publications Trends: Her work bridges theory and practice, with publications focusing on science education innovations, teacher professional development frameworks, and narrative inquiry methods in early childhood settings. Recent studies explore microevolution understanding in primary grades and natural selection pedagogy through hands-on investigations. Grants & Partnerships: Works closely with Bay Area elementary schools to build mentorship networks for future teachers. Former National Board Certified Teacher (NBCT) with K-8 classroom experience in multiple states.

Marta Madrid Manriqueمشاهده پروفایل

مدرس ارشد

• Inclusivity in Education
• Arts-Based Research Methods
• 2D Animation Practices
• +۳ مورد دیگر

Marta Madrid Manrique is a Senior Lecturer in Animation at Sheffield Hallam University, leading the Animation courses in the Department of Media Arts and Communication within the College of Social Sciences and Arts. She specializes in 2D animation practices, drawing, and design for animation. Her research focuses on inclusivity, arts-based methodologies, and participatory animation projects with children and youth. She holds a PhD in Art Education from the University of Granada (Spain) and the University of British Columbia (Canada), where her thesis explored participatory animation as a tool for inclusivity. Education Background: Bachelor’s in Fine Arts (University of Barcelona, Spain) MA and PhD in Art Education (University of Granada, Spain & University of British Columbia, Canada) Research Interests: Marta’s work bridges animation, education, and social inclusion. She employs participatory methods to empower marginalized groups through artistic practices. Her projects emphasize collaborative creativity and ethical aesthetics in educational settings. Professional Activities: Peer reviewer for Lapland University Press External examiner for Higher Education in the UK International tutor at the MA Graphic Design Academy of Fine Arts Katowice Member of PhD panels at the University of Granada Teaching Contributions: Marta teaches modules such as Drawing for Animation, Showreel Project, and 2D Experimental Animation. She supervises PhD students in Media, Arts, and Communication.

Carol B. Brandtمشاهده پروفایل

دانشیار

• Science Education
• Educational Ethnography
• Design-Based Learning Environments
• +۴ مورد دیگر

Carol B. Brandt is an Associate Professor in the Department of Teaching and Learning at Temple University's College of Education and Human Development. Her work focuses on science education, educational ethnography, and innovative learning environments such as design studios. She holds a Ph.D. and has extensive experience in curriculum development and educational research. Her research explores sociocultural dimensions of learning environments to promote equity in science education, with particular attention to problem-based learning, studio pedagogy, and discourse practices. Dr. Brandt has conducted studies in diverse settings including K-12 classrooms, science museums, and after-school programs. She has secured three National Science Foundation grants for science and mathematics research. Her teaching portfolio includes courses like 'Youth Cultures,' 'Ethnographic Research Methods,' and 'Science Education for the Early Years.' Key publications address studio-based learning, sociopolitical contexts of education, and creativity in design environments. Dr. Brandt's work emphasizes interdisciplinary collaboration and has contributed to frameworks for integrating STEM literacy through engineering design. Her research methodologies include qualitative approaches like ethnography and discourse analysis.

• Early Childhood Education
• Logical Reasoning Development
• Teacher Education
• +۴ مورد دیگر

Cora Brasfield Causey is an Assistant Professor in the Department of Curriculum and Instruction at the University of Alabama at Birmingham (UAB) School of Education. With appointments since 2014, she specializes in early childhood education, focusing on logical reasoning development, literacy, mathematics, and science instruction. Her work bridges theory (particularly Piagetian frameworks) with classroom practice, including ESL contexts and international collaborations. Doctor of Philosophy in Early Childhood Education and Teaching (UAB, 2016) Master of Education in Early Childhood Education (UAB, 1992) Bachelor of Science in Mathematics and Early Childhood Education (Birmingham-Southern College, 1990) Her research explores curiosity and logical reasoning in young children, with fieldwork conducted both locally and internationally (e.g., Uganda, global media studies). She applies these insights to teacher education through undergraduate honors programs and graduate courses on Piaget, assessment, and curriculum design. Her peer-reviewed work spans journals like Thinking Skills and Creativity , WAESOL Educator , and Childhood Education , emphasizing inquiry-based learning and technology integration. Key grants include funding for the Peabody Picture Vocabulary Test (PPVT) assessments, Birmingham Talks - The Overton Project, and UAB CCLC Literacy Development initiatives. She received the Distinguished Education Article Award (2015) and participated in Harvard's Critical Explorers Summer Workshop (2018). Her teaching portfolio covers courses such as EEC672 (Piaget & Perspectives Learning), EEC415 (Learning Environment Support), and ECE332 (Children's Literature), with recent offerings in Fall 2024. Peer Reviewer, NAEYC Accreditation & CAEP Founder/Director, UAB Undergraduate Honors Program Site Director, Urban Summer Enrichment Program Doctoral Committee Member, UAB

