جست‌وجوی استاد و پژوهشگر

Angela Kellyمشاهده پروفایل

استاد

• Equity in STEM Education
• Quantum Information Science and Technology (QIST) Education
• Reformed Teaching Practices in Undergraduate Science
• +۳ مورد دیگر

Angela Kelly is a Professor of Physics and Science Education at Stony Brook University and serves as Associate Director of the Institute for STEM Education. She leads the MAT Physics Program, which ranks among the top U.S. producers of physics teachers. Dr. Kelly holds a Ph.D. in Science Education from Teachers College, Columbia University (2006), and has received awards including the SUNY Chancellor’s Excellence in Teaching Award (2015-2016). Her research focuses on equity in STEM education, quantum information science (QIST) outreach, and reformed teaching practices. Current NSF-funded projects include QuEST (Quantum Education for Students and Teachers) and the International Year of Quantum (IYQ) Conferences, advancing QIST education for underserved populations. She also investigates online laboratory learning efficacy, particularly following the pandemic's shift to remote instruction. Dr. Kelly’s work bridges university and K-12 education, collaborating with institutions like Brookhaven National Laboratory. Her initiatives, such as the MAT Physics Program’s PhysTEC 5+ Award (2023), highlight her commitment to teacher preparation. Research outcomes include over 200 high school students and 70 teachers engaged in QIST outreach programs. Grants total $2M, emphasizing equity in STEM access and diversifying the QIST workforce. Education : Ph.D. in Science Education, Teachers College, Columbia University (2006) Grants : NSF DRL 2148467 (QuEST), NSF DRL-2414742 (IYQ Conferences), NSF DUE-2142587 (Online Labs) Awards : SUNY Chancellor’s Award (2015-16), Provost’s Faculty Recognition Award (2010) Her research explores sociocognitive influences on STEM participation and addresses systemic barriers through innovative programs. The IYQ Conferences (2025) aim to replicate QIST education models nationwide.

• Pediatric Critical Care Medicine
• Developmental Biology
• Organogenesis
• +۷ مورد دیگر

Clifford W. Bogue, MD , is the Waldemar Von Zedtwitz Professor of Pediatrics, Chair of the Department of Pediatrics at Yale School of Medicine, and Chief of Pediatrics for the Yale New Haven Health System. He has been a faculty member at Yale since 1993 and has held numerous leadership roles, including Interim Chairman of Pediatrics, Chief Medical Officer of Yale-New Haven Children’s Hospital, and Director of Pediatric Critical Care programs. Education: BA and MD from the University of Virginia; Residency and Chief Residency at Vanderbilt University; Fellowship in Pediatric Critical Care at Yale. Dr. Bogue is a pediatric critical care specialist whose research centers on the molecular mechanisms of organ development, particularly the role of the Hhex gene in liver, cardiovascular, and lung organogenesis. His lab used mouse models to uncover critical genetic pathways in embryonic development, with implications for regenerative medicine. His recent work also extends into pediatric public health, critical care infrastructure, and health equity. An analysis of his recent publications reveals a sustained focus on developmental genetics, with increasing engagement in clinical and policy-oriented research in pediatrics. His work spans molecular biology, translational models, and national health initiatives, reflecting a broad scholarly impact. His scientific honors include: President of the American Pediatric Society (2024–2025) Norman J. Siegel Faculty Award Marna P. Borgstrom Lifetime Achievement Award Consistent recognition in Best Doctors in America since 2004 Honorary M.A. from Yale University Dr. Bogue has been deeply involved in training the next generation of physician-scientists, serving as PI of an NIH T32 program, Training Director of the Yale Child Health Research Center (K12), and mentor in the MD/PhD program. He has contributed to national pediatric research policy through roles in the American Academy of Pediatrics, NIH advisory committees, and the Charles H. Hood Foundation. He leads or has led significant research initiatives, including an NIH-funded program on cardiopulmonary development and the Bedside to Bench seminar for medical students. His leadership extends to national boards and editorial roles, including Section Editor for Current Opinion in Pediatrics .

