جست‌وجوی استاد و پژوهشگر

Andrew Coppensمشاهده پروفایل

دانشیار

• Culture and child development
• Qualitative research methods
• Rural Education
• +۱ مورد دیگر

Andrew D. Coppens, Ph.D., is an Associate Professor of Learning Sciences at the University of New Hampshire, directing the Graduate Programs in Educational Studies. He holds a Ph.D. in Psychology from UC Santa Cruz, focusing on cultural and developmental psychology, learning sciences, and qualitative methods. His research examines cultural processes of learning in non-dominant communities across diverse settings, including rural, middle-class, and Indigenous-heritage communities globally. Key projects include the New Hampshire Youth Retention Initiative (YRI), addressing rural youth futures through NSF, Spencer Foundation, and NH Charitable Foundation grants. Coppens teaches courses on human development, qualitative research, and cultural perspectives in education. Education: Ph.D. in Psychology (Latin American Studies), UC Santa Cruz; M.S. Psychology, UC; B.S. Kinesiology: Outdoor Education, UNH Research interests span cultural child development, qualitative methods, rural education, and children’s prosocial learning. His work emphasizes strengths-based approaches and informal learning contexts, with publications in journals like Social Development and Frontiers in Psychology. Coppens collaborates internationally, contributing to frameworks for rural teacher residencies and youth retention strategies. Recent articles highlight outdoor recreation’s role in STEM equity, socioscientific decision-making, and cross-cultural prosocial behavior. Grants include exploring identity trajectories and STEM pathways in rural areas. The YRI’s interdisciplinary efforts aim to combat human capital extraction in rural communities through sustainable educational pathways.

Judith Andersenمشاهده پروفایل

دانشیار

• Stress Psychology
• Health Psychology
• Police Training
• +۴ مورد دیگر

Judith Andersen is an Associate Professor at the University of Toronto Mississauga, specializing in health psychology with a focus on the psychophysiology of stress and its impact on mental and physical health in high-stress occupations. Her research emphasizes evidence-based training programs for police and special forces, resilience development for first responders, and mental health disparities among LGBTQ+ communities. She holds a PhD from the University of California, Irvine. Her work includes designing stress-regulation interventions to enhance police decision-making during critical incidents and developing competency frameworks for incident commanders. Recent projects involve applying biofeedback technology (e.g., HRV monitoring) to improve officer performance and wellness. She collaborates internationally with law enforcement agencies in Canada, the U.S., and Europe. Key research domains include: Psychophysiological stress responses and their modulation Resilience training for first responders Mental health disparities in marginalized groups Evidence-based policing strategies Her publications from 2024–2025 explore topics like stress physiology in policing, competency development for crisis leaders, and the role of social support in reducing LGBTQ+ mental health disparities. Ongoing projects focus on reducing racial bias in policing and optimizing training through big data analytics. While no formal advisees are listed, her research teams engage in translational studies impacting policy and practice. She advocates for applied psychological research to bridge academic and real-world challenges in public safety and health.

• Plasma Physics
• Space Physics
• Nonlinear Dynamics
• +۳ مورد دیگر

Mark Koepke is the Robert C. Byrd Professor of Physics at West Virginia University, affiliated with the College of Arts & Sciences. He specializes in plasma physics, with a focus on space plasma processes, nonlinear dynamics, and dusty plasma phenomena. His research bridges laboratory experiments and space/astrophysical systems, addressing plasma wave instabilities, fusion energy, and plasma-material interactions. Research Interests: His work investigates plasma instabilities in space and laboratory settings, including velocity-shear-driven instabilities, stationary inertial Alfven waves, and nonlinear dynamics. He explores applications in fusion energy, atmospheric pressure plasmas, and granular charging in industrial systems. His experiments utilize devices like the WVU Q-machine and collaborate with facilities such as the DIII-D National Fusion Facility and SLAC. Key Contributions: His studies validate theoretical models of space plasma dynamics, with applications to auroral ionospheres and magnetic confinement fusion. He has pioneered techniques like the magnetically insulated baffled probe for plasma diagnostics and contributed to understanding ion-cyclotron waves and periodic pulling phenomena in driven oscillators. Awards and Honors: Recipient of prestigious fellowships from the Institute of Physics (UK), American Physical Society, and Japanese Society for the Promotion of Science. He has held visiting positions at institutions like Oxford and Imperial College London, and chaired committees for organizations like the American Physical Society and the DOE. Advising and Collaborations: Collaborates globally on projects involving plasma diagnostics, fusion energy, and astrophysical plasma analogues. His work integrates experimental, computational, and theoretical approaches, with contributions to both fundamental plasma physics and applied technologies like plasma-based material processing. Labs/Teams: Leads experimental plasma physics research at WVU, using the Q-machine and other devices. Collaborates with international teams at facilities like UCLA’s Large Plasma Device, SLAC, and the National Energy Technology Laboratory.

