جستجوی استاد راهنمای دانشگاهی

Socrates Stratisمشاهده پروفایل

استاد

• Urban Commons and Activism
• Political Dimension of Architecture and Urban Design
• Critical Spatial Practices
• +۵ مورد دیگر

Socrates Stratis is a Professor in the Department of Architecture at the University of Cyprus, actively engaged in research and practice at the intersection of architecture, urban design, and political activism. His work critically examines spatial practices within contested urban environments, with a focus on Cyprus (particularly Famagusta) and European networks like Europan Europe, advocating for architecture's role in supporting urban commons and social justice. His research centers on the political dimensions of architecture, critical spatial practices in conflict zones, and the territorial turn in urban design. Stratis investigates how architecture can reveal spatial-social-political dynamics and serve as an agent for public engagement, employing hybrid methodologies that integrate teaching, curatorial work, and grassroots interventions such as the "Hands-on Famagusta" initiative for peace-building in divided cities. Analysis of his 15 most recent publications reveals consistent engagement with conflict transformation, ecological urbanism, and emancipatory spatial practices. His work frequently connects Cypriot case studies (especially Varosha) to broader European urban challenges through Europan projects, emphasizing themes of territorial repair, spatial justice, and the role of everyday practices in resistance. Scientific awards include: Fulbright Visiting Scholarship (2020) Professor Stratis has secured significant research funding including a Marie Curie ETN Horizon 2020 project ("Spatial Practices in Art and Architecture for Empathetic Exchange - Space X", 650,000 euro) and grants from UNDP, the Embassy of the Netherlands, and the Venice Biennale. His practical work encompasses award-winning urban interventions like Limassol's Plateia Herown redevelopment (2020) and the "Hands-on Famagusta" initiative, which applies spatial practices for conflict transformation in Cyprus.

Donna Pinckleyمشاهده پروفایل

استاد

• Photography
• Fine Arts
• Visual Arts
• +۱ مورد دیگر

Donna Pinckley serves as a Professor in the Department of Art & Design at the University of Central Arkansas within the College of Arts, Humanities, and Social Sciences. Her office is located in the Windgate Center for Fine & Performing Arts, and she maintains active faculty status with no indication of retirement or former employment. Her academic background includes: MFA from the University of Texas, Austin BFA from Louisiana Tech University Specializing in Photography, Professor Pinckley contributes to UCA's visual arts curriculum with expertise spanning artistic techniques, conceptual development, and technical applications within contemporary photographic practice. Her work intersects with broader disciplines of fine arts and visual culture studies. She operates within the department's comprehensive infrastructure including the Windgate Center studios, Baum Gallery exhibition spaces, and specialized Makerspace facilities supporting student creative production across multiple media.

Holly Lawsمشاهده پروفایل

دانشیار

• Sculpture
• 3D Art
• Contemporary Art
• +۱ مورد دیگر

Holly Laws serves as an Associate Professor in the Department of Art & Design at the University of Central Arkansas, operating under the College of Arts, Humanities, and Social Sciences. Her academic home is the Windgate Center for Fine and Performing Arts, where she maintains her studio in Windgate 3D 113. Her educational foundation includes a Master of Fine Arts (MFA) from the Tyler School of Art at Temple University and a Bachelor of Fine Arts (BFA) from Virginia Commonwealth University. These credentials anchor her expertise in visual arts pedagogy and studio practice. Specializing in Sculpture, Professor Laws drives curriculum development and studio instruction across foundational and advanced 3D art courses. Her research permeates material exploration in contemporary sculpture, integrating traditional techniques with emerging technologies through UCA's Scrap Box Makerspace facilities. This environment supports student innovation in resin printing, laser engraving, and mixed-media fabrication. As a core faculty member, she actively mentors students within the BFA Sculpture program, guiding thesis projects and professional development. Her departmental leadership extends to jury panels, degree checksheets, and residency coordination, while she leverages campus resources like the Baum Gallery for student exhibitions and the Visual Resources Library for academic research.

Nadia Kellamمشاهده پروفایل

استاد

• Engineering Education
• Qualitative Research Methods
• Narrative Inquiry
• +۵ مورد دیگر

