جست‌وجوی استاد و پژوهشگر

Anke I. Liefbroerمشاهده پروفایل

استاد

• Spiritual Care
• Chaplaincy
• Interfaith Dialogue
• +۴ مورد دیگر

Prof. dr. Anke I. Liefbroer is a Professor by special appointment in Religion and Practice at Tilburg School of Catholic Theology, Tilburg University. She focuses on interfaith spiritual care, palliative care dynamics, and the intersection of psychiatry and theology. Her work emphasizes narrative approaches to spiritual well-being and the impact of religious diversity in healthcare settings. Her research explores chaplaincy practices, faith-concordance in therapeutic relationships, and the methodological challenges in studying nonreligion. She has led projects like PLOEG-2 (focusing on palliative care) and contributed to initiatives like the Interfaith Leadership Program Emoena. She serves on editorial boards (e.g., Tijdschrift Psyche & Geloof ) and advisory bodies like the Kenniscentrum voor levensbeschouwing en geestelijke volksgezondheid. Recent studies include analyzing fundamentalism conceptualizations, evaluating spiritual care interventions, and examining client-clinician dynamics in faith-diverse contexts. Her 2025 inaugural speech Met je ziel onder je arm addresses spiritual well-being in secular societies. She was awarded Tilburg University's Teacher of the Year (2023) for integrating academic and practical work. Key research themes include: spiritual care mechanisms, interfaith dialogue in healthcare, and the role of narrative therapy in palliative care. Over 50 publications span peer-reviewed articles, books, and edited volumes, with frequent contributions to Politics and Religion , Palliative Medicine , and Pastoral Psychology .

• Inclusive Education
• Reasonable Adjustments
• Access to Mainstream Services
• +۸ مورد دیگر

Dr. Ana Garcia Melgar is a Lecturer in Disabilities and Inclusive Education at the School of Education, La Trobe University, Australia. She also holds a Research Fellow position at the Living with Disability Research Centre at the same institution, demonstrating her dual commitment to teaching and research in inclusive education and disability support. Her educational background includes a PhD and a Master of Education from La Trobe University, and a Bachelor of Psychology from the Autonomous University of Madrid, Spain. She is fluent in Spanish and English, enabling broad academic collaboration. Ana's research is centered on inclusive education, with a strong focus on reasonable adjustments for students with disabilities, peer mentoring, and access to mainstream services. She has developed a peer-assisted learning framework grounded in cognitive and social learning theories, which has been applied in programs like the Peer Learning Advisers (PLA) at La Trobe and In2Science mentoring. Her work emphasizes practical interventions to improve teacher capacity and educational equity. Her recent research outputs reveal a consistent trend in evaluating inclusive practices through mixed-methods and experimental designs. She has contributed significantly to the development and validation of the Reasonable Adjustments for Inclusive Education (RAIE) rating scale and has explored online training interventions for educators. Her publications span topics including co-teaching, AAC research in schools, collaborative team approaches, and peer mentoring across school and university contexts. Reliability Testing of the Reasonable Adjustments for Inclusive Education Rating Scale (2024) Toward the Improvement of Inclusive Education via Online Intervention (2023) Collaborative team approaches to supporting inclusion (2022) Peer assisted academic support: mentors’ and mentees’ experiences (2021) Ana has served as a program evaluator for large-scale educational initiatives in Victoria, including school improvement and teacher education programs. She is currently leading a research evaluation of the 'Passions & Pathways' program for Goldfields LLEN and is supported by a grant from the Bertalli Family Foundation (2023–2027), indicating sustained funding for her work. She is affiliated with interdisciplinary teams including the Living with Disability Research Centre and has collaborated extensively with colleagues such as Teresa Iacono, Julie Spong, and Kathy Bagley. Her work aligns with Sustainable Development Goals 4 (Quality Education) and 10 (Reduced Inequalities), underscoring its societal impact.

