جست‌وجوی استاد و پژوهشگر

Paul Mcdermottمشاهده پروفایل

دانشیار

• Electronic Learning Resources
• Natural Product Synthesis
• Medicinal Chemistry
• +۳ مورد دیگر

Paul Mcdermott is an Associate Professor in Medicinal Chemistry at the University of East Anglia (UEA), affiliated with the School of Chemistry, Pharmacy and Pharmacology. He holds roles including ATS lecturer and has been recognized with the UEA Excellence in Teaching Award (2011) and the Edward Acton Teaching Fellowship (2011). His research focuses on electronic learning resources (e.g., interactive mind maps and screencasting) and natural product synthesis, particularly targeting compounds like simocyclinone D8 and symplostatin 4. Education: BSc (Hons) in Chemistry, UEA (1999) MSc in Taught Organic Chemistry, UEA PhD in Trioxadispiroketals synthesis under Dr. Robert A. Stockman (UEA, 2002) Research & Grants: Edward Acton Teaching Fellowship: Investigating interactive instructional videos for lab techniques (2011, £5000). British Council projects on trans-national education in natural products chemistry (2015–2024). Royal Society-funded synthesis of clostrubin (2014–2015). Labs/Teams: Collaborates with Dr. Anja Mueller on educational technology and with Dr. Laura Howell on antibiotic research. Leads projects on virtual classrooms and prezi-based learning resources.

MERAL SEKERمشاهده پروفایل

دانشیار

• Language Education
• Educational Technology
• Second Language Acquisition
• +۳ مورد دیگر

Assoc. Prof. Meral Şeker is an Associate Professor at Çukurova University's Faculty of Education, Department of Foreign Language Education. She has held roles including Department Head at Alanya Alaaddin Keykubat University and Deputy Director of the Institute. Her academic career spans over two decades, with primary affiliations at Çukurova University since 1993. She earned her MA (2002) and PhD (2007) in English Language Education from Çukurova University's Institute of Social Sciences. Her research focuses on self-regulated learning strategies, educational technology, language pedagogy, and cross-cultural education. Notable projects include the EU-funded Comenius initiatives (2006–2013) and studies on bilingualism’s impact on cognitive development. She has authored over 50 peer-reviewed articles and book chapters, with recent work addressing online learning efficacy and pandemic-era educational adaptations. Her awards include the 2016 European Collaboration Prize for interdisciplinary work. She serves on editorial boards for journals like the Journal of Education and Training Studies and Çukurova University Faculty of Education Journal . Key contributions include frameworks for teacher training in second language acquisition and innovative uses of technology in foreign language preparatory programs. Şeker has advised master’s theses on collaborative learning (Rana Yıldırım, 2007) and sociolinguistic attitudes (Zuhal Okan, 2002). Her current research explores psycho-social factors in academic engagement and digital literacy during remote education.

Jinhan Kimمشاهده پروفایل

پژوهشگر

• Software Engineering
• Artificial Intelligence
• Testing of AI Systems
• +۵ مورد دیگر

Jinhan Kim is a Postdoctoral Researcher at the Software Institute of USI University of Lugano, Switzerland, working in the TAU lab under the guidance of Prof. Paolo Tonella. He completed his Ph.D. in Software Engineering at KAIST, South Korea, under the supervision of Prof. Shin Yoo, where his research focused on mutation testing and the intersection of artificial intelligence and software engineering. His educational background includes: Ph.D. in Software Engineering, KAIST, South Korea (completed February 2023) Kim's research spans software engineering and artificial intelligence, with a focus on mutation testing, testing of deep learning systems, and security of AI models. He investigates techniques for improving the reliability and robustness of AI systems, particularly in safety-critical domains like autonomous driving. His work bridges traditional software engineering practices with modern AI systems, leading to novel approaches in fault localization, program repair, and adversarial testing. His recent publications reveal a strong trend toward testing and securing deep learning models in autonomous systems. He has developed taxonomies for attacks, frameworks for testing autonomous agents, and empirical studies on fault localization for neural networks. His work increasingly addresses securing AI systems against adversarial attacks and improving robustness of security detectors generated by large language models. Kim has received notable recognition including: Best Paper Award at the 18th International Workshop on Mutation Analysis (Mutation 2023) As an advisor, Kim supervises two PhD students: Masoud Jamshidiyan Tehrani and Samuele Pasini, working on security of deep learning models and robustness of security attack detectors. He actively serves the research community through program committees for ASE, ICSE, ISSTA, and ICST, and as organizer of DeepTest and SBFT workshops. His service includes being a Distinguished Reviewer for TOSEM. Kim is a core member of the TAU (Testing: Analysis and Understanding) lab at USI, which pioneers innovative approaches to software testing and analysis for modern AI-based systems.

