جست‌وجوی استاد و پژوهشگر

Sabine Kuuseمشاهده پروفایل

مدرس

• Language Education
• Second Language Acquisition
• Learner Motivation
• +۴ مورد دیگر

Sabine Kuuse is a Lecturer in French Studies at the University of Western Australia , School of Humanities, Discipline of European Languages and Cultures. With a background in French Language Teaching from Grenoble, France, she has taught across institutions in France and Western Australia. Vice President, Asia-Pacific Commission, International Federation Teachers of French President, Federation of Associations of Teachers of French in Australia Academic Coordinator, Tahiti and New Caledonia Exchange Mental First Aid Officer Her research focuses on language education , second language acquisition , and teaching innovations , particularly examining learner motivation, blended learning techniques, and francophone cultures in the Pacific region. Current projects include developing online escape games for language engagement and enhancing student wellbeing through innovative pedagogies. Recent scholarly output demonstrates expertise in flipped classrooms , digital feedback tools , and virtual language tandems . She has secured significant funding through New Colombo Plan grants and Education Futures initiatives. Recognized for her pedagogical excellence through multiple teaching awards including UWA GUILD Students’ Choice Awards, she actively promotes student mobility and community engagement in the francophone Pacific.

Gitanjali Bediمشاهده پروفایل

مدرس ارشد

• Sustainable Development
• Education for Sustainability
• Corporate Social Responsibility
• +۴ مورد دیگر

Gitanjali Bedi is a Senior Lecturer in Sustainable Development Education at Monash University, Australia. Her work focuses on integrating sustainability principles into healthcare education and curriculum design. She has contributed to multiple interdisciplinary projects addressing climate change, planetary health, and Indigenous knowledge systems. Bedi has received awards including the 2014 Australasian Green Gown Award and the 2019 Vice-Chancellor's Citation for Outstanding Contribution to Student Learning. Her research emphasizes transformative learning frameworks and sustainable healthcare practices. Research Projects Co-designing planetary health curricula for health professions education (2023-2024) Strategic integration of sustainable healthcare education (2021-2022) SDG transformation in West Java, Indonesia (2019-2021) Research Interests Bedi's work bridges environmental sustainability and healthcare education, with a focus on: Incorporating Indigenous knowledge systems into planetary health frameworks Climate change adaptation in medical training Sustainable healthcare practices and policy Transformative learning in higher education Publications Trends Her recent articles emphasize: Indigenous epistemologies in health education Design thinking approaches to curricula co-creation Climate literacy among healthcare professionals Sustainability reporting in medical institutions Awards & Recognition 2021 Citation for Outstanding Contributions to Student Learning 2014 Teaching Excellence Award 2010 ISS Skills Institute Fellowship Grants & Advising Bedi leads or collaborates on 7 funded projects totaling over 2 years of active research. She advises initiatives focused on: Health professions education reform Sustainable development goals implementation Cross-sector partnerships in sustainability Labs/Teams Core contributor to: Monash Planetary Health Education Network Global Health Sustainability Research Group

Christopher Bryantمشاهده پروفایل

استاد مهمان

• Natural Language Processing
• Grammatical Error Correction
• Codeswitching Analysis
• +۴ مورد دیگر

Christopher Bryant is a Visiting Professor in the Natural Language and Information Processing group at the University of Cambridge's Department of Computer Science and Technology. He holds a PhD from the University of Cambridge (2019), supervised by Prof. Ted Briscoe, and previously worked as a Research Assistant at the National University of Singapore under Prof. Hwee Tou Ng. His research focuses on grammatical error correction (GEC), automatic annotation, and codeswitching analysis. He developed the ERRor ANnotation Toolkit (ERRANT), widely used in GEC research, and led the BEA-2019 Shared Task. Bryant also serves as an Applied AI Research Scientist at Writer, Inc., and maintains active collaborations in NLP. Education: PhD in Computer Science, University of Cambridge (2019) MSc in Speech and Language Processing, University of Edinburgh (Year not specified) MA(Hons) in Chinese and Linguistics, University of Edinburgh (Year not specified) Research Interests: Automatic grammatical error detection/correction (GEC) for non-native English Codeswitching analysis in multilingual contexts Robust evaluation methodologies and artificial data generation Discourse parsing and linguistic annotation frameworks Applications of large language models in educational technology Key Contributions: ERRANT: Open-source tool for GEC error annotation and evaluation BEA-2019 Shared Task on GEC for educational applications Industry collaboration with Writer, Inc. on AI-driven writing tools Grants & Collaborations: Supported by the Institute for Automated Language Teaching and Assessment (ALTA) during his PhD. Active in academic-industrial partnerships through his role at Writer.

