جست‌وجوی استاد و پژوهشگر

• Mathematics Education
• Probability
• Statistics
• +۳ مورد دیگر

Robert J. Quinn is Professor of Secondary Mathematics Education at the University of Nevada, Reno within the College of Education and Human Development. He holds office in WRB 3112 (Mail Stop 0280) and teaches core courses including EDSC 453/653 Teaching Secondary Mathematics, EDSC 353 Teaching Secondary Geometry, and CTL 702 Critical Issues in Secondary Education during fall semesters, with spring offerings comprising CTL 721 Evaluation of Classroom Learning and EDSC 459/659 Technology Application in Secondary Mathematics. His educational background includes: Ed.D. in Curriculum & Instruction from University of Nevada, Las Vegas M.A.T. in Mathematics Education from Boston College A.B. in Mathematics/Physics from Boston College Quinn's research centers on innovative mathematics pedagogy through technology integration, manipulatives, problem-solving frameworks, and cooperative learning structures, with specialized expertise in probability and statistics education. His work consistently explores how to make abstract mathematical concepts accessible through hands-on and digital approaches, particularly emphasizing real-world applications in sports analytics and gaming scenarios. The sustained focus on Web 2.0 technologies across his publication history demonstrates an evolving commitment to digital tools in teacher training. Analysis of his 15 most recent publications reveals three dominant research trajectories: (1) Web 2.0 integration in geometry instruction (2012-2014), characterized by empirical studies on blogging and collaborative platforms; (2) pandemic-responsive teacher preparation research (2021-2022), examining instructional modality adaptations; and (3) foundational work in probability education (2024-2025), featuring creative pedagogical approaches like the "Oogox" algebraic journey. His scholarship consistently bridges theoretical frameworks with classroom-ready strategies. His professional recognition includes: 2011: Inaugural Judith S. Bible Distinguished Teaching Award recipient While specific grant funding details and student advising records weren't documented in the source materials, his course load and publication record indicate active mentorship of pre-service mathematics teachers. His research methodology frequently employs qualitative and mixed-methods approaches to investigate teacher cognition and classroom implementation challenges, particularly regarding technology adoption. Quinn maintains strong connections between his scholarly work and practical classroom applications, as evidenced by his continued development of geometry and probability teaching modules.

• Moral Psychology
• Decision-Making
• Game Theory
• +۲ مورد دیگر

Evgenia Hristova is an Associate Professor at the Department of Cognitive Science and Psychology, New Bulgarian University, and a researcher at the university's Research Center for Cognitive Science. She holds a PhD in Psychology and specializes in interdisciplinary approaches combining experimental psychology with philosophical inquiry. Her work integrates eye-tracking, psychophysiological measures, and behavioral experiments to explore complex cognitive phenomena. Research Focus: Her primary interests include moral judgment under uncertainty, decision-making in social contexts, game-theoretical models of behavior, augmentative communication technologies, and cross-cultural experimental philosophy. Recent work critically examines ethical dilemmas in healthcare crises like COVID-19, exploring how situational factors influence moral choices across diverse populations. Publication Trends: Her 15 most recent articles (2019–2023) reveal a strong emphasis on pandemic-related moral cognition, global behavioral responses to COVID-19, and assistive communication technologies. She frequently employs large-scale international collaborations, with studies spanning 84+ countries. Methodologically, she blends empirical data with philosophical analysis, particularly in ethics and mind perception studies. Projects & Grants: Intellectual Humility and Cultural Diversity in Philosophy (John Templeton Foundation, 2014–2015) SF-HEAT: Sustainable Framework for Higher Education in Aeronautical Technologies (TEMPUS, 2010–2012) RASCALLI (EU 6th Framework Programme, 2005–2008) WELKOM: E-Learning Knowledge Management (Leonardo Da Vinci Programme, 2004–2007) Laboratory Engagement: She conducts experiments at NBU's Research Center for Cognitive Science, utilizing specialized equipment for eye-tracking and physiological measurements to study decision-making and social cognition processes.

Zöhre SERTTAŞمشاهده پروفایل

مدرس

• Educational Technology
• Artificial Intelligence in Education
• Gamification
• +۴ مورد دیگر

Zöhre SERTTAŞ is a Lecturer in the Department of Computer Information Systems at Near East University, Northern Cyprus, with contact details zohre.serttas@neu.edu.tr and +90 (392) 223 64 64. Her research focuses on transformative educational technologies, particularly: AI-driven immersive e-learning environments Metaverse-based educational paradigms Gamification and digital game development Mobile applications for special education and elderly/disabled users Cloud forensics and digital evidence preservation Recent publications (2023-2025) demonstrate her leadership in developing simulation-based cultural education tools, ethical AI frameworks for education, and practical implementations like the NEU-LIFE ASSIST mHealth application. Her work bridges technical innovation with pedagogical effectiveness across banking, healthcare, and STEM education domains.

