جستجوی استاد راهنمای دانشگاهی

Richard Utzمشاهده پروفایل

استاد

• Medievalism Studies
• History of Humanistic Inquiry and Science/Technology
• Late Medieval English Literature and Culture
• +۳ مورد دیگر

Richard Utz is Interim Dean and Professor at Georgia Tech's Ivan Allen College of Liberal Arts, leading the School of Literature, Media, and Communication (LMC). He has driven significant growth in research funding, enrollment diversity, and curricular innovation, including minors in Black Media Studies and Science Fiction. His leadership revitalized spaces like the Sci-Fi Lab and Career Origination Lab, funded by Mellon Foundation grants. Utz champions the 'Humanizing STEM' initiative, emphasizing arts integration. He holds a Ph.D. from the University of Regensburg, specializing in medievalism, medieval culture, and interdisciplinary humanities. A global scholar, he chairs the International Society for the Study of Medievalism and advises on strategic plans for the Ivan Allen College. His research focuses on medievalism's role in modern identity, science-humanities intersections, and cultural memory. Utz has published widely, with works translated into multiple languages, and received awards like the Johann von Spix Visiting Professorship and Harvard's Dumbarton Oaks fellowship. He actively contributes to academic governance through workshops on tenure processes and faculty mentoring programs. Utz’s administrative roles include overseeing faculty affairs, strategic planning, and development initiatives supporting LGBTQ+ programs and international internships. He represents Georgia Tech in national and international academic networks, advocating for liberal arts relevance in technological contexts.

Suzanne C. Hopfمشاهده پروفایل

مدرس ارشد

• Speech-Language Pathology
• Communication Disorders
• Early Childhood Communication Development
• +۶ مورد دیگر

Suzanne C. Hopf is a Senior Lecturer and Course Director for the Master of Speech Pathology at Charles Sturt University, Australia, within the School of Allied Health, Exercise and Sports Sciences. Based in Nadi, Fiji as an Australian-Fijian citizen, she leads the blended online Master of Speech Pathology program and serves as Discipline Lead for Speech Pathology. Her work bridges academic leadership with on-ground clinical innovation in Pacific Islander communities. Her educational background includes: BAppSc (Speech Pathology) Hons Cert TESOL AdCert TEYL GradCertLTHE (Graduate Certificate in Learning and Teaching in Higher Education) PhD in 'Supporting Fijian children's communication' Dr. Hopf's research centers on equity in communication disability services, examining how individual, community, and societal factors create barriers and facilitators in underserved regions. She developed the Communication Capacity Research and Culturally Responsive Teamwork frameworks to guide evidence-informed, culturally responsive service development. Current projects focus on Fijian children's oral/written communication acquisition and culturally appropriate pre-school interventions, with strong emphasis on Pacific Islander contexts and multilingual populations. Her work directly contributes to UN Sustainable Development Goals for health equity and quality education. Analysis of her recent publications reveals consistent thematic focus on culturally responsive practice across 111 research outputs, with accelerating productivity (21 publications in 2024). Key trends include innovative arts-based methodologies for child voice research, decolonizing clinical frameworks, and virtual work-integrated learning models addressing global workforce shortages. The research demonstrates strong interdisciplinary connections across speech pathology, early childhood education, and Pacific Islander health equity. Scientific recognition includes: 2021 Charles Sturt Executive Dean’s Teaching Award for blended online Master of Speech Pathology 2021 Staff Excellence Award: Successful Graduates 2022 Research Excellence Through Partnership Award 2023 Excellence Awards: Research (Early Childhood Interdisciplinary Research group) 2023 Excellence Awards: Social Responsibility (Highly Commended) As an educator and supervisor, Dr. Hopf has guided PhD and Honours students to timely completion while fostering collaborative publication opportunities. Her student-centered approach maximizes engagement through innovative learning spaces, recognized through departmental teaching awards. Current grants support Fijian communication capacity building and virtual study abroad placements, with active partnerships including the Frank Hilton Organisation's Technical Governance Team. Dr. Hopf co-leads the Children's Voices Centre and Social Equality Intersectionality & Inclusion Research Group, while contributing to the Early Childhood Interdisciplinary Research group. Her Pacific-focused work involves community co-design through initiatives like the Fiji National Consultation on Assistive Technology, ensuring research directly addresses local needs while building sustainable service capacity.

