جست‌وجوی استاد و پژوهشگر

• Biblical Studies
• Hebrew Language
• Old Testament
• +۴ مورد دیگر

Dr. Tim Crawford serves as Dean of the College of Christian Studies and Professor at the University of Mary Hardin-Baylor, holding a Ph.D. in Old Testament from The Southern Baptist Theological Seminary with expertise spanning Biblical Hebrew, Masoretic traditions, and Holocaust studies. His academic foundation includes a B.A. in Religion from Samford University (1980), M.Div. from Southwestern Seminary (1984), and extensive postgraduate studies at Cambridge University, Hebrew Union College, and archaeological excavations in Israel. Advanced training encompasses Holocaust research through seminars at the United States Holocaust Memorial Museum and travel studies in Medieval Spain. Research focuses on textual analysis of the Hebrew Bible, particularly Masoretic scholarship and comparative studies of Syro-Palestinian inscriptions, with significant contributions to Holocaust-Christian relations. His methodological approach integrates linguistic precision, archaeological evidence, and theological reflection across Biblical studies. Recent publications demonstrate evolving expertise from Iron Age epigraphy (1990s) to Masoretic pedagogy (2000s), highlighting consistent engagement with Hebrew textual transmission and interdisciplinary applications in religious education. Berger Foundation Grant for Spain travel seminar (2004) Outstanding Teaching Awards (Bluefield College, 1995 & 2003) Alpha Chi Educator of the Year (2006-2007) Directory of American Scholars listing Who’s Who Among American Teachers (2006) Who’s Who in American Education (2007-2008) As academic leader and mentor, he guides curriculum development in Biblical studies while maintaining active church ministry roles including adult education and pastoral committees. Professional engagement includes leadership in the National Association of Baptist Professors of Religion and Society of Biblical Literature. His scholarly ecosystem bridges the College of Christian Studies with international research networks through the International Organization for Masoretic Studies and archaeological collaborations in Israel.

Lisa M. Rabinمشاهده پروفایل

دانشیار

• Film History
• Educational Film
• Mass Media
• +۵ مورد دیگر

Lisa M. Rabin is an Associate Professor of Spanish at George Mason University, where she serves as the Interim Director of Cultural Studies. Her scholarship bridges film history, media studies, and cultural theory, with a focus on the educational and political dimensions of cinema. Education: Ph.D., Spanish Literature, Yale University (1993) M.Phil., Spanish Literature, Yale University (1990) M.A., Spanish Literature, Yale University (1988) B.A., Spanish and French Literature, cum laude, Pomona College (1986) Lisa’s research examines the intersection of 16mm film technology, Cold War-era academic disciplines, and the pedagogical use of cinema in US classrooms. She has published extensively on the Human Relations Film Series , Julien Bryan’s educational shorts, and the role of film in shaping Ethnic and Area Studies curricula. Her upcoming work, 16mm and the Cold War University , further explores these themes. Lisa teaches courses in Latin American film, mass media, and Spanish language and cultural studies. Her methodological approach integrates archival research, reception history, and critical pedagogy.

• Educational Technology
• Educational Informatics
• Digital Competencies
• +۵ مورد دیگر

