جست‌وجوی استاد و پژوهشگر

• Computer Graphics
• Digital Photography and Video
• Non-Photorealistic Rendering
• +۷ مورد دیگر

David Salesin is an Affiliate Professor in the Department of Computer Science & Engineering at the University of Washington and a Principal Scientist/Director at Google Research since 2019. He has held academic roles at Cornell University (Visiting Assistant Professor, 1991-92) and guest professorships at Zhejiang University. His career spans academia and industry, including leadership at Adobe's Creative Technologies Lab (2005-17) and Microsoft Research (1999-2005). PhD, Stanford University (1991) Sc.B., Brown University (1983) His research focuses on computer graphics, particularly non-photorealistic rendering, digital typography, color science, and adaptive document layout. He pioneered techniques in image-based rendering, pen-and-ink illustration, and facial animation, with applications in multimedia and user interface design. Article Trends : His work bridges procedural content generation, 3D visualization, and artistic computing, emphasizing user-driven tools for creative industries. Key subfields include texture advection, multiresolution modeling, and real-time camera control for virtual cinematography. Scientific Awards : ACM Fellow (2002) ACM SIGGRAPH Achievement Award (2000) Carnegie Foundation Professor of the Year (1998) NSF Presidential Faculty Fellow (1995-98) Alfred P. Sloan Research Fellowship (1995-97) Numerous industry grants and lab donations He has advised over 30 PhD and Master's students, including leaders at Microsoft, Pixar, and Google. His labs at UW and Adobe focused on graphics, imaging, and creativity tools.

• Composition for Screen
• Film Music
• Opera
• +۳ مورد دیگر

Dimitri Scarlato serves as Area Leader in Masters Programmes in Composition for Screen and Doctoral Supervisor at the Royal College of Music's Faculty of Composition. Holding a Doctorate in Composition from the RCM (2014) alongside prior studies at Guildhall School of Music & Drama (2004) and Rome's Conservatorio di Musica S.Cecilia, he maintains active roles in academic leadership and doctoral supervision while continuing professional creative work. His research spans film composition, opera, and contemporary classical music with specialized focus on screen-based media. Key interests include soundtrack production techniques, cross-cultural narrative scoring, and innovative vocal composition for modern contexts. His work integrates academic rigor with industry practice through film scores, operatic productions, and multimedia performances that bridge traditional and contemporary forms. Scarlato's recent creative output demonstrates consistent thematic development in audiovisual storytelling, with increasing sophistication in emotional resonance and cultural contextualization across film and opera formats. His projects frequently explore Italian cinematic traditions while incorporating international perspectives from collaborations at venues like Berlinale Talent Campus and Royal Opera House. 2nd Prize, Opera Harmony Digital Opera Festival (2020) for 'A Life Reset' Award for Soundtrack to Short Film 'Intolerance' (2021) RCM Rising Star Selection (2010) As Doctoral Supervisor, Scarlato guides emerging composers through rigorous academic and creative development, emphasizing practical industry integration. His professional engagements include conducting premieres of contemporary operas across Europe and high-profile collaborations such as coaching Sir Michael Caine for the film 'Youth' (2015). Current projects focus on expanding composition techniques for digital media platforms while maintaining strong connections to traditional performance venues.

• American Studies
• US-American Literature and Culture
• Makeover Culture
• +۱۲ مورد دیگر

Mrs. Susana Rocha Teixeira is a Postdoctoral Research Associate at the Department of British and American Studies within the Faculty of Linguistics and Literature at the University of Bielefeld, where she contributes to the Collaborative Research Center (SFB) 1288 Practices of Comparing. She also serves as an Academic Trustee at the Friedrich Naumann Foundation and as Editor for the fiar: forum for inter-american research since 2018. Ph.D. from Heidelberg University (summa cum laude), supervised by Günter Leypoldt Research Focus : American Studies, Corporeality, Masculinities, Inter-American Studies, Social Movements, and Political Comparisons Her research examines body history and corporeal transformations in American media and literature, analyzing masculinity narratives in The Hunger Games, makeover culture in TV series like Nip/Tuck, and comparative practices during the Harlem Renaissance and Brazilian Movimento Negro. Her work intersects with gender studies , visual culture , and political discourse . Recent publications explore US political comparisons , inter-American cultural networks , and body modification myths in 20th-century fiction. She has participated in funded projects totaling over 4.25 million euros, including a 2.25 million euros grant from BMBF as project leader at the University of Mannheim. Scientific accolades include the Maria Gräfin von Linden-Preis nomination, DAAD research funding, and the Apollinaire Award from the Robert Bosch Foundation. Her academic activities span institutions like Harvard, Yale, Johns Hopkins University, and the Schomburg Center for Research in Black Culture.

