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اطلاعات پروفایل‌ها از صفحات عمومی دانشگاه‌ها گرفته شده و ممکن است به‌روز نباشد.

Matt Wrightمشاهده پروفایل

مدرس

Stanford UniversityUnited States

Matt Wright is a Lecturer at Stanford University's Center for Computer Research in Music and Acoustics (CCRMA), specializing in media systems design and computer music research. He previously served as Musical Systems Designer at UC Berkeley's CNMAT (1993-2008) and Research Director at UCSB's CREATE center for eight years. His work focuses on real-time music synthesis, sound standards (SDIF/OSC), and computational ethnomusicology. He holds a PhD from Stanford CCRMA on musical rhythm perception, and contributed to the AlloSphere immersive audiovisual instrument. Education: PhD in Computer-Based Music Theory from Stanford University (completed at CCRMA). Earlier studies include training in traditional lutes and Afro-Brazilian percussion. Research interests bridge technology and music: developing tools for musical gesture analysis, sound synthesis, and cross-cultural music analysis. His recent work also involves genomic data platforms (ClinGen) for clinical variant curation, reflecting a dual focus on computational music and bioinformatics. Publications emphasize both music technology (e.g., EEG studies of piano duets) and genomics (e.g., ClinGen variant curation tools). He has advised students in electronic arts and contributed to genetic disease research through collaborative frameworks like ClinVar. Labs/Teams: Lead the CREATE Ensemble (technology-driven live performance) and contributed to the AlloSphere research instrument at UCSB's CREATE center.

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Eranjan Udayanga Padumadasaمشاهده پروفایل

مدرس

Queen Mary University of LondonUnited Kingdom

Dr Eranjan Udayanga Padumadasa is a Lecturer at the School of Electronic Engineering and Computer Science, Queen Mary University of London. His teaching focuses on software development methodologies, quality assurance, project management, and graphical user interface design for degree apprenticeships. Office hours are held weekly on Wednesdays from 12:00 to 14:00 in Room CS 302 (Peter Landin Building). Research Interests : - Real-Time Bidding (RTB) in programmatic advertising - AI and blockchain applications in legal technologies - Privacy-preserving computational systems - Digital age-verification methodologies He contributes to work-based learning modules including End-Point Assessment, Software Development & Quality, and Software Engineering Projects, emphasizing industry-relevant problem-solving and professional standards.

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Ruthmae Searsمشاهده پروفایل

استاد

University of South FloridaUnited States

Ruthmae Sears is a Professor of Mathematics Education at the University of South Florida with a joint appointment in the Department of Teaching and Learning (College of Education) and College of Arts and Sciences. She serves as Associate Director of the Coalition for Science Literacy and coordinates USF's mathematics education degree programs while leading $7.5M+ in research initiatives focused on equitable STEM education. Her educational background includes: PhD in Mathematics Education, University of Missouri (2012) MA in Mathematics Education, Indiana University (2006) BEd in Secondary Mathematics Education, The College of the Bahamas (2002) AA in General Studies, The College of the Bahamas (2001) Dr. Sears' research centers on equity-driven curriculum development, examining how reasoning and proof skills evolve in secondary mathematics through clinical experiences and technology integration. Her work addresses systemic barriers in K-20 STEM education, particularly during pandemic disruptions, with emphasis on creating inclusive learning environments that center marginalized voices. Current projects focus on transforming teacher preparation through improvement science and mechatronics integration. Analysis of her 15 most recent publications reveals consistent focus on equity in clinical teacher training (68%), pandemic-responsive pedagogy (20%), and geometry reasoning development (12%). Her work increasingly incorporates interdisciplinary approaches, connecting mathematics education with social justice frameworks and technological innovation. Her scientific recognition includes: AAAS Fellow (2021) - First Black USF recipient USF Outstanding Faculty Award (2022) Mathematically Gifted and Black Honoree (2023) Griffith Leadership Society Spirit of Martha Award (2023) FAMTE Mathematics Teacher Educator of the Year (2016) As principal investigator for NSF-funded initiatives including the $7.5M Noyce Master Teacher Fellows program, Dr. Sears has transformed STEM curriculum across 12 Florida schools. She chairs the Network of STEM Education Centers Annual Meeting and previously served as NCTM journal associate editor, establishing partnerships with Bahamian institutions like the PACE Foundation to build schools for teen mothers. Her leadership extends to national networks including the Accelerated Systemic Change Network and AAAS-ARISE, where she develops infrastructure for emergency remote clinical experiences while advocating for teachers of color through pipeline initiatives documented in her 2021 publication 'Reimagining the STEM Education Pipeline.'