Dr. habil. Dringó-Horváth Ida is an Associate Professor at the Faculty of Humanities and Social Sciences of Károli Gáspár University of the Reformed Church in Hungary (KRE). She serves as Head of the ICT Research Center under the Rector's Office and as Head of the Educational Informatics Continuing Education Center at KRE BTK. Her leadership extends to multiple research projects focused on educational technology in higher education, particularly examining digital competencies, teacher development, and the integration of information and communication technologies in academic settings. Dr. Dringó-Horváth earned her PhD in German Studies/Linguistics from Eötvös Loránd University in 2004, with a dissertation titled "Analysis and Evaluation of the Modern Teaching and Learning Medium 'Elektronisches PC-Wörterbuch'." She completed her habilitation in Educational Science at the same institution in 2019. Her academic background includes an MA in German from Eötvös Loránd University (1998) and additional qualifications in educational informatics and social work. Her research focuses on the intersection of educational technology and higher education pedagogy, with particular emphasis on digital competence development for teachers, dictionary skills in language learning, and the digital transformation of educational practices. Dr. Dringó-Horváth leads the "Educational Informatics in Higher Education" research project, which examines effective learning/teaching opportunities in electronic learning environments and maps ICT indicators of higher education lecturers. Her work explores how reflection processes contribute to long-term teacher competency development in the digital age. Analysis of her recent publications reveals a strong focus on artificial intelligence in higher education, technostress reduction, and digital competence measurement. Her research shows how digital transformation impacts both teaching practices and student learning experiences. She has made significant contributions to understanding how educators develop digital competencies and integrate technology into their teaching practices across different disciplines. Károli Kiválóság Díj (2022) for Q1 publication Károli Kiválóság Díj (2023) for Q1 publication Károli Kiválóság Díj (2023) for Q2 publication A. S. Hornby Trust Grant for dictionary research presentation at EURALEX Conference Dr. Dringó-Horváth actively mentors doctoral students including Sebestyén Lilla Anna, Veres Violetta, and Gulmira Kusajynkyzy. She serves as institutional coordinator for multiple significant research projects including "PROFFORMANCE+" (2022-2025), "Ensuring Quality Digital Higher Education in Hungary" (2022-2023), and "Support of Digital Transformation of Hungarian Higher Education" (2021-2022). Her grant portfolio demonstrates strong institutional support for her work in educational technology and faculty development. As leader of the ICT Research and Training Centre (Educational Technology Research and Training Centre), Dr. Dringó-Horváth oversees a dynamic team conducting research on information and communication technologies in higher education. The center collaborates with international and domestic institutions to develop best practices for digital learning environments. Her team's work has significantly influenced Hungarian higher education policy regarding digital transformation and teacher development.

• Sociology of Education
• Democratic Education
• Social Justice and Equity
• +۳ مورد دیگر

Stewart Riddle is a Professor in the School of Education at the University of Southern Queensland . His research focuses on the democratisation of schooling systems , increasing access and equity in education , and schooling’s response to critical social issues in complex contemporary times. Research Interests include: Sociology of Education Democratic Education Social Justice and Equity Alternative Schooling Research Methodology English Curriculum and Pedagogy Publications from 2025–2024 examine education policy aporia , relational pedagogy , democratic curriculum design , and critical literacy , with a focus on Australia and Thailand. Key keywords span Education Policy , Relational Teaching , Youth Identity , and Curricular Justice . Teaching : Courses include EDX3270 English Curriculum and Pedagogy in Upper Primary , EDS2210 Junior Secondary English Curriculum and Pedagogy , and EDS4110 Senior Secondary English Curriculum and Pedagogy . He supervises doctoral research on topics like teacher autonomy , student engagement , and alternative education frameworks . Affiliations : Member of the Australian Association for Research in Education and English Teachers' Association of Queensland ; affiliated with the Centre for Heritage and Culture at UniSQ.

• History of Childhood and Youth
• Imperial History
• Transnational History
• +۵ مورد دیگر

Kristine Alexander is Associate Professor in the History and Religion Department at the University of Lethbridge and holds a Canada Research Chair (Tier 2) in Child and Youth Studies. She serves as Co-Director of the University of Lethbridge's Institute for Child and Youth Studies (I-CYS) and was co-editor of Jeunesse: Young People, Texts, Cultures from 2016-2019. Her academic career includes a 2017 Visiting Scholar position at Rutgers University-Camden's Department of Childhood Studies. Her educational background includes: PhD in History, York University (2010) MA in History, York University (2003) BA (Honours) in English & History, University of Winnipeg (2002) A leading scholar in childhood studies, Alexander's research examines the intersections of girlhood, empire, colonialism, and war through historical lenses. Her work emphasizes transnational perspectives, emotional dimensions of historical experience, and Indigenous-settler relations in Canadian contexts. She actively bridges academic and public history through media engagement and community projects focused on youth culture and historical memory. Analysis of her 15 most recent publications reveals consistent thematic threads: colonial violence against Indigenous children, gendered experiences in wartime, transnational youth movements, and the politics of historical memory. Her scholarship increasingly incorporates collaborative methodologies with Indigenous communities and examines how historical narratives inform contemporary social justice movements. Her major accolades include: Wilson Book Prize (2017) Canadian History of Education Association Founders' Prize for Best English-Language Book (2017) Canada Research Chair (Tier 2) in Child and Youth Studies Alexander supervises undergraduate and graduate students in history of childhood/youth, imperial/transnational history, Canadian social/cultural history, and gender history. Her funded projects include the Canada 150-supported Raising Spirit Project and the Translating Encounters initiative connecting Indigenous youth with higher education through transmedia storytelling. She leads the Institute for Child and Youth Studies (I-CYS), which fosters interdisciplinary research on young people's experiences across historical and cultural contexts. Her collaborative projects frequently involve partnerships with Indigenous organizations like Opokaa'sin Early Intervention Society and feature community-engaged methodologies.

