جست‌وجوی استاد و پژوهشگر

• Sound and Popular Music Studies
• 21st Century Poetry
• 20th/21st Century Literature
• +۴ مورد دیگر

Amy N. Monaghan is a Principal Lecturer in the Department of English at Clemson University, affiliated with the College of Arts and Humanities. She holds an M.A. in Cinema Studies from New York University and an M.A. in English Language and Literature from the University of Chicago, complemented by a B.A. in English from Wellesley College (cum laude, with departmental honors). Her research focuses on sound studies, 21st-century poetry, and the cultural impact of 1980s media. Monaghan is the editor of Sofia Coppola: Interviews (2023) and authored the Instructor’s Resource Manual for Timothy Corrigan and Patricia White’s The Film Experience textbook, used widely in film studies curricula. She has served on juries for the Independent Film Festival Boston and Charlotte Film Festival, and delivered virtual seminars on Children of Men and Ocean’s Eleven for the Coolidge Corner Theatre. Monaghan currently serves as a poetry reader for the South Carolina Review . Education: NYU (M.A. Cinema Studies), UChicago (M.A. English), Wellesley (B.A. English) Affiliations: Society of Cinema and Media Studies, ASAP/Arts of the Present, Robert Flaherty Film Seminar Her teaching portfolio includes courses like Introduction to Film , Adaptations of World Classics , and honors seminars on directors like Richard Linklater and Sofia Coppola. She has served on numerous university committees, including the WCIN Steering Committee and Dixon Fellows program. Monaghan’s awards include the Allston–Brighton Community Scholarship (2004) and a NYU Fellowship (1996–1997).

Angela C. Jenksمشاهده پروفایل

دانشیار

• Medical anthropology
• Science and technology studies
• Race and medicine
• +۲ مورد دیگر

Angela C. Jenks is an Associate Professor of Teaching in the Department of Anthropology at the University of California, Irvine, and serves as Associate Vice Chancellor for Equity, Diversity, and Inclusion in the Office of Inclusive Excellence. She also holds the role of Editor-in-Chief of the Teaching and Learning Anthropology Journal . Her work bridges medical anthropology, science and technology studies, race and medicine, and anthropology pedagogy, emphasizing liberatory educational practices and health equity. She has contributed to collaborative projects like the #COVIDSyllabus, advocating for open-access, justice-oriented pedagogy. Jenks was honored with the American Anthropological Association Award for Excellence in Undergraduate Teaching in 2021, recognizing her impactful teaching and mentorship. Her research explores marginalized voices in health social movements and the democratization of knowledge through community archives and syllabi initiatives. Recent publications focus on reshaping general education as a tool for social justice, archiving practices in liberatory pedagogy, and pandemic-era pedagogical innovation. Her work consistently integrates activism, scholarship, and teaching to address systemic inequities in academia and healthcare.

• Applied Linguistics
• TESOL
• Materials Development
• +۴ مورد دیگر

Julie Norton is an Associate Professor in Applied Linguistics/TESOL at the University of Leicester's School of Education. She holds additional roles as Director of Postgraduate Research, Research Impact and Knowledge Exchange Lead, and chairs the Lesson Study Research Group. Her career began in language teaching across France, Japan, and the UK, including positions at NKK Corporation, the British Council Tokyo, and International House Paris. At Leicester, she contributes to MA programs in Applied Linguistics/TESOL, supervises doctoral research focusing on materials development, ELT methodology, and Lesson Study, and participates in senior leadership. Her research interests center on materials development, Lesson Study methodologies, and intercultural communication in language education. Key areas include coursebook analysis, teacher training, and collaborative professional learning. She has authored numerous publications on these topics, emphasizing practical and theoretical intersections in language teaching. Her work often explores how collaborative processes like Lesson Study enhance teacher expertise and student outcomes. Notable contributions include studies on coursebook representation, the role of editors in materials development, and the application of Lesson Study in diverse educational contexts. She is actively involved in curriculum design for TESOL programs and has led projects on speaking skills pedagogy and cross-cultural communication in media. Norton’s academic leadership includes steering research impact initiatives and fostering knowledge exchange partnerships. Her professional network spans international collaborations, reflecting her commitment to advancing applied linguistics through both research and practical educational innovation.

