جست‌وجوی استاد و پژوهشگر

Jessica V. Richمشاهده پروفایل

استادیار مدعو

• Postsecondary Education
• Competency-Based Education
• Assessment and Evaluation
• +۴ مورد دیگر

Dr. Jessica V. Rich is an Adjunct Assistant Professor at Queen’s University’s Faculty of Education and a member of the Assessment and Evaluation Group (AEG). She holds a PhD in Measurement, Assessment, Policy, Leadership and Evaluation, complemented by extensive teaching qualifications in Biology, Chemistry, and Education. Her work focuses on competency-based education (CBE), programmatic assessment frameworks, and inclusive evaluation practices across postsecondary and professional education contexts. She actively contributes to the Scholarship of Teaching and Learning (SoTL) through research on feedback mechanisms and performance improvement strategies. Dr. Rich teaches courses such as PME 896 (Capstone), PME 894 (Educational Fieldwork), and GDE 828 (Program Evaluation), emphasizing practical application of assessment methodologies. She has pioneered educational development initiatives in simulated learning environments and workplace-based assessments. Her research examines the intersection between competency frameworks and real-world application, with particular attention to healthcare and engineering education reform. Current projects include evaluating transformative change models in medical education and exploring growth-oriented assessment strategies. She has collaborated with institutions to design competency frameworks for healthcare professions and contributed to knowledge translation tools for programmatic assessment implementation. Her publications span journals like Academic Medicine , Canadian Journal of Educational Administration , and Frontiers in Medicine , reflecting interdisciplinary engagement with assessment challenges in higher education. She maintains active Twitter and LinkedIn profiles to share insights on educational development and assessment innovation.

Jamie Rankinمشاهده پروفایل

مدرس

• Second Language Acquisition
• Teacher Training
• Curriculum Development
• +۷ مورد دیگر

Jamie Rankin is a University Lecturer in the Department of German at Princeton University, where he specializes in second language acquisition, teacher training, and curriculum development. In 2015, he became the founding director of the Princeton Center for Language Study, promoting interdisciplinary collaboration and professional development across language programs. His research focuses on innovative approaches to language pedagogy, particularly in the areas of L2 reading, vocabulary acquisition, and classroom-based action research. He has developed digital tools for remote language instruction and co-authored key German language learning resources, including Handbuch zur deutschen Grammatik (6th edition) and the online textbook der|die|das , which integrates SLA principles into beginner-level instruction. Rankin's scholarly contributions have appeared in prominent journals such as Die Unterrichtspraxis and the Modern Language Journal . His publications reflect a consistent focus on practical, research-informed teaching strategies, interactive task design, and assessment methodologies in language classrooms. Scientific Awards: President’s Award for Excellence in Teaching, Princeton University (1996) He has actively contributed to professional development through workshops for the American Association of Teachers of German, covering topics such as interactive tasks and vocabulary acquisition. His leadership in digital pedagogy includes creating an interactive website to support language instructors during the pandemic. He has no listed grants, but his curriculum and digital resource development represent significant scholarly and instructional contributions. Jamie Rankin leads initiatives in language education innovation and supports a network of language instructors through the Princeton Center for Language Study, fostering research-based teaching practices across linguistic disciplines.

Darrell Earnestمشاهده پروفایل

دانشیار

• STEM Education
• Mathematics Learning
• Time Concepts in Education
• +۴ مورد دیگر

Darrell Earnest is an Associate Professor in the College of Education at the University of Massachusetts Amherst, specializing in the Department of Teacher Education & Curriculum Studies (TECS). He focuses on STEM education, particularly how students conceptualize time and tools like analog clocks, hourglasses, and digital representations. His work emphasizes equity in mathematics education and the interplay between representations, tools, and learning. Education: B.A., Washington University, 1998 M.A., Tufts University, 2002 M.A., University of California, Berkeley, 2007 Ph.D., University of California, Berkeley, 2012 Research Interests: Time as a mathematical and interdisciplinary concept Curriculum design and teacher education Equity in STEM education Cognitive development in elementary mathematics Key Projects: Clock Work : Investigates children’s understanding of time through analog/digital clocks and non-standard tools like hourglasses. Time Literacy Project : Explores time management practices among undergraduate students, focusing on neurodivergent learners and academic success. Lesson Planimation : Examines how preservice teachers adapt curriculum materials into student-centered lessons, using animations to visualize instructional design. Advising & Grants: Supervises graduate students (e.g., Alicia Gonzales, Christine McGrail) and collaborates with institutions like Disability Services. His work has been funded through projects on time literacy and curriculum translation. Labs/Teams: Collaborates with Dr. Julie Amador (University of Idaho) on curriculum design and teacher education initiatives.

