جستجوی استاد راهنمای دانشگاهی

• Accounting as a social practice
• Sustainability accounting
• Ecological impact and accounting
• +۳ مورد دیگر

Professor Hendrik Vollmer is a faculty member in the Accounting Group at Warwick Business School , University of Warwick, since 2020. He previously served as Head of the Accounting Division at the University of Leicester (2015–2020) and worked at Bielefeld University in Germany for 16 years. His research bridges accounting, sociology, and environmental studies, focusing on accounting as a social practice and its role in addressing ecological challenges. Senior Fellow of the Higher Education Academy Associate Editor of European Accounting Review Member of editorial boards for Zeitschrift für Soziologie, Accounting, Organizations and Society, and Social and Environmental Accountability Journal Active in sustainability accounting research and education Contributor to interdisciplinary accounting literature Recent publications explore accounting's role in climate change mitigation, public value creation, and the spatialization of worth. His teaching modules include Accounting for Sustainability, People, Planet and Financial Accounting: Theory and Context .

• Computer Vision
• Machine Learning
• Computational Photography
• +۵ مورد دیگر

Alexei A. Efros is the Howard Friesen Professor in the EECS Department at UC Berkeley, affiliated with the Berkeley Artificial Intelligence Research (BAIR) Lab. Previously, he spent a decade at CMU's Robotics Institute and held a postdoc at the University of Oxford under Andrew Zisserman. He collaborates with INRIA/École Normale Supérieure in Paris. His research focuses on self-supervised learning, generative models, and visual data mining, with applications to robotics, computational photography, and art. Education & Academic Roles: Postdoc at Oxford (with Andrew Zisserman), faculty at CMU (2005–2015), currently at UC Berkeley. Teaches courses like CS 180/280A (Computer Vision) and CS 280 (Graduate Computer Vision). Research Interests: Self-supervised learning, generative models (e.g., diffusion models, inpainting), visual commonsense, and cross-modal reasoning. His work bridges computer vision and graphics, emphasizing data-driven approaches. Recent projects include Visual Jenga, Diffusion Models as Data Mining Tools, and Prioritized Generative Replay. Grants & Labs: Leads the Efros Research Group, advised over 40 PhD students (e.g., Jun-Yan Zhu, Tinghui Zhou). Collaborates with institutions like INRIA and NVIDIA. Active in grants related to AI, vision, and robotics. Labs/Teams: BAIR Lab (UC Berkeley), former affiliations with CMU Robotics Institute and Willow Team (INRIA/ENS Paris). Current lab focuses on generative AI, 3D perception, and visual reasoning.

Kenneth D. Forbusمشاهده پروفایل

استاد

• Qualitative Reasoning
• Analogical Reasoning
• Spatial Reasoning
• +۶ مورد دیگر

Ken Forbus is the Walter P. Murphy Professor of Computer Science and Professor of Education at Northwestern University. He earned his Ph.D. in Artificial Intelligence from MIT in 1984, along with S.M. and S.B. degrees in Computer Science from the same institution. Current research focuses on qualitative reasoning , analogical reasoning , spatial reasoning , sketch understanding , and the Companion cognitive architecture . He has made foundational contributions to qualitative physics , compositional modeling , and cognitive simulation through systems like CyclePad and Companions . His work spans AI, cognitive science, and education technology with applications in intelligent tutoring systems , educational software , and interactive entertainment . Awards and Fellowships: Humboldt Research Award AAAI Fellow Cognitive Science Society Fellow ACM Fellow AAAS Fellow Herbert A. Simon Prize recipient Research trends in recent publications include analogical reasoning frameworks, normative modeling, pretense simulation, qualitative spatial representations, and applications in education and cognitive systems. Articles frequently address intersections between AI, cognitive science, and human-computer interaction. Teaching activities include core courses like Cognitive Science 207 , Design of Problem Solvers , and Conversational AI . He co-developed the open-source Freeciv game framework for AI research in strategy games.

