جستجوی استاد راهنمای دانشگاهی

Professor Simon Cox is a leading academic in brain and cognitive ageing at the University of Edinburgh's School of Philosophy, Psychology and Language Sciences. As a Sir Henry Dale Fellow and Director of the Lothian Birth Cohort Studies, he investigates lifecourse determinants of brain structure and cognitive differences using multi-cohort neuroimaging and genomic data. Principal Investigator on Age UK, BBSRC, ESRC, and NIH-funded projects Research focuses on neurodevelopment, epigenetics, and environmental influences on ageing Research Interests span: Brain-cognition relationships across the lifespan Multi-omics approaches to neurodegeneration Environmental and genetic mediators of cognitive decline Neuroimaging methodology development Frailty and multimorbidity in ageing populations Life-course epidemiology of brain health Selected Publications (2023-2025) reveal trends in: Epigenetic biomarkers of brain ageing Genomic structural equation modeling Environmental impacts (air pollution, socioeconomic status) Neuroinflammation and mental health Connectomic analysis of depression Vascular risk and brain structure Scientific Awards : Sir Henry Dale Fellowship National Institute on Aging R01 funding NIH RF1 grant for Alzheimer's research PhD Supervision includes projects on: PRENCOG cohort (preterm birth effects) Wellcome-funded mental health data science Translational neuroscience (15+ students)

• Brain and Cognitive Ageing
• Neuroimaging
• Lifecourse Correlates of Brain Structure
• +۳ مورد دیگر

Dr. Malcolm Thorburn is an Honorary Fellow at the Moray House School of Education and Sport, University of Edinburgh, affiliated with the Institute for Sport, Physical Education and Health Sciences (ISPEHS). His work bridges philosophy, pedagogy, and practical education, focusing on well-being integration, outdoor learning, and veteran teacher resilience. He holds a BEd (Jordanhill College), MEd (Aberdeen University), and PhD (University of Edinburgh). Research Interests: Thorburn examines embodiment in learning through Merleau-Ponty and Deweyan frameworks, emphasizing experiential education and curriculum coherence. Key areas include: Embodied subjectivity and intersubjectivity in education Curriculum planning for holistic well-being Outdoor learning’s role in social-emotional development Career trajectories of veteran teachers Teaching & Supervision: He supervises PhD students like Kotryna Grinkeviciute (focusing on leadership and interpersonal skills in outdoor training). He teaches research methods and curriculum design at both undergraduate and postgraduate levels. Peer Review: Actively reviews for top journals including British Educational Research Journal , European Physical Education Review , and Journal of Adventure Education and Outdoor Learning . Labs/Teams: Collaborates on interdisciplinary projects linking philosophy with physical education policy, particularly in Scotland’s educational reforms.

• Physical Education
• Educational Philosophy
• Outdoor Learning
• +۵ مورد دیگر

Dr. Elisabet Weedon serves as an Honorary Fellow and Senior Research Fellow at the University of Edinburgh's Moray House School of Education and Sport, where she holds the position of Deputy Director within the Centre for Research in Education Inclusion and Diversity (CREID). Her work bridges academic research and policy implementation across European educational contexts. Her research portfolio centers on critical educational equity issues: Lifelong learning frameworks and social inclusion mechanisms Specialized support systems for students with disabilities and sensory impairments Social justice interventions in educational policy Widening participation strategies in UK/European higher education Restorative practices and conflict resolution in school settings Religious minority experiences in educational environments Weedon's project leadership spans ESRC-funded disability research, Scottish Government initiatives on educational justice, and multinational studies on workplace learning. Her recent focus examines structural barriers to university access, particularly through the "Evidence Base behind Widening Access to University Education" project. She currently supervises doctoral candidates researching non-formal education models across US/Scottish contexts (Melissa Moncreiffe) and culturally responsive behavioral screening tools in Brunei (Siti Latif), building on prior supervision of Richard Purves' analysis of Scotland's college sector. Her collaborative work through CREID directly informs national policy development in educational inclusion.

