جست‌وجوی استاد و پژوهشگر

• Educational Technology
• Affective Computing
• Multimedia Learning
• +۶ مورد دیگر

Robert Atkinson is an Associate Professor at the School of Computing and Augmented Intelligence, Arizona State University. His research focuses on educational technology, affective computing, and cognitive science, with particular emphasis on leveraging augmented reality, biometric sensors, and game-based systems to enhance learning outcomes. He explores how multimedia environments, animated pedagogical agents, and adaptive learning systems can improve STEM education, user experience, and cognitive skill acquisition. Developed AR tools like MantarayAR for probability education Conducted pioneering work on affect detection through biometric data Investigated instructional design principles for transitioning learners from examples to problem-solving Explored gender matching effects of avatars in career belief restructuring His work bridges cognitive psychology with technology, addressing challenges in educational software design, human-computer interaction, and embodied learning. Key projects include the V-Lab mobile platform for networking education and the CritViz peer critique system for large classrooms. Atkinson's contributions span over 50 peer-reviewed publications in areas like EEG-based performance prediction, adaptive game design, and embodied mLearning frameworks.

Jan L. Plassمشاهده پروفایل

استاد

• Educational Technology
• Cognitive Science
• Learning Sciences
• +۶ مورد دیگر

Dr. Jan L. Plass is a Professor and Paulette Goddard Chair in Digital Media and Learning Sciences at New York University's Steinhardt School. He leads the CREATE Consortium and co-directs the Games for Learning Institute (G4LI), focusing on advancing digital technologies for education. His work bridges cognitive science, learning sciences, and computer science to design effective simulations, games, and immersive technologies for diverse learners. Over 30 grants from federal agencies and foundations fund his projects, including Project Hope, which developed digital curricula for Syrian refugee children in Turkey and Jordan. Dr. Plass holds a MA and Ph.D. in Educational Technologies from Erfurt University (Germany). His research emphasizes cognitive, social, and emotional design principles for digital learning tools, with a focus on accessibility for underserved communities. He has authored over 120 publications and co-edited seminal works like Cognitive Load Theory and Handbook of Game-Based Learning . His advisory role helps companies integrate cognitive science into educational products. Key research areas include adaptive learning systems, emotional design in games, and the impact of VR/AR on knowledge retention. Dr. Plass’s grants and collaborations drive innovations in playful learning, with a recent focus on health communication (e.g., organ donation campaigns) and culturally responsive educational technologies.

• Psychology of Injury in Equestrian Sport
• Rider Performance and Psychology
• Occupational Health in Horseracing
• +۵ مورد دیگر

Dr. Emma Davies is a Senior Lecturer in Equestrian Performance and Programme Manager for the BSc (Hons) Equestrian Sports Science course at Hartpury University. She has been a key member of the Equine Department since 2013 and holds a PhD in progress at the University of the West of England (UWE), focusing on the psychological responses to injury in horseracing staff. She also serves as an External Examiner for equine programs at ARU Writtle and previously at Hadlow College, University of Greenwich. Her educational background includes a BSc (Hons) in Equine Sports Science, an MSc in Equine Science, and a PGCHE in Teaching & Learning in Higher Education, all from UWE. She is a Senior Fellow of the Higher Education Academy and a Professional Member of the British Association of Sport & Exercise Sciences (BASES). Emma's research centers on the psychology of injury in equestrian sports, rider performance, occupational health in horseracing, and sleep practices in elite riders. Her work bridges academic inquiry with practical application through partnerships with Racing Welfare and outreach at the Cheltenham Science Festival. She regularly supervises undergraduate and postgraduate dissertations in equestrian performance and psychology. The recent publications (2023–2025) reflect a strong focus on rider and staff wellbeing, injury perception, and psychological resilience. Themes include pain in recreational riders, sleep optimization for performance, and cultural barriers to seeking help after occupational injury in racing. These works demonstrate a consistent interdisciplinary approach combining sport psychology, equine science, and occupational health. HE Inspirational Lecturer Award (2018) Top Student - MSc Equine Science (2013) Emma actively supervises student research and accepts PhD candidates interested in the psychology of athletic or occupational injuries in equestrian and horseracing industries. She has collaborated on grants and knowledge exchange projects with Racing Welfare and has contributed to public understanding of science through media appearances and workshops. Her outreach includes organizing fitness workshops for Pony Club members and presenting at British Dressage training events. She leads research collaborations with industry partners and contributes to academic quality through external examination roles. Her work with the Cheltenham Science Festival includes co-presenting anatomy workshops and large animal dissection demonstrations, enhancing public engagement with equine science.