Daniel Fruminمشاهده پروفایل

استادیار

• Logic
• Type Theory
• Program Verification
• +۵ مورد دیگر

Daniel Frumin is an Assistant Professor in the Department of Fundamental Computing Science at the University of Groningen, affiliated with the Bernoulli Institute. His research focuses on Logic, Type Theory, and Program Verification, with a particular emphasis on formal methods for concurrency, type systems, and homotopy type theory. He has contributed to foundational work in denotational semantics, modular programming language design, and mechanized verification of concurrent systems. His expertise includes the application of logical frameworks to concurrency models, such as ReLoC (Relational Logic for Concurrent Programming) and the integration of type theories with operational semantics. Recent work explores guarded interaction trees, interval domains in homotopy type theory, and compositional security properties for fine-grained systems. Frumin has published extensively in top-tier venues like ESOP, CONCUR, and ACM POPL, with peer-reviewed contributions on topics ranging from bunched implications in session-based concurrency to formal verification of data structures like concurrent queues. His research often bridges theoretical computer science and practical formal verification, leveraging tools like Coq for mechanized proofs. Collaborations include projects with institutions such as Aarhus University (Denmark) and the University of Bologna, focusing on univalent foundations, categorical semantics, and security verification. His work is supported by grants from the Dutch Research Council (NWO) and industry partnerships like Meta's Folly Library verification efforts. Labs/Teams: Active contributor to the Bernoulli Institute's Formal Methods Group and the Univalent Foundations initiative. His research group specializes in applying type-theoretic and categorical methods to concurrency and verification challenges.

• Human-Robot Interaction
• Social Robotics
• Group Dynamics
• +۳ مورد دیگر

Sarah Gillet is a Postdoctoral Researcher at the Division of Robotics, Perception, and Learning at KTH Royal Institute of Technology, where she focuses on developing social robot behaviors to foster collaboration and inclusion in human groups. Her research addresses challenges like in-group favoritism through computational approaches to shape group interactions. She holds a Doctoral Thesis (2024) titled Computational Approaches to Interaction-Shaping Robotics . Her work emphasizes group dynamics , robot-mediated inclusion , and pedagogical robotics , particularly in children and adolescent populations. Key areas include gaze behavior analysis, equitable participation promotion, and social robot roles such as mediators in educational settings. Dr. Gillet teaches the Social Robotics (DD2413) course and supervises master theses. Her recent publications explore robot gaze behaviors for participation balance, socially appropriate listening, and influence prediction models like RoSI. She actively participates in conferences like ACM/IEEE HRI and IEEE RO-MAN. Her research integrates computational methods with social science insights to design robots that actively improve human group interactions, with applications in education, collaboration, and bias mitigation.

Jonathan Gloverمشاهده پروفایل

استاد

• Financial Accounting & Auditing
• Managerial Accounting
• Corporate Governance
• +۵ مورد دیگر

Jonathan Glover is the George O. May Professor of Financial Accounting at Columbia Business School’s Accounting Division. His research focuses on the economics of accounting practices, including corporate financial reporting, governance, and incentive design. He holds editorial roles in journals like Foundations and Trends in Accounting and previously served as Head of the PhD Program at Carnegie Mellon University’s Tepper School of Business. With over 50 publications, his work spans earnings management, managerial compensation, and multi-agent contracting. Glover earned his PhD from The Ohio State University (1992) and received the Beta Alpha Psi Alumnus of the Year Award (2016). His research interests include corporate governance mechanisms, the role of accounting in long-term firm performance, and the interplay between financial reporting standards and preparer behavior. Recent studies explore team incentives, diversity impacts on collusion prevention, and relational contracting dynamics. He has advised the U.S. Securities and Exchange Commission and contributed to debates on financial engineering’s regulatory challenges. Key awards include recognition for his academic contributions and editorial leadership. His courses focus on earnings quality and fundamental analysis for MBAs, and advanced topics in accounting economics for PhD students.