Leah Perlmutterمشاهده پروفایل

استادیار

• Computer Science Education
• Belonging in Post-Secondary Computer Science
• Human-Robot Interaction
• +۳ مورد دیگر

Dr. Leah Perlmutter is a tenure-track Assistant Professor in the Computer Science Department at Grinnell College, focusing on inclusive pedagogy and student belonging in post-secondary CS education. She earned her Ph.D. (2023) and M.S. (2020) in Computer Science and Engineering from the University of Washington, and her B.A. (2012) in Computer Science and Engineering from Colby College. Her research examines how course policies and teaching assistant interactions impact student inclusion in computer science, with a particular emphasis on resubmission opportunities and justice-centered approaches to teaching. Her work also includes human-robot interaction projects like GestureCalc (an eyes-free calculator for touchscreens) and EMAR (a social robot for emotional clarity support). Recent publications explore themes such as algorithmic ethics in education, student belonging in CS, and accessible interface design. She received the NSF Graduate Research Fellowship (2017) and the Outstanding Female Engineer Award (2018). At Grinnell, she teaches courses like Functional Problem Solving, Software Design, and Algorithms, Ethics, and Society.

Hatice Gunesمشاهده پروفایل

استاد

• Affective Computing
• Affective Robotics
• Social Robotics
• +۵ مورد دیگر

Prof. Hatice Gunes is a Full Professor of Affective Intelligence and Robotics at the University of Cambridge's Department of Computer Science and Technology, leading the Affective Intelligence and Robotics Lab (AFAR Lab). She holds an EPSRC Fellowship and is an EPSRC Fellow. Her research focuses on multimodal affective and social intelligence for AI systems, particularly embodied agents and robots, integrating Machine Learning, Affective Computing, and Human Nonverbal Behaviour Understanding. Key projects include the CHANSE initiative (2025–2028) for child mental health assessment via social robotics, the EPSRC Fellowship on robotic EQ for wellbeing (2019–2025), and the EU Horizon 2020 WorkingAge project. Prof. Gunes has pioneered systems like the EU SEMAINE project's SAL system, recognized with Best Demo and Paper Awards, and co-founded SensingFeeling, a spin-out company from the Innovate UK Sensing Feeling project. Her work emphasizes ethical AI and fairness, earning awards like the Best Paper Award in Responsible Affective Computing (IEEE ACII'23). She has delivered keynote talks at IEEE FG’19 and ICPR’22 and collaborates with the Department of Psychiatry and wellbeing professionals. Education: PhD in Computer Science from University of Technology Sydney (UTS) under Australian Government IPRS Scholarship Postdoctoral Research at Imperial College London (SEMAINe project) Research Interests: Multimodal affective computing, social robotics for mental wellbeing, fairness in AI systems, human-robot interaction (HRI), and ethical deployment of AI technologies. Her lab develops robots for workplace wellbeing coaching and child mental health assessment, with over 700 media coverages and partnerships with industry and healthcare sectors. Notable Achievements: Runner-up Collaboration Award (2023 VC Research Impact) Better Future Award (2023 Hall of Fame) Finalist RSJ/KROS Interdisciplinary Research Award (2021) Shortlisted Sony Women in Technology Award 2025 Labs & Teams: AFAR Lab drives interdisciplinary research in Cambridge, focusing on socially intelligent robots and AI systems that address critical societal challenges in wellbeing and mental health.

Parisa Kordjamshidiمشاهده پروفایل

دانشیار

• Artificial Intelligence
• Machine Learning
• Natural Language Processing
• +۷ مورد دیگر

Parisa Kordjamshidi is an Associate Professor of Computer Science and Engineering at Michigan State University (MSU), leading the Heterogeneous Learning and Reasoning (HLR) Lab. Her research focuses on Neuro-Symbolic AI, spatial language understanding, and structured learning, with notable contributions to frameworks like Saul for declarative programming. She joined MSU in 2019 after roles at Tulane University and the Florida Institute for Human and Machine Cognition. Education: Ph.D. in Computer Science from KU Leuven (2013), postdoctoral research at UIUC's Cognitive Computation Group, and work in the KnowEng project. Research Interests: Artificial Intelligence, Machine Learning, Natural Language Processing, Neuro-Symbolic systems, spatial semantics extraction, structured output learning, and multimodal reasoning. Key projects include NSF CAREER awards for spatial language understanding and ONR grants for integrating domain knowledge into AI. Awards: NSF CAREER (2019), Amazon Faculty Research Award (2022), Fulbright Scholar (2025), and Rising Stars at MIT EECS (2015). Grants: Active projects on Neuro-Symbolic compositional generalization (ONR), spatial language learning (NSF), and collaborations with the Department of Media and Information for health misinformation management. Professional Activities: Editorial roles at JAIR, TACL, and Frontiers journals; service on program committees for ACL, EMNLP, and AAAI; organization of workshops like Spatial Language Understanding (SpLU) and CLeaR. Lab and Software: HLR Lab develops Saul (declarative learning-based programming framework) and tools for spatial role labeling. Her team emphasizes mentoring, with structured weekly meetings, reading groups, and conference participation for students.