Bert Weckhuysenمشاهده پروفایل

استاد

• Heterogeneous catalysis
• Inorganic chemistry and catalysis
• Operando spectroscopy
• +۱۲ مورد دیگر

Prof. Bert Weckhuysen is a University Professor of 'Catalysis, Energy & Sustainability' at Utrecht University since 2018, previously serving as Faculty Professor at the Faculty of Science since 2012 and Professor of Inorganic Chemistry & Catalysis since 2000. His research is centered at the Chemistry Institute for Sustainable and Circular Chemistry within the Faculty of Science at Utrecht University, where he leads the Inorganic Chemistry and Catalysis research group. Prof. Weckhuysen's research focuses on developing structure-activity relationships in heterogeneous catalysis and materials science, with special emphasis on advanced in situ and operando characterization techniques. His work spans several critical areas including: Development and application of spatiotemporal operando spectroscopy to elucidate active sites in catalyst materials Catalytic conversion of biomass, plastic waste, and CO 2 Molecular design of materials for catalysis, adsorption, and separation Pathways to Sustainability with focus on Energy in Transition and Circular Economy His most recent publications demonstrate strong trends in operando characterization techniques, sustainable catalysis for CO 2 conversion, plastic waste valorization, and advanced materials design. The research spans fundamental understanding of catalyst behavior under working conditions to practical applications in energy transition and circular economy. Prof. Weckhuysen has received numerous prestigious awards including: Michel Boudart Award for the Advancement of Catalysis (2025) Karl Wamsler Innovation Award (2024) Chemistry Europe Award (2023) Spinoza Award (2013) - the highest scientific honor in the Netherlands Francqui Chair at the University of Antwerp (2024-2025) As a dedicated educator and mentor, Prof. Weckhuysen coordinates the Da Vinci Project and the Syllabus Catalysis Course. He has secured significant research funding including ERC Advanced Grants, Gravitation grants, and serves as Scientific Director of major research initiatives including SUNERGY, ARC-CBBC, and MCEC. His leadership extends to editorial roles for numerous high-impact journals including serving as Editor-in-Chief of Catalysis Science and Technology. Prof. Weckhuysen leads a vibrant research group focused on operando spectroscopy and sustainable catalysis, with strong connections to industry through initiatives like ARC-CBBC and SUNERGY. His group is actively working on developing the "Refinery of the Future" concept, which envisions producing fuels, chemicals, and materials from renewable resources and energy.

• English for Academic Study (EAP)
• Academic Writing
• Language Education
• +۴ مورد دیگر

Riccardo Galgani is a Lecturer in English for Academic Study (EAS) at the University of Glasgow's Modern Foreign Languages department. He specializes in academic writing instruction, EAP syllabus design, and knowledge integration in language education. His research focuses on aligning language skills with content knowledge through innovative teaching approaches, emphasizing intertextuality and formative assessment strategies. Recent projects include developing a textbook titled Your Academic Essay: From Context to Text for SAGE Publications. Key publication trends reveal expertise in EAP pedagogy, rhetorical structures, meta-language applications, and competency-based assessment frameworks. His work primarily addresses English language instruction for international postgraduate students. Teaching responsibilities include convening in-sessional credit-bearing programs for international postgraduate students (Speaking/Writing) and leading a 5-week pre-sessional bridging program for Social Sciences, Arts, and Humanities students.

• Reflective Practice in Language Teaching
• TESOL Teacher Education
• Second Language Education
• +۳ مورد دیگر

Thomas S.C. Farrell is a Professor in the Department of Applied Linguistics at Brock University, where he holds a PhD. His work focuses on reflective practice in language teaching, TESOL teacher education, and professional development for educators. Dr. Farrell emphasizes the importance of reflective methodologies for novice and experienced teachers alike, particularly in navigating challenges like classroom management, pandemic adaptations, and career transitions. His research explores themes such as language teacher identity formation, cross-cultural pedagogical approaches, and the integration of technology in education. He has contributed extensively to understanding how reflective frameworks enhance teacher resilience and effectiveness, with a focus on emotional intelligence and collaborative learning environments. Farrell's recent work highlights adaptations to remote teaching during the pandemic, mid-career teacher stagnation, and fostering reflective dispositions through critical friendships. His publications bridge theoretical insights with practical applications, offering actionable strategies for educators worldwide. Award details are not specified in the available texts, but his contributions to teacher education have likely earned professional recognition. His advisory roles and grant activities remain unspecified in the provided information.

