جست‌وجوی استاد و پژوهشگر

• Neonatal Nursing
• Child Health
• Maternal Health
• +۷ مورد دیگر

Dr. Günay ARSLAN is an Assistant Professor in the Department of Child Health and Disease Nursing at Üsküdar Üniversitesi. She holds a PhD from Marmara Üniversitesi (2023) and has been actively involved in research and education since 2012. Her academic roles include serving as Head of ÜSÇÖZÜM Research Center (2024-present), coordinator for multiple research groups, and student adviser. She specializes in neonatal care, maternal health, and nursing education innovations. Her research focuses on non-pharmacological interventions in neonatal units, vaccination education for expectant mothers, and challenges faced by international nursing students. Key publications include work on childbirth anxiety, pediatric vaccination attitudes, and noise reduction strategies in neonatal intensive care units. Educational Background: BSc in Nursing, Maltepe Üniversitesi (2012) MSc in Pediatric Nursing, Maltepe Üniversitesi (2015) PhD in Pediatric Nursing, Marmara Üniversitesi (2023) Dr. Arslan has supervised two master's theses (2024) and actively participates in BAP-funded research projects investigating simulation-based nursing education. She has received the 2025 Kocaeli Üniversitesi Poster Award for her work on vaccination compliance. Her administrative roles include managing simulation labs, coordinating Bologna process implementation, and serving on academic committees. She teaches courses like Neonatal Care, Pediatric Health, and Critical Thinking in Nursing Education. Active memberships include the Turkish Nurses Association and the Turkish Pediatric Nurses Association. Her research portfolio includes over 15 peer-reviewed articles and multiple international congress presentations focusing on child health, nursing education, and clinical innovation.

• Graphic Novels in Education
• Deaf Readers' Literacy
• Manga and Comic Book Studies
• +۳ مورد دیگر

Dae-Kun Kim is an Assistant Professor in the English Program at Gallaudet University, specializing in the use of graphic novels and manga to enhance literacy among Deaf students. He holds a PhD in Critical Studies in the Education of Deaf Learners from Gallaudet, alongside degrees in Deaf Education and Information Technology. His research focuses on fostering reading interest in Deaf elementary students through graphic novels and examines their broader implications in education. Education: PhD in Critical Studies in the Education of Deaf Learners, Gallaudet University EdS in Deaf Education, Gallaudet University MS in Secondary Education (English Instruction for Deaf Students), RIT BS in Information Technology, RIT Research Interests: Graphic novels in education, Deaf literacy development, disability representation in comics, and culturally responsive pedagogy. His work emphasizes leveraging visual narratives to engage reluctant readers and improve academic outcomes. Teaching & Advising: Currently teaches ENG-50 (English Language Study) and EDU-665G (Children's Literature). Advised 25 undergraduate students in 2022/02. Committed to global education, having taught Deaf students from China, Saudi Arabia, Norway, and other nations. Professional Roles: Former Program Coordinator for Gallaudet's Center for Continuing and Online Education. Active in committees including the English Program's Department Services and the Council on Undergraduate Education. Serves on national and international organizations like the National Council of Teachers of English and World Federation of Deaf.

Anett Kaaleمشاهده پروفایل

دانشیار

• Autism spectrum disorder
• Early intervention for children with ASD
• Developmental trajectories
• +۳ مورد دیگر

Anett Kaale is an Associate Professor at the Institute of Special Needs Education, University of Oslo. Her research focuses on autism spectrum disorder (ASD), particularly early intervention strategies for preschool and school-age children. She holds a PhD in Medicine from the University of Oslo (2014) and has extensive international experience, including a Fulbright Fellowship at UCLA (2008–2009). Her work bridges clinical research and educational practices, emphasizing developmental trajectories and social communication challenges in ASD. Education: PhD, Faculty of Medicine, University of Oslo (2014) Cand. Ed (Advanced Professional Degree in Special Needs Education), University of Oslo (2004) Master of Science in Emotional Disturbance and Autism, University of Texas at Austin (1994) Social Educator, Østfold College of Social Science (1990) Research Interests: Early intervention for ASD Developmental trajectories in ASD Social communication development Cognitive flexibility in young children with ASD Evaluation of intervention efficacy Research Groups: Cost Action BM1004 (Enhancing Early Autism Research), NeuroDevelop, and the Oslo-based Communicative Processes group. Key Projects: Investigating long-term effects of early intervention in ASD and moderating factors like sex and age. Collaborates internationally on neurodevelopmental frameworks for drug discovery.