Mehmet Uğur KAHRAMANمشاهده پروفایل

استادیار

• Interior Design Education
• Artificial Intelligence in Design
• Sustainable Materials
• +۳ مورد دیگر

Mehmet Uğur KAHRAMAN is an Assistant Professor at the Department of Interior Architecture and Environmental Design at Antalya Bilim University, where he has served since 2017. Previously, he held a faculty position at Kayseri Nuh Naci Yazgan University (2015–2017). His academic journey includes a Doctorate from Hacettepe University (Interior Architecture and Environmental Design), a Master of Design (Interior Design) from Swinburne University of Technology (Australia), and a Bachelor’s degree from Hacettepe University’s Department of Interior Architecture and Environmental Design. Before academia, he worked as a construction site manager at KG Architecture in Istanbul, co-founded the food and beverage brand 'Shot&Bite' in Ankara, and later served as a designer at QUBİ Design Office. His research focuses on integrating artificial intelligence into design education, neurocognitive aspects of spatial design, sustainable materials, and pedagogical innovations in interior architecture education. He has authored over 20 peer-reviewed articles on topics ranging from AI-driven furniture design to multisensory hospitality spaces. His work bridges theoretical research with practical applications, such as developing curriculum models for design studios and exploring waste-to-art construction techniques. KAHRAMAN’s studies also address health impacts of building materials and the psychological dimensions of housing during crises like the COVID-19 pandemic. He maintains active research collaborations, particularly in Turkey and Australia, and has contributed to public infrastructure projects involving material conservation and adaptive reuse. His educational philosophy emphasizes student-centered learning, interdisciplinary approaches, and leveraging digital tools for contemporary design challenges.

Olga Fotakopoulouمشاهده پروفایل

دانشیار

• Developmental Psychology
• Socio-Cognitive Development
• Emotional Development
• +۳ مورد دیگر

Dr. Olga Fotakopoulou is an Associate Professor in Developmental Psychology at Birmingham City University (BCU), serving as Academic Lead for Equality, Diversity, and Inclusion, and Athena Swan Lead. Her research focuses on human development from infancy to adolescence, with a particular emphasis on socio-cognitive, emotional, and prosocial development. She has over 15 years of experience in developmental psychology research and counseling across clinical and educational settings. Olga teaches modules such as Lifespan Development (online MSc program) and supervises MSc Psychology Dissertations. Her work explores the impact of technology on children, including touchscreen use and digital media's role in education and childhood development. Research interests include technology's influence on early learning, cross-cultural studies in early childhood education, and interdisciplinary approaches to youth mental health. She has contributed to projects analyzing pandemic effects on children’s routines and the digital divide in mathematics education. Olga’s publications span topics like creative arts therapy for adolescent health and rhythmanalysis in cultural contexts. She actively addresses equity in education through her teaching roles and institutional leadership. Advising and grants: While no specific grants are listed, she leads courses and collaborates on projects focusing on inclusive education and technology integration. Her work emphasizes student-centered learning and preparing students for critical thinking and collaboration in diverse settings.

• System Safety
• Human Factors
• Risk Assessment
• +۶ مورد دیگر

Dr. Gulsum Kubra Kaya is a Lecturer in Human Factors at the Centre for Safety & Accident Investigation at Cranfield University. She is a Chartered member of the Chartered Institute of Ergonomics and Human Factors Society (C.Erg.HF) and a Fellow of the Higher Education Academy (FHEA). Dr. Kaya holds a BEng in Industrial Engineering from Sakarya University, an MSc in Systems Engineering Management from University College London, and a PhD in Engineering from the University of Cambridge. Her academic journey includes prior roles as a Lecturer and she earned the title of 'Associate Professor' in Industrial Engineering in 2022. Her research focuses on system safety, human factors, risk assessment, machine learning applications, and decision-making in complex systems. Her work spans various domains including healthcare, transportation, and industrial settings. She is particularly interested in: Air Transport Safety & Investigation Industrial Ergonomics and Human Factors Safety, Resilience, Risk & Reliability Systems Engineering approaches to safety Her recent publications demonstrate a strong focus on applying systems thinking and advanced analytical methods to safety challenges. She has published extensively on topics such as Safety-I and Safety-II approaches, machine learning applications in healthcare safety, risk assessment practices in hospitals, and system-based risk analysis in transportation systems. Dr. Kaya serves on the editorial board of the Ergonomics journal and is an associate editor at the Risk Management and Healthcare Policy Journal. She also serves on the editorial board at the BMJ Health & Care Informatics Journal. She is actively involved in research on safety in liquid-hydrogen-powered aircraft operations and bacteria-type detection. Dr. Kaya is open to supervising PhD students interested in system safety research.

