جست‌وجوی استاد و پژوهشگر

Christy Tirrell-Corbinمشاهده پروفایل

استاد بالینی

• Trauma sensitive pedagogy
• Early childhood policy
• Culturally responsive curricula/pedagogy
• +۳ مورد دیگر

Dr. Christy Tirrell-Corbin is a Clinical Professor in the Department of Human Development and Quantitative Methodology at the University of Maryland. She currently serves as the founding Executive Director of the Center for Early Childhood Education and Intervention (CECEI), Director of the Early Childhood General/Special Education teacher education program, and Co-Director of the Trauma Sensitive Pedagogy project. Her research focuses on trauma-sensitive pedagogy, early childhood policy, and culturally responsive curricula in low-resourced communities. Dr. Tirrell-Corbin has secured over $15 million in grants for initiatives including curriculum design, trauma-informed schools, and teacher training. Her professional background includes foundational work in foster care and adoption in New York City. She has led numerous high-impact projects such as Maryland’s Infant Early Childhood Mental Health Consultation Program evaluation and the Young Readers Program implementation study. Dr. Tirrell-Corbin also contributes to national initiatives through consulting roles with PBS, National Geographic, and Sesame Workshop. Grants & Impact: Overseeing multi-million dollar grants targeting early childhood education equity, trauma-informed practices, and inclusive classroom environments. Recent projects include the Maryland Early EdCorp workforce pipeline initiative and the Trauma Informed Research Partnership in Central/South American immigrant communities. Labs & Teams: Directs CECEI, a hub for innovative early childhood interventions and policy research. Collaborates with state agencies, foundations, and educators to translate research into actionable practices.

Wesley Lawsonمشاهده پروفایل

استاد

• High-Power Microwave Amplifiers
• Medical Devices
• STEM Education
• +۴ مورد دیگر

Wesley Lawson is a Professor in the Department of Electrical and Computer Engineering at the University of Maryland, College Park, affiliated with the Clark School of Engineering. He holds the title of Keystone Professor and has been on faculty since 1988. His research spans high-power microwave sources, medical devices, and STEM education. He earned B.S. degrees in Mathematics and Electrical Engineering (1980), an M.S. (1981), and Ph.D. (1985) in Electrical Engineering from the University of Maryland, plus a B.A. in Spanish (2005). Formerly served as Associate Chair for Undergraduate Education in ECE (2005–2011) Developed courses like ENEE205 (Circuits Lab) and ENEE148A (Hardware-driven C programming) Authored/co-authored 5 books and over 70 journal articles Research interests include novel fast-wave microwave devices, medical technologies, and engineering education innovations. Notable contributions include gyrotron amplifiers for particle accelerators and hardware-based programming curricula for pre-service teachers. Awards include the 2024 Faculty Service Award and 1999 Robert L. Woods Award. His lab materials include advanced circuit design projects, Raspberry Pi integration, and online learning platforms for circuits and programming. Collaborates on NSF-funded initiatives like the ENEE148A course under grant DUE-1245745.

Manuel Figueroaمشاهده پروفایل

دانشیار

• Integrative STEM Education
• Engineering Pedagogy
• Sustainable Design in Education
• +۴ مورد دیگر

Dr. Manuel Figueroa is an Associate Professor in the Department of Integrative STEM Education at The College of New Jersey's School of Engineering. His work bridges engineering principles with pedagogical innovation, focusing on integrative STEM education and identity formation. PhD in Biomedical Engineering from Drexel University (2012) Research interests include STEM identity development in formal and informal settings, sustainable design education , and equilibrium of forces in structural engineering . He has contributed to curriculum design and pedagogical frameworks through journal articles and conference presentations. Recent publications highlight his focus on hands-on learning environments, teacher noticing practices, and the impact of program climate on engineering professionalization. He has presented at the ITEEA National Conference and Integrated STEM Education Conference (ISEC) with projects like Ghanaian STEM makerspace development. 2024 Meritorious Service Award from ASEE's Pre-College Engineering Education Division Epsilon Pi Tau membership (2023) As a grant recipient, he has secured $299,996 from NSF for Project STEM Foundations and $10,000 from Norwalk Havoc Robot League . He serves as committee chair for the School of Engineering DEI initiatives and advises student organizations like the STEM Educators Society and SHPE.