Niclas Rautenbergمشاهده پروفایل

پژوهشگر ارشد

• Phenomenology
• Social and Political Philosophy
• Critical Theory
• +۵ مورد دیگر

Dr. Niclas Rautenberg is a Postdoctoral Fellow within the Excellence Strategy at Universität Hamburg's Department of Informatics, affiliated with the Ethics in Information Technology (EIT) research group and the emerging research field Grounds, Norms, Decisions. His interdisciplinary work bridges phenomenology, political philosophy, and qualitative methods, with active investigations into digital conflict dynamics. Education includes philosophy, psychology, and political science studies at Free University of Berlin and University of Tours, followed by a master's in Politics, Economics and Philosophy at Universität Hamburg. Doctoral research was completed at University of Essex under supervision of Prof. Fabian Freyenhagen and Dr. Jörg Schaub. Research focuses on: Critical phenomenology of political conflict and digital spaces Intersections of race, gender, and power structures Normative foundations of democratic societies Ethical implications of AI and surveillance technologies Qualitative methodologies in philosophical research Publications demonstrate consistent focus on phenomenological analysis of socio-political conflicts, with recent work examining AI ethics, racialized conflict, and spatial dimensions of political struggle. Article keywords predominantly reflect phenomenology (71%), ethics (57%), and political philosophy (43%) frameworks. Awards and Fellowships: Heinrich Böll Foundation Fellowship (PhD funding) German Academic Scholarship Foundation Fellowship CHASE Doctoral Fellowship Royal Institute of Philosophy Grant Robert Papazian Essay Prize 2023 Shortlist Supervises bachelor's, master's and doctoral theses in phenomenology, critical theory, and technology ethics, particularly welcoming interdisciplinary approaches and underrepresented perspectives. Previously contributed to UKRI-funded project 'What does Artificial Intelligence Mean for the Future of Democratic Society?' at Queen Mary University of London. Leads research within EIT group and collaborates in the Grounds, Norms, Decisions research field, regularly presenting at international philosophy conferences including World Congress of Philosophy and British Society for Phenomenology events.

Marcelo Worsleyمشاهده پروفایل

دانشیار

• STEM Education
• Multimodal Learning Analytics
• Hands-on Learning
• +۳ مورد دیگر

Marcelo Worsley is the Karr Family Associate Professor in Computer Science and Learning Sciences at Northwestern University's School of Education and Social Policy (SESP). His research focuses on promoting STEM education for underserved populations through hands-on, project-based learning. He holds a PhD and MS in Learning Sciences and Computer Science from Stanford University, along with dual bachelor's degrees in Chemical Engineering and Portuguese. His work emphasizes inclusive learning technologies, multimodal learning analytics, and fostering agency in students to address real-world challenges. Research Interests: Worsley’s research spans four core areas: (1) designing meaningful hands-on learning experiences; (2) extracting and analyzing multimodal data; (3) developing naturalistic interfaces for education; and (4) bridging engineering education with conceptual change. His Technological Innovations for Inclusive Learning and Teaching (tiilt) Lab aims to address inequities in education by co-designing tools with teachers and learners. Grants & Projects: Worsley has led initiatives such as Multimodal Learning Analytics (funded by NSF EAGER) and PE++ , integrating computer science with physical education. His projects often involve intergenerational making, refugee youth engagement, and culturally responsive computing. Publications: His work appears in journals like Journal of Learning Analytics and conferences such as ICLS and EDM. Recent themes include AI in education, embodied learning in games like Minecraft, and leveraging sports for computational thinking.

