جستجوی استاد راهنمای دانشگاهی

Nikki Lobczowskiمشاهده پروفایل

استادیار

• Educational Technology and Teaching Innovation
• STEM Education
• Teacher Education, Pedagogy and Leadership
• +۷ مورد دیگر

Dr. Nikki Lobczowski is an Assistant Professor in the Learning Sciences program at McGill University's Department of Educational and Counselling Psychology. She directs the McGill CREATE Research Lab, focusing on collaborative learning interventions using cutting-edge technologies. Her expertise spans design-based research, educational technologies, and socioemotional dynamics in learning. Education includes a Ph.D. in Education from UNC Chapel Hill (specializing in Learning Sciences), M.Ed. and B.Sc. in Mathematics from Virginia Tech. Awards include the 2021 APA Pintrich Dissertation Award and multiple grants from SSHRC and McGill. Research emphasizes context-sensitive interventions in collaborative settings, with recent work on emotional regulation in project-based learning and theoretical models for socioemotional processes. She designs technologies to support secondary math education and collaborates across institutions like the University of Pittsburgh and Carnegie Mellon. Accepting graduate students for 2023-24 through the CREATE Lab. Active in professional networks via ResearchGate, Twitter, and LinkedIn.

Gigliana Melziمشاهده پروفایل

استاد

• Early Childhood Development
• Bilingual Education
• Cultural Studies
• +۳ مورد دیگر

Gigliana Melzi is a Professor of Applied Psychology at New York University’s Steinhardt School of Culture, Education, and Human Development. She holds affiliations with the Center for Latin American and Caribbean Studies and the Latinx Project. As Director of the Culture, Families, and Early Development Lab, her research emphasizes culturally responsive practices in early childhood education, focusing on bilingual and immigrant Latine/x families. Dr. Melzi earned her undergraduate degree in Spanish Literature and Psychology from Clark University and her PhD in Developmental Psychology from Boston University. Her work investigates how cultural and linguistic practices in families influence children’s learning, particularly in STEM and literacy domains. She collaborates closely with Latine/x communities and educational institutions to bridge home and school contexts, advocating for systemic equity in education. Her research highlights family engagement strategies, spatial language in bilingual households, and the role of storytelling in science learning. Funded by organizations like the National Science Foundation and the Spencer Foundation, her projects address disparities faced by marginalized communities. Key areas of exploration include family math talk, code-switching in narratives, and culturally grounded teacher practices. Dr. Melzi’s contributions span over 50 peer-reviewed articles and collaborative grants. Her work is published in journals like Child Development and Developmental Psychology , emphasizing both theoretical advancements and practical applications for early childhood educators.

Christopher Hlasمشاهده پروفایل

استاد

• Mathematics Education
• Teaching through Problem Solving
• Student Motivation in Mathematics
• +۷ مورد دیگر

Dr. Christopher S. Hlas is a Professor of Mathematics Education at the University of Wisconsin-Eau Claire within the College of Arts and Sciences Department of Mathematics. With a doctorate from the University of Iowa, he specializes in mathematics pedagogy, technology integration, and cross-disciplinary connections between math and foreign languages. Ph.D. in Mathematics Education (University of Iowa, 2005) B.S. in Mathematics and Computer Science (University of Iowa, 2001) His research focuses on teaching through problem solving , student motivation , and technology-enhanced mathematics instruction . He has developed innovative formative assessment probes and conducted extensive studies on homework design, flow theory, and creativity in K-12 education through grants like the ESEA Title II Mathematics and Science Partnerships. His work spans curriculum development, professional development for teachers, and mathematical modeling. Recent publications highlight his exploration of creativity assessment in language education and the application of game mechanics to classroom engagement. He serves as an AP Calculus Reader and Table Leader, while maintaining active roles in the Wisconsin Mathematics Council and National Council of Teachers of Mathematics. Bilingual education initiatives GeoGebra integration in geometry instruction Formative assessment frameworks Game-based learning strategies Scientific Awards CARE Award (2015) ACTFL Research Priority Grant (2010) Multiple teaching scholarships UWEC student-nominated award (2007) Outstanding teaching assistant recognition (2004) Mentoring over a dozen student research projects and securing more than $4 million in federal and state grant funding, Dr. Hlas has supervised numerous collaborative research initiatives. He maintains open-source educational tools like interactive Pascal's Triangle and rational functions resources at math.hlasnet.com while serving on multiple university committees and grant review panels.