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David Prestonمشاهده پروفایل

مدرس ارشد

University of the Arts LondonUnited Kingdom

Dr David Preston is Senior Lecturer and Platform Leader for Strategy & Identity on the BA (Hons) Graphic Communication Design course at Central Saint Martins, University of the Arts London. A Senior Fellow of the Higher Education Academy, he lectures and researches at the intersection of design history, theory and practice, with an emphasis on branding, typography and social-purpose communication. Education PhD History & Theory of Corporate Design, University of the Arts London (2019) PGCert Learning & Teaching, Centre for Learning and Teaching in Art & Design, UAL (2011) BA (Hons) Graphic Design, Central Saint Martins (2004) Foundation in Art & Design, Arts University Bournemouth (2001) Research Interests Dr Preston’s scholarship interrogates design as labour , focusing on the cognitive and procedural dimensions of the design process. Bridging design history, theory and contemporary practice, his work explores how programmatic branding emerged in post-war Britain and how its legacy shapes contemporary professional routines. Current themes include: History and theory of corporate identity systems Socially-engaged brand strategy and graphic design Experiential and peer-learning pedagogies Material cultures of design administration and hidden labour Publications & Dissemination His forthcoming monograph The Development of Corporate Design in Post-war Britain (Bloomsbury, 2025) consolidates a decade of archival and practice-led research. Complementing this, Preston has delivered invited keynotes and guest lectures at Aalto University, University of Connecticut, Willem de Kooning Academy and the Royal College of Art, among others. Scientific Awards & Fellowships Senior Fellow, Higher Education Academy (2023–present) Fellow, Higher Education Academy (2011–present) Innovate UK ‘Outstanding’ status for Knowledge Transfer Partnership with FreshBritain (2016–2018) Knowledge Exchange & Grant Activity Preston leads live industry briefs that embed students in real-world challenges. Notable projects include: Principal Investigator, Innovate UK Knowledge Transfer Partnership (£61k) – re-designing brand-vision methodology for FreshBritain (2016–2018) Co-creator, ‘Positioning for Purpose’ brand-strategy project with FreshBritain (2025) Contributor, KQ Labs accelerator with Crick Institute (2022) Graduate consultancy collaborations with Warner Media, Swiss Re, Department for Work and Pensions, Mother Agency and others Doctoral Supervision & Labs Dr Preston currently supervises practice-based PhD candidates exploring graphic communication for the deafblind community and AI-mediated ‘cute’ aesthetics. His ‘Strategy & Identity’ platform functions as an academic studio-lab where historical insight, strategic thinking and social impact converge.

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Gregor V. Sarkisianمشاهده پروفایل

استاد

Antioch UniversityUnited States

Gregor V. Sarkisian, PhD, is a Professor of Psychology at Antioch University Los Angeles and director of the Applied Community Psychology specialization. He holds a BA in Psychology from UC Irvine, an MA in Clinical Psychology from California State University Dominguez Hills, and a PhD in Community Psychology from University of Missouri Kansas City. His postdoctoral training included a National Institute of Mental Health fellowship at UC San Francisco. Doctoral Training: Community Psychology, University of Missouri Kansas City Postdoctoral Fellowship: Clinical Services Research Training Program, UCSF Current Role: Professor & Director of Applied Community Psychology specialization His research focuses on Community Psychology and Surf Therapy , with a particular emphasis on program evaluation, organizational consultation, and strengths-based empowerment frameworks. Since 2015, he has pioneered research in the Surf Therapy sector, establishing evidence-based practices through international collaborations and special journal editions. Key article trends include: 2020 special focus on global Surf Therapy initiatives 2017-2020 works on competency development and program evaluation 2013-2016 contributions to experiential learning in community psychology Scientific Awards: Professional Development Award, Antioch University Los Angeles (2019) National Science Foundation Educational Fellowship (2002) Dr. Sarkisian has secured over $475,000 in grants from organizations including Substance Abuse and Mental Health Services Administration, the French Foundation for Medical Research and Education, and the Society for Community Research and Action. He mentors students in community psychology practice and has developed innovative courses like "The Community Narration Approach" and "Empowerment in Community Practice." He currently serves as a consultant to the International Surf Therapy Organization (ISTO) board, providing pro-bono executive coaching and leading capacity-building initiatives among global surf therapy organizations.

