جست‌وجوی استاد و پژوهشگر

Lakshmi Prayagaمشاهده پروفایل

دانشیار

• Educational Technology
• Instructional Technology
• Robotics in Education
• +۷ مورد دیگر

Dr. Lakshmi Prayaga is an Associate Professor in the Department of Cybersecurity and Information Technology at the University of West Florida, part of the Hal Marcus College of Science and Engineering. She is based in Building 4, Room 437, and can be reached at lprayaga@uwf.edu . Education: Ed.D. in Instructional Technology, University of West Florida M.S. in Software Engineering, University of West Florida MBA, Alabama A&M University M.A. in Philosophy, Bangalore University, India B.A. in Liberal Arts, Osmania University, India Dr. Prayaga's research focuses on the integration of advanced technologies—such as robotics, augmented reality, 3D printing, data visualization, game programming, and computer-mediated simulations—into educational and workforce training contexts. Her work aims to enhance comprehension, develop cognitive skills, and make technology accessible through innovative platforms like tele-robotics. She emphasizes practical, hands-on learning experiences that bridge theory and application in instructional and applied technologies. Her recent publications reflect a strong trend in using interactive and immersive technologies to transform education and training. Topics include game-based learning, web development pedagogy, data visualization in social media, and the use of 3D printing and robotics in curricula. These works span disciplines such as computer science education, cognitive development, workforce technology, and instructional design, demonstrating a multidisciplinary approach to educational innovation. Scientific Awards: No awards listed in the provided text. Dr. Prayaga is actively involved in curriculum development and teaching graduate-level courses such as Information Engineering Technology, Exploring the Internet, Web Server Technologies, and Game Programming 2 (3D Game Studio), most of which she designed. She has co-authored books on robotics, Android app development, game programming, and web technologies. While specific grant funding and advisees are not mentioned, her extensive publication record and course leadership indicate a strong commitment to academic mentorship and research leadership. She contributes to advancing accessible and inclusive educational technologies, particularly through her tele-robotics platform, which reduces infrastructure costs and broadens access to robotics education. Her interdisciplinary work connects computer science, education, and cognitive science, positioning her as a key contributor to technology-enhanced learning environments.

JoEllen Showersمشاهده پروفایل

استادیار

• Curriculum and Instruction
• Occupational Therapy Education
• Instructional Design
• +۷ مورد دیگر

JoEllen Showers is a full-time faculty member in the Master of Occupational Therapy (MOT) Program at the University of Louisiana Monroe (ULM), where she combines her expertise in occupational therapy and education. She is currently completing her Doctor of Education (Ed.D.) in Curriculum & Instruction at ULM, focusing on curriculum development and instructional strategies. Her educational background includes: Bachelor’s in Elementary and Special Education Bachelor’s in Occupational Therapy Master’s in Exercise Science Pursuing Ed.D. in Curriculum & Instruction (expected 2021) Her research and teaching interests center on curriculum development, educational communication, and the integration of empathy and problem-solving in both clinical and academic environments. Courses such as Communication & Collaboration in Problem Solving and Applied Statistical Analyses have enhanced her ability to interpret research and design effective learning experiences. While no recent publications are listed, her academic journey reflects a strong commitment to evidence-based teaching, lifelong learning, and the application of educational theory to practical instruction across K-12, community college, and university settings. JoEllen previously served as an adjunct instructor in the MOT Program at ULM and continues to contribute to the academic mission of the university. She emphasizes the importance of clear communication, especially in online learning environments, and applies therapeutic rapport-building skills to student engagement. She is supported by her family, including her youngest son who is also a student at ULM, providing her with firsthand insight into the student experience. Her dedication to education and patient care exemplifies a holistic approach to teaching and professional development.