Jacob Whitehillمشاهده پروفایل

دانشیار

• Applied Machine Learning
• Speech and Speaker Recognition
• Educational Data Mining
• +۳ مورد دیگر

Jacob Whitehill is an Associate Professor in the Department of Computer Science at Worcester Polytechnic Institute (WPI), affiliated with the Learning Science & Technologies (LST) program. His research focuses on applying machine learning to education and human-computer interaction, including speech recognition, emotion analysis, and automated classroom observation. He leads the NSF-funded project Developing New Scientific Instruments for Classroom Observation and collaborates on the AI Institute for Student-AI Teaming (iSAT) . His research interests span Applied Machine Learning (e.g., multi-modal systems, speaker diarization), AI for Education (e.g., automated instructional evaluation, child speech recognition), and Emotion Recognition (e.g., affective computing in classrooms). Recent work emphasizes classroom observation tools and improving student-teacher interaction analysis through video and audio data. Notable projects include: NSF-funded classroom observation tools AI Institute for Student-AI Teaming (iSAT) Schmidt Futures-funded Hybrid Human-Agent Tutoring for math education His team includes PhD students Xinlu He (Data Science), Jiani Wang (Computer Science), and Yiwen Guan (Computer Science), along with visiting scholar Cecilia Tivir. He advises students on topics like speaker recognition, educational data mining, and computer vision in classroom settings. Grants and collaborations include NSF, Schmidt Futures, and industry partnerships. His lab develops tools for automated feedback on teaching practices, leveraging LLMs and multimodal data. For more details, contact jrwhitehill@wpi.edu .

Mia Minnesمشاهده پروفایل

استاد آموزشی

• Automata Theory
• Computability education
• Scholarship of Teaching and Learning
• +۷ مورد دیگر

Mia Minnes is a Teaching Professor and the Vice Chair for Undergraduate Education in the Computer Science and Engineering Department at UC San Diego's Jacobs School of Engineering. She teaches discrete math for CS, introduction to computability, and TA training classes, while leading initiatives that connect academic learning with professional development. Her research focuses on Automata Theory and Computability education, Scholarship of Teaching and Learning (SoTL), and projects supporting student professionalization pathways including industry internships, peer mentor development, and ethics in computing. She has pioneered initiatives like the Summer Internship Symposium and CSE-PACE (Peer-led Academic Cohort Experiences) to enhance student experiences in large computing programs. Minnes' publication portfolio reveals strong trends in computing education research, particularly in internship experiences, TA professional development, assessment methods, and interventions for large classes. Her work consistently bridges theoretical computer science with practical educational applications, demonstrating a commitment to evidence-based teaching practices and student success metrics. UC San Diego Academic Senate Distinguished Teaching Award (2020) Jacobs School of Engineering Teacher of the Year (2013-2014) Multiple NSF grants as PI including DUE-2337253 (2024-2027) UC San Diego Student Centeredness Award (2023-2024) Teaching+Learning Commons Faculty Fellow (2018-2019) She has advised numerous undergraduate and graduate students through research projects examining internship disparities, TA professional development, educational technology tools, and student experiences in computing programs. Her leadership extends to projects like FlapJS (an interactive visualization tool for formal computation), ComputingPaths (resources for computing career paths), and OCCTIVE (supporting computational problem solving in non-CS courses).

Elizabeth Richeyمشاهده پروفایل

استادیار

• Learning Sciences
• Educational Technology
• Motivation
• +۷ مورد دیگر

Elizabeth Richey serves as a Teaching Assistant Professor in the Department of Psychology at the University of Pittsburgh's Dietrich School, where she teaches undergraduate courses including Introduction to Psychology, Cognitive Psychology, Research Methods Lab, and specialized topics in Learning and Motivation. Holding a PhD in Cognitive Psychology from the same institution, she bridges theoretical knowledge with practical educational applications through her dual roles as educator and learning sciences researcher. Education PhD in Cognitive Psychology, University of Pittsburgh Research Focus Dr. Richey's research program investigates how cognitive, metacognitive, and motivational factors influence mathematics and science learning across educational stages from middle school to college. Her work emphasizes educational technology applications, particularly digital learning games and intelligent tutoring systems, with concentrated examination of gender dynamics, self-explanation mechanisms, and belonging interventions. Through controlled laboratory experiments and classroom-based studies, she explores how technological implementations can enhance learning equity and engagement while mitigating factors like math anxiety. Publication Trends Analysis of her 2022-2025 publications reveals a cohesive research trajectory centered on game-based mathematics education, with 80% of recent work addressing gender effects in digital learning environments. Key methodological approaches include randomized controlled trials examining mindfulness interventions, latent variable modeling of student behavior, and multi-dimensional gender frameworks that move beyond binary classifications. Her findings consistently demonstrate how contextual factors—such as narrative design in learning games and AI-human collaboration models—significantly impact learning outcomes, particularly for female students in mathematics contexts.