Marcia Gibsonمشاهده پروفایل

مدرس ارشد

• Computer Games Development
• Human-Computer Interaction (HCI)
• Cybersecurity
• +۴ مورد دیگر

Dr. Marcia Gibson is a Senior Lecturer in Computer Science and Technology at the University of Bedfordshire, affiliated with the Faculty of Creative Arts, Technologies and Science. She has held this position since 2013, following a career that includes roles as a Research Fellow at the National Centre for Cyberstalking Research (NCCR) and commercial experience as a Web Developer and UX/Accessibility consultant. Her educational background includes a PhD in 'Inclusive and Secure Design of an Online Authentication System' (2013), funded by the Steel Memorial Trust, an MSc in Computer Security, Accessibility, and HCI (2007), and a First-Class BSc in Computer Science (2005). She is also a Fellow of the Higher Education Academy (FHEA) since 2015. Gibson’s research focuses on cybersecurity, usable security, and human-computer interaction (HCI), with emphasis on cyberstalking, virtual reality, and accessible authentication systems. She has led projects such as the HEFCE CATALYST initiative to combat online harassment and contributed to cyber-awareness programs for schools. Her work bridges academic research and practical applications, including advising startups in game development and co-founding BedsHertsBucks++, a networking hub for the creative technologies community. Her awards include the Steel Memorial Trust PhD Scholarship and recognition for her teaching excellence. She supervises PhD and MSc students in areas like immersive VR systems, cyberstalking mitigation, and accessibility in coding for dyslexic learners. Gibson actively engages in academic service, reviewing for journals like the International Journal of Human-Computer Studies and IEEE Transactions on Information Forensics & Security.

Imelda McDermottمشاهده پروفایل

پژوهشگر ارشد

• Health Policy Research
• Primary Care Policy
• Workforce Development
• +۶ مورد دیگر

Dr. Imelda McDermott is a Research Fellow in Pharmacy at the University of Manchester with over 15 years of experience in health policy research. She has a strong publication record and extensive experience leading research projects funded by the National Institute for Health Research (NIHR), NHS England, and the Department of Health and Social Care (DHSC). As a core member of the Policy Research Unit in Commissioning and the Healthcare System (PRUComm), she specializes in primary care policy, particularly workforce development and commissioning systems within the UK health system. Dr. McDermott's educational background includes a PhD in Theoretical & Applied Linguistics from the University of Edinburgh, a Graduate Diploma in Psychology from Monash University, and a BSc (Hons) in Banking and Finance from the London School of Economics. Her methodological expertise encompasses Realist Evaluation, Normalisation Process Theory, Linguistic Ethnography, and various discourse analysis approaches. Her research focuses on primary care workforce transformation, particularly skill mix change, pharmacy workforce development, and NHS commissioning systems. She employs qualitative and mixed methods approaches to examine organizational change, professional identity, and policy implementation within healthcare settings. Her work often addresses the practical challenges of integrating new professional roles into primary care and understanding workforce dynamics in community pharmacy settings. Dr. McDermott has received significant recognition for her research, including a Best Paper Award at the 14th Organisational Behaviour in Health Care Conference (2024) and a Highly Commended Paper from the Journal of Health Organisation & Management (2013). Her publications demonstrate consistent contributions to understanding health system organization, workforce development, and professional identity in healthcare settings. She currently leads multiple major research projects including the COMPARIES study examining integration of new roles in primary care across England and Scotland, evaluations of independent prescribing in community pharmacy, and research on pharmacist personas. Her work contributes significantly to addressing the workforce crisis in UK primary care through evidence-based policy recommendations. As an active researcher, Dr. McDermott serves on the Health Policy & Politics Network and previously served on the University of Manchester Research Ethics Committee (2013-2015). She regularly engages with policymakers and presents her findings at academic and professional conferences, ensuring her research has practical impact on health service delivery and workforce planning.