• Digital Media Education
• Postdigital Education
• Videogame Design and Education
• +۷ مورد دیگر

Dr. Alison Croasdale serves as a Lecturer in Digital Media: Education at University College London's Institute of Education, specifically within the Culture, Communication & Media department and based at the UCL Knowledge Lab. She teaches across both undergraduate and postgraduate programs, focusing on the intersection of digital media and educational practice. Dr. Croasdale holds an undergraduate degree in English Literature with specialization in Gothic literature, followed by two Master's degrees: Critical Theory from Manchester Metropolitan University (2008) and Digital Media, Culture and Communication from UCL's Institute of Education (2016). Prior to her academic career, she spent ten years as a secondary school middle leader and teacher of English and Media in East London, providing valuable practical experience that informs her research and teaching. Her research interests focus on the intersection of digital media and English teaching methodologies, particularly examining how digital approaches can enhance student engagement with challenging literary texts. She explores the evolution of teaching practices through a postdigital lens and investigates non-professional videogame design as both a creative process and analytical tool for education. Her work bridges traditional literary studies with contemporary digital practices, with particular attention to how game design principles can illuminate classic texts like Shakespeare's Macbeth. Dr. Croasdale has presented numerous conference papers on innovative teaching approaches, including 'Creating and Recreating Game Time' at the University of Exeter (2023), 'Full of sound and fury: Teaching Macbeth through Game Design' for BritGrad (2022), and 'GCSEs to Undergraduate: Managing Student Transition' at the University of Keele (2019). Her recent publications examine postdigital videogame literacies and the application of game design principles to educational contexts. As an educator, she serves as module leader for 'Moving Image Production' (postgraduate) and 'Media Education in Schools' (undergraduate), while also contributing to 'Digital Media: Enquiry' and 'Creativity: from Theory to Practice in English, Media and Drama.' She supervises dissertations and reports on the MA Digital Media: Education program, guiding students in exploring the creative and analytical potentials of digital media in educational contexts.

James D. Holtمشاهده پروفایل

دانشیار

• Religious Education
• World Religions Pedagogy
• Mormon Theology
• +۴ مورد دیگر

Dr James D. Holt is Associate Professor of Religious Education at the University of Chester, Faculty of Arts, Humanities and Social Sciences. He serves as subject leader for Religious Education and Social Science, teaching across all Initial Teacher Education programs including PGCE Early Years, PGCE Primary, BA QTS, and PGCE Secondary. James Holt holds a BA, MA, and PhD from the University of Liverpool, an MEd from the University of Birmingham, and a PGCE (Secondary Education) from Manchester Metropolitan University. Prior to his academic career, he was a secondary school Religious Education teacher for 13 years. Holt's research focuses on Religion and Education, particularly the representation of religions in the classroom. His work spans four key areas: Religious Education pedagogy across educational stages, Christian Education with emphasis on faith-based teaching practices, Religion and the arts with focus on fantasy literature, and Systematic theology with specialization in Mormon theology and inter-faith dialogue. His research has led to numerous publications including a series of guides for teaching world religions and books on Religious Education methodology. Holt's recent publications show a strong trend toward practical classroom guides for teaching specific world religions, particularly through his Bloomsbury series 'Teaching Religions and Worldviews.' His work bridges academic theology with practical classroom application, making complex religious concepts accessible to educators. There's also a consistent thread of exploring Mormon theology and inter-faith dialogue throughout his scholarly output. Senior Fellow of the Higher Education Academy (2015) Holt has supervised EdD students and welcomes postgraduate research students. His grant history includes significant projects such as the AHRC-funded 'Christian Ethics of Farmed Animal Welfare Education Project' (2021-2023) as Co-principal investigator, the LASAR Centre's 'Epistemic Insight Initiative' (2019-2020), and the 'Big Ideas' project led by Professor Michael Reiss from UCL (2016-2017). While not explicitly mentioning specific labs, Holt is deeply involved in research networks including the LASAR (Learning about Science and Religion) Centre at Canterbury Christ Church University and has collaborated with the National Institute for Christian Education Research. His work connects academic research with practical classroom application through various teacher training initiatives.