Umut Oguzogluمشاهده پروفایل

استاد

• Labour Economics
• Health Economics
• Econometrics
• +۳ مورد دیگر

Umut Oguzoglu is a Professor of Economics at the University of Manitoba , with a longstanding affiliation as a Research Fellow at IZA . His research spans labour economics , health economics , economics of education , and applied microeconometric methods . PhD, Economics, University of Guelph MA, Economics, University of Guelph BA, Economics, Marmara University His methodological expertise includes panel data analysis , dynamic modeling , and instrumental variable techniques . Recent projects examine: Intergenerational health behavior transmission Physician relocation impacts on healthcare Sibling sex composition and STEM major choices COVID-19's effect on traffic accidents Gambling-community economic linkages Scientific awards include the 2020 Best Paper Prize from The Economic Record. He has supervised 3 PhD students, 13 MA/MSc students, and served on 16 thesis committees. Major grants include: SSHRC Partnership Grant (2020-2027) for poverty solutions CIHR grant (2020-2023) for lupus employment research Manitoba Gambling Research Program grant (2015)

Iver Martensمشاهده پروفایل

مدرس

• Geoscience Education
• Work-Integrated Learning
• Internship Programs
• +۴ مورد دیگر

Iver Martens is a University lecturer in the Department of Geosciences at UiT The Arctic University of Norway in Tromsø, actively contributing to geoscience education and work-integrated learning initiatives. He is a member of the Geophysics, Glaciology and Oceanography research group and serves as office location Naturfagbygget 2.234. His research interests focus on practical orientation in academic programs, particularly through internship initiatives that bridge geoscience education with industry needs. Martens has developed significant expertise in work-integrated learning, with particular emphasis on how internship programs prepare students for future workforce challenges in geoscience disciplines. His work explores the long-term impacts of practical training on student development and industry relevance of academic programs. Analysis of his publication record reveals a clear trajectory from traditional geoscience research toward educational innovation. While his earlier work (2016-2019) focused on seismic interpretation, petroleum systems, and Barents Sea geology, his recent publications (2021-2025) demonstrate a strong shift toward geoscience education, internship program design, and work-integrated learning frameworks. This evolution reflects his commitment to enhancing the practical relevance of geoscience education. Martens leads and participates in significant educational projects including GeoPraksis and GeoIntern International, which aim to strengthen the connection between academic geoscience training and industry requirements. His work examines mentorship challenges, quality parameters in internships, and the long-term career impacts of work-integrated learning experiences. His contributions to geoscience education have established him as a thought leader in practical orientation within academic programs, with particular expertise in designing internship frameworks that address future workforce needs in geoscience disciplines.

Dominique J. Bakerمشاهده پروفایل

دانشیار

• Education Policy
• Higher Education
• Equity in Education
• +۵ مورد دیگر

Dominique J. Baker is an Associate Professor with a joint appointment in the College of Education and Human Development and the Joseph R. Biden, Jr. School of Public Policy and Administration at the University of Delaware. She holds the John and Patricia Cochran Scholar of Inclusive Excellence endowed position, reflecting her commitment to equity and inclusivity in education. Degrees: PhD in Higher Education Leadership and Policy Studies (2016), Vanderbilt University MEd in Student Affairs Practice in Higher Education (2012), University of Virginia BA in Psychology (2008), University of Virginia Research Focus: Dr. Baker's work examines how education policy affects access and success for minoritized students in higher education. Key areas include financial aid structures, admissions policies, campus climate inclusivity, and systemic racial disparities. She employs both quantitative and qualitative methods to analyze policy impacts. Article Trends: Her recent publications (2023-2025) emphasize racial and class disparities in college applications, state financial aid mechanisms, funding formulas for public institutions, media representation of student debt, and policy responses to systemic inequities. Methodological approaches include latent class analysis, NLP-driven application reviews, and comparative policy analysis. Scientific Recognition: AERA Early Career Award (2023) Diverse: Issues in Higher Ed - Top 40 Women in Higher Education (2025) Association for Education Finance and Policy Early Career Award ASHE Excellence in Public Policy Award National Academy of Education/Spencer Foundation Postdoctoral Fellowship Public Engagement: Dr. Baker has testified before the US Senate on race and student loans, serves on the National Academies of Sciences, Engineering, and Medicine - Board on Higher Education and Workforce , and her work appears in The New York Times , The Washington Post , and NPR .

