جست‌وجوی استاد و پژوهشگر

Sara Hennessyمشاهده پروفایل

استاد

• Classroom Dialogue
• Digital Technology in Education
• Teacher Professional Development
• +۴ مورد دیگر

Sara Hennessy is a Professor of Educational Dialogue and Pedagogical Inquiry at the Faculty of Education, University of Cambridge , where she teaches and supervises Masters and doctoral students. She serves as Research Director of the £30m+ FCDO-funded EdTech Hub and leads the Cambridge Educational Dialogue Research (CEDiR) Group . Her research spans high- and low-income countries, focusing on classroom dialogue analysis, technology-mediated pedagogy, and teacher professional development. Education: BSc in Social Psychology (LSE), MA (Cantab), PhD in Psychology (UCL) Professional Memberships: American Educational Research Association (AERA), British Educational Research Association (BERA), European Association for Research into Learning and Instruction (EARLI) Research Interests: Hennessy’s work examines how digital technologies can enhance classroom dialogue and collaborative learning, particularly in sub-Saharan Africa. She developed the T-SEDA toolkit for classroom dialogue analysis, which underpins multimedia professional development resources. Her projects include Camtree (global practitioner research platform) and the EdTech Hub , investigating equitable uses of educational technology in low-income contexts. Publications: Her recent articles analyze mixed-methods approaches to classroom dialogue, technology’s role in Tanzanian teacher development, and linguistic considerations in resource localization. Earlier works focus on interactive whiteboards, OERs, and socio-cultural perspectives on technology integration. Scientific Awards: ESRC Research Fellowship (2007-2010): Consolidated practitioner-researcher collaboration methodologies Editorial Roles: Former editor of the British Journal of Educational Technology (2016-2024) and editorial board member of the International Journal of Science Education .

Marcia C. Linnمشاهده پروفایل

استاد

• Science Education
• Technology in Education
• Knowledge Integration
• +۷ مورد دیگر

Marcia C. Linn is the Evelyn Lois Corey Professor of Instructional Science in the Berkeley School of Education at the University of California, Berkeley. She serves as Chair of the Graduate Group in Science and Mathematics Education (SESAME) and has made significant contributions to the field of science education for over five decades. Dr. Linn is a member of the National Academy of Education and a Fellow of multiple prestigious organizations including the American Association for the Advancement of Science (AAAS), the American Psychological Association (APA), the Association for Psychological Science (APS), the American Educational Research Association (AERA), and the International Society of the Learning Sciences (ISLS). Dr. Linn earned her B.A. in Psychology and Statistics (1965), M.A. in Educational Psychology (1967), and Ph.D. in Educational Psychology (1970) from Stanford University, where she worked under Lee Cronbach. Her early career included working with Jean Piaget at the Institute Jean Jacques Rousseau in Geneva, Switzerland (1967-68), serving as a Fulbright Professor at the Weizmann Institute of Science in Israel (1983), and conducting research at University College in London. She has been a fellow at the Center for Advanced Study in Behavioral Sciences three times and a Writing Resident at the Rockefeller Foundation Bellagio Center twice. Dr. Linn's research focuses on how students learn science and how technology can be used to improve science education. She developed the Knowledge Integration framework, which has become widely used in science education. Her work explores the intersection of cognitive science and educational practice, with particular attention to how students develop understanding of complex scientific concepts. She has pioneered the use of technology in science education, developing the Web-based Inquiry Science Environment (WISE) and directing the NSF-funded Technology-Enhanced Learning in Science (TELS) center. Dr. Linn's recent publications demonstrate a clear trajectory toward integrating artificial intelligence with science education. Her work increasingly focuses on how AI can support knowledge integration, facilitate science learning opportunities, and promote equitable educational experiences. She examines how technology can help students develop deeper understandings of scientific concepts through inquiry-based learning while addressing issues of social justice in science education. Scientific Awards and Honors National Association for Research in Science Teaching Award for Lifelong Distinguished Contributions to Science Education American Educational Research Association Willystine Goodsell Award Council of Scientific Society Presidents first award for Excellence in Educational Research Fulbright Professor (1983) Apple Wheels for the Mind grant (1985) National Institute of Education grant (1983) Throughout her career, Dr. Linn has secured significant funding for educational research, including multiple National Science Foundation grants. She directed the NSF-funded Technology-Enhanced Learning in Science (TELS) center and has led numerous projects investigating the cognitive consequences of computer environments for learning. She has advised countless students and researchers in the field of science education, shaping the next generation of educational researchers and practitioners. Dr. Linn directs the Web-based Inquiry Science Environment (WISE) project and has been instrumental in developing technology-enhanced learning environments for science education. Her laboratory has been at the forefront of creating and testing innovative learning technologies that support students in developing deep understanding of scientific concepts through inquiry-based approaches.

