جست‌وجوی استاد و پژوهشگر

C. 'Chip' Raymond Kneeمشاهده پروفایل

استاد

• Social Psychology
• Personality Psychology
• Human Motivation
• +۷ مورد دیگر

C. 'Chip' Raymond Knee is Professor and Department Chair in the Department of Psychology at the University of Houston, College of Liberal Arts and Social Sciences. He is also the Director of the Self, Motivation, and Relationship Theories (SMaRT) Lab, where he leads research on close relationships and interpersonal motivation. His work integrates personality, developmental, and situational perspectives to understand optimal individual and relational health. Ph.D., University of Rochester B.S., Oregon State University Dr. Knee's research focuses on implicit theories of relationships (destiny vs. growth beliefs), self-determination in romantic relationships , and relationship-contingent self-esteem . He examines how autonomy, authenticity, and motivational orientation influence conflict resolution, support provision, and relational stability. His work is grounded in self-determination theory and attachment frameworks, exploring how internal beliefs shape relational behaviors and well-being. His recent publications reveal a consistent focus on autonomy, need fulfillment, and interpersonal goals in romantic dyads. Articles published in top journals like Personality and Social Psychology Bulletin and Motivation and Emotion demonstrate trends in using dyadic models (e.g., APIM), testing mediation/moderation in stigma and self-compassion, and analyzing how ideals and beliefs predict relationship outcomes. Key themes include autonomy as a protective factor, the role of authenticity, and the impact of attachment and reward processing on relational health. Dr. Knee has mentored numerous Ph.D. students, many of whom are co-authors on his publications. His advising reflects a strong mentorship model focused on motivation, relationships, and well-being. While no specific grants are mentioned, his sustained publication record in high-impact journals suggests active research funding. He teaches graduate and undergraduate courses including Human Motivation and Theories of Social Psychology. He leads the Self, Motivation, and Relationship Theories (SMaRT) Lab, which serves as the primary research hub for his investigations into romantic relationships, autonomy, and self-esteem dynamics. The lab fosters collaborative research among graduate students and faculty, emphasizing empirical rigor and theoretical integration.

Stefan Jankeمشاهده پروفایل

دانشیار

• Motivation in Education
• Achievement Goals
• Academic Dishonesty
• +۱۴ مورد دیگر

Dr. Stefan Janke is an academic staff member at the University of Mannheim within the School of Social Sciences. His office is located at A 5, 6, Room B313 in Mannheim, Germany, and he can be contacted via email at stefan.janke@uni-mannheim.de. As a Privatdozent (PD), he holds a position that follows the completion of habilitation in the German academic system, granting him the right to teach independently at the university level. Dr. Janke's research program spans several interconnected domains in educational psychology. His primary focus is on motivation in educational contexts, particularly examining achievement goals and their relationship to academic dishonesty, faculty motivation, and how instructional practices influence student motivation. He has developed significant expertise in understanding how different goal orientations affect academic behaviors and outcomes. A second major research strand involves the digitalization of educational processes, where he investigates online self-assessment tools, AI applications in educational guidance systems, cheating behaviors in web-based testing environments, and how motivation and well-being are affected in online learning contexts. His work in this area has become increasingly relevant with the digital transformation of education. His recent publications (2022-2025) reveal a strong focus on achievement goal theory, academic integrity, digital educational tools, and the impact of social factors on educational outcomes. Many studies examine how social norms influence academic behavior, how motivation affects learning outcomes, and how digital tools can be optimized for educational guidance. There's also significant attention to equity issues, particularly how migration background and parental education affect students' sense of belonging and academic success. The research often employs longitudinal designs and international comparisons, with a growing emphasis on the impact of digitalization and the pandemic on educational processes. Dr. Janke serves as principal investigator for multiple externally funded projects including 'KISTE-BW' (developing an AI-supported procedure for measuring study interests), 'NEST-BW' (refining state-level initiatives for optimal student selection in higher education), and 'ZiFo' (in-depth studies on achievement goals in research, funded by the German Research Foundation). Previously, he led projects on academic dishonesty (CHEAT) and self-reflection tests for prospective students (SMArt²). He also supervises bachelor's and master's theses, contributing to student development and academic training.