Sijia Yangمشاهده پروفایل

دانشیار

• Public Health Communication
• Science Communication
• Digital Media Effects
• +۳ مورد دیگر

Sijia Yang is an Associate Professor at the School of Journalism and Mass Communication at the University of Wisconsin-Madison . His research focuses on message effects and persuasion in digital media, particularly in public health and science communication. He employs experimental, computational (e.g., causal machine learning, multimodal analysis), and community-engaged methods to address challenges in health communication interventions. Ph.D. in Communication: Annenberg School for Communication, University of Pennsylvania (2019) M.A. in Communication: University of Illinois at Urbana-Champaign (2012) B.A. in English Language and Literature: Renmin University of China (2010) His current research explores three key areas: (1) moralization/politicization of health issues and intervention design, (2) causal machine learning for evaluating multimodal messages, and (3) leveraging AI for pro-social messaging in underserved communities. His work bridges computational methods with societal impact, emphasizing ethical considerations and practical applications. Recent articles highlight his contributions to topics like cannabis warning labels, misinformation correction via TikTok, and AI-driven health chatbots. Despite no explicitly listed awards, his active research portfolio reflects significant scholarly engagement in health communication and digital media studies. His advising and grants focus on collaborative projects with rural communities and under-resourced populations, though specific grants are not detailed here. No lab or team affiliations are mentioned in the provided texts.

Rolando Coto Solanoمشاهده پروفایل

استادیار

• Natural Language Processing for Indigenous and Under-Resourced Languages
• Speech Recognition
• Tonal Phonetics and Phonology
• +۶ مورد دیگر

Rolando Coto Solano is an Assistant Professor of Linguistics at Dartmouth College , with an Adjunct Assistant Professor appointment in Computer Science and an Affiliate Professor role in the Quantitative Social Science Program (QSS) . He focuses on creating computational tools to document and revitalize Indigenous languages like Cook Islands Māori and Bribri. Education : PhD and MA in Linguistics from the University of Arizona; BA in Computer Science from the University of Costa Rica. Research Interests include: Natural Language Processing for Indigenous and Under-Resourced Languages Tonal Phonetics and Phonology, with a focus on tonal reduction Sociophonetics, particularly interisland variation in Cook Islands Māori Publication Trends show expertise in automatic speech recognition (ASR) for Indigenous languages, computational sociophonetics, tonal priming, and metadata standards in academic publishing. He collaborates on tools like Universal Dependencies treebanks and the ELPIS pipeline . Scientific Awards : Fulbright Foreign Student Program (Master’s Degree) National Science Foundation (NSF) Consultant Royal Society of New Zealand Marsden Fund Ship for World Youth Program (Office of the Prime Minister of Japan)

• Psychotherapy Research
• Physician-Patient Working Alliance
• Multicultural Counseling and Psychotherapy
• +۷ مورد دیگر