Helen Westمشاهده پروفایل

مدرس ارشد

• Sociolinguistics
• Sociophonetics
• Phonetics
• +۵ مورد دیگر

Dr Helen West is a Senior Lecturer in English Language within the Division of Communication, Screen and Performance at the University of Chester's School for the Creative Industries. She serves as a research and knowledge exchange representative for her division and has held significant leadership roles including Single Honours English Language Programme leader (2017-18) and Student Engagement Officer for English (2018-2024). Helen's educational background includes a PhD from the University of York (2009-2013), an MSc and MA (Hons) from the University of Edinburgh (2008-2009 and 2004-2008 respectively), and a PGCert in Learning and Teaching in Higher Education from the University of Chester. She became a Fellow of the Higher Education Academy in 2016. Her research focuses on sociolinguistics, particularly sociophonetics, investigating how social factors like age, gender, and social status influence language and accent. Two major research strands dominate her recent work: the Talking Chester/Cestrian English Project examining Chester's unique linguistic position between Liverpool, Manchester and Welsh English varieties; and The Swift Accent Shift Project analyzing Taylor Swift's accent changes between musical genres to explore connections between accent, stylistic categories, and social-psychological processes. Her methodological approach combines computational, quantitative, and qualitative techniques to study language variation and change. Helen's publication record demonstrates consistent scholarly output with a notable recent focus on contemporary sociophonetic investigations. Her work spans traditional academic formats like book chapters and conference presentations while also engaging with public-facing formats including exhibitions and internet publications. The Taylor Swift research represents an innovative approach to studying real-time accent variation through popular culture, while the Chester dialect project contributes to our understanding of regional identity formation through language. As an educator, Helen teaches across undergraduate and postgraduate programs on topics including sociolinguistics, sociophonetics, phonetics and phonology, child language acquisition, forensic linguistics, language and identity, and language and popular culture. She has developed numerous courses including Forensic Linguistics, Language and Identity, and Topics in Sociophonetics. Her leadership roles have focused on enhancing student engagement through immersive teaching experiences and promoting student-as-partner approaches to learning. Helen actively collaborates through projects like the Talking Chester initiative with Dr Jo Close and has organized significant academic events including the 10th Northern Englishes Workshop and Current and New Methods in Sociolinguistics (CANMIS) conference. She also serves as an External Examiner for Blackpool and The Fylde College and holds membership in professional organizations including the International Phonetic Association and Linguistics Association of Great Britain.

Ariel Chanمشاهده پروفایل

دانشیار

• Experiential Learning
• Virtual Reality (VR)/Augmented Reality (AR) in Education
• Data Science in Engineering Education
• +۳ مورد دیگر