Michael Jackمشاهده پروفایل

دانشیار

• Sustainable Energy
• Smart Energy Systems
• Nanoscale Energy Conversion
• +۳ مورد دیگر

Associate Professor Michael Jack is a faculty member in the Department of Physics at the University of Otago, specializing in sustainable energy research that bridges theoretical physics with practical applications. His work focuses on transforming energy systems through innovative approaches to renewable integration and nanoscale energy conversion. His academic foundation includes undergraduate studies at the University of Canterbury and postgraduate work at the University of Auckland, followed by postdoctoral positions at Hiroshima University, Tokyo Institute of Technology, NTT Basic Research Laboratories, and Rice University. After serving as Science Leader of Clean Technologies at Scion until 2014, he joined the University of Otago as a Senior Lecturer before advancing to Associate Professor. Professor Jack's research spans two critical domains: smart energy systems for grid flexibility and nanoscale energy conversion using molecular motors. His team develops mathematical frameworks to optimize renewable integration through technologies like EVs and energy storage, while exploring thermal fluctuations in biological nanomachines to inspire next-generation energy-efficient technologies. This work contributes significantly to Active Matter research and sustainable energy transitions. His 2024-2025 publications reveal a concentrated effort on New Zealand's energy challenges, employing interdisciplinary methods from statistical physics to machine learning. Key themes include electric vehicle integration, residential energy demand modeling, and hydrogen transportation systems - all addressing the urgent need for low-carbon energy solutions through rigorous quantitative analysis. Professor Jack leads a collaborative research group working with the Centre for Sustainability (CSAFE), University of Canterbury, and Scion's Dr. Katharine Challis. His teaching portfolio includes EMAN 308 Thermoprocesses 2, EMAN 403 Linear Systems and Control Theory, and EMAN 405 Energy Practice (which he coordinates), preparing students for energy system challenges through hands-on practice.

• Self-Determination Theory
• Resource Scarcity
• International Development
• +۴ مورد دیگر

Marieke van Egmond is a Researcher at Tilburg University's TS Social and Behavioral Sciences department, part of the Tranzo Academic Collaborative Center for Digital Health & Mental Wellbeing. She holds an ORCID identifier (0000-0003-3100-4947) and is based in Tilburg, Netherlands. Dr. van Egmond is actively involved in supervising PhD students and has an extensive research portfolio since 2012. Her research focuses on Self-Determination Theory, resource scarcity, and cross-cultural psychological processes. Key areas include adolescent identity formation across cultures, the impact of social media on international students, and the application of motivational theory to international development contexts. She has collaborated globally, contributing to UN Sustainable Development Goals related to mental wellbeing and education equity. Recent work includes a 2025 study on adolescent self-construal measurement across 30 countries and a 2023 analysis of social network sites' role in international student adaptation. She led the 2023-2024 research project 'Identity orientations and mental health among Dutch adolescents,' which garnered media attention and academic readership. Her work emphasizes empirical rigor, with over 15 publications and 100+ citations. Notable contributions include studies on acculturation, migrant attitudes, and psychological needs under scarcity. She frequently presents at academic conferences, such as a 2024 oral presentation on parental burnout.

Andrew Halesمشاهده پروفایل

استادیار

• Social Ostracism
• Social Influence
• Persuasion
• +۳ مورد دیگر

Andrew Hales is an Assistant Professor in the Department of Psychology within the College of Liberal Arts at the University of Mississippi. His research focuses on social ostracism and social influence, examining the psychological consequences of exclusion and recovery mechanisms through experimental methods. Dr. Hales earned his Ph.D. in Psychology from Purdue University Main Campus in 2017. His primary research explores why exclusion causes distress, individual differences in ostracism vulnerability, and strategies for emotional recovery. He also investigates broader social influence processes including persuasion, self-presentation, and compliance techniques, while advocating for research replicability and transparency in psychological science. His recent publications (2023-2025) consistently examine ostracism across diverse contexts including workplace ghosting, digital phubbing, group dynamics, and extremism. A dominant theme connects ostracism to extreme group affiliation, highlighting how threatened fundamental needs (belonging, self-esteem, control, meaningful existence) drive individuals toward radical ideologies. His work integrates systematic reviews with experimental validation to advance theoretical frameworks. Dr. Hales actively mentors students as evidenced by his current review of applications for the Experimental Ph.D. Program. He directs the Social Connections and Influence Lab, which employs controlled experiments to study both target and perpetrator perspectives in exclusion scenarios, utilizing measures of affective response, behavioral intentions, and physiological reactivity.