• Student Success in STEM
• Growth Mindset in Education
• Collaborative Learning
• +۳ مورد دیگر

Sharon Mason is a Professor and Director of the School of Information at Rochester Institute of Technology (RIT), affiliated with the Golisano College of Computing and Information Sciences. She has been faculty since 1997, focusing on promoting success for underrepresented groups in STEM, particularly through growth mindset initiatives and collaborative learning strategies. Education: Bachelor of Science, Ithaca College Master of Science, Rochester Institute of Technology Doctor of Philosophy, University at Buffalo Research & Impact: Dr. Mason's work emphasizes faculty development and student retention, particularly for marginalized populations. Her research investigates classroom dynamics, career navigation for women in STEM, and institutional transformation. She has secured over $5M in grants, including NSF S-STEM and ADVANCE grants, and authored over 25 peer-reviewed articles. Grants & Awards: NSF S-STEM Grant (2020): ENGAgE program enhancing growth-mindset academic experiences for low-income computing students. NSF ADVANCE Grant (2012): CONNECT initiative increasing women STEM faculty representation. Department of Defense IASP Awards: Supporting cybersecurity graduate students. Leadership: Founded RIT's Women in Computing (WIC) program, co-chaired the NY Regional Women in Computing Conference, and served on NCWIT's Academic Alliance Committee. Managed scholarship distribution and student conflict resolution as GCCIS Faculty Associate. Advocacy: Presented nationally on technical career outreach for women, advised on recruitment/retention strategies, and contributed to GCCIS program assessments.

Evangelia Demeroutiمشاهده پروفایل

استاد

• Job Crafting
• Occupational Wellbeing
• Work-Life Balance
• +۷ مورد دیگر

Evangelia Demerouti is a Full Professor at Eindhoven University of Technology (TU/e) and Distinguished Visiting Professor at the University of Johannesburg. Her research focuses on work characteristics, job crafting, occupational wellbeing, and work-life balance. She holds a PhD in Work and Organizational Psychology from Carl von Ossietzky Universität Oldenburg. Prior roles include assistant/associate professorships at Utrecht University and postdoctoral positions at Erasmus University Rotterdam and Radboud University Nijmegen. She has published over 200 papers and serves as associate editor for Journal of Occupational Health Psychology and European Journal of Work and Organizational Psychology . Key projects include LLEAD (logistics innovation), SHAREHOUSE (robotics impact), and supplier sustainability initiatives. Her work aligns with UN SDGs for sustainable development and health. Research interests span burnout prevention, job demands-resources theory, proactive behavior in diverse workplaces, and interventions for employee well-being. Recent studies address hybrid work dynamics, burnout in healthcare, and the impact of automation on employee experience. Notable achievements include the 2017 IAMC Article-of-the-Year Award and 2016 Best Paper Award. She has advised 79 students and contributed to 5 active/recent projects. Her labs focus on human performance management and EAISI Health initiatives.

TAN Wee Kekمشاهده پروفایل

دانشیار

• Technology-Enhanced Learning
• Artificial Intelligence in Education
• Consumer-based Information Technology
• +۵ مورد دیگر

Dr. TAN Wee Kek is an Associate Professor (Educator Track) in the Department of Information Systems and Analytics at the National University of Singapore's School of Computing. He served as Assistant Dean in the School's Office of Student Life from 2019 to 2024 and has been a Fellow of the NUS Teaching Academy since 2017. He holds a Doctor of Philosophy in Information Systems and Bachelor of Computing in Information Systems (First Class Honours) from NUS, and previously earned a Diploma in Computer Information Systems from Singapore Polytechnic. His research focuses on Technology-Enhanced Learning (TEL), particularly artificial intelligence applications in education, and consumer-based information technology including online decision aids, social computing, virtual worlds, and consumer cloud services. His methodological approach primarily employs design science paradigms. Publication analysis reveals his scholarly work spans educational technology, e-commerce systems, human-computer interaction, and information systems pedagogy, with recent emphasis on learning analytics and AI-enhanced educational frameworks. Major Honors: Commendation Medal from Singapore's President (2017) Multiple Annual Teaching Excellence Awards (2009-2024) Crystal Service Award, WorldSkills Singapore Council (2018) Lee Kuan Yew Award for Mathematics and Science (2001)