James Timothy Aluriمشاهده پروفایل

استادیار

• Mental Health in Higher Education
• Epidemiology of Mental Illness
• Clinical Services Evaluation
• +۴ مورد دیگر

James Timothy Aluri is an Assistant Professor of Psychiatry and Behavioral Sciences at the Johns Hopkins School of Medicine. He specializes in mental health care for college students, focusing on mood disorders, ADHD, and substance use. Dr. Aluri completed his MD and residency at Johns Hopkins, followed by an Adolf Meyer Fellowship in University Mental Health. His research addresses mental health service evaluation, campus-based interventions, and disparities in mental health outcomes across demographics. Education: MD (2018), Johns Hopkins University School of Medicine; MA Psychiatry (2015), King’s College School of Medicine Research interests include epidemiology of mental illness in higher education, suicide prevention strategies, and optimizing clinical services for student populations. Notable work explores privacy challenges in sharing mental health records and the role of arts-based curricula in medical education. His publications highlight trends in ADHD treatment accessibility, racial disparities in suicide attempts among students, and fentanyl use patterns. Aluri is actively involved in improving mental health policy and service delivery in academic settings.

Chris Blackmoreمشاهده پروفایل

مدرس ارشد

• Mental Health
• Student Mental Health
• Lived Experience in Teaching
• +۵ مورد دیگر

Dr. Chris Blackmore is a Senior Lecturer and Senior Fellow of Advance HE at the School of Medicine and Population Health, University of Sheffield. His work bridges mental health research, digital education innovation, and academic integrity leadership. Academic leadership: PGR Well-being Strategy 2025 lead Research focus: Student mental health, immersive technologies, narrative approaches Key projects: LifePath VR tool for mental health storytelling Teaching innovations: SUMMiT (student mental health tool), SNAP photography project Educational Background BSc MA DipCoun PhD (University of Sheffield, topic: emotions in online learning) Research Themes examine the intersection of mental health with digital technologies, including narrative-based interventions , VR applications , and lived experience integration in academic settings. His work addresses systemic factors affecting student well-being and develops technology-enabled solutions for mental health support. Scientific Contributions include systematics reviews on group psychotherapy effectiveness and AI-driven mental health diagnostics. Recent publications focus on: Automated anxiety therapy competency detection Czech student mental health stigma dynamics Doctoral researcher well-being challenges Professional Roles : Academic Misconduct Officer PhD second supervisor for mental health/technology/narrative projects Core member of the Mental Health Research Unit Scientific Awards : Senior Fellow of Advance HE (SFHEA), recognizing excellence in higher education academic practice.

Michael Guollaمشاهده پروفایل

استادیار

• Marketing Strategy
• Integrated Marketing Communications
• Customer Satisfaction Measurement
• +۳ مورد دیگر

Michael Guolla is an Assistant Professor at the Telfer School of Management, University of Ottawa. He holds a Ph.D. in Business Administration (Marketing) from the University of Michigan and an Honours Business Administration degree from the Richard Ivey School of Business (University of Western Ontario). His research focuses on cross-functional quality management, integrated marketing communications, and customer satisfaction measurement. Dr. Guolla has authored influential textbooks including Advertising and Promotion: An Integrated Marketing Communications Perspective (2020), available in both English and French editions. Education: Ph.D. in Business Administration (Marketing), University of Michigan (Ann Arbor) Honours Business Administration, Richard Ivey School of Business (University of Western Ontario) Research emphasizes practical applications of marketing strategies, with a focus on linking advertising efforts to measurable business outcomes. His work bridges theoretical concepts with real-world marketing challenges, particularly in cross-functional organizational contexts. Publications reflect a strong commitment to educational resources, with recent works focusing on integrated marketing frameworks and pedagogical tools for teaching marketing principles. No awards or grants are explicitly mentioned in the provided text. No lab affiliations or team descriptions were found in the text. Advising activities and future research directions remain unspecified.

