جست‌وجوی استاد و پژوهشگر

Jack Cannonمشاهده پروفایل

مدرس ارشد

• Exercise Physiology
• Neuromuscular Fatigue
• Cancer Survivorship
• +۴ مورد دیگر

Dr. Jack Cannon is a Senior Lecturer in Motor Control and Learning at Charles Sturt University (Bathurst campus) within the School of Allied Health, Exercise and Sports Sciences. He serves as Discipline Leader for Exercise Physiology and Acting Associate Head of School, with a research focus on neuromuscular mechanisms in exercise performance and fatigue across aging, resistance training, self-paced exercise, and cancer survivorship contexts. His technical expertise includes LabVIEW and MATLAB software for neurophysiological data acquisition. Education: PhD, Charles Sturt University B.Soc.Sci.(Hons), Charles Sturt University Graduate Diploma in Education, Charles Sturt University Dr. Cannon's research investigates central nervous system regulation of muscle activation versus peripheral fatigue, with applications to clinical populations and athletic performance. Key themes include: Neuromuscular control in aging and disease Thermoregulation in extreme environments Exercise interventions for cancer survivors Development of custom neurophysiological systems Acute exercise responses and recovery mechanisms His publication record shows consistent output in exercise physiology, with particular emphasis on self-paced exercise (2010-2022), resistance training (2001-2014), thermal stress (2001-2022), and cancer-related fatigue (2011-2024). Recent work (2024-2025) explores spinal reflex excitability and machine learning applications. Scientific Awards: Executive Dean’s Teaching Award (2023) Teaching Contributions: He coordinates and delivers subjects in skill acquisition, exercise for special populations, sensory-motor integration, and pathophysiology of chronic conditions, emphasizing evidence-based clinical decision-making through case-based learning in both online and face-to-face formats. Professional Engagement: As an Accredited Exercise Physiologist and Medicare provider, Dr. Cannon collaborates with health services on exercise programs for chronic conditions, maintains a radiation license for dual X-ray absorptiometry, and serves as a peer reviewer for journals including European Journal of Applied Physiology and Frontiers in Physiology.

Bjorn Slettoمشاهده پروفایل

استاد

• Geographic Information Systems
• Latin American planning and development
• Participatory planning
• +۸ مورد دیگر

Bjorn Sletto is a Professor and Interim Program Director for Community and Regional Planning at the University of Texas at Austin's School of Architecture. He is affiliated with the Department of Geography and the Environment, the Institute of Latin American Studies (LLILAS), and the Rapoport Center for Human Rights and Justice. Education: Ph.D. in City and Regional Planning, Cornell University Master’s in Geography, University of Kansas BA in Journalism, University of Minnesota His research centers on environmental and social justice in Latin America, focusing on participatory mapping, decolonial planning, and knowledge co-production with indigenous communities. He has conducted long-term fieldwork in Venezuela and the Dominican Republic, examining conflicts over fire management, land rights, and urban informality. His 2021 publications analyze youth inclusion in radical planning processes and decolonial cartographies in indigenous landscapes. Earlier works address spatial production theories, environmental knowledge systems, and GIS applications in marginalized communities. Scientific Awards & Grants: American Institute of Certified Planners student project award (twice) Multinational teaching awards NSF, Mellon, and MacArthur Foundation research grants He directs LLILAS' Research Initiative in Participatory Mapping , collaborates with institutions in South America, and teaches courses on environmental justice, GIS, and Latin American planning. His activist research with NGOs like PODER in Austin and projects in Santo Domingo emphasize community-driven solutions to environmental and spatial inequities.

• Fermentation Studies
• Human-Microbe Relationships
• Sociology of Food
• +۳ مورد دیگر

Maya Hey is a Postdoctoral Researcher (Research Fellow) at the University of Helsinki's Faculty of Social Sciences, specializing in Sociology. Her work centers on human-microbe relationships through fermentation practices, participatory food research, and open education initiatives, with active involvement in the Centre for the Social Study of Microbes project (2022-2026). Hey's research interests focus on the cultural, ethical, and scientific dimensions of microbial interactions in food systems. She examines how fermentation shapes narratives of disgust/deliciousness, responsibility in synthetic biology, and cross-cultural food identities. Her methodologies emphasize polyphonic engagement, co-sensing workshops, and slime-mouldian collaborative approaches to challenge human-centric perspectives in microbiology. Analysis of her 2022-2025 publications reveals consistent exploration of microbial communication across diverse contexts—from sake production to koji in global markets—bridging sociology, food studies, and science and technology studies. Key trends include ethical frameworks for human-microbe relations, participatory urban food environments, and emerging intersections between microbial processes and artificial intelligence. Hey leads the Centre for the Social Study of Microbes (2022-2026), funded by an external source, which develops innovative research methods for microbial engagement. Her academic visits to Humboldt University, LMU Munich, and University of Augsburg in early 2024 demonstrate international collaboration in advancing this interdisciplinary field. The Centre for the Social Study of Microbes operates as her primary research hub, employing non-hierarchical 'slime-mouldian' methodologies to foster collective knowledge production about microbial life through workshops, sensory engagements, and experimental practices.