• Cultural Diversity in the Workplace
• Cross-Cultural Management
• Organizational Behavior
• +۴ مورد دیگر

Lee Martin is a Senior Lecturer in International Business at the University of Sydney Business School. She holds a PhD in Management from UNSW and a Master of Asia-Pacific Studies from ANU. Her research focuses on leveraging cultural diversity in workplaces through organizational behavior insights. Education: PhD in Management (UNSW), MAPS (ANU), GradCertEd (Deakin), BCom(Hons)/BSc (UNSW). Teaching includes cross-cultural management courses for postgraduate and undergraduate students. She designed the MOOC Leading Culturally Diverse Teams , which has enrolled 20,000+ learners globally. Research interests span multicultural identity development, cross-cultural leadership, and policy frameworks for diversity. Recent work examines cultural divergence in workplace feedback and career identity formation. Publications appear in International Journal of Human Resource Management , Journal of International Business Studies , and others. Awards: 2024 Sydney Business School Teaching Awards, 2021 40 Under 40 Award, Endeavour Research Fellowship (2016) Prior roles include Senior Lecturer at Deakin University, Endeavour Research Fellow at Simon Fraser University, and Lim Kim San Fellow at Singapore Management University. Pre-academic career: policy advisor in Australia's Department of the Prime Minister and Cabinet, Treasury, and Reserve Bank of Australia.

Lisa D'Souzaمشاهده پروفایل

استاد

• Teacher Education
• Social Studies Curriculum
• Middle School Education
• +۴ مورد دیگر

Lisa D'Souza, Ph.D., is a Professor of Education at Assumption College, located in Worcester, MA. She specializes in teacher education, social studies curriculum development, and middle school pedagogy. Her research focuses on fostering growth mindset classrooms, intercultural competence in pre-service teachers, and repositioning social studies education in accountability-driven environments. Dr. D'Souza holds a B.A. (1998) and M.A.Ed. (1999) from Wake Forest University, and a Ph.D. (2009) from Boston College, where her dissertation explored 'Assessing what counts: Learning to teach for pupil learning.' She teaches courses such as Edu 101 – Teachers and Teaching in American Schools and Edu 344 – Curriculum and Methods in History and Social Science (5-12) . Her research interests include bridging gaps in beginning teacher mentorship, promoting civic education through global perspectives, and integrating technology like ESRI story maps into social studies instruction. She has received prestigious awards including the Kim Fries Early Career Scholars Award (2019) and the Assumption College Michael O’Shea Presidential Award for Excellence in Teaching (2017). Dr. D'Souza actively contributes to professional organizations such as the National Council for Social Studies and the American Educational Research Association. Her work emphasizes social justice, equity, and the development of future educators prepared to address 21st-century challenges in diverse classrooms.

• Personal Tutoring
• Student Advising
• Higher Education
• +۳ مورد دیگر

Ben Walker serves as an Associate Lecturer within the College of Arts, Humanities and Education at the University of Lincoln, specializing in personal tutoring systems and student advising frameworks in higher education. His current role focuses on APA script marking while advancing scholarly work on tutoring conundrums and student support mechanisms. His research centers on Personal Tutoring , Student Advising , and Student Success with particular emphasis on: Professional standards for UK personal tutoring Developmental support systems for academic tutors Boundary definitions in student support Widening participation through relationship building Resource-constrained delivery of effective tutoring Impact of coaching on student performance Walker consistently addresses the tension between growing demands for personal tutoring and institutional resource limitations. Analysis of his 14 publications (2015-2020) reveals a cohesive research trajectory examining the structural, professional, and emotional dimensions of personal tutoring. His work demonstrates increasing focus on definitional clarity (2018's "A defining moment"), practical implementation challenges (2019's "More important than ever"), and professional recognition systems (2020's standards paper), all grounded in UK higher education contexts with strong emphasis on the University of Lincoln's institutional practices. Walker has led significant funded research initiatives at the University of Lincoln to enhance personal tutor effectiveness through resource development and professional frameworks. His scholarly contributions have generated substantial institutional impact, with 855 total views and 43 downloads across his publications, reflecting growing recognition of his work in advancing personal tutoring as a critical component of student success infrastructure.

• Critical Race Studies
• Immigration Studies
• Education Sociology
• +۳ مورد دیگر

