جست‌وجوی استاد و پژوهشگر

Jeremi Londonمشاهده پروفایل

دانشیار

• Engineering Education
• Diversity, Equity, and Inclusion in STEM
• Broadening Participation in Engineering
• +۳ مورد دیگر

Jeremi London is an Associate Professor of Mechanical Engineering and Assistant Provost of Academic Opportunity and Belonging at Vanderbilt University’s School of Engineering. She leads programs like the Posse Scholars Program and First-Generation initiatives, focusing on broadening undergraduate access to academic opportunities. Her expertise spans engineering education research, with a focus on diversity, equity, and inclusion (DEI). She has secured over $5.8M in grants and authored over 100 publications. London previously chaired the American Society for Engineering’s Diversity Commission and has held roles at the NSF, GE-Healthcare, and Anheuser-Busch. Education : Ph.D. Engineering Education, Purdue University (2014) M.S. Industrial Engineering, Purdue University (2013) B.S. Industrial Engineering, Purdue University (2008) Research Interests : London investigates the impact of STEM education through mixed methods, emphasizing DEI in engineering and authentic learning experiences. Her work addresses systemic barriers to participation, leveraging technologies like augmented reality (AR) to enhance educational outcomes. Recent focus areas include Black students’ experiences, faculty development programs, and institutional equity initiatives. Grants & Awards : NSF CAREER Grant Best Paper Awards Leadership in ASEE’s Year of Impact on Racial Equity Advising & Grants : London directs over $5.8M in grants, including the NSF-funded CAREER project. She advises on national DEI initiatives and graduate student support programs, emphasizing multicultural environments and faculty development. Labs & Teams : Her work integrates with Vanderbilt’s Office of Undergraduate Education and the Center for Equity in Engineering, fostering collaborations across academia and industry.

Jennifer Oatesمشاهده پروفایل

عضو هیئت علمی

• Mental Health and Wellbeing of Health Professionals
• Student Mental Health and Wellbeing
• Mental Health Ethics and Law
• +۴ مورد دیگر

Dr. Jennifer Oates is a Senior Personal Tutor and Lead for Wellbeing in the School of Health Sciences at the University of Surrey, where she also holds the role of Senior Teaching Fellow. Her academic career includes previous roles as Lecturer/Senior Lecturer in Mental Health Nursing at King's College London (2016–2022), Specialist Adviser for the Care Quality Commission (2012–2021), and Mental Health Act Reviewer. She holds a PhD in Mental Health from City University of London (2016), complemented by degrees from the University of Leeds, including a BA in English Language & Literature (1997) and an MA in Social Research (2002). Her research focuses on mental health and wellbeing among healthcare professionals and students, mental health ethics, and peer support strategies in higher education. She supervises PhD projects exploring Recovery College collaborations and peer support systems. Dr. Oates is an Associate Editor for the Journal of Interprofessional Care and contributes to editorial boards of mental health publications. She also serves as a Specialist Lay Member of Mental Health Act Tribunals. Her recent work examines wellbeing interventions for NHS staff during the pandemic, curriculum impacts on student wellbeing, and workforce sustainability in forensic mental health settings. She advocates for holistic approaches to mental health education and policy, emphasizing co-production between practitioners and service users.

Emmajane Miltonمشاهده پروفایل

استاد

• Educational Practice
• Teacher Professional Learning
• Leadership in Education
• +۴ مورد دیگر

Professor Emmajane Milton is a Professor of Educational Practice at Cardiff University's School of Social Sciences, with over 20 years of leadership experience across academia, policy, and statutory education sectors. She holds a National Teaching Fellowship (2018) and is a strategic leader in organizations like the International Professional Development Association and Qualifications Wales (appointed 2025). Her research focuses on educator professional learning, leadership, and recruitment/retention challenges, with a particular emphasis on supporting teaching-focused professionals in higher education. Her work spans interdisciplinary studies, including pandemic impacts on education, policy implementation challenges in Wales, and innovative assessment methods. Notable publications address early-career teacher retention post-COVID-19, EDI in higher education, and leadership roles in schools. She co-founded the National Learning and Teaching Network for HEIs and collaborates internationally. Milton's articles highlight trends in teacher well-being, policy analysis, and sustainable educational practices. Awards include the Emerald Literati Award (2018) and National Teaching Fellowship (2018). She advises on educational reforms and mentors educators across sectors.