• Cybersecurity
• Digital Image Processing
• Artificial Intelligence
• +۲ مورد دیگر

Lily Rui Liang is a Professor and Director of the MSCS Program in the Department of Computer Science and Information Technology at the University of the District of Columbia (UDC), School of Engineering and Applied Sciences. She joined UDC in 2004 after completing her Ph.D. at the University of Nevada, Reno. Her educational background includes: Ph.D. in Computer Science and Engineering, University of Nevada, Reno Dr. Liang's research spans cybersecurity , digital image processing , artificial intelligence , and computer science education , with a dedicated focus on broadening participation in computing . Her technical work includes deepfake detection and reinforcement learning for cybersecurity, while her educational innovations develop inclusive curricula for commuter and underrepresented students through Minecraft, robotics, and service learning. Analysis of her recent publications (2024-2018) shows a strategic evolution from core AI/image processing research toward educational interventions, particularly addressing commuter student engagement in urban settings while maintaining technical contributions in multimedia security and deep learning. Her scientific awards and honors include: Fellow of Center for the Advancement of STEM Leadership (CASL) (2019-2020) Fellow of Opportunities for UnderRepresented Scholars (OURS) (2014) Outstanding University Service Award from School of Engineering and Applied Sciences, UDC (2014) Myrtilla Miner Faculty Fellow (2012-2013) Frontiers of Engineering Education (FOEE) Conference participant, NAE (2011) Project Kaleidoscope (PKAL) Summer Leadership Institute participant (2011) Preparing Critical Faculty for the Future (PCFF) program participant (2011) Dr. Liang serves as Co-PI on multiple NSF grants including the UDC-CSEC-ENGAGE Project ($399,924, 2024-2027) for cybersecurity workforce development, CUE-T: HBCU Learning Community ($654,004, 2023-2026), and the AI-CyS Research Partnership ($152,350, 2021-2024) with six HBCUs and national labs. Her mentorship is evidenced through extensive curriculum development projects targeting K-12 and undergraduate students, particularly women and commuters. She leads the MSCS program and coordinates the AI-CyS consortium researching video authentication and autonomous cybersecurity agents, establishing UDC as a hub for HBCU cybersecurity education and AI research.

Terrance Fitzsimmonsمشاهده پروفایل

دانشیار

• Gender Equality in Leadership
• Organizational Change Management
• CEO Selection and Career Pathways
• +۴ مورد دیگر

Dr. Terrance Fitzsimmons is an Associate Professor in Leadership at the University of Queensland Business School , with over 35 years as a Chartered Accountant. He serves as Managing Director of the Australian Gender Equality Council (AGEC) and holds advisory/board positions with Women and Leadership Australia and the Abbey Museum of Art and Archaeology . His research applies Pierre Bourdieu's theoretical frameworks to analyze gender inequality through concepts like field , capital , and symbolic violence . Key projects include the 'Filling the Pool' (2015) and 'Employer of Choice for Gender Equality' (2020) reports, addressing systemic workplace disparities. Recent publications focus on gendered leadership progression (2024), maverick-driven organizational change (2025), and Indigenous knowledge integration (2024). Collaborations with Dr. Miriam Yates and Professor Victor Callan examine CEO pathways, boardroom diversity, and pandemic impacts on work-life balance. Dr. Fitzsimmons supervises PhD projects on topics like Indigenous women's leadership and STEM diversity , with current grants including ARC Linkage Projects (2025-2028) for Indigenous environmental rangers' leadership amplification.

Tamara Cummingمشاهده پروفایل

دانشیار

• Early Childhood Education
• Educator Well-being
• Workforce Sustainability
• +۳ مورد دیگر

Associate Professor Tamara Cumming serves as Associate Director Workforce and Policy at the Children's Voices Centre at Charles Sturt University (CSU). With over 20 years in early childhood roles—including academic positions since 2014—she specializes in educator well-being, workforce sustainability, and practice complexity. She co-leads the Early Childhood Educator Well-being Project and supervises PhD students in related areas. Tamara also supports rural/remote child services through contract research and evaluations for entities like SDN Children's Services and WorkSafe Victoria. Her research interests stem from her 2015 CSU PhD thesis on early childhood educators' practice negotiations. She collaborates internationally through initiatives like the WECARE alliance and actively engages in professional organizations such as Early Childhood Australia and OMEP. Recent work emphasizes cross-national comparisons (e.g., WECARE alliance) and innovative supervision models for educators. Articles focus on job demands, followership dynamics, and clinical support strategies. Tamara has presented at events like the Early Childhood Voices Conference and contributed to media discussions on childcare workforce challenges.

