جستجوی استاد راهنمای دانشگاهی

Yvette C. Latundeمشاهده پروفایل

استاد

• Family Engagement
• Equity in Education
• Neurodiversity
• +۷ مورد دیگر

Yvette C. Latunde is a Professor of Organizational Leadership at the University of La Verne's LaFetra College of Education. She previously served as Director of the Center for Educational Equity and Intercultural Research (CEEIR). Her work focuses on equity-centered leadership, family-school-community partnerships, and leveraging Black family resources to support student success. Latunde is a leading voice in culturally responsive education, having authored influential books like Equitable by Design and Research in Parental Involvement . Her research interests include inclusion, transformative leadership, neurodiversity, and dismantling inequities through culturally proficient frameworks. Latunde has published extensively on African American family engagement, dual capacity-building models, and faith-based interventions in education. She co-founded the Black Parent Advisory Councils to strengthen community-school ties. Latunde's scholarship emphasizes hospitality theory in school inclusion and values-based leadership practices for marginalized groups. Her work bridges academic research with practical strategies for educators, policymakers, and community leaders. She holds a Doctorate in Education (EdD) and has over two decades of experience in K-12 and higher education settings. Her advisory roles include serving on the Lewis Center for Entrepreneurship Advisory Board. Latunde’s research has been featured in Frontiers in Education , Journal of Negro Education , and Journal of Multicultural Education , reflecting her interdisciplinary approach to social justice in education.

• Responsible Innovation
• Entrepreneurship
• Digital Health
• +۱۲ مورد دیگر

Tatiana Aleksandrovna Iakovleva is a Professor of Entrepreneurship Studies at the University of Stavanger (UiS), affiliated with the UiS School of Business and the Department of Innovation, Management and Marketing. She is actively engaged in research on responsible innovation, digital health, user involvement, and entrepreneurship. Her research interests include responsible innovation, digital health, user engagement in innovation, living labs, open innovation, stakeholder involvement, healthcare innovation, social innovation, and regional development. She explores how innovation can be conducted ethically and inclusively, particularly in public and healthcare sectors. Her recent publications (2020–2025) reveal a strong focus on responsible innovation in digital health, user empowerment, and collaborative innovation spaces such as living labs. Themes include stakeholder inclusion, boundary innovation spaces, patient engagement, and the role of universities in regional development. Her work spans interdisciplinary fields, combining insights from management, public health, innovation studies, and social sciences. She has collaborated extensively with researchers such as Elin Merethe Oftedal, John Bessant, Raj Kumar Thapa, and others, contributing to high-impact journals and international conferences like ISPIM and Routledge handbooks. She advises students and researchers in entrepreneurship and innovation, though specific names are not listed in the provided text. She is involved in projects related to digital health innovation, responsible research, and university-industry collaboration. She is associated with the Norwegian Smart Care Lab and participates in participatory research involving service users and professionals in mental health care. Her work emphasizes inclusive and responsible approaches to innovation, particularly in public service contexts.

• Museum Education
• Pedagogy
• Early Childhood Development
• +۵ مورد دیگر

Vasiliki Tzimpazi is a Senior Lecturer at the University of East London, affiliated with the Childhood & Social Care research institute. Her work focuses on museum education, pedagogical practices in cultural institutions, and the intersection of childhood development with participatory methods. She has extensive experience researching how museums engage young audiences through innovative programs like participatory theatre and embodied learning experiences. Her research interests include museum pedagogy, teacher training partnerships, democratic education principles, and the role of museums in fostering civic engagement. She has published widely on topics such as participatory action research with youth, heritage site education, and curriculum integration strategies. Dr. Tzimpazi’s publications demonstrate a strong emphasis on qualitative methodologies, including ethnographic approaches and interpretive analysis. Her work critiques existing policies and practices in museum education while proposing new frameworks for effective collaboration between cultural institutions and educational systems. Her research outputs have been widely accessed, with over 2,110 total views and 1,589 downloads in the UEL Research Repository. Key themes across her work include: the embodiment of museum experiences, participatory theatre in heritage contexts, and the role of museums in teacher training initiatives.