Elenita Irizarry Ramosمشاهده پروفایل

استاد مدعو

• Dual Language Education
• Bilingual Education
• Multilingual Learning
• +۵ مورد دیگر

Elenita Irizarry Ramos is an Adjunct Professor at the University of Massachusetts Amherst’s Bilingual and Dual Language Education Graduate Certificate program and currently serves as the Senior Strategist for Multilingual Learning at the Massachusetts Department of Elementary and Secondary Education (DESE). She previously held roles as the WMass Bilingual Hub Coordinator, a Visiting Scholar at Indiana University, and an Assistant Professor at the University of Puerto Rico–Rio Piedras. Her academic and professional journey reflects a strong commitment to equitable bilingual education and multilingual program development. Elenita holds a Doctorate in Curriculum and Teaching from the University of Puerto Rico–Rio Piedras, a Master’s in English Education, and a Bachelor’s in Biology from the University of Puerto Rico–Mayagüez. Her research focuses on dual language education, biliteracy development in PK-12 settings, and culturally sustaining program evaluation. She has also contributed to ESL test design for the College Board in Puerto Rico and Latin America. Her publications and presentations highlight resilience in education post-disasters, such as Hurricane María’s impact on students and teachers, as well as strategies for fostering inclusive bilingual programs. She actively bridges academic research with public policy through her role at DESE, advocating for systemic improvements in multilingual education. Elenita’s work integrates STEAM education into bilingual curricula and emphasizes collaborative strategies for teacher professional development. Her TEDx talk, From the Me Generation to the We Generation , underscores her vision of fostering collective responsibility in education.

Do-Hong Kimمشاهده پروفایل

استاد

• Research Design
• Program Evaluation
• Psychometric Methods
• +۴ مورد دیگر

Do-Hong Kim is a Professor in the Department of Educational Evaluation and Research at Wayne State University. His expertise spans research design, program evaluation, psychometric methods, and quantitative analysis in education. He focuses on assessment for culturally and linguistically diverse students, educational measurement validity, and bilingual research. Education: Ph.D. in Educational Psychology and Research from the College of Education, University of South Carolina. Research Interests: Kim specializes in educational and psychological assessment, validity issues in measurement, and program evaluation. His work often addresses equity in assessment, psychometric properties of scales (e.g., self-efficacy in language learning, mathematical problem-solving), and evaluation systems for early childhood education. Grant Leadership: He has led multiple funded projects, including a subaward from the U.S. Department of Education (2022-2027) for gifted education equity in Detroit. Other grants focus on data analytics, pre-K literacy, and formative assessment implementation. Scientific Recognition: Kim has received the NCARE Distinguished Paper Award (2013) and the College of Education Award for Excellence in Research at UNC Charlotte (2008).

Benjamin Xieمشاهده پروفایل

استادیار

• Computing Education
• Human-Computer Interaction (HCI)
• Critical Data Studies
• +۷ مورد دیگر

