جست‌وجوی استاد و پژوهشگر

Ingrid del Carmen Montes-Gonzálezمشاهده پروفایل

استاد

• Organometallic Synthesis
• Ferrocene Derivatives
• Biological Activity
• +۲ مورد دیگر

Ingrid Montes-González , a Professor at the University of Puerto Rico's College of Natural Sciences , has dedicated 38 years to advancing chemistry through her research in organometallic synthesis and chemical education. As an ACS and IUPAC Fellow , she focuses on ferrocene derivatives for biomedical and materials applications, employing green chemistry principles. B.S. and Ph.D. in Chemistry from University of Puerto Rico Directed research for over 100 students Founded the international Chemistry Festival and ACS Spanish Webinars Her research spans two domains: organometallic chemistry (ferrocenyl chalcones, stilbenes, and ethyne scaffolds for anticancer and antioxidant applications) and chemical education (constructivist learning, green chemistry pedagogy, and historical perspectives). Publications and presentations reflect her dual expertise in synthetic methodologies and educational innovation. Recent articles highlight trends in metal-organic bioapplications (2023), green synthetic protocols (2017), and counterion effects on reaction mechanisms (2009). Her work combines structural characterization (NMR, X-ray) with biological evaluation (DPPH assays, MTS tests). Scientific recognition includes: 2020 Dr. Osvaldo Ramírez-Toro Award (Puerto Rico Chemists Association) 2019 Zaida C. Morales-Martinez Mentoring Prize (ACS) 2017 IUPAC Distinguished Women in Chemistry As a mentor, she coordinates the Project SEED program for economically disadvantaged students and advises the ACS Student Chapter , recognized with Outstanding Awards (1993-2021). Her leadership extends to national and international roles, including ACS Board of Directors (2013-2021) and SACNAS Board (2020-present).

Laura McKemmishمشاهده پروفایل

مدرس ارشد

• Quantum Chemistry
• Spectroscopy
• Astrochemistry
• +۷ مورد دیگر

Laura McKemmish is a Senior Lecturer at the School of Chemistry , University of New South Wales (UNSW), specializing in computational chemistry at the intersection of quantum chemistry , astrochemistry , and molecular spectroscopy . She leads the SciX Discovery program, which supports high school students in authentic research, and serves as Director of Research-Integrated and Work-Integrated Learning in UNSW Science, focusing on inclusive education and curriculum innovation. Education: PhD in Theoretical Chemistry, Australian National University (2015). Her research develops computational tools to model exoplanet atmospheres , molecular line lists , and quantum chemical calculations , with applications in astrophysics and terrestrial chemistry . She emphasizes scalable, sustainable models for embedding research and computational skills into education. Article Trends : McKemmish’s recent work focuses on exoplanetary molecular spectroscopy (e.g., VO, TiO, ZrO), quantum basis set optimization , and high-throughput computational chemistry to address challenges in atmospheric and astrochemical data. Scientific Awards : RACI Vicki Gardiner Advocacy Award (2024) RACI Chemical Education Citation (2024) NSW Young Tall Poppy Science Award (2022) UNSW Arc Science Research Supervisor Awards (2022, 2024) Marie Skłodowska-Curie Fellowship (2016–2018) She has secured significant grants, including the Australian Government Maker Projects Grant for regional STEM outreach and a Google Educators Grant for data science teacher training. Her teaching integrates Python, computational methods, and generative AI across undergraduate and honors levels.

Miriam Compagnoniمشاهده پروفایل

پژوهشگر ارشد

• Educational Psychology
• Self-Regulated Learning
• Mindsets and Behavioral Self-Regulation
• +۶ مورد دیگر