• Human-Computer Interaction (HCI) Education
• Inclusive Design
• Computing Education Research
• +۳ مورد دیگر

Alannah Oleson is an Assistant Professor in the Department of Computer Science at the University of Denver's Ritchie School of Engineering and Computer Science. Her work focuses on inclusive design, computing education, and addressing equity issues in technology. She is actively involved in the KIHA Innovation Labs, exploring human-centered approaches to computing education and HCI. Her research investigates how demographic factors influence learning outcomes in computing courses, develops pedagogical methods for teaching inclusive design (e.g., the CIDER framework), and examines the ethical implications of technology in K-12 and university settings. Notable areas include algorithmic fairness, gender bias in software systems, and culturally responsive computing education for underrepresented groups. Dr. Oleson's research emphasizes practical methods for integrating critical thinking into software design processes, with recent work exploring peer feedback systems for equity analysis in large courses and curriculum reforms to promote ethical awareness. Her contributions bridge theory and practice, aiming to make computing education more equitable and socially responsible.

Hafizul Asadمشاهده پروفایل

مدرس

• Formal Verification
• Hybrid Systems
• Intrusion Detection Systems
• +۵ مورد دیگر

Dr. Hafizul Asad serves as a Lecturer in Dependability at City St George's, University of London, leveraging his PhD in Electrical Engineering (City University of London, 2016) and MS in Aerospace Engineering (University of Belgrade, 2008) to advance cybersecurity and formal verification research. His expertise bridges critical infrastructure protection and cyber-physical systems security, with significant contributions to IoT/IIoT security frameworks. His educational journey includes: PhD in Electrical Engineering, City, University of London (2012-2016) MS in Aerospace Engineering, University of Belgrade, Serbia (2007-2008) BSc in Electrical and Electronics Engineering, University of Engineering and Technology Peshawar, Pakistan (1999-2003) Asad's research centers on formal verification of hybrid systems and verifiable intrusion detection mechanisms for interconnected environments. He pioneers provably robust security architectures for IoT/IIoT systems, emphasizing mathematical verification to ensure system resilience against cyber threats. His work integrates diversity principles to create defense-in-depth strategies for critical infrastructure, with recent focus on wind turbine cyber-safety and industrial control system protection. Analysis of his 15 most recent publications (2014-2025) reveals an evolution from aerospace applications and analog circuit verification toward cutting-edge cybersecurity for cyber-physical systems. His 2023-2025 work demonstrates increasing specialization in IoT security and formal methods, while maintaining foundational contributions to diversity-based security architectures established in his 2015-2018 research. No scientific awards or prizes are documented in the provided materials, though he maintains professional standing as a British Computer Society member and Higher Education Academy Associate Fellow. Details regarding doctoral student supervision or specific research grants are not disclosed in the source text. His professional trajectory indicates significant project involvement, including the D3S security project at City University of London (2015-2018) and Rolls-Royce-funded Future Systems Simulator development at Cranfield University (2018-2019), though current laboratory affiliations remain unspecified.

Krisztina Domjanمشاهده پروفایل

مدرس

• Diversity, Equity, Inclusion, Belonging
• Inclusive and Transparent Teaching Practices
• AI Literacy Skills and Digital Citizenship Competencies
• +۶ مورد دیگر

