جستجوی استاد راهنمای دانشگاهی

Kenya C. Dworkin y Méndez is an Associate Professor of Hispanic Studies at Carnegie Mellon University (CMU), with a courtesy appointment in the English Department. She holds a Ph.D. in Hispanic Literatures and Linguistics from the University of California, Berkeley, and an M.A. and B.A. in Spanish from the University of Hawaii, Manoa. Her research focuses on Cuban, U.S. Latino, and Sephardic cultural studies, emphasizing transnationalism, community engagement, and historical recovery of marginalized voices. She has authored or co-edited major works like Spanish and Empire , Herencia: The Anthology of U.S. Latino Literature , and En Otra Voz . Current projects include Cuban to the Core , exploring Cuban diaspora in South Florida. Her work bridges academia and community through initiatives like Círculo Juvenil de Cultura, CORITO children’s choir, and leadership roles in the Latin American Cultural Union and Coro Latinoamericano. Awarded the Mark Gelfand Award for Educational Outreach (2011) and multiple Outstanding Role Model recognitions, she also secured grants from the National Endowment for Democracy and Pittsburgh Foundation. Her teaching spans diaspora studies, translation, and cross-cultural analysis, integrating service-learning and community-based research.

• Cuban Studies
• Latino Studies
• Sephardic Studies
• +۴ مورد دیگر

Prof. Dr. Nikolai Grube is a University Professor in the Department of Ancient American Studies & Ethnology at the Institute of Archaeology and Cultural Anthropology, University of Bonn. He has held this position since 2004 and is a leading expert in Maya archaeology, epigraphy, and cultural anthropology. His research spans Mesoamerica, with a focus on the Maya Lowlands, political anthropology, state formation, writing systems, and cultural heritage. Research Interests: His work integrates archaeology, historical linguistics, and digital humanities to study Classic Maya writing, literacy, and political structures. He investigates the evolution of hegemonic rule through fieldwork at Uxul, Mexico, and leads the Text Database and Dictionary of Classic Maya project. His research bridges epigraphic analysis with broader cultural and historical contexts. Recent Publications Trends: His recent scholarly output emphasizes digital epigraphy, glyph decipherment, ceramic inscriptions, and collaborative international research. Themes include lunar astronomy, punctuation in writing, animated logographs, and the sociopolitical rhetoric of Terminal Classic inscriptions, reflecting a deep integration of linguistic, archaeological, and computational methods. Scientific Awards and Honors: Doctor honoris causa, Instituto Politécnico Nacional, Mexico (2016) Benedictus Polonius Prize, University of Warsaw (2015) Honorary Citizenship of Guatemala City (2007) Full member, German Archaeological Institute Full member, North Rhine-Westphalian Academy of Sciences Heisenberg Professorship (DFG, 1999) Advising and Grants: While specific students are not listed, Grube leads major collaborative projects funded by international bodies and has served as an expert reviewer for NWO, FNRS, CNRS, and NEH. He has organized academic symposia, curated exhibitions, and held editorial roles, demonstrating extensive mentorship and academic leadership in the field of Mesoamerican studies. Labs and Teams: He is central to the Text Database and Dictionary of Classic Maya team at the University of Bonn, promoting digital epigraphy and open-access research. His work involves interdisciplinary collaboration with linguists, archaeologists, and computer scientists to advance the understanding of Maya writing and culture.

• Mesoamerican Archaeology
• Maya Epigraphy
• Classic Maya Writing Systems
• +۷ مورد دیگر

María Aurora García Ruiz is a PhD holder in Hispanic Philology from the University of Zaragoza (2021) and a Doctor from the University of Jaén (2016). She is affiliated with the Faculty of Philosophy and Letters at the University of Zaragoza and has contributed extensively to chivalric literature studies, academic writing pedagogy, and digital humanities. Education: PhD in Hispanic Philology (University of Zaragoza, 2021); Doctorado en Filología Hispánica (University of Jaén, 2016). Research Themes: Medieval/Renaissance Spanish literature, chivalric codes, gender roles in Golden Age texts, academic writing challenges, digital educational tools. Her publications focus on the Amadisian saga, particularly Florisando (1510), analyzing paratextual ideologies, theological arguments, and gender dynamics. She explores how digital platforms like Instagram can disseminate literary knowledge and how neurolinguistic studies inform textbook design. Key collaborations include projects with Alberto Montaner Frutos and José Julio Martín Romero. Her work bridges textual studies with modern pedagogical practices.