Abdullah Sahinمشاهده پروفایل

دانشیار

• Islamic Education
• Religious Education
• Islamic Theology
• +۸ مورد دیگر

Dr. Abdullah Sahin serves as Reader in Islamic Education at the University of Warwick's Department of Education Studies within the Faculty of Social Sciences. He is a core member of the Warwick Religions and Education Research Unit (WRERU) and holds a Visiting Professorship at UIN State Islamic University in Jakarta, Indonesia. Previously, he has held academic positions at the University of Birmingham, University of Aberdeen, Gulf University for Science and Technology (Kuwait), and Markfield Institute of Higher Education where he served as Head of Research and Senior Lecturer. He was also a visiting professor at the Institut d'Etudes de l'Islam et des Sociétés du Monde Musulman at the Ecole des Hautes Etudes en Sciences Sociales in Paris during the 2009/10 academic year. Dr. Sahin's research establishes Islamic Education Studies as an interdisciplinary field of scholarly inquiry with particular focus on traditions of education in Islam and their theological, philosophical, spiritual and pedagogic foundations; Islamic Empirical and Practical Theology; Educational Hermeneutics in Muslim core sources; and Education and Identity formation among British Muslim youth. His work extends to Teacher Training and Faith-based schooling within British Muslim communities, Muslim Seminaries and the training of faith leaders in contemporary Europe, and Modern Islamic pedagogies in intercultural and interreligious education contexts. He has developed the first recognized Masters' level degree programme on Islamic education within the UK higher education system. His extensive publication record reveals a consistent scholarly trajectory examining the intersection of Islamic educational traditions with contemporary challenges. The most recent works demonstrate growing attention to Muslim minority contexts in Europe, critical analysis of Islamic and Western educational values, and practical applications of Islamic educational theory to contemporary social issues including identity formation, intercultural dialogue, and addressing extremism. His research increasingly incorporates empirical methodologies while maintaining strong theoretical grounding in Islamic educational heritage. Dr. Sahin has secured significant research support including the establishment of the Readership in Islamic Education at Warwick University through a generous donation by the Randeree Charitable Trust. This initiative represents a model collaboration between community and university aimed at educational capacity building within Muslim communities in the UK, Europe and globally. He has contributed to national level discussions on educational policy development regarding religious extremism and community cohesion, including commentary in The Guardian. As an active member of the International Seminar on Religious Education and Values (ISREV), Dr. Sahin participates in global scholarly networks advancing religious and intercultural education. His current projects include editing a special issue for the journal Religions entitled 'Islamic Education in Contemporary World: Traditions, Rearticulations & Transformation' and working on two book projects: 'Critical Issues in Islamic Education' (Routledge) and 'Islamic Education: international perspectives' (Brill).

Yan Zhangمشاهده پروفایل

مدرس

• Computer Science
• Artificial Intelligence
• Computer Vision
• +۵ مورد دیگر

Yan Zhang is a scientific leader at Meshcapade and a guest lecturer at ETH Zurich's Computer Vision and Learning Group (VLG). He previously served as a postdoctoral researcher at ETH Zurich (2020-2023) and research intern at Max Planck Institute for Intelligent Systems (2018-2020). His research focuses on generative human foundation models, human motion and behavior synthesis, 3D human perception, and applications in AR/VR, embodied AI, and interactive avatars. He has pioneered methods for scene-conditioned motion generation, contact-aware reconstruction, and egocentric interaction modeling. His recent publications (2025-2020) span Real-time motor models for avatars (PRIMAL, ICCV'25) Diffusion architectures for motion (RoHM, CVPR'24) Scene-population algorithms (Odysseus, CVPR'22) Physics-aware reconstruction (EgoHMR, ICCV'23) Whole-body grasping models (SAGA, ECCV'22) Multi-modal datasets (EgoBody, ECCV'22) Scientific recognition includes the Qualcomm Innovative Fellowship Europe 2023 . He organized workshops at CVPR'25, ECCV'24, and ECCV'22, and served on senior program committees (AAAI'26) and area chairs (CVPR'25). As co-supervisor, he mentored student projects on diffusion-based hand motion capture, 3D pose estimation, body-scene interaction, and mixed reality navigation at ETH Zurich (2020-2023). His work bridges computer vision, machine learning, and computer graphics to advance human-centric AI systems.

