جست‌وجوی استاد و پژوهشگر

Limin Jaoمشاهده پروفایل

دانشیار

• STEM Education
• Teacher Education
• Pedagogy
• +۶ مورد دیگر

Dr. Limin Jao is an Associate Professor in the Department of Integrated Studies in Education (DISE) at McGill University’s Faculty of Education. Her research focuses on exemplary teaching practices in mathematics and STE(A)M education, emphasizing interdisciplinary approaches, project-based learning, and student engagement. She holds leadership roles including Vice-President of the Canadian Mathematics Education Study Group and Editorial Board member of the Canadian Journal of Science, Mathematics, and Technology Education. Her expertise spans teacher education, pedagogy, and research-practice partnerships. Education: Ph.D., Curriculum Studies and Teacher Development, Ontario Institute for Studies in Education, University of Toronto M.A., Curriculum Studies and Teacher Development, OISE, University of Toronto B.Ed., Secondary Biology and Mathematics Education, Queen's University B.Sc.H., Biology and Mathematics, Queen's University Research Interests: Limin explores how interdisciplinary and inquiry-based methods foster student engagement and teacher development. Her work bridges theory and practice, advocating for inclusive classrooms and educator collaboration. She has pioneered projects linking community artifacts to STEM learning and co-edited volumes on transdisciplinary education and teacher training borders. Publications Trends: Recent work examines gender perspectives in mathematics, pre-service teacher experiences, and professional learning communities in STEM. Her research emphasizes equity, pedagogical innovation, and the intersection of cultural contexts with educational practices. Awards: 2023 Award for Distinguished Teaching, McGill University Faculty of Education Advising & Grants: Limin supervises graduate students in mathematics education and collaborates on research-practice initiatives. She leads the Jao Research Team and contributes to the Chandaria Research Centre’s advisory board at Branksome Hall. Labs/Teams: The Jao Research Team focuses on innovative teaching strategies and STE(A)M education, with projects addressing student agency and interdisciplinary curriculum design.

• Second Language Acquisition
• Multilingualism
• Bilingual Education
• +۳ مورد دیگر

Lourdes Ortega is a Professor in the Department of Linguistics at Georgetown University and serves as Faculty Director of Georgetown’s Initiative for Multilingual Studies. Her work focuses on multilingualism beyond childhood, equitable language education, and decolonial epistemologies. She mentors students at undergraduate, master’s, and doctoral levels. Former positions include roles at University of Hawai‘i at Mānoa (2004-2012), Northern Arizona University (2002-2004), and Georgia State University (2000-2002). Education: Ph.D. and M.A. from University of Hawai‘i at Mānoa. Her research investigates how multilingualism develops in non-native contexts, advocating for social justice and equity in language education. Key contributions include her award-winning 2000 meta-analysis in Language Learning , the textbook Understanding Second Language Acquisition (2009), and co-editing The Cambridge Handbook of Bilingualism (2019). Recent work addresses under-studied languages like Arabic and Urdu in U.S. K-12 education, emphasizing decolonial and Indigenous frameworks. She has published extensively in top journals such as Applied Linguistics , Studies in Second Language Acquisition , and World Englishes . Awards: Gerald M. Mara Faculty Mentoring Award (2016, 2020), Pimsleur Award (2001), and 2023 recognition as a top 2% cited researcher. She advises 22 doctoral students and has secured grants supporting multilingual education research. Leads Georgetown’s Initiative for Multilingual Studies, co-chairs the Harmonious Bilingualism Network (HaBilNet), and edits Language Learning . Served as President of the American Association for Applied Linguistics (2023-2024). Her work bridges theory and practice, prioritizing cura personalis (care for the individual) in mentoring and advocating for multilingual well-being.

