جست‌وجوی استاد و پژوهشگر

• Nutrition
• Dairy Science
• Cardiometabolic Health
• +۷ مورد دیگر

Professor Ian Givens is a leading academic at the University of Reading, affiliated with the School of Agriculture, Policy and Development and the Department of Animal Science. He holds the academic rank of Professor and is actively engaged in research on nutrition, dairy science, and public health. His work bridges animal science and human nutrition, focusing on the health impacts of dairy and animal-derived foods. His research interests span nutrition , dairy science , cardiometabolic health , food composition , and sustainable diets . He has extensively studied the role of saturated and unsaturated fats, the food matrix effect, and the implications of dietary transitions toward plant-based foods. His work often involves systematic reviews, meta-analyses, and human or animal intervention trials, particularly within UK cohorts like the Caerphilly Prospective Study. The 15 most recent articles highlight a consistent focus on dairy and cardiovascular health , plant-based diets , micronutrient bioavailability , and nutritional epidemiology . Key themes include the comparative health effects of dairy versus meat fats, the role of the food matrix in nutrient delivery, and the potential risks and benefits of dietary shifts toward plant-based proteins. His publications appear in high-impact journals such as Nutrition Research Reviews , American Journal of Clinical Nutrition , and Clinical Nutrition . While specific scientific awards are not listed in the provided text, his extensive publication record and frequent collaborations with leading researchers underscore his influence in the field. He has contributed to major reviews and policy-relevant research on dietary fats, vitamin D, and sustainable nutrition. Professor Givens has supervised and collaborated with numerous researchers, though specific PhD students are not named in the provided materials. His work is often associated with research initiatives like the RESET study, focusing on dairy fat reformulation and cardiometabolic outcomes. He has not been indicated as retired or part-time, and remains an active contributor to academic discourse in nutrition and food science.

Edgar Englemanمشاهده پروفایل

استاد

• Immunology
• Cancer Immunotherapy
• Myeloid Cell Biology
• +۱۷ مورد دیگر

Edgar Engleman is a Professor of Pathology and of Medicine (Immunology and Rheumatology) at Stanford University School of Medicine. He is a leading figure in cellular immunology, with major contributions to cancer immunotherapy, immune tolerance, and myeloid cell biology. He holds key affiliations with the Stanford Cancer Institute, Wu Tsai Neurosciences Institute, Bio-X, and the Maternal & Child Health Research Institute (MCHRI). He serves as Co-Director of Tumor Immunology and Immunotherapy and as Medical Director of the Stanford Blood Center. Professor, Department of Pathology, Stanford University Professor, Department of Medicine (Immunology and Rheumatology), Stanford University Co-Director, Tumor Immunology and Immunotherapy, Stanford Cancer Institute Medical Director, Stanford Blood Center Member, Wu Tsai Neurosciences Institute Member, Bio-X Member, Maternal & Child Health Research Institute (MCHRI) Dr. Engleman’s research focuses on the biology of immune cells, especially dendritic cells, macrophages, and neutrophils, in cancer, autoimmunity, organ transplantation, and metabolic and neurodegenerative diseases. His lab was instrumental in developing Sipuleucel-T (Provenge), the first FDA-approved cell-based cancer immunotherapy. Current work includes reprogramming immunosuppressive myeloid cells, studying lymph node-mediated immune tolerance in metastasis, and targeting novel immune checkpoints. His lab also investigates microglia in neurodegeneration and retinoic acid in colorectal cancer immunity. His recent publications (2022–2025) reveal a strong emphasis on myeloid cell function in tumor immunosuppression, mechanisms of metastasis, and novel therapeutic strategies including neutrophil activation, GPR65 inhibition, and EPO/EPOR blockade. His work integrates advanced technologies such as multiplex imaging, deep sequencing, and machine learning (e.g., CELESTA algorithm) to dissect immune cell interactions and tissue architecture. Notable scientific contributions include: Development of the first FDA-approved cancer vaccine (Provenge) Discovery of lymph node-induced immune tolerance promoting metastasis Identification of novel myeloid immune checkpoints Therapeutic reprogramming of tumor-associated myeloid cells Role of microglia in neurodegeneration and its pharmacological targeting Link between retinoic acid deficiency and impaired anti-tumor immunity in colorectal cancer Dr. Engleman actively mentors numerous graduate students and postdoctoral fellows, advising on doctoral theses and research projects across immunology, cancer biology, and pathology. His lab receives substantial research funding, enabling extensive studies in mouse models and human tissues. He also contributes to education through directed reading and research courses. The Engleman Lab functions as a collaborative Cellular Immunology Lab (CIL), fostering innovation and high-risk research. It utilizes cutting-edge tools including flow cytometry and mass cytometry to map immune responses system-wide. Ongoing efforts aim to translate mechanistic discoveries into clinical applications for cancer, autoimmune disorders, and transplant tolerance.

