جستجوی استاد راهنمای دانشگاهی

Dina Verdín serves as Assistant Professor in Engineering Education Systems and Design at Arizona State University's Polytechnic School, where she leads research on broadening participation in engineering through critical analysis of access and persistence barriers for first-generation, minoritized, and women students at intersectional identity junctions. Her educational foundation includes: Ph.D. in Engineering Education from Purdue University M.S. in Industrial Engineering from Purdue University B.S. in Industrial & Systems Engineering from San José State University Verdín's research program employs asset-based frameworks to examine how funds of knowledge and identity development influence engineering pathways. Her access strand investigates high school exposure barriers through culturally responsive activities that foster engineering interest and agency, while her persistence strand analyzes undergraduate institutional structures affecting identity negotiation and degree completion. This work centers intersectional methodologies to redefine engineering identity beyond traditional norms. Analysis of her 15 most recent publications (2020-2024) reveals consistent focus on first-generation Latinx students, classroom belonging mechanisms, and funds of knowledge applications. Her work predominantly utilizes mixed-methods approaches within Hispanic Serving Institutions, with growing emphasis on migratory student populations and critical engineering agency development. Her accolades include: NSF Graduate Research Fellowship IEEE Frontiers in Education Best Diversity Paper Award College of Engineering Outstanding Graduate Student Research Award AGEP Distinguished Scholar Award AERA Division D Top 3 In-Progress Research Verdín currently directs multiple NSF-funded initiatives including SAFE Teams (Student Asset-based Approach to Equitable Teams) and Reconceptualizing Community Cultural Wealth in engineering design. Her grants portfolio exceeds $1.3 million as PI/Co-PI, focusing on mastery learning implementation, engineering discipline disparities, and migratory student empowerment through gamified curricula. She teaches core courses in engineering statistics and research methods while mentoring graduate researchers. Her work actively shapes engineering education through community-engaged scholarship that centers student assets and challenges deficit-oriented paradigms in STEM persistence research.

• Engineering Education
• Diversity and Inclusion in STEM
• Identity Development
• +۵ مورد دیگر

Dominique J. Baker is an Associate Professor with a joint appointment in the College of Education and Human Development and the Joseph R. Biden, Jr. School of Public Policy and Administration at the University of Delaware. She holds the John and Patricia Cochran Scholar of Inclusive Excellence endowed position, reflecting her commitment to equity and inclusivity in education. Degrees: PhD in Higher Education Leadership and Policy Studies (2016), Vanderbilt University MEd in Student Affairs Practice in Higher Education (2012), University of Virginia BA in Psychology (2008), University of Virginia Research Focus: Dr. Baker's work examines how education policy affects access and success for minoritized students in higher education. Key areas include financial aid structures, admissions policies, campus climate inclusivity, and systemic racial disparities. She employs both quantitative and qualitative methods to analyze policy impacts. Article Trends: Her recent publications (2023-2025) emphasize racial and class disparities in college applications, state financial aid mechanisms, funding formulas for public institutions, media representation of student debt, and policy responses to systemic inequities. Methodological approaches include latent class analysis, NLP-driven application reviews, and comparative policy analysis. Scientific Recognition: AERA Early Career Award (2023) Diverse: Issues in Higher Ed - Top 40 Women in Higher Education (2025) Association for Education Finance and Policy Early Career Award ASHE Excellence in Public Policy Award National Academy of Education/Spencer Foundation Postdoctoral Fellowship Public Engagement: Dr. Baker has testified before the US Senate on race and student loans, serves on the National Academies of Sciences, Engineering, and Medicine - Board on Higher Education and Workforce , and her work appears in The New York Times , The Washington Post , and NPR .