• Sociology of Science and Technology
• Healthcare Informatics
• Collaborative Data Practices
• +۳ مورد دیگر

Julia Kurz is a Researcher at TU Dortmund University's Department of Sociology of Science and Technology, Faculty of Social Sciences. She leads the 'Visually Integrated Clinical Collaboration' project within the Collaborative Research Center (SFB) Media of Cooperation. Her work spans healthcare informatics, educational research, and disability studies. Education: M.A. in Sociology from the University of Siegen (2011), with prior studies at Philipps-University Marburg. Professional experience includes research roles at the University of Siegen (2012–2023) and support work with disabled populations (since 2001). Research focuses on information workflows in hospitals, collaborative data practices, and participatory technology design. Recent talks address topics like disempowerment in participation frameworks and challenges in transdisciplinary research. Her publications explore medical visualization tools, mentoring impacts, and role-playing pedagogy. Award recognition details are not explicitly listed, but her grants include SFB funding for the Media of Cooperation project. Advising activity is not documented here. She contributes to seminars on competence, knowledge theory, and educational innovation.

Ronald P. Straussمشاهده پروفایل

استاد

• Social Medicine
• Craniofacial Research
• HIV/AIDS
• +۴ مورد دیگر

Dr. Ronald P. Strauss serves as the Adams Distinguished Professor at the University of North Carolina at Chapel Hill in the Adams School of Dentistry, with additional appointments as Professor of Social Medicine in the School of Medicine and Clinical Professor of Epidemiology in the Gillings School of Global Public Health. He concurrently holds the position of Chief Global Officer for the Adams School of Dentistry and is an active member of the UNC Craniofacial Center Team. His academic credentials include: BA in Biology from Queens College New York DMD from the University of Pennsylvania PhD in Sociology from the University of Pennsylvania Dr. Strauss's research examines the social dimensions of chronic health conditions, with specialized focus on craniofacial differences and HIV/AIDS. His interdisciplinary approach integrates clinical practice, sociological theory, ethical frameworks, and health policy analysis to address stigma, healthcare access barriers, prenatal diagnosis implications, and community engagement strategies. Methodologically, he employs qualitative ethnography and survey research to investigate psychosocial impacts. His scholarly output demonstrates consistent thematic focus across decades, with recent publications revealing intensified examination of structural determinants of health, intersectional disparities in craniofacial care, and innovative community-based HIV/AIDS interventions. Key patterns include transdisciplinary collaboration, emphasis on patient-centered outcomes, and critical analysis of systemic inequities in healthcare delivery. Dr. Strauss directs the campus-wide HIV/AIDS Course annually since 1987 and teaches Social and Health Systems to medical students. As Faculty Director of the CFAR Office of Community Engagement and lead of the Thorp Faculty Engaged Scholars Program, he mentors faculty in community-engaged scholarship while maintaining active clinical and research supervision. He maintains leadership within the UNC Craniofacial Center Team and has conducted international fieldwork across five countries, reflecting his commitment to global health equity through partnerships in Brazil, Israel, Thailand, Moldova, and China.

Stephen Frezzaمشاهده پروفایل

استاد

• Philosophy of Engineering
• Affective-Domain Assessment
• Competency Modeling and Assessment
• +۴ مورد دیگر

Dcn. Stephen Frezza is a Professor of Software Engineering and current Director of the Software Engineering Program at Franiscan University of Steubenville . Prior to this, he served as a professor and three-time chair of the Computer and Information Science Department at Gannon University for 26 years. His expertise spans requirements engineering, project management, software testing, and embedded systems . Ph.D., M.S., and B.S. in Electrical Engineering from the University of Pittsburgh Professional Software Engineering Master (PSEM) Active in industry-university partnerships His research bridges engineering with theology , focusing on philosophy of engineering, affective-domain assessment, competency modeling, and software engineering education . He has authored numerous scholarly works on virtue formation, educational frameworks, and the philosophical foundations of computing. Recent publications highlight his contributions to computing curricula (CC2020), virtue-based educational models , and Lonergan’s epistemology applied to engineering . His work integrates faith and reason in pedagogical contexts, emphasizing the ethical dimensions of engineering education . Senior Member of the IEEE Computer Society Volunteer for IEEE-CS Special Technical Committee on Education Professional member of the American Society for Engineering Education (ASEE) Dcn. Frezza’s leadership in curriculum design and industry collaboration has shaped software engineering programs globally. His teaching and research underscore the interplay between technical rigor and moral development , advocating for holistic engineering education.