Miriam Compagnoni is a Senior Teaching and Research Assistant at the Institute of Educational Science, Faculty of Philosophy, University of Zurich. She has been affiliated with the University of Zurich since 2014, initially as an Assistant and promoted to Senior Assistant in 2021. Concurrently, she has served as a lecturer at the Zurich University of the Arts since 2018, teaching pedagogy and educational psychology in the BA Art Education program. Her research focuses on educational psychology with particular emphasis on: Self-regulation and self-concepts in educational settings School and teaching development processes Early childhood education, especially at the kindergarten level Mindsets and their influence on learning behaviors Teacher professional development and collaboration Dr. Compagnoni's work examines how students' self-regulated learning abilities develop and how educational environments can be optimized to enhance learning outcomes. Her methodological approach combines quantitative and qualitative techniques, often employing experience sampling methods to capture real-time data on educational processes. Recent research has investigated the impact of the COVID-19 pandemic on students' competencies and self-concept, teachers' implicit theories of professional abilities, and the development of digital mindset interventions to support STEM education. Her publication record demonstrates a consistent focus on understanding the psychological mechanisms underlying educational success across developmental stages, with increasing attention to teacher collaboration and school improvement processes. Her work bridges theoretical insights with practical applications, making meaningful contributions to both academic knowledge and educational practice. Dr. Compagnoni has received significant recognition for her research: Swiss Society for Educational Research Young Researcher Award for her publication 'Play it safe or play to learn: Mindsets and behavioral self-regulation in kindergarten' First Poster Prize at the Society for Empirical Educational Research Conference (GEBF), Basel, Switzerland, February 2018 She is actively involved in multiple research projects at the Institute of Educational Science, including LEAPS (Zürcher Lernverlaufserhebung), MindMINT, SIC (School Improvement Capacity for Academic Learning), and IBIS (Ich bin ich – Selbstkonzepte & Selbstregulation im Kindergarten). Her teaching includes courses such as 'Mentoring for the Next Generation,' reflecting her commitment to developing future educators and translating research into practical applications that promote equal educational opportunities.

• English Language Learning
• Bilingual Education
• Critical Race Theory
• +۳ مورد دیگر

Patricia Morita-Mullaney is an Associate Professor in the Department of Curriculum and Instruction at Purdue University, specializing in English Language Learning and Literacy. She holds a courtesy appointment in the Asian American Studies program and is a licensed K-12 teacher, coach, and administrator with extensive experience in Arizona and Indiana educational systems. Her professional identity centers on bridging research and practice in bilingual education while examining systemic inequities through critical lenses. Dr. Morita-Mullaney's academic credentials include: Ph.D. in Language, Literacy & Culture from Indiana University Purdue University Indianapolis M.S. in Educational Leadership from Butler University, Indianapolis, IN M.S. in Language, Literacy & Culture from Indiana University Purdue University Indianapolis B.S. in Elementary Education with specialization and certification in English Language Learners from Indiana University Purdue University Indianapolis Her research interrogates the intersections of language learning, race, and gender in shaping educators' identities and decision-making processes for bilingual students. Grounded in critical race and feminist theories, she investigates how power dynamics manifest in educational policies and classroom practices, particularly within Midwestern urban contexts. Current work examines pandemic impacts on EL education, longitudinal outcomes in dual language programs, and the racialized experiences of EL leaders. Analysis of her 15 most recent publications reveals consistent focus on equity in bilingual education through multiple methodological approaches. Her 2020-2021 work documents pandemic disruptions to EL instruction while analyzing systemic barriers in remote learning environments. Earlier research employs longitudinal designs to track reclassification timelines and achievement patterns, complemented by critical policy analyses of Indiana's transition from state-developed to WIDA language standards. Narrative and case studies highlight resistance strategies among Asian American educators and EL leaders. Scientific Awards: No scientific awards listed in provided documentation Dr. Morita-Mullaney has supervised ELL student teachers at Butler University and served as ELL Director for MSD Lawrence schools. Her leadership extends to professional organizations as Past President of Indiana TESOL, where she shaped statewide advocacy for multilingual learners. While specific grant details aren't documented, her research consistently addresses accountability systems for EL students and policy implementation challenges. Her teaching portfolio includes foundational courses in literacy development, academic language acquisition, and content-area instruction for ELs, reflecting her commitment to preparing educators for linguistically diverse classrooms.