Patrick Lowenthalمشاهده پروفایل

استاد

• Social Presence
• Online Instruction
• Online Communities of Practice
• +۷ مورد دیگر

Patrick Lowenthal is a Professor of Educational Technology at Boise State University, where he conducts research on social presence, online learning communities, and educational technology implementation. Previously, he served as an Instructional Designer at Boise State University and as an Academic Technology Coordinator at CU Online (University of Colorado Denver). Dr. Lowenthal's research interests focus primarily on the Community of Inquiry framework, with special emphasis on social presence in online environments. His work explores how digital storytelling, synchronous video communication, Twitter, and other technologies can enhance social presence and community development in online courses. He also investigates accessibility in online learning, visual design principles for course development, and the quality of Massive Open Online Courses (MOOCs). His research consistently addresses practical applications for improving online teaching and learning experiences. Analysis of Dr. Lowenthal's recent publications (2021-2024) reveals a strong focus on contemporary challenges in online education, including visual design in course development, validation of social presence measurement tools, accessible and inclusive learning environments, and students' perceptions of video feedback. His work demonstrates a consistent thread connecting theoretical frameworks like Community of Inquiry with practical applications for online instructors. Dr. Lowenthal has collaborated extensively with researchers across institutions, particularly with Amy Lomellini on accessibility research, and has contributed to the field through numerous publications in journals such as Education and Information Technologies, TechTrends, and The Internet and Higher Education. His work bridges theory and practice in educational technology, with implications for faculty development, instructional design, and online course quality assurance.

Sonia Haiducمشاهده پروفایل

دانشیار

• Software Engineering
• Software Maintenance and Evolution
• Program Comprehension
• +۶ مورد دیگر

Sonia Haiduc is an Associate Professor in the Department of Computer Science at Florida State University, where she leads the SERENE (Software Engineering: Evolution and Maintenance) research lab. Her academic career spans over a decade of contributions to software engineering research, with particular expertise in software maintenance, evolution, and program comprehension. Education: Ph.D. in Computer Science, Wayne State University (2013) M.Sc. in Computer Science, Wayne State University (2009) B.Sc. in Computer Science, Babes-Bolyai University, Cluj-Napoca, Romania (2006) Her research focuses on innovative approaches to assist software developers in understanding and maintaining complex software systems. Key areas include software evolution, program comprehension, concept location, source code search, empirical software engineering, and the application of information retrieval and natural language processing techniques to software engineering problems. Her work bridges theoretical foundations with practical applications to improve developer productivity and software quality. Recent publications demonstrate a growing interest in AI-assisted software development, particularly the application of large language models to program repair, commit message assessment, and code search. Her research shows a consistent trajectory from traditional software engineering topics toward integrating modern AI techniques to solve longstanding challenges in software maintenance and evolution. Scientific Awards: ACM SIGSOFT CAPS Travel award (2012, 2010) Google Anita Borg Scholarship (2011) Wayne State University Travel Awards (multiple years) Outstanding Graduate Research Assistant in Computer Science (2010) Dr. Haiduc actively mentors doctoral students, currently advising three Ph.D. candidates while serving on committees for additional graduate students. She has secured research funding including an NSF SHF grant for 'Text Retrieval in Software Engineering 2.0' and an FSU CRC grant for 'Query-Specific Source Code Search Engine Configuration.' She founded and leads the SERENE lab at Florida State University, which focuses on novel approaches to software maintenance, evolution, program comprehension, mining software repositories, and applications of natural language processing in software engineering.

Monica T. Billenمشاهده پروفایل

دانشیار

• Literacy Education
• Reading Education
• Culturally Sustaining Pedagogy
• +۳ مورد دیگر