Lynn Martinمشاهده پروفایل

دانشیار

• Nursing Education
• Clinical Nursing
• Educational Scholarship
• +۱۲ مورد دیگر

Lynn Martin is an Associate Professor at the School of Nursing, McMaster University , with a focus on nursing education , student assessment , and clinical reasoning frameworks . Her work spans curriculum development, simulation integration, and emotional intelligence in health professions education. Academic Rank: Associate Professor University: McMaster University School: School of Nursing Research Interests include: Nursing education methodologies Simulation in clinical training Abductive reasoning application Moral distress in student evaluation Problem-based learning effectiveness Recent Publications highlight: 2021: Nurse-led interventions for implantable cardioverter-defibrillator candidates 2020: Abductive reasoning in nursing pedagogy 2016: Moral distress impacts on student assessment 2015: Simulation adoption in undergraduate nursing

Anu Kajamaaمشاهده پروفایل

استاد مدعو

• Adult Education
• Collective Learning
• Sociocultural Theory
• +۶ مورد دیگر

Anu Kajamaa, PhD, is an Adjunct Professor and Principal Investigator in the Faculty of Educational Sciences at the University of Helsinki, Finland. She also holds positions as an Honorary Professor at the University of Exeter's College of Social Sciences and International Studies (UK) and as a Visiting Associate Professor at Aalto University in both the School of Business (Department of Management Studies) and the School of Arts, Design and Architecture (Department of Media). She serves as Co-Leader of the Learning, Culture and Interventions (LECI) expert group and Vice Director of the Doctoral Program of School, Education, Society and Culture (SEDUCE). Dr. Kajamaa's research focuses on collective learning, creativity, organization and management, continuous learning, and change through interprofessional working and formative interventions. She is an expert in sociocultural- and practice-based theories, qualitative research methods, and participatory intervention techniques, particularly cultural historical activity theory and the Change Laboratory method. Her work spans multiple contexts including primary schools, teacher education, prisons, health and social care, and entrepreneurship hubs. Her recent publications demonstrate a strong trend toward educational innovation through makerspaces and the integration of technology in learning environments. The research shows increasing focus on AI-mediated learning processes, relational expertise development, and collaborative innovation practices across educational settings. Her work consistently applies sociocultural theoretical frameworks to examine how learning occurs in complex, real-world contexts. 2023: The Royal Society of Medicine and Center for the Advancement of Interprofessional Education Practitioners Award, UK 2022: Early Career Award, American Educational Research Association (AERA) 2021: The Clinical Teacher Journal Impact Award 2020: Editor's Choice Award (BERA and BJET) 2015: The Adult Educator of the Year, University of Helsinki Dr. Kajamaa has secured significant research funding including an EU HORIZON 2020-MSCA-RISE project on collaborative working between correctional and mental health services, an Erasmus+ KA205 Strategic Partnerships project on media literacy, and an Academy of Finland-funded project on makerspaces. She coordinates the Nordic Research Network on Digitalising Childhoods and is a member of the Playful Learning Center ecosystem. As one of the founders of the European Centre of Excellence in Qualitative Study and Inquiry in Training and Education, she has established herself as a leader in qualitative educational research methodology. Her international research collaborations span institutions including University College London, McGill University, Columbia University, and the University of Oulu. She has been a visiting researcher at numerous institutions worldwide including UC Berkeley, ESSEC Business School, and the University of Exeter. Her work with the Playful Learning Center and the Nordic-Baltic ISCAR network demonstrates her commitment to advancing educational research through international collaboration.

• Healthcare Education
• Vocational Pedagogy
• Learning Effectiveness
• +۳ مورد دیگر

Prof. Dr. Bettina Glunde is a faculty member at the Frankfurt University of Applied Sciences , Department 4: Social Work & Health. She specializes in healthcare education, vocational pedagogy, and aging-related care innovations. Her work emphasizes interdisciplinary collaboration, qualitative research, and technology integration in nursing education. Current research focuses on interdisciplinary housing counseling (ProWoB project) and robot-assisted elder care (Pepper robot study). She leads international educational initiatives like the Erasmus Winterschool and Summerschool programs. Her publications span topics including project management in PhD research , interprofessional curricula , and media competency for migrants . She is affiliated with academic organizations such as the German Society for Nursing Science and the German Society for Pedagogy .