Don John Omaleمشاهده پروفایل

مدرس ارشد

• Restorative Justice
• Police Ethics
• Criminal Justice
• +۴ مورد دیگر

Don John Omale serves as a Senior Lecturer in Criminology within the College of Business, Law and Social Sciences, focusing on critical issues in Nigerian and African criminal justice systems. His work bridges theoretical frameworks with practical field applications across diverse security and justice contexts. Dr. Omale's research centers on restorative justice mechanisms, police ethics, and conflict resolution in Africa. He extensively examines traditional African dispute resolution models alongside modern criminal justice challenges, with particular emphasis on Nigeria. His studies address farmer-herder conflicts, prison conditions, terrorism countermeasures, and domestic violence in semi-urban settings, consistently advocating for culturally grounded solutions that enhance community trust and institutional accountability. Analysis of his 15 most recent publications (2010-2025) reveals a dominant focus on restorative justice implementation and police accountability in Nigeria. His work demonstrates a methodological shift from theoretical discourse (2005-2011) toward empirical field studies examining practitioner perspectives and community-level impacts, particularly in conflict-affected regions like the Niger Delta and North Central Nigeria. The research consistently connects indigenous African conflict resolution traditions with contemporary security challenges. No scientific awards were documented in available sources Professional activities show no recorded student advising or grant funding in the provided materials, though his extensive publication record suggests active research supervision. His work frequently engages criminal justice professionals and community stakeholders, indicating collaborative field-based approaches to justice reform.

Susanne Iwarssonمشاهده پروفایل

استاد

• Gerontology
• Occupational Therapy
• Public Health
• +۶ مورد دیگر

Susanne Iwarsson is a Professor in Gerontology and Care for Older People at Lund University's Faculty of Medicine, holding the Mary and Seved Ribbing Professorship since 2005. She also serves as Director of the Centre for Ageing and Supportive Environments (CASE) and Coordinator of the Swedish National Graduate School for Competitive Science on Ageing and Health (SWEAH). Her academic journey includes a PhD in Medical Science (1997) and promotions to Associate Professor (1999) and Professor (2003). She has held leadership roles such as Pro-dean of the Faculty of Medicine (2006-2011) and Coordinator of the strategic research area MultiPark (2012-2014). Her research focuses on environmental gerontology, housing accessibility, and proactive ageing strategies. Key contributions include the Housing Enabler assessment tool and studies on ageing populations' participation in society. She has supervised 18 PhD students and 6 licentiates, with ongoing supervision of 4 current PhD candidates. Major projects include the Home, Health and Disability longitudinal study (2002-present) and the UserAge program exploring user participation in ageing research. Awards include the Excellent Teaching Practitioner title (2010) and Doctor Honoris Causa. Her work addresses UN Sustainable Development Goals related to health, sustainable cities, and reduced inequalities. Collaborations span universities in Sweden, Finland, Latvia, and the U.S., with partnerships in healthcare and municipal sectors.