Julia Mazzarellaمشاهده پروفایل

استادیار

• School Counseling
• Marriage and Family Counseling
• Ethical Decision-Making in Counseling
• +۳ مورد دیگر

Julia Mazzarella serves as Assistant Professor of Counselor Education within the Department of Counselor Education at The College of New Jersey's School of Education. Her academic home resides in the Education Building where she teaches graduate-level counseling courses and contributes to the institution's CACREP-accredited programs. Her educational trajectory includes: Ph.D. in Education Counselor of Education, Montclair State University (2018) M.Ed. in Educational Leadership, Montclair State University (2003) M.A. in Counseling, William Paterson College (1983) B.A. in Psychology and Elementary Education, University of Denver (1971) Mazzarella's scholarly work centers on ethical decision-making frameworks in counseling practice, with significant contributions to bullying prevention across educational and workplace contexts. Her research uniquely addresses career counseling for aging populations and underrepresented groups, particularly examining retirement transitions and LGBTQ-affirmative practices. She bridges theory and application through investigations of adult bullying dynamics in schools and cyberbullying interventions, consistently emphasizing practical implementation for practicing counselors. Analysis of her 15 publications (2010-2017) reveals three dominant thematic clusters: ethical reasoning in professional practice (33%), bullying prevention across multiple contexts (40%), and career counseling for non-traditional populations (27%). Her work demonstrates consistent collaboration with interdisciplinary teams and prioritizes actionable strategies for school and clinical settings, frequently presented at national conferences including ACA and ACES. Mazzarella actively mentors graduate students through practicum supervision and internship seminars, preparing future counselors for New Jersey certification requirements. Her teaching portfolio spans foundational coursework like Introduction to Counseling through specialized topics including Ethical/Legal Issues and Marriage/Family Counseling. While specific grant funding isn't documented in available materials, her extensive conference presentations indicate robust professional engagement.

Luke Conlinمشاهده پروفایل

دانشیار

• Physics Education Research
• The Learning Sciences
• Scientific Sensemaking
• +۴ مورد دیگر

Luke Conlin is an Associate Professor in the Department of Chemistry and Physics at Salem State University, teaching courses including College Physics II, General Physics with Calculus sequences, Principles of Astronomy, and Directed Study in Physics. He coordinates the Collins Observatory on Meier Hall's roof and emphasizes creating space for students' thinking to connect ideas with complex phenomena in his teaching philosophy. His research focuses on: Physics Education Research (PER) and Learning Sciences Scientific sensemaking and epistemic emotions Quantitative inquiry-based physics labs Learning astronomy in informal environments Group work dynamics and computational modeling integration He investigates how learners develop comfort using their own ideas to understand the world both in classrooms and beyond. His 15 most recent publications (2017-2024) reveal strong trends in computational modeling integration with physics education, synergistic learning of physics and computational thinking, and family astronomy workshops. Significant themes include epistemic distancing for safe sensemaking spaces, the value of null results in PER, and Next Generation Science Standards alignment. Work spans K-12 to university settings with emphasis on collaborative, inquiry-based approaches. Dr. Conlin actively involves students in research through: NSF DRK12-funded DC-Models project (collaborating with MIT and DC Public Schools) Solve-It: Algebra skills assessment in physics Family Astronomy Workshops Weekly SSU-PER DBER Group meetings ('Super Duper Group') He founded the SSU-PER DBER Group to onboard students into education research. He leads two key initiatives: Collins Observatory for astronomy education and public outreach SSU-PER DBER Group for collaborative physics education research These serve as hubs for student involvement and community engagement in physics learning.

Alison Gibbsمشاهده پروفایل

استاد آموزشی

• Statistics Education
• Data Science Education
• Statistical Consulting
• +۳ مورد دیگر

Alison Gibbs is a Teaching Professor and Director of the Centre for Teaching Support and Innovation at the University of Toronto , where she has worked since 2000. Her research focuses on the teaching and learning of statistics and data science at all educational levels, with emphasis on adaptive expertise, curriculum development, and technology integration. Education : B.Math. in Applied Mathematics (University of Waterloo, 1988), B.Ed. (University of Western Ontario, 11989), M.Sc. in Statistics (University of Toronto, 1993), Ph.D. in Statistics (University of Toronto, 2000). Her recent projects include the International Data Science in Schools Project , Census at School Canada , and Introduction to Statistical Ideas and Methods . Her publications highlight innovations in MOOC design, inverted classrooms, and professional identity development in statistics education. Scientific awards include the 3M National Teaching Fellowship , STLHE President’s Teaching Award , and multiple University of Toronto Outstanding Teaching Awards . She collaborates with colleagues like Jen Campbell, Sotirios Damouras, and Nathan Taback on educational research and curriculum reforms.