Jairo N. Fuertes is a Professor in the Department of Psychology at the Gordon F. Derner School of Psychology, Adelphi University. He also holds a Clinical Assistant Professor position in Psychiatry and Medicine at the Zucker School of Medicine at Hofstra/Northwell. With extensive academic and clinical experience, he has held tenured professorships at both Fordham University and Adelphi University, and has been deeply involved in accreditation and training leadership in counseling psychology programs. Education: Postgraduate Certificate, Training to Teach in Medicine, Harvard Medical School PhD in Counseling Psychology, University of Maryland Internship in Clinical Psychology, Manhattan VA Medical Center MA in Counseling and Personnel Services, University of Maryland Diploma, Specialty Board Certification in Clinical and Counseling Psychology, American Board of Professional Psychology Dr. Fuertes' research focuses on the psychotherapeutic relationship, particularly the working alliance in both psychotherapy and medical care. He has pioneered work on the physician-patient working alliance, examining how trust, agreement, and empathy influence treatment adherence and satisfaction. His work in multicultural psychotherapy explores the impact of race, ethnicity, sexual orientation, and universal-diverse orientation on therapy outcomes. He has also made significant contributions to understanding the real relationship in therapy, transference, and countertransference dynamics. His recent publications reflect a strong emphasis on health psychology, particularly in chronic illness populations such as those with kidney disease and rheumatological conditions. The articles demonstrate a consistent focus on relational dynamics, patient well-being, and culturally informed care, often employing both quantitative and qualitative methodologies. Scientific Awards and Recognitions: Magis Professor Endowment, Fordham University Board Certified in Clinical Psychology (ABPP) Board Certified in Counseling Psychology (ABPP) James H. Post Prize (awarded to advised student) Dr. Fuertes has advised numerous doctoral and master's students, many of whose theses focus on working alliance, multicultural competence, and health psychology. He has served on editorial boards of top journals such as Psychotherapy , Psychotherapy Research , and Cultural Diversity and Ethnic Minority Psychology , and is currently Senior Associate Editor of Behavioral Medicine . His clinical work includes over 20 years as a Staff Psychologist and Clinical Supervisor at the Baruch College Counseling Center, and he maintains a private practice in Garden City, NY. He has established and led a summer multicultural psychotherapy course in Orvieto, Italy, 17 times, and has delivered numerous invited presentations in Rome. His academic genealogy traces back to Wilhelm Wundt, underscoring his deep roots in the history of psychology.

Jennifer Callahanمشاهده پروفایل

استاد

• Clinical Psychology
• Behavioral Health
• Program Evaluation
• +۵ مورد دیگر

Jennifer Callahan is a Professor in the School of Behavioral and Brain Sciences at the University of Texas at Dallas. She serves as Director of the CARE Lab and Co-Director of Texas NABORS, focusing on advancing clinical science and improving mental health outcomes for underserved populations. Her research emphasizes culturally responsive interventions, cognitive decline in psychotic disorders, and psychotherapy supervision practices. Her work addresses disparities faced by low-income and marginalized communities through program evaluation, clinical training innovations, and cross-cultural studies. Key contributions include developing assessment tools for OCD in Spanish-speaking populations and exploring long-term cognitive trajectories in psychiatric patients. Jennifer Callahan’s scholarship integrates empirical research with practical applications, bridging gaps between academic findings and real-world clinical challenges. Her articles span topics like psychotherapy integration, supervision frameworks, and global mental health collaboration, reflecting a commitment to both scientific rigor and societal impact. In training and education, she advocates for competency-based assessments and inclusive practices, addressing systemic barriers in psychology education. Her leadership roles drive interdisciplinary collaboration, evidenced by co-authorship networks across international mental health research initiatives.

Shruti Deshpandeمشاهده پروفایل

دانشیار

• Audiology
• Hearing Health Services
• Social Justice in Healthcare
• +۵ مورد دیگر

Dr. Shruti Deshpande serves as an Associate Professor and Vincentian Research Fellow in the Department of Communication Sciences and Disorders at St. John's College of Liberal Arts and Sciences, St. John's University. She also holds the leadership position of Director of the Doctor of Audiology Program and was named an ASHA Innovator in 2024. Dr. Deshpande is actively involved in the American Speech-Language-Hearing Association as a board member of the Multicultural Issues Board (2023-2025) and serves as a subject matter expert for the ASHA Practice Portal in Audiology. Her research focuses at the intersection of audiology and social justice, particularly on accessible and affordable hearing health services for diverse and vulnerable populations. Dr. Deshpande has pioneered community-based research approaches, developing innovative service-learning models that address hearing health disparities. Her work emphasizes cultural competence and aims to increase awareness of audiology as a profession among ethnically diverse adolescents through educational interventions. Analysis of Dr. Deshpande's publication record reveals consistent focus on health equity in audiology, with significant attention to representation in clinical research, social media's role in health information dissemination, and innovative approaches to hearing healthcare delivery. Her work spans multiple subfields including tinnitus research, central auditory processing disorders, electrophysiology, pediatric audiology, and cross-cultural assessment tools. ASHA Innovator (2024) Vincentian Research Fellow Faculty Excellence Award in Community-Based Outcomes and Poverty Research (2022) Multiple Faculty Recognition Awards for Excellence in Research & Scholarship (2017, 2019, 2020, 2021) Values and Inclusion Program Honoree (2020-21) Excellence in Teaching Award from National Society of Leadership and Success (2018) Dr. Deshpande has successfully mentored numerous undergraduate and graduate students, with many serving as co-authors on peer-reviewed publications and presenting at conferences. Her grant portfolio demonstrates significant external funding support, including awards from the Faculty Research Consortium, ASHA's Advancing Academic-Research Careers Award, HearX Group, and multiple internal university grants totaling over $25,000. Her current projects focus on hearing health access for diverse communities, community-based hearing assessment approaches, and innovative teaching methods that integrate technology with service learning. As Director of the Doctor of Audiology Program, Dr. Deshpande oversees a robust curriculum that includes specialized courses in Central Auditory Processing Disorder, Electrophysiology, Pediatric Audiology, and Hearing Science. Her community engagement extends beyond the classroom through partnerships with Liberty Partnership Program and other initiatives aimed at increasing awareness of hearing health and audiology careers among underserved populations.