Ariel Chan is an Associate Professor in the Department of Chemical Engineering and Applied Chemistry at the University of Toronto, Faculty of Applied Science and Engineering. She is cross-appointed to the Institute for Studies in Transdisciplinary Engineering Education & Practice (ISTEP) and serves as the Principle Investigator of the Re-Engineering Education (Re3) Research group. Ph.D. in Chemical Engineering from Queen’s University Postdoctoral Fellowship at Agriculture Canada Registered Professional Engineer (P.Eng.) in Ontario Her research focuses on three domains: Assisted-Learning Technology (VR/AR and virtual labs), Data Analytics for Student Success (machine learning and language complexity analysis), and Sustainable Laboratory Practices (Life Cycle Analysis in biodiesel production and nutritional initiatives). She has developed over 40 inquiry-based lab projects and a virtual lab tour with immersive safety training. Recent trends in her publications include integrating VR/AR for remote experimentation , data science for equity in education , and sustainable chemical processes . Her work often combines chemical engineering principles with pedagogical innovation. Scientific Awards Northrop Frye Award (2023) Bill Burgess Teacher of the Year Award (2023) Wighton Fellowship (2022) Diran Basmadjian Teacher of the Year Award (2019) Dean’s Emerging Innovation in Teaching Professorship (2018-2021) Technology Enhanced Active Learning (TEAL) Fellowship (2018-2021) NSERC Postdoctoral Fellowship (2009-2011) Chan accepts graduate students and leads the Unit Operations Laboratory modernization project, emphasizing accessible, inclusive, and sustainable education through immersive technology and data-driven curriculum design.

• Computational Design
• Secure Design and Manufacturing
• Socio-Technical Systems
• +۷ مورد دیگر

Professor Jitesh H. Panchal is a Professor of Mechanical Engineering and Associate Head of Undergraduate Programs at Purdue University's School of Mechanical Engineering. His research focuses on computational design of socio-technical systems, secure manufacturing, and collaborative engineering processes. He holds a PhD from Georgia Tech and has received numerous awards including the NSF CAREER Award (2010) and ASME's Guest Associate Editor Award (2019). Education: Ph.D. (Mechanical Engineering), Georgia Tech, 2005 M.S. (Mechanical Engineering), Georgia Tech, 2003 B.Tech. (Mechanical Engineering), IIT Guwahati, 2000 Research Interests: His work integrates computational methods with human factors, addressing challenges in secure design, additive manufacturing, and decision-making frameworks. Recent trends show focus on AI-driven design optimization, cybersecurity in manufacturing, and policy frameworks for defense acquisitions. Awards: ASME Journal of Mechanical Design Guest Associate Editor Award (2019) NSF CAREER Award (2010) Robert E. Fulton SEIKM Best Paper Award (2013) Ruth and Joel Spira Award (2018) Advising & Grants: His research is supported by grants from NSF and industry partnerships. He advises graduate students in design engineering and manufacturing systems, though no specific student names are listed. Labs: Directs the Design Engineering Lab at Purdue (DELP) , focusing on computational design methodologies and secure manufacturing technologies.

Andrew Dunningمشاهده پروفایل

پژوهشگر ارشد

• Medieval Studies
• Book History
• Digital Humanities
• +۳ مورد دیگر

Dr Andrew Dunning is the R.W. Hunt Curator of Medieval Manuscripts at the Bodleian Library, University of Oxford, and a Hugh Price Fellow at Jesus College. He holds a BA from the University of Ottawa, followed by MA and PhD in Medieval Studies from the University of Toronto. His research focuses on medieval manuscripts, book history, and digital scholarship, with a particular emphasis on Oxford’s manuscript heritage and the cult of Saint Frideswide. He collaborates internationally with institutions like the British Library and Cambridge University Library. Dr Dunning teaches medieval manuscripts and digital methods at the Weston Library, supervises postgraduate students in medieval studies and cultural heritage projects, and chairs the MSt examination in Medieval Studies. He leads digitization initiatives for Jesus College manuscripts via Digital Bodleian and directs the Medieval Libraries of Great Britain dataset. His work bridges traditional scholarship with computational tools, including open-source projects like Citation Style Language and Pandoc. Key roles include: R.W. Hunt Curator at Bodleian Library Hugh Price Fellow at Jesus College Co-supervisor of the AHRC Collaborative Doctoral Award project on medieval chant and religious heritage Research interests span medieval book production, digital manuscript studies, and cultural heritage preservation. Recent projects include the forthcoming monograph Lives and Miracles of Saint Frideswide , funded grants from the British Academy and Zeno Karl Schindler Foundation, and editorial work on medieval Latin texts. His work emphasizes the intersection of material culture and textual transmission. Publications include critical editions of medieval works (e.g., Iohannis Scotti seu Eriugenae Carmina ) and articles on manuscript provenance, digital cataloging, and medieval liturgical practices. He actively contributes to scholarly communities through grants, fellowships, and open-access initiatives.