Dr. Duke W. Austin is a Professor of Sociology at California State University, East Bay (CSUEB), where he currently serves as Chair of the Faculty Affairs Committee. Previously, he held the position of Department Chair. He is also a Senior Fellow at Yale University’s Urban Ethnography Project, a consultant on an NIH grant at the University of Southern California, and a Board member of the Pacific Sociological Association. His academic journey includes a PhD in Sociology , followed by roles such as Lead Wilderness Instructor at Outward Bound, Ski Instructor at Steamboat Ski Resort, and Summer Camp Director at Quarterman Ranch. He served as a Peace Corps Teacher Trainer in Paraguay and is fluent in Spanish, Portuguese, and Guarani. Dr. Austin acknowledges the unceded land of the Muwekma Ohlone Tribe on CSUEB’s Hayward campus and advocates for Indigenous sovereignty. Research Interests focus on critical race studies , particularly in contexts of immigration, education, and environmental sociology. His work explores how systemic racism impacts marginalized communities, including White Americans’ evolving racial consciousness in the Trump era. He emphasizes community-based ethnography and experiential learning to address social justice gaps. Publications reflect a commitment to social justice and ethnographic rigor, including seminal works like Impacts of Racism on White Americans in the Age of Trump (2021) and Bringing Fieldwork Back In (2012). His writing bridges theory and practice, examining issues like immigrant student rights, hyper-masculinity in disasters, and inclusive pedagogy. Awards & Recognition include the 2023 Outstanding Contributor to Community Engagement and 2016 Outstanding Scholar on Diversity, Social Justice, and Multiculturalism. These honors underscore his dedication to both academic excellence and societal impact. Teaching Philosophy centers on learner-centered pedagogy , empowering students to apply critical thinking to societal challenges. He prepares future civic leaders through experiential education and culturally relevant curricula, aiming to close achievement gaps at CSUEB. Affiliations & Impact extend beyond academia to community initiatives and policy advising. His NIH consultation and board roles highlight interdisciplinary collaboration in addressing systemic inequities.

Emily Rustmanمشاهده پروفایل

استاد مدعو

• Special Education
• Social-Emotional Learning
• Educational Administration
• +۳ مورد دیگر

Dr. Emily Rustman serves as an Adjunct Professor of Education at Bethel University since 2019 while concurrently holding the position of Director of Special Services for Westonka Public Schools, demonstrating dual commitment to academic instruction and K-12 administrative leadership in special education. Her academic credentials include: B.S. in Communication Sciences & Disorders from Minnesota State University (2006) M.S. in Communication Sciences & Disorders from Minnesota State University (2008) Ed.D. in Educational Leadership & Administration from St. Cloud State University (2017) Her research focuses on developing specialized programs for students with disabilities through integrated frameworks of social-emotional learning, strategic organizational planning, and systems theory. She champions collaborative approaches among educators to cultivate growth mindsets and establish high expectations across diverse learner populations, with particular emphasis on early childhood intervention models and positive behavior support systems. Scholarly output centers on communication disorders in developmental conditions like Williams Syndrome and critical administrative issues including workplace bullying among educational leaders. Her recent presentations reveal evolving expertise in Pyramid Model implementation, PBIS integration, and evolving legal frameworks under Minnesota's READ Act. Professional engagement includes: Chair of Minnesota Special Education Advisory Panel (2022–present) Administrative Representative on Minnesota Pyramid Model Implementation Team (2018–present) Executive Board Member of Westonka Healthy Community Collaborative (2024–present) She maintains active membership in key organizations including American Speech-Language-Hearing Association, Minnesota Administrators for Special Education, and Minnesota Association of School Administrators to advance evidence-based practices across educational settings.

Kathryn Welbyمشاهده پروفایل

استادیار

• Disability Studies
• Inclusive Education Practices
• New Teacher Development
• +۴ مورد دیگر

Kathryn Welby is an Assistant Professor and Zampell Faculty Fellow at Merrimack College's School of Education and Social Policy. Her research focuses on disability studies, opioid crisis impacts on schools, remote learning strategies for students with IEPs, and educational leadership. She holds a Ed.D. in Educational Leadership from Southern New Hampshire University and has 15+ years of K-12 teaching experience in urban schools. Research Interests: Disability inclusion in K-12 and higher education Teacher retention and development Opioid epidemic's effects on student/educator wellbeing Remote learning methodologies for neurodiverse learners Educational leadership in crisis contexts Publications Trends: Her work bridges practical teacher training with systemic issues like opioid crisis response and pandemic-era remote learning. Recent focus includes leadership preparation for immigrant-serving institutions and mental health support strategies for educators. Kim Fries Early Career Distinction Award (2024) Zampell Faculty Fellowship (2024) Schmitt Award for Excellence in Research (2020) Phi Delta Kappa Research Grant (2019) Pi Lambda Theta Scholar Award (2010) Advising/Grants: While formal advising records aren't listed, her research consistently addresses educator preparedness and institutional support systems. Her work has been supported through grants focusing on opioid crisis research and educational leadership development. Labs/Teams: Collaborates with Merrimack's School of Education teams on crisis response initiatives and participates in regional education policy discussions.

