جست‌وجوی استاد و پژوهشگر

Daniele MALFITANAمشاهده پروفایل

استاد

• Archaeological Research Methodologies
• Material Culture Studies
• Greek and Roman Archaeology
• +۱۰ مورد دیگر

Daniele Malfitana is a Full Professor of Archaeological Research Methodologies at the Department of Humanities, University of Catania. He also serves as Director of the School of Specialization in Archaeological Heritage and President of the Advanced School of the University of Catania. He has held leadership roles at the CNR Institute of Cultural Heritage Sciences (formerly IBAM), including Research Director and former Director from 2011 to 2019. His international academic engagements include Visiting Professor at the University of Oxford and Distinguished Lecturer at Stanford University’s Archaeology Center. His research focuses on material culture in the Hellenistic and Roman Mediterranean, with specializations in archaeology of production, consumption, and cognitive archaeology. He emphasizes interdisciplinary methodologies, integrating technology and digital tools into heritage studies. His work spans major excavations in Sicily—such as the Aci Valley, Portopalo-Vendicari fish-processing sites, and the Roman Villa of Realmonte—and innovative projects like Smart Cultural Heritage and the PNRR-funded CHANGES initiative. The 15 most recent publications and research projects reflect a strong trend in cultural heritage innovation , digital archaeology , material culture networks , and sustainable preservation . These works span subfields including Roman trade, ceramic analysis, smart cities, GIS applications, public engagement, and interdisciplinary teaching. The keywords consistently highlight archaeology, technology, sustainability, and Mediterranean connectivity. International Guido Dorso Award (2013) – Research Section International Sabatino Moscati Award (2023) – for strategic heritage management, dissemination, and integration of science and art Co-director of HEROM. Journal of Hellenistic and Roman Material Culture (Class A journal) Member of the German Archaeological Institute – Rome (since 2016) President of the Technical Scientific Committee for Archaeology at MiC (since 2019) Member of the Regional Council for Cultural Heritage of Sicily (since 2024) Malfitana mentors students in thesis topics related to coastal settlements, urban archaeology (OpenCiTy, Technic), and artifact analysis. He leads national and international research teams, including the PRIN SHERDs project and the Archeofish Lab with the University of Cadiz. He has coordinated major scientific initiatives funded by MIUR, PON, and PNRR, and has served on doctoral committees for universities in Catania, Palermo, Messina, and Bari. He directs multiple archaeological field projects in collaboration with Italian cultural authorities and international institutions. His lab and team activities emphasize interdisciplinary collaboration, smart heritage technologies, and knowledge transfer between academia, policy, and the public.

• Digital Learning
• Mobile Learning
• ICT4D
• +۱۲ مورد دیگر

John Traxler is a Professor in Digital Learning at the Institute of Education, Faculty of Education, Health, and Wellbeing, University of Wolverhampton. He holds dual prestigious Chairs: a UNESCO Chair in Innovative Informal Digital Learning in Disadvantaged and Development Contexts and a Chair from the Commonwealth of Learning. He is also a Visiting Professor at the University of Gloucestershire and Academic Director for Avallain. His work spans global digital learning, mobile learning, and educational technology in development contexts. His research interests include digital learning, mobile learning (m-learning), ICT4D, m4d, ethics for development, researcher capacity building, and the sociology of mobilities. He has pioneered work in mobile learning since the 2000s, evolving into critical and ethical dimensions of digital education in marginalized communities. His recent publications reflect a strong focus on decolonizing educational technology, postdigital learning, mobile health interventions, and digital language learning. These works demonstrate evolving themes from technical implementation to sociocultural and ethical implications of digital technologies in education, particularly in the Global South. UNESCO Chair: Innovative Informal Digital Learning in Disadvantaged and Development Contexts Commonwealth of Learning Chair Fellow of the Royal Society of Arts (FRSA) Member of the British Computer Society (MBCS) Fellow of the Institute of Mathematics and its Applications (AFIMA) Member of the Institution of Engineering and Technology (MIET) Top 2% most cited researcher in his field (Stanford ranking) Traxler has supervised multiple PhD and EdD students on topics such as critical digital literacies, mobile language learning, and the evolving role of FE teachers. He has led significant research grants from bodies including the European Commission, Department for International Development, and EdTech Hub, often focusing on education during crises, such as the COVID-19 pandemic. He is a member of the ESRC Peer Review College and the QS Rankings Advisory Board, reflecting his influence in academic policy and evaluation. He is actively involved in international projects, policy development, and capacity building, particularly in Africa, the Middle East, and Latin America. His leadership in the International Association for Mobile Learning and editorial roles in key handbooks further underscore his foundational role in shaping the field.