Todd Campbellمشاهده پروفایل

استاد

• Science Education
• Secondary Education
• Teacher Education
• +۲ مورد دیگر

Dr. Todd Campbell is a full-time Professor of Science Education and Department Head of Curriculum and Instruction at the University of Connecticut's Neag School of Education. His work focuses on model-based reasoning, equity-centered STEM education, and systemic reform through collaborations with K-12 educators and community partners. University of Connecticut, Neag School of Education Department Head, Curriculum and Instruction His research emphasizes: Cultivating equitable STEM representations Modeling practices for natural world reasoning Formal/Informal learning environment design Intergenerational community engagement Geospatial technology applications NGSS-aligned teacher support tools Recent publications analyze: Model-based inquiry planning tools Science for social justice frameworks JuST identity development Environmental action mentoring NGSS implementation infrastructure Climate change education through urban ecology Scientific honors include: 2023 ASEE Best Paper Award 2023 AERA SIG Outstanding Faculty/Community Award 2021 UConn Provost’s Community Engaged Scholarship 2020 Reviewer of Excellence (IJSE) 2016 David Blick Science Education Award Dr. Campbell leads large-scale NSF-funded initiatives like: $1.35M ITEST grant for environmental mentoring $2.25M NSF-IUSE grant for university engagement $3M NSF-AISL grant for geospatial learning He co-founded the ModelBasedInquiry.com curriculum platform and maintains active research groups examining: Teacher professional development ecosystems STEM equity interventions Informal science learning innovations

Haerin Parkمشاهده پروفایل

استادیار

• Inclusive Education
• Teacher Education
• Special Education
• +۳ مورد دیگر

Dr. Haerin Park is an Assistant Professor in the Department of Education at the University of Saint Joseph (USJ), affiliated with the School of Arts, Sciences, Business, & Education. She joined USJ in 2021 and holds a Ph.D. in Curriculum and Instruction (Special Education) from Boston College (2022), an M.A. from Korea University, and a B.Ed. from Seoul National University of Education. Her expertise lies in inclusive education for diverse learners, teacher education, and school-family-community partnerships. Dr. Park has over five years of classroom teaching experience in Seoul, South Korea, and has taught special education courses at Boston College's Lynch School of Education. Her research focuses on teachers' understanding of inclusive practices, intersectional identities of students, and fostering inclusive school cultures through collaborative partnerships. She has been recognized with the Korean Honor Scholarship (2018) and a Dissertation Development Grant from Boston College (2019). Her recent work emphasizes culturally responsive engagement with families in virtual education settings and the implementation of project-based learning in urban schools. Dr. Park's publications span inclusive education practices, community school models, and autism spectrum disorder curricula. Education: Ph.D. in Curriculum and Instruction (Special Education), Boston College, 2022 M.A., Korea University B.Ed., Seoul National University of Education Professional Experience: Classroom teacher in Seoul (2016–2021) Adjunct faculty, Lynch School of Education and Human Development, Boston College Her research trends reflect a commitment to bridging theory and practice in inclusive education, with a focus on leveraging community resources and addressing systemic inequities. Dr. Park's work highlights innovative strategies for engaging families from diverse backgrounds and advancing teacher preparedness for inclusive classrooms. Awards: Korean Honor Scholarship (2018) Boston College Dissertation Development Grant (2019) In advising and mentorship, Dr. Park has supervised teacher candidates in urban and suburban schools, emphasizing reflective practice and culturally responsive pedagogy. She actively contributes to grant-funded initiatives promoting inclusive school environments and teacher professional development.

