جست‌وجوی استاد و پژوهشگر

Shadi Daliliمشاهده پروفایل

دانشیار

• Biologically Active Isatin Derivatives
• Hole Transport Materials (HTMs) for Perovskite Solar Cells
• Augmented Reality in Chemistry Education
• +۳ مورد دیگر

Shadi Dalili is an Associate Professor, Teaching Stream at the University of Toronto's Scarborough (UTSC) campus. He specializes in Chemistry Education and Organic Chemistry research. His roles include teaching undergraduate courses like Organic Chemistry I and mentoring students in directed research projects. Education: BSc, University of Tehran, Iran (1999) MSc, University of Toronto (2001) PhD, University of Toronto (2005) Research Interests: His work focuses on synthesizing biologically active isatin derivatives, developing hole transport materials (HTMs) for Perovskite solar cells, and advancing chemistry education through technologies like augmented reality (AR). Collaborations with Dr. Kagan Kerman and Dr. Meissam Norouzifar address renewable energy materials, while his work with Dr. Maryam Abdinejad led to the ARchemy app, supported by grants from the Centre for Teaching and Learning and ITIF. Publications: Key contributions span AR-based educational tools, organic synthesis methodologies, and drug discovery. Recent work highlights include studies on student perceptions of AR in chemistry and lab skills seminars. Grants & Collaboration: Received $20,000 in grants for ARchemy development and partnered with UofT’s MADlab. Research emphasizes bridging technology and education, with applications in molecular visualization and renewable energy materials. Labs/Teams: Lead the ARchemy project team and collaborates on Perovskite solar cell research, fostering interdisciplinary innovation.

Stephanie Hallamمشاهده پروفایل

دانشیار

• Library Science
• Information Literacy
• Open Educational Resources
• +۳ مورد دیگر

Stephanie Hallam is an Associate Professor at Whitworth University's Library Department, joining the faculty in 2024. She holds an MLIS from the University of Washington, an M.Ed. in School Counseling from Gonzaga University, and a BA in Psychology (with a Theater Arts minor) from Dordt University. Her research focuses on library science, information literacy, open educational resources (OER), and children's literature. Notable work includes fostering collaborations between academic and high school librarians, integrating government documents into pedagogy, and optimizing library collection management strategies. Her publications emphasize collaborative educational initiatives, open pedagogy, and librarians' roles in academic transitions. Presentations include sessions at the Texas Library Association, American Library Association, and LOEX conferences, addressing topics like silo-breaking partnerships and OER training. Her work includes projects such as the 'I Heart OER Month' training program and collection deselection methodologies. While no awards are listed, her contributions to library practice and education are evident through her active publication and presentation record.

Jill M Castekمشاهده پروفایل

استاد

• Digital Literacies
• New Literacies
• Bi/multilingual Education
• +۵ مورد دیگر

Jill M Castek is Professor of Literacy, Technology & Bi/multilingual Learners & STEM Education in the Department of Teaching, Learning, and Sociocultural Studies at the University of Arizona's College of Education. As Graduate Advisor for the Second Language Acquisition and Teaching (SLAT) program and Co-Director of the Digital Innovation and Learning Lab (DIALL), she bridges research and practice in digital literacy development. Dr. Castek earned her PhD in Education Psychology (Cognition and Instruction) from the University of Connecticut as a Neag fellow in the New Literacies Research Lab, followed by postdoctoral work at UC Berkeley's Lawrence Hall of Science. Her research examines how digital, visual, and audio storytelling fosters literate capacities across print and digital forms in classrooms and community spaces. Her work centers on digital problem solving , critical media literacy , and equity-centered making practices in STEM education. She investigates intersections of disciplinary literacy, new media, and learning for bi/multilingual students, with strong emphasis on community-based applications through libraries and non-profits like Literacy Connects where she serves on the board. Recent publications (2022-2025) reveal growing focus on AI-era teacher education , digital health literacy , and misinformation challenges , while maintaining core commitments to collaborative problem solving and expansive literacies frameworks. Her scholarship consistently addresses K-12 and adult learning contexts through interdisciplinary lenses. Scientific recognition includes: Neag fellowship during doctoral studies As Principal Investigator on NSF and IMLS grants, Dr. Castek advances digital equity through projects like the Making Equity Network (broadening STEM participation for underrepresented groups) and library-focused digital problem-solving initiatives serving economically vulnerable adults. Her leadership in the Technology Enhanced Language Learning (TELL) cluster hire demonstrates institutional impact. Through DIALL, she cultivates innovations connecting digital storytelling with self-expression at individual and community levels, promoting workforce readiness via creative problem-solving approaches. Her board membership with Literacy Connects extends this community-engaged scholarship to Tucson-based literacy initiatives.