Amelia King-Kostelacمشاهده پروفایل

استادیار

• Mentoring
• Validation Science
• Identity and Student Belonging
• +۵ مورد دیگر

Amelia King-Kostelac is an Assistant Professor in the College of Sciences at the University of Texas at San Antonio , affiliated with the Department of Biology, Health, and the Environment. Her work focuses on enhancing STEM student success through mentoring and validation science, addressing identity and belonging in education, and advancing social science research methodologies. Education : Ph.D. in Educational Leadership and Policy Studies (University of Texas at San Antonio), M.A. and B.A. in Art History (University of California, Davis) Her teaching emphasizes student-centered practices and fostering an inclusive culture of belonging in STEM disciplines. While no specific grants or awards are mentioned in the provided text, she contributes to the College of Sciences' vision of cutting-edge research and scientific literacy through her pedagogical and mentoring efforts.

Alana Unfriedمشاهده پروفایل

دانشیار

• Statistics Education
• Data Science Education
• Educational Measurement
• +۳ مورد دیگر

Alana Unfried is an Associate Professor in the Department of Mathematics and Statistics at California State University, Monterey Bay, with secondary affiliation in Psychology. Her research centers on developing and validating instruments to measure attitudes in statistics and data science education across students, instructors, and learning environments. Her primary research areas include: Statistics and Data Science Education Educational Measurement and Psychometrics STEM Attitude Research Instrument Development for Educational Assessment She has created influential tools like S-SOMAS (Student Survey of Motivational Attitudes toward Statistics) and S-SOMADS (for Data Science), addressing critical challenges in attitude measurement validity and reliability within quantitative disciplines. Analysis of her 2019-2024 publications reveals a cohesive focus on instrument development for educational assessment in statistics and data science. Her work establishes comprehensive measurement frameworks covering student/instructor attitudes, classroom environments, and curriculum evaluation. Key contributions include cross-disciplinary data science curriculum reviews, departmental change assessment models, and solutions for persistent measurement challenges like context-specific validity and reliability.

Corinne Lowمشاهده پروفایل

دانشیار

• Labor Economics
• Gender Economics
• Discrimination
• +۵ مورد دیگر

Corinne Low is an Associate Professor at the Wharton School of the University of Pennsylvania, specializing in Business Economics and Public Policy. Her research focuses on gender economics, labor market discrimination, and development, with publications in top journals like the American Economic Review and Journal of Political Economy. She is recognized for her work on experimental methods such as Incentivized Resume Rating to measure hiring biases. Ph.D., Economics, Columbia University B.S., Economics and Public Policy, Duke University Former McKinsey and Company employee Her research explores topics including gender concealment gaps in academic grading, marriage market dynamics, and the economic impact of homeownership on relationships. She has collaborated with major firms (Google, Uber, Amazon) and academic institutions on policy and hiring practices. Notable awards include the Poets and Quants Best 40 Under 40 MBA Professor (2024), multiple Teaching Excellence Awards (2020, 2022-2024), and the Compassionate Communities Award (2020). She co-founded the Open Hearts Initiative, a New York City-based non-profit addressing homelessness. Having It All (forthcoming, Flatiron, 2025) Co-developer of Incentivized Resume Rating method Advises firms on hiring/retention practices

• Educational Measurement
• Psychometrics
• Scale Development
• +۳ مورد دیگر

Gül GÜLER is an academic researcher specializing in educational measurement and psychometrics. Holding a doctoral degree, her work focuses on scale development, factor analysis, and educational technology. Bachelor's Degree (2008) Master's Degree (2012) Doctoral Degree (2017) Her research interests include: Educational measurement and assessment design Psychometric evaluation of scales Factor analysis in skewed distributions Collaborative learning tools for gifted students Teacher education and professional identity Dimensionality analysis in educational testing Key publications examine wording effects in scales, reliability testing, and bibliometric trends in educational research. She has contributed to projects like the TÜBİTAK 4004 science outreach initiative and Istanbul Governorship's life skills training program.