Morag Morrison-Helmeمشاهده پروفایل

دانشیار

• Arts Education
• Drama Education
• Applied Theatre
• +۹ مورد دیگر

Morag Morrison-Helme is an Associate Professor in Arts Education at the University of Cambridge, Faculty of Education. She serves as a Fellow and Director of Studies at St John's College and is a Tutor there. Morag also acts as a Trustee for the Eastern Learning Alliance in the UK. Her research focuses on experiential and embodied learning, applied theatre, conflict management, and transformative practices in education. She has conducted studies in England, Kazakhstan, Sweden, and China, emphasizing drama pedagogy's role in second language acquisition, peer teaching, and democratic education. Education: B.A. (Griffith University, Australia), Grad Dip Teach (Mt Gravatt CAE, Australia), M.A. (University of Sussex, UK), PhD (Griffith University, Australia) Morag’s publications and projects span drama education, healthcare training, and cross-cultural pedagogy, including leadership in the DRACON international research initiative. Her work bridges arts, teacher development, and social justice, with a focus on disaffected learners and gender equity. She has supervised doctoral students in topics ranging from moral education in China to ethical challenges in Alabaman schools and radiography training in Sweden. Her teaching includes courses on drama and creativity, PGCE Secondary, and MEd/PhD programs. Scientific Awards: Award from Sigma Theta Tau (2012) for contributions to Nursing Education in Sweden

• Software Engineering
• Spatial Information Systems
• Accessibility Technology
• +۳ مورد دیگر

David McMeekin is a Senior Lecturer at Curtin University's School of Elec Eng, Comp and Math Sci (EECMS), part of the Faculty of Science and Engineering. He holds a PhD in Software Engineering focusing on the human aspects of software development and has extensive experience in both academia and international NGOs. His research emphasizes applying technology to solve societal challenges, including accessibility for vision-impaired individuals, autism support through tech, cultural heritage preservation, and spatial data infrastructure. Education and professional background are not explicitly detailed in this profile, though his career spans over three decades in education and tech sectors. Research interests include semantic web technologies for spatial data, assistive technologies for disabilities, and digital humanities. He has been recognized with the 2014 Western Australian Spatial Educator of the Year award. Teaching spans topics like software engineering, programming languages (C, Java, Python), cross-cultural communication, and spatial data processing. His work bridges technical innovation with social impact, particularly in enhancing accessibility and cultural preservation through digital tools.

• Language Education
• Literacy Development
• Curriculum and Pedagogy
• +۳ مورد دیگر

Professor Honglin Chen is a prominent academic in language education and literacy development at the University of Wollongong, serving as Deputy Dean of Graduate Research in the Office of the Deputy Vice-Chancellor (Research and Sustainable Futures) and a faculty member in the School of Education. She holds a PhD in Language Education from La Trobe University (1998-2002) and is a Principal Fellow of the UK Higher Education Academy. Her research focuses on literacy pedagogy, teacher knowledge, and curriculum development, with over $2.36M in research funding. She has authored/co-authored influential books like Developing Writers Across the Primary and Secondary Years and contributed to national curriculum frameworks. Recognized with awards such as the UOW Vice-Chancellor's Award for Teaching Excellence (2012) and OLT Citation (2012), her work emphasizes culturally responsive teaching and pedagogical innovation. Her leadership roles include serving as Immediate Past President and President of the Applied Linguistics Association of Australia, and Treasurer of the International Systemic Functional Linguistics. She coordinates courses like Second Language Pedagogy and supervises numerous PhD students in areas such as second language writing, metalinguistic understanding, and cross-cultural education. Current research projects address writing outcomes in secondary education and staff cultural competency initiatives. Key contributions include advancing genre-based pedagogy, exploring dialogic feedback in writing, and examining the intersection of identity and language learning. Her work bridges theory and practice, impacting policy and classroom instruction in multilingual and multicultural educational contexts.