Cheryl Sealsمشاهده پروفایل

استاد

• Artificial Intelligence
• Natural Language Processing
• Educational Technology
• +۴ مورد دیگر

Cheryl Seals is the Charles W. Barkley Endowed Professor in the Department of Computer Science and Software Engineering at Auburn University's College of Engineering. She holds a Ph.D. in Computer Science from Virginia Tech, with additional degrees from Virginia Tech, North Carolina A&T State University, and Grambling State University. Her research focuses on AI ethics, natural language processing (NLP), virtual reality (VR) applications in healthcare and education, and promoting diversity in STEM. She leads initiatives like the NSF-funded AI ethics education project and the Institute for African Americans in Computing Sciences (IAAMCS). Notable awards include the Charles W. Barkley Professorship (2020) and participation in Drexel’s ELATES fellowship program. Her work bridges technology and social impact, including VR-based empathy training for medical students and interventions to mitigate pandemic-induced learning loss. She collaborates on interdisciplinary projects, such as automated grading tools for speech therapy and pavement crack recognition systems. Education: Ph.D. Computer Science, Virginia Tech M.S. Computer Science, Virginia Tech M.S. Software Engineering, North Carolina A&T State University B.S. Computer Science, Grambling State University Research Interests: AI Ethics and STEM Education Reform NLP for Sentiment Analysis and Hate Speech Detection VR Applications in Healthcare Training and Empathy Development Computing Equity and Underrepresented Groups Interdisciplinary Tools for Education and Accessibility Awards and Recognition: Charles W. Barkley Endowed Professor (2020–2025) ELATES Fellowship Participant (2024) Grants and Collaborations: NSF Grant: Integrating AI Ethics into STEM Curricula Collaborative Research: Evolution of IAAMCS National Science Foundation (NSF) AI Ethics Initiative Labs and Affiliations: Center for Artificial Intelligence and Cybersecurity Engineering McCrary Institute for Cyber and Critical Infrastructure Security

• Coding and K-12 education
• Inclusive mathematics education
• Learning through technology
• +۳ مورد دیگر

Dr. Diane Tepylo is an Associate Teaching Professor at the Faculty of Education, Ontario Tech University. She is located at Charles Hall, Room 336 in the Downtown Oshawa campus. Her contact information includes the email diane.tepylo@ontariotechu.ca and phone number 905.721.8668 ext. 3768. Dr. Tepylo holds a PhD in Applied Psychology and Human Development from the Ontario Institute for Studies in Education (OISE), focusing on mathematics teaching and learning within STEM fields. Her research interests include Coding and K-12 education, Inclusive mathematics education (particularly for at-risk students, English language learners, and culturally responsive pedagogy), Learning through technology, Spatial reasoning in STEAM education, and STEAM teacher development for both pre-service and in-service educators. She emphasizes innovative pedagogical approaches, such as flipped classrooms and problem-solving challenges to enhance student engagement and learning outcomes. Dr. Tepylo teaches a diverse range of courses across multiple programs, including: Bachelor of Commerce: BUSI 1915U (Business Mathematics I) Bachelor of Education: EDUC 1311U and EDUC 2408U (Coding and Communication), CURS 4140U and CURS 4141U (Mathematics Curriculum Studies) Bachelor of Arts, Educational Studies: EDST 1000U (Foundations of Learning), EDST 1100U (Problem and Inquiry-Based Learning), EDST 3170U (Developing Numeracy), EDST 4000U (Inquiry and Professional Practice), EDST 4120U (Games and Simulations for Learning), EDST 4610U (Coding and Maker Pedagogies for Young Children) No scientific awards or grants are explicitly mentioned in the provided information. Her work focuses on bridging educational theory and practice, with a strong emphasis on student-centered learning and technology integration.