Caroline Gencoمشاهده پروفایل

استاد

• Chronic inflammation
• Microbiome in systemic inflammatory disorders
• Innate immune system
• +۹ مورد دیگر

Caroline Genco, Ph.D. serves as Provost and Senior Vice President, and Arthur E. Spiller Professor at Tufts University School of Medicine. She holds appointments across multiple programs including Genetics, Molecular and Cellular Biology Program, Immunology Program, Molecular Microbiology Program, and MS in Pharmacology & Drug Development Program. Doctor of Philosophy, University of Rochester, USA, 1987 Master of Science, University of Rochester, USA, 1984 Bachelor of Science, SUNY Fredonia, Fredonia, USA, 1981 Dr. Genco's research program focuses on chronic inflammation and the microbiome's role in systemic inflammatory disorders. Her laboratory has defined specific innate immune signaling pathways that contribute to pathogen-induced chronic inflammation. Current studies examine the association between microbially induced inflammation and atherosclerosis, with expanding work in pancreatic cancer. She utilizes in vitro models of endothelial cells, macrophages/monocytes, and dendritic cells, as well as defined animal models of inflammation. Her translational work encompasses clinical studies evaluating immunological and microbiological responses following acute inflammatory diseases induced by sexually transmitted infections, particularly gonorrhea. A major long-term goal of her research is to develop a vaccine to treat sexually transmitted infections with emphasis on prevention of secondary complications in women. Analysis of Dr. Genco's recent publications reveals a strong emphasis on Neisseria gonorrhoeae pathogenesis and antibiotic resistance. Her work spans from basic research on bacterial regulatory mechanisms to clinical epidemiological studies conducted in China. She has increasingly focused on vaccine development against gonorrhea, with multiple publications on candidate vaccine antigens and pre-clinical evaluation. Her research also extends to broader topics including microbiome effects on inflammation, innovative approaches to public health challenges like SARS-CoV2 surveillance, and academic leadership issues related to team science. Scientific Awards: Hedwig van Ameringen Executive Leadership in Academic Medicine (ELAM®) Class of 2017-2018 Fellow Dr. Genco has mentored graduate students including Nick Franks (PhD Student in Molecular Microbiology) and Ashwini Sunkavalli (PhD Student in Genetics, Molecular & Cellular Biology). Her research has been supported by numerous grants from the National Institutes of Health, including projects on gonococcal vaccine development, microbial disruption of dendritic cell function, and the relationship between Porphyromonas gingivalis and pancreatic carcinogenesis. She has also received funding from Vaxcyte, Inc. and Wellcome Leap Inc. for vaccine-related research, as well as from The Andrew W Mellon Foundation for the Mellon Bridge Professorship. Dr. Genco leads "The Caroline Genco Lab" which focuses on immune mediated diseases and the microbiome. Her laboratory examines the interplay between the innate and adaptive immune system and the regulatory pathways that contribute to endogenous and microbial ligand induced chronic inflammation. The lab has developed model systems for studying mucosal pathogens and their interactions with host cells, with particular expertise in Porphyromonas gingivalis and Neisseria gonorrhoeae.

• Genetic counseling
• Cancer predisposition
• Hereditary cancer syndromes
• +۵ مورد دیگر