Mary Frank Foxمشاهده پروفایل

استاد

• Gender Studies
• Science Policy
• Academic Organizations
• +۵ مورد دیگر

Mary Frank Fox is the Dean's Distinguished Professor at the Jimmy and Rosalynn Carter School of Public Policy, part of the Ivan Allen College of Liberal Arts at Georgia Institute of Technology. She is a leading scholar in gender studies within academic and scientific organizations, focusing on equity, work-life balance, and institutional transformation. Her roles include Co-Director of the Center for Study of Women, Science & Technology and original Co-PI of Georgia Tech's NSF ADVANCE grant. She holds a Ph.D. and B.A. in Sociology from the University of Michigan. Dr. Fox's research explores how social and organizational environments influence scientists' performance and participation, with a focus on gender disparities. Her work has shaped science policy and inclusivity initiatives globally. Awards include the AAAS Fellowship (2017) and the Ivan Allen College Distinguished Research Award (2017). She serves on advisory boards for organizations like the National Center for Women and Information Technology. Her publications emphasize gender equity in STEM, academic careers, and international collaboration. She has advised on policies to foster diversity, including work-life inclusion strategies and global science networks. Her contributions bridge sociology, science policy, and organizational behavior.

Jindan Niمشاهده پروفایل

مدرس ارشد

• Japanese Literature
• Chinese Literature
• Comparative Literature
• +۳ مورد دیگر

Dr. Jindan Ni is a Senior Lecturer in the Department of Global and Language Studies at RMIT University's School of Global, Urban and Social Studies. She holds academic affiliations at RMIT's City Campus and can be reached at jindan.ni@rmit.edu.au . Her career includes prior roles such as Sessional Lecturer at the University of Melbourne (2015–2017) and Lecturer of Japanese Language and Culture at Fujian Normal University, China (2010–2011). She currently oversees supervision for research projects including Female Images in the English Translations of Shui Hu Zhuan and Understanding Female Chinese International Students' Negotiation of Gender and Cultural Norms . Her research focuses on Japanese and Chinese literature, comparative literature, translation studies, and language education. Dr. Ni explores interdisciplinary themes such as cross-cultural literary dialogues and the intersection of gender with cultural norms. She has engaged with UN Sustainable Development Goals including Quality Education, Gender Equality, and Reduced Inequalities. Notable professional contributions include editorial roles for The Australian Review of Applied Linguistics and membership in organizations like the Modern Language Association. Dr. Ni has received the Japan Foundation Fellowship (2023–2024) and actively participates in academic committees such as the Research Committee of Global, Urban and Social Studies. Her teaching spans Chinese language courses and drama-based learning modules. She advocates for culturally responsive pedagogies and has published widely on topics ranging from classical literature to modern translation practices.

Katrina Bartow Jacobsمشاهده پروفایل

دانشیار

• Literacy Education
• Sociocultural Theory in Education
• Teacher Education
• +۳ مورد دیگر

Dr. Katrina Bartow Jacobs is an Associate Professor in the Department of Teaching, Learning, and Leading at the University of Pittsburgh's School of Education. Her work focuses on sociocultural perspectives of literacy, critical pedagogy, and early childhood education. She holds a Ph.D. from the University of Pennsylvania and previously taught elementary education in California. Research Interests: Jacobs examines how literacy educators define their profession and classroom practices within urban contexts, particularly through sociocultural frameworks. She investigates children’s gender identity development through picture books and early career teachers’ adoption of critical literacy pedagogies. Her work bridges theory, practice, and policy in teacher preparation. Publications: Her recent scholarship includes studies on pre-service teachers’ emotional engagement with narratives (2022), gender representation in children’s literature (2020), and culturally relevant pedagogy in urban field experiences (2019). Notably, she received the Alan C. Purves Award in 2017 for her contributions to literacy research. Awards: Jacobs is the recipient of the 2017 Alan C. Purves Award, recognizing her impactful work in literacy education. Her research emphasizes equity and solidarity in literacy assessment and teacher preparation practices. Grants & Advising: While specific grant details are not listed, her CV indicates sustained engagement with educational equity initiatives. She mentors teacher candidates in critical literacy methodologies and urban education contexts. Labs/Teams: Collaborates with the Falk School on research partnerships enhancing teacher education through community engagement and critical inquiry.