• Education Policy
• Higher Education
• Equity in Education
• +۵ مورد دیگر

Becky Huang is a Professor in the Department of Teaching and Learning at The Ohio State University, housed within the College of Arts and Sciences. She holds affiliations with the Center for Languages, Literatures and Cultures and serves on multiple editorial boards, including Language Assessment Quarterly and Language Testing. Additionally, she co-founded the International Language Testing Association’s (ILTA) Language Assessment for Young Learners special interest group and participates in award committees for the American Educational Research Association (AERA). Dr. Huang earned a PhD and MA in Educational Psychology from UCLA (2009 and 2006), an MEd from Harvard University (2002), followed by postdoctoral fellowships at Educational Testing Service (2010–2012) and Harvard University (2009–2010). Her research focuses on promoting language and literacy outcomes for multilingual students, spanning applied linguistics, psychology, and education. Key areas include assessing multilingual learners’ language proficiency, examining socioeconomic factors influencing language development, and designing equitable educational interventions. Her grants include leadership roles in projects such as the NIH-funded study on pandemic impacts on young dual language learners (2021–2022) and the Institute of Education Sciences-supported inquiry-based reading intervention (2020–2024). Notably, she contributed to the U.S. Department of Education Title VI grant for Chinese immersion teacher training (2022–2026) and co-led the ILTA’s Language Assessment for Young Learners initiative. She also advocates for education equity through collaborations with non-profit organizations. Her work emphasizes bridging theory and practice, particularly in creating assessments that fairly evaluate multilingual students’ abilities and addressing disparities faced by minoritized learners. She explores how language skills influence content-area learning (e.g., math, science) and the role of teachers in bilingual students’ outcomes.

• Multilingual Education
• Language Assessment
• Child and Adolescent Development
• +۳ مورد دیگر

Kristy Robinson is an Associate Professor in the Department of Educational and Counselling Psychology at McGill University , where she investigates classroom teaching practices and contextual factors that enhance student motivation and wellbeing. Her research program focuses on creating theoretical and empirical frameworks to support equitable instructional strategies for students' goal achievement. SSHRC-funded researcher FQRSC grant recipient Key Research Areas Motivational climate theory Expectancy-value-cost models STEM education equity Self-determination theory Emotion dynamics in learning Awards & Recognition Canadian Psychological Society President's New Researcher Award AERA Division C Outstanding Early Career Scholar AERA Motivation SIG Wilbert C. McKeachie Early Career Award Top-Producing Educational Psychology Scholar (2024) Research Platforms Director of MILES Lab (Motivation, Instructional, and Learning Experience Study) Developer of "mFlip" flipped classroom framework

• Educational Psychology
• Student Motivation
• Classroom Environment
• +۴ مورد دیگر

Anne McAlister is an Assistant Professor in the First Year Engineering Center at the University of Virginia. Her research focuses on engineering identity, teamwork, and sociotechnical thinking to broaden participation in engineering education. She holds a Ph.D. in Education and M.S. in Systems Engineering from the University of Virginia, and a B.S. in Chemical Engineering from The Ohio State University. Dr. McAlister’s work addresses barriers to success in engineering education and strengthens sociotechnical thinking among first-year students. Her research interests center on understanding and challenging systemic obstacles in engineering education, particularly regarding identity formation and inclusive pedagogies. Key areas include engineering culture’s impact on mental health, interdisciplinary science and engineering integration in K-12 classrooms, and graduate student role identity development. Recent publications explore elements of engineering culture affecting student mental health, inclusive classroom practices in NGSS-aligned curricula, and the multifaceted roles of engineering doctoral students. She teaches ENGR 1010: Engineering Foundations 1, emphasizing foundational skills for first-year engineering students. Dr. McAlister’s work has been published in leading journals like the Journal of Engineering Education and Science Education . Her research methodologies include mixed methods and grounded theory approaches to study identity development and educational equity.

• Engineering Education
• Engineering Identity
• Sociotechnical Thinking
• +۳ مورد دیگر

Professor Kirsten Cater is Professor of Human-Computer Interaction at the University of Bristol and Associate Pro Vice Chancellor (Education & Students). She directs research enhancing human-environment interactions through mobile/sensor technologies. Her pioneering work spans location-based experiences, VR applications, crowdsourced data collection, and tangible interfaces for elderly users. Current projects include VR for adolescent oncology and co-design methods for minoritized older adults. As Co-Director of the Pervasive Media Studio, she leads cross-sector innovation in pervasive computing. She founded the Centre for Innovation and Entrepreneurship, creating interdisciplinary programs for developing 21st-century innovators. Her educational leadership includes developing the Temple Quarter Campus as Associate Dean for the Faculty of Engineering.