• English Language Teaching
• Linguistics
• Second Language Acquisition
• +۵ مورد دیگر

Ayça Dinçer serves as a Lecturer at Çukurova University's School of Foreign Languages since 2010, holding a PhD in English Language Education from the same institution. Her academic foundation includes doctoral (2008-2014) and postgraduate (2005-2008) studies in Foreign Language Education at Çukurova University, and an undergraduate degree in English Linguistics from Hacettepe University (1994-1999). Her educational background encompasses: Doctorate (2008-2014): Çukurova University, Foreign Language Education, English Language Education Postgraduate (2005-2008): Çukurova University, Foreign Language Education, English Language Education Undergraduate (1994-1999): Hacettepe University, Faculty of Literature, English Linguistics Dinçer's research centers on English Language Teaching methodology, with emphasis on discourse analysis, figurative language, and self-regulated learning strategies. She investigates collocations in EFL materials, metonymy in coursebooks, gender representation, and teacher-student dynamics in writing instruction. Her work bridges theoretical linguistics with classroom applications, particularly in Turkish higher education contexts. Analysis of her 2014-2022 publications reveals persistent focus on linguistic phenomena in pedagogical materials and learner outcomes. Key trends include collocation patterns in student writing, metonymic structures in textbooks, and self-regulation frameworks for writing instruction. These studies collectively advance evidence-based ELT practices through empirical classroom research. No scientific awards were documented in the source material. She executed two significant research projects: 'Promotion of Self-Regulation in Writing Instruction' (2015-2016) and 'Collocational Analysis of EFL Coursebooks' (2018-2020). Dinçer actively promotes institutional collaboration through the Language-for-All Conference series, serving as editor for multiple proceedings and organizing four international conferences (2022-2025) focused on language education innovation.

Kelly King-O'Brienمشاهده پروفایل

مدرس ارشد

• Writing Pedagogy
• American History
• Post-WWII U.S. History
• +۷ مورد دیگر

Kelly King-O'Brien is a Senior Lecturer and Associate Director of the Writing in the Majors program at the John S. Knight Institute for Writing in the Disciplines, Cornell University, within the College of Arts and Sciences. She holds a Ph.D. in U.S. History from the University of Chicago and has taught writing and history at the University of Chicago, University of Illinois at Chicago, and Cornell. Education: Ph.D., U.S. History – University of Chicago M.A., U.S. History – University of Chicago M.A., History – Harvard University B.A., Neuroscience – Oberlin College Her research and teaching focus on writing pedagogy, American history, and public engagement with heritage. She explores how writing can be central to history courses, how to use news media as a teaching tool, and the role of Confederate monuments in shaping collective memory. Her interdisciplinary work bridges history, education, and social justice. Her recent publications examine Confederate monument proliferation in Texas during the Civil Rights Movement, the role of protest in recasting history, and innovative strategies for teaching writing in historical disciplines. The articles reflect strong trends in public history, writing across the curriculum, critical literacy, and racial inclusion. Scientific Awards: No awards listed in the provided text. Kelly King-O'Brien advises and trains graduate students who teach first-year writing seminars and serve as teaching assistants in Writing in the Majors courses. While specific grant funding is not mentioned, her participation in the CIVIC research co-lab “Unsettled Monuments, Unsettling Heritage” indicates collaborative, interdisciplinary research engagement. She plays a key role in curriculum development and pedagogical leadership at Cornell. She is a core member of the John S. Knight Institute, contributing to institutional efforts in writing instruction and teacher development. Her work with the CIVIC research co-lab involves collaboration with faculty and postdocs from History, Archaeology, Near Eastern Studies, Architecture, and Classics, reflecting a deeply interdisciplinary team approach to heritage and memory studies.