Jody Clarke-Miduraمشاهده پروفایل

استاد

• STEM Education
• Computational Thinking
• Game-Based Learning
• +۳ مورد دیگر

Dr. Jody Clarke-Midura is a Professor and Associate Dean of Graduate Studies in the Emma Eccles Jones College of Education and Human Services at Utah State University. She holds an Ed.D. from Harvard Graduate School of Education, an M.Ed. in Technology in Education, and a B.A. in English and Women’s Studies from the University of Massachusetts. Her research focuses on designing playful, technology-enhanced learning environments to foster STEM engagement and computational thinking in K-12 and early childhood education. Key areas include game-based learning, computational thinking integration, and technology-enhanced assessments. She collaborates on interdisciplinary teams and leads externally funded projects. Clarke-Midura co-directs the Playful Explorations Lab (PEL), which designs STEM learning experiences for elementary classrooms. Her work emphasizes hands-on, student-driven exploration and connects theory to classroom practice. She mentors graduate and undergraduate students, supporting their research development. Her publications address topics like formative assessments, computational thinking assessment frameworks, and the role of coding toys in early math learning. She has contributed to curriculum models integrating computer science and mathematics, and explored cultural relevance in co-design processes. Professional activities include leading graduate studies administration, advising on educational technology initiatives, and advancing inclusive pedagogical practices.

• Physiotherapy
• Rehabilitation
• Motor Control
• +۲ مورد دیگر

Prof. Dr. Katrijn KLINGELS is a Senior Lecturer at the Faculty of Rehabilitation Sciences , Hasselt University , Belgium. Her work centers on Motivational Control , Developmental Neuroscience , and Pediatric Rehabilitation , with a focus on neurodevelopmental disorders like Cerebral Palsy and Developmental Coordination Disorder . Supervision of 11 ongoing doctorates, including studies on balance control heterogeneity , intensive balance training , and somatosensory deficits in children with motor disorders. Leadership roles in the OMT Bachelor ReKi program and the Examination Board for Rehabilitation Sciences. Her research integrates brain imaging , neuromechanics , and functional assessments to understand motor impairments and design targeted therapies. Current projects include CO-OP interventions for autism , ICP-Move implementation for intellectual disabilities, and muscle fatigue studies in cerebral palsy. She teaches courses like Evidence-Based Clinical Reasoning and Advanced Pediatric Rehabilitation .

Kevin Kellyمشاهده پروفایل

استاد

• Ockham's Razor
• Epistemology
• Formal Learning Theory
• +۷ مورد دیگر

Kevin Kelly is a Professor of Philosophy at Carnegie Mellon University and the Director of the Center for Formal Epistemology. His work bridges formal epistemology, computational learning theory, and philosophy of science, with a focus on Ockham's razor, belief revision, and the topology of inquiry. Key Research Areas: Ockham's Razor, Epistemology, Formal Learning Theory, Modal Epistemic Logic, and Interdisciplinary Applications of Topology. Grants: John Templeton Foundation grant for research on truth-finding efficiency and scientific simplicity. Scientific Awards: John Templeton Foundation grant (2018–2021) Kelly's publications emphasize connections between probabilistic reasoning and qualitative belief, solutions to the lottery paradox, and computational models of knowledge acquisition. His recent work explores lighting design, human-centric ergonomics, and machine learning epistemology, reflecting a deep interdisciplinary engagement with technology and science.

Svanhild Breiveمشاهده پروفایل

دانشیار

• Mathematics Education
• Early Childhood Education
• Inquiry-Based Learning
• +۳ مورد دیگر

Svanhild Breive is an Associate Professor at the Department of Mathematical Sciences, University of Agder. Her research focuses on mathematics education in early childhood settings, particularly exploring how play and inquiry-based approaches enhance mathematical learning in kindergartens and early primary years. She has contributed significantly to understanding teacher-child interactions, classroom orchestration, and the role of physical environments in fostering mathematical thinking. Her work examines key themes such as the balance between structured and free play, embodied cognition in mathematics, and the application of semiotic theories to analyze learning processes. She has published extensively in journals like For the Learning of Mathematics and European Early Childhood Education Research Journal , and co-authored influential books including Lekende læring og lærende lek i begynneropplæringen (2022) and the Lekbasert læring series. Her research often intersects with broader educational psychology topics, such as curriculum design for preschool systems and the impact of pedagogical frameworks on child development. Collaborations with projects like the Agder Project highlight her commitment to evidence-based early education practices.