• Human-Computer Interaction
• Virtual Reality
• Crowdsourcing
• +۲ مورد دیگر

Alice Pawley serves as Associate Professor of Engineering Education at Purdue University's College of Engineering, with her office located in 1325 Armstrong Hall on the West Lafayette campus. Her work spans engineering education, diversity and inclusion, and social justice within engineering contexts, with particular focus on gender and race dynamics in the field. Dr. Pawley's research interests center on critical examinations of engineering education through feminist and critical race lenses. She investigates how engineering education structures marginalize students from underrepresented backgrounds, with specific attention to microaggressions, team dynamics, and institutional barriers. Her work explores engineering identity formation, sustainability in engineering education, and qualitative research methodologies that center minoritized voices. She advocates for transformative approaches that shift engineering education toward greater equity and inclusion. Her recent publications demonstrate consistent focus on identifying and addressing systemic inequities in engineering education. Research trends show increasing emphasis on antiracist frameworks, neurodiversity inclusion, and practical interventions for creating more supportive learning environments. Her work often employs qualitative methods to uncover nuanced experiences of minoritized students and faculty. Dr. Pawley leads the FREE (Feminist Research in Engineering Education) research group, mentoring graduate students including Canek Phillips, Kyle Jones, Corey Schimpf, Michele Yatchmeneff, Kacey Beddoes, Lindsey Nelson, and Marisol Mercado-Santiago. She co-founded the PEER Collaborative national workshop to support engineering education researchers through near-peer mentoring. Her commitment to student development is evident in her recommendation letter policy, which requires meaningful student-faculty interaction before writing letters of support. Her research team actively engages in projects examining mental health in engineering culture, distributed team models, and community-building for neurodivergent researchers. Dr. Pawley's work bridges theoretical frameworks with practical classroom applications, focusing on creating tangible changes in engineering education environments.

• Engineering Education
• Diversity and Inclusion in STEM
• Social Justice in Engineering
• +۵ مورد دیگر

Christine A. Stanley is a Regents Professor in the Department of Educational Administration and Human Resource Development at Texas A&M University's College of Education and Human Development. She holds the Ruth Harrington Endowed Chair and previously served as Vice President and Associate Provost for Diversity (Emerita). Her administrative roles include leadership in faculty development, diversity initiatives, and academic governance. Dr. Stanley's research focuses on faculty professional development, multicultural organizational development, and diversity leadership in higher education. She has authored/edited 8 books, over 50 refereed articles, and advised 27 doctoral students. Education: Ph.D. in Curriculum & Instruction, Texas A&M University (1990) M.S. in Zoology, Texas A&M University (1985) B.S. in Biology (cum laude), Prairie View A&M University (1983) Research Interests: Faculty mentoring, diversity officer effectiveness, conflict management in academic settings, and inclusive pedagogy. Her work emphasizes institutional change strategies to promote equity and social justice in higher education. Recent Article Trends: Recent publications address pathways for faculty of color to full professorship, challenges in discussing racial justice in STEM classrooms, and refining standards for chief diversity officers. Her work bridges theoretical frameworks with actionable strategies for institutional transformation. Awards: 2021 AFS Distinguished Achievement Award for Graduate Mentoring ASHE Mentoring Award (2021) POD Network Christine A. Stanley Award (2016) Frank W. Hale Distinguished Service Award (2019) Leadership & Grants: Co-PI on NSF-funded projects including the TAMU ADVANCE Program and the TAMUS LSAMP-RA initiative. She led the ADVANCE Scholar Program to enhance visibility for minoritized scholars. Her service includes presidential task forces on CDO standards and POD Network leadership. Labs/Teams: Central figure in Texas A&M's diversity initiatives and faculty development programs. Collaborates internationally on educational equity projects with institutions in Armenia, China, and South Africa.

• Faculty Professional Development
• Higher Education Administration
• Multicultural Organizational Development
• +۳ مورد دیگر

Dr. Deirdre Cobb-Roberts serves as Professor and Department Chair in the Department of Educational and Psychological Studies at the University of South Florida's College of Education. She maintains affiliate appointments with the Higher Education & Student Affairs Program and Women and Gender Studies Program, demonstrating cross-disciplinary engagement across the institution. Her educational foundation includes a doctorate from the University of Illinois at Urbana-Champaign, where her scholarly trajectory began. This training underpins her critical approach to educational systems and leadership. Dr. Cobb-Roberts' research centers on higher education leadership , mentoring as critically engaged praxis , and institutional change , with particular emphasis on Black women's experiences in academia. Her work employs narrative and critical methodologies to examine intersectional barriers while developing resistance frameworks through mentoring networks. This research directly informs her institutional leadership and curriculum development efforts. Analysis of her 2018-2024 publications reveals consistent focus on racial-gendered dynamics in academic spaces, with increasing attention to virtual mentoring systems and environmental justice integration. Her scholarship bridges theoretical critique with practical interventions for equity. Her recognition includes: McKnight Faculty Fellow Dr. Cobb-Roberts leads multiple significant research initiatives including Black Women Administrators in the U.S. , The Impact of Mentoring on Persistence of Black Women Academics , and WiSEN – Supporting Minoritized Women Students in STEM . These projects secure substantial funding while building mentoring networks that transform institutional cultures. Her grant work emphasizes practical applications of critical theory through curriculum development and community partnerships. She actively cultivates collaborative research teams and mentoring networks focused on supporting underrepresented scholars, particularly through virtual platforms that expand access to critical mentorship frameworks across institutional boundaries.