Heping Liuمشاهده پروفایل

دانشیار

• Chinese Painting
• Song Dynasty Art
• East Asian Art History
• +۴ مورد دیگر

Heping Liu is an Associate Professor of Art History at Wellesley College , specializing in Chinese painting of the Song dynasty . His research explores intersections of art, literature, environment, science, and technology during China's 10th-12th centuries. Ph.D. from Yale University Recipient of NEH and ACLS Fellowships Teaches courses on Japanese/Chinese art, poetic painting, and Song imperial painting academy Focuses on hands-on art education through museum sessions Key research themes include: Political exile in Song landscapes Imperial patronage systems Buddhist iconography adaptation Urban/rural representations Cross-cultural artistic exchange Notable publications analyze: Qingming Shanghe Tu (2011) Juecheng's Buddhist works (2007) Empress Liu's Maitreya portrait (2003) Water-mill technological symbolism (2002) Scientific recognition: National Endowment for the Humanities Fellowship American Council of Learned Societies Fellowship Teaching philosophy emphasizes direct engagement with artworks through: Davis Museum resources Boston-New York institutional partnerships Object-based learning sessions Comparative East Asian studies

• Psychological Safety
• Teaming
• Organizational Learning
• +۳ مورد دیگر

Amy C. Edmondson is the Novartis Professor of Leadership and Management at Harvard Business School, holding a chaired position dedicated to human interactions in successful enterprises. She has been consistently ranked among Thinkers50's top management thinkers since 2011, achieving #1 status in 2021 and 2023. Her research focuses on psychological safety, teaming, and organizational learning, with significant contributions to understanding how organizations learn from failure. Key publications include The Fearless Organization (2019) and Right Kind of Wrong (2023), the latter winning the Financial Times and Schroders Best Business Book of the Year award. Her work spans organizational behavior, healthcare management, and innovation science, with articles in top journals like Administrative Science Quarterly and Harvard Business Review . Recent research trends show increasing focus on psychological safety dynamics in constrained environments, cross-boundary teaming, and the science of intelligent failure. Her 15 most recent articles (2021-2025) demonstrate expanding applications from healthcare to general management contexts, with growing emphasis on temporal dimensions of team learning and data-driven decision pitfalls. Major awards include: Thinkers50 #1 Management Thinker (2021, 2023) Thinkers50 Breakthrough Idea Award (2019) Financial Times Best Business Book Award (2023) Accenture Award for California Management Review (2003) Edmondson advises on organizational transformation through numerous Harvard Business School cases, including culture change initiatives at Microsoft, LEGO, and Cleveland Clinic. Her research has secured funding for studies on teaming in pharmaceutical development, smart city projects, and healthcare innovation. Current work examines psychological safety erosion in new hires and cross-boundary team dynamics in complex innovation projects.

Atsusi Hirumiمشاهده پروفایل

استاد

• Instructional Design
• E-Learning Systems
• Distance Education
• +۴ مورد دیگر

Dr. Atsusi Hirumi is a Professor of Instructional Technology at the University of Central Florida (UCF), affiliated with the College of Community Innovation and Education and the Department of Learning Sciences and Educational Research. Born in New York and raised in Nairobi, Kenya, he holds a B.S. in Biology from Purdue University, an M.A. in Educational Technology from San Diego State University, and a Ph.D. in Instructional Systems from Florida State University. His research focuses on advancing e-learning systems, particularly in medical education, instructional design, and game-based learning. Key areas include the design of virtual patient simulations (e.g., InterPLAY), evidence-informed curriculum frameworks (AVIDesign), and the impact of multimedia elements like background music on learner performance. He has published over 100 articles and presented globally on topics such as blended learning strategies and competency-based education. Dr. Hirumi has received notable awards, including the Star Faculty Award for teaching and service, and is a two-time recipient of the WebCT Exemplary Online Course Award. His work emphasizes bridging theory and practice, collaborating across institutions to train educators in innovative teaching methods. His recent research highlights include exploring medical students' use of curriculum resources, analyzing the role of background music in learning, and advancing virtual patient simulation methodologies. These efforts aim to optimize educational outcomes in K–12, higher education, and corporate training settings.

Stephanie Hallamمشاهده پروفایل

دانشیار

• Library Science
• Information Literacy
• Open Educational Resources
• +۳ مورد دیگر

Stephanie Hallam is an Associate Professor at Whitworth University's Library Department, joining the faculty in 2024. She holds an MLIS from the University of Washington, an M.Ed. in School Counseling from Gonzaga University, and a BA in Psychology (with a Theater Arts minor) from Dordt University. Her research focuses on library science, information literacy, open educational resources (OER), and children's literature. Notable work includes fostering collaborations between academic and high school librarians, integrating government documents into pedagogy, and optimizing library collection management strategies. Her publications emphasize collaborative educational initiatives, open pedagogy, and librarians' roles in academic transitions. Presentations include sessions at the Texas Library Association, American Library Association, and LOEX conferences, addressing topics like silo-breaking partnerships and OER training. Her work includes projects such as the 'I Heart OER Month' training program and collection deselection methodologies. While no awards are listed, her contributions to library practice and education are evident through her active publication and presentation record.