Dr. Benjamin Xie is an Assistant Professor joining the Department of Computer Science at the University of Denver's Ritchie School of Engineering and Computer Science in fall 2025. He is currently a Postdoctoral Fellow at Stanford University, jointly affiliated with the Human-Computer Interaction Group and the Graduate School of Education. His research focuses on designing equitable and critical human-data interactions in educational and environmental justice contexts. PhD in Information Science, University of Washington (2022) MEng in Computer Science, Massachusetts Institute of Technology (2016) BS in Computer Science, Massachusetts Institute of Technology (2015) Dr. Xie’s research lies at the intersection of computing education, human-computer interaction, and AI ethics. He investigates how to make computing education more inclusive, ethical, and critical. His work emphasizes participatory design, co-designing curricula with educators, and developing tools that scaffold AI literacy for high school students. He also explores how data can be used to promote equity in large-scale computing courses and environmental justice initiatives. His recent publications highlight a strong trajectory in AI and computing education, including benchmarking LLMs in CS assessments, co-designing AI curricula with teachers, and developing tools like Prompty to foster critical engagement with generative AI. His work consistently addresses ethical implications and equity considerations in technology education. Dr. Xie has been recognized with prestigious awards, including: National Science Foundation (NSF) Graduate Research Fellowship Embedded Ethics Fellow at Stanford’s Institute for Human-Centered AI and McCoy Center for Ethics in Society He actively mentors students and collaborates with K–12 educators and community organizations. While formal advisees are not listed, he welcomes student inquiries and is building his research group at the University of Denver. His future work will continue to bridge technical innovation with social impact, particularly in democratizing access to AI and data literacy. Dr. Xie leads projects on environmental data justice, AI literacy tools, and equitable computing education. He collaborates with teams at Stanford and will establish a research lab at the University of Denver focused on critical and equitable human-data interactions.

Dipu Patelمشاهده پروفایل

استاد

• Digital Health
• Healthcare Innovation
• Telemedicine
• +۷ مورد دیگر

Dipu Patel is a Professor and Vice Chair for Innovation in the Department of Physician Assistant Studies at the School of Health and Rehabilitation Sciences, University of Pittsburgh. She holds a Doctor of Medical Science from the University of Lynchburg and a Master of Physician Assistant Studies from the University of Nebraska Medical Center. Her work bridges clinical expertise and digital innovation in healthcare education and delivery. Education: Doctor of Medical Science, University of Lynchburg Master of Physician Assistant Studies, University of Nebraska Medical Center Her research interests focus on digital health, healthcare innovation, and technology integration in clinical education. She emphasizes patient-centered, provider-driven solutions that combine technological advancement with human-centered care. Patel is passionate about workforce development and preparing future healthcare leaders for evolving digital landscapes. Her publications highlight emerging trends in telemedicine and artificial intelligence in healthcare, particularly exploring how tools like GPT can transform clinical workflows and education. These works reflect a strong commitment to innovation while preserving the human touch in medicine. Scientific Awards: Innovation in Education Award, Advisory Council on Instructional Excellence, Office of the Provost, University of Pittsburgh Patel has held significant leadership roles in professional organizations, including President-Elect of the Physician Assistant Education Association and Chair of the Massachusetts Board of Registration for Physician Assistants. She serves on the Governor’s Advisory Council for Foreign-Born Healthcare Professionals, contributing to policy and workforce inclusion. Though no formal advisees are listed, her educational leadership and curriculum development impact numerous students and practitioners. She previously led clinical pathways at a healthcare technology startup, ensuring global clinical content was both evidence-based and patient-centered. She is instrumental in developing the DMSc program at the University of Pittsburgh, a forward-looking initiative designed to cultivate advanced physician assistant leaders. Her work continues to expand the role of PAs in digital health innovation and interdisciplinary collaboration.

Hyojin Leeمشاهده پروفایل

استادیار

• Korean Studies
• Japanese Studies
• Modern Korean Intellectual History
• +۸ مورد دیگر