Rocio Rosalesمشاهده پروفایل

دانشیار

• Applied Behavior Analysis
• Autism Studies
• Staff Training and Treatment Integrity
• +۴ مورد دیگر

Rocio Rosales serves as an Associate Professor and Program Coordinator for Applied Behavior Analysis and Autism Studies within the Department of Psychology at the University of Massachusetts Lowell, College of Fine Arts, Humanities and Social Sciences. Her work bridges academic research with practical applications in autism intervention, with a particular focus on supporting culturally and linguistically diverse families who face barriers in accessing services. Dr. Rosales earned her educational credentials through a specialized path in behavior analysis: Ph.D. in Rehabilitation (Specialization in Applied Behavior Analysis), Southern Illinois University - Carbondale MS in Behavior Analysis and Therapy, Southern Illinois University - Carbondale (2005) BA in Psychology, University of Nevada - Reno (2001) Her research program centers on evidence-based applications of behavior analysis across multiple domains. A significant portion examines how to effectively train teachers and paraprofessionals who work with children with autism spectrum disorder, ensuring treatment integrity in real-world settings. She has pioneered work challenging the misconception that bilingual environments confuse children with autism, demonstrating through her research that exposure to multiple languages actually enriches language development. Analysis of her recent publications reveals a strong emphasis on cultural competence in behavior analysis, with particular attention to Latino families and multilingual environments. Her work consistently addresses practical implementation challenges in autism services while advancing theoretical understanding of verbal behavior acquisition in diverse populations. This research trajectory demonstrates her commitment to making behavior analytic services more accessible and effective for underserved communities. Dr. Rosales has received significant recognition for her contributions: Outstanding Mentor Award from the Association for Behavior Analysis International (2023) Award for Excellence in Promoting Diversity, Equity, and Inclusion at UMass Lowell (2023) Teaching Excellence Award from the Psychology Department (2023) Graduate Student Mentoring Award from UMass Lowell (2019) As an educator, she actively mentors both undergraduate and graduate students in research, particularly those training to become Board Certified Behavior Analysts. Her funded research portfolio includes substantial projects like the Department of Education's Office of Special Education Programs grant (2021-2026) focused on interdisciplinary personnel preparation, a Signature Grant from The Doug Flutie, Jr. Foundation for Autism, and a UMass Lowell Seed Grant for empowering culturally diverse families. Dr. Rosales frequently involves students in her research projects, creating valuable hands-on learning experiences while addressing critical gaps in autism service delivery.

• Teacher Preparation Policy
• Classroom Management
• Teacher Induction and Coaching
• +۳ مورد دیگر

Dr. Andrew Kwok is an Associate Professor in the Department of Teaching, Learning, and Culture at Texas A&M University. He holds a Ph.D. in Educational Studies from the University of Michigan and previously taught high school in Oakland, CA. His research focuses on teacher preparation, classroom management, and urban education equity. He serves as associate editor of the Journal of Teacher Education and chairs the Collaborative for Innovation in Teacher Education. Education: Ph.D., Educational Studies, University of Michigan (2016) B.S., Brain, Behavior, and Cognitive Sciences, University of Michigan Research Interests: Dr. Kwok examines teacher preparation policies, particularly in underserved contexts. His work addresses classroom management strategies, teacher beliefs, and the effectiveness of teacher induction programs. He emphasizes culturally responsive pedagogy and equitable practices in education. Grants & Projects: Principal Investigator (PI) for Teacher Induction Program Center for Teacher Innovation (2019–2022) Co-PI for aggieTERM (Texas Education Agency, 2019–2020) PI for Catapult #5 (TAMU CEHD, 2018–2020) Professional Roles: Associate Editor, Journal of Teacher Education Research Chair, Collaborative for Innovation in Teacher Education