Deena I. Bengiaminمشاهده پروفایل

استاد

• Emergency Medicine
• Medical Education
• Clinical Research
• +۳ مورد دیگر

Deena I. Bengiamin, MD, is a Professor in the Department of Emergency Medicine at Loma Linda University School of Medicine. Her work focuses on advancing clinical education and procedural innovation in emergency care, including simulation training models and diagnostic techniques. Affiliation: Loma Linda University, School of Medicine, Emergency Medicine Department Dr. Bengiamin's research interests span multiple areas of emergency medicine, including procedural training, patient safety, and professionalism in healthcare. She has developed low-cost simulation models for patella reduction, mandible techniques, and transvenous pacemaker placement. Her recent studies examine physician professionalism across cultures and diagnostic tools for conditions like spontaneous bacterial peritonitis. The 14 peer-reviewed publications from 2016–2024 highlight her contributions to Emergency Medicine (n=11) and Medical Education (n=7). Key subfields include procedural simulation, trauma care, diagnostic innovation, and cross-cultural healthcare studies. Her 2024 multicenter study on professionalism bridges Thailand and California healthcare systems. Dr. Bengiamin has collaborated with industry partners (Beckman Coulter, Siemens Healthcare) and academic institutions on research grants. Her work emphasizes practical solutions for emergency department challenges, including skin marking alternatives and device optimization.

Neil Simonettiمشاهده پروفایل

استاد

• Combinatorial Optimization
• Traveling Salesman Problem
• Dynamic Programming
• +۵ مورد دیگر

Neil Simonetti is a Professor and Chair of the Department of Business, Computer Science, and Mathematics at Bryn Athyn College. He also serves as the Director of the Interdisciplinary Program, contributing to both academic leadership and curriculum development. Ph.D., Carnegie Mellon University M.S., Carnegie Mellon University B.A., Virginia Polytechnic Institute His research focuses on combinatorial optimization , particularly the Traveling Salesman Problem , where he develops dynamic programming algorithms for restricted TSP variants. He is also deeply engaged in improving mathematics education , especially in helping students overcome math anxiety through applied, real-world quantitative reasoning instruction. His work bridges theoretical computer science and pedagogical innovation. The recent publications reflect a strong trend in optimization algorithms and interdisciplinary applications of mathematics , spanning from industrial scheduling to philosophical illustrations of mathematical concepts. His 2016 textbook on quantitative reasoning highlights his commitment to accessible, application-based math education. Neil Simonetti has made significant contributions to scheduling theory and polyhedral combinatorics, particularly through collaborations with researchers like Egon Balas. His interdisciplinary interests are evident in both research and teaching, especially in connecting mathematics with broader humanistic and educational contexts. He advises the games club and integrates music into worship services, playing piano, organ, guitar, and recorder. His teaching philosophy emphasizes practical applications of mathematical skills. He leads the Interdisciplinary Program, guiding students across traditional academic boundaries. Neil Simonetti leads initiatives in interdisciplinary education and contributes to curriculum development in quantitative reasoning. His work supports both technical and liberal arts students in building confidence with mathematical thinking.

Tom Smithمشاهده پروفایل

استاد آموزشی

• Quantitative Research Methods
• Educational Statistics
• Multilevel Modeling
• +۷ مورد دیگر