Keith Gilyardمشاهده پروفایل

استاد

• African American Literature and Language
• Race and Ethnicity Studies
• Rhetoric and Composition
• +۳ مورد دیگر

Keith Gilyard is the Edwin Erle Sparks Professor of English and African American Studies at Pennsylvania State University. His research focuses on African American literature, rhetoric, and pedagogy, with a particular emphasis on cultural politics and educational equity. He holds a BS from City University New York, an MFA from Columbia University, and an EdD from New York University. His work bridges literary analysis, sociolinguistics, and educational theory, addressing topics such as African American discourse patterns, the role of language in cultural identity, and the intersection of rhetoric with social justice movements. Key themes include critical pedagogy, translingualism, and the rhetorical strategies used in Black activism. Gilyard has been recognized for his contributions, including the 2013 CCCC Exemplar Award and his leadership as NCTE President. His publications often examine historical figures like Langston Hughes and Haki R. Madhubuti, alongside contemporary issues such as high-stakes testing and globalization's impact on education. He has advised numerous graduate students (though specific names are not listed here) and contributed to curricular reforms emphasizing anti-isolationist educational practices. His writings frequently critique linguistic prejudice and advocate for inclusive language policies in schools and communities.

• Augmented Reality
• Virtual Reality
• Mixed Reality
• +۶ مورد دیگر

Abey Campbell is an Assistant Professor in Computer Science at the School of Computer Science, University College Dublin. He holds roles such as Deputy Programme Director for Computer Science, Director of UCD VR Lab, and 1st Year Stage Coordinator. His research focuses on Augmented Reality (AR), Virtual Reality (VR), Mixed Reality (MR), and Multi-Agent Systems with applications in education, healthcare, and human-computer interaction. Campbell has coordinated modules like Augmented and Virtual Reality, Computer Graphics, Game Development, and Mobile Computing. He earned his BSc and PhD in Computer Science from University College Dublin. His work explores touchless interaction technologies, machine learning agents in STEM education, and ethical implications of emerging technologies. Notable contributions include RenderKernel for real-time rendering systems and studies on AR's role in decision support systems. Campbell has secured a grant from Enterprise Ireland for collaborative design documentation and participates in professional activities like peer reviewing for Frontiers in Virtual Reality and IEEE conferences. His collaborative projects include developing AR tools for veterinary training and evaluating immersive VR experiences in nursing education. The UCD VR Lab under his direction focuses on applied research in spatial computing and interactive systems.

Barbara Sophie Hänel-Faulhaberمشاهده پروفایل

استاد

• German Sign Language (DGS)
• Language Acquisition in Hearing-Impaired Children
• Inclusive Education
• +۵ مورد دیگر

Prof. Dr. Barbara Sophie Hänel-Faulhaber is a Professor at the University of Hamburg’s Faculty of Education , specializing in German Sign Language (DGS) and audiopedagogy . Her research focuses on language acquisition and processing in DGS , particularly among deaf children and inclusive educational settings . She leads the Deafness, Language and Learning Lab (D2L) and contributes to the faculty’s core research area Literacy in Diversity Settings . Education: Dr. phil. in Sign Languages (University of Hamburg, 1999–2003) Magister Artium in Sign Languages, Linguistics (University of Hamburg, 1996–1999) Double Degree in Deaf Education, Elementary Education (LMU Munich, 1992–1996) Her work examines bimodal-bilingual education , iconicity in early sign learning , and structural conditions in inclusive daycare centers . She develops diagnostic tools like the DGS-Version of MBK 0 for assessing numerical competencies in deaf children. Current projects include Coactivation of Difference (2023–2026) and Sign4Inclusion (Math) (2023–2024). Scientific Awards: Institutional Prize for German Language 2023 Heinrich Böll Stiftung Promotionsstipendium (1999–2003) Wilhelm-Stiftung Post Doc Fellowship (2005) She collaborates with institutions like the Institute of German Sign Language and Deaf Communication and the Graduate School Martha Muchow , with recent publications spanning sign language diagnostics , inclusive pedagogy , and cross-modal literacy studies .