• Software Engineering
• Equity, Diversity and Inclusion
• AI Ethics
• +۵ مورد دیگر

Professor Sue Black is a Professor of Computer Science and Technology Evangelist at Durham University's Department of Computer Science. She is renowned for leading the successful social media campaign to save Bletchley Park, a pivotal site in computing history, and for founding BCSWomen, the UK's first online network for women in tech. Holding an OBE for services to technology, she advises the UK government and sits on Comic Relief's board. Her research focuses on software engineering, AI ethics, digital inclusion, and equity in tech. She has pioneered tech training programs for underrepresented groups through initiatives like TechUP. A public speaker and author, her book Saving Bletchley Park chronicles her campaign's impact. She balances academic rigor with grassroots activism, advocating for inclusive technology ecosystems globally. Education: BSc(Hons) Computing Studies (London South Bank University, 1993), PhD in Software Engineering (2001). Single mother of three by 25, she pursued education while overcoming significant personal challenges. Awards: OBE (2016), Forbes Top 50 Women in Tech, International Social Impact Award (2017). Grants & Impact: Leads digital skills programs reaching thousands in underserved communities. Advises on national digital strategies and chairs panels on AI ethics. Her work bridges academia, industry, and social justice.

Christine McCourtمشاهده پروفایل

استاد

• Maternal and Child Health
• Women's Health
• Anthropology in Healthcare
• +۹ مورد دیگر

Christine McCourt is Professor of Maternal and Child Health at the School of Health and Medical Sciences, City, University of London, where she leads the Centre for Research in Maternal and Child Health. She teaches across undergraduate, master’s, and doctoral programs, including Midwifery and Public Health. Her research applies anthropological theory to Western healthcare, with a focus on maternity systems, women’s experiences, and institutional reform. PhD in Anthropology, London School of Economics (1986–1990) BA in Anthropology (1st Class), London School of Economics (1980–1983) Her research centers on maternal and child health, with key interests in maternity care organization, institutional change, ethnographic methodology, access to care, and cultural safety. She explores how healthcare systems shape experiences of childbirth, particularly for minority ethnic groups and underserved populations. Her work emphasizes patient-centered care, continuity models, and midwifery-led services. Her recent publications analyze group antenatal care, cervical ripening at home, self-monitoring of blood pressure in pregnancy, and access to midwife-led birth settings. These studies reflect a strong trend toward evaluating innovative, equitable, and community-based maternity care models using qualitative, mixed-methods, and realist research approaches. Managing Editor, Anthropology in Action Editorial Board Member, Birth ; BJOG Peer reviewer for BMJ , Social Science & Medicine , Midwifery , and others External reviewer for NIHR, ESRC, EU, and other research funders Christine supervises a large cohort of doctoral students and has led major research projects funded by NIHR, DoH, and the Scottish Chief Scientist Office. She has coordinated evaluations of midwifery continuity of care, birthplace policies, and group antenatal care models. Her work often involves interdisciplinary collaboration with institutions such as King’s College London, University of Stirling, and UCL. She leads the Centre for Research in Maternal and Child Health and has been instrumental in developing and evaluating the Pregnancy Circles model of group antenatal care. Her research team includes fellows and collaborators from across the UK and internationally, including Brazil and Portugal.