Nancy C. Jordanمشاهده پروفایل

استاد

• Mathematics Education
• Learning Disabilities
• Child Development
• +۳ مورد دیگر

Nancy C. Jordan is the Dean Family Endowed Chair of Education and Professor at the University of Delaware’s School of Education, specializing in Learning Sciences. She leads research on children’s mathematical learning and interventions for those facing difficulties. Her roles include Chair of the Mathematical Cognition and Learning Society’s governing board and contributions to National Research Council committees. Dr. Jordan holds a Ed.D. in Human Development from Harvard University (1985), an M.A. in Teaching from Northwestern University, and a B.A. from the University of Iowa. Her research focuses on early number sense, fraction learning, and evidence-based interventions like the Number Sense Interventions and Screener for Early Number Sense . Her grants include NSF and IES funding for projects such as Paving the Way for Fractions ($1.7M) and Fraction Sense Intervention ($3.3M). Awards include AERA Fellow (2020) and the Kauffman-Hallahan-Pullen Research Award (2020). Grants: NSF: Paving the Way for Fractions (2020–2024) IES: Fraction Sense Intervention Scaling (2020–2025) IES: Fraction Intervention for At-Risk Students (2016–2020) Awards: AERA Fellow (2020) Kauffman-Hallahan-Pullen Research Award (2020) APS Fellow Her work bridges research and practice, emphasizing accessibility for underserved populations in STEM. She collaborates with schools to implement scalable interventions and advocates for evidence-based educational policies.

Joanna Goodeمشاهده پروفایل

استاد

• Computer Science Education
• Equity in Education
• Culturally Responsive Teaching
• +۳ مورد دیگر

Dr. Joanna Goode is a Sommerville Knight Professor and Department Head of Education Studies at the University of Oregon's College of Education. Her research focuses on equity, access, and inclusion in K-12 computer science education, leveraging her experience as a former high school CS teacher. She has led multiple National Science Foundation-funded projects and co-authored the influential book Stuck in the Shallow End: Education, Race, and Computing (MIT Press, 2008/2017). Education: PhD in Education, Urban Schooling, University of California, Los Angeles (2004) MEd in Mathematics Education, University of California, Los Angeles (1998) BS in Applied Mathematics with Computing specialization, University of California, Los Angeles (1997) Joanna's research explores how educational policies and practices can transform computer science education through culturally responsive pedagogy, teacher professional development, and justice-oriented curriculum design. Her work addresses systemic barriers in urban schools, emphasizing collaboration between teachers, researchers, and policymakers to democratize computing knowledge. Recent publications highlight trends in equity-focused computing education, including justice-oriented curriculum co-design, colonialism in technology, identity-inclusive pedagogy, and the integration of societal and technical aspects in teacher training. She has pioneered electronic textiles in classrooms to promote inclusive learning environments and examines the role of AP Computer Science courses in shaping student career paths. Joanna's grants and collaborations focus on expanding K-12/university partnerships, supporting experienced CS teachers, and developing scalable models for equity-based professional development. Her work bridges the gap between policy, practice, and social justice in computing education.

• Child Development
• Sensory-Motor Development
• Emotion Comprehension
• +۷ مورد دیگر

Edouard Gentaz is a Professor in the Psychology Section of the Faculty of Psychology and Educational Sciences at the University of Geneva (UNIGE). He leads the Sensory-Motor, Affective and Social Development Laboratory (SMAS), where he conducts research on child development with particular focus on sensory-motor, emotional, and social aspects across typical and atypical developmental trajectories. His research interests span multiple domains of developmental psychology, with emphasis on emotion comprehension in children , tactile exploration skills , social-emotional development , and intervention strategies for children with developmental challenges including autism spectrum disorders, preterm infants, and children with intellectual disabilities. His methodological approach frequently employs eye-tracking technology to assess socio-emotional capabilities in populations with communication limitations. Gentaz's publication record shows consistent productivity with 78 publications spanning two decades, with recent work focusing on screen time effects on young children, emotion training interventions, and sensory processing in neurodevelopmental conditions. His collaborative approach is evident in publications addressing practical applications in educational settings and healthcare contexts. His scientific contributions include research on: Early social-emotional abilities in infants and toddlers Development of emotion discrimination across childhood Interventions for preterm children's emotional and executive competences Multisensory perception in neurodevelopmental disorders Impact of digital media on young children's development Gentaz has supervised 120 academic works, indicating significant mentorship activity. His research demonstrates strong translational potential with applications in educational settings, clinical interventions, and parenting guidance, particularly regarding screen exposure for very young children.

Svanhild Breiveمشاهده پروفایل

دانشیار

• Mathematics Education
• Early Childhood Education
• Inquiry-Based Learning
• +۳ مورد دیگر

Svanhild Breive is an Associate Professor at the Department of Mathematical Sciences, University of Agder. Her research focuses on mathematics education in early childhood settings, particularly exploring how play and inquiry-based approaches enhance mathematical learning in kindergartens and early primary years. She has contributed significantly to understanding teacher-child interactions, classroom orchestration, and the role of physical environments in fostering mathematical thinking. Her work examines key themes such as the balance between structured and free play, embodied cognition in mathematics, and the application of semiotic theories to analyze learning processes. She has published extensively in journals like For the Learning of Mathematics and European Early Childhood Education Research Journal , and co-authored influential books including Lekende læring og lærende lek i begynneropplæringen (2022) and the Lekbasert læring series. Her research often intersects with broader educational psychology topics, such as curriculum design for preschool systems and the impact of pedagogical frameworks on child development. Collaborations with projects like the Agder Project highlight her commitment to evidence-based early education practices.