Emiel Heijnenمشاهده پروفایل

استاد پژوهشی

• Arts Education
• Contemporary Art Practices
• Curriculum Design and Innovation
• +۵ مورد دیگر

Dr. Emiel Heijnen is a Research Professor in the Arts Education department at Amsterdam University of the Arts (AHK), where he leads the Lectorate of Arts Education. With a doctorate from Radboud University Nijmegen focusing on contemporary visual practices in art education, he has established himself as a leading researcher in authentic art education and curriculum innovation. His research focuses on Arts Education , Contemporary Art Practices , Curriculum Design and Innovation , and the emerging field of ArtsSciences Integration . He has developed the influential concept of Wicked Arts Assignments , which challenges traditional educational approaches by embracing complexity and uncertainty in art education. His work bridges theory and practice, connecting contemporary art practices with educational settings to create more authentic learning experiences. Dr. Heijnen's publications and presentations reveal a consistent focus on interdisciplinary approaches, particularly the integration of arts with science and technology (ArtsSciences). His recent work emphasizes creative citizenship, media literacy, and strategies for implementing authentic art education in diverse educational contexts from primary schools to higher vocational education. As an active researcher and thought leader, he serves on editorial boards, participates in international conferences, and collaborates with educational institutions worldwide. His work has significantly influenced arts education policy and practice in the Netherlands and beyond, particularly through his leadership in developing research agendas and educational frameworks that connect contemporary art practices with educational innovation.

Karen Brakkeمشاهده پروفایل

دانشیار

• Motor Development
• Cognitive Development
• Early Childhood Development
• +۳ مورد دیگر

Karen Brakke, Ph.D., serves as Associate Professor in the Department of Psychology at Spelman College, a historically Black liberal arts college for women in Atlanta, Georgia. A faculty member since 1999, she previously chaired the Psychology Department (2008-2014) and served as Special Assistant to the Provost (2014-2015). Her career bridges developmental research and educational innovation within undergraduate psychology. Education: Ph.D. and M.A. in Psychology, Georgia State University B.A. in Psychology, Carleton College Dr. Brakke's research spans two interconnected domains: the ontogeny of manual skills in infancy/toddlerhood and evidence-based pedagogy in psychology education. Her motor development work examines bimanual coordination, tool use acquisition, and cognitive-motor integration through longitudinal observational studies. In teaching scholarship, she pioneers narrative-based instructional strategies, focusing on storytelling efficacy, statistics education, and culturally responsive practices for Black women in HBCU settings. Recent publications increasingly address well-being frameworks for young Black women through hope theory and narrative identity constructs. Her 15 most recent publications reveal a dual trajectory: developmental studies increasingly incorporate cultural context while pedagogical research emphasizes identity-affirming practices. Motor development papers document precise ontogenetic patterns in tool use and coordination, while education-focused works analyze storytelling's impact on community building, statistics self-efficacy, and student success frameworks. The 2022-2020 publications notably expand into positive psychology applications for Black women's college experiences. Scientific Awards: President, Southeastern Psychological Association (SEPA) Active leadership roles in Society for Research in Child Development (SRCD) and American Psychological Association (APA) Dr. Brakke has directed NIH-funded undergraduate research programs including U*MARC, NIMH-COR, and BP-ENDURE, mentoring dozens of students through these initiatives. She serves as co-director for Spelman's faculty development initiatives, notably the "Our Beloved Journey" storytelling project that strengthens institutional community. Her grant work consistently targets underrepresented student success in STEM pathways through cognitive and socioemotional support frameworks. She co-founded Spelman's faculty storytelling collective to foster professional community and has been instrumental in developing living-learning communities that integrate academic and residential experiences. Her current work expands narrative pedagogy applications to faculty development while maintaining active longitudinal studies of toddler motor development.