Tom Smith is a Teaching Professor in the Department of Educational Technology, Research and Assessment at Northern Illinois University’s College of Education. He is actively involved in teaching and research, focusing on quantitative methodologies and statistical analysis in educational contexts. Ph.D. in Quantitative Psychology, University of Illinois at Urbana-Champaign, 2000 M.S. in Statistics, University of Illinois at Urbana-Champaign, 1997 B.A. in Psychology, University of St. Thomas (St. Paul, MN), 1988 Dr. Smith's research centers on advanced statistical methods in education, including multilevel modeling, latent variable analysis, categorical data techniques, and robust estimation under non-normality. He conducts workshops on hierarchical linear modeling, survey construction, and factorial invariance, contributing significantly to methodological training in education. His recent publications reflect a strong trend in applying sophisticated statistical models to educational data, particularly in assessing model fit, improving logistic regression techniques, and enhancing computer-assisted learning environments. These works span journals in applied statistics, educational technology, and geography education, indicating interdisciplinary engagement. While no specific scientific awards are listed, his title as Presidential Teaching Professor suggests recognition for excellence in pedagogy. He teaches core courses such as ETR 520 (Research Methods), ETR 521/522 (Educational Statistics), and advanced seminars in multivariate analysis and latent variable modeling. Dr. Smith advises students through graduate workshops and field experiences, though no named advisees are listed. He has been involved in projects related to cognitive tutoring systems and technology-enhanced learning environments, often collaborating with researchers across disciplines. He contributes to outreach through the Learn-IT Conference and Project SEED partnership with School District 203. He is affiliated with the User Experience (UX) Lab and other resource labs within the department, supporting innovative research in learning analytics and educational assessment.

Engin Aderمشاهده پروفایل

دانشیار

• Metacognition
• Self-Regulation
• Mathematics Education
• +۳ مورد دیگر

Engin Ader is an Associate Professor in the Department of Mathematics Education at Boğaziçi University Faculty of Education. With a PhD in Mathematics Education from the University of Nottingham (2009), he focuses on metacognition, self-regulated learning, and teacher professional development in mathematics classrooms. His work bridges theoretical frameworks with practical implementation, emphasizing task design and statistical literacy. PhD, Mathematics Education – University of Nottingham, 2009 M.A., Secondary School Mathematics and Science Education – Boğaziçi University, 2004 B.Sc., Mechanical Engineering – Boğaziçi University, 1999 Research interests center on metacognitive development in mathematics, self-regulated learning (SRL), and teacher practices that promote these skills. He investigates mathematical task implementation quality, professional development programs, and the integration of metacognition into statistics education. His work spans K-12 contexts, with a focus on elementary and preschool settings. Scientific awards include the 2017 Outstanding Achievement in Teaching Award from Boğaziçi University Foundation. He has coordinated or contributed to projects funded by Boğaziçi University, TÜBİTAK, and EARLI, such as 'Improving Prospective Mathematics Teachers’ Skills in Virtual Reality Environments.' As Vice Dean (2015–2020) at Boğaziçi University Faculty of Education, he has held administrative leadership roles.

Julia Eberleمشاهده پروفایل

استادیار

• Adult Education in Higher Education
• Digital Learning Technologies
• Collaborative Learning
• +۵ مورد دیگر

Julia Eberle is an Assistant Professor at the Department of Educational Science at the University of Salzburg since 2024. She is also Co-Chair of the Education Committee of the International Society of the Learning Sciences. Her academic journey includes studies in Education, Psychology, and Statistics at Ludwig-Maximilians-Universität München, followed by a doctorate on 'Support for Newcomers’ Learning in Communities of Practice.' She held visiting professorships at LMU Munich (2020-2022) and Ruhr-Universität Bochum (2022-2024). Her research focuses on adult education in higher education, digitally supported pedagogical methods, fostering young academics, and social integration in academic communities. She explores collaboration dynamics, learning analytics, and reflective learning strategies. Key contributions include studies on collaborative learning processes, the impact of scripts/group awareness tools, and social network analysis in academic communities. Her work bridges educational technology and empirical research design, addressing challenges in both traditional and digital learning environments. Education: Doctorate in Learning Sciences (LMU Munich) Positions: Visiting Professorships in Munich and Bochum Awards: Not explicitly mentioned in text Her lab, the Digital Learning Research Group (DLRG), investigates educational technology applications and collaborative learning strategies. Current projects emphasize learning analytics and interdisciplinary research collaboration.