Krisztina Domjan is a progressive educator at American University's School of Professional & Extended Studies and Office of Global & Immersive Studies (OGIS), where she serves as the past Chair of the OGIS Faculty Council and holds the distinction of being CTRL's inaugural Artificial Intelligence in Instruction Faculty Fellow for AY23-24 and AY24-25. With extensive experience across higher, adult, and secondary education settings in Hungary, England, Germany (military base), and the USA, she teaches courses including Complex Problems Seminar: iGen Reboot, Intercultural Understanding, and College Writing. Educational Background: PhD in English Language and Intercultural Communication (2013), Anglia Ruskin University, Cambridge, UK M.A. in European Languages and Intercultural Studies (2003), Anglia Ruskin University, Cambridge, UK B.A. in Teaching English as a Foreign Language (1999), Kodolányi János University College, Szekesfehervar, Hungary Dr. Domjan's research focuses on inclusive and transparent teaching practices, AI literacy skills, intercultural understanding, and Generation Z intellectual habits. As a WATESOL President (2023-2024) and active member of TESOL, ISTE, and Heterodox Academy, she champions culturally responsive pedagogy and digital citizenship competencies. Her work emphasizes creating equitable learning environments that bridge cultural divides while leveraging technology for enhanced student engagement and retention. Her scholarly output demonstrates a clear trajectory toward understanding the intersection of AI and education, with recent publications exploring how generative AI can be integrated responsibly into academic settings while maintaining academic integrity. These works reveal her commitment to developing practical frameworks that help both educators and students navigate the rapidly evolving digital landscape of higher education. Notable Recognition: Artificial Intelligence in Instruction Faculty Fellow (AY23-24, AY24-25) Milton and Sonia Greenberg Scholarship of Teaching and Learning Award (2021-2022) Inclusive Pedagogy Fellow (AY19-21) Jack Child Teaching with Technology Award (2018) As an advocate for lifelong learning and innovative teaching practices, Dr. Domjan has presented extensively at national conferences on topics ranging from inclusive academic discussions to AI-assisted teaching. Her leadership in professional organizations like WATESOL demonstrates her commitment to building collaborative learning communities that advance educational excellence across cultural boundaries.

• Instructed Foreign Language Learning
• Reading Skills and Strategies
• Phonology in L2 Learning
• +۳ مورد دیگر

Robert Woore is an Associate Professor in Applied Linguistics and Course Director of the MSc in Applied Linguistics and Second Language Acquisition (ALSLA) at the University of Oxford's Department of Education. He holds multiple advanced degrees from Oxford, including a DPhil in Applied Linguistics, and previously taught secondary school languages and outdoor education before joining academia in 2007. His research focuses on instructed foreign language learning, particularly in school settings, with emphases on reading strategies, phonological decoding, phonics teaching, and teacher professional development. He actively investigates the teaching of Languages Other Than English (LOTE), including Chinese and Arabic, alongside European languages like French and German. Woore teaches on the PGCE, MSc ALSLA, and doctoral programs. He leads funded projects such as the Qatar Foundation-supported studies on Arabic as an additional language and the Nuffield Foundation’s FLEUR project on L2 reading. His work bridges research and classroom practice, emphasizing evidence-based pedagogy and curriculum reform. Key grants include leadership roles in the Nuffield Foundation’s FLEUR initiative (2016–2018) and Qatar Foundation’s Arabic as Additional Language review (2022–2025). He collaborates widely, co-authoring influential books like Debates in Second Language Education and contributing to policy-relevant studies on language education outcomes.

• Digital Health
• Antimicrobial Resistance (AMR)
• Global Health
• +۳ مورد دیگر

Sundeep Sahay is a Professor at Digital Innovation (University of Oslo) with affiliate roles at Sustainable Healthcare Education (UiO Faculty of Medicine), The Information School (University of Sheffield), and HISP India . His research bridges technology and global health, focusing on Antimicrobial Resistance (AMR) , climate-health intersections, and digital health systems in low- and middle-income countries (LMICs) , particularly India. He employs Action Research and social science theories to address health inequities, structural violence, and the realities of digital personal data in maternal/childcare. Research Themes : AMR through health inequity lens, digital identity work in community health, data governance in LMICs, and sociotechnical design for global health. Geographic Focus : Spanning 30+ countries in Africa, Asia, Latin America, and Europe, with emphasis on India, Ethiopia, Jordan, and Mozambique.