Jill M Castekمشاهده پروفایل

استاد

• Digital Literacies
• New Literacies
• Bi/multilingual Education
• +۵ مورد دیگر

Jill M Castek is Professor of Literacy, Technology & Bi/multilingual Learners & STEM Education in the Department of Teaching, Learning, and Sociocultural Studies at the University of Arizona's College of Education. As Graduate Advisor for the Second Language Acquisition and Teaching (SLAT) program and Co-Director of the Digital Innovation and Learning Lab (DIALL), she bridges research and practice in digital literacy development. Dr. Castek earned her PhD in Education Psychology (Cognition and Instruction) from the University of Connecticut as a Neag fellow in the New Literacies Research Lab, followed by postdoctoral work at UC Berkeley's Lawrence Hall of Science. Her research examines how digital, visual, and audio storytelling fosters literate capacities across print and digital forms in classrooms and community spaces. Her work centers on digital problem solving , critical media literacy , and equity-centered making practices in STEM education. She investigates intersections of disciplinary literacy, new media, and learning for bi/multilingual students, with strong emphasis on community-based applications through libraries and non-profits like Literacy Connects where she serves on the board. Recent publications (2022-2025) reveal growing focus on AI-era teacher education , digital health literacy , and misinformation challenges , while maintaining core commitments to collaborative problem solving and expansive literacies frameworks. Her scholarship consistently addresses K-12 and adult learning contexts through interdisciplinary lenses. Scientific recognition includes: Neag fellowship during doctoral studies As Principal Investigator on NSF and IMLS grants, Dr. Castek advances digital equity through projects like the Making Equity Network (broadening STEM participation for underrepresented groups) and library-focused digital problem-solving initiatives serving economically vulnerable adults. Her leadership in the Technology Enhanced Language Learning (TELL) cluster hire demonstrates institutional impact. Through DIALL, she cultivates innovations connecting digital storytelling with self-expression at individual and community levels, promoting workforce readiness via creative problem-solving approaches. Her board membership with Literacy Connects extends this community-engaged scholarship to Tucson-based literacy initiatives.

Anders Kalsgaard Møllerمشاهده پروفایل

دانشیار

• Learning Design
• Computational Thinking
• Artificial Intelligence in Education
• +۸ مورد دیگر

Anders Kalsgaard Møller is an Associate Professor in the Department of Culture and Learning at Aalborg University's Faculty of Humanities and Social Sciences. He is actively engaged in research and innovation in learning design, digital technologies, and artificial intelligence in education. His work is centered around the L-ILD (IT and Learning Design), Green Society, and MASSHINE Xlab – Design, Learning and Innovation research environments. His research interests span Learning Design , Computational Thinking , Artificial Intelligence in Education , Human-Robot Interaction , and Environmental Literacy . He investigates how emerging technologies can be integrated into educational practices to enhance collaborative learning, literacy development, and sustainable thinking. His work often involves participatory and co-design methods with educators and children. The recent publications of Anders Kalsgaard Møller reflect a strong trend toward the application of generative AI, robotics, and digital tools in language and primary education. His scholarly output emphasizes interdisciplinary collaboration, technological innovation, and real-world educational impact, particularly in K-12 and higher education contexts. Principal Investigator, 'Using artificial intelligence in English teaching at upper secondary schools' (2023–2026) Co-PI, 'Co-Designing Robot-Assisted Learning for Children' (ongoing) Co-PI, 'Labor market-oriented AI skills at cand.it.' (2024–2026) Co-PI, 'Understanding and fostering future consumers' environmental literacy' (2024–2025) Anders Kalsgaard Møller has been involved in media outreach, including coverage on children's interactions with social robots and discussions on AI in education. He has also contributed to academic leadership through conference organization and editorial roles, such as in the DLI conference series. He is affiliated with key research labs including: L-ILD – IT and Learning Design Green Society MASSHINE Xlab – Design, Learning and Innovation These labs focus on digital innovation, sustainability, and human-centered design in educational contexts.