• Education for Sustainable Development
• Higher Education Didactics
• Sustainable University Development
• +۱۳ مورد دیگر

Prof. Dr. Marco Rieckmann is a Professor of Higher Education Didactics with a focus on key competencies at the Department of Educational Sciences, Faculty of Education and Social Sciences, University of Vechta, Germany. He is also the Co-Chair of the UNESCO Chair ‘Physical Education and Sport Pedagogy for Sustainable Development’ at the University of Limerick since 2024. His work centers on education for sustainable development (ESD), transformative learning, and sustainable university development. His research interests include: Education for Sustainable Development (ESD) and Teacher Education Service Learning and Civic Engagement Curriculum Development for Sustainability Higher Education Governance and Institutional Transformation Digitalization and Serious Games in Sustainability Education Global Learning and Intercultural Education His recent publications and projects reflect a strong trend toward assessing the impact of sustainability education, developing innovative teaching formats (e.g., Minecraft-based learning), and fostering whole-institution approaches in schools and universities. He emphasizes participatory, transdisciplinary, and transformative methods to empower learners and institutions. Scientific awards and recognitions include: Best Doctoral Researcher of the Year 2008 (2nd place, Leuphana University) Innovative Teaching Award (2010) Multiple DAAD and ERASMUS guest lectureships UNESCO recognition for HOCH-N and LeNa projects (2018) Prof. Rieckmann actively advises and collaborates with students and researchers, leads major funded projects (e.g., IMP>ACT, Senatra, HOCH-N), and contributes to national and international policy development. He is a key figure in advancing sustainability in higher education through research, teaching, and institutional leadership. He leads and participates in various research labs and networks, including the UNESCO Chair, the LeNa network, the HOCH-N consortium, and multiple EU-funded projects focusing on co-learning labs, digital tools, and service learning for sustainability.

Ulrika Persson-Fischierمشاهده پروفایل

عضو هیئت علمی

• Anthropology
• Sustainability
• Education for Sustainable Development (ESD)
• +۱۵ مورد دیگر

Ulrika Persson-Fischier is a University Lecturer at the Department of Women's and Children's Health and the Center for Health and Sustainability at Uppsala University. She is based at Campus Gotland and plays a key role in interdisciplinary research and education focused on sustainability. She leads the international Master’s programme in Implementation, Transformative Learning, and Sustainability and has developed the Master’s in Sustainable Destination Development. Her academic background includes a PhD in Anthropology from the University of Oslo and foundational studies in anthropology, philosophy, and intellectual history at Uppsala University. Her research spans diverse fields including sustainable tourism, entrepreneurship, healthcare innovation, and risk management, unified through an anthropological lens emphasizing culture, complexity, and systemic change. She employs ethnographic methods and transdisciplinary collaboration to address wicked problems in sustainability. Her work is grounded in long-term fieldwork, from Siberia to Sweden, and she actively engages with societal actors to co-create knowledge. Her recent publications reflect a strong focus on sustainable tourism, cruise industry impacts, transformative learning, and innovation implementation. Themes include stakeholder co-creation, responsible governance, educational innovation for the SDGs, and the socio-cultural dimensions of sustainability transitions. Her work bridges theory and practice, particularly in island contexts like Gotland and Rapa Nui. Excellent teacher She supervises PhD and Master’s students, including Marije Poort and Fie Broker-Bulling, and leads multiple research projects on sustainable tourism and entrepreneurship. She has developed innovative educational tools such as the online module 'The Mission' for sustainability education. Her teaching spans anthropology, sustainability, CSR, qualitative methods, and entrepreneurship, and she is deeply committed to pedagogical development and Education for Sustainable Development (ESD). Ulrika is actively involved in Erasmus+ projects such as LISTO and VAMOS, promoting global virtual exchange and sustainable entrepreneurship education. Her research projects include 'Sustainable Arctic cruise communities', 'Hållbar turism i det nya normala', 'Cultural Heritage, Regional Development and Innovation', and 'Fishing for sustainability on Gotland'. She emphasizes collaboration between academia, industry, and local communities to foster resilient and regenerative systems.