Carolyn B. Catesمشاهده پروفایل

استادیار

• Child Development
• Language Development
• Literacy
• +۳ مورد دیگر

Carolyn B. Cates is an Assistant Professor of Psychology at Purchase College, State University of New York. Her research focuses on early language and play experiences’ roles in child language, literacy, and social cognition development, with an emphasis on addressing developmental disparities through interventions in preschool and pediatric primary care settings. PhD, Lehigh University Postdoctoral Fellowship, NYU School of Medicine Dr. Cates co-developed the Video Interaction Project (https://www.videointeractionproject.org/), a parenting intervention from birth to age 5, and co-authored the StimQ2 , a cognitive stimulation assessment tool. Her work integrates developmental science into primary care to enhance parent-child interactions for linguistically and socio-economically diverse families. Recent publications highlight her focus on early childhood interventions , parental literacy practices , home cognitive stimulation , and healthcare-based programs . These studies often employ randomized controlled trial (RCT) designs and emphasize mitigating the impacts of poverty on child development.

• Theory and History of Education
• Cyberbullying Prevention in Primary Education
• Bullying Perpetration and Victimization
• +۳ مورد دیگر

Leticia Lopez Castro is an Assistant Professor at the Faculty of Teacher Training, University of Santiago de Compostela, specializing in the Department of Pedagogy and Didactics . Her research focuses on the intersection of Education Theory and Cyberbullying Prevention , particularly within primary education contexts. She earned her doctorate with a thesis titled Cyberbullying in primary education students: Prevention axes in the family environment , supervised by Dr. Diana Priegue Caamaño. Academic Affiliation : University of Santiago de Compostela Department : Pedagogy and Didactics Faculty : Teacher Training Leticia’s work examines bullying and cyberbullying dynamics in primary education, emphasizing family variables like sociodemographic factors and parental mediation. Her studies also explore gender differences , cross-cultural comparisons , and inclusive strategies to mitigate digital risks. She has published extensively on these topics, including analyses of ICT integration in Galician schools and cognitive challenges in dyslexic students. Her recent publications highlight trends in cyberbullying victimization , perpetration patterns , and witness behavior across cultures, with a strong focus on primary education . Articles span topics like family-based prevention programs , sociodemographic risk factors , and cross-national survey comparisons (e.g., PISA data).

• Medical Ethics
• Bioethics
• Philosophy of Human Nature
• +۳ مورد دیگر

Rev. Dr. Marcin Ferdynus serves as Assistant Professor at the Department of Ethics, Faculty of Philosophy, John Paul II Catholic University of Lublin. A Catholic priest ordained in 2006, he holds MA in Theology (2006) and PhD in Philosophy (2018) from KUL. His academic career spans teaching roles at European Integration College in Szczecin (2016-2017), pastoral care (2008-2016), and administrative positions including Educational Center Deputy Director (2017-2019) and scholarship recipient (2022). Research Interests Biomedical Enhancement Ethics Medical Futility vs Persistent Therapy Human Dignity in Healthcare Personhood Theory AI Moral Agency Catholic Bioethical Frameworks Recent publications analyze dignity's necessity in healthcare, comparative end-of-life policies, and AI limitations in psychotherapy. His research demonstrates strong international engagement through Erasmus+ internships at Oxford, Padua, Malta, and Slovakia institutions. Scientific Awards Prime Minister's Award for doctoral work (2017) Minister of Education Stipendium (2022) Komisja Edukacji Narodowej Medal (2022) KUL Publication Awards (2021, 2023, 2024) Academic Leadership Philosophy program coordinator (2024-) Scholarship Commission Chair (2023-) Editorial Board of Roczniki Filozoficzne (2019-) Organizer of interdisciplinary conferences International conference speaker (UK, Italy, Czech Republic)

