جست‌وجوی استاد و پژوهشگر

Lauren Margulieuxمشاهده پروفایل

دانشیار

• Computer Science Education
• Computational Literacy
• Learning Sciences
• +۳ مورد دیگر

Lauren Margulieux is an Associate Professor of Learning Technologies at Georgia State University in the Department of Learning Sciences within the College of Education & Human Development. She serves as the founding director of the Snap Inc. Center for Computing in Teacher Education, where she coordinates Georgia State University's teacher preparation programs to integrate computing into pre-service teacher training across all disciplines. Her research focuses on computer science education for computing and programming novices, with particular emphasis on promoting computational literacy for all learners. She investigates how to effectively integrate computing into teacher preparation and how to design instructional materials that support novice learners in programming and computational thinking. Her work spans the learning sciences, educational technology, and STEM education, with applications in K-12 teacher preparation and undergraduate computer science education. Margulieux's recent publications reveal a strong focus on instructional design principles for computing education, particularly subgoal labeling, worked examples, and other cognitive load-reducing strategies. Her research examines how these approaches impact learning across multiple STEM disciplines and how spatial skills relate to success in computing. She has also contributed significantly to measurement in computing education research and exploring how to effectively prepare teachers to integrate computing into their classrooms. NSF CAREER Award recipient Principal Investigator on multiple NSF grants totaling over $1.5 million Author of numerous influential publications in computer science education Active contributor to the learning sciences community through blog and professional development As an NSF panelist and CAREER award recipient, Dr. Margulieux actively mentors other researchers in grant writing and research design. She has developed extensive resources for education researchers, particularly those new to the learning sciences, through her blog and professional development activities. Her work bridges theory and practice, connecting foundational learning sciences principles with practical applications in computer science education.

Robyn Tylerمشاهده پروفایل

پژوهشگر ارشد

• Language Education
• Multilingualism
• Literacy Studies
• +۳ مورد دیگر

Robyn Tyler is a Senior Research Fellow at the Centre for Multilingualism and Diversities Research at the University of the Western Cape. She teaches and supervises pre-service teachers while conducting research on language, literacy and identity in education, with a special focus on language across the curriculum in multilingual contexts. Her educational background includes: PhD in Language in Education from University of Cape Town (2019) MEd from University of Cape Town (2012) Dr. Tyler's research explores how multilingualism can enhance concept development in science education and how bilingual approaches can improve learning outcomes for South African children. She advocates for a "rich literacies" approach that values all language resources learners bring to the classroom. Her work examines the implementation of language policies in South African schools and how multilingual teaching practices can support deeper conceptual understanding, particularly in science education where she has documented how using multiple languages helps children develop scientific concepts. Her recent publications demonstrate a consistent focus on multilingual education in South African contexts, particularly examining how language policy implementation affects learning outcomes. Her work spans literacy education, science education, and bilingual teaching methodologies, always with an emphasis on social justice and equity in education, challenging the historical marginalization of African languages in schooling. Dr. Tyler is an active member of the bua-lit language and literacy collective which advocates for quality education for children who speak African languages. She has collaborated with researchers across South African institutions on projects related to language policy, bilingual education, and literacy development. She has been involved in research supervision of pre-service teachers and has contributed to teacher training initiatives focused on multilingual classroom practices. Her work has implications for educational policy and practice in multilingual contexts globally, particularly in post-colonial settings where language policy remains a contentious issue. Dr. Tyler is affiliated with the bua-lit language and literacy collective, an organization working to promote rich literacies approaches in South African education that recognize the value of children's full linguistic repertoires.

• Mathematics Education
• Mathematics Didactics
• Inclusion in Mathematics
• +۳ مورد دیگر

Lena Karlsson is a senior lecturer in mathematics education at Linnaeus University’s Faculty of Technology, specifically within the Department of Mathematics and Mathematics Education. She is an active member of the Research in Inclusion, Democracy and Equity (RIDE) group and contributes to national and international research on early-years mathematics learning. Her research interests centre on inclusive mathematics education, early arithmetic competence, and the integration of entrepreneurial learning into primary mathematics classrooms. She explores how response-to-intervention models can support pupils at risk of mathematical difficulties and how teachers can develop entrepreneurial and mathematical competences simultaneously. Recent publications demonstrate a consistent focus on improving basic arithmetic skills among young learners, understanding pupils’ problem-solving perceptions, and designing professional development programmes that encourage teachers to innovate beyond traditional comfort zones. Lena Karlsson has co-edited the popular-science volume Entreprenöriellt lärande i matematik: Vad, hur, varför? (Natur & Kultur, 2017) and regularly participates in international conferences such as MAVI.