Aybars Tuncdoganمشاهده پروفایل

دانشیار

• Digital Innovation
• Information Security
• Marketing Strategy
• +۳ مورد دیگر

Aybars Tuncdogan is a Reader in Digital Innovation and Information Security at King’s Business School, King’s College London. He holds affiliations with the King’s AI Institute, King’s Cybersecurity Centre (Informatics), and King’s Cybersecurity Group (War Studies). A Fellow of the Higher Education Academy, he also serves on the editorial review board of Industrial Marketing Management . Education : PhD in Management, Rotterdam School of Management, Erasmus University MPhil in Business Research (Distinction), Erasmus University Bachelor’s in Business Management & Computer Science (Honors), Earlham College Research Interests : His work focuses on three pillars of digital innovation: generation (crowdsourcing, AI), marketing (digital brand personality, sales ambidexterity), and protection (information security, corporate espionage). He integrates psychology (individual differences, social identity) and computer science (machine learning/AI) frameworks. Publications Trends : Recent work addresses cybersecurity challenges in retail, AI ethics in healthcare, and interdisciplinary innovation. He frequently publishes in top-tier journals like Journal of Management and Scientific American , blending academic rigor with practitioner impact. Awards & Contributions : 2015 Best Paper Award (shared) Edited books including Oxford Handbook of Individual Differences and Strategic Renewal Teaching & Pedagogy : Develops innovative teaching methods like inquiry-based learning to foster student creativity. Taught modules on digital marketing, consumer behavior, and research methods. Labs/Teams : Contributes to cybersecurity initiatives at King’s, focusing on AI-driven defense mechanisms and organizational cyber resilience strategies.

Alison Slinskey Leggمشاهده پروفایل

استاد آموزشی

• STEM Education
• Equity in Education
• Improvement Science
• +۳ مورد دیگر

Alison Slinskey Legg, Ph.D., is a Teaching Professor and Center Director at the University of Pittsburgh, specializing in expanding access to STEM education through large-scale interventions. She founded the Broadening Equity in STEM Center, a collective impact initiative bridging academic and professional sectors, and serves as Principal Investigator for the $10 million NSF INCLUDES ALLIANCE: STEM PUSH Network. Developed national network of pre-college STEM programs using improvement science Pioneered accreditation model for out-of-school STEM programs Created cross-program research on STEM student enrollment trends Her outreach initiatives include Pitt-Kits curriculum, mobile laboratories serving 10,000+ students annually, and teacher professional development programs. She co-created the PBS pilot Science Mission 101 , winning Pennsylvania Excellence in Broadcasting Award (2010). Recent research focuses on racial equity in STEM spaces, program quality standards, and pandemic-era educational continuity. Her work spans STEM education, equity frameworks, and interdisciplinary curriculum development. Notable awards include: Pennsylvania Excellence in Broadcasting Award for Children’s Programming (2010) Dr. Legg’s lab initiatives include the STEM PUSH Network, Gene Team summer research program, and a tri-state mobile laboratory network. She advocates for evidence-based practices in pre-college STEM education through scholarly publications and practitioner collaborations.

Michael Smetsمشاهده پروفایل

استاد

• Professional Service Firms
• Strategic Management
• Institutional Theory
• +۹ مورد دیگر