• Higher Education Leadership
• Mentoring as Critically Engaged Praxis
• Institutional Change
• +۴ مورد دیگر

Tejas Dethe is a soft matter physicist affiliated with the Princeton Writing Program at Princeton University. His work bridges theoretical and computational approaches to study symmetry, pattern formation, and phase separation in soft materials and multiphase systems. Research interests include: Liquid-liquid phase separation in aqueous and ternary mixtures Mechanics of phononic crystals and symmetry-breaking phenomena Interdisciplinary pedagogy integrating scientific ethics Educational initiatives for justice-impacted and minoritized students Recent publications focus on tunable wave propagation through deformed phononic crystals, phase separation dynamics in microfluidic systems, and thermodynamically consistent modeling of multiphase flows. He actively mentors student researchers and advocates for expanded access to academic opportunities.

• Soft Matter Physics
• Theoretical Physics
• Computational Physics
• +۷ مورد دیگر

Alison Halford is an Assistant Professor and Ethics Lead at the Research Centre for Computational Science and Mathematical Modelling (CSM). Her research focuses on Energy Ethics, AI ethics, data feminism, and digital literacy for marginalized communities. She holds a PhD in Sociology of Religion from her thesis 'As Sisters in Zion': how do Mormon women in Britain negotiate gender? (2020). Research Projects : Solar Energy Transitions (SET): Inclusive e-cooking in sub-Saharan Africa Nuffield Expressions of Self: Race, religion, and representation of minoritized children in care UKRI NERC Digital Future: Tackling environmental challenges Global Plan of Action on Sustainable Energy in Displacement Settings Key Achievements : 1st Place in UKRI Five Minute Thesis Competition (2020) 2nd Place Best Academic Poster (2016) Co-led British Council MRes Women in STEM program for South Asian scholars Authored/co-authored over 30 peer-reviewed publications across Energies , Energy Research & Social Science , and more Professional Roles : EDI Lead at CSM Member of UKRI Peer College for Future Leaders Chair of Scientific Study of Religion Committee for Student Grants

• Energy Ethics
• AI Ethics
• Data Feminism
• +۵ مورد دیگر

Dr. Kinnis Gosha is the Hortenius I. Chenault Endowed Professor of Computer Science and Academic Program Director for Software Engineering at Morehouse College. He serves as Executive Director of the Morehouse Center for Broadening Participation in Computing and is the Principal Investigator for the NSF-funded Institute for African-American Mentoring in Computing Sciences (IAAMCS) . Dr. Gosha earned his B.S. in Computer Science from Albany State University , an M.S. in Computer Science and Software Engineering from Auburn University , and a Ph.D. in Human-Centered Computing from Clemson University . His research focuses on conversational AI , social media data analytics , computer science education , and culturally relevant computing , with over 60 peer-reviewed publications. He leads the Culturally Relevant Computing Lab , where 21 undergraduates have pursued doctoral degrees. His work includes collaborations with Google, Microsoft, and the National Science Foundation, notably developing virtual reality anti-bias training tools and SMS-based mentoring systems. Key awards include the 2019 RESPECT Conference Distinguished Paper Award and the 2014 Atlanta Magazine Groundbreakers Award .

• Conversational AI
• Social Media Data Analytics
• Computer Science Education
• +۶ مورد دیگر