Nadia Kellam is Professor of Engineering in The Polytechnic School of the Ira A. Fulton Schools of Engineering at Arizona State University, where she also serves as Associate Director for Research Excellence and is core faculty in the Engineering Education Systems & Design (EESD) Ph.D. program. She holds additional affiliate appointments in the Mary Lou Fulton College for Teaching & Learning Innovation and the Center for Organization Research and Design (CORD). Education: Ph.D. Mechanical Engineering, University of South Carolina, 2006 M.E. Mechanical Engineering, University of South Carolina, 2004 B.S. Mechanical Engineering, University of South Carolina, 2002 B.S. Physics (minor Mathematics), College of Charleston, 2002 Research Interests: Kellam’s qualitative scholarship centers on culture, power, and identity in engineering education. Employing narrative inquiry, arts-based methods, and speculative design, she investigates marginalized undergraduate experiences, gendered dynamics in makerspaces, neurodivergent faculty assets, and empathy-driven teaching. Her work advances justice-oriented institutional change and inclusive pedagogical innovation. Recent Publication Trends: Her newest corpus couples critical qualitative methodologies with futuristic, equity-centered lenses: speculative Africanfuturist visions for engineering education, AI as a catalyst for human connection, and creative analytic practices within communities of transformation. Across 2024-25 articles she interrogates intersectional power structures, global gender disparities (e.g., Ethiopian women faculty), and neurodivergent researchers’ communal sense-making, signaling a trajectory toward emancipatory, design-driven scholarship. Grants & Recognition: Since 2014 Kellam has attracted over $3.3 million in NSF funding as PI/co-PI, including awards on community-college pathways, makerspace culture, and additive-innovation ecosystems. She leads the interdisciplinary Dream Team and co-developed the EESD doctoral program at ASU. Advising & Mentoring: She presently advises three EESD doctoral students and mentors postdoctoral scholars and junior faculty within her research collective, emphasizing reflexive, collaborative inquiry. Labs & Teams: Kellam heads the Dream Team , a vibrant research group comprising Dr. Brooke Coley (asst. professor), Dr. Audrey Boklage (research scientist), Dr. Anna Cirell (post-doc), and graduate researchers, collaborating on NSF-funded projects addressing makerspace equity and community-college engineering pathways.

• Mechanical Engineering
• Computational Mechanics
• Finite Element Analysis
• +۲ مورد دیگر

Prof. Frank Dienerowitz serves as Vice Dean at Ernst Abbe University of Applied Sciences Jena while holding the academic rank of Professor in engineering disciplines. His institutional affiliation centers on advancing engineering education and research at this applied sciences university. His research and teaching expertise focuses on: Engineering Mechanics Finite Element Method applications Structural analysis Computational modeling These areas form the foundation of his instructional approach, emphasizing practical problem-solving in mechanical engineering contexts. Prof. Dienerowitz actively utilizes the university's Makerspace facility as an integral component of his teaching methodology. This hands-on environment enables students to bridge theoretical concepts with physical prototyping and testing. Office hours are available during lecture periods immediately after classes or by email arrangement, with consultation during breaks exclusively scheduled via email. His professional activities demonstrate a commitment to applied engineering education through: Integration of computational methods with practical workshop experience Administrative leadership in academic program development Direct student engagement in mechanical engineering fundamentals

Lauren Whiteمشاهده پروفایل

مدرس

• Creative and participatory qualitative research methods
• Sociology of Health and Illness
• Critical Disability Studies
• +۳ مورد دیگر

Dr. Lauren White is a Lecturer in Social Research Methods at the Sheffield Methods Institute within the School of Education at the University of Sheffield. She joined the institute in January 2023, bringing extensive experience in interdisciplinary research focused on health, illness, and disability studies. As an active member of the Participatory Research Network, iHuman, and the Critical Disability Studies team, Dr. White bridges academic research with practical applications. Dr. White's educational background includes a BA (Hons), MA, and PhD, along with SFHEA accreditation. Her research is grounded in sociology but spans multiple disciplines, focusing on creative and participatory qualitative methods to explore everyday experiences of health, illness, and disability. She is particularly interested in affirmative and co-produced research approaches that prioritize meaningful public engagement and knowledge exchange. Her research interests encompass Creative and Participatory Qualitative Research Methods, Sociology of Health and Illness, Critical Disability Studies, Sociology of Everyday Life, Mobilities, and Materialities. Dr. White's work emphasizes bringing research and teaching together, as demonstrated through her 'Towards Joyful Learning' project, which seeks to create more inclusive and engaging educational environments. Dr. White's publications demonstrate a consistent focus on understanding how health conditions like irritable bowel syndrome (IBS) impact daily life, with particular attention to privacy negotiation, spatial access, and temporal rhythms. Her more recent work has expanded into disability studies, co-production methods, and the intersection of makerspaces with critical disability theory. She has increasingly focused on creating anti-ableist research cultures and developing inclusive approaches to technology design. National ESRC writing prize 'Making Sense of Society' for communicating doctoral research ESRC postdoctoral research fellowship Mildred Blaxter New Writer's Award in Sociology of Health and Illness (2022) Dr. White has supervised BA and MA dissertations on sociological topics and taught various sociological and qualitative methods modules. She is currently working on several projects related to disability, anti-ableism, inclusive research methods, and creating joyful and ethical social research environments. Her collaborative work with the Reimagining TAS project demonstrates her commitment to centering disabled young people as co-researchers and designers.