Renee Crawfordمشاهده پروفایل

دانشیار

• Music Education
• Technology in Education
• Authentic Learning
• +۱۳ مورد دیگر

Renee Crawford is an Associate Professor at Monash University’s School of Curriculum Teaching & Inclusive Education . With a career spanning higher education and secondary music teaching, she advocates for technology-integrated pedagogy and curriculum innovation. Her work bridges music education, teacher development, and sociological perspectives on educational inclusion.

Caitlyn Hallمشاهده پروفایل

استادیار

• Environmental Justice
• Natural Hazard Resilience
• Science Policy
• +۵ مورد دیگر

Caitlyn Hall is a Joint Assistant Professor of Practice in Hydrology and Atmospheric Sciences, Assistant Professor of Practice in Biosystems Engineering, and Director of the Future Earth Resilience minor program at the W.A. Franke Honors College. She founded the Arizona Science Policy Network and advises decision-makers on equitable legislation. Her roles span multiple departments at the University of Arizona, integrating environmental science with policy and community engagement. Educations: PhD in Environmental Engineering, Arizona State University BS and MS in unspecified fields from the University of Arizona Research Interests: Hall focuses on environmental justice, natural hazard resilience, and science policy, particularly in water governance, sustainability, and soil/water remediation. Her work emphasizes community-driven solutions and equitable policy development, leveraging transdisciplinary approaches to address climate adaptation and disaster recovery. She has pioneered efforts in open science and inclusive geoscience education. Articles Trends: Her recent publications emphasize integrating earth observation technologies with policy, advancing microbial-based ground stabilization techniques, and promoting equity in post-disaster recovery. Key themes include climate action frameworks, cross-cultural sustainability solutions, and open hydrology practices. Awards: No specific awards listed. Advising & Grants: Leads the Future Earth Resilience minor program and advises policymakers on legislative frameworks. Active in curriculum development for interdisciplinary environmental studies and community-driven research initiatives. Labs/Teams: Founder of the Arizona Science Policy Network, collaborates with global hydrology platforms like eWaterCycle, and engages in initiatives addressing US-Mexico border sustainability challenges.

Atsusi Hirumiمشاهده پروفایل

استاد

• Instructional Design
• E-Learning Systems
• Distance Education
• +۴ مورد دیگر

Dr. Atsusi Hirumi is a Professor of Instructional Technology at the University of Central Florida (UCF), affiliated with the College of Community Innovation and Education and the Department of Learning Sciences and Educational Research. Born in New York and raised in Nairobi, Kenya, he holds a B.S. in Biology from Purdue University, an M.A. in Educational Technology from San Diego State University, and a Ph.D. in Instructional Systems from Florida State University. His research focuses on advancing e-learning systems, particularly in medical education, instructional design, and game-based learning. Key areas include the design of virtual patient simulations (e.g., InterPLAY), evidence-informed curriculum frameworks (AVIDesign), and the impact of multimedia elements like background music on learner performance. He has published over 100 articles and presented globally on topics such as blended learning strategies and competency-based education. Dr. Hirumi has received notable awards, including the Star Faculty Award for teaching and service, and is a two-time recipient of the WebCT Exemplary Online Course Award. His work emphasizes bridging theory and practice, collaborating across institutions to train educators in innovative teaching methods. His recent research highlights include exploring medical students' use of curriculum resources, analyzing the role of background music in learning, and advancing virtual patient simulation methodologies. These efforts aim to optimize educational outcomes in K–12, higher education, and corporate training settings.