Rob Ruckمشاهده پروفایل

استاد

• U.S. History
• Sport History
• Pittsburgh History
• +۳ مورد دیگر

Rob Ruck is a Professor of History at the University of Pittsburgh, specializing in U.S., sport, and Pittsburgh history. He holds a PhD from the University of Pittsburgh (1983) and has taught at various institutions including Carnegie Mellon University and Chatham College. His research focuses on the intersection of sports and social history, particularly African American and Latinx contributions to baseball, as well as Samoan involvement in football. Education: PhD in History (University of Pittsburgh, 1983); MA in History (University of Pittsburgh, 1977); BA in Political Science (Yale University, 1972). Research interests include the history of baseball in the Caribbean, the Negro Leagues, and the cultural impact of sports on marginalized communities. He has authored numerous books such as Raceball , Tropic of Football , and The Tropic of Baseball , and produced documentaries like Kings on the Hill and The Republic of Baseball . Notable awards include the PEN-ESPN Literary Sportswriting Award and an Emmy for his work on Kings on the Hill . He has advised major projects like the Baseball Hall of Fame’s Viva Beisbol! exhibit and collaborated on the Cooperstown’s Souls of the Game exhibit. His current projects include a book on global youth sports and a documentary on Samoan football culture. Grants include funding from the National Endowment for the Humanities and the Hewlett Foundation. He has held roles such as Advisory Group member for the Baseball Hall of Fame and Curatorial Team member for the National Baseball Museum. His work bridges academic research with public engagement, emphasizing sport’s role in shaping cultural identity and social justice.

Desmond Upton Pattonمشاهده پروفایل

استاد

• Social Media Impact
• Public Health
• AI Bias
• +۷ مورد دیگر

Desmond Upton Patton is the Brian and Randi Schwartz University Professor at the University of Pennsylvania, with joint appointments in the School of Social Policy & Practice and Annenberg School for Communication, and a secondary appointment in the Department of Psychiatry at the Perelman School of Medicine. His work bridges social work, data science, and digital sociology to address issues like social media's impact on marginalized communities, AI bias, and violence prevention. Education: B.A., University of North Carolina at Greensboro (2004); M.S.W., University of Michigan (2006); Ph.D., University of Chicago (2012). Research focuses on social media's role in trauma, grief, and violence among Black and Hispanic youth. He developed the Contextual Analysis of Social Media (CASM) methodology to address cultural biases in AI. Key projects include studying grief pathways on Twitter, digital mourning practices, and algorithmic equity in child welfare systems. Notable awards include the Deborah K. Padgett Early Career Achievement Award (2018) and fellowships at Harvard's Berkman Klein Center and the Harvard Kennedy School. He advises platforms like Twitter and Spotify on safety and bias. Grants include an NSF-funded program supporting STEM researchers from underrepresented backgrounds. He directs SAFELab, which explores digital safety and equity. Courses taught include 'Advocacy in Emergent Technology' and 'Journey to Joy: Designing a Happier Life.' Future work emphasizes AI ethics, inclusive tech policy, and leveraging community insights to shape equitable digital tools.

Gigliana Melziمشاهده پروفایل

استاد

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

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

• Agricultural Planning
• Farmland Protection
• Local Food Systems
• +۱۲ مورد دیگر

David J. Connell is a Professor at the University of Northern British Columbia (UNBC), affiliated with the School of Environmental Planning. His work bridges environmental planning, agricultural policy, and community sustainability, with a strong emphasis on farmland protection, local food systems, and the conservation of British Columbia’s inland rainforest ecosystems. He has led national and provincial research initiatives and is recognized for excellence in both research and teaching. University: University of Northern British Columbia School: School of Environmental Planning Academic Rank: Professor Email: david.connell@unbc.ca Education and Professional Background: While specific educational credentials are not detailed in the provided texts, Dr. Connell’s extensive research, publications, and leadership in policy-oriented projects indicate a strong academic foundation in environmental planning, community development, and policy analysis. His professional experience includes work in business development, economic development, and nonprofit management, which he integrates into his teaching and research. Research Interests: Dr. Connell’s research centers on agricultural land use planning, farmland protection, and the socio-economic dynamics of local food systems. He investigates how legislative frameworks at local, regional, provincial, and federal levels influence farmland conservation. He also explores the role of farmers markets in community economic development and the non-timber values of ancient cedar ecosystems in BC’s inland rainforest. His interdisciplinary approach combines social science, policy analysis, and environmental studies to promote sustainable community development. Publication Trends: His recent publications focus on evaluating the strength of legislative frameworks for farmland protection across Canadian jurisdictions, analyzing federal policy roles, and assessing the quality of agricultural planning. He also contributes to understanding ecotourism, forest values, and the business models of farmers markets. His work is published in high-impact journals such as the Journal of Planning Education and Research , Canadian Planning and Policy , and Society and Natural Resources , reflecting a consistent scholarly trajectory in environmental and planning policy. Scientific Awards: UNBC Award of Excellence in Research (2017) UNBC Award of Excellence in Teaching (2014) Advising and Grants: Dr. Connell has supervised numerous graduate students in the Natural Resources and Environmental Studies program, focusing on topics such as farmland protection, food sovereignty, ecotourism, and beginner farming. His research has been supported by major funding bodies including SSHRC (Insight Grant), Agriculture and Agri-Food Canada, and the Investment Agriculture Foundation of British Columbia. He has led projects on farmland policy integration, farmers market impacts, and the conservation of ancient forests, demonstrating strong grant acquisition and project management capabilities. Labs and Research Teams: While no formal lab is mentioned, Dr. Connell leads a research program on Agricultural Land Use Planning and Farmland Protection, including collaborative work with the BC Association of Farmers Markets and government agencies. His work involves interdisciplinary teams and knowledge mobilization through workshops and policy briefs, contributing to practical outcomes in community planning and sustainability.