• Economics Education
• Financial Literacy
• Labor Economics
• +۷ مورد دیگر

Katrina Rochelle Babb is a Senior Instructor of Economics and Director of the Center for Economic Education at Indiana State University’s College of Arts & Sciences. She is based in the Department of Multidisciplinary Studies and is deeply committed to advancing economic education and financial literacy through teaching, outreach, and leadership. Her educational background includes an M.S. in Economics from Purdue University (2004). She is actively engaged in curriculum development and pedagogical innovation, particularly in teaching economics to diverse learners including Gen Z students and K–12 educators. Her research and professional presentations focus on economic education, labor economics, wealth inequality, housing affordability, and health economics. She emphasizes experiential and inclusive teaching methods, and her work often bridges academic economics with real-world community issues. Her recent scholarship explores the experiences of non-tenure-track faculty, reflecting her commitment to equity in academic careers. The trends in her publications highlight a consistent dedication to improving economics instruction, expanding financial literacy, and addressing pressing socioeconomic challenges through education. Her work spans both theoretical and applied domains, with strong emphasis on accessibility and public engagement. Stan Harris Citizen's Award, Indiana Council for the Social Sciences (2023) CAS Educational Excellence Award (2020) MAPS Mentor of the Year (2018) She has led multiple grant-funded initiatives, including student travel support to professional conferences and financial literacy programming in Illinois. She mentors students and faculty, organizes educational workshops, and serves on university and community committees such as the United Way Wabash Valley Financial Management Impact Council. Her leadership as Director of the Center for Economic Education underscores her role in shaping regional economic education policy and outreach. Katrina Babb leads the ISU Center for Economic Education, where she organizes workshops, institutes, and community panels. She also collaborates with organizations like the American Democracy Project and the Indiana Council for Economic Education to promote civic and economic understanding.

• Education Policy
• Higher Education
• Academic Psychology
• +۳ مورد دیگر

Markku Vanttaja is a University Research Fellow and Docent in the Department of Education at the University of Turku. His work focuses on educational policy, youth studies, and academic psychology, particularly addressing challenges faced by doctoral students, non-traditional learners, and mental health professionals in educational settings. He has contributed to understanding issues like impostor syndrome, burnout prevention, and educational equity through both qualitative and quantitative research methods. Research interests include higher education dynamics , student well-being , socioeconomic barriers in education , and generational differences in academic identity. His recent publications explore the mental health implications of doctoral studies and the long-term outcomes of youth disengagement from formal education. Key publications from 2021–2025 critically analyze impostor syndrome in academia, the psychological toll of prolonged doctoral studies, and the role of physical activity in youth development. Earlier work (2016–2019) examined school dropout trajectories and second-chance educational pathways for non-traditional students. No scientific awards are explicitly listed. His research often intersects with societal challenges like adult education accessibility and youth unemployment. Collaborations with institutions like the University of Turku and organizations such as the Finnish Education Policy Council are implied through his thematic focus.

Marika Ginsburg-Blockمشاهده پروفایل

دانشیار

• Early Childhood Education
• Educational Psychology
• Child Development
• +۶ مورد دیگر

Dr. Marika Ginsburg-Block is an Associate Professor in the School of Education at the University of Delaware. Her research focuses on school-based interventions for vulnerable youth, family literacy practices, and mechanisms influencing student achievement. She has held roles including Coordinator of the graduate program in school psychology (2003–2009) and currently co-directs the federally funded Project GROW, which advances school mental health services and equity-focused practices in Delaware. Dr. Ginsburg-Block earned her Ph.D. in School Community and Clinical Child Psychology from the University of Pennsylvania (1998), followed by academic roles at the University of Minnesota and the University of Delaware. Her teaching includes counseling, psychopathology, and mental health consultation, alongside supervising school psychology internships. Her research emphasizes understanding how family environments, particularly low-income and minority families, contribute to early literacy and language development. Key projects include developing measures of family literacy practices and evaluating interventions targeting preschoolers’ vocabulary and phonological awareness. Project GROW, funded by the U.S. and Delaware Departments of Education, integrates cross-university efforts to enhance mental health service provision in high-need schools. The initiative also promotes inclusive practices and data-driven decision-making within multi-tiered support systems (MTSS). Her work bridges theory and practice, with contributions to peer-assisted learning strategies, community partnerships in education, and culturally responsive interventions. She has authored over 30 articles on topics ranging from parenting stress to academic motivation, emphasizing equity and evidence-based practices.