• Spanish Language Education
• Teacher Training and Development
• Heritage Language Learners
• +۲ مورد دیگر

Yuly Asencion Delaney serves as Professor in the Department of Global Languages and Cultures at Northern Arizona University, where her research centers on Spanish language pedagogy and teacher development. Her scholarly profile demonstrates sustained engagement with language education through recent publications and an h-index of 8. Her primary research domains include teacher training methodologies for novice Spanish educators, with particular emphasis on reflective practices within digital communities of practice. She investigates corpus linguistics applications in language classrooms and examines pedagogical challenges in mixed-ability settings involving heritage and non-heritage Spanish learners. Additional focus areas encompass heritage speaker writing development, Spanish subjunctive discourse functions, and speech act pragmatics. Analysis of her 2020-2023 publications reveals an interdisciplinary trajectory merging applied linguistics with educational technology. Key trends include the adoption of corpus tools for vocabulary instruction, exploration of social media platforms like Instagram for language acquisition, and nuanced studies of heritage learner dynamics in beginner courses. Her work consistently addresses practical classroom applications while contributing to theoretical frameworks in second language acquisition and teacher education.

Sunah Choمشاهده پروفایل

مدرس

• Educational Technology
• Online Learning
• Blended Learning
• +۶ مورد دیگر

Dr. Sunah Cho serves as a Faculty Liaison at the University of British Columbia's Centre for Teaching, Learning and Technology (CTLT), where she strengthens strategic partnerships with the Sauder School of Business and supports pedagogical innovation across face-to-face, blended, and online learning environments. As an instructor in UBC's Master of Educational Technology (MET) program, she teaches ETEC 500 and ETEC 512 courses while leveraging her expertise in educational consulting, learning design, and project management to enhance teaching practices institution-wide. Her research focuses on student engagement, personalized learning, universal design for learning (UDL), social network analysis, learning analytics, and online assessment design. She is deeply committed to advancing the Scholarship of Teaching and Learning (SoTL), with particular emphasis on creating flexible curricula and adaptable technologies that foster inclusive educational experiences. Her work consistently bridges theoretical frameworks with practical applications in higher education settings. Dr. Cho's publication record reveals strong thematic continuity across educational technology domains, with recent work examining video analytics, co-creation models in teaching, faculty liaison effectiveness, and innovative assessment strategies. Her research spans both synchronous and asynchronous learning environments, addressing critical challenges in online engagement, instructor presence, and technology-mediated language acquisition. Through her CTLT role, Dr. Cho conducts comprehensive needs analyses, manages pedagogical projects from conception to evaluation, and collaborates with faculty across disciplines to integrate technology into curricula. Her service-oriented approach directly supports UBC's strategic vision for flexible learning while contributing to the MET program's educational mission.

• Italian Linguistics
• Textual Linguistics
• Language Variation
• +۵ مورد دیگر

Vincenzo Pinello is an Associate Professor in the Humanities school at the University of Palermo, specializing in Italian Linguistics (LIFI-01/A designation). His teaching responsibilities span multiple programs including Languages and Literature-Intercultural Studies, Primary Education, and the Letters program, where he teaches Italian Linguistics, Language and Textuality, and Italian L1/L2 teaching methodologies for primary and preschool education. Professor Pinello's research focuses on textual linguistics with particular emphasis on valence grammar, language variation, and the sociopolitical dimensions of language. His work bridges theoretical linguistics with practical applications, especially in the context of teaching Italian as both a first and second language. He has developed the variational competence model for Italian language learning, with specific case studies involving Chinese-speaking students at the University of Palermo. His scholarship demonstrates consistent attention to anti-mafia discourse analysis, particularly examining textual solutions and language choices in the works of journalists like Giuseppe Fava. The trajectory of his recent publications reveals a cohesive research program exploring how linguistic structures interact with sociopolitical contexts, especially through witness narratives and civil autobiography. His work on Felicia Bartolotta Impastato's language represents a significant contribution to understanding how orality and writing function in anti-mafia testimony. Professor Pinello also investigates the application of valence grammar to bring linguistic reality back to grammatical text analysis, showing methodological innovation in his field. As an educator, Pinello has organized academic seminars such as the 'Le parole che ho sempre voluto' series, which brings together writers, poets, and scholars to discuss language, writing, and memory. His teaching approach integrates theoretical knowledge with practical application, emphasizing the importance of understanding language variation in educational contexts, particularly through his work on immersive learning for migrants and diverse student populations.