Tracy Yotherمشاهده پروفایل

استادیار

• Aviation Maintenance Curriculum
• Artificial Intelligence in Aviation Maintenance
• Natural Language Processing
• +۳ مورد دیگر

Tracy Yother serves as Assistant Professor in Aeronautical Engineering Technology (AET) within Purdue University's School of Aviation and Transportation Technology. With over 18 years of industry experience at Boeing, McDonnell Douglas, and Pratt & Whitney spanning product support, program management, and business development, she teaches undergraduate Powerplant Systems courses and graduate-level aviation leadership/process improvement curricula while maintaining active FAA Airframe and Powerplant certification. Her academic credentials include: Ph.D. in Career and Technical Education from Purdue University M.S. in Technology, Aviation Logistics from Purdue University B.S. in Aviation Technology from Purdue University Dr. Yother's research pioneers the integration of emerging technologies into aviation maintenance education, with dual focus on faculty credentialing challenges and AI-driven maintenance solutions. She leads NIST-funded development of electric propulsion standards curriculum while advancing natural language processing applications for maintenance record analysis and defect detection through API integration. Her work bridges industry standards with academic training requirements for next-generation aviation technicians. Recent publications reveal strong thematic continuity in aviation education innovation, particularly addressing workforce development for electric propulsion systems and AI-enhanced maintenance practices. Her scholarship consistently connects curriculum design with industry consensus standards while expanding into diversity initiatives and sustainable maintenance technologies. Recognition includes: February 2021: School of Aviation and Transportation Technology’s Outstanding Faculty in Learning Award Dr. Yother directs NIST Standards Curricula Development Program funding for electric propulsion aviation standards while maintaining active leadership in professional communities. As ASEE Aerospace Division Chair and member of UAA Maintenance Division and Aviation Technician Education Council, she shapes national conversations on aviation maintenance education standards and workforce development strategies. Her research directly informs Purdue's aviation technology programs through industry partnerships, with current focus on developing training frameworks for high-voltage aircraft systems and AI-assisted maintenance protocols that address emerging industry challenges.

Joe Bradleyمشاهده پروفایل

عضو هیئت علمی

• Engineering Education
• Entrepreneurship
• Biomedical Engineering
• +۵ مورد دیگر

Joe Bradley is a Teaching Assistant Professor at the Carle Illinois College of Medicine within the University of Illinois at Urbana-Champaign system. He also holds a Clinical Assistant Professor position at the Technology Entrepreneur Center and serves as Director of Engineering Education & Entrepreneurship . His academic roles span multiple departments and schools including the Grainger College of Engineering and Gies College of Business . PhD in Systems Engineering from University of Illinois, Urbana MBA from Gies College of Business, University of Illinois, Urbana MS in Mechanical Engineering (minor Electrical Engineering) from Iowa State University, Ames BS in Aerospace Engineering from University of Michigan, Ann Arbor Bradley's research focuses on engineering education and entrepreneurship with specific expertise in innovation management , technology transfer , and socio-technical systems . He has contributed to curricular innovations in biomedical engineering education through publications like "Enhancing Biomedical Engineering Education Through Curricular Innovation: Developing Industry-Ready Engineers" (2025). His work examines complex engineered systems design and interdisciplinary team dynamics in capstone projects. Key awards include being named Entrepreneurial Mindset Fellow by the Academy for Excellence in Engineering Education (AE3) in 2022. Bradley has taught numerous courses across engineering domains including BADM 551 - Managing Intellectual Property and BIOE 570 - Seminar Series . He maintains active collaborations with institutions like Vanderbilt University 's EDEFI Laboratory and participates in professional societies including the BME Council of Chairs and American Society for Engineering Education (ASEE).

Shelir Ebrahimiمشاهده پروفایل

استادیار

• Environmental Engineering
• Water Treatment
• Bioremediation
• +۳ مورد دیگر

Shelir Ebrahimi serves as an Assistant Professor in the Department of Chemical Engineering within McMaster University's Faculty of Engineering. Their academic appointment focuses on environmental engineering systems with particular expertise in sustainable water treatment technologies and chemical engineering education. Research interests center on ion exchange processes , bioregeneration methods for nitrate and perchlorate removal, and drinking water safety . Their work integrates mathematical modeling with biological systems to develop closed-loop water treatment solutions. In engineering education, Ebrahimi investigates first-year pedagogy , teaching assistant coordination models , and pandemic-era instructional adaptations . Recent scholarly output demonstrates strong focus on sustainable water treatment ( Water Research , Journal of Hazardous Materials ) and innovative engineering education approaches ( Canadian Journal of Chemical Engineering , ASEE proceedings). Key themes include resource recovery in ion exchange systems, bacterial kinetics in contaminant removal, and collaborative teaching frameworks during educational disruptions. Ebrahimi maintains active teaching responsibilities across multiple engineering programs, specializing in capstone design courses and foundational engineering education.