Jennifer Brousseauمشاهده پروفایل

استادیار

• Climate Change Adaptation
• Environmental Planning
• Social Justice in Climate Policy
• +۳ مورد دیگر

Dr. Jennifer Brousseau is an Assistant Professor in Environmental Social Sciences at the University of New England, specializing in the human dimensions of climate change. Her work focuses on collaborative environmental planning, social justice in climate adaptation, and stakeholder engagement in decision-making processes. She holds a Ph.D. in Forest Resources and Environmental Conservation from Virginia Tech and completed a postdoctoral fellowship at Colorado State University studying wildfire governance. Her research emphasizes participatory methodologies, including place-based climate adaptation workshops and process mapping to evaluate environmental decision-making. Key areas of interest include equity considerations in municipal climate plans, factors influencing adaptation project adoption, and leveraging virtual platforms for climate action convenings. Dr. Brousseau collaborates closely with municipalities and organizations to ensure research addresses real-world needs. Recent projects analyze justice integration in U.S. climate policies over time and assess workshop effectiveness in fostering collective action. She advocates for value-driven science practices to enhance both research quality and team well-being. Her work bridges academic inquiry with practical conservation efforts, as seen in long-term Indonesian orangutan habitat studies.

Janet Kolodnerمشاهده پروفایل

استاد

• Cognitive Science
• Educational Technology
• Design-Based Learning
• +۴ مورد دیگر

Janet Kolodner is a retired Professor of the Practice at Boston College's Lynch School of Education and Human Development, in the DFE Department of Formative Education. She holds a Ph.D. and M.S. from Yale University and a B.A. from Brandeis University. Her research focuses on learning environments, design-based learning, and case-based reasoning, with notable contributions to educational technology and science curriculum development. Affiliations: Boston College (Retired Professor of the Practice), Former Regent's Professor at Georgia Tech. Education: Ph.D., Yale University M.S., Yale University B.A., Brandeis University Research Interests: She pioneers approaches to integrating technology in education, emphasizing design-based learning, project-based instruction, and cognitive models of learning. Her work bridges computer science (case-based reasoning) and education, with applications in science curricula like Project-Based Inquiry Science (PBIS). Awards: Includes Inaugural Fellow of the International Society of the Learning Sciences, Regents’ Professor Emerita, and Career Award from the same society. She has also served as Editor-in-Chief Emerita of The Journal of the Learning Sciences. Key Contributions: Developed early case-based design systems (e.g., Archie-2), explored creativity in design (JULIA, ALEC), and created middle-school science curricula. Her recent work focuses on virtual environments and fostering scientific dispositions in learners.

Travis Wrightمشاهده پروفایل

دانشیار

• Early Childhood Education
• Child Development in Adversity
• Resilience in Education
• +۳ مورد دیگر

Travis Wright is an Associate Professor at the University of Wisconsin-Madison School of Education, where he directs the BASES Project, a school and community intervention supporting homeless preschool students, families, and teachers. His work focuses on resilience, emotionally responsive teaching, and addressing adversity in early childhood. Dr. Wright holds a BA in College Scholars from the University of Tennessee-Knoxville (1998), followed by a M.Ed., EDD, and CAS in Human Development and Psychology from Harvard University (2002–2006). His career includes roles as a school-based mental health counselor, public school teacher, and early childhood educator in Washington, D.C., and Boston. His research interests center on resilience in marginalized children, trauma-informed practices, and equity in early childhood education. Key themes include the impact of homelessness on young learners, teacher perceptions of adversity, and reimagining masculinities in early childhood spaces. Recent publications emphasize trauma-informed pedagogy, disability employment practices, and qualitative studies on poverty and motherhood. His work bridges theory and practice through initiatives like BASES and community-engaged scholarship. Awards: Community Engaged Scholarship Award (2017), Beiber Invited Lecture (2016), Mithoff Family Lecture (2014) Grants & Projects: BASES Project (ongoing), Wisconsin Idea Baldwin Award-funded initiatives Labs/Teams: BASES Project leadership, collaborative work with community organizations addressing early childhood adversity.