Virginia Grayمشاهده پروفایل

استاد

• Community nutrition
• Nutrition in policy
• School nutrition
• +۳ مورد دیگر

Dr. Virginia Gray serves as Professor and Department Chair in the Department of Family and Consumer Sciences at California State University, Long Beach's College of Health & Human Services. Her leadership spans academic administration, research, and community engagement with a focus on nutrition equity and policy. Education: Ph.D. in Nutrition, Mississippi State University M.S. in Nutrition with Minor in Sociology, Mississippi State University B.S. in Food Science and Human Nutrition with Minor in Spanish, University of Florida Dr. Gray's research examines community nutrition through policy analysis, school-based interventions, and global food systems. She investigates social determinants of dietary behavior, particularly among vulnerable populations including college students, children, and SNAP participants. Her work integrates cultural competency into nutrition education frameworks and develops curricula addressing food insecurity in educational settings. Recent publications reveal consistent focus on food security among college populations and CalFresh Healthy Living program implementation. Her scholarship bridges sports nutrition (especially adolescent female athletes) and community interventions, with strong emphasis on qualitative evaluation methods and policy translation. Key trends include interdisciplinary collaboration across health professions and institutional support systems for basic needs. Awards: CSULB President’s Award for Team Achievement, Basic Needs Team (2023) Scholarship of Teaching and Learning Award, Society of Nutrition Education (2022) As Department Chair, Dr. Gray directs research teams addressing campus food insecurity through CSULB's Basic Needs Initiative. She mentors faculty in grant development for USDA-funded nutrition programs and collaborates with the Center for Latino Community Health on culturally tailored interventions. Her leadership secured institutional support for student food pantries and SNAP outreach services. Dr. Gray co-leads the Basic Needs Team and partners with the Center for Successful Aging on nutrition programs for older adults. She directs the department's CalFresh Healthy Living implementation across university sites and advises the College of Health & Human Services on community-engaged research frameworks.

Stephanie Rennaneمشاهده پروفایل

استاد

• Disability Policy
• Labor Economics
• Health Economics
• +۱۰ مورد دیگر

Stephanie Rennane is a Senior Economist at RAND and Professor of Policy Analysis at the RAND School of Public Policy. Her work bridges labor and health economics with a focus on disability policy, social insurance, and military compensation. She leads major research initiatives funded by the National Institute on Minority Health and Health Disparities (NIMHD) and contributes to critical policy evaluations for the Department of Defense and Veterans Affairs. Her research interests center on the economic and social impacts of disability programs, including Social Security Disability Insurance (SSDI), workers’ compensation, and Medicaid. She specializes in analyzing how these programs affect vulnerable populations, particularly children with special health care needs, low-SES families, and military personnel. Her work explores disparities in caregiver burden, insurance coverage, and access to workplace accommodations. The trends in her recent publications reveal a consistent focus on health and labor policy, with increasing attention to military compensation, food insecurity in military families, and systemic reform in disability evaluation. Her research combines rigorous econometric analysis with policy-relevant insights, often using administrative and survey data to assess program effectiveness and equity. Scientific Awards: None listed in the provided text. As a principal investigator on multiple NIMHD and DoD-related grants, Rennane plays a leading role in advising on public policy. Her research has informed congressional inquiries and federal program evaluations. She has not disclosed any formal students or advisees in the material provided. She is involved in research teams at RAND focused on disability policy, military health, and social safety nets. Her work often involves collaboration with interdisciplinary teams analyzing large-scale datasets and evaluating the cost and impact of public programs.