Wendy K. Kohlmann, MS is an Adjunct Associate Professor in the Department of Population Health Sciences at the University of Utah and serves as the Director of the Genetic Counseling Shared Resource at the Huntsman Cancer Institute. She is a board-certified genetic counselor who joined the University of Utah in 2006 and has since been instrumental in advancing genetic counseling services and research. Education: Master of Science in Genetic Counseling, University of Cincinnati Bachelor of Science, University of Wisconsin Research Interests: Ms. Kohlmann's research focuses on increasing access to genetic counseling and testing among diverse populations. Her work encompasses the development and implementation of automated tools such as algorithms and chatbots to identify patients eligible for genetic testing using electronic health record data. She is particularly interested in delivering pre- and post-test genetic counseling efficiently and effectively. She is the principal investigator on a genetic counseling-focused project within a national SPORE grant studying leiomyosarcoma, evaluating patient interest in genetic testing and the psychosocial and behavioral outcomes of receiving genetic information. Additionally, she is a co-investigator on multiple studies examining pediatric and young adult cancer patients and hereditary cancer predisposition syndromes. Clinical Roles: Ms. Kohlmann provides direct patient care through clinical genetic counseling and testing services. She also coordinates the specialized Li-Fraumeni Syndrome and Rare Tumors Clinic at the Huntsman Cancer Institute, providing expert care for patients with rare hereditary cancer conditions. Research Trends: Her recent publications demonstrate a strong focus on translating genetic discoveries into clinical practice, particularly in the areas of melanoma prevention, hereditary cancer syndromes, and improving genetic counseling delivery methods. Her work bridges basic science, clinical research, and behavioral studies to enhance the integration of genetics into routine healthcare. Funding and Collaborations: Ms. Kohlmann is actively involved in multiple NIH and NCI funded grants, serving as co-investigator on projects developing automated tools for genetic testing identification and delivery of genetic counseling. Her collaborative work spans across multiple institutions and disciplines. Clinical Programs: She directs the Genetic Counseling Shared Resource, a core facility supported by the NCI Cancer Center Support Grant, facilitating basic science, clinical, and behavioral research necessary for translating genetic discoveries into clinical care.

Christian Spannagelمشاهده پروفایل

استاد

• Mathematics Education
• Computer Science Education
• Digital Transformation in Education
• +۵ مورد دیگر

Christian Spannagel is a Professor of Mathematics and Computer Science Didactics at the Heidelberg University of Education . He focuses on digital education transformation , integrating Flipped Classroom and HyFlex models into higher education. His work emphasizes science communication , social media engagement , and interactive teaching methods . Director of the Data Center Head of the Computer Science Department Contact person for "Information Technology Education in Schools" Module responsible for mathematics courses Spannagel's research bridges formal and informal learning through platforms like Twitch and Discord , where he streams lectures and fosters a community of 2.5M viewers. His projects include "True Math" , focusing on public mathematics engagement via livestreams and collaborative problem-solving. Recent publications analyze gamification , AI in education , and rules for educational tools . He critiques traditional assessment methods and advocates for student-centered digital integration . Spannagel actively engages with students and educators on platforms like Bluesky , LinkedIn , and YouTube , maintaining a #freeyouroffice philosophy as a digital nomad.

Elizabeth Burke Hadleyمشاهده پروفایل

دانشیار

• Early Childhood Literacy
• Language Development
• Vocabulary Acquisition
• +۵ مورد دیگر

Dr. Elizabeth Burke Hadley serves as Associate Professor of Literacy Studies within the University of South Florida's College of Education, where her research investigates language and literacy development in pre-kindergarten classrooms through teacher-child interactions during conversations, shared book-reading, and play-based activities. Her research program emphasizes: Vocabulary interventions and assessment methodologies in pre-k settings Impact analysis of state-funded pre-k programs on language outcomes Technology-enhanced measurement of classroom language environments Teacher practices that bridge oral language development to later reading comprehension Recent publications reveal consistent focus on pandemic-related educational disruptions, multimodal teaching strategies, and equity-oriented literacy approaches, with growing attention to digital tools for language analysis and culturally responsive instruction in diverse early childhood contexts. Her scholarly recognition includes: Early Career Award from AERA's Early Education/Child Development Special Interest Group USF Faculty Outstanding Research Award Dr. Hadley directs externally funded research initiatives supported by the National Science Foundation, Spencer Foundation, and American Educational Research Association, maintaining active community partnerships with local school districts to implement evidence-based practices. Her work exemplifies community-engaged scholarship through continuous collaboration with educational organizations to address real-world literacy challenges in underserved populations. Current projects integrate technology to capture authentic classroom discourse while developing interventions that strengthen teacher capacity to foster language growth through purposeful, playful learning experiences.