Luuc Bransمشاهده پروفایل

مدرس

• Cultural Sociology
• Political Sociology
• Climate Crisis in Fashion
• +۶ مورد دیگر

Luuc Brans is a Lecturer at the Erasmus School of History, Culture and Communication (Erasmus University Rotterdam) and a postdoctoral researcher at KU Leuven. He is affiliated with Harvard’s Weatherhead Centre for International Affairs and holds visiting scholar ties to Harvard’s Sociology Department. His work bridges cultural sociology and political science, focusing on climate crisis intersections with fashion, political polarization, and cultural inequality. Education: BSc Political Science (cum laude, University of Amsterdam), MSc Nationalism Studies (cum laude, University of Edinburgh). Former fashion model experience in London, Milan, Paris, Amsterdam, and Tokyo informs his scholarly lens on fashion systems. Research Interests: Investigates how climate crises politicize cultural industries, particularly fashion. Current projects explore ‘sustainable-cultural entrepreneurs’ and how cultural production inequalities fuel moral polarization. Past work analyzed fashion journalism, transparency apps, and EU/UN fashion policy reforms. Uses international fieldwork across Europe and North America. Teaching & Outreach: Over 8 years of teaching experience from high school to master’s levels, including political science (UvA), sociology (KU Leuven), and civic education. Co-produces the Culture & Inequality Podcast with the European Centre for Culture and Inequality. Developed anti-disinformation media literacy programs across Europe. Labs/Teams: Affiliated with the European Centre for Culture and Inequality (EUCCI) through podcast collaborations. Maintains ties to Harvard’s Weatherhead Centre for research networks.

Karen Viskupicمشاهده پروفایل

دانشیار

• Geoscience Education
• Curriculum Design
• Workforce Development
• +۳ مورد دیگر

Karen Viskupic is an Associate Professor in the Department of Geosciences at Boise State University. She holds a Ph.D. from MIT (2003) and a B.A. from Washington University in St. Louis (1997). Her research focuses on geoscience education, particularly curriculum design, workforce development, and student retention strategies. She actively collaborates with the National Association of Geoscience Teachers (NAGT), leading workshops and contributing to Teach the Earth initiatives. Dr. Viskupic teaches courses including GEOL 101, GEOS 104, and graduate-level courses on research program development. She emphasizes career exploration through courses like GEOS 301 and mentors students in geoscience education research projects. Her work bridges academia and industry, addressing skill gaps and promoting inclusive career pathways for geoscience graduates. Education: Ph.D. in Geosciences, Massachusetts Institute of Technology, 2003 B.A. in Geosciences, Washington University in St. Louis, 1997 Research Interests: Curriculum innovation to enhance student learning and retention Workforce skills alignment with industry needs Employer expectations and hidden curricula in graduate training Teaching Contributions: Developed career-focused courses (e.g., GEOS 301, GEOS 519) Integrated active learning practices in geoscience education Authored TIDeS teaching modules on plate tectonics, flooding, and science practices Professional Activities: Chair of NAGT's Professional Development Planning Committee Facilitator for the Traveling Workshops Program Leadership in Earth Educators Rendezvous conferences