• Lifelong Learning
• Additional Support for Learning
• Social Justice in Education
• +۳ مورد دیگر

Dr. Ines Alves is a Senior Lecturer (Associate Professor) in Inclusive Education at the University of Glasgow's School of Education. She serves as Director for Postgraduate Taught Programmes and Programme Leader for the MEd in Inclusive Education. Her research focuses on equity, human rights, and comparative education policies, particularly in Portugal and Scotland. She holds a PhD from the University of Manchester and has held roles such as National Project Coordinator for the EDiTE Project and consultant for Portuguese Ministry of Education initiatives. Alves' work emphasizes practitioner-led enquiry and lifelong teacher education. She has supervised PhD students exploring topics like autism in multicultural contexts, inclusive pedagogy in China, and teacher roles in Azerbaijan and Scotland. Her grants include EU-funded fellowships and collaborations with institutions like the University of Sydney. Her publications span 20 years, covering inclusive education policy, teacher training, and comparative studies. Notable works include analyses of Portugal's educational reforms, Scotland's support systems, and international doctoral student wellbeing. She co-edits European Journal of Inclusive Education and advises bodies like the Commonwealth Scholarship Commission.

• Inclusive Education
• Equity and Social Justice
• Human Rights
• +۳ مورد دیگر

Dr Sarune Savickaite is an early career researcher and Lifelong Learning Tutor at the University of Glasgow's School of Psychology & Neuroscience, with expertise in immersive education, neurodiversity, and cognitive psychology. She holds an affiliate role in the School and contributes to External Relations as a tutor. Her work emphasizes inclusive education and innovative teaching methodologies, particularly leveraging virtual reality (VR) technologies. Key contributions include co-organizing the AVRA conference and collaborating with Meta on the SEER Project to advance immersive education. She has secured grants, including the 2024 Great Britain Sasakawa Foundation award for interdisciplinary workshops on interoceptive awareness. Her research spans VR applications in autism research, cognitive perception studies, and neurodiversity-inclusive design. Dr Savickaite actively publishes in journals like i-Perception and Journal of Enabling Technologies , focusing on topics such as synesthesia simulation, animacy perception, and VR-based pedagogy. Education: Details not explicitly stated in the provided texts. Her research interests center on bridging cognitive science and educational technology, with a focus on how immersive environments can enhance learning for neurodiverse populations. Notable projects include the XRed initiative exploring future immersive education frameworks and studies on VR's role in understanding individual differences in visual processing and empathy. Publications highlight her work on VR applications in autism research, including collaborative efforts to define VR taxonomies and participatory action research methodologies. She also investigates creativity measurement in neurodivergent populations and the ethical implications of avatar design in VR. Grants: Interdisciplinary Workshops on Interoceptive Awareness (2024), funded by the Great Britain Sasakawa Foundation. Dr Savickaite is involved in collaborative projects like the SEER initiative, which scopes extended educational realities, and contributes to lab-based research such as the ALIVE project assessing avatar learning impacts in virtual environments.

• Immersive Education
• Neurodiversity Studies
• Cognitive Psychology
• +۳ مورد دیگر

Erich Dietrich is a Clinical Professor of Higher Education and International Education at New York University, affiliated with NYU Steinhardt and NYU Abu Dhabi. He currently serves as Vice Provost for Undergraduate Education at NYU Abu Dhabi (2023-2026) while on leave from NYU Steinhardt. His research focuses on global higher education equity, affirmative action policies in Brazil, and the impacts of international education programs. Key roles include co-Director of the SAGE Research Project and co-PI on a $500,000 CAPES Foundation grant studying Black student access in Brazilian universities. Education: PhD (NYU), MA (University of Wisconsin-Madison), BA (Carleton College, magna cum laude). Research emphasizes comparative education systems, particularly Brazil’s internationalization efforts and racial equity initiatives. Recent work includes advising the Ethiopian Ministry of Education on internationalization policies and leading federally funded studies on study abroad outcomes via the CASSIE consortium. He has held leadership roles in AIEA, NAFSA, and serves as Ambassador for the Magna Charta Universitatum Observatory. Awards include NYU Steinhardt’s 2022 Teaching Excellence Award and Fulbright grants to India (2016) and Ethiopia (2024). His publications span books, journal articles, and edited volumes addressing global education challenges.