Patricia Akhimieمشاهده پروفایل

دانشیار

• Early Modern Critical Race Studies
• Early Modern Literature
• Renaissance Drama
• +۷ مورد دیگر

Patricia Akhimie is an Associate Professor of English at Rutgers University-Newark, Director of the Folger Institute at the Folger Shakespeare Library, and Director of the RaceB4Race Mentoring Network. She specializes in Shakespeare, Renaissance drama, and early modern women’s travel writing, with a focus on race, gender, and colonialism. Her research explores how literary works contributed to the formation of racial and social hierarchies in the early modern world. Education : Ph.D. in English from Columbia University (2011), M.F.A. in Creative Writing from the University of Michigan (2002), B.A. in English from Princeton University (2000). Additional certifications include Online Teaching (Rutgers, 2019), Effective College Instruction (ACE, 2017), and Feminist Scholarship (Columbia, 2006). Research Interests : Early Modern Critical Race Studies, Shakespearean drama, conduct literature, early modern travel narratives, gender studies, and colonialism. Her work bridges literary analysis with pedagogy and digital humanities, emphasizing the intersection of race, gender, and editing practices. Awards : Recipient of the Warren I. Susman Award for Excellence in Teaching (2021), Mellon-Funded Grant for RaceB4Race (2021–2024), and numerous fellowships from the National Endowment for the Humanities, Folger Shakespeare Library, and Ford Foundation. Teaching & Mentorship : Teaches courses like 'Shakespeare and Race' and 'Race in the Renaissance,' focusing on racial literacy in literature. She actively mentors early-career scholars through the RaceB4Race network and has developed innovative online curricula, earning awards for online teaching excellence. Publications : Author of Shakespeare and the Cultivation of Race (2018) and co-editor of The Oxford Handbook of Shakespeare and Race (2024). Currently editing Othello for the Arden Shakespeare series and working on Leaving Home: Early Modern Women’s Travel . Affiliations : Affiliated Faculty in Women's & Gender Studies and African American & African Studies at Rutgers Newark. Collaborates with institutions like the Folger Shakespeare Library and the Arizona Center for Medieval and Renaissance Studies.

Philip Andersonمشاهده پروفایل

استادیار

• Music Education
• Teacher Confidence in Classroom Music Delivery
• Creativity and Arts Learning
• +۱۱ مورد دیگر

Philip Anderson is an Assistant Professor at the University of Birmingham Dubai within the School of Education. He holds a PhD in progress at Durham University and has extensive experience in both secondary and higher education, with leadership roles in curriculum and dissertation programs. PGCertHE, Middlesex University Dubai, 2021 MA Applied Professional Studies in Education, University of Sheffield, 2018 PGCE (Secondary Music), University of East London, 2012 BA Communication Studies, Sheffield Hallam University, 2001 His research focuses on music education, particularly primary teacher confidence in delivering classroom music. He explores the integration of creativity and the arts in learning, alongside technology adoption in higher education. A key interest is the impact of generative AI on educational content, especially regarding gender and racial representation. His work also examines hybrid learning environments and student information-seeking behaviors. His recent publications span from 2022 to 2025 and reveal a strong trend toward educational technology, equity in AI-generated imagery, and pedagogical innovation in transnational contexts. His research combines action research methodologies with behavioral theories to understand teacher and student experiences in evolving educational landscapes. Philip is a Fellow of the Higher Education Academy and actively contributes to the research committee at the University of Birmingham Dubai. He has led the Masters Dissertation Programme and served in academic coordination roles, indicating strong engagement in academic leadership and student supervision. He has not been mentioned as receiving any scientific awards or prizes in the provided text. He advises master’s students and has led dissertation modules, contributing to graduate education. While specific grants are not listed, his active research output suggests involvement in funded or institutional research initiatives. His work bridges practical classroom insights with scholarly inquiry, especially in the UAE’s higher education context. He is part of the research committee at the University of Birmingham Dubai, contributing to institutional research governance and academic development. His role reflects engagement with a broader educational research team focused on innovation and improvement in transnational education settings.