• Comparative Literature
• Epic Poetry
• El Cid
• +۱۰ مورد دیگر

Martine AZAM is a Lecturer in the Sociology Department at the University of Toulouse - Jean Jaurès, affiliated with the Interdisciplinary Laboratory for Solidarity, Societies, Territories (LISST). She serves as Co-head of the MISS master's degree program within the Sociology Department. Her academic work focuses on the sociology of art, cultural practices, and the relationship between territories and artistic identity. Dr. AZAM's research spans several key areas including artistic trajectories and recognition processes, creative spaces such as fab-labs and third places, personal networks in arts and culture sectors, youth culture, appropriation processes in art reception, and the relationship between territories, local identity, and artistic identity. Her work often examines how cultural policies shape artistic production and reception in regional contexts. Her scholarly contributions demonstrate a consistent focus on how social networks structure artistic worlds and how cultural practices evolve, particularly among younger populations. She has conducted extensive research on musical preferences and listening contexts among 15-25 year olds, as well as digital cultural practices among pre-adolescents. Her methodological approach frequently incorporates social network analysis to understand the structure of artistic communities and creative ecosystems. Co-head of the MISS master's degree program, Sociology Department, University of Toulouse - Jean Jaurès Researcher at the Interdisciplinary Laboratory for Solidarity, Societies, Territories (LISST) Dr. AZAM has established significant collaborations with researchers including Michel Grossetti, Ainhoa de Federico, and Jean-Pierre Rouch. Her research has been supported through various academic projects focusing on cultural policy, creative spaces, and youth cultural practices. She has contributed to major research initiatives examining the knowledge economy and creative regions, including the ACRE Report on Toulouse. Her work has important implications for cultural institutions, policymakers, and educators seeking to understand contemporary artistic practices and audience engagement in an increasingly digital and networked cultural landscape.

• Sociology of art
• Cultural sociology
• Social networks in art sectors
• +۵ مورد دیگر

Cameron Gettel, MD, MHS, is an Assistant Professor in the Department of Emergency Medicine at Yale School of Medicine, a Clinical Investigator at the Yale Center for Outcomes Research and Evaluation (CORE), and Co-Director of the Yale Emergency Scholars (YES) Fellowship. His work focuses on improving care transitions for older adults, particularly those with dementia, through patient-reported outcomes and caregiver engagement. He is funded by NIH/NIA, Alzheimer’s Association, and others, and leads CMS-funded performance measure development. Educations: Bachelor of Science in Biochemistry, Elizabethtown College (2011) Doctor of Medicine, Pennsylvania State University College of Medicine (2015) Master of Health Science (MHS), Yale University School of Medicine (2021) Emergency Medicine Residency, Brown University (Chief Resident) National Clinician Scholars Program, Yale University Research Interests: Dr. Gettel’s work centers on geriatric emergency care transitions, dementia care pathways, and caregiver support systems. He develops patient-reported outcome measures (e.g., PROM-OTED and COMET tools) to enhance post-emergency care continuity and reduce disparities for older adults. His projects address cognitive screening in ED settings, end-of-life care utilization, and health policy implications of emergency care transitions. Awards & Grants: National Academy of Medicine/ABEM Fellow (2023-2025) NIA GEMSSTAR R03 Grant (2021) NIH/NIA IMPACT Collaboratory Funding Alzheimer’s Association Research Grant Yale OAIC Pepper Center Support Advising & Leadership: As Co-Director of YES Fellowship, he mentors trainees in geriatric emergency medicine research. He chairs ACEP’s MIPS Value Pathways Task Force and serves on the SAEM Geriatric Academy. His work bridges clinical practice, policy, and patient-centered outcomes. Labs & Collaborations: Core member of the Geriatric Emergency Care Applied Research (GEAR) Network and collaborates with teams at CORE, Brown University, and the University of Pennsylvania on multi-institutional studies.