Tejaswini Dalviمشاهده پروفایل

استادیار

• Science Education
• Elementary Science Education
• Engineering Education
• +۹ مورد دیگر

Tejaswini Dalvi (Tej) is an Assistant Professor of Science Education in the Department of Curriculum and Instruction at the University of Massachusetts Boston. She is affiliated with COSMIC, a research initiative focused on STEM integration in urban education. Her work bridges theoretical physics expertise with practical science education research, particularly in elementary classrooms. Institution: University of Massachusetts Boston Department: Department of Curriculum and Instruction Research Affiliation: COSMIC Teaching Focus: Science and Mathematics Education for Elementary and Early Childhood Teacher Candidates Dr. Dalvi’s research centers on enhancing elementary students’ engagement in science reasoning and knowledge building through integrated science and engineering experiences. She investigates how engineering contexts support science learning in both formal and informal settings. Her work also focuses on developing professional development systems for pre-service and in-service teachers, helping them implement NGSS-aligned practices such as modeling, argumentation, and explanation. She has designed multiple graduate-level courses in science and mathematics instruction and is deeply involved in teacher preparation programs. The recent publications reflect a strong thematic focus on engineering integration in elementary education, teacher responsiveness, and curriculum critique aligned with NGSS. Her research consistently explores how students and teachers engage with engineering design, argumentation, and modeling, particularly in urban classrooms. The use of video cases, curriculum revision tasks, and longitudinal studies demonstrates methodological diversity and depth in understanding teaching and learning processes. Dr. Dalvi is actively involved in large-scale educational research initiatives, serving as Co-PI on multiple National Science Foundation (NSF) grants. These include projects on integrating science and engineering for community solutions, engineering thinking in elementary classrooms, and nanomakerspaces for exploring nanotechnology. She has also been a key contributor to the national Next Generation Science Exemplar (NGSX) Project since 2014, co-designing professional development pathways for K-12 teachers. She mentors graduate students in education research, with one named advisee, Martyna Laszcz, co-authoring a publication on nanoscience modules. Her teaching portfolio includes courses such as EDCG 619 (Designing Instruction in Science), ECHD 641/441 (Science and Math Instruction), and PHYSIC 699 (Master’s Thesis Research in Physics). Dr. Dalvi’s community engagement includes partnerships with Boston public schools and the MBTA to bring STEM experiences to students. She has led initiatives to bring nanoscience and nanotechnology into high school classrooms, expanding access to cutting-edge science topics.

• Software Engineering
• Agile Methodologies
• Teamwork in Software Development
• +۳ مورد دیگر

Yngve Lindsjørn is an Associate Professor in the Department of Computer Science at Oslo Metropolitan University's Faculty of Technology, Art and Design. His research focuses on agile software development, teamwork quality, project success factors, and educational technology. Research Interests: Software Engineering, Agile Methodologies, Teamwork Dynamics, Technical Debt, and Educational Technology. Key Contributions: Co-authored studies on gender composition in agile teams, teamwork effectiveness models, and capstone course design. Recent publications analyze team composition in agile education, large-scale project challenges, and gender dynamics in software teams. His work appears in journals like Empirical Software Engineering and conference proceedings for XP and CHASE . Notable collaborations include researchers from the University of Oslo, Norwegian Computing Center, and IT didactic initiatives. He contributes to disseminating agile principles in software education and has co-authored reports on teamwork assessment frameworks.

• Early Childhood Education
• Emergent Literacy
• Play Theory
• +۱۲ مورد دیگر

Lynn E. Cohen is a Professor in the Department of Teaching and Literacy at Long Island University Post, within the College of Education, Information and Technology. She teaches across undergraduate, master’s, and doctoral programs and is deeply engaged in research, mentorship, university-school partnerships, and professional service. Her academic journey includes a B.S. from SUNY New Paltz, an M.S. from Johns Hopkins University, and a Ph.D. from Fordham University, along with specialized certifications in educational leadership and early childhood technology from Tufts University. Dr. Cohen's research centers on early childhood education, with a focus on emergent literacy, play, language development, dual language learners, and technology integration. She employs sociological and philosophical lenses—particularly the work of Mikhail Bakhtin—to examine children’s discourse, social interactions, and identity formation in diverse educational and peer contexts. Her scholarship emphasizes equity, cultural responsiveness, and the transformative potential of play in learning. Her recent publications reflect a strong trend toward interdisciplinary and innovative approaches, including computational thinking in early education, intergenerational play, block play as a vehicle for spatial language, and dialogic reading strategies. These works span developmental, sociocultural, and critical perspectives, often bridging theory and practice in early childhood settings. David Newton Award for Excellence in Teaching – Long Island University/Post (March 2017) Service Award - National Association for the Education of Young Children’s Play, Policy, Practice Interest Forum (November 2015) Patricia Nourot Award, National Association for the Education of Young Children (November 2012) Dr. Cohen has been actively involved in mentoring emerging scholars, securing research grants, and contributing to national discourse through presentations at major conferences like AERA, NAEYC, and the Association for the Study of Play. Her grant-funded projects have explored bilingual fairy tales, dialogic reading, technology-based numeracy, and the implementation of the Tools of the Mind curriculum. She also serves on editorial boards for the Dialogic Pedagogy Journal and the International Journal of Early Childhood Education , and holds leadership roles in professional organizations, underscoring her commitment to advancing the field through collaboration and service. She is affiliated with several research initiatives and professional networks, including the Play, Policy, Practice Interest Forum of NAEYC, the Association for the Study of Play, and the American Educational Research Association. Her work continues to influence both academic scholarship and practical applications in early childhood classrooms.