• Special Education
• Reading Comprehension
• Digital Learning Environments
• +۲ مورد دیگر

Natalia Latini is a postdoctoral fellow at the Department of Education , University of Oslo, Norway. Her research focuses on reading comprehension , digital learning environments , and special education with an emphasis on specific learning disabilities. She actively contributes to research groups like Development, Equity, and Literacy in Learning Contexts (DEAL) , and projects including CrossREAD (Reading across mediums, devices, and contexts) . Education: Ph.D., Department of Education, University of Oslo (2022) Master in Special Education, Specific Learning Disabilities, University of Oslo (2017) Bachelor in Special Education, University of Oslo (2015) Psychology, year unit, University of Oslo (2012) Her research investigates how digital reading impacts comprehension, with a focus on multimedia integration , media multitasking , and self-efficacy in academic writing . She utilizes methodologies like eye-tracking and verbal protocols to analyze behavioral engagement and cognitive processing across mediums. Recent studies examine belief bias in adolescents and the role of main idea summarization in multiple-document comprehension. Key collaborations include work with researchers such as Ivar Bråten , Ymkje Elisabeth Haverkamp , and Helge Ivar Strømsø . Her publications span journals like Journal of Research in Reading , Literacy Research and Instruction , and Contemporary Educational Psychology . Natalia's research contributes to understanding how technology-mediated learning affects educational outcomes, particularly for individuals with learning challenges. She explores the interplay of screen size , text movement , and media multitasking on comprehension and motivation, offering insights for adaptive teaching strategies in digital contexts.

Liisa Ilomäkiمشاهده پروفایل

پژوهشگر

• Educational Technology
• Digital Learning
• School Development
• +۳ مورد دیگر

Liisa Ilomäki holds a docent position in Education and Technology at the University of Helsinki's Faculty of Educational Sciences, where she is affiliated with the Technology in Education Research Group. She serves as a supervisor for the Doctoral Programme in School, Education, Society, and Culture. With a career spanning since 1998, Ilomäki has established herself as a leading researcher in the integration of digital technologies in educational settings across Finland and internationally. Ilomäki earned her EdD and defended her doctoral thesis in 2008 titled The effects of ICT in schools: Teachers' and students' perspectives . Her research focuses on learning and teaching with digital technology, examining innovations and changes within school and teaching communities, and promoting knowledge work competencies in education. Since 2012, she has collaborated with an informal research team investigating the development of knowledge work competencies and related pedagogical practices in secondary and higher education. Her work spans digital competence development, school improvement through technology integration, and critical digital literacies in compulsory education settings. Analysis of Ilomäki's recent publications reveals a strong emphasis on practical applications of educational technology. Her work addresses mentoring models for schools implementing digital technologies, critical digital literacies in compulsory education, and the development of digital competence among educators. The research demonstrates a consistent focus on how digital tools transform teaching practices, student engagement, and learning outcomes across various educational contexts. Throughout her career, Ilomäki has been actively involved in advising graduate students, serving as supervisor or co-supervisor for doctoral theses and mentoring Master's level research. She has participated in numerous research projects, including EU-funded initiatives like iHub4Schools and DETECT, which focus on accelerating digital innovation in schools and developing teachers' critical digital literacies. Her project leadership includes roles as Principal Investigator and Project Manager on multiple significant educational technology initiatives. Ilomäki is a key member of the Technology in Education Research Group at the University of Helsinki and collaborates with an informal research team focused on knowledge work competencies. Her work extends to international collaborations, particularly through European projects that address digital innovation in educational settings across multiple countries. She has also been an expert member of Finnish national boards concerning digital technology and a board member and evaluator of European projects.