• Sustainable Education
• Early Childhood Education
• Childhood Sociology
• +۵ مورد دیگر

Liv Torunn Grindheim is Professor at the Department of Pedagogy, Religion and Social Science, University of Bergen. She leads the research group Barnehagen som (ut)danningsarena (Kindergarten as Education Arena), serves as editor of Nordisk barnehageforskning (Nordic Early Childhood Education Research), and contributes to BARNkunne Centre for Kindergarten Research. With 19 years in kindergarten teacher education since 2005, she actively shapes sustainable and democratic practices in early childhood contexts. Her research integrates childhood sociology, cultural-historical theory, and critical ethnography to investigate sustainable education, children's democratic participation, and teacher professionalism. Key interests include material conditions for exploration, children as citizens, play theory, and anti-bullying approaches. She challenges deficit perspectives on childhood, emphasizing children's agency in co-constructing educational environments through participatory methodologies. Recent publications (2021-2023) demonstrate consistent focus on practical applications of democratic and sustainable pedagogies. Articles explore board games for sustainability education, nature-technology exploration materials, photo-elicitation methods, lived democracy beyond socialization, and contextual anti-bullying strategies. This body of work reveals methodological innovation while addressing urgent societal challenges in early childhood education. Her research affiliations include: Leader of Barnehagen som (ut)danningsarena Member of BARNkunne Centre for Kindergarten Research Contributor to Utdanning for bærekraft (Education for Sustainability) Member of Vilkår for barns utforskning (Conditions for Children's Exploration) Teaching responsibilities span sustainable education through child participation (BLU), Master in Kindergarten Knowledge, PhD methodology courses, and knowledge development leadership programs. While her editorial and research group leadership is well-documented, specific student supervision details and grant information remain unreported in available sources.

Soo-Young Hongمشاهده پروفایل

دانشیار

• Early Childhood Education
• Child Development
• Inclusive Education
• +۳ مورد دیگر

Soo-Young Hong serves as the Alan T. Seagren Associate Professor in Education within the Department of Child, Youth & Family Studies at the University of Nebraska-Lincoln's College of Education. Her academic work centers on early childhood development, inclusive education practices for children with disabilities, and the intersection of parenting, work, and child outcomes. Dr. Hong's research addresses critical issues in preschool education quality, teacher effectiveness, and family support systems through interdisciplinary methodologies. Her educational background includes: Ph.D., Purdue University, 2008 Dr. Hong's research program investigates multiple dimensions of early childhood development and education. Key areas include the development of social competence in children with disabilities, teacher practices in early science education, and parenting dynamics among working mothers. Her work on inclusive classrooms examines peer interactions and teacher scaffolding, while her studies on breastfeeding and maternal employment contribute to public health understanding. She also applies GIS mapping to analyze quality-of-life indicators in Nebraska communities, demonstrating methodological versatility across education, health, and spatial sciences. Analysis of her recent publications reveals a sustained commitment to improving early childhood education through teacher development and inclusive practices. Her science education research emphasizes reflective teaching and questioning techniques, while her work on children with disabilities focuses on social inclusion. Additionally, her interdisciplinary projects using GIS mapping to study migration and demographic patterns in Nebraska demonstrate a broad application of research to community well-being, bridging educational theory with real-world policy implications.