Ahmed Hemaniمشاهده پروفایل

استاد

• Computer Engineering
• Embedded Systems
• Hardware Acceleration
• +۵ مورد دیگر

Professor Ahmed Hemani is a faculty member at the Division of Electronics and Embedded Systems, KTH Royal Institute of Technology, affiliated with the Digital Futures Faculty. He holds the role of PI for the project 'New Chip Architectures for Industrial Vision' and leads research in reconfigurable computing, memristor-based systems, and hardware acceleration for AI and edge computing. His work bridges theoretical computer science with practical VLSI design and embedded systems development. He actively contributes to cross-disciplinary initiatives at Digital Futures, a joint center with Stockholm University and RISE Research Institutes of Sweden focused on digital innovation. His research emphasizes scalable FPGA/HPC architectures, low-power neuromorphic systems, and optimization techniques for custom silicon solutions. Current projects include a Lego-inspired edge AI framework and memristor-driven MIMO acceleration. Teaching responsibilities span advanced courses in SOC design, digital system verification, and embedded systems. He supervises advanced-level degree projects across computer engineering and ICT innovation specializations, emphasizing hands-on hardware-software co-design methodologies. Recent publications highlight innovations in memristor applications, FPGA-based acceleration, and reconfigurable architectures for neural networks and bioinformatics. His work addresses challenges in dark silicon utilization, energy-efficient computation, and high-performance embedded systems.

AnneMarie Luijendijkمشاهده پروفایل

استاد

• New Testament and Early Christianity
• Papyrology
• Religions of Mediterranean Antiquity
• +۶ مورد دیگر

AnneMarie Luijendijk is the William H. Danforth Professor of Religion at Princeton University and Head of New College West , one of Princeton’s residential colleges, where she has served on the faculty since 2006. A leading papyrologist and historian of early Christianity, she specializes in the social history of Christianity in late-antique Egypt using both literary and documentary papyri. Education Ph.D., Harvard Divinity School, 2005 (New Testament and Early Christianity) Specialization in New Testament Studies, Vrije Universiteit Amsterdam (prior to Harvard) Research Interests Luijendijk’s scholarship bridges papyrology, early Christian studies, and social history. She investigates the everyday lives of early Christians through the papyrus letters and documents that survive from Roman and late-antique Egypt. Her current projects include: From Gospels to Garbage – a forthcoming monograph on the readers, owners, and eventual discard of the earliest Christian manuscripts; Papyrus acquisitions in the 1920s; Fashion, Footwear, and Faith in Late Antiquity – an exploration of dress, status, and religious identity. Her earlier work has illuminated Christian lot divination, the Gospel traditions in Oxyrhynchus, and the role of women and clergy in Egyptian communities. Selected Publications & Editorial Projects Greetings in the Lord: Early Christians and the Oxyrhynchus Papyri (Harvard University Press, 2008) Forbidden Oracles? The Gospel of the Lots of Mary (Mohr Siebeck, 2014) My Lots Are in Thy Hands: Sortilege and its Practitioners in Late Antiquity (co-edited with William E. Klingshirn, Brill, 2018) Re-Making the World: Christianity and Categories (co-edited, Mohr Siebeck, 2019) From Roman to Early Christian Cyprus: Studies in Religion and Archaeology (co-edited, Mohr Siebeck, 2020) Leadership & Service From 2013 to 2020 she chaired Princeton’s Committee for the Study of Late Antiquity , fostering interdisciplinary research across the humanities. She regularly organizes and participates in international workshops, including Princeton–Humboldt Strategic Partnership events, and has secured collaborative grants to advance papyrological research. No individual Ph.D. or master’s advisees are explicitly listed in the provided sources. Laboratories & Collaborations While no dedicated laboratory is mentioned, Luijendijk works closely with the Institute for the Study of the Ancient World (ISAW) at NYU, the Princeton Humanities Council , and international papyrology networks. Her research benefits from digital humanities resources such as the Papyrological Navigator and her Academia.edu profile, which has over 27,000 public views and ranks her among the top 2 % most followed scholars on the platform.