• Mental Health
• Rural Health Disparities
• Community-Based Participatory Research
• +۵ مورد دیگر

Tiffany Haynes serves as an Associate Professor in the Health Behavior & Health Education department within the College of Public Health at the University of Arkansas for Medical Sciences. With over a decade of research experience, Dr. Haynes leads multiple significant research initiatives focused on mental health disparities in underserved populations, particularly rural African American communities. Her work bridges academic research and community practice through innovative faith-based interventions and community-academic partnerships. Dr. Haynes' research interests center on mental health service delivery in rural settings, with particular emphasis on depression treatment for African Americans. Her work explores how faith communities can serve as effective platforms for mental health interventions, addressing stigma and accessibility barriers that prevent rural populations from receiving needed care. She employs community-based participatory research methods to ensure interventions are culturally appropriate and sustainable within community contexts. Analysis of her publication record reveals consistent focus on mental health disparities, with recent work expanding to address the mental health impacts of the COVID-19 pandemic, firearm violence among young Black men, and language access in mental health services. Her research demonstrates methodological diversity, incorporating qualitative, quantitative, and mixed-methods approaches across community, clinical, and faith-based settings. Principal Investigator, Patient-Centered Outcomes Research Institute Engage for Equity PLUS Subaward (2024-2028) Principal Investigator, NIH U01MD010644 Reducing depressive symptoms among rural African Americans: REJOICE (2016-2021) Principal Investigator, Patient-Centered Outcomes Research Institute Rural Stakeholders Building Competence and Capacity to Mitigate Pressing Mental Health Issues through CER (2022-2024) Co-Investigator, NIH P50MD017319 The Center for Research, Health, and Social Justice (2021-2026) Dr. Haynes serves as Principal Investigator on multiple major grants, demonstrating her leadership in community-engaged mental health research. Her work with the FAITH Network (Faith-Academic Initiatives for Transforming Health) represents a sustained commitment to building community capacity for health research and intervention. Current projects address pressing public health issues including mental health impacts of the pandemic, health equity in rural settings, and culturally responsive service delivery models.

Renata Kołodziejczykمشاهده پروفایل

استادیار

• Special education
• Speech therapy
• Cued Speech method
• +۵ مورد دیگر

Dr. Renata Kołodziejczyk serves as Assistant Professor in the Department of Special Education at the John Paul II Catholic University of Lublin's Faculty of Social Sciences. Her work focuses on inclusive education, speech therapy for hearing-impaired individuals, and the Cued Speech method (Fonogestów), with particular emphasis on language accessibility and communication support systems. Department of Special Education, Institute of Pedagogy Faculty of Social Sciences, John Paul II Catholic University of Lublin Her research explores: Development of communication skills in deaf individuals Implementation of Cued Speech across educational settings Universal design for learning environments Teacher training for inclusive education Educational accessibility for hearing-impaired students Deaf community integration strategies Recent publications demonstrate trends in: Cued Speech methodology advancements Inclusive curriculum design Assistive communication technologies Life course analysis for hearing-impaired individuals Educational policy implementation Interdisciplinary rehabilitation approaches Scientific contributions recognized through: 4th Degree Team Award (2019) Bronze Cross of Merit (2015) Editorial roles in 'Logopedia' journal Leadership in Polish Cued Speech Association Key projects managed: Cued Speech Europa (EU-funded) Language Creativity of Hearing-Impaired Youth (KUL-funded) Postgraduate Training in Communication Support (Ministry-funded) Integrated Development Program (EU-funded)