Profile Roles and Affiliations: Michael Smets is a Professor of Management at the Saïd Business School, University of Oxford. He is also a Research Fellow at Green Templeton College and a member of the Centre for Professional Service Firms. His academic contributions span institutional theory, practice theory, and strategic management. Education: Bachelor’s equivalent in Business and Economics, Cologne University, Germany MSc in Management Research, Saïd Business School DPhil in Management, Saïd Business School Postdoctoral Researcher at Saïd Business School and University of Alberta’s School of Management Research Interests: Michael’s work examines professional service firms (PSFs) through three core lenses: Global Operations: Internationalisation challenges in law, consulting, and reinsurance firms, with a focus on institutional complexity and regulatory systems. Innovation & Career Systems: How evolving career structures in PSFs can simultaneously drive innovation and address work-life balance demands. Recent studies highlight ambidextrous career paths and their strategic leverage. Methodological Innovation: Pioneering video- and team-ethnography to capture micro-level organisational practices. His ‘fly on the wall’ study at Lloyd’s of London is a landmark in this domain. Academic & Industry Impact: His research has been translated into industry-relevant outputs, including reports for the reinsurance sector and handbooks for legal firms. The 2013 ESRC Award for Outstanding Impact in Business recognises this translational work. Academically, he has received the 2012 Academy of Management Journal Best Article Award and multiple best paper awards. Teaching & Executive Education: Michael teaches strategic management, innovation, and business development in executive programmes for Commerzbank, Deloitte, and other global firms. He is Programme Director for the Oxford Leading Professional Service Firms Programme, emphasizing interactive, case-study driven pedagogy. His teaching philosophy prioritises critical thinking over rigid models, as he states: ‘It is critical to understand under which circumstances which models work, and which ones don’t.’ Labs & Collaborations: Affiliated with the Centre for Professional Service Firms and the Oxford Initiative on Rethinking Performance. He collaborates with institutions like Cass Business School and Aston Business School on ethnographic studies. His work also intersects with the Insurance Institute of London and the International Bar Association for practitioner-focused outputs.

David M. Silvermanمشاهده پروفایل

استادیار

• Social Psychology
• Identity Research
• Equity in Institutions
• +۳ مورد دیگر

David M. Silverman is an incoming Assistant Professor in the Department of Psychology at Yale University. His academic work bridges social psychological theory with practical applications for institutional change. Dr. Silverman's research focuses on identity and person-context interactions, specifically examining how schools, workplaces, and other societal institutions shape (in)equity. He is particularly interested in developing and testing new approaches for shifting these institutions to expand equitable access to opportunity. Much of his work emphasizes 'strength-based approaches' that recognize valuable skills and knowledge gained through marginalized identities rather than focusing on deficit narratives. His recent publications demonstrate a clear trajectory toward practical interventions in educational and organizational settings. The research examines how institutions can reject stigmatizing narratives about marginalized people in favor of approaches that recognize their strengths. His work has particular relevance for educators and administrators seeking to implement equity-focused changes. Second most cited paper of 2024 in Personality and Social Psychology Review Dr. Silverman actively engages with practitioners, having published articles in EdWeek and making research accessible through open-access publications. His work on classroom practices supporting students from lower socioeconomic status backgrounds demonstrates his commitment to translating research into practical applications.

• Project Management
• Operational Management
• Retail Logistics
• +۳ مورد دیگر

Goran Avlijas serves as an Assistant Professor at Singidunum University's Faculty of Business in Belgrade, Serbia. His academic profile spans project management, operational research, and retail logistics with significant industry experience at Delta Holding, Strabag AG, and Efektus Consulting Group. His research interests focus on project management methodologies including Agile and Earned Value Management, retail operations optimization through automatic replenishment systems, and sustainable project control . Current work examines gig economy impacts on well-being and pandemic business resilience. Recent publications demonstrate strong emphasis on Quantitative project risk analysis using Monte Carlo simulation Retail inventory management and stock-out reduction Agile methodology implementation in Serbian business context Sustainable infrastructure project valuation Professional recognitions include: Project Management Professional (PMP) Professional in Business Analysis (PMI-PBA) Agile Certified Practitioner (PMI-ACP) He actively participates in Erasmus+ programs as both teacher and mentor, notably guiding Serbia's championship-winning team at the 2020 International Project Management Championships. His academic contributions include two textbooks on Project Management and Entrepreneurship, along with numerous international conference participations as scientific committee member and reviewer. Avlijas maintains strong industry-academia connections through PMI membership and consulting engagements, while contributing to higher education accreditation processes as a National Accreditation Body delegate.