• Machine Learning
• Graph Neural Networks
• Data Attribution
• +۴ مورد دیگر

Jiaqi Ma is an Assistant Professor at the University of Illinois at Urbana-Champaign (UIUC), holding dual appointments in the School of Information Sciences and the Siebel School of Computing and Data Science. Their research focuses on machine learning, graph neural networks, and data attribution, with particular emphasis on fairness in AI, large language models, and scalable algorithms. Ma has contributed to frameworks like dattri for efficient data attribution and GraSS for scalable influence functions. Research interests include graph learning (e.g., structural information analysis in text-attributed graphs), fairness in ML models (e.g., mitigating disparities in unlearning processes), and ethical AI applications. Collaborations span topics like data curation (DCA-Bench benchmark) and reinforcement learning transparency (A Snapshot of Influence). Key contributions include improving data removal while maintaining fairness (Fair Machine Unlearning), analyzing LLMs' graph structural utilization, and developing open-source tools like OpenHexAI for explainable ML evaluation. No scientific awards are explicitly listed, but their work reflects significant contributions to trustworthy AI and machine learning systems. Advising and grants: While specific students/grants are unlisted, Ma leads research teams advancing graph learning (e.g., Graph Learning Indexer platform) and safety-critical AI (e.g., unsafe data detection via attribution). Their work bridges theoretical foundations (e.g., influence functions) with practical applications (e.g., MNL model rankings).

Laura Refeمشاهده پروفایل

پژوهشگر

• Italian Philology
• Philology of Italian Literature
• Italian Renaissance Literature
• +۹ مورد دیگر

Laura Refe is a researcher and faculty member in the Department of Italian Language, Literature, and Arts in the World (LILAIM) at the University for Foreigners of Perugia, where she has been conducting research and teaching in Philology of Italian Literature since December 2021. She holds a fixed-term research position under Italian national law and is actively involved in both research projects and academic instruction, including in Digital Humanities and Italian language teaching programs. Her academic background is distinguished by numerous prestigious fellowships and research appointments, including at Villa I Tatti (Harvard University), the Warburg Institute (University of London), Ca’ Foscari University of Venice, and the Herzog August Library in Wolfenbüttel. She earned her Abilitazione Scientifica Nazionale for Associate Professor in both Italian Philology and Italian Literature. Dr. Refe's research centers on Italian Renaissance literature, with a particular focus on Francesco Petrarca, his annotations of classical texts, and the transmission of Aristotelian philosophy in the vernacular. Her work spans textual criticism, manuscript studies, paratextual analysis, and intellectual history. She has led a national PRIN PNRR research project on 'Petrarch and the Reformation' and contributed to other major initiatives, including an ERC Starting Project on Aristotle in the Italian Vernacular. Her recent publications reveal a sustained and deep engagement with Petrarchan studies, particularly his marginalia on Cicero’s De natura deorum and the complex textual history of his Ad Posteritatem . She also investigates Renaissance translators, manuscript provenance, and the intellectual networks of humanists like Poliziano and Boccaccio. Among her notable honors are the 'Young Researchers 2006' Prize from the University of Messina and the 12th 'Marino Moretti' Prize for Philology (2015) for her critical edition of Petrarch’s Epistle to Posterity . She has advised and collaborated on research projects, though specific names of students are not listed in the provided text. She is actively involved in scholarly communities, with a strong publication record in peer-reviewed journals and edited volumes. Dr. Refe is a member of academic networks and contributes to editorial and research teams, including work on the Dizionario Biografico degli Italiani and collaborative volumes on Renaissance humanism. Her work bridges traditional philology with digital and interdisciplinary approaches.

Piers Gellyمشاهده پروفایل

استادیار

• Artificial Intelligence in Education
• Podcast Production
• Labor Studies
• +۳ مورد دیگر

Piers Gelly is an Assistant Professor in the Department of English at the University of Virginia, where he teaches Writing and Rhetoric courses. His work bridges creative writing, pedagogy, and social justice, with a focus on labor organizing and digital technologies. MFA in Fiction, University of Virginia (2019) BA in College of Letters, Wesleyan University (2013) His research explores intersections of generative AI in education, podcast production, labor studies, and collaborative authorship. He co-organizes the Writing With Sound speaker series, collaborating with experts like Avery Trufelman and Sarah Larson. Recent projects include curating a student-union collaboration exhibition at UVA’s Small Special Collections Library (2024) and investigating AI ethics in pedagogy. His publications span Literary Hub , The Point , and The Stinging Fly . Key grants include the Thrive Grant (2025), Learning Technology Incubator Grant (2024), and Active Archive Fellowship (2021). Thrive Grant (2025) Learning Technology Incubator Grant (2024) Active Archive Fellowship (2021) Henfield Prize for Fiction (2019) He collaborates extensively with labor unions in Charlottesville and mentors students through podcast projects and collective curatorial efforts.