Erika G. Spaichمشاهده پروفایل

دانشیار

• Neurorehabilitation technologies
• Functional Electrical Stimulation (FES)
• Rehabilitation robotics
• +۸ مورد دیگر

Erika G. Spaich is an Associate Professor at the Department of Medicine and Health Technology, Faculty of Health Sciences, Aalborg University. She leads neurorehabilitation research at the Center for Neurotechnology and Rehabilitation (CNR) and serves as Vice-President of the International Functional Electrical Stimulation Society (IFESS). Her work combines biomedical engineering with clinical applications. Her research focuses on Neurorehabilitation technologies Functional Electrical Stimulation (FES) systems Rehabilitation robotics Auditory biofeedback for gait symmetry Neural plasticity mechanisms Recent publications highlight hybrid FES-robotic systems and sound-facilitated rehabilitation, with ongoing projects targeting spinal cord injury and stroke recovery. She has received multiple conference awards including the 2024 RAICES Award and Best Student Paper Award (2024). Key collaborations include Technical University of Munich and international research teams in neurotechnology.

• Social Work
• Social Work Education
• Childhood Adversity and Resilience
• +۷ مورد دیگر

Michelle Newcomb is a faculty member at Queensland University of Technology (QUT) whose work sits at the intersection of social work education, childhood adversity, reflective practice, technology-enhanced learning and critical pedagogy. Since completing her PhD-by-publication in 2018 she has produced a steady stream of journal articles, book chapters and policy briefs, positioning her as a leading early-career voice in Australian social work scholarship. Education PhD (by Publication), Queensland University of Technology, 2018 – Recognising resilience: Understanding how childhood adversity impacts undergraduate social work and human services students Research Interests Newcomb’s research interrogates how social structures shape professional education and practice. She explores: the lived experiences of students and practitioners negotiating childhood adversity, resilience and reflective practice; critical and feminist pedagogies that challenge neoliberal logics in higher education; the ethics and politics of self-care, emotional labour and organisational well-being initiatives; technology adoption (AI tools, mixed-reality simulations) in social work field education; youth housing policy and the broader failings of child-protection systems. Across these domains she blends empirical qualitative inquiry with conceptual scholarship, often employing collaborative and reflexive methodologies. Publication Trajectory Her 2022-2025 outputs cluster around three themes: (1) COVID-19’s impact on social-work practice and education, (2) critical debates on trigger warnings and discomfort in professional training, and (3) innovative pedagogies—ranging from mixed-reality placements to AI-supported self-care interventions. A consistent critical-feminist lens links these strands, highlighting power, care and justice. Awards & Recognition No specific awards are mentioned in the supplied material. Supervision & Grants While explicit lists of students or grants are absent, her 2023 co-authored piece on “Creating safety” as female early-career academics implies ongoing supervisory and mentoring roles within QUT’s social-work programs. Labs & Teams Newcomb collaborates with interdisciplinary collectives; recent HCI work on self-care and generative AI (2024) involves computer-science colleagues, while social-work teams (e.g., with Venning, Burton & Edwards) continue to produce co-authored outputs on pedagogy and practice.

Megan Swihart Jewellمشاهده پروفایل

مدرس ارشد

• American Poetry
• British Poetry
• Feminist Theory
• +۵ مورد دیگر

Megan Swihart Jewell is a Senior Lecturer in the Department of English and a Core Teaching and Research Faculty Member in the Women’s and Gender Studies Program at Case Western Reserve University. Her work bridges twentieth- and twenty-first-century American and British poetry with feminist theory, body image, and working-class literature. She has published extensively on language-school poets, innovative women writers, and writing center pedagogy. Primary Affiliation: Case Western Reserve University Departments: English, Women’s and Gender Studies Her research focuses on: Poetry and poetics (Rachel Blau DuPlessis, Charles Bernstein, language-school poets) Feminist activism and gender in literary contexts Writing center methodologies and metadata-driven approaches Working-class narratives and post-process pedagogy Selected publications highlight her expertise in counter-archival practices, writing analytics, and professional training frameworks. Dr. Jewell also contributes to interdisciplinary scholarship in pharmacy education and literary bibliography.