• Emergency Medicine
• Geriatrics
• Dementia
• +۴ مورد دیگر

Dr. Ian Thacker is an Associate Professor of Educational Psychology at the University of Texas at San Antonio, focusing on STEM education, teacher bias, and conceptual change. His research explores mathematical skills in science learning, technology-enhanced STEM pedagogy, and systemic disparities in STEM education linked to gender and race. Education: B.A. in Mathematics & Physics, University of Colorado at Boulder (2005) M.A. in Science and Mathematics Education, University of California at Berkeley (2010) M.S. in Statistics, University of Southern California (2018) Ph.D. in Urban Education Policy, University of Southern California (2020) His research spans data literacy for climate change education, implicit bias in teachers, and technology-driven learning. Recent publications emphasize climate change pedagogy, equity in STEM, and teacher dispositions. Funded by NSF, Gates, SSHRC, and internal awards, his work addresses systemic barriers in education. Scientific Awards: 2020 USC Ph.D. Achievement Award 2020 USC Student Recognition Award: The Order of Arête Dr. Thacker has received grants from the National Science Foundation, Gates Foundation, SSHRC, and APA Division 15. His media contributions include USA Today and The Conversation, discussing STEM equity and climate change education.

• STEM Education
• Educational Psychology
• Conceptual Change
• +۷ مورد دیگر

Allen Christenson is an Associate Professor in the Department of Comparative Arts and Letters at Brigham Young University. His research focuses on Maya archaeology, Mesoamerican mythology, and Indigenous religious practices, with a particular emphasis on the K’iche’ Maya of Guatemala. He is renowned for his work on the Popol Vuh , an ancient K’iche’ sacred text, and its cultural and mythological significance. Christenson’s research bridges archaeology, ethnohistory, and linguistics, examining topics such as ritual practices, colonial Indigenous texts, and the interplay between oral tradition and written records. His academic contributions include analyses of Maya cosmology, the interpretation of ritual feasting, and the study of Chiasmus—a rhetorical device in Maya oral poetry. He has conducted fieldwork in sites like Cahal Pech, Belize, and Santiago Atitlán, Guatemala, linking material evidence to mythological narratives. Christenson also engages with contemporary Maya communities to document and preserve Indigenous knowledge systems. His publications span archaeological reports, literary analyses of sacred texts, and studies on colonial-era manuscripts such as the Title of Totonicapán . He emphasizes the continuity of Maya cultural traditions from pre-Columbian times to modern practices, highlighting the resilience of Indigenous cosmological frameworks. Christenson’s work frequently explores themes of creation myths, sacred geography, and the role of language in sustaining cultural identity. His interdisciplinary approach underscores the importance of integrating textual, archaeological, and ethnographic evidence to understand Maya civilization comprehensively.

• Maya Archaeology
• Mesoamerican Mythology
• Indigenous Religious Practices
• +۳ مورد دیگر

Gregory Shepherd serves as Assistant Professor in the Department of Bilingual Education, TESOL, and World Languages at Kean University's College of Education, bringing over 25 years of international teaching experience across the USA, Ecuador, Puerto Rico, and Cuba. His expertise spans Latin American literature, second language pedagogy, and educational technology innovation. Education: Ph.D. in Hispanic Literature, Georgetown University M.A. in Spanish, George Mason University B.A. in Spanish Translation and Interpretation, Brigham Young University Dr. Shepherd's research centers on mobile technology integration in teacher education models, gaming applications for language acquisition, and hybrid identity construction in Latin American literature. His scholarly focus bridges colonial literary studies with cutting-edge educational methodologies, particularly examining José de Acosta's ethnographic works and mobile learning implementations. His publications reveal a consistent trajectory in educational technology applications, with recent works emphasizing augmented reality, wearable devices, and place-based learning environments. Simultaneously, his literary scholarship maintains deep engagement with Latin American colonial narratives and indigenous cultural representations. No scientific awards are documented in the available information. Dr. Shepherd has designed and directed global teacher education initiatives for educators from China, South Korea, and Spain, focusing on technology integration and language immersion programs. His collaborative projects with the National Parks Service demonstrate practical applications of place-based pedagogy. His professional collaborations include significant work with Dr. Michael Searson on intelligent classrooms and wearable technology applications, resulting in multiple conference presentations at ISTE and SITE events.