Nikita Kavokineمشاهده پروفایل

استادیار

• Nanofluidics
• Quantum Transport
• Solid-Liquid Interfaces
• +۵ مورد دیگر

Nikita Kavokine serves as Tenure Track Assistant Professor at École Polytechnique Fédérale de Lausanne (EPFL) within the School of Basic Sciences . His dual appointments span the Institute of Chemical Sciences and Engineering (ISIC) and the School of Chemical Sciences and Engineering (SCGC) , where he leads the Quantum Plumbing Lab (LNQ) and contributes to graduate teaching. Based at Building CH A2 398 in Lausanne, he maintains active research and instructional roles across EPFL's chemistry and chemical engineering programs. His research pioneers quantum nanofluidics and nanoscale transport phenomena , focusing on electron-ion coupling mechanisms in confined geometries. Key investigations include quantum friction in water-carbon interfaces, hydroelectric energy conversion through nanochannels, and plasmon-hydron resonances in two-dimensional materials. His work bridges condensed matter physics, electrochemistry, and fluid dynamics to develop fundamental principles for next-generation nanofluidic devices and quantum sensors. Analysis of his 15 most recent publications (2023-2025) reveals three dominant research thrusts: quantum-enhanced energy conversion (evident in hydroelectric drag and electron cooling studies), non-classical ion transport (including ionic Coulomb blockade and interaction confinement), and emergent quantum hydrodynamics (momentum tunneling, collective modes). These publications consistently integrate advanced numerical methods with nanoscale experimental systems, establishing new paradigms for solid-liquid quantum interactions. Kavokine currently supervises three PhD students: Gispert Peter , Lu Hao , and Rigaux Killian David . His teaching portfolio includes graduate courses in Statistical Mechanics for Chemistry and Nanofluidics , emphasizing theoretical frameworks for many-particle systems and nanoscale fluid dynamics. Research funding supports his laboratory's exploration of quantum effects in nanofluidic channels, though specific grant details are not provided in source materials. The Quantum Plumbing Lab (LNQ) operates at the forefront of nanoscale quantum transport research, utilizing advanced nanofabrication and characterization techniques to probe electron-ion coupling phenomena. The lab's interdisciplinary team combines expertise in quantum physics, electrochemistry, and fluid dynamics to investigate fundamental limits of energy conversion and transport at atomic scales, with particular focus on graphene-based systems and angstrom-scale confinement.

Sunah Chungمشاهده پروفایل

استادیار

• Children's Literature
• Informational Picture Books
• Biography
• +۴ مورد دیگر

Sunah Chung is an Assistant Professor of Literacy Education at the Department of Literacy, Early Childhood, and Special Education within the College of Education at the University of Northern Iowa. Her work focuses on children's literacy development through engagement with children's literature, particularly informational picturebooks and biographies, with additional emphasis on supporting English language learners. PhD in Curriculum and Instruction from University of Illinois at Chicago B.A. in English Language Education from Chung-Ang University Her research explores equity and inclusivity in children's literature, multimodal literacy support for bilingual learners, and disciplinary knowledge development through visual texts. She actively bridges theory and practice by leading initiatives like the UNI America Reads Book Club and the Science of Reading Lab. Recent publications analyze power dynamics in biographies, multimodal strategies for immigrant families, and cross-cultural responses to Indigenous incarceration narratives. She co-edits studies on Chinese nonfiction picturebooks and children's visual literacy interpretation. Current projects include: UNI America Reads Book Club (after-school program for 4th graders) Science of Reading Lab (maker-space for pre-service teachers)

Angela Falter Thomasمشاهده پروفایل

دانشیار

• Teacher Education
• English Language Arts
• Middle Childhood Education
• +۴ مورد دیگر