• Higher Education Internationalization
• Equity in Access to Higher Education
• Affirmative Action Policies
• +۳ مورد دیگر

Professor Longbing Cao is the Distinguished Chair in Artificial Intelligence and Director of the Frontier AI Research Centre at Macquarie University. He holds dual PhDs in Artificial Intelligence and Computing Science, an MSc in Communication, and a Bachelor's degree in Electrical Engineering. His research spans AI, data science, behavior informatics, and enterprise innovation, with over 400 publications and significant industry collaborations. Education: PhD in Pattern Recognition and Intelligent Systems, Graduate University of Chinese Academy of Sciences PhD in Computing Science, University of Technology Sydney MSc in Communication Bachelor's in Electrical Engineering Research Interests: Focuses on AI systems, federated learning, time series forecasting, and humanoid robotics. His work integrates theoretical advancements with real-world applications in finance, healthcare, and smart cities. Recent Articles: Explores cutting-edge topics like generative AI (ProgDiffusion), federated learning (FedSI), and pandemic modeling (waning effect of interventions). These contributions highlight advancements in both foundational AI and applied data science. Awards: Eureka Prize (2019), ACM Distinguished Scientist (2019) Grants & Projects: Leads major initiatives such as the Federated Omniverse Facilities for Smart Digital Futures (2024-2025) and Data Complexity and Uncertainty-Resilient Deep Variational Learning (2024-2027). Prior roles include Founding Director of UTS Advanced Analytics Institute (2011-2014). Labs & Teams: Directs the Frontier AI Research Centre and collaborates with global institutions like Microsoft, Commonwealth Bank, and Shanghai Stock Exchange.

• Artificial Intelligence
• Data Science
• Machine Learning
• +۷ مورد دیگر

Ann E. Austin is a University Distinguished Professor at Michigan State University (MSU), serving as Interim Associate Provost and Associate Vice President for Faculty and Academic Staff Affairs. She holds appointments in the Higher, Adult, and Lifelong Education programs within the College of Education. Austin earned her Ph.D. from the University of Michigan. Her research focuses on faculty career trajectories, organizational change in higher education, STEM education reform, and equity/inclusion initiatives. She has led major NSF-funded projects, including the Center for the Integration of Research, Teaching, and Learning (CIRTL) and an ADVANCE PAID grant promoting women in STEM. Current grants examine STEM education networks and teaching evaluation reforms. Leadership roles: National Academies’ Roundtable on STEM Education Reform Co-Chair Awards: AERA Fellow, ASHE Past President, Fulbright Fellowship (South Africa) International collaborations: Projects in Australia, China, Egypt, and others Austin advises on higher education policies globally and contributes to institutional equity strategies. She oversees MSU’s academic staff affairs and has served as interim dean of the College of Education.

• Higher Education Policy
• STEM Education Reform
• Organizational Change in Academia
• +۳ مورد دیگر

Marielle Zill is an Assistant Professor of Societal Learning in the Human Geography and Spatial Planning department at Utrecht University, affiliated with the Geography & Education research section. She holds a PhD from Utrecht University (2022) and has conducted postdoctoral work at the Vrije Universiteit Amsterdam. Her research focuses on the science-society interface, societal impact of human geographers, and lifelong learning in geography. She also serves as departmental Education for Professionals representative. Education: Bachelor's in Geography from University of Bonn (with studies at University of Bristol) Research Master in Human Geography from Utrecht University (cum laude) PhD in Human Geography from Utrecht University (2022) Research Interests: Marielle's work centers on migration geographies, qualitative research methods, and feminist geography. Current projects include: - 'Her city, her story': Archiving Dutch feminist geographers' legacies - 'Open Science for Qualitative Research': Addressing over-researched places challenges Awards & Grants: Recipient of NWO Talent Grant (2015-2020) supporting her PhD research on the Grandhotel Cosmopolis project in Augsburg, Germany. Teaching & Outreach: Involved in courses like 'Inclusive Cities' and 'Innovations in Asylum Reception'. Active in curriculum development emphasizing feminist perspectives and societal engagement. Labs/Teams: Core member of the Institutions for Open Societies (IOS) initiative, particularly contributing to the 'Open Cities' sub-project.