Jingchen Huمشاهده پروفایل

دانشیار

• Bayesian Statistics
• Data Privacy
• Missing Data Analysis
• +۳ مورد دیگر

Jingchen Hu is an Associate Professor of Mathematics and Statistics at Vassar College, where she has been since 2015. She holds a BS in Computing Mathematics from City University of Hong Kong and a PhD in Statistics from Duke University. Her research focuses on Bayesian statistical methodology, particularly in addressing missing data in surveys and generating synthetic datasets for privacy-protected public release. She has led collaborative projects on advancing Bayesian thinking in STEM education and privacy-preserving data synthesis. Education: BS in Computing Mathematics (City University of Hong Kong), MS and PhD in Statistics (Duke University). Research Interests: Bayesian methods for social sciences Privacy-preserving synthetic data generation Data utility and disclosure risk evaluation Curriculum development in Bayesian statistics Grants & Awards: Recipient of a 2023 NSF grant for collaborative research on Bayesian education and privacy methodologies. Teaching: MATH 240: Introduction to Statistics MATH 301: Topics in Advanced Mathematics and Statistics Labs/Teams: Collaborations with University of California, Irvine (UCI) and Duke University on NSF-funded Bayesian education initiatives and privacy-preserving data projects.

• Latinx Psychology
• Child and Family Psychology
• Diversity Science
• +۲ مورد دیگر

Milton A. Fuentes is Professor of Psychology at Montclair State University and Interim Chairperson of Social Work and Child Advocacy. His research examines child maltreatment prevention through culturally responsive frameworks and advances equity in psychological science and education. Education: Psy.D. Clinical Psychology, Rutgers University Psy.M. Rutgers University M.A. Psychology, Montclair State University B.A. Saint Peters College Research focuses on multicultural psychology and child/family wellbeing: Child maltreatment prevention across cultural communities Latinx psychology and mental health disparities Diversity science and cultural humility Equity-focused pedagogy in psychology education Recent publications include the book series 'Preventing Child Maltreatment across Cultures' examining child protection through feminist, multicultural, and social justice frameworks. This work has been recognized by leading experts in child welfare and cultural psychology. Honors include the 2023 Society for Teaching of Psychology Promoting Diversity, Equity, and Inclusion Award and Fellow status in the American Psychological Association. Serves as consultant to academic institutions and agencies on DEI strategic planning.

Debra K. Borkovitzمشاهده پروفایل

استاد بالینی

• Mathematics Education
• Teaching Methodologies
• Mastery Grading
• +۳ مورد دیگر

Debra K. Borkovitz is a Clinical Professor of Mathematics and Mathematics Education at Boston University. Her office is located in CDS 425. She is committed to innovative teaching methodologies, including mastery grading and ungrading, and advocates for inclusive educational policies accommodating students with chronic illnesses. Her research and writing focus on mathematics pedagogy, fraction operations, and the integration of technology in education. Dr. Borkovitz’s work emphasizes compassionate approaches to syllabus design and classroom management. She has explored challenges faced by educators and students with health issues, advocating for supportive academic environments. Her contributions include developing resources for fraction education, critiquing educational technologies, and creating engaging geometric visualizations through animations and interactive applets. Her publications span topics such as MOOCs in programming education, chronic illness management in academia, and problem-solving strategies in mathematics. She has also shared insights on adapting teaching practices during personal health challenges and fostering student engagement through creative methods. No scientific awards are listed for Dr. Borkovitz. Her advising and grant activities are not detailed in the available information. She maintains an active blog and has contributed to educational resources, including handouts on syllabus policies and fraction-based learning activities.

• Medical Ethics
• Medical Education
• Acute Medicine
• +۳ مورد دیگر

Michael Trimble is a Clinical Professor at Queen's University Belfast, affiliated with the School of Medicine, Dentistry and Biomedical Sciences. His roles include contributing to medical ethics education and acute medicine curricula. He actively participates in academic activities, including conference organizing and peer review. His research focuses on medical ethics, healthcare policy, and clinical decision-making in acute medicine. Key themes include improving ethics training for medical students, evaluating licensing assessments for ethical competency, and refining acute medicine education standards. His work bridges clinical practice and academic rigor, emphasizing real-world applications. Trimble has received notable awards such as the Academy of Medical Educators Travel Fellowship and Principal Fellow of the Higher Education Academy. He frequently contributes to conferences and workshops, promoting excellence in medical education and acute care training.