Sean Robsonمشاهده پروفایل

استاد

• Military Personnel Policy
• Workforce Development
• Occupational Training
• +۱۳ مورد دیگر

Sean Robson is a Professor of Policy Analysis at the RAND School of Public Policy and a Senior Behavioral/Social Scientist at the RAND Corporation. He serves as Associate Director of the Workforce, Development, and Health Program within RAND Project AIR FORCE, where he leads research on manpower, personnel, training, and readiness issues for the U.S. military. Robson holds a Ph.D. in industrial-organizational psychology from the University of Tulsa and a B.S. from James Madison University. His research expertise lies in the scientific validation of assessment and selection systems, physical and psychological fitness standards, and workforce development in military contexts. His research interests span military education and training, operational readiness, gender integration in the military, workforce diversity, enlisted personnel management, leadership, and competency modeling. He has led numerous projects to establish evidence-based physical fitness tests for Air Force Special Warfare and combat specialties in the Army, and has contributed to reforms in recruiting, classification, and resilience programs. Recent publications highlight a strong trend in applying data science, machine learning, and policy analysis to improve human resource management in the Air Force and Department of Defense. His work increasingly integrates artificial intelligence and optimization models to modernize workforce systems, while maintaining a core focus on human performance, resilience, and readiness. Assessment and selection for special operations Physical and behavioral fitness standards Military workforce development Machine learning in HR STEM talent in defense Robson has made significant contributions through RAND’s research portfolio, with over 37 research publications and multiple expert insights. His scientific work informs high-level defense policy and operational practices, particularly in the U.S. Air Force and Army. He has also advised on diversity initiatives, abuse prevention in training, and energy-sector workforce development. He is actively involved in current defense research, with recent and forthcoming publications in 2024 and 2025, indicating ongoing leadership and scholarly impact. He is based at RAND and can be contacted at Sean_Robson@rand.org.

John McGeeمشاهده پروفایل

استاد

• Natural Resource Management
• Geospatial Applications
• Technology Transfer

Dr. John McGee serves as Professor and Geospatial Extension Specialist in the Department of Forest Resources and Environmental Conservation at Virginia Polytechnic Institute and State University (Virginia Tech), within the College of Natural Resources and Environment. He holds a B.A. from the University of North Carolina Chapel Hill (1988), M.A. from the University of North Carolina Charlotte (1992), and Ph.D. from the University of Massachusetts Amherst (1997). VirginiaView (www.virginiaview.net) GeoTEd (www.geoted.org) Virginia Geospatial Extension Program (http://gep.frec.vt.edu/) Urban Tree Canopy Program (http://gep.frec.vt.edu/va_utc.html) Dr. McGee's research focuses on Natural Resource Management, Geospatial Applications, and Technology Transfer, with particular emphasis on practical applications of geospatial technologies in urban forestry, natural resource management, and education. His scholarly work demonstrates consistent integration of academic research with community-based applications, particularly through the development of decision support tools for local governments assessing urban tree canopy and creating accessible educational resources for diverse audiences. His publications reveal strong thematic patterns across geospatial education, urban forestry applications, and sustainable tourism research. The most recent works emphasize workforce development through geospatial technician education, innovative educational approaches using geocoins and web-based mapping, and interdisciplinary applications of GPS tracking in tourism research. Distinguished Geospatial Education Partner Award (2015) AmericaView Education Award (2013) Virginia Tech XCaliber Award (Team Nomination, 2014) Special Achievement in GIS Award (SAG) (2004) Dr. McGee has directed significant extension efforts including the Virginia Geospatial Extension Program, which has conducted over 100 workshops between 2009-2014, directly training more than 1,300 individuals with multiplied impact through 'train the trainer' approaches. He co-founded Virginia's first formal geospatial mentoring program and serves as Co-PI of VirginiaView, coordinating national geospatial education initiatives through AmericaView while maintaining seven professional listservs and social media resources.