Joanna Grelaمشاهده پروفایل

استاد

• Tibetan Studies
• Buddhist Studies
• Religious Studies
• +۶ مورد دیگر

Joanna Grela is a Professor at the Department of Comparative Civilization Studies within the Faculty of Philosophy at Jagiellonian University (UJ) in Kraków, Poland. She holds habilitation in cultural studies (2016, SWPS University, Warsaw), a doctorate in religious studies (2004, Jagiellonian University), and is a certified Tibetologist (2000, INALCO, Paris). Her academic credentials also include an MA in philosophy (1996, Jagiellonian University) and postgraduate studies in gender (2009, Jagiellonian University). Her educational background includes: 2004: PhD in Humanities in religious studies, Jagiellonian University 2000: Diplôme Unilingue de Langue et Civilization Orientales de Tibétain, Institut National des Langues et Civilizations Orientales (INALCO), Paris 1996: Master of Philosophy, Jagiellonian University 2009: Postgraduate studies in gender, Jagiellonian University Professor Grela's research focuses on Tibetan, Himalayan, and Mongolian cultures, with particular emphasis on pre-Buddhist cults and their contemporary representations in popular culture, societal transformations, Tibetan ethnic and cultural identity, cultural stereotypes, and the comparative anthropology of Buddhism. Her work bridges religious studies, cultural anthropology, and Tibetan studies, examining both historical traditions and their modern adaptations. She has made significant contributions to understanding how traditional Buddhist practices interact with contemporary social contexts, digital technologies, and global cultural flows. Her scholarly output reveals consistent engagement with Tibetan religious culture, Buddhist textual traditions, and the adaptation of Buddhist practices in modern contexts. She has extensively explored the relationship between pre-Buddhist traditions and contemporary religious practices, the role of deities in Tibetan Buddhism, and the transformation of Buddhist thought in different cultural settings including Thailand and Poland. Her more recent work addresses how Buddhism is adapting to digital environments and contemporary social challenges. Her notable achievements include: 2017: Pro Arte Docendi Award from the Rector of Jagiellonian University Multiple teaching awards (2011/12, 2012/13, 2014/15) Membership in the International Association of Buddhist Universities (IABU) Collaboration with the Centre d'Etudes Himalayennes CNRS Professor Grela has led significant research projects including 'The impact of secularization and schooling on socio-religious relations between ritual specialists and the lay community in the Rebkong region' (2018-2020) and 'The Common Buddhist Text Project' (2009-2016). Her work demonstrates a strong commitment to both scholarly research and teaching excellence, with numerous publications spanning academic journals, edited volumes, and encyclopedia entries. She maintains active international collaboration and has presented her research at conferences across Europe and Asia.

Sam Pizeloمشاهده پروفایل

استادیار

• Game Studies
• Digital Humanities
• Media Theory
• +۷ مورد دیگر

Sam Pizelo is an Assistant Professor of Game Studies at the Institute for Communication, Culture, Information & Technology (ICCIT), University of Toronto. His research investigates the role of games as modeling technologies in the development of computing, artificial intelligence, and neoliberal capitalism. He is actively engaged in both scholarly and creative practices, integrating media art, data science, and game design into his academic work. Research Interests: Sam's work spans game studies, digital humanities, media theory, and critical computing. He explores how games function as epistemic tools that shape knowledge production, particularly in technoscientific domains. His research connects historical analysis with contemporary digital methods to examine the cultural and philosophical implications of games. The recent publications reflect a strong focus on the historical and systemic roles of games in shaping modern computing and thought. Themes include the modeling revolution, systems thinking, and the deep cultural roots of game logic. His work bridges humanities scholarship with computational practice. Scientific Contributions: Co-creator of Project Quintessence , a corpus exploration framework combining machine learning and dynamic visualizations for archival research. Founding member of the Degrowth Game Design Project (DeGDP) , a multi-campus initiative exploring games for post-growth futures. Sam Pizelo is an active researcher and media practitioner without listed advisees or awards in the provided text. He maintains academic affiliations with the University of Toronto and previously held a visiting position at NYU.