• Educational Psychology
• Motivation
• Self-Determination Theory
• +۵ مورد دیگر

Chantal Levesque-Bristol serves as the Executive Director of the Center for Instructional Excellence and Professor in the Department of Educational Psychology & Research Methodology at Purdue University. Her work focuses on student-centered pedagogy, course transformation, and self-determination theory in higher education. Role: Executive Director, Center for Instructional Excellence Affiliation: Purdue University, College of Education Research Interests: Levesque-Bristol's research examines motivational dynamics through Self-Determination Theory (SDT) , particularly in: Autonomy-supportive learning environments Faculty development for educational reform International student academic adjustment STEM education outcomes Publication Trends: Her recent work emphasizes: Application of SDT across disciplines (STEM, nursing, teacher education) Structural factors influencing student achievement Scalable course transformation models Intersection of motivation with cultural responsiveness Leadership: As director of Purdue's IMPACT Program , she drives institutional change through faculty-driven course redesign initiatives.

Luke Marshمشاهده پروفایل

دانشیار

• Criminal Law
• Criminal Procedure
• Plea Bargaining
• +۳ مورد دیگر

Luke Marsh is an Associate Professor at the Faculty of Law, The Chinese University of Hong Kong (CUHK), where he teaches criminal law and criminal procedure. He serves as Deputy Director of the Juris Doctor (JD) Programme, supervises the Faculty’s Clinic Programme, and instructs Trial Advocacy for the Postgraduate Certificate in Laws (PCLL). A former criminal barrister in the UK, Marsh has represented clients across all major courts including the Court of Appeal and worked on high-profile international cases at the UN International Criminal Tribunal for the Former Yugoslavia. His educational background includes: MSt International Human Rights Law (Oxford) LL.M (Northumbria, Distinction) LL.B (Hons) (King’s College London) Barrister of England and Wales Marsh’s research critically examines the erosion of adversarial justice in criminal systems, with groundbreaking work on plea bargaining and judicial independence. His monograph The Myth of Judicial Independence (Oxford University Press, 2020) challenged foundational assumptions about judicial autonomy, while the Research Handbook on Plea Bargaining (Edward Elgar, 2024) established him as a global authority on negotiated justice. He pioneers clinical legal education in Asia, developing innovative programs that address unmet legal needs in Hong Kong’s refugee community and foster civic engagement through law. Recent scholarship analyzes systemic crises including Covid-19’s impact on criminal courts, police corruption, and refugee rights. His 15 most recent publications reveal three dominant trends: (1) pandemic-induced collapse of criminal justice procedures, (2) strategic use of human rights frameworks in marginalized communities, and (3) global expansion of plea bargaining threatening due process. His awards include: Faculty Award for Academic Impact in Legal Scholarship (2024) CUHK Young Researcher Award (2022) CUHK Research Excellence Award (2018-19) Baron Dr Ver Heyden De Lancey Prize (top Bar Exam performance) Hague Bursary from Middle Temple Marsh actively mentors students through the Clinic Programme, providing hands-on training in refugee advocacy and trial skills. He has represented asylum seekers via Justice Centre Hong Kong and advised the Legislative Council on refugee policy. His global research network spans Columbia University, UCLA, Oxford, and the British Institute of International and Comparative Law, where he investigates cross-jurisdictional justice innovations. Current projects include analyzing coerced guilty pleas in common law systems and developing clinical models for Asian legal education.

Bettina Hannoverمشاهده پروفایل

استاد

• Educational Psychology
• Social Psychology
• Gender and Education
• +۱۱ مورد دیگر

Bettina Hannover is a Professor of Research on Schools and Teaching at Freie Universität Berlin within the Department of Education and Psychology, Division of School and Teaching Research. She has held this position since 2002 and has been a leading figure in educational and social psychology in Germany. Her research interests span Educational Psychology , Self and Identity , Gender and Education , Stereotype Threat , Teacher Education , and the Integration of Migrant and Refugee Students . She has developed a cognitive model of the self and investigates how social and cultural contexts shape identity and educational outcomes. The recent publications reflect a strong focus on stereotype threat , identity development , peer relationships , and gender dynamics in educational settings. Her work combines experimental, longitudinal, and intervention-based approaches, often in collaboration with national and international partners. She has received significant recognition, including the Heisenberg Scholarship from the German Science Foundation. Heisenberg Scholarship, German Science Foundation (1995) Bettina Hannover has led numerous funded research projects and advised on educational policy through her work with the Aktionsrat Bildung . She has also been active in academic governance, serving on editorial boards, selection committees for major prizes, and scientific advisory councils. Her work bridges basic research and applied educational interventions, particularly in promoting equity and inclusion in schools. She leads research on teacher competencies, evidence-based teaching (e.g., K2teach project), and the social integration of diverse student populations. Her lab and team focus on experimental and longitudinal studies in real-world school contexts, often involving large-scale data collection and intervention evaluations.