Hyojin Lee is an Assistant Professor in Korean Studies at the Department of Asian and North African Studies, Ca' Foscari University of Venice, Italy, where she has been a faculty member since 2019. Her academic work bridges Korean and Japanese studies with a focus on modern intellectual and cultural history. She previously held teaching and research positions at Heidelberg University (Germany), Kansai University (Japan), and Osaka College of Foreign Languages. Education: Ph.D. in East Asian Culture, Kansai University, Japan (2012–2015) M.S. in Cultural Interaction Studies in East Asia, Kansai University, Japan (2010–2012) B.S. in Korean Language & Literature (Second Major: Philosophy), Yeongnam University, Republic of Korea (2005–2009) Her research interests include modern Korean Confucianism, colonial-era Korean intellectual history, gender studies (especially the 'New Women' movement), Korea-Sweden historical relations, and Hanja education in Europe. She employs interdisciplinary methods combining archival research, textual analysis, and transnational perspectives. Her recent publications (2021–2023) reflect a strong trend in analyzing colonial knowledge production, particularly through Japanese imperial universities and their role in shaping modern Korean studies. She also explores cultural diplomacy, such as Japan's use of archaeology in Korea to promote itself in Sweden, and the transmission of Korean language and culture in European academic contexts. Scientific Awards and Certifications: Teaching Certificate of Korean Language and Literature, Republic of Korea Teaching Certificate of Philosophy, Republic of Korea Korean Language Teacher Certificate, Ministry of Culture and Tourism, Republic of Korea Hyojin Lee has been actively involved in research grants, including the Academy of Korean Studies Seed Program at both Ca' Foscari and Heidelberg Universities, and received the Japanese Government Scholarship during her Ph.D. She has advised on translation projects and contributed to international collaborations, such as the study of Sweden-Korea relations through museum collections. While no current advisees are listed, her role includes mentoring students in Korean studies and East Asian humanities. She is affiliated with research networks in Europe and Asia and has participated in international workshops and mobility programs, including Erasmus+ to Stockholm University. Her work contributes significantly to the globalization of Korean studies and the critical examination of colonial academic legacies.

• STEM Education
• Project-Based Learning
• Computational Thinking
• +۷ مورد دیگر

Samuel Severance is an Assistant Professor in the Center for Science Teaching & Learning (CSTL) at Northern Arizona University (NAU), where he contributes to STEM education research and teacher development. His work is centered on improving science and computational thinking instruction through project-based learning and research-practice partnerships. His research interests include: Project-Based Learning (PBL) Computational Thinking (CT) in K-12 education Equity and inclusion in STEM Teacher learning and professional development Curriculum design aligned with NGSS Multilingual and culturally diverse learners His recent publications reflect a strong focus on integrating making, computing, and cultural relevance into science education. He emphasizes design principles for equitable access and has contributed to major educational frameworks and encyclopedias. His work is frequently published in leading venues such as Studies in Science Education and the International Conference of the Learning Sciences . Notable scientific contributions include: Advancing PBL and NGSS alignment Designing CT instruction for multilingual learners Strengthening research-practice partnerships in teacher education Centering cultural assets in STEM for immigrant communities While no formal list of awards is provided, his high-impact publications and collaborations suggest recognition in the learning sciences community. He is actively involved in mentoring and likely advises graduate students, though specific names are not listed. His research is supported through collaborative grants and partnerships focused on improving STEM teaching and learning in diverse contexts. Samuel Severance is affiliated with research networks focused on learning sciences and computational thinking, collaborating with leading scholars such as Joseph Krajcik and Emily Miller. His work is part of a broader effort to transform science education through innovation, equity, and practical application.

Kelly C. Johnstonمشاهده پروفایل

دانشیار

• Literacy Studies
• Critical Literacies
• Sociomaterial Approaches to Literacy
• +۳ مورد دیگر

Dr. Kelly C. Johnston is an Associate Professor at the School of Education, Baylor University. She teaches undergraduate and graduate courses in the Department of Curriculum & Instruction, focusing on literacy pedagogy, critical literacies, and equity in education. Her research explores literacy engagement in underserved communities, integrating literacy with physical activity and sociomaterial frameworks. Literacy in schools and communities Critical literacies Sociomaterial approaches to literacy Affective literacy engagement Literacy across content areas Equitable education practices Dr. Johnston’s recent publications analyze inquiry-based learning, global literacies, and affective responses to literacy practices. She has received multiple awards for her scholarship, including the 2022 Innovation in Teaching and Learning Award. Innovation in Teaching and Learning Award (2022) John Laska Dissertation Award in Teaching (2020) Emerging Scholar Fellowship Award (2019) Timothy & Cynthia Shanahan Outstanding Dissertation Finalist (2019) Previously, she taught at Teachers College, Columbia University, and The City College of New York while serving as a research fellow at Teachers College. She holds a doctorate in Curriculum and Teaching from Teachers College, Columbia University (2018).