Chen-Yu Weiمشاهده پروفایل

استادیار

• Interactive Machine Learning
• Reinforcement Learning
• Robust Learning Algorithms
• +۵ مورد دیگر

Chen-Yu Wei is an Assistant Professor in the Department of Computer Science at the University of Virginia. He holds a Ph.D. from the University of Southern California (2022), and M.S. and B.S. degrees from National Taiwan University (2015, 2012). His research focuses on interactive machine learning, emphasizing robust and adaptive algorithms for non-stationary/adversarial environments, sample-efficient reinforcement learning, and decentralized multi-agent systems. Education: Ph.D., Computer Science, University of Southern California, 2022 M.S., Electrical Engineering, National Taiwan University, 2015 B.S., Electrical Engineering, National Taiwan University, 2012 Research interests include reinforcement learning, game theory, and algorithmic economics. He has received prestigious awards such as the COLT and ALT Best Paper Awards (2021-2022) and the Simons-Berkeley Research Fellowship (2022). His work bridges theory and practice, addressing challenges in adversarial environments and multi-agent coordination. Current research group members include Haolin Liu (PhD), Braham Snyder (PhD), Kingsley Kim (Undergraduate), and Rishik Balerao (Undergraduate). Teaching includes courses on Reinforcement Learning, Artificial Intelligence, and Algorithmic Economics. He co-organizes the RL Meetup and Theory Seminar at UVA.

• Game Theory
• Epistemic Game Theory
• Quantum Game Theory
• +۷ مورد دیگر

Adam M. Brandenburger is the J.P. Valles Professor at the Leonard N. Stern School of Business, New York University, with additional appointments as Distinguished Professor at the Tandon School of Engineering, Faculty Director of the NYU Shanghai Program on Creativity + Innovation, and Global Network Professor. He previously served as a professor at Harvard Business School from 1987 to 2002. His academic foundation includes a B.A., M.Phil., and Ph.D. from the University of Cambridge. His research focuses on game theory , epistemic game theory , quantum game theory , and business strategy . He has made foundational contributions to the understanding of rationality, belief hierarchies, and the intersection of quantum mechanics with decision theory. His work spans economics, philosophy, computer science, and cognitive neuroscience, reflecting a deeply interdisciplinary approach. The recent publications show a strong trend toward integrating quantum foundations , information theory , and behavioral economics . Themes include epistemic reasoning in non-classical systems, the role of symmetry in strategic interactions, and the neural basis of decision-making. His work increasingly explores the limits of classical probability and cognition, using tools from quantum information and sheaf theory. While no formal scientific awards are listed, his publications in Nature Communications , Econometrica , and Philosophical Transactions of the Royal Society indicate high scholarly impact. His collaborations with leading researchers across disciplines suggest a central role in advancing interdisciplinary science. He advises and collaborates extensively, though specific students are not listed. His leadership in the NYU Shanghai Program on Creativity + Innovation highlights his commitment to global education and innovation. He has not received any grants explicitly mentioned, but his sustained publication output suggests active funding support. He is associated with research initiatives bridging game theory, quantum information, and cognitive science. His recent unpublished work on quantum-assisted observatories and large language models points to forward-looking research at the intersection of AI, quantum technology, and strategic reasoning.