Erin A. Cech is an Associate Professor in the Department of Sociology and Associate Professor by courtesy in the Department of Mechanical Engineering at the University of Michigan. She joined the University of Michigan in 2016 after serving as a Postdoctoral Fellow at the Clayman Institute for Gender Research at Stanford University and faculty at Rice University. Cech earned her Ph.D. in Sociology from the University of California, San Diego, and undergraduate degrees in both Electrical Engineering and Sociology from Montana State University. Her research focuses on cultural mechanisms of inequality reproduction in STEM fields, particularly examining how inequality is perpetuated through seemingly innocuous cultural beliefs and practices. Cech investigates three primary research avenues: inequality in STEM professions (particularly regarding women, LGBTQ, and racially minoritized individuals), cultural definitions of 'good work' and 'good workers' that anchor inequality, and cultural understandings of inequality that uphold unequal social structures. She employs mixed methods approaches in her research, combining both quantitative and qualitative methodologies. Cech's work has been widely recognized, including receiving the Henry Russel Award in 2021, the University of Michigan's highest honor for early to mid-career faculty. Her research has been funded by multiple National Science Foundation grants, including the first NSF grant ever awarded to study LGBTQ inclusion in STEM. Her publications span top sociology and interdisciplinary journals, with recent work examining intersectional privilege, engineering ableism, and meritocratic blindness in workplace contexts. Henry Russel Award (2021) Financial Times' Best Business Books of 2021 for The Trouble with Passion Cech has authored two influential books: The Trouble with Passion: How Searching for Fulfilment at Work Fosters Inequality (2021) and Misconceiving Merit: Paradoxes of Excellence and Devotion in Academic Science and Engineering (2022, co-authored with Mary Blair-Loy). Her research has been cited in major media outlets including The New York Times, The Washington Post, The Guardian, and Science. She has written op-eds for The Atlantic, Harvard Business Review, and The Conversation, and is an in-demand international keynote speaker.

• Cultural Mechanisms of Inequality
• STEM Inequality
• Gender and Sexuality
• +۷ مورد دیگر

Nathalie Duval-Couetil is a Professor in the Department of Technology Leadership & Innovation at Purdue University and Director of University Entrepreneurship Education Initiatives (Office of the Provost / Burton D. Morgan Center for Entrepreneurship). She leads the Certificate in Entrepreneurship and Innovation, a cross-campus program enrolling over 2,000 students annually. Her research focuses on entrepreneurship pedagogy, STEM education alignment, and gender dynamics in entrepreneurship. She has pioneered initiatives like Purdue’s NSF-funded Midwest I-Corps Node and the Sustainable Food Energy and Water Systems (SFEWS) Traineeship Program. Education: Ph.D. and M.S., Curriculum and Instruction, Purdue University M.B.A., Babson College (International Business & Marketing) B.A., University of Massachusetts at Amherst Research Interests: Multidisciplinary entrepreneurship education Entrepreneurial mindset development Gender and leadership in innovation Technology commercialization Evaluation of entrepreneurship programs Awards: Excellence in Entrepreneurship Education Model Program Award (USASBE) Deshpande Award for Excellence in Curriculum Innovation Princeton Top 25 Undergraduate Entrepreneurship Programs Senior Research Advisor, Stanford University Epicenter Grants & Leadership: Co-investigator for NSF-funded Midwest I-Corps Node (MWIN) Purdue’s SFEWS Traineeship Program (NSF NRT) Leadership roles in USASBE and ASEE Labs & Teams: Active contributor to Purdue’s Burton D. Morgan Center for Entrepreneurship and the Polytechnic Institute’s innovation ecosystem.

• Entrepreneurship education
• STEM education
• Gender and entrepreneurship
• +۳ مورد دیگر

Nathalie Duval-Couetil is a Professor in the Department of Technology Leadership and Innovation at Purdue University and Director of University Entrepreneurship Education Initiatives under the Office of the Provost. She leads the University Entrepreneurship Education Initiatives, overseeing the Certificate in Entrepreneurship and Innovation, a university-wide program enrolling over 2000 students annually. Her work has garnered awards including the Excellence in Entrepreneurship Education Model Program Award and the Deshpande Award. Prior to academia, she worked in market research and consulting with firms like Booz Allen Hamilton. Education: Bachelor of Arts (BA) from the University of Massachusetts Amherst MBA from Babson College MS and PhD from Purdue University Research Interests: Entrepreneurship within engineering education Program evaluation and assessment Student intellectual property policy Women and leadership in entrepreneurship Market and technology assessment Grants & Awards: Assessing Entrepreneurial Mindset by Analyzing Students' Thought Patterns (2015) Entrepreneurially Minded Learning as a Pedagogy (2015) Kauffman Foundation Grants (2013–2014) Labs/Teams: Collaborates with the Burton D. Morgan Center for Entrepreneurship and oversees initiatives like the Innovation Corps (I-Corps) Sites Program at Purdue.

• Entrepreneurship Education
• Engineering Education
• Program Evaluation
• +۳ مورد دیگر