Monica T. Billen serves as an Associate Professor within the Department of Literacy, Early, Bilingual and Special Education at California State University, Fresno's Kremen School of Education and Human Development. With prior experience as an elementary school teacher, tutor, mentor for student teachers, and instructor for in-service educators, she brings practical insights to her academic role. Her teaching portfolio encompasses foundational literacy courses, disciplinary literacy, early childhood education, and fieldwork supervision for both undergraduate and graduate students. Her educational background includes a Doctor of Philosophy in Education (2014) from The University of Tennessee with a concentration in Literacy Studies and emphasis in Reading Education. She also holds a master's degree in teacher education and a bachelor's degree in elementary education. Her doctoral studies included cognates in Educational Psychology and certificates in Evaluation, Statistics, and Measurement and Qualitative Research Methods in Education. Billen's research focuses on incorporating students' funds of knowledge into literacy instruction and fostering intrinsic motivation for reading. Her work emphasizes culturally sustaining pedagogy, multimodal composition, and technology integration, particularly through digital tools like Instagram for preservice teacher reflection. She investigates how culturally responsive approaches enhance literacy outcomes while validating students' cultural and linguistic backgrounds. Analysis of her 2011-2021 publications reveals consistent contributions to literacy education with recurring themes in teacher preparation, culturally sustaining practices, and technology integration. Her scholarship bridges theory and practice through actionable strategies for K-12 classrooms, covering topics from poetry-based fluency development to STEM-literacy connections. Collaborations with scholars like Richard Allington demonstrate engagement with foundational literacy research while advancing contemporary equity-focused pedagogy. America Association of Colleges of Teacher Education Outstanding Dissertation Award, 2015 As a teacher educator, Billen mentors future educators through fieldwork supervision and courses like Literacy Early Education 158 and 298B. Her commitment extends to professional development for practicing teachers, though specific grant details aren't documented in available sources. Her research on digital tools implies active engagement with technology-enhanced teaching methods and innovative teacher preparation models addressing diverse classroom needs.

Sarah DeCapuaمشاهده پروفایل

دانشیار

• Second Language Writing
• Teacher Feedback
• Multilingual Pedagogy
• +۲ مورد دیگر

Sarah DeCapua is an Associate Professor In Residence in the First-Year Writing Program at the University of Connecticut's College of Liberal Arts and Sciences, Department of English. She teaches Academic Literacies for Multilingual Students (ENG 1003), Introduction to Academic Writing (ENG 1004), and designed Writing Across Cultures (ENG 3015W) and graduate seminars in Rhetoric/Composition. Her research focuses on second language literacy, teacher feedback methodologies, multilingual pedagogy, and writing assessment. She employs innovative approaches like screencast video feedback to enhance multilingual writing instruction. Publications include journal articles on feedback practices, multilingual identity, and crisis pedagogy, along with edited volumes like Global and Transformative Approaches Toward Linguistic Diversity . Awards include UConn's Scholarship Facilitation Fund and IUP's Promising Research Award. Service includes Academic Integrity Hearing Board, General Education committees, and national writing association leadership. Grants support research in multilingual writing education and pedagogical innovation.

John Ranellucciمشاهده پروفایل

دانشیار

• Achievement Motivation Theories
• Educational Equity
• Motivational Interventions
• +۴ مورد دیگر

John Ranellucci is an Associate Professor in the Faculty of Education at the University of Ottawa. His research focuses on advancing achievement motivation theories to create equitable learning environments, particularly for underrepresented groups. He holds a doctorate in Educational Psychology from McGill University (2014), followed by a post-doctoral fellowship at Michigan State University (2016). Previously, he served as an Assistant Professor at Hunter College – CUNY (2016–2020). His research interests include the interplay between motivation, emotions, and academic outcomes in diverse educational contexts. He employs structural equation modeling and mixed-methods approaches to study these dynamics. Notable areas of focus include flipped classrooms, preservice teacher motivations, STEM education, and the role of technology in fostering engagement. Ranellucci's publications span journals like Contemporary Educational Psychology and Motivation Science , addressing topics such as emotion regulation in science classrooms, barriers to teaching careers among marginalized groups, and utility-value interventions in STEM. His teaching emphasizes research methods and learning theories. While no specific awards are listed, his work has been cited in contexts related to educational equity and motivational design. He collaborates on projects involving online learning tools and teacher education, contributing to both academic and applied educational initiatives.

Carl Simmonsمشاهده پروفایل

مدرس ارشد

• Computing Education
• Educational Technology
• Teacher Training
• +۳ مورد دیگر

Carl Simmons is a Senior Learning and Teaching Fellowship Lead in the Faculty of Education at Edge Hill University and a Senior Fellow of the Higher Education Academy. He specializes in computing education, teacher training, and educational technology. His roles include leading secondary computing subject knowledge enhancement programs, coordinating regional computing initiatives, and managing large-scale educational projects. Simmons has authored influential textbooks such as Teaching Computing and Hello App Inventor! , and co-founded events like Makernoise, the National Maker Education Conference UK. His research focuses on technology-enhanced formative assessment, particularly using screencast feedback to improve student outcomes. He holds an MSc in E-Learning and has extensive experience in project management, securing funding and leading teams for initiatives like the CAS Network of Excellence and DfE-funded programs. Simmons is also involved in Liverpool Makefest, Wigan STEAM, and CREATE Education as a board member/director. Education Projects: CAS Network of Excellence, Barefoot Computing, “Change the World” DfE Program Awards: Senior Fellow of the Higher Education Academy Grants/Projects: Master Teacher Level 1 CAS Training, TICE 2024 (Teacher Inquiry in Computing Education) Labs/Teams: Co-founder of Makernoise; active in Liverpool Makefest and CREATE Education