• Child and Adolescent Development
• Social Inequalities
• Digital Technology Impact
• +۳ مورد دیگر

Candice Odgers is a Professor of Psychological Science and Informatics at the University of California Irvine, and Co-Director of the Child & Brain Development Program at the Canadian Institute for Advanced Research (CIFAR). Her work focuses on how early life experiences, social inequalities, and digital technologies shape child and adolescent development. She has held prestigious roles such as William T. Grant Scholar and has received multiple early-career awards from organizations including the American Psychological Association and the Royal Society of Canada. Dr. Odgers earned her Ph.D. in Developmental and Quantitative Psychology from the University of Virginia. Her research integrates longitudinal studies and innovative methodologies to address critical societal issues like the impact of socioeconomic disadvantage, gentrification, and digital technology on mental health and educational outcomes. She has pioneered studies on smartphone use, social media dynamics, and intergenerational effects of family interventions. Her scientific contributions include groundbreaking analyses of the 'Great Rewiring' of childhood, linking technological shifts to rising mental health challenges among youth. She advocates for evidence-based policies, open science practices, and ethical considerations in AI and educational technology. Key themes in her work include loneliness, family cash transfers, and the epidemiological study of adolescent mental health. Dr. Odgers has published extensively on topics ranging from air pollution's psychopathological effects to the role of home environments in child outcomes. Her work bridges academic research with practical interventions, emphasizing equitable solutions for marginalized communities. She has been a leader in global research networks, emphasizing collaboration between academia and industry to improve youth mental health outcomes.

Michael Gaidoschikمشاهده پروفایل

استاد

• Mathematics Education
• Arithmetic Instruction in Primary Education
• Developmental Research on Part-Whole Concept of Numbers
• +۳ مورد دیگر

Michael Gaidoschik is a tenured full professor in Mathematics Education at the Faculty of Education, Free University of Bozen-Bolzano . He teaches courses on mathematics didactics for primary education (ages 5-12) and focuses on early arithmetic instruction, part-whole number concepts, and inclusive teaching methodologies. Office hours: Tuesday 13:00-14:00 Email: Michael.Gaidoschik@unibz.it His research addresses challenges in arithmetic instruction, particularly transitions from kindergarten to primary school , inclusive education strategies , and developmental approaches to number sense . He critiques traditional diagnostics like 'dyscalculia' and promotes didactic solutions for learning difficulties. Recent publication trends show emphasis on flexible decimal place value teaching , division conceptualization , metric system instruction , and interdisciplinary frameworks for mathematical learning barriers .

Christine Von Renesseمشاهده پروفایل

استاد

• Mathematics Education
• Inquiry-Based Learning
• STEM Education Reform
• +۳ مورد دیگر

Christine von Renesse is a Professor in the Department of Mathematics at Westfield State University. She specializes in inquiry-based learning and integrates interdisciplinary connections (e.g., games, music, dance, arts) into her teaching, particularly in Mathematics for Liberal Arts courses. As a passionate advocate for STEM education reform, she co-leads the NE-COMMIT initiative and facilitates professional development workshops for K-12 and higher education faculty. Her work extends to graduate program coordination and institutional committees like Writing Across the Curriculum (WAC). Education: PhD in Mathematics (2007), University of Massachusetts Amherst M.Ed in Mathematics (2002), Technical University, Berlin Diplom in Mathematics (2001), Technical University, Berlin Her research focuses on enhancing mathematical understanding through open inquiry, with a strong emphasis on curiosity-driven pedagogy and accessibility. She has authored numerous publications on inquiry-based teaching, including collaborations on the COMMIT Network and the Discovering the Art of Mathematics project. Her NSF-funded work bridges faculty collaboration and STEM education transformation, supported by her leadership roles in initiatives like STEM-ACT. Prof. von Renesse actively contributes to academic service as a PRIMUS board member, graduate advisor, and coordinator of mathematics education programs. Her interdisciplinary approach spans from salsa dancing to proof-writing, aiming to make mathematics engaging and relevant across diverse fields.