Hannah Mitchisonمشاهده پروفایل

استاد

• Genetics
• Genomic Medicine
• Rare Diseases
• +۵ مورد دیگر

Professor Hannah Mitchison is a leading academic at University College London (UCL) , where she serves as Professor of Molecular Medicine in the Genetics & Genomic Medicine Department at the UCL Great Ormond Street Institute of Child Health. She is Head of the department (2022–present) and has held leadership roles in the Ciliopathy Alliance and UK Cilia Network . Her research focuses on ciliopathies and genetic mutations in rare diseases, particularly Primary Ciliary Dyskinesia (PCD) . PhD in Biochemistry (University of Birmingham, 1991) BSc (Hons) in Biochemistry (University of Sussex, 1986) Her research spans genetic discovery , functional studies of ciliary proteins , and translational genetic therapies for PCD and related disorders. Recent work includes large-scale genomic analyses with the 100,000 Genomes Project and developing the CiliaVar database for motile ciliopathy variants. She also explores genotype-phenotype correlations in PCD cohorts across the UK, Finland, and Palestine. Her teaching roles include supervising PhD and MSc students, lecturing on UCL’s MSc Cell & Gene Therapy and Genomic Medicine programs, and leading the module Genomics of Common and Rare Inherited Diseases . She is co-lead for UCL on the Health Education England-supported MSc Genomic Medicine course. Scientific contributions include over 170 journal articles, with recent high-impact publications in Nature , Science , and European Respiratory Journal , emphasizing genomic approaches and novel therapies for ciliopathies. Collaborations with clinical teams and patient advocacy groups like the Ciliopathy Alliance underscore her translational focus. Funding comes from organizations including the Medical Research Council (MRC), Biotechnology and Biological Sciences Research Council (BBSRC), and NIHR Great Ormond Street Hospital Biomedical Research Centre.

• Software Engineering
• Program Comprehension
• Eye Tracking in Software Development
• +۴ مورد دیگر

Professor Jonathan I. Maletic is affiliated with the University of Kent, UK, and is a leading researcher in software engineering with a particular focus on program comprehension and eye tracking in software development. He has published extensively in top venues such as Empirical Software Engineering, IEEE Transactions on Software Engineering, and the International Conference on Program Comprehension.

• Alzheimer's Disease
• Huntington's Disease
• Parkinson's Disease
• +۵ مورد دیگر

Frank Longo is a Professor in the Department of Neurology and Neurological Sciences at Stanford University School of Medicine. He actively teaches across the neuroscience curriculum including Medical Scholars Research (NENS 370), Directed Reading courses (NEPR 299/NENS 299), Graduate Research (NENS 399/NEPR 399), and Early Clinical Experience (NENS 280), demonstrating his commitment to training the next generation of neuroscientists and clinicians. His research program centers on neurodegenerative diseases with particular emphasis on Alzheimer's, Huntington's, and Parkinson's diseases. Longo investigates the therapeutic potential of neurotrophin receptor modulation (especially p75NTR and TrkB) using small-molecule ligands like LM11A-31, exploring mechanisms spanning protein aggregation, synaptic dysfunction, neuroinflammation, and metabolic dysregulation. His work bridges molecular neuroscience with translational applications, utilizing advanced techniques including transcriptomics, neuroimaging, and biomarker analysis in cellular and animal models. Analysis of his 2024-2025 publications reveals consistent focus on targeting neurotrophin pathways to reverse disease phenotypes. Key themes include: 1) Development of small-molecule modulators for p75NTR/TrkB to rescue synaptic and cognitive deficits; 2) Biomarker discovery for early detection (e.g., plasma Aβ42/Aβ40 ratios); 3) Mechanistic studies on autophagy, white matter changes, and metabolic dysfunction; and 4) Leadership in collaborative initiatives like the TREAT-AD Center for target validation. His research demonstrates both breadth across neurodegenerative disorders and depth in neurotrophin signaling mechanisms. Through undergraduate and graduate research courses, Longo mentors students in neuroscience research despite no specific advisees being listed. His extensive publication record and involvement in multi-institutional consortia (including EU-US task forces) indicate significant research funding and national leadership in neurodegenerative disease research, though specific grant details aren't provided in the source material.