Steve Salbuمشاهده پروفایل

استاد

• Business Ethics
• Law
• Cyberlaw
• +۳ مورد دیگر

Steve Salbu holds the Cecil B. Day Chair in Business Ethics and serves as a Professor at the Scheller College of Business, Georgia Institute of Technology. He joined the institution in July 2006 as Dean and Stephen P. Zelnak Chairholder, serving until July 2014 before returning to full-time faculty to lead the Cecil B. Day Program in Business Ethics established in 2013. The program instills honor, character, integrity, and ethical decision-making skills through curriculum integration and extracurricular initiatives. His academic credentials include: Ph.D. in Organization and Strategy, Wharton School of the University of Pennsylvania M.A. in Organization and Strategy, Wharton School of the University of Pennsylvania J.D., College of William and Mary M.A. in Liberal Studies, Dartmouth College B.A. in Psychology, Hofstra University Salbu's research centers on business ethics, legal environment of business, and cyberlaw, with extensive publications in top-tier journals including the American Business Law Journal and Business Ethics Quarterly. His work critically examines ethical dilemmas in international business contexts, particularly regarding bribery and corruption frameworks, insider trading regulations, and pharmaceutical marketing ethics. He has served as Editor-in-Chief of the American Business Law Journal and Advisory Editor for its editorial board. Analysis of his publication trajectory reveals consistent focus on developing practical ethical frameworks for global business challenges. Recent work emphasizes compliance defense mechanisms under the Foreign Corrupt Practices Act, extraterritorial application of anti-bribery laws, and ethical conflicts in medical judgment. His scholarship bridges theoretical rigor with actionable insights for policymakers and corporate leaders navigating complex regulatory landscapes. As director of the Cecil B. Day Program, Salbu oversees comprehensive ethics education initiatives integrating classroom instruction with real-world applications. The program cultivates ethical leadership through case competitions, speaker series, and industry partnerships focused on integrity development across all business disciplines. His extensive international engagement includes visiting professorships at Wharton, London Business School, Copenhagen Business School, and Melbourne Business School, alongside decades of business consulting in ethics, regulatory policy, and FDA compliance. Salbu's career demonstrates sustained commitment to advancing ethical business practices through academic leadership, cross-cultural dialogue, and practical industry application.

• Philosophy of Education
• Educational Theory
• History of Education
• +۴ مورد دیگر

María García Amilburu is a distinguished faculty member at the National University of Distance Education (UNED) in Spain, where she works in the Department of Educational Theory and Social Pedagogy. With a prolific academic career spanning from 1987 to 2025, she has established herself as a leading scholar in the philosophy of education with 164 citations and an H-index of 7. Her work reflects deep engagement with educational theory, history of education, and philosophical approaches to teaching and learning. Her research interests focus on the philosophical foundations of education, with particular attention to moral education, university education, and the intersection of film and pedagogy. García Amilburu has explored the works of influential thinkers including Richard Pring, Roger Scruton, John Dewey, and Ernst Cassirer, examining how their philosophies inform contemporary educational challenges. She has made significant contributions to understanding the role of tradition in education, the concept of the university as a community, and the integration of audiovisual media in philosophical teaching. Analysis of her recent publications reveals a consistent trajectory exploring the philosophical dimensions of education across multiple contexts. Her work demonstrates a strong commitment to examining educational theory through the lens of cultural tradition, moral development, and the evolving mission of universities in the 21st century. Notably, she has focused on Catholic educational perspectives through analyses of Benedict XVI's writings on education, while also maintaining a broad philosophical approach that engages with both Western and contemporary educational thought. As an academic leader, García Amilburu has directed three doctoral theses and coordinated multiple collective works, including the 2025 publication 'Ética y deontología profesional para maestros y educadores.' Her collaborative work with colleagues like Marta Ruiz Corbella, Juan García Gutiérrez, and others demonstrates her commitment to team-based educational research. Though specific grant information isn't detailed in the available records, her extensive publication record across multiple prestigious journals indicates sustained research activity throughout her career.