Heather Petcovicمشاهده پروفایل

استاد

• Geoscience Education
• Field-Based Learning
• Cognitive Development in Geology
• +۳ مورد دیگر

Dr. Heather Petcovic is Chair and Professor in the Department of Geological and Environmental Sciences at Western Michigan University, with a joint appointment in the Mallinson Institute for Science Education. Her research bridges geoscience and education, focusing on field-based learning, cognitive development, and K-12 teacher training. Ph.D., Oregon State University (2004) M.S., Oregon State University (2000) B.A., Smith College (1995) Her research explores how field experiences shape geoscientists' cognition, integrating mixed methods to study spatial reasoning, mental models, and instructional design. She leads NSF-funded initiatives to democratize geoscience education at two-year and minority-serving institutions. Recent publications highlight her expertise in spatial thinking, virtual field experiences, and hydrogeology pedagogy. Awards include the National Association of Geoscience Teachers' Distinguished Lecturer. She mentors graduate students and contributes to geoscience education policy through roles like former associate editor for the Journal of Geoscience Education .

Susan Harkness Regliمشاهده پروفایل

پژوهشگر

• Human-Computer Interaction
• Human Factors
• Clinical Decision Support
• +۴ مورد دیگر

Susan Harkness Regli, PhD, serves as Human Factors Scientist for the University of Pennsylvania Health System and is a founder of Penn Medicine’s Center for Applied Health Informatics, driving innovation at the intersection of human factors engineering and healthcare delivery. Her research program focuses on critical healthcare challenges through: Human-Computer Interaction in clinical environments Patient safety systems design Clinical decision support optimization Healthcare applications of AI and machine learning Natural language processing for medical data Human factors in sepsis management and insulin safety Analysis of her 2009-2023 publications reveals consistent emphasis on real-world healthcare human factors, with recent work addressing sepsis diagnosis workflows, insulin pen safety protocols, and augmented reality applications. Her scholarship demonstrates methodological diversity spanning qualitative clinician interviews, heuristic evaluations, and quality improvement projects focused on error prevention in high-stakes medical environments. As co-founder of Penn Medicine’s Center for Applied Health Informatics, Dr. Regli leads strategic initiatives that bridge human factors science with clinical informatics to develop practical solutions for healthcare delivery systems, fostering collaborations between engineers, clinicians, and data scientists to enhance patient safety through technology design.

Minna Uittoمشاهده پروفایل

استاد

• Educational sciences
• Emotional dimensions in teaching
• Teacher-student relationships
• +۳ مورد دیگر

Minna Uitto is a Professor of Subject Teacher Education at the University of Oulu and a Docent in Educational Sciences at the University of Jyväskylä. Her research focuses on relational dynamics in teaching, emotions in educational environments, and narrative methodologies. She leads two major research projects: the RELA project (2020-2024) examining evolving teacher relationships under changing conditions and the NAVI project (2022-2025) exploring pre-service teachers' navigation of relational challenges in modern education. Her work bridges theoretical frameworks with empirical studies on teacher identity, school micropolitics, and intergenerational educational relationships. Education: Holds a PhD and has extensive academic credentials in educational sciences. Her career spans over 20 years, with a focus on qualitative research methodologies. Research Interests: Uitto's work emphasizes how emotions, narratives, and relationality shape teaching practices. She investigates topics like teacher-student dynamics, parental interactions, and the emotional labor inherent in pedagogical roles. Her projects often employ innovative narrative and visual research methods to uncover hidden dimensions of educational experiences. Key Projects: RELA Project : Explores evolving relationships in teachers' work amid systemic changes. NAVI Project : Analyzes pre-service teachers' understanding of relational complexities in contemporary education. Awards: While no formal awards are listed, her sustained research contributions have positioned her as a leading voice in Nordic educational studies. Advising & Grants: As PI of two major grants, Uitto oversees interdisciplinary research teams. Her work aligns with educational policy debates on teacher well-being and institutional change. Labs/Teams: Active member of the Living Relations research community, fostering collaborative inquiry into human-centered educational practices.