• Computer Aided Design
• Fashion Technology
• Textile Design
• +۷ مورد دیگر

Carolyn Hardaker is a Principal Lecturer and Associate Head of Department in the School of Fashion and Textiles at De Montfort University (DMU), Leicester. With a strong background in Computer Aided Design (CAD), she has been contributing to academic and pedagogical advancements in fashion and textiles since joining DMU in 1989. Her educational background includes a BSc(Hons) in Engineering Science and Management from Durham University and an MPhil in Computer Aided Design from Loughborough University. She also holds a PG Dip in Computer Aided Design from Lanchester Polytechnic. Carolyn's research and expertise center on the application of CAD in fashion and textiles, with specific focus on garment pattern design, grading for lingerie, 3D footwear modeling, visual merchandising, and the use of design software such as Photoshop and Illustrator within a fashion context. She is deeply involved in enhancing CAD pedagogy through the development of supportive e-learning resources. She has led significant projects, including a Higher Education Academy (HEA)-funded initiative to create screencasts for CAD teaching and a British Council FEED-IN project fostering collaboration between De Montfort University and Izmir University of Economics through joint student work. These efforts highlight her commitment to innovative teaching and international academic partnerships. Scientific Awards: Fellow of the Higher Education Academy Carolyn teaches across several programs, including BA(Hons) Contour Fashion, BA(Hons) Fashion Buying, BA(Hons) Footwear Design, and the MA in Fashion and Textiles. She plays a key role in curriculum development, particularly in integrating digital tools into design education. While there is no public mention of PhD or Master’s students she may have advised, her leadership in pedagogical research suggests a strong mentorship role in academic development. She is actively involved in professional development and industry collaboration, having worked on government and EU-funded studies and co-developed training materials and short courses with industry partners. Her work bridges academic instruction with real-world design applications.

• Educational Technology
• Digital Literacy
• Instructional Technology
• +۷ مورد دیگر

Katie Baleja is an Assistant Professor of Teaching in the Department of Educational Technology at Wayne State University's College of Education. She teaches courses such as TED2020 - Technology Integration in Teaching and TED6020 at the graduate level, with an active teaching schedule extending into 2025. Her work is centered on integrating technology into K–12 and teacher education contexts. Education: Doctorate of Educational Technology – Central Michigan University Master of Arts in Instructional Technology – Saginaw Valley State University Bachelor of Science in Secondary Education (Biology and Natural Science) – Alma College Katie Baleja’s research focuses on digital literacy , digital writing and reading strategies , and technology integration in education . Her work explores how educators perceive and implement digital literacy, the gap between belief and practice, and innovative assessment tools like screencasting. She investigates barriers such as lack of professional development, time, and technological access. Her recent publications, all from 2019–2020, reflect a strong thematic focus on digital literacy in educational settings. These works examine teacher perceptions, classroom applications, and the role of digital tools in reading and writing. The research is primarily mixed-methods, survey-based, and contextually grounded in Michigan’s educational landscape. There are no listed scientific awards or fellowships in the provided text. Katie Baleja actively contributes to teacher education through curriculum development and instruction in technology integration. While no formal advisees or grant funding are mentioned, her publications suggest collaborative research with scholars like Troy Hicks and Mingyan Zhang. Her teaching responsibilities indicate a strong commitment to preparing both pre-service and in-service teachers for technology-rich classrooms. She does not appear to lead a lab or formal research team, but her collaborative publications suggest engagement in academic research communities focused on digital literacy and educational technology.

Antonio Martínez-Arboledaمشاهده پروفایل

استاد

• Open Educational Resources and Practice
• Digital Education
• Critical Digital Pedagogies
• +۱۰ مورد دیگر