Rachel Cohen Losoffمشاهده پروفایل

استاد

• School Psychology
• Positive Behavior Supports
• Response to Intervention
• +۷ مورد دیگر

Rachel Cohen Losoff, Ph.D., LCP, NCSP is a Professor and Department Chair of the School Psychology Department at The Chicago School's College of Professional Psychology in Chicago, IL. With extensive experience in both academic and practical settings, Dr. Losoff combines theoretical knowledge with real-world application from her previous work as a School Psychologist in Chicago Public Schools and suburban middle schools. She leads the department while supporting advanced doctoral training, shaping the education of future school psychology professionals. Dr. Losoff's educational background includes: Ph.D. in School Psychology from University of South Florida with emphasis in systems change and research methods B.S. in Psychology from Pennsylvania State University Her doctoral research focused on variables influencing the implementation of Positive Behavioral Interventions and Support (PBIS). Dr. Losoff's research centers on systems change within educational settings, examining how school psychologists can facilitate meaningful, sustainable improvements. She has developed expertise in Positive Behavioral Interventions and Support (PBIS), Response to Intervention (RTI), and organizational change models. Her work emphasizes evidence-based approaches to school transformation that consider multiple perspectives within the educational ecosystem, with particular focus on practical implementation strategies. An analysis of Dr. Losoff's publication history reveals consistent dedication to bridging theory and practice in school psychology. Her work spans from foundational research on implementation science to practical guides for practitioners, with a strong thread of problem-solving approaches to educational improvement. Recent publications continue to explore the 'Seven Habits of Highly Effective Schools' framework for promoting meaningful change in educational settings. Dr. Losoff has received grant funding through: The Chicago School's Office of Sponsored Programs Faculty Sponsored Faculty Development Project The Chicago School's Faculty Development and Promotion Committee These grants have supported her research on transforming schools using problem-solving approaches and promoting sustainable school change. As an educator, Dr. Losoff employs a structured 'tell, show, do, review' approach based on Gagne's nine steps to instruction. She emphasizes developing students' strengths while fostering a collaborative classroom culture focused on continuous learning and improvement. Her teaching philosophy reflects her belief in nurturing each student's potential while encouraging reflection on areas for growth. She brings her extensive field experience to the classroom, ensuring her instruction remains grounded in real-world application.

Yavuz Akpınarمشاهده پروفایل

استاد

• Educational Technology
• Instructional Design
• Interactive Learning Environments
• +۵ مورد دیگر

Prof. Yavuz Akpınar at Boğaziçi University is a leading academic in Educational Technology and Interactive Learning Environments . His career spans over two decades of research and development in technology-enhanced education. Ph.D. : Design and Validation of Interactive Learning Environments (University of Leeds, UK) M.A. : Graphical Environments for Understanding School Science (University of Leeds, UK) B.S. : Measurement and Evaluation in Education (Hacettepe University, Türkiye) His research focuses on serious games , computer-based learning , and multimedia pedagogy , with particular emphasis on self-regulated learning and programming education in K-12 contexts. Recent publications highlight a consistent focus on serious game design , flipped classroom modalities , and argumentation-based learning tools . His work bridges STEM education and educational technology validation . Professor Akpınar's email address is akpinar@bogazici.edu.tr .