• Human Geography
• Urban Geography
• Qualitative Research Methods
• +۴ مورد دیگر

Lina Rahm is an Assistant Professor in the History of Media and Environment at KTH Royal Institute of Technology, affiliated with the Digital Futures Faculty and the Division of History of Science, Technology and Environment. Her research focuses on the intersection of artificial intelligence (AI), autonomous systems, and environmental governance, examining how technological imaginaries shape societal challenges. Her academic career includes a PhD from Linköping University (2019) titled Educational Imaginaries: A Genealogy of the Digital Citizen . Key research projects include WASP-HS-funded initiatives exploring AI’s role in environmental research and its societal implications. She critically analyzes how educational systems prepare citizens for AI-driven futures, emphasizing ethical governance and equity. Rahm teaches courses such as Artificial Intelligence and Sustainable Development and Gender and Technology , integrating interdisciplinary approaches from media studies, environmental humanities, and science and technology studies. She is affiliated with the Posthumanities Hub and the Reconfigurations of Educational In/Equality in a Digital World (RED) research groups. Her publications span peer-reviewed journals like Postdigital Science and Education and Learning, Media & Technology , addressing topics like AI ethics, educational governance, and sociotechnical imaginaries. She actively contributes to public debates through reports like AI in Disasters and Crises: From Corona to Climate Change (2022).

• History of Science and Technology
• Artificial Intelligence Ethics
• Environmental Humanities
• +۳ مورد دیگر

Tazin Abdullah is a PhD candidate, sessional teaching academic, and research assistant in the Department of Linguistics at Macquarie University. Her research focuses on multilingual public communications, linguistic diversity, and language barriers in accessing critical services like domestic violence information for non-English speakers. She holds a Master of Research in Linguistics, a Master of Applied Linguistics, and a Bachelor of Media (Honours), alongside certifications in coaching and language teaching. Education: Master of Research: 'Regulating Australian Muslims in mosques and Islamic prayer spaces' (2023) Master of Applied Linguistics (2021) Bachelor of Media (Honours, 2003) Her work intersects sociolinguistics and applied linguistics, addressing language policy, cultural inclusion, and linguistic landscapes. Recent projects explore language oppression in marginalized communities (e.g., Tibet, Naples) and multilingual crisis communication strategies. She has presented at international conferences on topics such as domestic violence accessibility and reflective teaching practices. Awards: ALAA 3-Minute Thesis Competition Winner (2024) Macquarie VC’s Learning Innovation Award (2021)

• Multilingual Communication
• Language Policy
• Sociolinguistics
• +۳ مورد دیگر

Professor Paul Glaister CBE is a Professor of Mathematics and Mathematics Education at the University of Reading's Department of Mathematics and Statistics, part of the School of Mathematical, Physical and Computational Sciences. With 47 years at the university, he specializes in computational fluid dynamics, numerical analysis, and mathematics education, particularly post-16 curriculum reform. He currently serves as External Engagement Lead (Education) and holds leadership roles in organizations like the Institute of Mathematics and its Applications (IMA) and the Royal Society's Advisory Committee on Mathematics Education (ACME). His academic qualifications include a BSc (Hons), MSc, PhD, and professional designations such as Chartered Mathematician (CMath) and Chartered Scientist (CSci). Notably, he was appointed CBE in 2023 for services to education and will become President of the Mathematical Association in 2025. His research spans over 479 publications addressing educational policy, curriculum design, and quantitative skills development. Education Policy Roles: Member of ALCAB, Ofqual review panels, and DfE committees on A-levels, Core Maths, and T-levels. Professional Leadership: Honorary Secretary of the IMA, chairs multiple accreditation and standards committees, and advises the Royal Society and government bodies. Professor Glaister advocates for universal mathematics education to age 18, emphasizing its societal and economic importance. His work highlights the need for curriculum modernization, teacher support, and equitable access to advanced mathematics. He has contributed to national initiatives like the Core Maths Support Programme and the Smith Review of Post-16 Mathematics. His recent publications focus on post-16 mathematics transitions, Core Maths qualifications, and data science professional standards. He remains active in outreach, creating resources to inspire student engagement through relatable role models and real-world problem-solving.