Brian M Dealمشاهده پروفایل

استاد

• Sustainable Planning
• Decision Support Systems
• Urban Land Use Modeling
• +۲ مورد دیگر

Brian M Deal serves as a Professor of Landscape Architecture within the School of Architecture at the University of Illinois at Urbana-Champaign, holding additional appointments in Urban and Regional Planning, the European Union Center, the Center for Latin American and Caribbean Studies, and the National Center for Supercomputing Applications (NCSA). His expertise bridges sustainable planning theory, energy systems, and spatial modeling to develop practical decision-support tools for community development and climate resilience. His educational foundation includes a PhD in Regional Planning (2002), Master of Architecture (1997), and BS in Architectural Studies (1983), all earned at the University of Illinois at Urbana-Champaign. Prior academic experience encompasses a decade of professional architecture practice and senior research at the Army Construction Engineering Research Laboratory (CERL), where he specialized in sustainable military facility design using spatial simulation. Deal's research centers on sustainable planning systems and climate adaptation, with current projects examining urbanization impacts on Korean rural amenities, advancing the University of Illinois' climate action plan (iCAP), and developing next-generation 'sentient' planning support systems. His work integrates land-use modeling, energy systems analysis, and decision-support technologies to address complex urban environmental challenges through interdisciplinary collaboration. Recent publications reveal a pronounced shift toward data-driven sustainability solutions, featuring AI applications for carbon-neutral planning, multi-scaled green infrastructure optimization, and socio-ecological modeling. Key themes include urban carbon sequestration, post-pandemic park dynamics, and climate-resilient coastal design, demonstrating consistent innovation in translating theoretical frameworks into actionable planning tools for real-world implementation. Professor Deal's scientific awards and honors were not detailed in the provided text. As faculty mentor to the Student Sustainability Committee and chair of campus sustainability planning efforts, Deal actively guides student development and institutional policy. His leadership of the LEAM Laboratory and SEDAC involves managing research grants focused on urban resilience, energy systems, and climate adaptation, fostering partnerships with government agencies and community organizations to deploy planning tools that directly impact community decision-making processes. Deal directs the Land Use Evolution and Impact Assessment Modeling (LEAM) Laboratory and Smart Energy Design Assistance Center (SEDAC), leading interdisciplinary teams in developing spatial simulation models and decision-support systems. His operational leadership extends to authoring the university's climate action plan and chairing campus sustainability committees, positioning him at the nexus of academic research, institutional policy, and community engagement for sustainable urban futures.

Helen Youngمشاهده پروفایل

دانشیار

• Sociology of Education
• Democracy and Citizenship
• Education for Sustainability
• +۶ مورد دیگر

Dr. Helen Young is an Associate Professor in Education, specializing in sociological inquiries into democracy, citizenship, and critical pedagogy. She is affiliated with research centers such as the Health and Wellbeing Research Centre and the Building Future Communities Research Centre. Her teaching includes the BA Education Studies and EdD programs. She holds a PhD (2010-2014), MRes in Educational Research (2009-2010), MA in Values in Education (1997-1998), and BA in Politics (1991-1994). Her research focuses on education sustainability, climate justice, and activism, with notable projects on student rent strikes and deliberative classrooms. She serves as LSS Ethics Chair and contributes to UN Sustainable Development Goals related to education and climate action. Recent work critiques educational systems' responsiveness to societal challenges, advocating for transformative pedagogical practices. Publications emphasize critical pedagogy, student agency, and structural inequities. Her work has been cited in Scopus-indexed journals and widely read on platforms like Mendeley. Supervised research includes two doctoral works exploring educational governance and activism.