• International Business
• Human Resource Management
• Migration Studies
• +۳ مورد دیگر

Aida Hajro is a Professor of International Business at the University of Leeds and holds a Visiting Professor position at the Institute for Human Resource Management at the Vienna University of Economics and Business . Her research focuses on the intersection of migration, organizational behavior, and sustainable development. Primary affiliation: University of Leeds Secondary affiliation: Vienna University of Economics and Business Research Interests: Organizational integration of migrant workers Human resource management in migration contexts Sustainable development goals (particularly Decent Work and Reduced Inequalities) Migration's impact on global business systems Cross-cultural team dynamics Social sustainability in business practices Recent Publication Trends: Her work examines migration's influence on business education, organizational diversity climates, and sustainable development frameworks. Key subfields include multicultural team effectiveness, SDG implementation, and migration policy adaptation in business settings. Scientific Awards: Academy of Management Review Outstanding Reviewer Award Academy of Management IMD Robert H. Schaffer Award British Academy of Management Award Academic Engagement: She serves on editorial boards for Academy of Management Review , Journal of International Business Studies , and Journal of World Business . As co-founder of Migration, Business & Society , she actively contributes to World Bank Group and World Economic Forum initiatives.

• Instructional Design
• Educational Technology
• Computing Education
• +۷ مورد دیگر

Marisa Exter serves as Associate Professor of Learning Design and Technology within Purdue University's Department of Curriculum and Instruction since 2020, following promotion from Assistant Professor (2013-2020). With 15+ years of software design and development experience, she holds dual expertise in Computer Science (BS/MS) and Instructional Systems Technology (PhD). Her educational foundation includes: PhD in Instructional Systems Technology, Indiana University (2011) MS in Computer Science, Illinois Institute of Technology (2003) BS in Computer Science, Elmhurst College (1999) Dr. Exter's research pioneers transdisciplinary educational innovation , focusing on how design processes transform technology-creation fields like Instructional Design, Computing, and Engineering. She investigates formal and non-formal learning experiences to enhance undergraduate education through interdisciplinary programs, while simultaneously examining online graduate program structures that support adult learners' connection to faculty and peers. Her work integrates heutagogical principles for lifelong learning and rigorously documents design successes/failures through scholarly design cases. Analysis of her 15 most recent publications reveals accelerating focus on dispositional development in computing professions , competency-based curriculum models, and transdisciplinary experience design. Her methodological evolution includes increased use of Q methodology and collaborative autoethnography to capture diverse perspectives in educational innovation. As Purdue PI for a $3M multi-institutional computing competencies grant and co-coordinator of AECT's Summer Research Symposium, she drives national curriculum reform. Her mentorship approach cultivates the Exploring Disruptive Education research family group, which investigates interdisciplinary design processes across technology-rich learning environments. Professional service spans Computing Curriculum 2020 Task Force leadership and ACM/AERA membership. The Exploring Disruptive Education research collective she co-leads operates as an interdisciplinary incubator for educational innovation. This team examines how design thinking transforms learning experiences through technology integration, with particular emphasis on creating connections between formal education and industry practices in computing and engineering fields.

Petra T. Buergeltمشاهده پروفایل

دانشیار

• Disaster Risk Reduction
• Climate Change Adaptation
• Indigenous Ways of Being-Knowing-Doing
• +۴ مورد دیگر