• Bilingualism
• Cognitive Psychology
• Developmental Psychology
• +۵ مورد دیگر

Daniel Adrover Roig is a Full Professor at the University of the Balearic Islands (UIB), where he serves in the Department of Applied Pedagogy and Educational Psychology within the Faculty of Education. He has held several administrative positions including Vice-Dean of the Faculty of Education since 2017 and Coordinator of Admission Tests for Early Childhood and Primary Education degrees since 2019. He leads the Development, Education and Language (I+DEL) research group at UIB and serves on the Research Ethics Committee of the university. His academic background includes: 2004: Psychology Degree from the University of the Balearic Islands 2005: Teaching Aptitude Course (CAP) from the Institute of Educational Sciences 2007: Postgraduate in Teaching Techniques for the European Higher Education Area 2009: PhD in Psychology from the University of the Balearic Islands 2009-2011: Postdoctoral studies at the Montreal Geriatrics Institute in Canada Dr. Adrover Roig's research primarily focuses on how bilingualism influences human cognition, with particular interest in children with language difficulties, healthy adults, and elderly individuals without cognitive decline. His work explores the relationship between school bullying and educational needs, language difficulties, and communication. He examines how linguistic, cognitive, and temperamental foundations interact across the lifespan, with special attention to Developmental Language Disorder (DLD). His interdisciplinary approach combines clinical psychology, cognitive psychology, neuropsychology, psycholinguistics, and psychopedagogy to understand educational and emotional challenges in children with Specific Educational Support Needs. His recent publications demonstrate a strong focus on language development, bilingualism effects, school bullying, and cognitive processing in children with language disorders. The research shows consistent exploration of how bilingualism impacts executive control, the relationship between language disorders and social outcomes, and the validation of assessment tools for bullying victimization. His work spans multiple methodologies including longitudinal studies, experimental cognitive tasks, and validation of psychological instruments. His notable scientific recognitions include: The 'Jordi Perelló' award from the College of Speech Therapists of Catalonia A Flash Call in Social Sciences project grant from the 'La Caixa' Foundation in January 2022 for expanding research on cyberbullying Dr. Adrover Roig has directed numerous doctoral theses on topics related to language development, bilingualism, and educational challenges. He has served as principal investigator for two consecutive projects funded by the Ministry of Science and Innovation. His teaching portfolio includes courses in Educational Psychology, School Psychology, Developmental Psychology in School Age, and Language Disorders in Primary Education. He has also contributed to teacher training programs and research on educational guidelines and best practices. He leads the Development, Education and Language Research Laboratory (I+DELab), an interdisciplinary research group focused on psychological development across the lifespan and psychological aspects linked to education. The laboratory promotes knowledge transfer through school training activities, psychopedagogical guidance teams, early intervention programs, hospitals, and media appearances. The team comprises researchers with diverse backgrounds including clinical psychology, cognitive psychology, neuropsychology, psycholinguistics, and speech therapy.

Camilla Warnickeمشاهده پروفایل

دانشیار

• Social Equality
• Sign Language Interpretation
• Deaf Studies
• +۴ مورد دیگر

Roles & Affiliations: Camilla Warnicke is an Associate Professor affiliated with Social Work at Örebro University. She currently serves as a visiting researcher at Stockholm University's Institute of Interpreting and Translation, and works part-time as a research funding advisor at Region Örebro County's Grants Office (RÖL). She is also a researcher and teacher at the Sign Language Interpreter and Deaf-Blind Interpreter Education program in Örebro. She holds an authorized interpreter certification between Swedish and Swedish Sign Language (STS). Research Interests: Her work focuses on social equality, participation, and interaction dynamics between individuals and society. Key areas include interpretation between Swedish and Swedish Sign Language, deaf populations, and deafblindness. She employs Conversation Analysis (CA) to study remote interpreting practices in services like the Swedish Video Relay Service (VRS). Collaborations: Active in multidisciplinary projects such as 'Remote interpreting between spoken and signed languages' (Region Örebro), 'Social equality and road safety' (funded by Swedish Transport Administration), and 'Better communication in congenital deafblindness' (Forte-funded with Linköping University). She also collaborates with the National Knowledge Center for Deafblind Issues (Nkcdb). Teaching & Supervision: Supervises doctoral student Charlotte Ryman at Örebro University's Department of Health Sciences. Teaches at undergraduate, postgraduate, and doctoral levels, including courses on remote interpreting and medical research funding. Leads courses at Stockholm University's sign language interpreting program. Awards & Recognition: None explicitly mentioned in the text. Labs & Teams: Part of research groups 'Deafblindness in a Multidisciplinary Perspective' and 'Social Work and Care across the Life Course (SAOL)'. Involved in initiatives like the 'Sign Language and Deaf-Blind Interpreter Education' program at Fellingsbro Folk High School.