Priscila Corrêaمشاهده پروفایل

دانشیار

• Mathematics education
• Assessment in mathematics
• Teaching for mathematical proficiency
• +۶ مورد دیگر

Dr. Priscila Corrêa is an Associate Professor at the Faculty of Education, University of Windsor, Canada. She brings a unique interdisciplinary background with a Ph.D. in Mathematics Education from the University of Alberta and a Master of Science in Electrical Engineering from the Pontifical Catholic University of Rio de Janeiro. Her work bridges engineering and education, with a strong focus on improving mathematics education in both Canadian and Brazilian contexts. Education: Ph.D. in Mathematics Education, University of Alberta M.Eng., Pontifical Catholic University of Rio de Janeiro B.Ed., Federal University of Rio de Janeiro B.Eng., Federal Centre of Technological Education of Rio de Janeiro Research Interests: Dr. Corrêa’s research agenda centers on transforming mathematics education through innovative teaching approaches, assessment strategies, and curriculum analysis. Her work delves deeply into assessment in mathematics , seeking to develop authentic and proficiency-based evaluation methods. She is particularly concerned with teaching for mathematical proficiency , aiming to foster deep conceptual understanding among students. Her exploration of mathematical modelling as a pedagogical tool highlights its potential to enhance student engagement and mathematical competency. Additionally, she critically examines anti-Black racism and mathematics , investigating the racialized experiences of Black students in STEM disciplines to promote equity and inclusion. Her research also encompasses computational thinking in mathematics education, exploring how algorithmic concepts can be integrated into teacher preparation programs. Dr. Corrêa’s comparative studies between Brazilian and Canadian mathematics curricula provide valuable insights into cross-national educational practices. Her work on curriculum analysis employs innovative methodologies like “combined reading” to uncover nuanced differences in how mathematical concepts, such as fractions and numbers, are approached in different educational systems. Recent Research Trends: Her 2024 publications reflect a continued emphasis on comparative curriculum analysis and the intersection of race and mathematics education. The collaborative work on curricular trajectories in Brazil and Canada demonstrates her commitment to international perspectives in mathematics education. Her narrative inquiries into the experiences of Black women and undergraduate students in STEM reveal a deepening focus on social justice and equity within mathematics education. Scientific Awards: While no specific awards are listed in the provided text, Dr. Corrêa’s extensive publication record and her role as an Associate Professor at a major Canadian university indicate recognition within her field. Teaching and Advising: Dr. Corrêa teaches a wide range of mathematics education courses at both the undergraduate teacher education and graduate levels. Her courses span from foundational mathematics for primary/junior divisions to specialized methods in secondary school mathematics teaching, curriculum development in mathematics education, and comparative education. Her involvement in integrating theory and classroom practice suggests she mentors teacher candidates and graduate students, though specific student names are not provided. Labs and Teams: While no specific lab or research group is mentioned, her collaborative publications with researchers like L. Rangel, J.A. Oloo, and others indicate active participation in research teams focusing on mathematics education and equity.

Irina Gewinnerمشاهده پروفایل

پژوهشگر

• Gender Research
• Migration Studies
• Social Networks
• +۵ مورد دیگر

Dr. Irina Gewinner is a Researcher at the Institute of Sociology, Faculty of Philosophy, Leibniz University Hannover. She serves as Decentralized Equal Opportunities Officer and Representative of the Faculty of Philosophy, focusing on gender equality and diversity initiatives. Occupational History: Since 2011 at Leibniz University Hannover; 2008–2011 at University of Bamberg; 2007–2008 at University of Hamburg. Her research interests bridge gender studies, migration dynamics, academic career trajectories, and cultural stereotypes. Key projects include investigating work-life balance for migrant scholars, gendered career choices in STEM, and the role of social networks in academic advancement. Recent publications (2021–2025) explore digital influence authenticity, social sustainability in tourism, and institutional diversity policies. These works span sociology, gender economics, and tourism management, emphasizing cross-national comparisons and cultural contexts. Scientific Awards: Best Paper Award (CHME, 2018); Bavarian University Certificate in Teaching Didactics; CAE (Cambridge Advanced English). She has presented at conferences including the German Sociological Association, American Educational Research Association, and European universities. Her teaching covers career choices, labor market sociology, and quantitative methods at Leibniz University and University of Bamberg.