Catherine Hardyمشاهده پروفایل

دانشیار

• Cybersecurity Governance
• Data Governance
• Internet of Things (IoT)
• +۴ مورد دیگر

Catherine Hardy is an Associate Professor at the University of Sydney Business School, specializing in Business Information Systems. She is also a Visiting Research Fellow at the University of Koblenz's Enterprise Information Management research group. Her research focuses on complex socio-technical change, cybersecurity governance, data governance, and risk compliance systems. Catherine holds a PhD from UNSW, an MEc from UNE, and a BBus from RMIHE, alongside CPA certification. Her research explores how new information infrastructures impact governance systems, with four core projects: (1) big data and analytics in organizational control, (2) IoT scalability challenges, (3) cyber security governance failures, and (4) regulatory frameworks for nanoparticles. She teaches courses like Data Science in Business and Data Governance and Technology Assurance. Catherine has advised student Johnny TANG-EAR on the project Governance at the Edge of Realism: Empirical and Theoretical Explorations of Deepfake Phenomena . Her work spans over two decades, with publications in journals such as NanoImpact and European Management Journal , and contributions to conferences like the Hawaii International Conference on System Sciences. She has also led initiatives like the 2013 Enterprise Information Management Survey. Her research emphasizes interdisciplinary collaboration, addressing challenges in digital transformation, risk management, and policy design across public and private sectors.

Angela Grimmingerمشاهده پروفایل

پژوهشگر

• Early Language Acquisition
• Multimodal Communication
• Gesture-Speech Synchronisation
• +۴ مورد دیگر

Dr. Angela Grimminger is a Researcher at the University of Paderborn's Institute of Germanistics and Comparative Literature Studies (Department of German and General Linguistics), leading the SprachSpielLabor. She holds a PostDoc position in the Transregional Collaborative Research Centre 318 (Key research area: Transformation and Education) and leads Project A02. Her work focuses on early language acquisition, nonverbal communication (gestures, gaze behavior), multimodal interaction, and child-robot interaction. She actively participates in academic governance roles including serving on the Ethics Commission and contributing to graduate development initiatives at the Faculty of Cultural Sciences. Key research interests include the role of gestures in language development, synchrony between speech and gestures, communication delays, and social interaction dynamics. Current teaching includes courses on multimodal language use, interaction formats, and heterogeneous developmental trajectories. She leads the SAYL project (Stimulating Adventures for Young Learners) and has published extensively on topics like explanatory interactions, gesture deixis, and developmental paths of pointing gestures in infants. Her work bridges linguistics, cognitive science, and developmental psychology, with applications in social robotics and educational methodologies. She has held leadership roles in laboratories and academic development programs since 2020, demonstrating sustained commitment to fostering early career researchers and ethical academic practices.

Markéta Rusnákováمشاهده پروفایل

استاد

• Social Work
• Internationalization in Higher Education
• Family Studies
• +۵ مورد دیگر

Dr. Markéta Rusnáková is a University Professor and Vice-rector at the Catholic University in Ružomberok, leading the Department of Social Work. Her work focuses on internationalization strategies, social work practices, and family dynamics. She actively leads projects such as the Development of Interculturality and Integration of International Students and Researchers (2023–2025) and the Audit of the Level of Internationalization (2024–2025), aimed at enhancing institutional competitiveness and staff cultural competency. Her research interests span social work ethics, organizational culture, youth mental health, and family studies. Notable projects include analyzing violence against women, parenting attitudes among foster care alumni, and codependency in families affected by alcohol addiction. She has published widely on topics like adolescent suicide prevention, well-being of social workers, and disability-focused education. Though no awards are explicitly noted, her extensive project leadership and academic output highlight her influence in these fields. Her work bridges theoretical research and practical policy implementation, particularly in fostering inclusive educational environments and addressing socio-cultural challenges in contemporary societies.