Shaundra B. Dailyمشاهده پروفایل

استاد

• Identity-inclusive computing
• Human-centered design & engineering
• Justice-centered STEM education
• +۵ مورد دیگر

Shaundra 'Shani B' Daily serves as the Cue Family Professor of the Practice in the Department of Electrical and Computer Engineering at Duke University's Pratt School of Engineering. She also holds appointments as Professor of the Practice of Computer Science and serves as Faculty Director of the Duke Technology Scholars program. As a core faculty member in Innovation & Entrepreneurship and one of Duke's inaugural Levitan Faculty Fellows, Daily plays a pivotal role in connecting faculty with undergraduate residential life through the QuadEx initiative. Daily's educational background includes a Ph.D. from the Massachusetts Institute of Technology (2010), an S.M. from the MIT Media Lab, and B.S. and M.S. degrees in Electrical Engineering from the Florida Agricultural and Mechanical University – Florida State University College of Engineering. Her academic journey includes previous positions as an Associate Professor with tenure at the University of Florida (2015-2017) and Associate Professor in the School of Computing at Clemson University (2011-2015). Daily's research focuses on analyzing, designing, and building sociotechnical systems to support meaningful participation and success in STEM fields. Her work encompasses four interconnected strategies: understanding sociotechnical ecosystems through mixed methods approaches; employing participatory approaches that empower communities to shape technology development; designing technologies that enhance emotional development and interpersonal skills; and building supportive infrastructure through programs and curricula. Her research areas include identity-inclusive computing, human-centered design and engineering, and justice-centered STEM education, with particular emphasis on creating pathways for historically underrepresented groups in computing. Analysis of Daily's recent publications reveals a consistent focus on embodied approaches to computational thinking education, particularly through dance and movement-based learning. Her work bridges computer science education with affective computing, exploring how technologies can support emotional development while teaching technical skills. A significant thread throughout her research is the development of inclusive computing environments that address systemic barriers faced by women and underrepresented minorities in STEM fields. Educator of the Year, ACHI Magazine (2022) Program of the Year, CoNECD Conference (2022) North Carolina Black STEM Leaders, Governor Roy Cooper (2022) Capers and Marion McDonald Award for Excellence in Mentoring and Advising, Pratt School of Engineering (2021) Undergraduate Mentor of the Year, Mary Lou William Center for Black Culture (2020) Technology, Instruction, Cognition and Learning Early Career Research Award, American Education Research Association (2015) Daily has secured over $40 million in funding from public and private sources to support her collaborative research activities. Notable recent grants include the NSF INCLUDES Alliance: The Alliance for Identity-Inclusive Computing Education ($10 million), the AI Institute: Athena, and The Alliance for Interdisciplinary Innovation in Computing Education-Postdoctoral Research Fellowship. As Faculty Director of Duke Technology Scholars, she oversees a program providing comprehensive support for students from underrepresented backgrounds. Daily also serves as Education and Workforce Director for the Athena AI Institute and was appointed to develop competencies for the National Academies' Future Of Data And Computing Committee. Through her work with the Alliance for Identity-Inclusive Computing Education and the Duke Technology Scholars program, Daily has established herself as a leader in creating supportive infrastructure for learners to thrive in STEM. Her approach combines technology development with programmatic interventions to address systemic barriers in computing education. As a Levitan Faculty Fellow, she continues to bridge the gap between academic research and residential student life, creating opportunities for meaningful faculty-student connections that support intellectual and personal development.

• 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.

Edward Brooksمشاهده پروفایل

پژوهشگر

• Character Development
• Leadership Studies
• Hope and Resilience
• +۵ مورد دیگر

Edward Brooks is an academic at the University of Oxford, serving as Programme Director for the Programme for Global Leadership and Executive Director of the Oxford Character Project. His research focuses on character, leadership development, and their intersections with ethics, hope, resilience, and organizational culture. He co-founded the Oxford SDG Impact Lab and has collaborated on projects such as Harvard University's Human Flourishing Program. Education: Edward holds a Master of Arts (MA) and Doctor of Philosophy (DPhil) from the University of Oxford. Prior roles include visiting lecturer at the University of Birmingham and Research Leader at the University of Northampton's Centre for Psychology and Sociological Sciences. His work bridges academic research and practical leadership education, emphasizing the role of arts/humanities in leadership studies and character education in universities. Recent contributions include co-editing a book on 'The Arts of Leading' and co-authoring research referenced in the Financial Times. He has delivered leadership programs globally and engages with media through podcasts like Carnegie Council's 'Values & Interests.' Labs/Teams: Oxford Character Project, Oxford SDG Impact Lab.