Karen Douglasمشاهده پروفایل

استاد

• Social Psychology
• Conspiracy Theories
• Group Dynamics
• +۳ مورد دیگر

Professor Karen Douglas is a Professor of Social Psychology at the School of Psychology, University of Kent. She currently serves as the Research and Innovation Lead and as the director of the ERC-funded project "CONSPIRACY_FX - Consequences of conspiracy theories". Her work has received significant media attention from outlets including The Conversation, The Observer, Huffington Post, and BBC Future. Professor Douglas specializes in the psychology of conspiracy theories, examining why they appeal to people and their consequences for individuals, groups, and society. Her research spans social psychology, political psychology, and group dynamics, with a particular focus on how conspiracy theories influence interpersonal relationships, political attitudes, and health behaviors. She has developed a comprehensive database of academic literature on conspiracy theories with support from the Centre for Research and Evidence on Security Threats. Her publication record shows a consistent focus on conspiracy theories across multiple contexts including political events, pandemics, and social issues. Recent work examines emotional responses to conspiracy theories, their relationship with distrust and dishonesty, and their impact on social relationships and political engagement. She frequently collaborates with international researchers across numerous countries. Professor Douglas has secured substantial research funding, including a €2.5 million European Research Council grant (2022-2026) for her CONSPIRACY_FX project. Other notable grants include funding from the Australian Research Council, Leverhulme Trust, British Academy, and ESRC/CREST. She actively supervises PhD students including current students Irem Eker, Ricky Green, and Kenzo Nera. Her past students include Dr. Clara De Inocencio Laporta, Dr. Varoth Chotipitayasunondh, Dr. Daniel Jolley, Dr. Michael Wood, Dr. Yvonne Skipper, Dr. Jennifer Cole, and Dr. Tracey Elder. Professor Douglas also serves on editorial boards for several prestigious journals including the British Journal of Psychology and Advances in Political Psychology.

Luke Grahamمشاهده پروفایل

مدرس

• Human Rights
• Economic, Social and Cultural Rights
• Poverty and Destitution
• +۳ مورد دیگر

Luke Graham is a Lecturer in Law (Public Law & Human Rights) at the University of Manchester Law School, serving as Course Director for Public Law and Constitutional Reform. He holds a PhD from Lancaster University (2021) and previously taught at Coventry University (2020–2021). His research focuses on Economic, Social and Cultural Rights (ESCRs), poverty/destitution, and the right to clothing. He is an Associate Fellow of Advance HE (since 2019) and a Fellow of Advance HE (since 2022). Education: BA Law (Lancaster, 2016), LLM International Human Rights Law (Lancaster, 2017), PhD Law (Lancaster, 2021), Postgraduate Certificate in Academic Practice (Coventry, 2022). Research interests include the socio-economic dimensions of civil/political rights, poverty's intersection with human rights, and the right to clothing. He currently supervises PhD projects on topics like global constitutionalism, ESCR recognition, and food poverty responsibility. External roles include Visiting Lecturer at University of Hamburg (since 2023) and External Examiner at University of Hertfordshire (since 2023). He has contributed to 3 UN Sustainable Development Goals related to poverty reduction and education. Awards: Legal Studies Annual Reviewer Award (2022), LLM Dissertation Prize (2017), and Outstanding Contribution to Postgraduate Community (2017). Grants/Activities: Led multiple projects on ESCRs, co-organized expert symposia, and participated in 45+ academic activities from 2021–2024. Labs/Teams: Active in Sustainable Futures research initiatives and collaborates with international institutions on human rights policy.