• Public Administration
• Public Governance
• Leadership in Public Services
• +۵ مورد دیگر

Catherine Farrell is a Senior Lecturer in Public Management at Cardiff Business School, Cardiff University , with a focus on the leadership and governance of public boards. She serves as the Director of the MSc Public Leadership program. Her work bridges academic research with practical applications in public service improvement, professional careers, and democratic accountability. Education: B.A. (Hons) in Public Administration, Polytechnic of Wales (1988) Post Graduate Certificate in Education, University of Wales College of Cardiff (1989) PhD in Public Administration, University of Glamorgan (1996) Research Interests: Farrell investigates governance models in education and fire/rescue services, the role of public boards, and professional careers in public services. Her work addresses neoliberalism’s impact on employment, organizational restructuring, and equity in public administration. Publication Trends: Recent articles highlight governance during crises (e.g., pandemic responses), organizational aesthetics in public meetings, and the intersection of neoliberal policies with precarious work. Her scholarship spans Public Administration , Human Relations , and Policy and Politics . Leadership and Awards: Editorial roles: Joint Editor at Teaching Public Administration External Examiner at University of Birmingham and Stirling University Chair of Academi Wales Advisory Board 2014 Best Paper Award (European Group for Public Administration) Teaching: Farrell leads the MSc Public Leadership program and contributes to executive MBA courses. She supervises PhD students in governance, public participation, and leadership topics.

Greg Auhlمشاهده پروفایل

پژوهشگر ارشد

• Higher Education
• Inclusive Education
• Teacher Education
• +۴ مورد دیگر

Greg Auhl is an Adjunct Research Fellow at the School of Education , Charles Sturt University, with over 40 years of experience in education. His career spans roles as a secondary teacher, Head Teacher of Science, Senior Lecturer in Academic Development, and Associate Professor in Course Design at the University of Technology Sydney. He retired from full-time work in 2024 but remains active through part-time Course Director roles and research supervision. Education: PhD in Education MEd (Special Education) DipRE, GradDipArts (Religious Education) BEd (Secondary Science) Research Interests: Higher education course design Inclusive classroom teaching Schema development for educators Indigenous cultural competence Teacher preparation programs Professional language acquisition 2024-2023 Article Trends: Focus on evidence-based teacher preparation Schema theory in inclusive education Home-schooling insights for higher education Indigenous curriculum integration University-school partnerships Scientific Awards: Senior Fellow, Higher Education Academy Other Contributions: Regular reviewer for journals Australian contact for the Improving University Teaching consortium Advocacy for holistic curriculum standards

Ben Rydal Shapiroمشاهده پروفایل

استادیار

• Learning Sciences
• Computer Science Education
• Data Science Education
• +۲ مورد دیگر

Ben Shapiro is an Assistant Professor in the Department of Learning Sciences at Georgia State University's College of Education & Human Development. With a doctoral degree from Vanderbilt University's Space, Learning & Mobility Lab and postdoctoral experience at Georgia Tech's School of Interactive Computing, Shapiro's work intersects learning sciences, information visualization, and computer science education. Ph.D. in Learning Sciences, Vanderbilt University (2018) M.Ed. in International Education Policy, Vanderbilt University (2013) B.A. in Architectural Studies, Middlebury College (2009) His research focuses on integrating physical environments with learning technologies to enhance computer science and data literacy education. Key projects include developing tools for classroom interaction analysis, teaching data ethics through spatial visualization, and creating participatory learning environments for teacher reflection. Recent publications explore topics in human-computer interaction , ethical AI education , and spatial-temporal analysis of learning environments. He has contributed to conferences like CHI, ICLS, and journals such as Cognition & Instruction. Shapiro previously worked at Vanderbilt University's Peabody College and Georgia Tech, where he developed methodologies for analyzing interaction patterns in educational spaces. His work has been featured in ACM and Springer publications, emphasizing visual analytics and reflective teaching practices.