Anukriti Shresthaمشاهده پروفایل

استادیار

• Computational Catalysis
• Density Functional Theory
• Materials Science
• +۴ مورد دیگر

Anukriti Shrestha serves as an Assistant Professor in the Department of Chemical and Biomolecular Engineering at Lafayette University's College of Engineering. She joined the institution as part of their newest faculty cohort in 2024, bringing expertise in computational methods for chemical engineering applications. Dr. Shrestha's research focuses on computational catalysis, where she employs density functional theory (DFT) to assess catalytic materials' thermodynamic stability while integrating data science and machine learning approaches to predict material properties. Her work specifically examines oxygen vacancies' energetics in metal oxide surfaces, beginning with titania and extending to other materials, investigating how these vacancies impact catalyst stability, reactivity, phase stability, and electronic structure. She addresses the computational expense of quantum calculations by developing data-driven methodologies that make materials exploration more efficient and accessible. In the classroom, Dr. Shrestha teaches CM 261: Introduction to Numerical Computing for Engineers and CHE 312: Experimental Design I. Her teaching philosophy emphasizes inclusive course design, understanding individual student needs, and a progress-oriented approach that connects theoretical concepts with practical applications. She strives to foster a curious mindset in students while supporting their holistic development beyond academics. Outside her professional responsibilities, Dr. Shrestha enjoys reading, art projects like paint by numbers, walking, caring for her plant collection, solving puzzles, and playing board games.

• Work and Health
• Health Diagnostics
• Data Science
• +۴ مورد دیگر

Dr. Patric Wyss is a Research Associate at the School of Applied Psychology, University of Applied Sciences Northwestern Switzerland (FHNW) and concurrently serves as a Research Associate at the Institute for Social and Preventive Medicine (ISPM), University of Bern. His interdisciplinary work bridges psychology, data science, and healthcare, focusing on innovative approaches to health diagnostics and workplace mental health. Dr. Wyss completed his academic training at the University of Bern, Switzerland with a Doctorate in Biomedical Sciences (2019-2022), Master's degree in Statistics and Data Science (2017-2020), Master's degree in Psychology (2014-2017), and Bachelor's degree in Psychology with a Minor in Mathematics (2010-2014). His research interests center on work and health, predicting health variables with complex algorithms, and data-driven personalized health diagnostics. Dr. Wyss has made significant contributions to dementia diagnosis through data-driven approaches, cognitive assessment tools, and digital interventions for mental health. His work often integrates machine learning with clinical psychology to develop predictive models for health outcomes. Analysis of his recent publications reveals a strong focus on neurodegenerative diseases, particularly dementia and cognitive decline in aging populations. His research increasingly incorporates digital health technologies, virtual reality, and algorithmic approaches to develop personalized diagnostic tools. The publications demonstrate a progression from fundamental cognitive neuroscience to applied health diagnostics with practical workplace applications. Dr. Wyss has been actively involved in several significant projects including Digital Balance, Healthy@Work, and work-related stress and mental disorders in the workplace. His current position at the Institute for Mental and Organizational Health at FHNW focuses on how digitalization, social upheavals, and new forms of work present both opportunities and challenges for mental and organizational health. His professional activities include research collaboration across multiple institutions, development of digital assessment tools, and investigation of HR analytics applications for health monitoring. Dr. Wyss has also contributed to the development of serious games for cognitive assessment and rehabilitation, particularly for older adults and patients with neurological conditions.

• Mathematics
• Geometry
• Symmetry
• +۴ مورد دیگر

Heidi Burgiel is a Professor in the Department of Mathematics at Bridgewater State University's College of Science and Mathematics. Her research bridges pure mathematics and visual applications, with significant contributions to geometric visualization, symmetry theory, and mathematical art. Her primary research domains include: Geometric structures: deltahedra, lattices, and fundamental domains Mathematical art: Escher analysis, symmetry in art, and 3D-printed mathematical designs Educational mathematics: origami pedagogy, interactive learning tools, and curriculum development Discrete mathematics: Tantrix graphs and combinatorial geometry Her publications show strong interdisciplinary trends, connecting abstract mathematical concepts with tangible applications in art, education, and technology. Recent works demonstrate increasing focus on 3D printing applications and symmetry visualization. She has led several educational initiatives: Developed interactive applets for engineering mathematics Created origami-based geometry workshops Co-designed first-year courses with embedded academic support Contributed to OpenCourseWare movement Her grants include projects on mathematical vase design and Escher analysis. She frequently collaborates with mathematicians and artists, most notably co-authoring 'Symmetries of Things' with John Horton Conway.