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Stacey Davisمشاهده پروفایل

استاد

University of Texas at San AntonioUnited States

Stacey Davis serves as Acting Director of the School of Music and Professor of Music Theory at the University of Texas at San Antonio within the College of Liberal and Fine Arts. A Northwestern University Ph.D. graduate, she received the 2019 University of Texas System Regents' Outstanding Teaching Award and holds the Distinguished Teaching Professor title. Her academic credentials include: Ph.D. in Music Theory, Northwestern University (2001) M.M. in Music Theory, Northwestern University (1997) B.M. in Violin Performance, Arizona State University (1996) Dr. Davis's research integrates music theory, cognition, and performance practice with primary focus on J.S. Bach's unaccompanied string works and Britten's cello suites. She investigates how implied polyphony influences listener perception and performer expressivity, while also exploring metric ambiguity, expressive consistency, and pedagogical innovations in aural skills and rhythm/meter instruction. Her interdisciplinary approach combines analytical, empirical, and pedagogical methodologies, resulting in publications across leading journals including Music Perception and Psychology of Music. Recent work demonstrates increasing use of motion capture technology to quantify expressive gestures in violin performance. Major scholarly contributions have been recognized through: University of Texas System Regents' Outstanding Teaching Award (2019) Membership in UTSA Academy of Distinguished Teaching Scholars Distinguished Teaching Professor designation at UTSA As an educator, Dr. Davis teaches undergraduate and graduate courses spanning basic theory skills to advanced topics like 20th-century analysis and rhythm/meter pedagogy. Her leadership as Acting Director and active conference participation indicate significant programmatic influence beyond classroom instruction. Collaborative research with scholars like Tina Huberth and Takako Fujioka employs motion capture technology to study performance expressivity, though no formal lab structure is specified in available materials.

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Pirko Tõuguمشاهده پروفایل

دانشیار

University of TartuEstonia

Pirko Tõugu is an Associate Professor of Developmental and Cognitive Psychology at the University of Tartu's Faculty of Social Sciences, Institute of Psychology, holding this position since March 2024. Previously, she served as Lecturer and Research Fellow in Developmental Psychology at the same institution since 2012, with a period as Visiting Professor at Tallinn University's School of Educational Sciences from 2018-2020. Her academic journey includes a Doctoral Degree in Psychology from University of Tartu (2012), Master's Degree in Psychology (2006), and postdoctoral training at Loyola University Chicago (2015-2017). Her research interests focus primarily on developmental psychology, with emphasis on autobiographical memory development, parent-child interactions during reminiscing, socialization processes across cultural contexts, and children's learning in informal educational settings like museums. Her work often examines how family interactions shape children's cognitive and social development, with particular attention to narrative processes and memory formation. Her publication record demonstrates a consistent research trajectory examining children's cognitive and social development through multiple lenses. The most recent articles reveal a strong focus on autobiographical memory development across the lifespan, the impact of the pandemic on family interactions and child development, and how museum environments facilitate children's learning. Her research frequently employs cross-cultural comparative approaches, longitudinal designs, and both qualitative and quantitative methodologies to understand developmental processes. AcademiaNet member (since 2022) Editorial board member of Infant and Child Development (since 2022) Dr. Tõugu has supervised 10 master's theses on topics ranging from children's pandemic memories to bullying experiences and museum learning. She currently leads significant research projects including 'Autobiographical memory as a multilayered construct: development beyond early childhood and a tool for learning' (2019-2025) with €312,896 funding, and 'Study: What age limits would be the most accurate approximations of young people's decision-making and responsibility capabilities?' (2025). Her research has attracted substantial funding from Estonian Research Council, Ministry of Education and Research, and other national funding bodies. Her work extends to public outreach, including media appearances discussing brain science (TeadusEST: 8. Aju, 2024) and pandemic effects on children (Vikerraadio ERR, 2023), demonstrating her commitment to translating research findings for broader societal impact.