Beth E. Bukoskiمشاهده پروفایل

دانشیار

• Higher Education Policy
• Social Justice in Education
• Intersectional Identities
• +۳ مورد دیگر

Beth E. Bukoski is an Associate Professor and Director of the Ed.D. in Leadership Program at Virginia Commonwealth University's School of Education. Her work focuses on higher education equity, social justice, and intersectional identities. She holds a Ph.D. in educational administration from the University of Texas at Austin, alongside degrees from Virginia Tech. Her research explores gender, race, and LGBTQ+ inclusion in educational institutions, utilizing feminist and critical theories. Notable contributions include analyzing LGBTQ+ inclusion initiatives, Black faculty experiences in the #BlackLivesMatter era, and systemic barriers faced by working mothers in academia. Bukoski has received the 2021 Dean’s Distinguished Career Faculty Award for her impactful work. Bukoski teaches using liberatory pedagogies emphasizing diversity and social justice. She serves in professional organizations like CAHEP and advocates for inclusive educational spaces through service at institutional and national levels. Her recent publications address graduate admissions reform, marginalized student experiences, and faculty labor dynamics.

Sujin Kimمشاهده پروفایل

دانشیار

• Content-Language Integrated Education
• Translanguaging/Transmodalising Pedagogy
• Multiliteracies/New Media Literacy
• +۳ مورد دیگر

Dr. Sujin Kim is an Associate Professor in the English for Speakers of Other Languages (ESOL) Education department of George Mason University's College of Education and Human Development. She serves as Principal Investigator for the ACE-STEM and TTS grant projects, focusing on equitable STEM education for multilingual learners. Her research integrates translanguaging pedagogy, critical discourse analysis, and multiliteracies to address immigrant youth identity and educational equity. Dr. Kim holds a PhD in Education from the University of Missouri-St. Louis, with a dissertation on Korean migrant youth identity in transnational contexts. She has authored over 50 publications, including works on translanguaging pedagogy, raciolinguistic mindsets, and family literacy projects. Her recent work emphasizes teacher training and policy analysis related to multilingual learners. She leads initiatives through affiliated centers like the Center for International Education and the Global Online Teacher Education Center. Key themes in her research include critical discourse analysis of educational policies, transmodal pedagogical strategies, and the sociocultural dimensions of multilingual education.

Amanda Kearneyمشاهده پروفایل

استاد

• Anthropology
• Human Resilience
• Future Security
• +۷ مورد دیگر

Dr. Amanda Kearney is a Professor of Anthropology at San Diego State University, specializing in the anthropology of human resilience and future security. She holds the Inaugural Kidman Chair of Australian Studies and has held tenured roles at leading Australian universities including the University of Melbourne and University of Adelaide. Her research focuses on Indigenous communities in Australia and Brazil, emphasizing collaborative ethnography with Indigenous families to explore cultural resilience, ecological precarity, and plural knowledges. She has authored/co-authored pivotal works such as Indigenous Law and the politics of kincentricity & orality and Keeping Company: An Anthropology of Being-in-Relation . Education: Ph.D. in Anthropology from the University of Melbourne (2005). Her research has been supported by five federally funded grants and extensive donor funding, with ongoing projects in Australia and collaborations at SDSU. She is Editor-in-Chief of Anthropological Forum , fostering innovative anthropological discourse. Research interests include kincentric ecologies, Indigenous land/sea rights, maritime cultures, and ethical reflexivity. Her work bridges Indigenous knowledge systems with scientific empiricism to address environmental challenges. She has pioneered digital animations with Indigenous communities to document cultural heritage and authored over 30 peer-reviewed publications. Consulting and applied anthropology: Provides expert advice on submerged cultural heritage, intercultural ethics, and corporate social responsibility. Services include organisational ethnography, reflexive training, and plural knowledge mapping for institutions. Her legacy includes strengthening intercultural ethics and equity through cross-cultural partnerships. Labs/Teams: Collaborations with Yanyuwa, Marra, Garrwa, Gudanji, and Aṉangu peoples in Australia, and African descendant communities in Salvador, Brazil. Projects include digital storytelling initiatives and co-authored academic works.