• Latin American Literature
• Latin American Indigenous Cultures
• Second Language Teaching and Assessment
• +۵ مورد دیگر

Anne Fairbrother is an Associate Professor in the Department of Curriculum and Instruction at the State University of New York at Oswego, where she has taught since 2004. Her office is located in Wilber Hall, and she teaches courses including Critical Pedagogy, Culturally Relevant Teaching, and Literacy in Content Areas. Prior to joining SUNY Oswego, she taught English and ESL in high schools in Albuquerque, New Mexico, and Salinas, California. Originally from England, she grew up in Wimbledon, London, and also lived in Hull and Birmingham. Dr. Fairbrother's educational background includes: Ph.D. in Language, Literacy & Sociocultural Studies (LLSS) from the University of New Mexico (2004), with a major in Educational Thought and Sociocultural Studies and minor in Language Arts Education. Dissertation: "Negotiating school: A critical look at the schooling experiences of Hispanic students in low-track high school language arts classes." M.A. in Secondary Education from the University of New Mexico (1998), concentration in Multicultural Education, with Distinction on Comprehensive Exam and Outstanding Academic Achievement Award. Graduate Certificate of Education from UC Santa Cruz (1989). B.A. in Sociology from the University of Hull, England. Her research centers on critical literacy as a tool for social transformation, examining intersections of gender, class, race, and sexual orientation within educational systems. She advocates for pedagogies that dismantle oppression through multicultural curriculum design and teacher development, emphasizing how literacy practices can empower marginalized students and foster critical consciousness in diverse classrooms. Analysis of her publications reveals consistent focus on implementing social justice frameworks within standards-driven educational environments. Her work bridges theory and practice, exploring how young adult literature, teacher training, and critical literacy strategies can address systemic inequities—particularly for Latino students in at-risk programs—while navigating constraints of standardized curricula and accountability measures. Dr. Fairbrother has received the following honors: Distinction on M.A. Comprehensive Exam Outstanding Academic Achievement Department Award (1998) Though specific grant details are unlisted, her extensive conference engagements (including AERA, NCTE, and Critical Questions in Education) demonstrate sustained scholarly activity. She mentors pre-service teachers through courses like Professionalism and Social Justice, cultivating educators committed to equity, though formal graduate advisee lists aren't provided. Her teaching directly translates research into classroom practice across urban education and literacy contexts.

• Critical Literacy
• Educational Theory
• Multicultural Education
• +۵ مورد دیگر