• German Idealism
• Subjectivity Theory
• Ethics
• +۲ مورد دیگر

Dr. Angelika Kreß is a Researcher at the Department of Philosophy , University of Tübingen, with a long-standing affiliation since 2004. She serves as the BA/MA Representative for the Philosophy Department and is the EPG Representative for the Faculty of Philosophy and History. Doctoral Scholarship, Studienstiftung des deutschen Volkes (1989-1992) Promotion in Philosophy (1993), University of Tübingen Magister (MA), Johann-Wolfgang-Goethe-Universität Frankfurt am Main (1987) Her research focuses on German Idealism (especially Hegel and Fichte), Subjectivity Theory , and Ethics (Kant and discourse ethics). She contributes to Critical Theory and Theories of Modernity , integrating normative analysis with societal challenges. Recent publications highlight trends in self-reference , discourse ethics , and technology assessment . Articles from 2003-2022 address topics like therapeutic cloning , renewable energy , and ethical dimensions of slaughter , reflecting interdisciplinary engagement with philosophy and policy. Scientific awards include her Doctoral Scholarship from the Studienstiftung des deutschen Volkes (1989-1992). She has advised on technology assessment and public discourse, particularly through collaborations with the Akademie für Technikfolgenabschätzung in Baden-Württemberg. Dr. Kreß has held roles at institutions including the Fachhochschule für Sozialwesen (Esslingen, 2003-2004) and the University of Heidelberg (2002-2003). Her career also includes teaching assistantships under Jürgen Habermas and Bernhard Scheer.

Lauren Sullivanمشاهده پروفایل

استادیار

• Plant Ecology
• Community Ecology
• Movement Ecology
• +۵ مورد دیگر

Lauren Sullivan is an Assistant Professor at Michigan State University’s Kellogg Biological Station, Department of Plant Biology, and Ecology, Evolution & Behavior Program. She earned her Ph.D. from Iowa State University and specializes in plant population/community ecology, movement ecology, species invasions, and conservation/restoration ecology. Her research combines field experiments and theoretical models to understand how global change drivers (habitat fragmentation, nutrient loading, herbivore shifts) affect plant dispersal and ecosystem outcomes. Her lab focuses on the interplay between seed dispersal, nutrient enrichment, and herbivory in shaping grassland biodiversity. Recent work explores wind seed dispersal mechanics, fire impacts on Ozark woodlands, and climate-dispersal interactions in Geum triflorum . Her team emphasizes inclusivity, antiracist practices, and mental health support for lab members. Lauren’s publications (2025–2018) span seed bank limitations in prairie restoration, soil microbial responses to nitrogen, forb diversity conservation, and modeling frameworks for dispersal and productivity. Key themes include global change impacts, ecological modeling, and sustainable restoration strategies. She has mentored students like Laís, Ale, and Kate, while advocating for equity in STEM through lab initiatives. Scientific contributions include advancements in understanding biodiversity-productivity relationships, herbivore-assisted reinvasions, and ethical specimen collection. Her work often bridges theoretical and applied ecology, with applications in conservation policy and ecosystem management. Lab updates highlight her mentorship of graduate students and ongoing efforts to foster diversity in plant ecology, aligning with her commitment to creating inclusive scientific environments.

Ute Smitمشاهده پروفایل

استاد

• Applied Linguistics
• English Language Education
• Multilingualism
• +۷ مورد دیگر

Prof. Dr. Ute Smit holds the Chair in Multilingualism, Interculturality and Language Lab (CU.mil) at the University of Vienna , Faculty of Philological and Cultural Studies , and Department of English . With over 30 years as an applied linguist, her research bridges classroom discourse, language policy, internationalization, English as a lingua franca (ELF), disciplinary biliteracy, and multilingualism. Key roles: Chair of ICLHE Association, Vice Head of #YouthMediaLife platform Education: Habilitation (2008), PhD (1995), MA (1990) from University of Vienna Research Focus examines English-medium instruction (EMI/EMEMUS) across secondary and tertiary education, combining ELF and CLIL/ICLHE frameworks. Her work explores: Language dynamics in business/technical education Translanguaging and disciplinary knowledge construction Impact of internationalization on multilingual university settings Policy implementation and stakeholder perspectives Longitudinal classroom discourse studies Digital literacy and extramural language exposure Scientific Contributions include: Co-developer of ROAD-MAPPING framework for EMI research PI of EU-funded projects (CLILNetLE, MCC Project) Co-founding organiser of AILA CLIL Research Network (2006-14) Key publications: ROAD-MAPPING English Medium Education (Palgrave Pivot 2020), ELF and multilingualism in EMI (JELF 2024) Teaching & Supervision spans undergraduate to PhD levels at the University of Vienna, with emphasis on applied linguistics and teacher training. She supervises 12+ theses on topics like: Plurilingual communication in STEM education Vocabulary acquisition through extramural English Facebook as rhetorical tool in political discourse Comparative EMI/TMI in Thai higher education