Farah Aboubakrمشاهده پروفایل

مدرس

• Memory Studies
• Cultural Identity
• Palestine Studies
• +۱۰ مورد دیگر

Dr. Farah Aboubakr is a Lecturer in Arabic at the Department of Islamic and Middle Eastern Studies within the School of Literatures, Languages and Cultures at the University of Edinburgh. She also holds an IASH Affiliate status (2023-25) and has been nominated as a Fellow (2025) for the Institute for Advanced Studies in the Humanities. Additionally, she serves as a member of the Academic Committee of Edinburgh University Press. Dr. Aboubakr joined the University of Edinburgh in 2013 as a Teaching Fellow in Arabic and has since been actively involved in teaching, curriculum development, and research. Her educational background includes: Ph.D. (2014): 'The Palestinian Folktale as a site of Framing Palestinian Collective Memory and National Identity' - The Department of Translation & Intercultural Studies - The University of Manchester M.A. (Distinction) 2004: Translation and Interpreting (Arabic-English-Arabic) - The University of Salford B.A.(Hons) 2002: English Language and Literature - Mohammed V University, Morocco Dr. Aboubakr's research spans interdisciplinary subject areas combining theoretical frameworks from Arabic language and literature, memory studies, translation studies, postcolonial studies, and popular culture. Her work focuses on Palestinian cultural production, particularly examining how folktales, literature, and performative arts serve as sites of memory, identity formation, and resistance. She has made significant contributions to understanding the role of women storytellers and the political dimensions of cultural memory in conflict zones. Her publications demonstrate consistent engagement with Palestinian cultural identity, memory politics, and oral traditions. The progression of her work shows increasing sophistication in connecting folk narratives with broader political and social contexts, particularly regarding the Nakba, diaspora experiences, and contemporary Palestinian artistic expressions. Her research has evolved from analyzing folktales to examining contemporary performative arts as vehicles for memory transmission. Her notable awards and recognitions include: IASH Affiliate and fellow status (2023-2025) Susan Manning Workshop Fund by IASH (2024) Multiple research fellowships including those from ZMO, PARC, and CBRL Regular nominations for the EUSA Teaching Award Her monograph was nominated for the Palestine Book Award (2019) Dr. Aboubakr has supervised numerous academic programs including the MSc Advanced Arabic, MSc in Arab World Studies, and MSc in International Relations of the Middle East with Arabic. She has served in multiple administrative roles such as Student Exchange Officer, Career Adviser, and Year Abroad Coordinator. Her current CBRL-funded project 'Palestinian Transgressive Voices: Cultural Memory and Performative Arts in the Diaspora and Palestine' represents her ongoing commitment to interdisciplinary research at the intersection of memory studies, performance, and Palestinian cultural production. She is affiliated with several research centers including the Institute for Advanced Studies in the Humanities (IASH), Palestinian American Research Center (PARC), Council for British Research in the Levant (CBRL), and Leibniz-Zentrum Moderner Orient (ZMO).

Tiffany Kinneyمشاهده پروفایل

دانشیار

• Rhetoric and Composition
• Feminist Rhetoric
• Marginalized Rhetorics
• +۷ مورد دیگر

Tiffany Kinney is an Associate Professor of English and Department Head for Languages, Literature and Mass Communication at Colorado Mesa University. She holds a PhD in Rhetoric and Composition from the University of Utah and teaches courses in professional and technical writing, composition, science writing, and rhetorical theory. PhD, Rhetoric and Composition: University of Utah MA, English: University of Oregon BS, English: Westminster College Her research focuses on marginalized rhetorics , particularly how local histories challenge dominant narratives, and on interdisciplinary strategies for teaching writing in the sciences through digital curriculum development. She emphasizes critical awareness of power in discourse and trains students to navigate and adapt genre conventions across media forms—from essays to podcasts to digital exhibits. Her recent publications span feminist rhetoric, body studies, and writing pedagogy, with contributions to journals such as Praxis: A Writing Center Journal and The Interdisciplinary Journal of Body Weight and Society , as well as edited collections on feminist rhetorical history. Her work reflects a strong commitment to interdisciplinary collaboration and inclusive communication practices. Dr. Kinney actively mentors writing groups and contributes to curriculum innovation, particularly in science writing education, though no formal advisees are listed. She collaborates across institutions to improve writing instruction and has developed tools for graduate writing support. She is involved in research teams focused on writing pedagogy and digital learning environments, contributing to the development of innovative teaching resources that bridge disciplines and media.