• Educational Technology
• Media Pedagogy
• Digital Learning
• +۳ مورد دیگر

Geir Haugsbakk is a Professor at the University of Inland Norway , affiliated with the Faculty of Teacher Education and Pedagogy and the Department of Pedagogy – Lillehammer . His research focuses on educational technology, media pedagogy, and the intersection of policy and digital learning. He explores topics such as ICT integration in schools, teacher roles in technological adoption, and the societal impact of digital media in education. Haugsbakk's work critically examines issues like corporate influence on educational policy, historical trends in technology and learning, and challenges posed by digital tools in classrooms. His recent publications include studies on tablet usage in schools, policy analysis of technology giants, and the cultural dimensions of visual storytelling in higher education. His research emphasizes reflexivity in media production, particularly among youth, and the ethical implications of digital disturbances in education. Despite his prolific output, no specific awards or student advisees are listed in the provided records.

• Learning Sciences
• Knowledge Building
• Educational Technology
• +۵ مورد دیگر

Katerine Bielaczyc serves as Associate Professor in the School of Education at Clark University, where she investigates educational pathways toward planetary well-being through interconnected learning spaces. Her research integrates technological and social infrastructures to cultivate knowledge-building communities focused on transformative pedagogy across personal, systemic, and ecological dimensions. Previously, she held leadership roles including Deputy Head of Singapore's Learning Sciences Lab and Assistant Professor at Harvard University. Her academic credentials include: Ph.D. in Education, University of California, Berkeley, 1994 B.Sc. Honours in Computer Science, University of Edinburgh, 1987 Dr. Bielaczyc's scholarly work centers on creating educational frameworks that foster interconnectedness among Self, Others, and Nature. She pioneers approaches for developing anti-racist teaching practices through emotional connectedness and designs transmedia learning environments that leverage youth epistemic resources. Her methodology emphasizes community-level design in inquiry-based learning while addressing digital age knowledge creation needs through collaborative knowledge building. Analysis of her recent publications reveals consistent thematic threads across education, social justice, and digital innovation. Her 2022-2021 works demonstrate growing emphasis on emotional dimensions in anti-racist pedagogy and epistemological foundations for community-based inquiry. The research trajectory shows increasing integration of planetary well-being concepts with knowledge-building theory, particularly through transmedia sensemaking frameworks applied in diverse educational contexts from adult learners to international school communities. No scientific awards (prizes, fellowships, or medals) are documented in the provided materials. Dr. Bielaczyc actively collaborates with Clark University undergraduates as research partners in her planetary well-being inquiry course. While formal graduate advisees aren't listed, her work involves extensive international partnerships across North America, Europe, Colombia, and Singapore. Research funding includes: Project CODY (Computer Science and Digital Literacy) from Hoche-Scofield Foundation (2021) NSF grant for Computer-Supported Collaborative Learning (2019-2020) Her current research lab operates as a dynamic inquiry space with Clark undergraduates, extending her prior leadership of Boston College's Learning Communities Research Group. This collaborative ecosystem spans university classrooms, international school communities, and conference forums like AERA and UPENN's Ethnography Research Forum, emphasizing practical application of knowledge-building principles in real-world educational transformation.

• Media Education
• Immigration Representation
• Generative AI in Education
• +۳ مورد دیگر

Dr. Keith Perera is an Associate Professor in Education at the University of Sussex’s School of Education and Social Work. He serves as Deputy Head of Initial Teacher Education (ITE) and convenes the Part-Time MA in Education for practicing teachers. Previously, he held leadership roles as an Assistant Headteacher and Director of the Inspire Teaching School Alliance. His expertise spans media education, teacher training, and the integration of technology in education, particularly focusing on AI’s impact. He has pioneered the 'Poliliteracies' approach to media literacy and collaborated with the Textual Analytics Group on analyzing social media data using NLP. He is actively involved in the Media Education Association and has presented globally on media education, immigration, and AI. Education: Holds an MA and PhD in Education from the University of Sussex. Leadership roles include Deputy Chair of the Sussex Maths Hub, External Examiner for PGCE Media at Goldsmiths University, and membership on the National Executive Committee of the Media Education Association. Research Interests: Media representations of immigration, generative AI in education, media literacy, and system leadership. He explores how AI and social media shape educational practices and student engagement, emphasizing critical pedagogy and self-reflexive teaching methods. Recent projects include analyzing 14,000 social media posts via Method52 software and leading an Innovation Fund project on AI use among 16–18 year olds. Awards/Recognition: Advanced Skills Teacher in Media and English, Specialist Leader of Education designation, and strategic leadership in school improvement projects funded by the DfE. Labs/Teams: Collaborates with the Textual Analytics Group (School of Engineering and Informatics) and contributes to the Media Education Association’s teacher training initiatives.