• Exoplanet transits
• Asteroid lightcurves
• Archaeoastronomy
• +۳ مورد دیگر

Dr. Kent Montgomery is Professor and Department Head of Physics and Astronomy within the College of Science and Engineering at East Texas A&M University, a position he has held since 2018 following his tenure as Planetarium Director (2005-2017). His career spans over three decades across multiple institutions including Young Harris College and Boston University. His educational background includes: Ph.D. in Astronomy from Boston University (1995) M.S. in Astronomy from San Diego State University (1990) B.S. in Mathematics and Physics from Montana State University (1987) Montgomery's research centers on observational astronomy with dual expertise in exoplanet transits and asteroid lightcurve analysis. He pioneered archaeoastronomy education through immersive field courses at Chaco Canyon and European sites, emphasizing how ancient civilizations tracked celestial phenomena. His hands-on teaching philosophy extends to undergraduate research opportunities uncommon at this academic level. His 2016-2019 publications in the Minor Planet Bulletin established rotational periods for numerous asteroids, advancing understanding of small body dynamics through photometric techniques. These works collectively demonstrate methodological rigor in observational astronomy and contribute significantly to planetary science databases. His teaching excellence has been recognized through multiple university awards: Teaching Excellence Award (2011) Teaching Excellence Award (2010) Paul W. Barrus Award for Teaching Excellence (2010) Montgomery actively mentors undergraduate researchers in lightcurve analysis, with students co-authoring his publications. His eight-year project building a personal aircraft (airworthy since 2011) exemplifies his commitment to experiential learning. He integrates aviation expertise into astrophysics education through unique observational opportunities. As former Planetarium Director, he managed the university's astronomical outreach facilities. He remains connected to the Jimmy and Sherroll Shirley Makerspace and STEM Education Alliance, fostering interdisciplinary collaboration in the College of Science and Engineering.

Nancy Warter-Perezمشاهده پروفایل

استاد

• Engineering Education
• STEM Education
• High-Performance Computing
• +۴ مورد دیگر

Dr. Nancy Warter-Perez serves as Professor and Chair of the Mechanical Engineering Department at California State University, Los Angeles within the College of Engineering, Computer Science, and Technology, while maintaining a secondary appointment in Electrical & Computer Engineering. With over twenty-five years of service, she has established herself as a national leader in engineering education innovation and STEM outreach for underrepresented minorities. Her educational foundation includes: PhD in Electrical Engineering, University of Illinois, Urbana-Champaign (1993) MS in Electrical Engineering, University of Illinois, Urbana-Champaign (1989) BS in Electrical Engineering, Cornell University (1985) Dr. Warter-Perez's research bridges high-performance computing (compiler techniques for embedded systems) and transformative engineering education . She pioneered flipped classroom models and collaborative project-based learning in STEM gateway courses, co-developed bioinformatics curriculum for interdisciplinary training, and leads initiatives to increase faculty equity-mindedness through the Howard Hughes Medical Institute grant. Her work consistently targets systemic improvements in STEM education access and pedagogy. Her publication trajectory reveals a strategic shift toward educational research since 2010, with 80% of recent work focusing on active learning strategies, K-20 pipeline development, and inclusive teaching practices. While maintaining connections to high-performance computing, her scholarship now primarily addresses pedagogical innovation and equity transformation in engineering education. Her accolades include: California State University Outstanding Professor and Distinguished Women Awards University of Illinois ECE Distinguished Alumni Award HP Leadership, Teaching Initiative, and Innovation in Education Awards National Science Foundation Young Investigator Award Honor society memberships: Eta Kappa Nu, Tau Beta Pi, Mortar Board, Phi Kappa Phi As senior personnel on major grants including the W.M. Keck Foundation's ECST Innovation and Design Center (Makerspace), HHMI Inclusive Excellence, and DOE First in the World initiatives, she directs multi-institutional efforts to transform STEM education. Her grant portfolio spans $15M+ in funding for projects like IMPACT LA (NSF K-12 STEM Fellows) and the Southern California Bioinformatics Institute, focusing on active learning implementation and underrepresented minority engagement. Dr. Warter-Perez actively shapes engineering education through the ECST Innovation and Design Center (Makerspace), where she integrates hands-on design experiences with curriculum development, and serves on the ECST Leadership Team driving institutional transformation in engineering pedagogy.

• Digital Technology in Creative Processes
• Artificial Intelligence in Art Education
• Programming Pedagogy
• +۳ مورد دیگر

Peter Haakonsen serves as Associate Professor at the Department of Art, Design and Drama within Oslo Metropolitan University's Faculty of Technology, Art and Design. He teaches digital tools and media in the Teacher Education program for Practical and Aesthetic Subjects (Years 1-13) while leading the study program for its first three years from his office at Pilestredet 52, Oslo. His research centers on digital technology integration in creative educational processes, with current emphases on programming pedagogy, makerspace environments, and artificial intelligence applications. Haakonsen investigates how computational tools transform artistic expression and classroom dynamics, particularly through pseudocode modeling for arts education and critical analysis of AI's role in creative development. His interdisciplinary approach bridges technical implementation with aesthetic theory. Analysis of his 2020-2025 publications reveals dominant trends in AI-driven art education (especially text-to-image generation), e-textiles integration, and programming-as-material frameworks. These works consistently examine technology's dual potential as both creative catalyst and developmental challenge, with strong focus on K-12 implementation and teacher training needs. No scientific awards are documented in the provided materials. No graduate student supervision or research grant details appear in the available records. Haakonsen actively participates in the "Design Literacy Education and Society" research group, which examines design's societal impact through educational interventions. This collaborative unit develops practical frameworks for integrating design thinking into community-focused projects while analyzing policy implications for aesthetic education.