Adam Wilsonمشاهده پروفایل

استاد

• Educational Measurement and Evaluation
• Psychometrics in Medical Education
• Anatomy Education
• +۷ مورد دیگر

Adam Wilson, PhD, is a Professor in the Department of Anatomy & Cell Biology at Rush Medical College, Rush University. He serves as the Director of Anatomy Education, playing a key leadership role in shaping anatomy curricula. His research is centered on educational measurement and evaluation, with a focus on psychometrics, assessment development, and program evaluation in medical and health sciences education. Wilson holds a PhD from Indiana University School of Medicine with a doctoral minor in education. His research interests include: Educational measurement and psychometrics Test and instrument validation Meta-analysis of educational interventions Virtual versus traditional anatomy teaching methods Diversity and representation in anatomy education Faculty and student assessment His recent publications reflect a strong trend in meta-analytic and systematic reviews of educational practices, particularly in anatomy and medical education. His work often evaluates the efficacy of teaching innovations such as educational escape rooms, virtual microscopy, and student-centered learning. He also investigates broader issues like faculty benefits, parental leave policies, and representation gaps in anatomy textbooks. Notable scientific contributions include co-authoring journal-recommended guidelines for survey-based research and systematic reviews in anatomy education. He has also led studies on assessment response rates, uncertainty tolerance, and the ongoing shortage of anatomy educators. Wilson actively mentors students and has advised graduate and medical students such as Courtney Lloyd, Jessica Byram, and Ramin Chitsaz. He leads the Laboratory of Adam B. Wilson, PhD, and has received research funding, including an award from the American Academy of Physician Assistants. His work is widely published in journals like Anatomical Sciences Education , Medical Education , and Clinical Anatomy .

Christy Wolfeمشاهده پروفایل

استاد

• Developmental Psychology
• Cognitive Neuroscience
• Executive Functioning
• +۶ مورد دیگر

Dr. Christy Wolfe is a faculty member at Bellarmine University's College of Arts and Sciences, teaching in the Psychology and Neuroscience programs. She earned her BS in Psychology from the University of Virginia's College at Wise, MA in Experimental Psychology from East Tennessee State University, and PhD in Psychological Sciences (Developmental Processes) from Virginia Tech. Research Focus: Development of executive functioning in infants and children, cognition-emotion integration, and psychophysiological correlates of temperament. Key Methods: EEG, heart rate monitoring, longitudinal assessments. Her publications span topics including developmental neuropsychology, behavioral development, and neurocognitive mechanisms. She serves as faculty advisor for Psi Chi and Chair of the Institutional Review Board, demonstrating leadership in academic and ethical oversight.

• Intellectual Property Law
• Patent Law
• Artificial Intelligence and Law
• +۳ مورد دیگر

S. Sean Tu is a Professor at West Virginia University College of Law, where they contribute significantly to intellectual property law scholarship through the Law Faculty Scholarship program. Their research focuses on patent law with particular expertise in patent examination processes, examiner behavior, and statistical analysis of patent office operations. Their research interests span intellectual property law, patent law, artificial intelligence applications in legal contexts, pharmaceutical patents, and copyright law. Tu's work demonstrates sophisticated analysis of patent examiner metrics, litigation outcomes, and the impact of examiner interviews on patent prosecution efficiency. They've developed novel metrics like Office Actions per Grant Ratio (OGR) and examined gender disparities in pharmaceutical patent law. Analysis of Tu's publications reveals a strong trend toward empirical patent law research with increasing focus on AI applications in legal reasoning and copyright assessment. Their work bridges legal theory with practical patent office operations, particularly examining how examiner behavior affects patent quality and litigation outcomes. Recent publications show growing interest in pharmaceutical patent issues and AI's role in legal analysis. Tu actively contributes to legal education discussions, particularly regarding AI's impact on legal research and writing. Their scholarship demonstrates engagement with both theoretical legal frameworks and practical applications in patent examination and intellectual property enforcement.