Jason Aamodtمشاهده پروفایل

استادیار

• Environmental Law
• Natural Resources Law
• Water Law
• +۷ مورد دیگر

Jason Aamodt is an Assistant Professor in the Department of Management at Oklahoma State University, where he teaches courses in Environmental Law, Natural Resources Law, Water Law, International Environmental Law, and Corporate and Sustainable Responsibility. He also previously served as Assistant Dean for Online Legal Education and taught at the University of Tulsa College of Law, contributing significantly to legal education with a focus on sustainability and tribal issues. His educational background includes a Bachelor's degree in Chemistry/Environmental Science from the State University of New York at Plattsburgh and a Juris Doctorate from the University of Tulsa College of Law. Dr. Aamodt’s research centers on sustainable development, environmental justice, and tribal legal rights, with a particular emphasis on natural resource protection, energy access, and legal frameworks for sustainability. His work bridges law, policy, and environmental science, aiming to advance equitable and sustainable legal solutions. His recent publications explore conjunctive resource management, sustainable energy technologies for underserved populations, and lessons from China’s biogas programs. These works reflect a consistent focus on interdisciplinary approaches to environmental challenges, especially in the context of tribal and developing communities. National Law Journal Top-25 Jury Verdict (2013) Settled the fifth largest Indian Trust Accounting case Certified the first class action in Oklahoma based on an air dispersion model Established a new cause of action against the United States for Indian Tribes As both a practicing attorney and academic, Jason Aamodt advises on complex litigation involving Indian tribes, environmental contamination, and trust accounting. His professional work includes securing landmark legal victories and shaping policy through scholarly contributions. He is actively involved in grants and research initiatives related to sustainable development and environmental law, though specific funding sources are not detailed in the text. There is no mention of formal lab affiliations or research teams in the provided text, but his interdisciplinary research and teaching suggest collaboration across law, environmental science, and management disciplines.

Inci Dirimمشاهده پروفایل

استاد

• German as a Second Language (DaZ)
• Multilingualism in Education
• Migration Pedagogy
• +۴ مورد دیگر

Inci Dirim is a Professor at the Department of German Studies within the Faculty of Philology and Cultural Studies at the University of Vienna . Her work focuses on German as a Second Language (DaZ) , multilingualism, migration pedagogy, and educational equity. She has developed diagnostic tools for language assessment, contributed to curriculum design, and critically analyzed discrimination mechanisms in language education. Education : Magistra Artium (MA) in Linguistics and German Studies from the University of Bremen (1991); PhD in Educational Science from the University of Hamburg (1997) Her research emphasizes language diagnostics , cultural identity , and reflexive pedagogy , particularly in contexts of linguistic and social heterogeneity. She has led projects like TESSLA (language support for multilingual children) and Unterrichtsbegleitende Sprachstandsbeobachtung DaZ (classroom language assessment). Recent publications explore inter- and transdisciplinary approaches to DaZ, normative foundations in language teaching, and separation practices in language promotion. She serves as a key figure in the Austrian Association for German as a Foreign/Second Language (ÖDaF) and the German Society for Educational Science (DGfE) , advocating for critical perspectives on language, migration, and education. Her teaching includes courses on Basics of German as a Foreign and Second Language , Modern German Literature , and Language Diagnostics .

Arianne Teheraniمشاهده پروفایل

استاد

• Health Professions Education
• Educational Equity and Social Justice
• Climate Change and Health
• +۱۲ مورد دیگر

Arianne Teherani, PhD, is Professor in Residence in the Department of Medicine at the University of California, San Francisco (UCSF) School of Medicine. She serves as Founding Co-Director of the UC Center for Climate, Health and Equity and Director for Program Evaluation and Education Continuous Quality Improvement at the UCSF School of Medicine. She earned her undergraduate degree in Social Ecology from the University of California, Irvine, her master's and doctorate in Education from the University of Southern California, and completed a fellowship in Higher Education at the University of British Columbia. Dr. Teherani’s research advances equity, social justice, and climate solutions in health professions education. Her work identifies and dismantles practices that perpetuate educational disparities. She leads initiatives in equitable clinical assessment, climate-health education, and sustainable healthcare training. Her scholarship focuses on educational reform, faculty development, and community-engaged learning. She has published extensively on topics including clerkship equity, professionalism, longitudinal integrated clerkships, and the integration of climate change into medical education. Her recent publications demonstrate a strong trend toward climate-health education, healthcare decarbonization, and equity in assessment. She frequently collaborates with national and UC-system-wide teams on sustainability and educational innovation. Her work emphasizes systems-level change and the translation of research into policy and practice. UCSF Faculty Sustainability Award UC Sustainability Champion Award Faculty Climate Action Champion (University of California system) Dr. Teherani mentors students, residents, fellows, and faculty in health professions education. She has led numerous educational initiatives, including the Aspiring Physicians Program and the Academic Leadership Academy, aimed at supporting underrepresented students. She has also driven continuous quality improvement in medical education through rigorous evaluation of innovative programs. Her leadership extends to national organizations including the Association of American Medical Colleges, the American Educational Research Association, and the National Academies of Science, Engineering, and Medicine. She leads the Equity and Justice in Education initiative and is deeply involved in antiracism and DEI efforts. She co-leads faculty development programs focused on sustainable healthcare and climate education across the UC system.