Michelle Gilesمشاهده پروفایل

دانشیار

• Instructional Design
• Educational Technology
• K-12 Technology Integration
• +۳ مورد دیگر

Michelle Giles serves as Program Director and Associate Professor of Instructional Design and Technology within the College of Education at the University of Houston-Clear Lake. Her academic leadership focuses on advancing educational technology integration across teacher preparation programs and K-12 settings. Her research expertise spans: Instructional Design methodologies Educational Technology implementation K-12 Technology Integration frameworks Peer Mentoring systems for teacher development STEM/STEAM curriculum innovation Analysis of her publication history (2015-2021) reveals consistent investigation into how mental models, collaborative structures, and social media tools shape technology adoption among educators. Her work emphasizes practical applications for improving teacher candidates' technological proficiency through peer mentoring, structured grouping, and model curriculum design. Dr. Giles has received the following recognition: American Association of Adjunct Education Adjunct of the Year Award (2013) She currently directs two key research initiatives: Peer Mentoring and Its Influence on Technological Knowledge examining mentorship impacts on technology skills, and Predictors of Technology Integration identifying factors enabling effective classroom technology use. These projects directly inform her program leadership and teacher training approaches.

Anna Mavroudiمشاهده پروفایل

دانشیار

• ICT and Learning
• Higher Education
• Learning Analytics
• +۴ مورد دیگر

Anna Mavroudi is an Associate Professor at the Department of Education , University of Oslo , with a focus on ICT in Learning , Learning Analytics , and University Pedagogy . She previously held positions at Norwegian University of Science and Technology (NTNU) and Royal Institute of Technology (KTH), Sweden. Education: PhD in Technology-Enhanced Learning (Open University of Cyprus, 2009–2015) Awards: Best Paper at ICALT (2018) and EDUCON (2018) Research Interests: Learning Analytics, Adaptive Learning, Ethical AI in Education Her recent publications address AI ethics , synthetic data generation , and higher education pedagogy . She contributes to STEM education , digital literacy , and teacher professional development through empirical studies and design frameworks. Projects: BraStart, PATHWISE, Use of Digital Technology in Higher Education She is affiliated with the Living and Learning in the Digital Age (LiDA) research group and serves as a peer reviewer for journals like Nordic Journal of Digital Literacy and Interactive Learning Environments .

Shonda Lemons-Smithمشاهده پروفایل

استاد مدعو

• Urban Elementary Contexts
• Teacher Development
• Socio-Cultural Issues
• +۳ مورد دیگر

Dr. Shonda Lemons-Smith is an affiliate faculty member in the College of Education & Human Development at Georgia State University, affiliated with the Alonzo A. Crim Center for Urban Educational Excellence, Ed.D. Curriculum & Instruction Program, and Minor in Urban Education Program. With over 20 years of experience in mathematics education spanning K-12 and higher education, she specializes in urban elementary contexts, teacher development, socio-cultural issues, and culturally responsive pedagogy. Education: Ph.D. in Mathematics Education, Indiana University (2002) M.S. and B.S. in Middle Grades Education, Fort Valley State University (1992, 1991) Research focuses on aligning mathematics instructional practices with student demographics, leveraging students’ lived experiences, and addressing educational equity. Her work emphasizes Afrocentric culturally informed praxis and Black children’s intellectual capital in STEM fields. Publications reflect a focus on equity in mathematics education, teacher preparation, and culturally responsive methodologies. Recent work explores frameworks for urban pre-service teachers. Awards: Georgia Association of Teacher Educators Distinguished Research Award Advising/Grants: Active in grant projects, professional development programs, and collaborations with schools/districts. Coordinates Ethiopia study abroad programs. Served on NCTM, Benjamin Banneker Association, and other professional organization committees. Labs/Teams: Engaged with Urban Child Study Center, Center for Urban School Leadership, and other research initiatives addressing urban education challenges.