Ana Silva Marquesمشاهده پروفایل

استاد

• Dance Pedagogy
• Choreographic Composition
• Interdisciplinary Education
• +۳ مورد دیگر

Ana Silva Marques is a Professor at the School of Dance (ESD) of the Polytechnic University of Lisbon (IPL) since 2000, with a PhD in Educational Sciences from Universidade Nova de Lisboa. She serves as Deputy Director of ESD (2017-2020), chairs the Scientific Committee of the Masters in Dance Teaching, and supervises internships in dance pedagogy. Education : PhD (2016), Master's (2007), and Graduate Degree (1999) in Dance fields Accreditation : Certified trainer in dance education, project design, and didactics Her research focuses on choreographic composition , interdisciplinary approaches in dance education, and creative pedagogy . Recent publications explore connections between dance and mathematics, architecture, and early childhood development, emphasizing formal/ informal learning contexts. Key trends in her work include: Integration of STEM concepts with dance Therapeutic applications for pediatric oncology Interdisciplinary curriculum design Historical analysis of vocational dance schools Scientific recognition includes: 2016 : IPL Merit Diploma for outstanding research 2013 : 2nd prize in Poliempreende Competition 2000 : Merit scholarship from Ministry of Education She founded the ESD Graduates Association (ADESD) and participates in national/international academic committees. Her work bridges artistic practice , educational theory , and pedagogical innovation .

Nicolae Morarمشاهده پروفایل

دانشیار

• Applied Ethics
• Philosophy of Biology
• 20th Century Continental Philosophy
• +۴ مورد دیگر

Nicolae Morar is an Associate Professor of Environmental Studies and Philosophy at the University of Oregon, holding joint appointments in both departments within the College of Arts and Sciences. He is also an Associate Member of the Institute of Ecology and Evolution. Currently on sabbatical leave for the 2024-2025 academic year, Morar has established himself as a significant voice at the intersection of philosophy, ethics, and biological sciences. His research interests span Applied Ethics, Philosophy of Biology, and 20th Century Continental Philosophy, with particular focus on microbiome ethics, human nature debates, and the ethical implications of biological research. Morar's work bridges traditional philosophical inquiry with contemporary scientific understanding, especially in how microbial communities challenge conventional notions of individuality and agency. Morar's scholarly output reveals a consistent trajectory exploring the boundaries between biological facts and ethical considerations. His recent publications demonstrate increasing engagement with microbiome research and its philosophical implications, moving beyond traditional bioethics to consider how microbial communities reshape our understanding of human nature and moral responsibility. His work on Foucault and Deleuze provides important continental philosophical context for contemporary bioethical debates. National Endowment for Humanities grant ($294,236) as Co-PI for 'The Seminars of Gilles Deleuze' translation project 2017 Interdisciplinary Environmental Studies Seed Grant ($3,000) as PI for 'Genes, Microbes, and Ourselves' Multiple grants from University of Oregon's College of Arts and Sciences American Society for Bioethics & Humanities Early Career Travel Grant Morar has been actively involved in teaching across both undergraduate and graduate levels, developing specialized courses in environmental ethics, clinical ethics, philosophy of biology, and continental philosophy. His teaching portfolio demonstrates a commitment to interdisciplinary approaches that connect philosophical inquiry with pressing environmental and biomedical issues. His work with institutions like PeaceHealth Hospitals indicates practical engagement with clinical ethics beyond the academy.