Liliane Cambraia Windsor serves as Associate Professor at the University of Illinois Urbana-Champaign School of Social Work with additional affiliations at the Center for Latin American and Caribbean Studies and Center for Social & Behavioral Science. She maintains external partnerships with the Special Populations Office at NDRI and the Lemann Institute for Brazilian Studies. Her educational background includes a BA in Education from Faculdade de Ciências Humanas-Fundação Mineira de Educação e Cultura, Brazil (1998), followed by an MSW (2002) and PhD in Social Work (2008) from The University of Texas at Austin. Dr. Windsor's research centers on health disparities, substance use disorders, and HIV prevention within distressed communities, employing mixed methods and community-based participatory research (CBPR). Her work emphasizes critical consciousness development, criminal justice reentry, and social justice frameworks to address systemic inequities among marginalized populations. Recent projects focus on intervention development for formerly incarcerated individuals and structural determinants of health. Analysis of her 15 most recent publications (2023-2025) reveals consistent emphasis on community-engaged interventions targeting substance use and HIV disparities among justice-involved populations. Her scholarship increasingly integrates critical consciousness frameworks with public health approaches, while expanding into child welfare systems, poverty reduction policies, and pandemic-related health impacts through mixed-methods designs. Professional recognition includes: Election to the College of Problems on Drug Dependence Membership in the National Hispanic Science Network on Drug Abuse She oversees externally funded research across the U.S. and Brazil as Principal Investigator, with notable leadership in the Newark Community Collaborative Board (NCCB) initiative. Her grant portfolio demonstrates strong community-academic partnership development and implementation science expertise. As founder and chair of the Newark Community Collaborative Board, she leads a multi-stakeholder team (researchers, service providers, community consumers) developing the Community Wise intervention to reduce substance use disparities. This 14-year CBPR partnership exemplifies sustainable community engagement in health intervention design and dissemination.

• Health Disparities
• Substance Use Disorders
• HIV Prevention
• +۵ مورد دیگر

Sovicheth Boun is an Associate Professor and Coordinator of TESOL Graduate Programs in the Department of Secondary and Higher Education at the McKeown School of Education, Salem State University. A native of Cambodia, he earned a Ph.D. in Culture, Literacy, and Language from the University of Texas at San Antonio. Current Courses: Culture and Context in Teaching ESL, Assessment in TESOL, Graduate Practicum in TESOL, Sheltering Content for ELLs, Sociolinguistics Past Roles: Lecturer of English at Royal University of Phnom Penh (2005–2010), Visiting Assistant Professor at SUNY Fredonia, Lecturer at University of Texas at San Antonio His research focuses on second/foreign language education, multilingual education, language ideologies, Southeast Asian American student experiences, and critical discourse analysis. Recent work explores Cambodian multilingual education policy and translanguaging in graduate programs. Notable accolades include the 2023 TIRF James E. Alatis Prize for research on language policy. He serves on editorial boards of the Journal of Language, Identity and Education and International Journal of TESOL Studies , and has presented at AAAL, TESOL, and CamTESOL conferences.

• Second/Foreign Language Education
• Bilingual/Multilingual Education
• Language Policy and Planning
• +۴ مورد دیگر

Michelle Pierce serves as Interim Dean of the School of Education and Associate Dean in the College of Arts and Sciences at Salem State University. She earned a bachelor of arts degree in French from Wellesley College, a master of arts in teaching in foreign language education from the University of Pittsburgh, and a doctor of education degree in literacy, language, and cultural studies from Boston University. Her research focuses on early college programs and the high school/college transition for under-represented students. Publications highlight performance assessments in literacy methods courses, bilingual education, and teacher preparation. Her work spans literacy instruction, educational equity, and cultural contexts in education. Scientific Awards: Fulbright Scholarship to Chile (2009) HERS (Higher Education Resource Services) program (2011) Dr. Pierce's grants and research projects emphasize systemic support for marginalized students. Her professional presentations at conferences like the American Educational Research Association and American Association of Colleges for Teacher Education address literacy teaching practices and assessment validity.

• Early College Programs
• Educational Transition
• Literacy Education
• +۳ مورد دیگر

Noemi Mendoza Diaz is an Assistant Professor in the Department of Engineering Technology & Industrial Distribution at Texas A&M University, with affiliation to the Multidisciplinary Engineering program. Her research focuses on enculturation practices in engineering education, computational thinking frameworks , and diversity strategies for underrepresented groups in STEM. She holds a Ph.D. in Educational Administration from Texas A&M, a Master's in Telecommunications from the National Polytechnic Institute (Mexico City), and a Bachelor's in Electronic and Communication Engineering. Research Highlights : Developed the Engineering Computational Thinking Diagnostic (ECTD) tool for assessing student readiness NSF-funded studies on first-year engineering enculturation and computational thinking Pioneering work on Latinx student persistence in engineering and K-12 engineering education Recent Trends in Publications : Over 30 articles since 2012, emphasizing pandemic impacts on education, computational thinking pedagogy, and underrepresented minority pathways. Her 2023 work on AI integration in engineering curricula and 2024 studies on post-pandemic student retention reflect evolving priorities in STEM education. Awards & Grants : Linda F. and Robert A. Lacey Fellowship ($12,000) for student impact STAR New Faculty Program Cox Fellowship ASEE Educational Research Grant Advising & Collaborations : Active in multi-institutional studies through the MIDFIELD initiative, with partnerships spanning universities in Mexico and the U.S. Her work bridges academia and industry through modules like Lean Sigma pedagogy. Labs/Teams : Core contributor to the Engineering Enculturation Research Group and collaborator in the Computational Thinking in Engineering Education consortium.