• Artificial Intelligence
• Human-Computer Interaction
• Supply Chain Management
• +۳ مورد دیگر

Mourad ABED is a researcher at the University of Valenciennes and Hainaut-Cambresis (UVHC), affiliated with the College of Engineering's Department of Computer Science. He serves as Pedagogical Director of the Master's program in Network and Security Engineering and coordinates international Tempus projects focused on digital governance in Algerian universities and logistics excellence in Morocco. His research spans blockchain systems, gamification in education, intelligent transport systems, and ethical AI applications. Research interests include AI-driven gamification frameworks Blockchain for educational systems Personalized learning environments Human-computer interaction in transportation Decision support systems in logistics Ethical AI implementation Scientific contributions show strong focus on 2024-2025 publications about blockchain integration in gamification, AI ethics, and educational data mining, with notable work on MOOC recommendation systems and learner behavior analysis. Earlier works (2017-2023) explore transport ontologies, adaptive user interfaces, and medical imaging applications. Scientific awards include 2014 Best Student Paper Award at ICALT

• Metacognition
• Science Education
• Physics Education
• +۳ مورد دیگر

Jim McDougall is a faculty member at Tacoma Community College specializing in metacognitive approaches to STEM education across physics, geology, and environmental sciences courses. He focuses on creating inclusive learning environments for diverse commuter-campus students. His research centers on metacognition and self-regulated learning , examining how students transfer scientific thinking strategies between disciplines (e.g., mineral identification to medical diagnosis). He implements inquiry-based methods with reflective journaling, team problem-solving, and strategy adaptation exercises across experimental and exploratory coursework. McDougall emphasizes collective reflective analysis in heterogeneous student groups, noting how learners negotiate ideas against universal assumptions. His work addresses challenges in designing metacognitive exercises for diverse learners, particularly in geology contexts like water percolation modeling. He actively participates in professional development through workshops like the 2008 Metacognition Workshop, seeking strategies to empower learners and reduce teacher dependence.

Mark D Adlerمشاهده پروفایل

استاد

• Simulation-Based Healthcare Education
• Medical Education
• Pediatric Emergency Medicine
• +۴ مورد دیگر

Mark D Adler is a Professor at Northwestern University Feinberg School of Medicine in the Department of Pediatrics (Emergency Medicine) and Medical Education. He serves as an attending physician at Ann & Robert H. Lurie Children’s Hospital of Chicago, focusing on simulation-based healthcare education, educational faculty development, and validity frameworks for assessment tools. His roles include Chair of the National Academy of Distinguished Educators in Pediatrics (NADEP), Associate Editor for Simulation in Healthcare , and Subject Matter Expert in the Pediatric Pandemic Network. Formerly a member of the Executive Committee of the International Network for Simulation-based Pediatric Innovation, Research and Education (INSPIRE), he has pioneered clinical skills checklists and team training programs. Research interests include Simulation-based mastery learning for clinical emergencies Validity argument construction in learner assessment Team dynamics in pediatric critical care transport Addressing structural racism through simulation pedagogy Optimizing CPR quality with feedback devices His scholarly work spans 75 publications, emphasizing simulation training for pediatric sepsis, cardiac pacing, and social determinants of health education. Notable trends include rigorously designed assessment tools and collaborative national studies on transport team performance. Awards include multiple Outstanding Contributions in Education from Feinberg School of Medicine (2005–2023), the Ray E. Helfer Award (2006), and election to the Society for Simulation in Healthcare (2018) and Academic Pediatric Association (2020).

Luming Tangمشاهده پروفایل

پژوهشگر

• Computer Science
• Artificial Intelligence
• Computer Vision
• +۷ مورد دیگر

Luming Tang is a Research Scientist at Google DeepMind in New York City. He earned his Ph.D. in Computer Science (2024) from Cornell University under Professor Bharath Hariharan, and a Bachelor's in Mathematics and Physics from Tsinghua University (China). Educational Background Ph.D. in Computer Science, Cornell University (2024) Bachelor's in Mathematics and Physics, Tsinghua University (China) His research spans Computer Vision , Generative Models , Multimodal Learning , and AI Systems , with notable work on image diffusion , 3D content creation , few-shot learning , and visual prompt tuning . Publications highlight advancements in autoregressive visual generation , cosine few-shot learners , and spatial-temporal reasoning . His academic service includes peer-review roles at conferences (CVPR, ICCV, NeurIPS) and journals (TPAMI, IJCV), alongside teaching assistantships at Cornell University for courses like CS 4787 Principles of Large-Scale Machine Learning and CS 6670 Graduate Computer Vision . Personal interests include soccer and gaming (FIFA series), though an ankle injury temporarily sidelines him from play.