Ivo Steiningerمشاهده پروفایل

استاد

• Foreign Language Education
• Literary Competence Development
• Teacher Professionalization
• +۳ مورد دیگر

Prof. Ivo Steininger serves as Professor of Teaching Anglophone Literatures and Cultures at Justus Liebig University Giessen, Germany. He heads the Department of English – Teaching Anglophone Literatures and Cultures and maintains an active research profile in foreign language pedagogy. His academic journey includes state examinations for teaching (2007, 2012), a summa cum laude doctorate (2013), and interim professorships at the University of Paderborn (2016–2018) and Giessen (2019–2021). In 2024, he was a visiting scholar at Saint Mary’s University, Canada. Research focuses include: Literary text comprehension in EFL contexts Digitalization and sustainability in language education Teacher professionalization processes Anglophone cultural representations in media His work bridges theoretical frameworks with classroom applications, emphasizing multimodal literacy and critical cultural awareness. Publications demonstrate strong trends in: Digital pedagogy and critical media analysis (2020–2025) Sustainability integration in curricula (2023–2024) Teacher development research (2018–2021) Multimodal literary interpretation (2018–2025) Awards and projects: Piepho-Prize (2015) for advancing foreign language education research Current projects: Second-phase teacher training, ambiguity in picture books, and Education for Sustainable Development (ESD) in EFL

• Health and Physical Education Curriculum
• Interreligious Education
• Indigenous Education
• +۸ مورد دیگر

Maree Dinan-Thompson is an academic affiliated with James Cook University, contributing extensively to research in Health and Physical Education, interreligious education, and Indigenous education. Her work bridges curriculum design, pedagogical strategies, and cultural integration in educational settings. She has been involved in multiple research projects exploring topics such as interfaith dialogue in Catholic schools, Indigenous knowledge systems in physical education, and curriculum alignment post-reforms. Her research often emphasizes the intersection of education with cultural, social, and community aspects. Her research interests are centered around Health and Physical Education curriculum development, interreligious learning in diverse school contexts, and the integration of Indigenous knowledge into educational practices. She explores how pedagogy can foster inclusive environments, particularly in multicultural and Indigenous communities, while also analyzing the cognitive demands of science curricula and teacher preparation. Recent articles (2024) highlight investigations into Indigenous games as knowledge systems and parent/child perspectives on interreligious education in Catholic schools. Earlier work (2020-2012) delves into curriculum alignment, teacher professional identity, and cultural preservation through traditional games. These studies reflect a consistent focus on educational equity, cultural responsiveness, and effective pedagogical strategies.

• International Law
• Human Rights
• European Union Law
• +۳ مورد دیگر

Audrey Plan is a Postdoctoral Research Fellow at the Sutherland School of Law, University College Dublin (UCD), where she leads the ERC-funded project RIGHTS TO UNITE under Prof. Dagmar Schiek. She holds a PhD in Political Science from Trinity College Dublin (TCD), with dual supervision from the Law Department, focusing on European courts' strategic international dialogue in human rights. Her interdisciplinary research bridges law, political science, and history, emphasizing the judicialization of international relations. Education: Bachelor of Law (With Honors), UCA, France Diploma in American Law (High Honors), UCA, France MSc in International and European Studies (High Honors), UPPA, France PhD in Political Science, Trinity College Dublin Research Interests: Focuses on interactions between international courts (e.g., CJEU and ECHR), EU law coherence, and human rights. She explores strategic judicial decision-making and challenges to legal authority, using socio-legal methodologies to address empirical and theoretical gaps in law-as-research-data frameworks. Awards: IALT Matheson Postgraduate Scholarship (2022) Trinity Provost PhD Award TRISS Postgraduate Teaching Award (2022) Nominated for Trinity-wide teaching award Teaching & Supervision: Developed a syllabus for TCD's International Courts course, emphasizing innovation and inclusivity. Supervised an MSc Dissertation on Southeast Asian human rights. Previously a Lecturer (2023–2023) and Head Tutor in International Relations at TCD. Grants & Projects: Principal Investigator of the €2.5M ERC-funded RIGHTS TO UNITE (2024–2028), exploring EU-derived rights' role in integration. Prior grants include Trinity's Provost PhD Award and Irish Research Council funding. Professional Experience: Visiting Scholar at University of Copenhagen's iCourts (2023) International legal advocacy for children’s rights in an NGO