• Data Linkage
• Machine Learning
• Epidemiological Study Design
• +۳ مورد دیگر

Hsei Di Law is a Research Fellow at the National Centre for Epidemiology and Population Health (NCEPH), part of the Australian National University (ANU). She is concurrently pursuing an MSc in Computational Data Analytics at the Georgia Institute of Technology . Her work focuses on data linkage, machine learning, and epidemiological study design using whole-of-population linked datasets. Research Affiliations National Centre for Epidemiology and Population Health (ANU) Centre of Epidemiology for Policy and Practice Linked Data for Better Health group Health Experience and Health Services Research collaborator Research Interests : Hsei Di Law's work centers on large-scale linked administrative datasets and longitudinal data analysis , with applications in environmental contamination (PFAS, asbestos), healthcare economics (out-of-pocket costs), and epidemiology of diseases. She specializes in integrating machine learning techniques with epidemiological study design to address policy-relevant questions. Publication Trends : Her recent publications (2025–2023) analyze healthcare affordability in Australia, PFAS environmental health impacts , and data linkage methodologies . Over 2022–2015, she studied cardiovascular risk under-treatment , COVID-19 healthcare outcomes , and immune system disorders using mouse models. Projects Led : She is involved in multiple projects, including the ACT Asbestos Health Study II , PFAS Health Study , and Whole-of-population linked data project . These projects examine the health effects of asbestos and PFAS contamination , healthcare utilization, and epidemiological modeling . Contact : Email: hsei-di.law@anu.edu.au Phone: +61 2 6125 0547 Location: Building 62A, Room 2.56, ANU

Libby Gerardمشاهده پروفایل

دانشیار مدعو

• Science Education
• Educational Technology
• Natural Language Processing
• +۳ مورد دیگر

Libby Gerard is an Associate Adjunct Research Professor at the University of California, Berkeley School of Education and a Research Director for the Technology-Enhanced Learning in Science (TELS) Center. Her work focuses on leveraging innovative technologies to enhance science education through student idea capture, automated assessment, and teacher professional development. Doctorate in Educational Leadership (EdD), Mills College (2008) Bachelor’s in English Literature and Philosophy, Emory University (2000) Her research emphasizes: Automated scoring of student essays using NLP to improve science explanations Real-time instructional customization using embedded assessment data Technology-driven professional development for teachers and principals Social justice integration in science pedagogy Collaborative revision frameworks for inquiry-based learning K-12 education adaptation during the pandemic Recent publications highlight trends in educational technology for science learning, with a focus on NLP applications, interactive inquiry modules, and equitable teaching practices. She has authored studies in journals like Science , Review of Educational Research , and Computers & Education , often exploring how automated systems can enhance teacher-student dynamics. Scientific Awards : Best Paper Award at the AI4EDU Workshop (AAAI Conference, 2020) Libby leads funded projects such as: TIPS (NSF, 2021-2025): NLP for science education ARISE (Hewlett Foundation, 2020-2023): Anti-racism in science education STRIDES (NSF, 2018-2022): Responsive instruction for science teachers PLANS (NSF, 2015-2020): Automated learning support systems She contributes to teacher training through courses like Research Methods for Science Teachers and Apprentice Teaching in Science , emphasizing data-driven pedagogy and inquiry-based instruction.