• Applied Linguistics
• Language Education
• Task-Based Language Teaching
• +۲ مورد دیگر

Dr. Carolina Arias Contreras serves as a Casual Academic and Casual Administration Officer within the School of Languages and Cultures at The University of Queensland, where she holds teaching responsibilities alongside administrative duties in the language education division. Her research expertise centers on applied linguistics with concentrated focus on task-based language teaching methodologies, English for specific purposes (ESP) frameworks, and language instruction within vocational contexts. She systematically investigates pedagogical beliefs among educators and learners, professional language requirements in agricultural sectors, and curriculum integration challenges in vocational training environments across international settings. Recent scholarly output (2022-2024) demonstrates rigorous analysis of task-based language teaching through systematic review methodologies, critical examination of Chilean vocational education practices, and empirical needs assessments for English language application in agriculture. Her work consistently bridges theoretical language acquisition models with practical implementation in specialized professional domains. Scientific Awards: No academic prizes, fellowships, or medals were documented in the source material. Advising and Grants: Available documentation contains no references to graduate student supervision, research mentorship, or externally funded grant projects. Laboratories and Teams: The provided information does not indicate affiliation with any research laboratories, specialized language centers, or collaborative academic teams beyond standard school operations.

Nancy Rascheمشاهده پروفایل

دانشیار

• User Experience Design
• Interface Design
• Enterprise Software Development
• +۴ مورد دیگر

Nancy Rasche is an Associate Professor at Purdue University's Purdue Polytechnic Institute , specializing in the Computer Graphics Technology Department. Her career spans both User Experience (UX) Design and Industrial/Interaction Design, with a focus on experiential learning and industry engagement since 2015. Primary Research: Enterprise software UX optimization for automotive engineers Secondary Research: Mobile apps for children with Autism Spectrum Disorders (ASD) Teaching Focus: Experience Studios connecting student teams with sponsors Her Experience Studios have expanded from 1 student in 2016 to 125 students across 15 teams in Fall 2024, with notable partners like Microsoft Research and Ford. Recent publications emphasize AI collaboration frameworks and inclusive design principles, while earlier work focused on interaction design pedagogy. Professional accolades include: Outstanding Design Case Award (2020) IDEA Finalist Mentor (2014) Multiple IHA Student Competition Mentoring (2012-2010) She has secured over $475,000 in research funding from Ford and state programs, including a $211,839 principal award (2018-2020) for enterprise software design research. Her work bridging educational studios with industry needs has shaped Purdue's nationally-ranked UXD program.

Pollyanna Williamsمشاهده پروفایل

مدرس

• Business Education
• English for Academic Purposes (EAP)
• Commerce
• +۲ مورد دیگر

Pollyanna Williams serves as a Lecturer in the Business Pathway at Solent University , where she acts as Module Leader for Business Environment. With over a decade of experience teaching English as a Second Language since 2008, she specializes in preparing business-professional students for academic success through dynamic curriculum design. Her pedagogical focus includes: Flipped learning methodologies Digital and traditional classroom environments Autonomous learner development Cross-cultural communication Key challenges addressed in her practice include overcoming language barriers, cultural differences, and preconceived expectations in international education contexts.

Smaranda Sanduمشاهده پروفایل

مدرس

• Computer Science
• Mathematics
• Human Decision Making
• +۴ مورد دیگر

Smaranda Sandu serves as a Lecturer in the Department of Computer Science at Wellesley College, where she teaches foundational courses including CS112 (Introduction to Computing for the Sciences) and CS235 (Theory of Computation), with CS230 scheduled for upcoming instruction. Her teaching philosophy emphasizes deep student engagement, incorporation of diverse perspectives, and fostering curiosity to transform learning into an empowering process. Her academic credentials include: B.A. from Wellesley College M.A. from Cornell University Ph.D. from Cornell University Dr. Sandu's research operates at the critical intersection of computer science, mathematics, and human cognition, with specialized expertise in epistemic modal logic and game theory for modeling decision-making under uncertainty. She actively promotes STEM accessibility—particularly for female students—through science communication initiatives including a researcher interview podcast, while advancing pedagogical innovation in computational education. No scientific awards were documented in available materials. Regarding academic mentorship, she cultivates student-centered environments where learners integrate personal backgrounds into technical discourse, though specific advisee relationships or grant funding mechanisms remain unreported in current documentation.

Andreas Olssonمشاهده پروفایل

مدرس

• Digital Didactical Designs
• Technology-Enhanced Learning
• iPad Classrooms
• +۳ مورد دیگر

Andreas Olsson is a Lecturer at the Department of Applied Educational Science at Umeå University , Sweden. As Director of Studies, he focuses on independent courses in Information Technology and learning. His office is located on the 3rd floor of the Science Building (NB), Johan Bures väg 16, Umeå (90187). Research Focus: Specializing in digital didactical designs, Olsson explores how technology transforms educational practices. His work addresses: Tablet-mediated learning cultures Digital-physical classroom hybridization Student-centered learning values Mobile technology affordances Educational spaces of the future CSCL (Computer-Supported Collaborative Learning) frameworks Publication Trends: His recent articles (2012-2015) examine iPad classroom implementations across Europe. Key themes include technology-enhanced learning ecologies, digital didactic models, and sustained educational impact through co-located collaborative practices.