• Mathematics Education
• Computational Fluid Dynamics
• Numerical Analysis
• +۳ مورد دیگر

Nathaly Verwaal is an Associate Professor (Teaching) in the Department of Computer Science at the University of Calgary's Faculty of Science. She holds a B.S. (1995) and M.S. (1998) in Computer Science from the same institution. Her academic career is centered on innovative teaching methodologies in computer science education, emphasizing active learning approaches. Her educational philosophy prioritizes student engagement through flipped classrooms, team-based learning, and project-driven instruction. These methods aim to foster independent problem-solving skills and lifelong learning capabilities. Courses taught include CPSC 219 (Introduction to Computer Science for Multidisciplinary Studies II) and CPSC 393 (Metacognition in Self-directed Learning Methodologies). Dr. Verwaal's research focuses on pedagogical strategies that bridge theory and practice, ensuring students can apply computational concepts in real-world scenarios. She advocates for inclusive, dynamic learning environments that cater to diverse academic backgrounds.

• Computer Science Education
• Active Learning Strategies
• STEM Pedagogy
• +۳ مورد دیگر

Miguel Á. Delgado is a Professor of Econometrics at Universidad Carlos III de Madrid, holding a Ph.D. in Economics from the London School of Economics. Previously, he served as an Assistant Professor at Indiana University. His academic roles include Editorships for journals like Econometric Theory and Journal of Econometrics . He has supervised 13 doctoral theses and teaches courses in Statistics and Econometrics across undergraduate and graduate levels. Education: Ph.D. in Economics (London School of Economics), Previous Position: Assistant Professor at Indiana University His research focuses on econometric methodologies in non-parametric and semi-parametric models, with publications in top-tier journals such as Econometrica and Journal of the American Statistical Association . Recent work integrates machine learning and generative AI into educational technology, addressing challenges in hybrid learning environments, MOOCs, and predictive student analytics. Publications highlight innovations in exercise modeling, telepresence classrooms, and AI-driven feedback systems, reflecting a dual focus on econometric theory and applied educational technology. Key Projects: Development of tools like ABENEARIO for early math education, and involvement in initiatives like PROF-XXI to enhance teaching competencies in the 21st century.

• Econometrics
• Non-Parametric Models
• Semi-Parametric Models
• +۳ مورد دیگر

Martin Weyssow is a Research Scientist (Postdoc) at Singapore Management University (SMU), affiliated with the Centre for Research on Intelligent Software Engineering (RISE). His work focuses on advancing large language models (LLMs) for software vulnerability detection, code generation, and continual learning. He holds a Ph.D. in Computer Science from Université de Montréal, where his thesis explored efficient alignment of LLMs for code generation, earning the highest distinction with an exceptional mention. Weyssow has been awarded prestigious scholarships including the Google Scholarship for Excellence and the FRQ Merit Scholarship for Foreign Students. Education : Ph.D. in Computer Science, Université de Montréal (2020–2024) M.Sc. in Computer Science & Data Science, University of Namur (2018–2020) B.Sc. in Computer Science & Mathematics, University of Namur (2015–2018) Research Interests : LLM alignment for code analysis, vulnerability detection, parameter-efficient fine-tuning, and lifelong learning systems. His work bridges deep learning, NLP, and software engineering to enhance LLM adaptability in dynamic coding environments. Grants & Awards : NSERC Alliance International Catalyst Grant (2022–2023) Google Scholarship for Excellence (2021–2022) FRQ Merit Scholarship for Foreign Students (2022–2024) Current Projects : Leading research on LLM-driven vulnerability detection and parameter-efficient techniques for code generation at RISE. Supervising students on topics like self-supervised learning and neural interface design. Active in grant-writing and international collaborations. Labs & Teams : Member of the SOftware Analytics Research (SOAR) Lab at SMU and collaborator with Prof. David Lo’s team.

• Deep Learning
• Natural Language Processing
• Software Engineering
• +۵ مورد دیگر