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Meryll E. Bouldinمشاهده پروفایل

استادیار

University of Arkansas for Medical SciencesUnited States

Meryll E. Bouldin, M.D., is an Assistant Professor in the Department of Emergency Medicine at the University of Arkansas for Medical Sciences (UAMS) College of Medicine. She has been a faculty member since 2019 and is actively involved in both graduate and undergraduate medical education programs at UAMS. Education: Medical School: University of Missouri-Kansas City School of Medicine Residency: University of Arkansas for Medical Sciences Dr. Bouldin's research and professional interests center on medical education, leadership, and equity in academic medicine. She is particularly focused on mentorship, emotional intelligence, feedback systems, and advancing women in emergency medicine. Her work emphasizes creating supportive, equitable training environments and addressing challenges such as imposter syndrome and gender bias. Although no publications are listed in the provided text, her national presentations at CORD and SAEM reflect active scholarly engagement in medical education and leadership topics. Scientific Awards: Resident Rocks It Award from the American Association of Women Emergency Physicians Outstanding Resident Award from the Academy for Women in Academic Emergency Medicine Women In Emergency Medicine Faculty Award (UAMS, 2024) Dr. Bouldin has held significant leadership roles in medical education, including serving as core faculty (2020–2024), Assistant Program Director, and now Associate Program Director for the Emergency Medicine Residency Program. She is Co-Chair of the residency’s Clinical Competency Committee and directs the Practice of Medicine-2 Clinical Skills Course for second-year medical students. She has not received mention of external grants in the text, but her educational leadership suggests involvement in curriculum development and programmatic funding initiatives. She is actively engaged with professional organizations including the Council of Emergency Medicine Residency Directors (CORD), the Society for Academic Emergency Medicine (SAEM), and the AAMC’s Group on Educational Affairs (GEA), contributing to national conversations in medical education.

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Brittany Garlingمشاهده پروفایل

دانشیار

Buena Vista UniversityUnited States

Dr. Brittany Garling is the Dean of the School of Education and an Associate Professor of Education, with deep involvement in TESL and foreign language education. She serves as chair of the TESL Department, overseeing programs across Storm Lake, online, and graduate formats. Her roles include accreditation coordination, faculty leadership, and course assignment management. She also acts as the Faculty Athletic Representative for NCAA Division III, supporting student-athlete academic eligibility. Education: B.A. in Spanish and Secondary Education, Wartburg College M.A. in Foreign Language Education and ESL, University of Iowa Ph.D. in Foreign Language Education and ESL, University of Iowa Dr. Garling's research focuses on improving teacher preparation for ESL and foreign language educators. Key areas include co-teaching models in higher education, cross-collaboration between pre-service teachers and international ELL students, technology integration in K–12 language classrooms, and systemic barriers faced by ESL students entering schools. She also studies teacher perceptions and pedagogical responses to ELLs, addressing growing demands for ESL services in Iowa. Her work bridges policy, practice, and teacher development. While no publications are listed, her engagement in curriculum design, assessment tools (e.g., ELPA 21), and professional conferences suggests strong scholarly activity in language education and teacher training. Professional Recognition: Selected for ELPA 21 Advisory Committee, reviewing ELL assessment in Iowa Dr. Garling actively mentors pre-service TESL educators and leads field experiences and graduate-level courses. She plays a key role in shaping teacher candidates through methods courses and program leadership. Though no grants are explicitly mentioned, her administrative and curriculum development responsibilities imply involvement in programmatic funding and institutional initiatives. She is a key liaison between faculty, accreditation bodies, and athletic programs. She is actively involved in labs or teams through her leadership of the TESL Department and collaboration with the Iowa Culture and Language Conference, where she co-presents with students. Her work fosters interdisciplinary teams focused on language, culture, and education reform.