• Gender Studies
• Wellbeing
• Quality of Life
• +۱۲ مورد دیگر

Pamela Abbott is a Professor and Chair in Education at the School of Education, University of Aberdeen, where she also serves as Director of the Centre for Global Development. She is affiliated with the Centre for Civil Society, the Rule of Law, and the New Europe Centre. Her educational background includes a PhD in Sociology/Social Policy (1982), an MSc in Sociology with Politics from Birkbeck College, University of London (1975), and a BSc in Sociology from the University of London (1970). Her research centers on gender, wellbeing, quality of life, social quality, and socio-political transformations across the UK, Europe, the former Soviet Union, East Africa, and the Middle East and North Africa. She employs both qualitative and quantitative methods and has published extensively, including best-selling books like An Introduction to Sociology: Feminist Perspectives and recent works on democratization in the Arab world. Her recent publications demonstrate a strong focus on mental wellbeing in educational settings, adult literacy in Rwanda, gender and modern slavery, and diet and public health. These works reflect interdisciplinary engagement across sociology, education, public health, and international development, often using critical realist frameworks and mixed methods. She has received significant recognition, including: Fellow of the Academy of Social Sciences Fellow of the Higher Education Academy Pamela Abbott supervises PhD students in Applied Health Sciences, Politics and International Relations, and Sociology. She leads major funded projects such as the NIHR Global Health Research Group on Promoting Children's Mental Wellbeing in sub-Saharan Africa (£2.8m) and the Scotland Rwanda Programme on adult literacies in Rwanda (£1.6m). She is also a co-investigator on multiple international projects related to post-COVID recovery, modern slavery, unpaid care work, and democratization in Tunisia. She collaborates with institutions including the University of Addis Ababa, University of Rwanda, and Institute of Policy Analysis and Research-Rwanda, and actively engages in knowledge exchange through public platforms like The Conversation and Open Democracy.

Maria Dolores Garcia-Pastorمشاهده پروفایل

دانشیار

• Language Education
• EFL Teaching and Learning
• Learner Identity
• +۱۱ مورد دیگر

Maria Dolores García-Pastor is an Associate Professor in the Department of Teaching Languages and Literature at the Faculty of Education, University of Valencia, Spain. Her academic work focuses on English as a Foreign Language (EFL) teaching and learning, with particular emphasis on identity, digital storytelling, grammar instruction, and written corrective feedback. Research Interests: Her research spans several interconnected areas in language education, including learner identity construction in digital environments, multimodal composition, pragmatics in second language acquisition, reflective and interlinguistic grammar teaching, and the role of corrective feedback in EFL writing. She investigates how students develop linguistic and personal identities through digital narratives and classroom interactions, and how pedagogical strategies can support metalinguistic awareness and transfer across languages. Recent Research Trends: Her recent publications (2023–2025) highlight a growing focus on digital multimodal identity construction, written corrective feedback practices among secondary teachers, and grammar instruction in multilingual contexts. She frequently employs qualitative and mixed methods, drawing on frameworks such as Systemic Functional Linguistics, positioning theory, and task-based learning. Scientific Contributions: Extensive research on digital storytelling and identity texts in EFL classrooms. Studies on grammar instruction, metalinguistic reflection, and textbook analysis in primary and secondary education. Exploration of emotional and cognitive factors in language learning, including anxiety and stuttering. Advising and Grants: While no specific students or grant funding are mentioned in the provided texts, her involvement in research projects such as 'Identity in EFL learning' and the Egramint project (SDGE) suggests active research leadership and potential supervision of academic advisees. She likely contributes to teacher training and curriculum development initiatives. Labs and Teams: She is a member of the GIEL (Research Group in the Teaching of Languages) at the University of Valencia, which supports collaborative research in language pedagogy and didactics.

• Medical Education
• Emergency Medicine
• Adaptive Expertise
• +۳ مورد دیگر

Jeremy Branzetti, MD, MHPE, is an Associate Professor of Emergency Medicine at the Yale School of Medicine. He specializes in emergency medicine, medical education, and physician development. His research focuses on adaptive expertise, professional identity formation, and applying branding principles to academic medicine. Education: MD from Stony Brook University; MHPE from Maastricht University; dual BS in Psychology and Biochemistry from Stony Brook. Residency at Northwestern University with Chief Resident experience. Research interests include clinician education, developmental coaching, and the future of the medical workforce. Key articles address adaptive learning strategies and the Master Adaptive Learner framework. Awards include the Academic Attending of the Year (2021) and Faculty Teaching Award (2015). Active in leadership roles such as journal editorial boards and professional organizations.