Maria Hatzigianniمشاهده پروفایل

استادیار

• Early Childhood Education
• Educational Technology
• Digital Literacy in Early Years
• +۵ مورد دیگر

Maria Hatzigianni is an Assistant Professor at the University of West Attica with an honorary position at the University of Melbourne. Boasting over 13 years of early childhood teaching experience across Greece and Australia plus 7+ years in academia, she specializes in digital technology integration for children birth to 8 years. Her academic foundation includes: PhD from the University of Melbourne (full scholarship), researching technology's impact on children's self-esteem Masters in ICT in Education from National and Kapodistrian University of Athens (National Scholarship) Bachelor's in Early Childhood Education from National and Kapodistrian University of Athens Hatzigianni's research critically examines technology's intersection with creativity, play, and social-emotional development using mixed methodologies. She actively collaborates with children, teachers, and parents across cultural contexts, with current projects addressing touchscreen usage by infants, STEAM integration, makerspaces, and virtual reality applications. Her work emphasizes teacher professional development in digital competencies, grounded in critical/postmodern ecological frameworks. Publication analysis reveals consistent cross-cultural investigations (Greece, Australia, China) into technology-enhanced learning environments, quality improvement systems in ECEC, and innovative pedagogies like 3D printing. She consistently addresses how digital tools can enhance early learning while navigating implementation challenges across diverse educational settings. Though no specific scientific awards beyond her educational scholarships are documented, Hatzigianni actively contributes to early childhood organizations. Her research collaborations include quality improvement studies with Professor Linda Harrison and makerspace/STEAM projects with Professor Matt Bower. Current research initiatives demonstrate her global impact: Touchscreen beliefs study (birth to three) Australian quality improvement systems STEAM curriculum embedding Makerspace pedagogies with 3D printing VR applications in teacher education Google Suite implementation for preservice teachers These projects highlight her commitment to evidence-based technology integration in early childhood education worldwide.

Ellen Belitzkyمشاهده پروفایل

مدرس

• Business Analytics
• Healthcare Systems
• Education Systems
• +۳ مورد دیگر

Dr. Ellen Belitzky serves as a Lecturer in the Economics and Business Analytics Department within Pompea College of Business at the University of New Haven, where she also coordinates the B.S. Business Analytics program. Her academic appointments include teaching graduate courses in Operations Management and Power BI dashboarding while maintaining active industry connections through her extensive corporate background. Education Background: Ph.D. in Technology Management, University of Bridgeport MBA in Marketing, University of Connecticut M.S. in Education (Educational Management & Organization Psychology), University of Pennsylvania B.S. in Economics (Decision Sciences and Marketing), The Wharton School of the University of Pennsylvania Dr. Belitzky's research focuses on business analytics applications in healthcare and education systems, with particular emphasis on social media's role in knowledge management and ethical business strategy development. Her work explores Universal Design for Learning implementation in business education and addresses talent diversity challenges in STEM fields. Current investigations examine how business analytics frameworks can optimize healthcare capability through digital platforms while maintaining ethical standards in data utilization. Academic Service: Reviewer for IEEE Transactions on Engineering Management Reviewer for Measuring Business Excellence journal Her industry experience as a business intelligence and IT leader in global consumer-packaged goods companies provides practical context for classroom instruction, bridging theoretical concepts with real-world applications in operations, marketing, and finance domains. Dr. Belitzky integrates her Project Management Professional (PMP) and Quality Management certifications into curriculum development, emphasizing process optimization and organizational transformation methodologies.

Evan Hepler-Smithمشاهده پروفایل

استادیار

• History of Science
• History of Technology
• Global History of Chemistry
• +۴ مورد دیگر

Evan Hepler-Smith is an Assistant Professor of History at Duke University's Trinity College of Arts & Sciences. He specializes in the history of modern science and technology, with research focusing on the global history of chemistry, computing, environmental health, and chemical information infrastructures. His current book project Compound Words: Chemical Information and the Molecular Ideal examines how molecular frameworks became foundational to chemical innovation and regulation. His research explores: The co-evolution of computing and molecular science since the mid-20th century Environmental justice through chemical life cycle analysis (e.g., DDT, PFAS) Epistemological shifts in chemical representation and nomenclature Transdisciplinary approaches to plastic pollution and toxicology governance Hepler-Smith holds a PhD from Princeton University (2016) and was a Ziff Environmental Fellow at Harvard. His pedagogical work includes developing intercollegiate online chemistry courses and teaching courses on information history and chemicals/health at Duke.