• Leadership Studies
• Behavioral Integrity
• Organizational Behavior
• +۳ مورد دیگر

Ziya Ete is an Assistant Professor in Leadership and Organizational Behavior at Durham University Business School. He holds a Ph.D. from Durham University (2024) and a Master’s degree from Pennsylvania State University (2015). Previously, he served as a Research Associate and Teaching Fellow at Durham. His research focuses on leadership dynamics, behavioral integrity, leader identity, and ethical leadership. Key areas include how leaders’ self-concepts influence their consistency in words and actions, and the impact of such alignment on leader-follower outcomes. Education: Ph.D. in Leadership and Organizational Behavior, Durham University, 2024 Master’s Degree, Pennsylvania State University, 2015 Research interests emphasize behavioral integrity, authenticity, and transgressions in leader-follower relationships. His work explores character development, ethical leadership, and the role of identification processes in shaping follower behavior. Recent studies investigate leader locus of control, shame, and repair strategies post-transgressions. Publications span top journals like Leadership Quarterly , Journal of Business Ethics , and Journal of Managerial Psychology . His 2025 work examines leader word-action misalignment through a locus of control lens, while his 2022 study links behavioral integrity to follower outcomes via identification processes. Ziya has no listed awards but contributes to impactful research on leadership character and ethical practices. His advisory and grant activities are not detailed in the provided text, though his research projects suggest active engagement in organizational behavior studies.

Robin J. S. Sloanمشاهده پروفایل

استاد

• Game Design
• Game Studies
• Digital Art
• +۱۴ مورد دیگر

Robin J. S. Sloan is a Professor of Game Design and Culture at Abertay University, based in the Faculty of Design, Informatics and Business within the Department of Games and Arts. He is a Research Leader for the Faculty and leads the Art and Design research portfolio for the Research Excellence Framework (REF). Sloan also plays a key role in the Abertay Game Lab, a practice-research collective focused on games innovation. Education: PhD in Computer Animation (Emotional Avatars), Abertay University, 2011 PGCE in Higher Education Teaching, 2010 BA (Hons) in Computer Arts, 2005 His research lies at the intersection of game design, digital art, and cultural studies, with a focus on practice-based research exploring media archaeology, technological nostalgia, and the aesthetics of retro gaming. He investigates imbalance, frustration, and the use of retro elements to critique contemporary politics and culture. His work extends to game accessibility, inclusive design, and game production studies. The 15 most recent publications reflect a strong trend in critical game design, feminist pedagogy, international collaboration (particularly UK-China), and the cultural and psychological dimensions of gaming. His work combines theoretical rigor with creative practice, evident in both academic outputs and digital artifacts. Scientific Awards and Recognition: Senior Fellow of the Higher Education Academy (SFHEA) Member, AHRC Peer Review College Member, UKRI Talent Peer Review College Sloan has supervised nine postgraduate research students to completion and is currently accepting PhD proposals in game design, game art, fan cultures, and computer arts. He has secured over £5.97 million in research funding from bodies including AHRC, EU Commission, Wellcome Trust, and British Academy. His leadership in projects such as InGAME and Living Histories of Sugar underscores his impact on both academic and industry-facing research. He is actively involved in public engagement through lectures, exhibitions, and outreach events, and contributes to the academic community as an editorial board member for the Journal of Gaming and Virtual Worlds and as an external examiner for multiple institutions.

• Literacy
• Social Justice
• Socio-cultural aspects of reading
• +۵ مورد دیگر

Chelsea Sellers is a Lecturer in Education at the University of York , with prior roles as a Lecturer at Liverpool Hope University, Research Associate at Lancaster University, and sociology of education lecturer at York St John University. She is Deputy Programme Leader for the MA Education and serves on the Departmental Ethics Committee. Education : PhD (2016) and BA in Language and Literature in Education from the University of York. Research Interests : Focus on literacy and social justice , exploring socio-cultural constructions of reading, power dynamics in research ethics, and reading for pleasure. She also investigates children’s/adolescent literature and the implications of reader identity for social equity. Recent Publications examine ethics in social media research , peer group influences on reader identity, and intersections of media/technology with literacy practices. Supervision : Co-supervises PhD projects on scientific literacy, English teachers’ reading habits, and global citizenship/character education themes. Affiliated with : Centre for Research in Education and Social Justice (CRESJ) .