Don Carterمشاهده پروفایل

دانشیار

• English education
• Curriculum design
• Curriculum history
• +۷ مورد دیگر

Don Carter is an Associate Professor in the School of International Studies and Education at the University of Technology Sydney (UTS), Faculty of Arts and Social Sciences. He holds a PhD from the University of Sydney and has a distinguished career spanning academic, policy, and classroom roles in English education. His educational background includes a PhD from the University of Sydney, a Master of Education (Honours) from the University of Wollongong, a Master of Education from the University of Sydney, a Diploma in Education from the University of New South Wales, and a Bachelor of Arts from the same institution. Dr Carter's research is centered on English education, with a strong focus on writing pedagogies, curriculum design and history, standardized testing (especially NAPLAN), spelling instruction, and the influence of Romanticism on educational practices. He investigates how curriculum is developed and implemented, particularly the general capabilities in primary schools and the impact of high-stakes testing on teachers and students. His work often applies theoretical frameworks, such as Biesta’s three functions of education, to analyze policy documents like the Melbourne Declaration. His recent publications reveal a strong trend in curriculum evaluation, teacher education, and educational policy. His research spans from practical classroom pedagogy to high-level policy analysis, with a consistent emphasis on teacher voice, workload, and professional identity. He frequently collaborates with colleagues like Jackie Manuel and Jennifer Yoo, and his work has significant impact in Australia and internationally, particularly in the areas of outcomes-based education in Indonesia and teacher shortages in NSW. Scientific Awards: No specific awards are mentioned in the provided text. Dr Carter has successfully supervised research students and secured competitive grants, including funding from the Australian Teacher Education Association and the Australia-Korea Foundation. His funded projects cover topics such as career change student teachers, the K-2 Literacy and Numeracy Action Plan evaluation, and best practices in online arts learning post-pandemic. He is an active member of the academic community, serving as a peer reviewer for journals like Australian Journal of Language and Literacy and Educational Philosophy and Theory . He is also a sought-after media commentator, appearing on ABC and in major print publications to discuss contemporary educational issues. He leads and contributes to significant research projects and collaborative initiatives within the UTS School of International Studies and Education, focusing on teacher development, curriculum innovation, and educational equity.

Blaire Zeidersمشاهده پروفایل

دانشیار

• Shakespeare Studies
• British Literature
• Medieval and Renaissance Studies
• +۳ مورد دیگر

Blaire Zeiders is an Associate Professor at Augusta University's Pamplin College of Arts, Humanities, and Social Sciences, specializing in English & World Languages. They hold a PhD in English Language and Literature from the University of Wisconsin-Madison (2013), with additional certifications in Medieval and Renaissance Studies from the University of Pittsburgh (2008). Ph.D., English Language and Literature, University of Wisconsin-Madison (2013) CERA, Medieval and Renaissance Studies, University of Pittsburgh (2008) MA and BA in English, University of Pittsburgh (2008) and Bucknell University (2003) Zeiders' research focuses on Shakespearean studies, British literature, and historical narratives spanning Medieval and Renaissance periods. Their scholarly work explores intersections between literary analysis, historical context, and contemporary interpretations, as evidenced by publications on figures like John Dee and Sycorax in Shakespeare's works. Recent publications show engagement with sub-fields including Renaissance literature, post-truth historical analysis, witchcraft symbolism, and interdisciplinary art studies. Zeiders has served as Faculty Advisor for Sigma Tau Delta and participated in multiple university committees related to curriculum development and strategic planning.

• Medieval Literature
• Religious Studies
• Clinical Nursing Education
• +۳ مورد دیگر

Kevin Gustafson is a Professor in the Department of English at Northern Arizona University and serves as Dean of the Honors College. His research spans medieval literature, religious texts, and clinical nursing education. Research Interests : Religious Writing and Biblical Translation Medieval Manuscript Analysis Gender Studies in Renaissance Texts Service-learning in Nursing Pedagogy Recent Publications : His work focuses on textual interpretation in medieval literature, interdisciplinary approaches to clinical nursing education, and the evolution of religious writings.