Angela Falter Thomas, Ph.D., serves as Associate Professor, AREP Coordinator, and Middle Childhood Education & MCE Endorsement Coordinator at Bowling Green State University's School of Inclusive Teacher Education within the College of Education & Human Development. A faculty member since August 2009, she teaches courses including Middle Childhood Language Arts, Phonics Instruction, and Reading Methods while coordinating key educator preparation programs. Education: Ph.D., The Ohio State University (2009) M.A., Heidelberg University (1993) B.S., Bowling Green State University (1989) Dr. Thomas's research centers on enhancing teacher content knowledge and pedagogy in English language arts for middle childhood education through teacher inquiry, professional development, and preparation. Her work addresses literacy instruction, reading workshop models, vocabulary development, and technology integration to improve student learning outcomes. She examines how innovative approaches like literature circles and digital tools transform reading engagement and comprehension. Her 2012-2015 scholarly output reveals a consistent focus on literacy education across multiple contexts, with recurring themes in middle school reading motivation, technology-enhanced instruction, and teacher development. Publications span journals including Voices from the Middle and Journal of Ethnographic and Qualitative Research, emphasizing practical applications for classroom educators. Scientific Awards: National Board Certified Teacher (2007) - Early Adolescent English Language Arts National Board Certified Teacher (2004) - Early Childhood Generalist Dr. Thomas secured $27,500 in external funding as Principal Investigator for Library of Congress (2015) and NEA (2012) grants supporting literacy initiatives. She actively serves the profession through International Reading Association committee work and manuscript reviewing for Journal of Adolescent and Adult Literature and Voices from the Middle. In memory of her deceased daughter Christi, she advocates for pediatric cancer research while championing her motto: 'Those who love teaching teach others to love learning!'

Christian Ehretمشاهده پروفایل

دانشیار

• Literacy
• Digital Media and Learning
• Digital Equity
• +۳ مورد دیگر

Christian Ehret is an Associate Professor in the UNC School of Education at the University of North Carolina at Chapel Hill. He holds dual affiliations in the Culture, Curriculum, and Teacher Education (CCTE) and Learning Sciences and Psychological Studies (LSPS) departments. His work focuses on the emotional dimensions of literacy, digital media, and learning in marginalized contexts such as children’s hospital schools and urban communities. Education Background: Ph.D. in Learning, Teaching, and Diversity (Vanderbilt University) M.A. in English Education (University of Georgia) B.A. in English and Comparative Literature (University of Georgia) Research Interests: Ehret investigates how digital technologies shape youth emotional well-being, community-building, and critical literacy practices. Key themes include: Affect theory in literacy education Algorithmic cultures and digital equity Design-based research for inclusive pedagogies Learning in non-traditional spaces like hospitals and youth centers His current projects examine esports communication, algorithmic literacy on social media, and hospital school educational equity. Research Trends: Recent work emphasizes postdigital play, affective geographies, and sociomaterial analyses of gaming environments. Over 12023-2024, studies increasingly focus on algorithmic awareness in TikTok (#BookTok) and narrative videogames’ pedagogical potential. Grants & Collaborations: Supported by the National Council of Teachers of English, Canada’s SSHRC, and the Fonds de Recherche du Québec. Co-editor of Reading Research Quarterly (2023-2026). Active in community partnerships with schools, libraries, and urban youth centers. Labs/Teams: Collaborates with interdisciplinary teams across education, psychology, and digital humanities. Leads research initiatives in hospital school education and post-pandemic youth methodologies.

Robert Junior Kolmanمشاهده پروفایل

پژوهشگر

• Organic Chemistry
• Biocatalysis
• Stereoselective synthesis
• +۳ مورد دیگر

Robert Junior Kolman is a Researcher at the Ruđer Bošković Institute's Division of Organic Chemistry and Biochemistry, focusing on organic synthesis and biocatalysis. He holds a PhD in Chemistry from the University of Zagreb (2024), following a Master's (2019) and Bachelor's (2017) in Chemistry from the same institution. His research emphasizes stereoselective synthesis, leveraging biocatalysts like halohydrin dehalogenases for kinetic resolution of propargylic epoxides, yielding chiral building blocks with quaternary stereocenters. Key areas of exploration include propargylic epoxide synthesis, enantioselective catalysis, and optimizing biocatalytic pathways. His work bridges fundamental organic chemistry with practical applications in asymmetric synthesis. Recent contributions include advancements in HHDH-catalyzed processes and chiral library generation, published in journals like Advanced Synthesis & Catalysis and Organic Letters . No scientific awards are listed in the text. His teaching roles include laboratory instruction in organic chemistry at the University of Zagreb's Faculty of Science. He is affiliated with the Synthetic Methodologies in Organic Chemistry Laboratory at the Ruđer Bošković Institute.