• Engineering Education
• Computational Thinking
• STEM Education
• +۳ مورد دیگر

Dr. Lisa A. Eaton is a Professor at the University of Connecticut (UConn), affiliated with the Family Studies Department within the College of Liberal Arts and Sciences. She serves as Principal Investigator for multiple NIH-funded studies focused on HIV prevention, stigma reduction, and health disparities among marginalized populations. Her work addresses sexual assault interventions, structural barriers to healthcare access, and LGBTQ+ health equity. Dr. Eaton leads the SHInE Lab (Social Health Interventions and Equity) alongside Dr. Watson, exploring intersectional stigma and its impact on health outcomes. Key research interests include: Sexual violence prevention and disclosure interventions HIV stigma and barriers to treatment in South Africa and the U.S. Substance use and PrEP adherence among Black and Hispanic sexual minorities Psychosocial syndemics affecting LGBTQ+ youth mental health Healthcare access for transgender women of color Recent articles emphasize: Intersectional stigma measurement innovations PrEP use patterns in racialized communities Bias-based bullying in schools Covid-19's impact on HIV care continuity Structural interventions to reduce health disparities Awards include NIH grant leadership (R01/R34 series), mentorship accolades from UConn's Office of Undergraduate Research, and roles as Associate Editor for AIDS and Behavior . She co-directs an NIH-funded T32 training program in HIV/AIDS social processes and chairs the Sexual Health and HIV Special Interest Group for the Society of Behavioral Medicine. Current grants total over $5 million in NIH funding, with a focus on: PrEP implementation science Stigma counseling interventions HIV care retention strategies Dr. Eaton collaborates with national teams across universities and healthcare systems, including UConn's Institute for Collaboration on Health Intervention and Policy (InCHIP). She advises 19+ trainees and has mentored over 30 students in her career.

• Sexual health interventions
• Health disparities
• HIV prevention and treatment
• +۶ مورد دیگر

Denisse M. Hinojosa is an Assistant Professor of Teacher Education at Texas Tech University, affiliated with the College of Education and Department of Curriculum and Instruction. Her academic journey includes a Ph.D. in Curriculum, Instruction, and Teacher Education from Michigan State University and a Fulbright Scholarship for her Master’s studies. Ph.D., Michigan State University (2019) M.A., Michigan State University (2014) M.A., Universidad Privada César Vallejo (2011) B.A., Universidad Privada César Vallejo (2008) Dr. Hinojosa’s research focuses on onsite coaching for teachers through modeling, messaging, and dialogic feedback, alongside community-based mathematics and literacy learning. Her work emphasizes culturally responsive practices and differentiated instruction. Her publications highlight cycles of approximations of practice, equity in Hispanic Serving Institutions, and parent tutoring programs enhancing mathematical reasoning. Key themes include teacher professional development, instructional strategy adoption, and equity-focused education. Scientific recognitions include: Fulbright Scholarship (2012–2014) MSU Graduate School Dissertation Completion Fellowship (2019) MSU Summer Research Fellowship (2017) Dr. Hinojosa previously served as Project Director of the Community Mathematics Project at the University of Texas at San Antonio, bridging university resources with community centers for educational equity.

• Teacher Education
• Mathematics Education
• Literacy Education
• +۲ مورد دیگر