Melissa Hauber-Özerمشاهده پروفایل

استادیار

• Qualitative Research Methods
• Educational Equity
• Adult Language and Literacy Learning
• +۷ مورد دیگر

Melissa Hauber-Özer is an Assistant Professor of Qualitative Inquiry in the Department of Learning, Teaching, and Curriculum at the University of Missouri, College of Education & Human Development. She plays a leadership role in the Action Research Network of the Americas Knowledge Democracy Initiative and holds elected positions in TESOL International, including chair-elect of the Adult Education interest section and secretary of the Refugee Concerns interest section. PhD in International Education, George Mason University M.Ed. in World Language Education, Temple University Her research centers on critical participatory, ethnographic, and narrative methodologies to explore educational access and equity for linguistically and culturally diverse learners, particularly refugees and immigrants. She is deeply engaged in advancing qualitative research methods and promoting democratic knowledge production in transnational contexts. Her expertise includes adult language and literacy learning, critical inquiry, and community-based research. Her publications, including co-authored books with SAGE and Routledge and articles in leading journals, demonstrate a strong focus on participatory and critical methodologies in educational research. These works emphasize decolonizing practices, transnational collaboration, and equity-centered inquiry across diverse educational settings. Critical Participatory Inquiry: An Interdisciplinary Guide (SAGE) The Routledge International Handbook of Critical Participatory Inquiry in Transnational Research Contexts Publications in International Journal of Qualitative Studies in Education Publications in Journal of Adolescent & Adult Literacy Publications in Action Research Publications in International Journal of Research and Method in Education Melissa Hauber-Özer advises graduate students in qualitative research and teaches core courses such as Qualitative Research Methods in Education I & II, Philosophical Perspectives on Educational Research, and Critical Participatory Inquiry. She is affiliated with the Qualitative Research Consortium (QuaRC) and the Certificate in Qualitative Research (CQR) program, contributing to institutional capacity in qualitative methodology. While specific grants are not listed, her leadership roles and publications suggest active involvement in funded or collaborative research initiatives focused on equity and access. She is actively involved in research networks such as the Action Research Network of the Americas and contributes to professional communities through TESOL International. Her work promotes knowledge democracy and participatory research models that empower marginalized voices in educational research.

• Social Work
• Forensic Social Work
• Human Trafficking
• +۷ مورد دیگر

Michelle Sunkel is an Associate Professor of Social Work and Director of the Master of Social Work Program at Colorado Mesa University. She holds a Doctor of Social Work (DSW) from Capella University and is a licensed clinical social worker and licensed addiction counselor in Colorado, as well as a licensed independent clinical social worker in Minnesota. Her academic and clinical work is centered in the Department of Social Work, where she leads graduate education and curriculum development. DSW, Doctor of Social Work – Capella University MSW, Master of Social Work – San Diego State University MBE, Master of Bioethics – Consortium of European Universities (KU Leuven, Radboud University, University of Padua) BS, Psychology – Lincoln University Dr. Sunkel’s research and practice focus on forensic social work, human trafficking, ethical decision-making, anti-oppressive pedagogy, and international social work. She has extensive clinical experience working with the severely and persistently mentally ill in emergency departments, psychiatric hospitals, correctional facilities, and outpatient settings. Her international work includes service in Uganda, where she provided crisis intervention, psychoeducation, and school-based support for vulnerable populations. Her recent publications reflect a strong commitment to social justice, ethics, and inclusive education. Themes across her work include trauma-informed care for marginalized populations, integration of anti-oppressive frameworks in social work training, ethical considerations in digital learning, and the intersection of law, ethics, and human rights in social work practice. Her scholarship spans peer-reviewed articles, book chapters, book reviews, and invited conference presentations. Dr. Sunkel actively contributes to the academic community as a journal reviewer for Advances in Social Work and Critical Social Work . She has presented at national and international conferences, including the Council on Social Work Education and the International Social Work Association. Her leadership in curriculum development and ethical practice underscores her role as an educator and advocate. Journal Reviewer, Advances in Social Work (2020–present) Journal Reviewer, Critical Social Work (2019–present) She mentors students through her role as MSW Program Director and integrates experiential learning, including international service-learning trips. Though no specific advisees are named, her leadership in graduate education implies significant advising responsibilities. She has not received any named scientific awards, but her sustained scholarly and clinical contributions reflect professional excellence. Dr. Sunkel is involved in interdisciplinary collaborations, particularly in forensic ethics and emergency mental health. Her work bridges clinical practice, policy advocacy, and academic training, positioning her as a key figure in advancing ethical, equitable social work practice.