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Xiaohong Sharon Wenمشاهده پروفایل

استاد

University of HoustonUnited States

Xiaohong Sharon Wen is a Professor of Applied Linguistics and Chinese Language Acquisition at the University of Houston (UH), serving as Director of Chinese Studies since 1994. She pioneered UH’s Chinese Studies program, expanding it from a single course into an interdisciplinary B.A. program and minor, alongside study-abroad initiatives and scholarships. Her research focuses on second language acquisition (SLA) of Chinese, encompassing motivation studies, interlanguage pragmatics, and curriculum design. Publications include over 40 peer-reviewed articles and books such as *The Acquisition of Chinese as a First and Second Language* (2021) and *Studies on Learning and Teaching Chinese as a Second Language* (2019). Key themes address L2 Chinese motivation instruments, heritage language dynamics, and classroom instruction strategies. Her work has been translated into Korean and Chinese, and she serves on editorial boards of journals like *Journal of Chinese Language Studies* and *CASLAR*. Recipient of the Sydney B. Karofsky Teaching Prize, Lence Award for Teaching Excellence, and Global Faculty Award, Wen also chairs the AP Chinese Development Committee for the College Board. She holds adjunct professorships at four institutions in China and Taiwan, emphasizing pedagogical innovation and global educational collaboration. Research grants have supported studies on learner motivation, curriculum design, and intercultural communication. Her work bridges theoretical SLA research with practical classroom applications, influencing global Chinese language education policies and teaching methodologies.

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Benjamin Campbellمشاهده پروفایل

استاد

University of GeorgiaUnited States

Benjamin Campbell serves as Professor & Extension Coordinator in the Agricultural & Applied Economics department at the University of Georgia's College of Agricultural & Environmental Sciences. His dual appointment combines 60% extension coordination with 40% teaching responsibilities, focusing on translating research into practical industry applications. Based at 208B Conner Hall in Athens, GA, he maintains active engagement with both academic and horticultural industry stakeholders through his extension role. His educational background includes a Ph.D. from Texas A&M University (2009), M.S. (2003), and B.S. (2001) from Auburn University. Campbell teaches AAEC 3200 (Selling in Agribusiness) and AAEC 4980 (Agribusiness Management), emphasizing practical business applications in agricultural contexts. Research interests center on consumer behavior in horticultural markets , with particular expertise in ornamental plant purchasing, labeling effects, and regulatory impacts. His work bridges economic theory and industry practice, frequently employing experimental methods like eye-tracking and contingent valuation. Recent projects address hemp/CBD consumer perceptions, pandemic-era industry adaptations, and long-term pesticide regulation consequences. Publication analysis reveals consistent focus on market segmentation , regulatory compliance , and consumer response to labeling across horticultural sectors. His 2023-2025 articles demonstrate methodological diversity (experimental auctions, conjoint analysis, eye-tracking) applied to emerging challenges like hemp product confusion and synthetic turf transitions following pesticide bans. The research portfolio shows strong continuity from foundational work on local food definitions to current investigations of novel plant products. As Extension Coordinator, Campbell oversees outreach programming connecting UGA research with industry stakeholders. His extension interests specifically target ornamental horticulture and agribusiness sectors, developing resources on market trends and regulatory compliance. While no formal grants are listed in the source material, his appointment structure suggests significant programmatic funding through extension mechanisms. Teaching responsibilities include developing curriculum for agribusiness sales and management courses.

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Matthew Stylesمشاهده پروفایل

مدرس ارشد

Edith Cowan UniversityAustralia

Matthew Styles is a Senior Lecturer in Saxophone Studies at the Western Australian Academy of Performing Arts (WAAPA), Edith Cowan University. He serves as Coordinator of Honours (Music) and is a postgraduate supervisor with extensive experience in musician injury research through collaboration with sports science specialists. As a faculty member, he teaches research preparation courses, creative projects, and woodwind workshops across undergraduate and postgraduate levels. Matthew holds a Doctor of Musical Arts from the University of Western Australia (2008), a Bachelor of Music with Second Class Honours from the same institution, and two Certificate IV qualifications in Training and Assessment (2013 and 2023). His academic journey includes studies at the Royal College of Music, London, and mentorship under renowned saxophonists including Bob Berg, Martin Robertson, Dr. Kyle Horch, Dr. Otis Murphy, and Dr. Eugene Rousseau. His research interests center on cross-genre pedagogy and performance, specifically bridging classical and jazz traditions for classical musicians, and developing injury mitigation strategies for saxophonists through multi-disciplinary approaches with sports science. With over 30 years of professional experience as a saxophonist across jazz, classical, funk, and avant-garde genres, Styles brings practical insight to his academic work. His research outputs demonstrate consistent productivity with publications spanning from 2009 to 2025, showing particular focus on saxophone health, performance techniques, and cross-genre exploration. The publications reveal a trajectory from performance-focused outputs toward increasingly research-intensive work examining health, pedagogy, and interdisciplinary approaches. 2004 Churchill Fellowship HenriSelmerParis Artist D'Addario Artist JLV Sound Ambassador Dr. Styles actively supervises doctoral and master's students, currently serving as Principal Supervisor for three PhD candidates and Associate Supervisor for one PhD candidate. His completed supervision portfolio includes four PhD students as Principal Supervisor and five as Associate Supervisor across diverse musical topics. He has secured research funding including an ECU Early Career Researcher Grant ($23,560) for his project 'Saxology: recasting third stream music for the saxophone' (2014-2015). As director of 'The Phone Co.', he leads performance initiatives that integrate his research interests with practical application. His professional activities extend to membership in the Australian Society for Performing Arts Healthcare (since 2012), Performing Arts Medical Association (since 2015), and Western Australian Music (since 2022), where he serves as a conference reviewer, demonstrating his commitment to advancing knowledge in performing arts healthcare and music education.