Anders Björnمشاهده پروفایل

استاد

• Nonlinear Potential Theory
• Analysis on Metric Spaces
• Differential Equations
• +۳ مورد دیگر

Anders Björn is a Professor at the Department of Mathematics (MAI) at Linköping University (LIU), affiliated with the Analysis and Mathematics Education (ANDI) division. His research focuses on Nonlinear Potential Theory , particularly p-harmonic functions , quasiminimizers , and Newtonian Sobolev spaces in metric spaces. He co-leads the research group in this area and contributes to Analysis on Metric Spaces . He teaches undergraduate and graduate courses, including Real Analysis and Functional Analysis . Organizational Roles: Organizer of the Mathematical Colloquium, Local Representative for Svenska Matematikersamfundet (Swedish Mathematical Society). Editorial Work: Former Technical Editor for Acta Mathematica (2004–2015) and Arkiv för Matematik (1993–2015), both published by Institut Mittag-Leffler. His research explores foundational questions in mathematical analysis, blending pure mathematics with interdisciplinary applications. He emphasizes understanding properties of solutions to differential equations in general settings, akin to constructing an 'identikit' of mathematical phenomena. His work is published in collaboration with the ANDI group, and he actively engages in promoting mathematics through outreach and academic service.

Eva Hammar Chiriacمشاهده پروفایل

استاد

• Social Psychology
• Group Processes
• Education Systems
• +۴ مورد دیگر

Eva Hammar Chiriac is a Professor in the Department of Behavioural Sciences and Learning at Linköping University, specializing in the Division of Psychology. Her research focuses on group processes within educational systems, emphasizing cooperative learning, problem-based learning (PBL), and interprofessional problem-based learning (iPBL). She explores how group dynamics influence learning outcomes, particularly in contexts like classrooms and higher education settings. Her work also addresses challenges in assessing knowledge and abilities developed through group collaboration, as well as fostering positive school climates. Her academic journey includes a PhD in Psychology (2003) and becoming a full Professor at Linköping University in 2020. She leads research projects on group work assessment, classroom management, and school climate improvement, often employing qualitative methods like group observations and focus groups. Collaborations include national and international researchers in social psychology, pedagogy, and medical fields. Key research areas include: Assessment strategies in cooperative learning Interprofessional education dynamics Student and teacher perspectives on group work fairness School climate and teacher-student relationships Her teaching includes courses on group psychology, social psychology, and group observation techniques. She actively supervises PhD students, including Johan Forsell, and contributes to academic networks like the International Association for the Study of Cooperation in Education (IASCE).

• Biomarkers
• Epigenetics
• Aging
• +۳ مورد دیگر

Brian Chen is an Assistant Adjunct Professor at the Herbert Wertheim School of Public Health & Human Longevity Science at the University of California San Diego (UCSD). His research focuses on biomarkers of aging, epigenetics, and epidemiological studies , with a particular interest in translating these findings into clinical applications and population health strategies. Education: PhD in Epidemiology, University of California Los Angeles (UCLA) MPH in Epidemiology/Biostatistics, University of California Berkeley Bachelor of Science in Biochemistry/Cell Biology & Psychology, UC San Diego Research Interests: Brian's work centers on understanding biological aging mechanisms through epigenetic changes, particularly DNA methylation patterns. He explores how these biomarkers correlate with age-related diseases (e.g., dementia, cardiovascular disease) and health disparities. His studies often involve large-scale epidemiological cohorts and cutting-edge genomic technologies. Publications: His recent work emphasizes validation of aging biomarkers, epigenetic clock analyses, and translational strategies for clinical implementation. Key contributions include studies on racial/ethnic health disparities linked to epigenetic aging and the role of biomarkers in predicting cardiovascular outcomes. Collaborations: Brian frequently collaborates with leading researchers like Steve Horvath (epigenetic clock pioneer), Luigi Ferrucci (aging epidemiology), and Tamara B. Horvath (neuroendocrinology). His work has been cited over 5,000 times in high-impact journals. Future Directions: Current projects include developing multi-omic aging biomarker panels and investigating interventions to modulate epigenetic aging processes. He also advocates for standardized validation frameworks for aging biomarkers in clinical settings.