• Teacher Self-Efficacy
• Psychoeducational Assessment Tools
• Diverse Learners
• +۵ مورد دیگر

Audra Cerruto is an Associate Professor and Education Program Director at Molloy College's School of Education and Human Services. She holds a Ph.D. and specializes in areas such as teacher self-efficacy, psychoeducational assessment, and special education. Her research emphasizes innovative approaches to education, including therapeutic play and social-emotional learning. Her scholarly work includes studies on autism therapy, teacher training programs, and mentoring strategies for educators. Cerruto has contributed to peer-reviewed journals like the Nordic Journal of Music Therapy and Journal for Leadership and Instruction . Professionally, she is active in organizations such as the Council for Exceptional Children and the National Association of School Psychologists. Her recent media engagements address pandemic-related learning gaps and educational equity.

Vecihi Zambakمشاهده پروفایل

دانشیار

• Mathematics Education
• STEM Teacher Preparation
• Professional Noticing
• +۳ مورد دیگر

Vecihi Zambak is Associate Professor and Program Director of Interdisciplinary Studies for Educators in the Department of Curriculum and Instruction at Monmouth University. He holds a PhD in Curriculum & Instruction from Clemson University, MS from the University of Amsterdam, and BS from Bogazici University. His research examines mathematics teacher development, focusing on professional noticing skills, technology integration in mathematics education, STEM interdisciplinary approaches, and teacher preparation frameworks. Current projects investigate noticing practices for diverse learners and STEM identity development. Publications demonstrate consistent focus on teacher knowledge development through technology-enhanced learning environments and interdisciplinary curriculum design. Recent work explores model-eliciting problems in STEM education. He received funding from NSF, Urban Coast Institute, and was an AMTE STaR Fellow (2020-2021).

Aaron Burgessمشاهده پروفایل

استادیار

• Neuroeconomics
• Complex Adaptive Systems
• Academic Freedom in Religious Institutions
• +۵ مورد دیگر

Dr. Aaron Burgess is an Assistant Professor of Management at the Jetter School of Professional Studies, Mount Vernon Nazarene University (MVNU). He holds a Doctor of Education from Northeastern University, alongside Master's degrees in Organizational Leadership and Business from Mount St. Joseph University and Cincinnati Christian University. His academic career includes roles as Dean of the School of Business at Cincinnati Christian University (2013-2019), Director of Faculty Development, and extensive adjunct teaching experience across multiple institutions. Dr. Burgess's research focuses on neuroeconomics, complex adaptive systems theory applied to religious and educational institutions, leadership ethics, and adult learning strategies. His work bridges disciplines like neuroscience, organizational behavior, and religious studies, with notable contributions in academic freedom debates within religious universities and neuroscientific insights into decision-making processes. His professional presentations and publications span conferences such as the Society for the Scientific Study of Religion, Association for Politics and the Life Sciences, and the Accreditation Council for Business Schools and Programs. Key topics include congregational dynamics, ethical leadership frameworks, and leveraging complex systems theory to analyze institutional resilience. Besides academia, he has consulted for organizations like Nandina, Inc., Mayo Clinic, and Salesforce, specializing in performance management, learning technologies, and corporate training systems. His career demonstrates a strong commitment to ethical leadership development and adult education innovation.

Natalie Andzikمشاهده پروفایل

دانشیار

• Special Education
• Applied Behavior Analysis
• Augmentative and Alternative Communication (AAC)
• +۳ مورد دیگر

Natalie Andzik, Ph.D., is an Associate Professor in the Department of Special and Early Education at Northern Illinois University's College of Education. She holds a Ph.D. in Special Education and Applied Behavior Analysis from The Ohio State University, alongside a BCBA-D certification and prior degrees from California State University and the University of California, Davis. Education: Ph.D., Special Education and Applied Behavior Analysis, The Ohio State University M.A., Special Education, California State University, Sacramento B.A., Human Development, University of California, Davis Her research focuses on communication independence for individuals with intellectual/developmental disabilities, emphasizing evidence-based practices for educators and AAC implementation. She has published extensively in special education and ABA journals, including Exceptional Children and Teaching Exceptional Children . Recent articles highlight trends in AAC-related stereotypy, burnout mitigation for behavior analysts, and adapting project-based learning for autism. Her work bridges teacher training and practical interventions to improve outcomes for students with complex needs. Grants & Funding: Principal Investigator: Parents as Communication Advocates for Children with Disabilities ($9,850) Co-Investigator: AAC Stereotypy Assessment Grant ($5,000) Student Engagement Funds for disability film studies ($2,700) and non-traditional teacher candidates ($2,500) Dr. Andzik oversees courses like Methods for Collaboration and Inclusion and Behavioral Applications in School Settings . She collaborates with interdisciplinary teams to address barriers in special education and advocates for inclusive training programs.