• Educational Technology
• Computer Education
• Instructional Technology
• +۵ مورد دیگر

MEHMET CAN ŞAHİN serves as Assistant Professor and current Head of Department (since 2020) in the Computer and Educational Technologies Education Department at Cukurova University's Faculty of Education. With continuous service since 2010 and prior research assistant roles at both Cukurova and Anadolu Universities, his career demonstrates deep institutional commitment and progressive leadership including Deputy Head of Department (2014-2020). His academic foundation includes: Doctorate (2005-2010) in Computer and Educational Technologies Education from Anadolu University Postgraduate (2002-2005) in same field from Cukurova University Undergraduate (1994-1999) in Computer Education from Middle East Technical University Dr. Şahin's research centers on Educational Technology and Computer Education, with significant contributions to gamification, interactive media design, and Science-Technology-Society intersections. His work critically examines technology integration across educational levels—from preschool tablet applications to higher education academic integrity—while addressing rural-urban disparities and teacher training challenges. Methodologically, he employs mixed approaches including scale development, comparative studies, and qualitative classroom analysis. Publication analysis reveals consistent focus on practical educational technology implementation, particularly measuring impacts of gamification, interactive whiteboards, and emerging tools like VR. His work bridges theoretical frameworks (e.g., OECD's New Millennium Learners) with measurable classroom outcomes, emphasizing contextual adaptation in Turkish and global settings. As thesis advisor for master's research on programming education and principal investigator for the 2013-2014 tablet integration project in preschools, he demonstrates applied research leadership. He further contributes through editorial service on Cukurova University's Faculty of Education Journal Publication Committee since 2010 and teaching graduate courses in Gamification and Instructional Technologies.

Ann Hockettمشاهده پروفایل

استادیار

• Physical Education
• Health Education
• Trauma-Informed Teaching
• +۴ مورد دیگر

Ann Hockett is an Assistant Professor in the Physical Education Teacher Education Program at the University of Wisconsin-Stevens Point, with a focus on pre-professional physical education, health education, and elementary education. She has also served as a PETE Instructor at the University of Minnesota-Duluth (2015-2018) and as an Adjunct Instructor at the College of Saint Scholastica (2017-2018). Her roles include mentoring students in methods and apprenticeship coursework, supervising student teaching, and conducting seminars. Education: Ed.D. in Educational Leadership, Edgewood College (2023) M.E. in Professional Development (Physical Education emphasis), University of Wisconsin-La Crosse (2009) B.S. in Kinesiology (Athletic Training and Adapted Physical Education emphasis), University of Wisconsin-Madison (2005) Hockett's research centers on trauma-informed programs, physical literacy, and social-emotional learning (SEL) in K-12 education. She advocates for wellness breaks to enhance mental health in classrooms and explores assessment strategies to improve health education outcomes. Her work emphasizes universal design for learning (UDL) to promote equity and accessibility in physical education. Her publications and presentations highlight collaborations with T.J. Wright, K. Buchanan, and C. Huck on wellness initiatives, focusing on classroom implementation and mental health support. Key projects include pilot programs for wellness breaks in Stevens Point schools and professional development workshops for educators. At UW-Stevens Point, Hockett advises the SHAPER Club and Kappa Delta Pi Education Honors Society, co-chairs institutional committees, and contributes to the Best Practices in Health and Physical Education Academy-Liaison program with the Wisconsin Department of Public Instruction.

• Environmental Education
• Outdoor Education
• Science Education
• +۲ مورد دیگر

Sandra McEwan is a Sessional Lecturer in the Department of Curriculum, Teaching & Learning at the Ontario Institute for Studies in Education (OISE), University of Toronto, where she teaches Elementary Science and Environmental Education in the Master of Teaching Program. With over four decades of experience spanning K-12 teaching, teacher education, and educational leadership, she brings extensive practical knowledge to preparing future educators in science and environmental pedagogy. Her educational background includes: MEd in Science Education, University of Toronto/OISE (2000) BEd in Science and Environmental Science Education, University of Toronto/FEUT (1984) BSc in Biology, University of Toronto (1983) McEwan's research centers on nature-based learning, outdoor and environmental education, and differentiated instruction. She develops practical strategies for integrating environmental awareness into science curricula through hands-on, experiential learning in natural settings. Her work emphasizes making complex ecological concepts accessible to diverse learners while addressing real-world environmental challenges through classroom applications. Her publication record spans 30+ years with over 30 scholarly works, showing consistent focus on practical educational resources. Recent publications address contemporary issues like food systems education and acid rain impacts, while maintaining strong emphasis on outdoor learning methodologies and curriculum development for K-12 settings. The body of work demonstrates evolution from foundational environmental science resources toward integrated, systems-thinking approaches. As a Sessional Lecturer and former Faculty Advisor in the MT Program (2016-2023), she has mentored numerous pre-service teachers. Her extensive experience as both K-12 educator and teacher trainer provides unique perspective for guiding new educators in implementing effective science and environmental education practices.