David W. McDonaldمشاهده پروفایل

استاد

• Computer-Supported Cooperative Work
• Human-Computer Interaction
• Social Computing
• +۵ مورد دیگر

David W. McDonald is a Professor in the Department of Human Centered Design & Engineering (HCDE) at the University of Washington. His research and teaching focus on the intersection of social behavior and computing systems. He maintains an active research program with numerous Directed Research Groups (DRGs) examining topics including Wikipedia collaboration, social computing, and the application of Large Language Models in design contexts. Dr. McDonald earned his PhD in Information and Computer Science from the University of California, Irvine, with a dissertation titled "Supporting Nuance in Groupware Design: Moving from Naturalistic Expertise Location to Expertise Recommendation." He completed additional graduate work at UC Irvine (MS in Information & Computer Science) and California State University, Hayward (MS in Math & Computer Science), and received his BA in Cognitive Science from UCLA. His research interests span Computer-Supported Cooperative Work (CSCW) and Human-Computer Interaction (HCI), with particular focus on collaboration in Wikipedia, social matching systems, and behavior change through computational systems. His work examines how computational systems can be designed to interleave with human activity to foster collaboration and healthy behaviors. Recent research has explored social translucence in online communities, crisis communication on TikTok, and applications of Large Language Models for debugging assistance and content moderation. Dr. McDonald's publications demonstrate a consistent focus on collaborative systems, with key contributions in social computing, Wikipedia research, and health informatics. His work frequently appears in top-tier venues including ACM CSCW, CHI, and AMIA. Recent publications examine the intersection of social media, health communities, and computational analysis of online behavior. 2013 Distinguished Paper Award, American Medical Informatics Association Fall Symposium (AMIA) 2008 Best Paper Award, AAAI International Conference on Weblogs and Social Media (ICWSM) 2008 Honorable Mention, ACM Conference on Computer Supported Cooperative Work (CSCW) 2003 UW Royalty Research Scholar, University of Washington 1999 Regent's Dissertation Fellowship, University of California, Irvine 1983 Chancellor's Scholar, University of California, Los Angeles Dr. McDonald has served as a Program Director for the Human Centered Computing (HCC), Network Science and Engineering (NetSE), and Social Computational Systems (SoCS) programs at the National Science Foundation. His professional affiliations include the Association for Computing Machinery (since 1999) and ACM SIGCHI (since 1999). He has also co-edited the influential book "HCI Remixed: Essays on Works that have Influenced the HCI Community" (MIT Press, 2008).

Stacy Kaplanمشاهده پروفایل

استاد بالینی

• Speech-Language Pathology
• Clinical Education
• Educational Data Analysis
• +۳ مورد دیگر

Stacy Kaplan serves as a Clinical Professor and Director of the Master of Science in Speech, Language, and Learning (MS SLL) and Doctor of Speech Language Pathology (SLPD) programs within the Department of Communication Sciences & Disorders at Northwestern University's School of Communication. With over two decades of program leadership experience since 2000, she drives evidence-based educational innovation in speech-language pathology training. Education: PhD in Speech Language Pathology, Northwestern University MS in Speech and Hearing Sciences, University of Arizona BS in Speech and Hearing Sciences, University of Arizona Research Focus: Dr. Kaplan's scholarship centers on employing data analytics to optimize clinician education across admissions, student advising, intervention protocols, and curriculum design. Her work bridges Speech-Language Pathology with Educational Assessment , aiming to cultivate scientifically rigorous practitioners through data-informed decision-making frameworks. This research directly informs program development within clinical education settings. Professional Experience: Prior to academia, she practiced as an acute care Speech-Language Pathologist at Michael Reese Hospital (Chicago) and Methodist Hospital (Gary, IN), providing foundational clinical context for her academic leadership. Program Leadership: As director of dual-degree programs, she oversees comprehensive student development pipelines from admission through clinical supervision, implementing data-driven strategies to enhance educational outcomes and professional readiness in speech-language pathology.