• Civil Law
• Succession Law
• Family Law
• +۱۰ مورد دیگر

Maria Elena Cobas Cobiella is an Associate Professor in the Department of Civil Law at the Faculty of Law, University of Valencia. Her academic work is deeply rooted in civil and private law, with significant contributions to inheritance, family, mediation, and European private law. She is an active member of two research groups: the GPF Research Group on Person and Family and the GEDPED Study Group on European Private and Digital Law. Research Interests: Her research spans civil law, succession law, bio-law, legal mediation, reproductive rights, and legal education. She has explored the legal implications of posthumous reproduction, European succession instruments, Cuban property law, and innovative teaching methods such as concept mapping and cooperative learning in legal education. Her work often bridges doctrinal analysis with practical and ethical considerations. The trends in her scholarly publications from 2001 to 2017 reflect a sustained focus on succession law and legal modernization, with increasing attention to European harmonization, digital law, and interdisciplinary issues in bio-law. Her articles also reveal a strong commitment to pedagogical innovation and comparative legal analysis, particularly between Spanish and U.S. legal systems. Scientific Contributions: PhD from the University of Valencia (2001) on testamentary executorship. Active researcher in European private and digital law. Prolific author on mediation, inheritance, and legal education. Advising and Grants: While no specific grants are listed, she has supervised PhD research, as evidenced by her role as advisor to Dr. Lorenzo Prats Albentosa’s thesis. She actively contributes to academic discourse through publications and research group leadership. Her work in legal education suggests involvement in curriculum development and pedagogical projects. Labs and Teams: She collaborates with the GPF Research Group on Person and Family and the GEDPED Study Group on European Private and Digital Law, indicating active participation in team-based legal research focused on contemporary civil law challenges.

• Higher Education
• Educational Research
• Qualitative Research
• +۵ مورد دیگر

Dr. Mayke Vereijken is an Assistant Professor at the Faculty of Social and Behavioural Sciences, Utrecht University, specializing in Educational Sciences. Her work bridges educational theory and practice, with a focus on inquiry-based teaching and research integration in higher education. PhD in Medical Education (Leiden University, 2018) MSc in Educational Sciences (Radboud University Nijmegen, 2011) Her research explores interdisciplinary and transdisciplinary approaches to education, particularly how higher education can address complex problems requiring multi-, inter-, or transdisciplinary knowledge. Current work includes projects on the effectiveness of teacher professional development and scholarly teaching. Recent publications address: Transdisciplinary education frameworks Subject matter pedagogy in university teaching Professional collaboration around complex problems Authentic research practices in medical education Research integration in first-year teaching

Alejandro J. Ganimianمشاهده پروفایل

دانشیار

• Educational Assessment
• Education Technology
• Teacher Policies
• +۶ مورد دیگر