Petra T. Buergelt is an Associate Professor of Psychology at the University of Canberra’s Faculty of Health. She holds affiliate roles at the UC Health Research Institute, HEAL Global Research Centre, and Joint Centre for Disaster Research (Massey University, NZ). A transdisciplinary scholar, her work bridges Indigenous knowledge systems with Western paradigms, focusing on disaster risk reduction, climate adaptation, and cultural revitalization. She has led over $10.32M in grants, including the NAIDOC award-winning Dharray Manymakkuŋ Energy Efficiency Project. Education: PhD (Massey University, 2011) Master (1st Class Honours, Massey University, 2004) Bachelor (Psychology, Massey University, 2001) Bachelor (Horticulture, Dresden-Pillnitz, 1993) Research Interests: Her research employs Indigenist participatory action research to explore resilience, disaster preparedness, and climate adaptation in remote Indigenous communities. Notable projects include the Waka Ngurrkanhayngu initiative with Yolŋu clan leaders in Australia and Taiwanese Indigenous communities. Teaching & Leadership: She leads the Psychology Indigenising Curriculum Team, redesigning curricula to incorporate Indigenous epistemologies. Her teaching spans Health Psychology, Qualitative Research, and Cross-cultural Competence workshops. Awards & Recognition: UC Faculty of Health Outstanding Early Career Researcher (2021) Indigenization of the Curriculum Award (2023) Sylff Fellow (Tokyo Foundation, 2011–present) Grants & Partnerships: $9.12M Manymak Energy Efficiency Project (2013–2016) $219,770 Waka Ngurrkanhayngu project (2021–2024) Collaborations with ANU, CDU, and international institutions Labs & Teams: Co-founder of the Group of Energy Efficient Researchers (GEER) Australia and leadership roles in the International Transformative Learning Association (ITLA).

David Caldwellمشاهده پروفایل

دانشیار

• Education
• Sustainability Education
• Transdisciplinary Learning
• +۳ مورد دیگر

David Caldwell is an Associate Professor at the School of Education within UniSA Education Futures at the University of South Australia. His research focuses on transdisciplinary learning, particularly in the context of ecojustice and place-based education. He co-led the Fresh Water Literacies project, funded by UniSA's Research Themes Investment Scheme, which developed interdisciplinary curricula to address sustainability and ecological literacy in primary education. His work often bridges education, environmental science, and social semiotics. Key contributions include publications on pre-service teacher training, linguistic analysis in sports discourse, and innovative pedagogical approaches in diverse educational settings. He collaborates with regional organizations like Natural Resources Management (NRM) and emphasizes collaborative, transdisciplinary research. His recent work explores NLP applications in creativity assessment and the role of language in shaping cultural identities. David also serves as a Research Degree Supervisor, contributing to the academic development of emerging scholars in education and linguistics. His research highlights intersections between education, ecology, and cultural systems, aiming to foster socially just and scientifically literate communities.

Linda Newnesمشاهده پروفایل

استاد

• Transdisciplinary Engineering
• Manufacturing
• Whole Life Value Analysis
• +۳ مورد دیگر

Professor Linda Newnes is a faculty member in the Department of Mechanical Engineering at the University of Bath, leading the Made Smarter Innovation: Centre for People-Led Digitalisation (£5M) and the TRansdisciplinary ENgineering Design (TREND) research group (£1.8M). Her work focuses on transdisciplinary engineering, whole life value analysis, and sustainable manufacturing. She directs The Foundry: Centre for Digital, Manufacturing & Design, emphasizing people-centric digitalization and cross-sector collaboration. Her research integrates natural/social sciences and industry stakeholders to address challenges in aerospace, defense, and energy sectors. Notable projects include models for whole life value (cradle-to-cradle) and tools for transdisciplinary working. She actively promotes Equality, Diversity & Inclusion (ED&I), leading the University’s Aurora programme and Athena SWAN submissions. Recent publications explore digital skill premiums, transdisciplinary frameworks, and AR deployment challenges. She advocates Industry 5.0 principles, emphasizing human-centric innovation and resilience in socio-technical systems. Current grants focus on net-zero transitions and cellular agriculture manufacturing. Her advising spans doctoral students in transdisciplinary engineering, Industry 5.0, and future manufacturing. She collaborates with industry partners like Airbus and Innovate UK to advance cost estimation, decision support tools, and lifecycle analysis.