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Sarah Tarshisمشاهده پروفایل

استادیار

McGill UniversityCanada

Sarah Tarshis is an Assistant Professor at McGill University's School of Social Work, specializing in trauma-informed practice, intimate partner violence (IPV), and simulation-based social work education. She holds a PhD from the University of Toronto and an MSW from New York University, with over ten years of clinical and programmatic experience in social work across Montreal, Toronto, and New York. Her research focuses on two core areas: 1) improving IPV service delivery through trauma-informed approaches and 2) advancing social work education via simulation-based methods. She co-leads SSHRC-funded projects addressing economic abuse among IPV survivors and uncertainty in clinical practice, totaling over $695K in funding. Her work bridges critical social work theory with clinical practice, emphasizing anti-oppressive frameworks. Teaching includes courses on mental health, anti-oppressive practice, and clinical skills at the undergraduate level. She maintains a private clinical social work practice and collaborates with the SIM Social Work Research Lab at Carleton University. Key contributions include developing ethical guidelines for virtual IPV supports and analyzing employment barriers faced by IPV survivors. Grants: SSHRC Gender-Based Violence Research Initiative: $695,772 (2023-2027) SSHRC Explorer Grant: $156,213 (2023-2025) SSHRC Insight Grant: $229,899 (2022-2027) Labs & Teams: Collaborates with Carleton University's SIM Lab and McGill's interdisciplinary IPV research network.

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Amber Kemppainenمشاهده پروفایل

استاد آموزشی

Michigan Technological UniversityUnited States

Amber Kemppainen serves as a Teaching Professor in the Department of Engineering Fundamentals at Michigan Technological University (MTU). She holds a PhD and two MS degrees in Applied Cognitive Science and Human Factors, alongside a BS in Chemical Engineering, all from MTU. As a co-director of the LEAP program, she focuses on peer-to-peer academic mentoring to support student learning. Her research emphasizes active learning strategies, growth mindset cultivation, and innovative educational methods in engineering education. Dr. Kemppainen's work spans over two decades, with publications addressing first-year engineering pedagogy, student engagement, and the integration of technology in teaching. Notable contributions include studies on blended learning models, near-peer mentoring efficacy, and sustainable design curriculum development. She has also explored the impact of mental toughness (sisu) in academic settings and strategies to enhance student preparedness through pre-lesson materials. Her professional activities include outreach initiatives linking university research to K-12 education and collaborations on team evaluation software (e.g., Team+ and CATME). She advocates for the irreplaceable role of educators in a technology-driven educational landscape, emphasizing human-centered approaches to learning.

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Jaena Alabiمشاهده پروفایل

پژوهشگر

Auburn UniversityUnited States

Jaena Alabi is a faculty member at Auburn University, affiliated with the University Libraries. Her expertise spans library science, academic librarianship, and diversity initiatives, with a focus on transforming racial climates in academic libraries and enhancing collaborative educational practices. Research interests include: Diversity and inclusion strategies in library environments Peer review systems for librarian teaching Mentoring frameworks addressing psychosocial factors Racial microaggressions in academic settings Interdisciplinary collaboration between libraries and writing centers Her publications from 2012-2020 emphasize racial climate transformation, mentorship, and curriculum development. While no formal awards are listed, her work has been cited in significant LIS publications and she maintains active research guides covering psychology, literature, and technical communication.

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