• Educational Technology
• Digital Learning
• Teacher Education
• +۵ مورد دیگر

Eli Gjølstad is an Assistant Professor at Oslo Metropolitan University, Faculty of Education and International Studies, Department of Primary and Secondary Teacher Education. Gjølstad serves as Head of Studies for Area of Responsibility 5 and focuses on the integration of digital technologies in educational contexts. The academic is based at Pilestredet 52, 0167 Oslo, with office number B515, and can be contacted via mobile (+47 924 28 894) or office phone (+47 672 37 116). Gjølstad's research interests center on educational technology, particularly focusing on digital learning environments, teacher education, and the implementation of digital tools in primary and secondary education. Special attention is given to human-centered artificial intelligence applications that reduce teacher workload, digital ethics in classroom settings, and evaluating digital tools for foundational literacy and numeracy skills development. The research spans both theoretical frameworks and practical classroom applications across various educational levels. The publication record demonstrates a strong focus on how digital technologies transform teaching and learning practices, with particular emphasis on post-pandemic educational adaptations, ethical considerations in digital education, and practical implementations of educational technology in Norwegian schools. Recent work increasingly addresses artificial intelligence applications in educational contexts, showing a progression toward more sophisticated technological integrations in teacher workflows. Gjølstad has been actively involved in developing open online courses for teacher education and has contributed significantly to understanding students' and teachers' experiences with digital learning environments. The research often employs mixed-methods approaches, combining qualitative insights with quantitative data to provide comprehensive analyses of educational technology implementations. As Head of Studies, Gjølstad plays a key role in shaping teacher education programs with a strong digital component, ensuring that future educators are equipped with necessary technological competencies. The work bridges theoretical research with practical educational applications, creating meaningful connections between academic findings and classroom practice.

Joseph E Michaelisمشاهده پروفایل

استادیار

• Educational Technology
• Human-Computer Interaction
• Social Robotics
• +۳ مورد دیگر

Joseph E Michaelis is an Assistant Professor at the University of Illinois Chicago in the Department of Computer Science. His research sits at the nexus of learning sciences and human-computer interaction (HCI), focusing on designing educational technologies that utilize human-centered methods and social-cultural learning perspectives. Education: Ph.D. in Learning Sciences (minor in Computer Science), University of Wisconsin-Madison, 2019 M.S. in Science Education Leadership, Illinois Institute of Technology, 2012 Research Interests: Michaelis specializes in creating learning companion robots for STEM education, with a focus on fostering social connections, collaboration, and interest development in children during classroom and home learning activities. His work integrates human-centered design principles with educational theories to enhance engagement and learning outcomes. Publications Overview: His research explores social robotics for education, covering classroom assistant robots, interest development frameworks, and the use of technology to support collaborative learning in STEM disciplines. Key themes include long-term learner engagement, social-cultural learning perspectives, and adaptive educational technologies. Labs & Teams: Learning + Interest + Technology Lab

Anna Tykhonenkoمشاهده پروفایل

استاد

• Macroeconomics
• Applied Economics
• Econometrics
• +۲ مورد دیگر

Anna Tykhonenko is a Full Professor of Economic Sciences at Université Côte d'Azur, affiliated with the University School of Economics and Management and the Research Group in Law, Economics, Management (GREDEG). She serves as Co-head of the Master's in Expertise and Analysis of Economic Data (EADE), Co-head of the MIASHS Degree, and Head of the 'European Project Engineering' DU program. Her research spans Macroeconomics, Applied Economics, and Econometrics with focus areas including: Prudential supervision and domestic credit dynamics Economic convergence and business cycle synchronization in the EU Environmental Kuznets curves and trade-environment nexus Public debt impacts on twin imbalances Nuclear energy-GDP relationships Her methodological expertise includes Bayesian shrinkage estimation, panel data analysis, and distance-based approaches for heterogeneous economies. Analysis of her recent publications reveals consistent focus on European economic integration challenges, particularly how global crises impact convergence processes. Her work frequently employs advanced econometric techniques to address cross-country heterogeneity in environmental, financial, and macroeconomic contexts. Scientific recognition includes: INFER Young Economist Award (2023) She maintains active research collaborations across international institutions with notable co-authors including Thomas Jobert, Fatih Karanfil, and Veronika Šuliková. Her work has accumulated over 3,283 reads and 384 citations on ResearchGate, reflecting significant scholarly impact in applied economic research.