Kristen Hopewellمشاهده پروفایل

استاد

• International Trade
• Global Governance
• Industrial Policy
• +۳ مورد دیگر

Kristen Hopewell is a Professor and Canada Research Chair in Global Policy at the School of Public Policy and Global Affairs, University of British Columbia. She is also Director of the Liu Institute for Global Issues and a former Director of the Centre for Chinese Research. Her research focuses on international trade, global governance, industrial policy, and development, with a particular emphasis on emerging powers like China and India. She holds a Wilson China Fellowship at the Wilson Center and has authored influential books such as Clash of Powers: US-China Rivalry in Global Trade Governance (2020) and Breaking the WTO: How Emerging Powers Disrupted the Neoliberal Project (2016). Her work has been supported by prestigious grants including the Fulbright Fellowship and UK ESRC Future Research Leaders Grant. She has contributed policy analyses to outlets like Foreign Affairs , Washington Post , and South China Morning Post , and her research spans WTO reforms, trade disputes, and the impact of emerging economies on global systems. Dr. Hopewell also advises on trade policy and has held roles in both government and finance sectors prior to academia. Her recent publications highlight crises in global trade governance, climate impacts on food security, and the role of development policy in multilateral systems. She collaborates with institutions like the Liu Institute and actively mentors students in global policy analysis.

• Queer and Trans People in Education
• Higher Education Administration
• Quantitative Methods in Education Research
• +۵ مورد دیگر

Dr. Jason C. Garvey is the Executive Director for the Office of Institutional Research and Assessment and the Friedman-Hipps Green and Gold Associate Professor of Education at the University of Vermont. He merges data-informed decision making with social change in higher education. Education: Ph.D., College Student Personnel Administration, University of Maryland M.A., School Psychology, Ohio State University B.A., Educational Studies, University of Delaware Dr. Garvey’s research focuses on queer and trans inclusion in education, survey design, and quantitative methods. His work examines campus climate, financial barriers for LGBTQ+ students, identity development, and structural equity in higher education and STEM fields. Recent publications highlight trends in quantitative criticalism, STEM equity for marginalized identities, and institutional data practices. His research often intersects race, gender, and sexual orientation through queer and trans of color critiques. Scientific Awards and Achievements: Body of Work Award, AERA Queer Studies Special Interest Group (2025) ACPA Senior Scholar Award (2024) Fulbright-British Library Eccles Centre Scholar (2023) Joseph A. Abruscato Award for Excellence in Research (2020) Dr. Garvey leads QTPiE, a multi-institutional team addressing LGBTQ+ equity in education. He has secured grants from AAAS, AERA, and NSF to support data infrastructure and structural inclusion initiatives.

Amber Dumfordمشاهده پروفایل

استاد

• Student Engagement
• Gender Issues in Higher Education
• Arts Education
• +۶ مورد دیگر

Dr. Amber Dumford is a Professor at the University of South Florida in the College of Education , specializing in Higher Education and College Student Affairs . She holds a Ph.D. in Higher Education (with a cognate in Sociology) from Pennsylvania State University , a M.P.A. from Indiana University Bloomington , and a B.S. in Mathematics from the same institution. Teaches courses in Student Affairs Assessment, College Teaching, and Globalization in Higher Education Currently serves on doctoral dissertation committees Active in research on student engagement, gender issues, and data quality in higher education Reviews for 20+ peer-reviewed journals and serves on editorial boards of top journals Consultant for National Center for Educational Statistics and institutions in US/Canada Research Interests include: Factors influencing student engagement and learning Gender disparities in higher education Arts and engineering education outcomes Creativity in academic settings Quantitative reasoning and assessment Data quality in educational research Food insecurity among diverse college students Publications reflect trends in student engagement , career readiness , data-driven educational practices , and equity in higher education . Her recent works focus on socioecological factors affecting food pantry usage and validity of survey instruments in measuring student behaviors. Service Contributions : Active member of university committees and councils Board member of Research in Higher Education and Journal of College Student Development Statistical modeling consultant for National Center for Educational Statistics Teaching Experience spans traditional mathematics instruction (2002-2014) to higher education seminars and globalization studies at USF. She plans to develop data analytics and institutional research courses.