Sheila Mulderمشاهده پروفایل

استادیار

• Literacy
• Teacher Education
• Feedback and Assessment
• +۳ مورد دیگر

Dr. Sheila Mulder serves as an Assistant Professor in the Department of Education within Dakota State University's College of Education & Human Performance. Her expertise centers on literacy instruction and teacher preparation, where she teaches undergraduate literacy courses and graduate curriculum development coursework while leveraging extensive K-12 experience as an instructional coach and curriculum coordinator. Her academic credentials include: Ed.D. in Educational Leadership from the University of South Dakota M.A. from the University of Sioux Falls B.A. from Dordt University Dr. Mulder's research program focuses on literacy , feedback and assessment , and pre-service teacher instructional coaching . She pioneers evidence-based practices in reading instruction, particularly the science of reading framework, and develops data-driven differentiation strategies to strengthen student literacy outcomes. Her work bridges teacher preparation standards with classroom professionalism through innovative feedback systems. Analysis of her 2024-2025 conference presentations reveals a clear trajectory toward technology-enhanced teacher education, with significant emphasis on AI feedback applications in field experiences and simulation-based training. Her research consistently connects foundational literacy science with practical classroom implementation across multiple educational contexts. Dr. Mulder's scientific awards are not documented in available institutional records. Through her role as educator and researcher, Dr. Mulder advises future teachers while maintaining active scholarship. Her professional trajectory demonstrates continuous engagement with evolving literacy science and teacher preparation standards, evidenced by frequent presentations at national conferences including the Association of Teacher Educators and International Dyslexia Association events. Dr. Mulder collaborates extensively with colleagues like Dr. Schamber and Dr. Anderson on literacy initiatives, though she does not lead a formal research laboratory. Her work primarily manifests through conference presentations, policy discussions at events like the SD Literacy Summit, and direct classroom applications.

Francisco José García Peñalvoمشاهده پروفایل

استاد

• Educational Technology
• eLearning
• Human-Computer Interaction
• +۵ مورد دیگر

Francisco José García-Peñalvo is a Full Professor in the Department of Computer Science and Automation at the University of Salamanca (USAL), where he has earned four six-year periods of recognized research, one six-year period of recognized transferring and innovation, and five five-year periods of recognized teaching. He serves as Deputy Director of the Research Institute for Educational Sciences (IUCE) and Coordinator of the Doctorate Programme in Education in the Knowledge Society at USAL. Additionally, he holds international positions as a Researcher of International Impact at the Universidad Nacional San Agustín in Peru and previously served as a Distinguished Professor at Tecnológico de Monterrey in Mexico (2016-2018). His research interests focus on educational technology, particularly eLearning, human-computer interaction, informal learning, mobile learning, computational thinking, and open innovation. He has pioneered work in challenge-based learning, learning analytics, and educational robotics, examining how technology can enhance teaching and learning processes across various educational contexts. His work often bridges theoretical frameworks with practical applications in both formal and informal educational settings. García-Peñalvo leads the GRIAL Research Group (research GRoup on InterAction and eLearning), a Consolidated Research Unit of the Junta de Castilla y León Government since 2006. His publication record includes over 100 papers in JCR SCIE/SSCI-indexed journals (63 Q1), with research trends showing increasing focus on learning analytics, educational robotics, and open innovation in educational contexts. His work demonstrates a consistent commitment to understanding how technology can transform educational practices and improve learning outcomes. Gloria Begué Award for teaching excellence (2019) Maria de Maeztu Award for research excellence (2023) Stanford's World's Top 2% Scientists list (2019-2023) With 30 Ph.D. theses supervised, García-Peñalvo has significantly contributed to developing the next generation of researchers in educational technology. He serves as Editor-in-Chief of Education in the Knowledge Society and Associate Editor for prestigious journals including IEEE Access, Computers in Human Behavior, and Computers in Human Behavior Reports. His research has been supported by numerous projects including the VALS European Project and the WYRED project, focusing on virtual placements, open innovation, and youth empowerment in digital society. The GRIAL research group he leads continues to explore innovative approaches to technology-enhanced learning, with current work focusing on learning analytics in challenge-based environments and the role of social robots in educational contexts.