Alejandro J. Ganimian is an Associate Professor of Applied Psychology and Economics (with tenure) at New York University's Steinhardt School of Culture, Education, and Human Development, and a Visiting Associate Professor of Education at the Harvard Graduate School of Education. His interdisciplinary research bridges economics, psychology, and education policy to address critical challenges in educational systems, particularly in low- and middle-income countries, with a focus on transitioning from providing schooling to ensuring learning for all. Education: Doctorate in Quantitative Policy Analysis in Education (with concentration in economics) from Harvard University, where he was a fellow in the Multidisciplinary Program in Inequality and Social Policy Master's in Educational Research from the University of Cambridge, where he was a Gates Scholar Bachelor's in International Politics from Georgetown University Postdoctoral fellow at the Abdul Latif Jameel Poverty Action Lab (J-PAL) Ganimian's research centers on addressing educational challenges for "first-generation learners" in low- and middle-income countries. His methodology combines cutting-edge experimental designs from economics with innovative measures from education and psychology to evaluate causal effects of policies at scale. He specifically investigates how to prepare children for educational transitions, support teachers in large heterogeneous classrooms, and encourage principals to allocate resources to students who need them most. His work spans educational assessment, technology in education, teacher policies, and school management, with fieldwork conducted primarily in Latin America and South Asia. His research has been published in top journals including Nature , American Economic Review , Journal of Political Economy , and Review of Educational Research . Scientific Awards and Affiliations: Jacobs Foundation Research Fellow National Academy of Education/Spencer Foundation Post-Doctoral Fellow Gates Scholar Advisory-Board member at the Organization of Ibero-American States for Education, Science, and Culture (OEI) Non-Resident Fellow at the Center for Universal Education at the Brookings Institution Invited Researcher at the Abdul Latif Jameel Poverty Action Lab (J-PAL) at MIT Member of the CESifo Network on Economics of Education Ganimian actively mentors doctoral students at NYU, with primary advisee Verónica Mesalles and secondary or co-advisees including Sorana Acris, Berta Bartoli, Arja Dayal, Trenel Francis-Porter, and Jessica Siegel. His former advisees have secured prestigious positions at institutions including Oxford University, UC Irvine, Duke University, and Stanford University. He has consulted for major international organizations including the Bill & Melinda Gates Foundation, World Bank, and Inter-American Development Bank, and co-founded educational initiatives "Enseñá por Argentina" and "Educar y Crecer" in Argentina.

Kyle Lewisمشاهده پروفایل

استاد

• Organizational Behavior
• Knowledge Management
• Team Performance
• +۵ مورد دیگر

Kyle Lewis is a Professor and Christian A. Felipe Chair in Technology Management at the University of California, Santa Barbara (UCSB), where she serves as Chair of the Technology Management Program in the College of Engineering. Her research examines how organizations leverage individual and collective knowledge, focusing on team performance in professional services, new product development, and project-based tasks. She has authored award-winning research in journals like Management Science , Academy of Management Review , and Organization Science , and received the Jay Wright Forrester Award for her work on system dynamics modeling of organizational learning. Education : PhD in Organizational Behavior & Human Resources Management (University of Maryland), MS in Industrial Administration (Carnegie Mellon University), BS in Computer Science and Mathematics (Duke University). Lewis’s research spans transactive memory systems, collective intelligence, and bias interruption strategies. Her work, often conducted with co-authors like Edward G. Anderson and David Bachrach, explores team diversity, knowledge retention amid disruptions, and organizational structures. She has applied system dynamics and social network analysis to model performance in financial services, healthcare, and engineering teams. Her recent publications (2018-2020) include studies on team reflexivity in healthcare, AI product management, and cross-understanding mechanisms. The scientific awards she has received include: Jay Wright Forrester Award (2018) Top 50 Women in Business (Pacific Coast Business Times) Academy of Management Best Paper Award (2005) Lewis has delivered over 20 invited lectures (2016-2019) on topics ranging from Interrupting Implicit Bias to Effective Teaming at institutions like UC Tech, CSU System, and NORDP. She previously held editorial roles as Senior Editor for Organization Science and Associate Editor for Management Science , and directed the Master of Science in Technology Commercialization at University of Texas, Austin.

• Software Engineering
• Cyber-Physical Systems
• Digital Ecosystems
• +۳ مورد دیگر

Tero Päivärinta is a Professor at the University of Oulu, Faculty of Information Technology and Electrical Engineering. His work focuses on software engineering, digital ecosystems, and cybersecurity. He specializes in empirical studies of software systems, digital twins, and autonomous driving technologies. His research explores hybrid intelligence systems, data-centric decision-making, and governance of collective ambidexterity in digital initiatives. Education: PhD holder with extensive experience in academic and industry collaborations. Key research domains include cyber-physical systems, DevSecOps automation, and IT governance in public sectors. He co-leads projects such as the NUVE Lab’s vehicle testing frameworks and contributes to initiatives like the Software-Defined Vehicle project. Research highlights include advancing knowledge graphs for manufacturing, cybersecurity compliance in DevOps pipelines, and evaluating data-driven decisions. His articles emphasize interoperability challenges, adaptive systems design, and sustainable digital transformation in public utilities. Professional contributions include organizing the TKTP Annual Symposium and co-editing volumes celebrating academic peers like Markku Oivo. His work bridges theoretical software engineering with practical applications in mobility, governance, and industrial systems.