Christa Jonesمشاهده پروفایل

استاد

• Francophone Literature
• Postcolonial Studies
• North African Literature
• +۷ مورد دیگر

Christa Jones is a Professor in the Department of World Languages and Cultures at Utah State University, within the College of Humanities and Social Sciences. She has been a faculty member since 2008, advancing from Assistant to full Professor by 2019. Her academic background includes a PhD and MA in French Literature from Washington University in Saint Louis and a BA in French and English Literatures from Universität des Saarlandes. PhD, French Literature, Washington University in Saint Louis, 2006 M.A., French Literature, Washington University in Saint Louis, 1996 B.A., French and English Literatures, Universität des Saarlandes, 1994 Her research centers on colonial and postcolonial North African Francophone literature, film, and music, with a strong focus on Maghrebi cultural expression, fairy tales, and women's voices. She explores themes of identity, decolonization, and narrative form across genres. Her work bridges literary analysis with cultural and gender studies, often highlighting underrepresented voices in Francophone contexts. The 15 most recent scholarly outputs reflect a consistent engagement with Francophone North Africa, particularly Algeria and the Maghreb. Her publications span literary studies, film, music, folklore, and pedagogy, with recurring keywords including postcolonial studies, cultural identity, and Francophone literature. Subfields such as Maghrebi oral traditions, feminist narratives, and cinematic social critique demonstrate the interdisciplinary breadth of her scholarship. Her scientific contributions have been recognized through multiple honors: Researcher of the Year, Department of World Languages and Cultures, 2024 Researcher of the Year Award, LPSC, Utah State University (2017, 2011) Advisor of the Year Award, LPSC, 2009 GEM Seed Grant, $5,000, 2009 CARE Award, $1,902, 2017 Multiple travel and research grants from USU and affiliated centers Outstanding Professor Award, University of Nebraska, 2008 Christa Jones has been an active mentor and advisor, recognized with the Advisor of the Year Award in 2009. She has secured significant grant funding for research, including interviews with filmmaker Merzak Allouache and the development of study abroad programs. Her professional service includes editorial roles, participation in NEH seminars, and leadership as Associate Department Head (2015–2017). She continues to co-edit major scholarly volumes and is deeply involved in curriculum development, particularly in business French and cultural studies. While no formal lab or research team is mentioned, her editorial projects and collaborative research indicate leadership in scholarly communities focused on Francophone studies, folklore, and North African cultural production.

Elizabeth A. Davisمشاهده پروفایل

استاد

• Science Education
• Teacher Education
• Equity in Education
• +۵ مورد دیگر

Elizabeth A. Davis is a Professor at the Marsal Family School of Education, University of Michigan. Her work focuses on science education, teacher education, and equitable pedagogical practices in elementary education. She co-authored the 2020 book Sensemaking in Elementary Science: Supporting Teacher Learning , which provides frameworks for investigation-based science instruction aligned with Next Generation Science Standards. Key research initiatives include: ASSETS Project : Investigates equity in elementary science teaching NSF Grants : Explores curriculum design and teacher learning Climate Justice Research : Integrates environmental justice with science education Recent publications emphasize: Equity-driven science curriculum development Pre-service teacher training for rigorous science instruction Impact of educative curriculum materials on teacher efficacy System-level support for science education reform Scientific recognition includes: Presidential Early Career Award for Scientists and Engineers (2002) AERA Fellow (2024)

Ciarán Ó Gallchóirمشاهده پروفایل

استادیار

• Teacher Education
• Educational Leadership
• Public Policy
• +۳ مورد دیگر

Ciarán Ó Gallchóir is an Assistant Professor/Lecturer in Education at Maynooth University, specializing in initial teacher education, educational leadership, and public policy. He is affiliated with the Department of Education within the Faculty of Arts and Humanities. His research explores the intersection of identity and policy in educational contexts, emphasizing how these dynamics manifest in institutional practices. He currently leads the full-time and part-time Masters of Education programs. Key research initiatives include the HEA-funded PATH programme (supporting marginalized groups in teacher education), the Erasmus+ SUP4PCL project (Egyptian school-university partnerships), and the NCCA-funded evaluation of Junior Cycle implementation. His work spans peer-reviewed articles, conference presentations, and policy reports, addressing topics like teacher identity, digital learning frameworks, and global citizenship education. Ó Gallchóir’s publications analyze tensions in educational leadership, policy enactment, and the impact of technology on learning. He has contributed to interdisciplinary collaborations across Ireland and internationally, focusing on systemic reforms and pre-service teacher development. While no formal awards are listed, his extensive contributions to educational policy and pedagogy reflect significant scholarly impact. He leads research teams and has advised on projects such as the longitudinal study of Junior Cycle reforms. His work emphasizes bridging theoretical frameworks with practical educational challenges, particularly in marginalized communities and policy implementation.