Professor Antonio Martínez-Arboleda is a Professor of Open and Digital Education at the School of Languages, Cultures and Societies, Faculty of Arts, Humanities and Cultures, University of Leeds. He holds leadership roles as Academic Lead for Open Educational Practice at the University of Leeds Library and Senior Lead for the Knowledge Equity Network (KEN). His educational background includes a Licenciado en Derecho from Universidad de Murcia (1995) and an MA in Business Law from the University of Leeds (1998). He is a Fellow of the Higher Education Academy. His research and scholarship center on Open Educational Resources (OER), digital education, critical pedagogies, AI in education, oral history, and poetry. His work emphasizes student empowerment, open practices, and the ethical use of digital tools in teaching. He has pioneered innovative pedagogical models such as the OpenLIVES Pedagogy and the use of audiovisual feedback in assessment. The recent publications reflect a strong trend toward digital innovation in education, particularly in AI literacy, open practices, and multimodal feedback. Themes include student agency, open collaboration, critical engagement with technology, and the transformation of higher education through digital tools. SCORE Fellowship (2011) Hispanex grant by the Ministry of Education of Spain (2017) He has led numerous teaching enhancement and research projects, including the SCORE fellowship on OER review by employers, the JISC-funded OpenLIVES project, the LITE Teaching Enhancement Project on Desktop Capture Feedback, and the International Strategic Fund Project Lingua Connect. He has contributed to national curriculum development as a regular contributor to AQA’s Modern Languages and Cultures exam board since 2000. He directs the video collection Las flechas de Artemis and administers its YouTube channel, promoting poetry and translation as educational tools. He is also the UK Delegate for Crátera Revista de Crítica y Poesía Contemporánea.

• Second Language Acquisition
• Technology in Language Learning
• Collaborative Writing Tools
• +۳ مورد دیگر

Ana Oskoz is a Professor at the University of Maryland Baltimore County (UMBC) in the Department of Modern Languages, Linguistics & Intercultural Communication. She currently serves as Associate Dean in the College of Arts, Humanities, and Social Sciences and chaired her department from 2018 to 2022. Her research focuses on technology-driven second language acquisition. Key areas include: Use of synchronous/asynchronous tools (chats, blogs, wikis) Promotion of cultural discussions through digital platforms Enhancing intercultural competence and FL writing Digital storytelling and Web 2.0 integration in education Recent publications highlight her work with collaborative technologies like Wikis, Screencast-O-Matic, and Microsoft Word for multimodal feedback in FL classrooms. She co-edits the CALICO Journal, contributing to CALL (Computer-Assisted Language Learning) discourse.

Simon Pennمشاهده پروفایل

مدرس ارشد

• Educational Technology
• Exercise Physiology
• Distance Learning
• +۳ مورد دیگر

Dr. Simon Penn is a Senior Lecturer in Sport, Fitness, and Coaching at The Open University (OU), where he transitioned to a full-time academic role in 2018. He holds a position as Module Team Chair for the OU module 'Working with people in sport and fitness,' focusing on practitioner skills. His research emphasizes innovative educational methods, particularly the use of screencast feedback for distance learners, earning him the 2024 OU Research Excellence Award for Outstanding Post Graduate Researcher. Before joining OU, Penn developed expertise in exercise physiology as a Royal Air Force Physical Training Instructor and later as a lecturer at St. Mary’s University, London. He co-edited the book Advanced Personal Training: Science to Practice (2016), blending scientific evidence with practical fitness instruction strategies. His pedagogical work explores optimal feedback delivery in online education, with a current focus on expanding research into feedback literacy. Teaching contributions include extensive materials on topics such as high-intensity training, endurance sports, and exercise programming. Penn’s doctoral research (defended 2024) compared text and screencast feedback efficacy, resulting in a thesis praised for its rigorous analysis. He is currently preparing publications from this work and exploring new avenues in student feedback innovation. As a Senior Fellow of the Higher Education Academy, Penn balances academic leadership with scholarly contributions, advocating for evidence-based practices in both fitness education and higher education pedagogy.

• IT Education
• Industry-University Collaboration
• Information Technology Workforce Development
• +۳ مورد دیگر

Lindsay Ward is a Senior Lecturer at James Cook University (JCU), where he has been teaching IT since 1999. His expertise spans Programming, Web Design, Multimedia, Video Production, 3D Graphics, Business IT, and Design Thinking. He leads IT@JCU's marketing and engagement initiatives, organizing events like Open Day, YICTE, and O Week inductions. He also oversees social media strategy for IT@JCU across platforms like Twitter, Facebook, and Instagram. His research focuses on bridging the gap between university IT education and industry needs, advocating for industry-relevant teaching methods. He has received multiple awards for teaching excellence, including three Australian Awards for University Teaching Citations (2020, 2011, 2019). In 2018, he was featured in WIN News discussing Australia's ICT workforce shortage. He actively supports Townsville's startup ecosystem through mentorship and event organization, including Startup Weekend events. Ward secured a $30,000 Flexible Learning grant for screencasting innovation in teaching, recognized as a best practice model. His work emphasizes design thinking, problem-solving, and employability-focused curricula.