Ann Rivetمشاهده پروفایل

دانشیار

• Science Education
• Earth and Environmental Science Teaching and Learning
• Inquiry and Project-Based Science Learning
• +۴ مورد دیگر

Ann Rivet is an Associate Professor of Science Education at Teachers College, Columbia University, and serves as the Associate Director of the Center for Sustainable Futures. She previously held the role of Program Officer in the Directorate for STEM Education at the National Science Foundation from 2016 to 2019. Her expertise lies in science education, particularly in Earth and environmental science, curriculum design, and urban school reform. Education: Ph.D. in Science Education, University of Michigan M.S. in Science Education (Earth Science), University of Michigan Sc.B. in Physics, Brown University Research Interests: Dr. Rivet's research focuses on how students develop deep understandings of Earth and environmental science concepts. She examines the intersections of scientific reasoning, instructional design, and assessment, primarily at the middle and secondary school levels. Her current work investigates how crosscutting scientific concepts influence students’ understanding of core disciplinary ideas, and how phenomena-based instructional approaches can support learning about large-scale Earth systems. She is actively involved in supporting the adoption and implementation of the Next Generation Science Standards (NGSS) through policy and practitioner-level initiatives, including the development of free, open-source curriculum materials for middle and high school science. Publications & Trends: Her work has been published in leading journals such as Science , the Journal of Research in Science Teaching , and the American Educational Research Journal . Her publications span topics from learning progressions in science to contextualizing instruction for urban students, reflecting a deep commitment to both theoretical and applied aspects of science education. Grants & Funding: Principal Investigator, NSF: "Collaborative Research: Bridging the Gap Between Tabletop Models and the Earth System" ($982,080) Science Team Member, GE Foundation: "Harlem Schools Partnership for Science and Math Education" ($5,000,000) Co-Principal Investigator, Carnegie Foundation: "Enhancing Teacher Preparation for Adolescent Literacy" ($100,000) Co-Principal Investigator, NSF: "GSE/RES Girls’ Science Practices in Urban High Poverty Communities" ($499,334) Principal Investigator, NSF (subaward): "Developing the Next Generation of Middle School Science Materials" ($137,198) Leadership & Outreach: Dr. Rivet has led multiple federally funded projects aimed at improving science education in urban schools. She has also contributed to national policy discussions through her role at the NSF and continues to shape science education standards and practices through her research and curriculum development efforts.

Joan Iverson Nassauerمشاهده پروفایل

استاد

• Landscape Architecture
• Urban Ecology
• Green Infrastructure
• +۱۲ مورد دیگر

Joan Iverson Nassauer is a Professor at the University of Michigan School for Environment and Sustainability (SEAS), specializing in Landscape Architecture. Her research bridges ecological design with cultural sustainability, focusing on human interactions with urban biodiversity and stormwater management at scales ranging from neighborhoods to continents. She has led Landscape and Urban Planning as Co-Editor-in-Chief from 2014-2021, elevating it to the top-ranked urban studies journal. Her work has earned recognition through Fellowships in the American Society of Landscape Architects and Council of Educators in Landscape Architecture, alongside Distinguished Scholar status from the International Association of Landscape Ecology. Her research emphasizes Transdisciplinary scenario-building for rural and urban landscapes Integrating community perceptions into ecological design Advancing policy through design innovation in agricultural and suburban environments Quantifying cultural sustainability through aesthetic and functional assessments Developing green infrastructure solutions for legacy cities and the Great Lakes region Key themes in her recent publications include stormwater management aesthetics, nature-based solutions for urban sustainability, and design methodologies for enhancing ecosystem services in human-dominated landscapes. Scientific awards include Fellow of the American Society of Landscape Architects (1992) Fellow of the Council of Educators in Landscape Architecture (2007) Distinguished Practitioner of Landscape Ecology (1998) IALE Distinguished Scholar (2007) 2023 Lifetime Achievement Award in Landscape Architecture Grants and collaborations highlight her NSF-funded projects on neighborhood greening, smart stormwater systems, and Detroit's green infrastructure initiatives. She leads the Landscape Ecology, Perception, and Design Lab , fostering partnerships between designers, ecologists, and local communities to advance sustainable landscape futures.