Julia C. Ahrendمشاهده پروفایل

پژوهشگر ارشد

• Visual Science Communication
• User Experience Design
• Interactive Information Design
• +۲ مورد دیگر

Julia C. Ahrend is a Research Fellow at the Department of Art and Design at the University of the Arts Bremen and a Research Assistant at the Kiel Science Communication Network. She is currently pursuing her doctorate on visual science communication, investigating conditions for successful scientific communication through design tools and user experience. Her educational background includes a Master's degree in Interactive Information Design from Muthesius University of Fine Arts and Design in Kiel, with additional communication design studies in Paris, and participation in a Science Communication Summer Course at the University of Copenhagen. Her research critically examines visual framing in science communication formats, particularly during the corona pandemic, analyzing how design choices in infographics and interactive media influence public perception and cognition. Julia has led significant interdisciplinary projects including the Robert Bosch Stiftung-funded "Escape Covid-19" digital escape game, which translates scientific processes into engaging puzzle formats, and the "Science Pyramids" public exhibition in Copenhagen metro stations. Her work bridges theoretical exploration with practical application in science communication design, focusing on audience engagement through interactive storytelling and user-centered approaches. Collaborating with medical experts, neuroscientists, and informatics specialists, she has developed science communication tools that address complex topics like coronavirus mechanisms and antibiotic resistance. Her methodology emphasizes multimodal communication that makes scientific controversies and iterative research processes accessible to diverse audiences.

David Ehrenمشاهده پروفایل

مدرس

• mathematics education
• problem solving
• games

David Ehren serves as an Instructor and Director of the MAX Center at Macalester College within the Department of Mathematics, Statistics, and Computer Science. He concurrently holds the position of Coordinator of Quantitative Support specializing in academic assistance and puzzles. His academic credentials include: BA in Mathematics from Macalester College (1987) MS in Mathematics from the University of Wisconsin–Milwaukee (1989) ABD in Math Education from the University of Minnesota Ehren's professional focus centers on mathematics education methodology, cognitive problem-solving frameworks, and game-based learning systems. He dedicates substantial time to direct student engagement in the MAX Center across all mathematical disciplines and their practical applications, emphasizing accessible quantitative literacy. As Coordinator of Quantitative Support, he develops academic assistance protocols and puzzle-based pedagogical tools. His leadership in the MAX Center establishes it as Macalester's primary academic support hub. Outside professional duties, Ehren pursues disc golf, volleyball, and collaborative yard work with his wife and teenage son.

Marcy Zipkeمشاهده پروفایل

استاد

• Reading Comprehension
• Metalinguistic Awareness
• Teacher Education
• +۴ مورد دیگر

Dr. Marcy Zipke serves as Professor of Education in the Department of Elementary & Special Education at Providence College, where she conducts research on literacy development and teacher preparation. Her academic foundation includes a Ph.D. in Educational Psychology from the City University of New York and a B.A. in English from the University of Pennsylvania. Her educational credentials are: Ph.D. in Educational Psychology, City University of New York (2007) B.A. in English, University of Pennsylvania (1996) Dr. Zipke's research centers on metalinguistic awareness as a catalyst for reading comprehension in elementary students, with emphasis on innovative methods like word games and puzzles. She investigates technology integration in teacher education, particularly addressing challenges in hybrid and distance learning modalities, while developing evidence-based strategies for students with disabilities. Her work bridges theoretical linguistics with practical classroom applications. Analysis of her 2018-2024 publications reveals consistent focus on literacy skill development through metalinguistic training, technology-enhanced teacher preparation, and inclusive instructional design. Key trends include adapting pedagogical approaches for pandemic-era education, creating discrete literacy skill builders, and supporting K-12 students with disabilities through technology-enabled content learning. No scientific awards were documented in the provided information. As Principal Investigator for eight research grants—including active projects on hybrid teaching modalities and academic resilience fellowships—Dr. Zipke addresses critical gaps in teacher preparation. Her funded work examines pre-service teacher development during educational disruptions, continuous improvement systems, and technology-supported learning frameworks for diverse learners, with collaborations involving the Rhode Island Department of Education.