Janay B. Sanderمشاهده پروفایل

استاد

• Educational Psychology
• School Psychology
• Emotional and Behavioral Interventions
• +۴ مورد دیگر

Janay B. Sander is a Professor of Educational Psychology and Director of the PhD in School Psychology program at Ball State University's Teachers College since 2012. She is a licensed psychologist in Indiana, specializing in intersections between emotional, behavioral, and academic concerns in youth, particularly those involved with juvenile justice systems. Her research focuses on evidence-based interventions to reduce educational disparities, using ecological systems frameworks and strengths-based methodologies. She has led school-level and systemic consultation projects, emphasizing equity in mental health services and behavioral outcomes. Recent publications highlight collaboration models for social-emotional learning, multicultural competence in consultation, and juvenile justice reform. She secured a National Institute of Justice grant (2016-2018) for reading interventions and behavioral outcomes in at-risk youth. Professional roles include American Psychological Association Commissioner (2020-2025) and Director of the Ball State University Internship Consortium in School Psychology (since 2013).

Tilman von Brandمشاهده پروفایل

استاد

• German Didactics
• Literature Didactics
• Media Didactics
• +۵ مورد دیگر

Prof. Dr. Tilman von Brand is a tenured Professor of Didactics of German Language and Literature at the Institute of German Studies within the Faculty of Philosophy at the University of Rostock. His work spans literature, language, and media didactics, with a focus on inclusive education, historical-political learning, and the history of German teaching in the GDR. Research Interests include: Developing inclusive teaching models for literary texts, particularly in mixed-ability classrooms. Historical analysis of pedagogical practices in GDR education. Digital teaching methods and media culture integration in German language instruction. His recent publications address literary writing as cultural practice , digitally enhanced reading pedagogy , and satire as a critical thinking tool . He is co-editor of the journal Praxis Deutsch and leads projects like LLinkL (Literary Learning in Inclusive Learning Groups) and the German Learning Workshop , which explores theory-practice connections in teacher training. The workshop, funded by the BMBF , integrates modern technology and didactic materials to improve inclusive teaching environments. Students under his supervision include Stefanie Granzow , whose dissertation examines text-image combinations (e.g., graphic novels) as inclusive learning tools. His team collaborates with facilities like InFoLaB to simulate and evaluate teaching practices.

Samuel Culbertمشاهده پروفایل

استاد

• Leadership
• Organizational Behavior
• Corporate Culture
• +۴ مورد دیگر

Samuel Culbert is a Professor of Management and Organizations at the Anderson School of Management, University of California, Los Angeles. With a B.S. in Systems Engineering from Northwestern University and a Ph.D. in Clinical Psychology from UCLA, he brings a unique interdisciplinary perspective to his work. Culbert focuses on understanding and improving workplace dynamics through his research, teaching, and consulting. His research has profoundly impacted management practices, particularly regarding performance reviews. He argues that traditional performance reviews create disorientation and prevent genuine communication between managers and employees. Culbert has developed alternative frameworks for establishing trust-based relationships and promoting straight talk in the workplace. His work has been widely recognized, including the McKinsey Award for the best article in Harvard Business Review and multiple book awards. Culbert's publications include: Good People, Bad Managers: How Work Culture Corrupts Good Intentions (Oxford University Press, 2017) Get Rid Of The Performance Review! (Business Plus, 2010) Beyond Bullsh*t: Straight-Talk at Work (Stanford University Press, 2008) Don’t Kill the Bosses! (Berrett-Koehler, 2001) Mindset-Management: The Heart of Leadership (Oxford University Press, 1996) Radical Management: Power Politics and the Pursuit of Trust (The Free Press, 1985) The Invisible War: Pursuing Self Interests at Work (John Wiley & Sons, 1980) The Organization Trap (Basic Books, 1974) Culbert has been widely recognized for his contributions to management thinking: McKinsey Award for best article of the year in Harvard Business Review SmartMoney Magazine Top Ten Reads (2008) Globe and Mail’s Top Ten Business Books Axiom Business Book Award Runner-up, National Book Awards