• Biomedical Signal Processing
• Fetal Monitoring
• Maternal-Fetal Medicine
• +۳ مورد دیگر

Prof. SG (Guid) Oei is a full-time faculty member at the Eindhoven University of Technology (TU/e) in the Biomedical Diagnostics Lab under the Department of Electrical Engineering. He serves as a leading academic in the Eindhoven MedTech Innovation Center and the Center for Care & Cure Technology Eindhoven , focusing on advanced signal processing systems for maternal-fetal health diagnostics. Primary Affiliation: Professor , Electrical Engineering, TU/e Research Centers: Eindhoven MedTech Innovation Center, Biomedical Diagnostics Lab, Center for Care & Cure Technology Eindhoven Research Focus : Developing non-invasive fetal monitoring technologies, including electrohysterography and speckle tracking echocardiography , to improve detection of fetal distress, preterm birth prediction, and maternal-fetal health outcomes. His work bridges biomedical diagnostics with machine learning, emphasizing real-time clinical applications. Scientific Contributions : Over 288 research outputs with 4568 citations, including pioneering studies on: Fetal myocardial deformation analysis AI-enhanced cardiotocogram interpretation Extra-uterine life support system design Impact of maternal mental health on labor outcomes Optimization of uterine monitoring techniques Collaborative Networks : Works with key researchers like Jan WM Bergmans (NeuroPlatform), Massimo Mischi (Biomedical Diagnostics), and Judith OEH van Laar on projects spanning prenatal diagnostics, maternal-fetal coupling, and simulation-based obstetric training.

Silke Hertelمشاهده پروفایل

استاد

• Educational Psychology
• Teacher Education
• Self-Regulated Learning
• +۵ مورد دیگر

Prof. Dr. Silke Hertel is a Professor of Personal Competencies in the School Context at Heidelberg University’s Institute of Educational Science, and currently holds the position of Vice-Rector for Student Affairs and Teaching until 2026. In her role as Vice-Rector, she oversees strategic advancements in research-oriented teaching, innovative teaching formats, and the integration of accessibility, diversity, and digitalization in university education. Her research focuses on self-regulated learning, teacher competencies, and educational psychology, with a particular emphasis on fostering adaptive learning environments and parental-child interactions in early education. Notable contributions include the development of the SAVE suicide prevention program for schools and studies on parental scaffolding in cognitive development. Education: No explicit details provided in the text, though her academic role implies advanced qualifications in educational science. Labs/Teams: Active in the Institute of Educational Science, collaborating on projects related to educational policy and teacher training. Prof. Hertel’s work bridges theoretical research and practical implementation, addressing challenges in modern educational systems through evidence-based interventions and policy guidance.

• Assessment for Learning
• Teacher Professional Development
• Educational Assessment
• +۳ مورد دیگر

Christel H.D. Wolterinck is a Researcher at the University of Twente, affiliated with the ELAN Teacher Development department. Her work focuses on Assessment for Learning (AfL), teacher professional development, and strategies to enhance student learning outcomes. She holds a PhD from the University of Twente (2022), specializing in educational assessment frameworks. Her research explores how formative assessment impacts teacher competencies and student metacognition, with a particular interest in bridging theory and practice in classroom settings. Recent studies highlight stakeholder perspectives in AfL implementation and adaptive teaching methodologies. Key collaborations include projects on sustainable education and teacher training programs. Her work contributes to UN SDGs related to quality education (SDG 4) by advancing evidence-based teaching practices.

Naomi Ellisمشاهده پروفایل

دانشیار

• Physical Activity and Mental Health
• Green Space and Health
• Health in Mid-Life
• +۳ مورد دیگر

Dr. Naomi Ellis is an Associate Professor of Health Research at Staffordshire University, affiliated with the Faculty of Health, Education, Policing and Sciences. She holds a PhD in qualitative research examining physical activity as mental health therapy, alongside MSc and BSc qualifications in Sport and Exercise Science with Psychology. Her academic roles include module leadership and teaching across undergraduate and postgraduate programs focusing on research methods, public health, and sport psychology. Her research expertise spans physical activity’s impact on mental health, green space health benefits, and health equity in mid-life populations. She employs interpretative phenomenological analysis (IPA) and has conducted studies in prisons, deprived urban communities, and NHS programs. Key projects include evaluating NHS Health Check communication, social marketing for mental health, and the role of nature in well-being during the pandemic. Publications highlight her focus on cardiovascular risk communication, suicide risk assessment practices, and women’s football health issues. Teaching responsibilities include leading research methods modules and supervising student projects. Professional memberships include the British Psychological Society and Higher Education Academy. Recent work explores multimorbidity patterns, digital health interventions, and housing-first policies’ health impacts. Her research consistently bridges qualitative methodologies with applied health challenges in clinical and community settings.