Leema Berlandمشاهده پروفایل

استاد

• Science Education
• Antiracist Pedagogy
• Sensemaking Practices
• +۴ مورد دیگر

Leema Berland is a Professor and Department Chair in the Department of Curriculum & Instruction at the University of Wisconsin–Madison School of Education. She holds a PhD in Learning Sciences from Northwestern University (2008) and a BA in Computer Science from Carleton College (1999). Her research focuses on sensemaking practices across K-12 students, teacher candidates, and antiracist professional learning communities. She emphasizes sociocultural frameworks to understand how learners interpret sensemaking goals within institutional contexts. Key areas of exploration include the interplay between power dynamics, relationships, and antiracist educational goals. Berland's work bridges theory and practice through collaborative partnerships between schools and universities. She advocates for designing learning environments that align with students' epistemic agency and address systemic inequities in education. Her recent publications (2022–2025) highlight frameworks for antiracist learning communities, equity in teacher professionalization, and reimagining science education through epistemologically responsive teaching. Berland has presented at major conferences including the International Conference of the Learning Sciences and the National Association for Research in Science Teaching. Her CV is available for download, and she can be contacted at lberland@wisc.edu in the Teacher Education Building. Research foci include: Antiracist educational systems Epistemic agency in science classrooms Teacher sensemaking about pedagogy Sociocultural dimensions of learning Grants and collaborations are central to her work, though specific funding details are not provided in the text.

• Education Technology
• Learning Sciences
• Constructionism
• +۳ مورد دیگر

Nathan R. Holbert is an Associate Professor in the Department of Communication, Media, and Learning Technology Design at Teachers College, Columbia University, where he founded and directs the Snow Day Learning Lab. His work focuses on designing playful tools and environments that enable children to leverage computational power for meaningful learning through constructionist approaches. Educational Background: Ph.D. in Learning Sciences from Northwestern University M.A.Ed. in Instructional Process from Washington University B.S. in Secondary Chemistry Education from Greenville College Research Interests: Dr. Holbert's scholarship intersects educational technology, constructionist learning, and inclusive design. Key areas include: Educational game design as objects-to-think-with Afrofuturism and critical design pedagogies Computational literacy and maker education Diversity and cultural relevance in STEM Formative assessment through gaming Publications: His research demonstrates consistent focus on constructionist learning environments, with recent work exploring data science education, Afrofuturist frameworks, and large-scale CS education implementation. Publications show strong emphasis on game-based learning, equity in maker spaces, and embodied learning approaches. Professional Recognition: Keynote speaker at Constructionism 2020 and Didacta Italy 2019 Regular presenter at major conferences including ICLS, FabLearn, and IDC Labs and Initiatives: Founder and Director of Snow Day Learning Lab Co-host of Pop & Play podcast on education and pop culture

Michael Spezioمشاهده پروفایل

دانشیار

• Decision Science
• Cognitive Science
• Computational Cognitive Neuroscience
• +۷ مورد دیگر

Michael Spezio is an Associate Professor of Psychology, Neuroscience, and Data Science at Scripps College. He directs the LIVE Lab (Laboratory for Inquiry into Valuation and Emotion) and specializes in computational cognitive neuroscience, focusing on decision science, valuation, emotion, and social interaction. His work bridges neuroscience, ethics, and virtue science, with notable contributions to understanding autism spectrum disorders, neurodiversity, and moral action. Education: B.S. in Biochemistry, Case Western Reserve University M.Div., Pittsburgh Theological Seminary Ph.D. in Biochemistry, Cornell University Ph.D. in Cognitive & Systems Neuroscience, University of Oregon Key Roles: Co-Director at Scripps College Principal Investigator on multiple grants totaling over $2.5M Research Interests: Spezio explores formal computational models of personal and moral values, the neural basis of social cognition, and ethical implications of neuroscience. His lab integrates EEG/fMRI, natural language processing, and behavioral experiments to study valuation dynamics, trust, and neurodiversity. Recent work addresses how institutions shape values and how interdisciplinary approaches can advance virtue science and moral psychology. Publications Trends: His articles span decision neuroscience, autism neurodiversity, and computational social science. Key themes include amygdala dysfunction, facial emotion recognition deficits, and the neurobiology of social interaction. He critiques popular neuroscientific theories (e.g., McGilchrist’s divided brain hypothesis) using meta-analytic and linguistic methods. Awards: Funded by Templeton Religion Trust, NSF, and NIH Notable grants include the MMIPV project ($190K) and Computational Modeling of Cooperative Success ($697K) Advising & Grants: Spezio has led major initiatives like the Humility in Loving Encounter grant and co-authored grants on autism’s neural circuitry. He collaborates internationally with institutions like Caltech and the German BMBF. Labs/Teams: The LIVE Lab combines interdisciplinary methods to study valuation dynamics. Collaborators include Ralph Adolphs (Caltech), Jan Gläscher (UCI), and teams from theology and ethics.