Christopher (CJ) Giacomo Yoshi Calabreseمشاهده پروفایل

استادیار

• Health Communication
• Science Communication
• Persuasion
• +۵ مورد دیگر

Christopher (CJ) Giacomo Yoshi Calabrese serves as an Assistant Professor in the Department of Communication within Clemson University's College of Behavioral, Social and Health Sciences and holds a Faculty Scholar position at the Clemson University School of Health Research. His research program examines how persuasive messaging and digital technologies influence health behaviors, policy attitudes, and scientific understanding, with emphasis on interventions for minoritized communities and public health challenges. Calabrese's educational foundation includes a Ph.D. in Communication (2021), M.P.H. in General Public Health (2016), and B.S. in Biochemistry and Molecular Biology (2015), all from the University of California, Davis. This interdisciplinary training informs his methodological approach. His research focuses on designing health promotion messages, analyzing social media discourse around vaccination and transgender issues, and developing misinformation counter-strategies. Key projects investigate communication effects on policy support, social environment impacts on health outcomes, and digital health promotion for underserved populations. Calabrese employs computational text analysis, surveys, and experiments to uncover behavioral mechanisms. Analysis of his recent publications (2022-2025) reveals a strong trend in applying AI and big data methods to public health communication. His work spans high-impact journals including Nature Human Behaviour and Scientific Reports , with recurring themes in vaccination behavior, misinformation dynamics, and health disparities. Notable contributions include leveraging large language models for vaccination behavior prediction and meta-analyses of vaccination promotion strategies. Professional engagement includes active membership in the American Public Health Association, Association for Education in Journalism and Mass Communication, International Communication Association, and National Communication Association. He currently serves as Media Team Co-Chair for the Communicating Science, Health, Environment and Risk Division (AEJMC) and recently completed a term as Secretary for the Public Health Education and Health Promotion section (APHA). Calabrese teaches courses including COMM 1500 (Introduction to Human Communication), COMM 2020 (Communication Theory), COMM 2030 (Communication Inquiry), COMM 3050 (Persuasion), and graduate courses COMM 8240 (Persuasive Communication for Health and Persuasive Technologies and Health). His role as Faculty Scholar indicates collaboration with Clemson's health research initiatives focused on community engagement and health equity.

Lisa Chinnمشاهده پروفایل

استاد پژوهش

• Child Development
• Neuroscience
• Cognitive Science
• +۴ مورد دیگر

Lisa Chinn is a Postdoctoral Scholar at the HEDCO Institute for Evidence-Based Educational Practice within the University of Oregon's College of Education, and a Research Assistant Professor at the University of Houston. Her research focuses on evidence synthesis of school-based interventions, child development, neuroscience, and cognitive control, employing methods like EEG, virtual reality, and behavioral studies. She has mentored undergraduate and graduate students in research and serves as an editorial fellow at Psychological Review . Education: PhD in Developmental Science (2019), Tulane University MS in Cognitive Neuroscience (2016), Tulane University BS in Psychology (with honors, 2009), University of Oregon Research Interests: Dr. Chinn’s work bridges developmental psychology, neuroscience, and education. She investigates how sensory-motor experiences influence infant cognition (e.g., tactile localization for self-recognition), the neurodevelopmental impacts of institutional care, and auditory processing deficits in learning disorders. Her interdisciplinary approach integrates behavioral experiments, neuroimaging (EEG), and virtual reality. Publications: Her recent work examines infant motor development, the long-term effects of institutionalization on semantic processing, and systematic reviews on learning disorders. These studies highlight her focus on translational research linking basic science to educational practice. Awards: NIH Loan Repayment Program in Pediatric Research (2021–2023) University of Houston Postdoctoral Travel Award (2021, 2022) Babybot Challenge Co-Winner (IEEE ICDL-EPIROB, 2017) Advising & Grants: Dr. Chinn has mentored students in research labs and contributed to grants supporting her work on child development and evidence-based interventions. Her editorial role at Psychological Review reflects her commitment to advancing academic rigor in psychological sciences. Labs & Affiliations: She is affiliated with the HEDCO Institute, focusing on evidence-based educational practices, and collaborates across disciplines to address developmental challenges in underserved populations.

• Explainable AI
• Blockchain Technology
• Cryptographic Security
• +۳ مورد دیگر

Dr. Swati Sachan is a Lecturer in Artificial Intelligence in Finance at the University of Liverpool's Management School, specializing in explainable AI and blockchain integration for financial, legal, and insurance sectors. She holds an MSc in Financial Operational Research from the University of Edinburgh and a PhD in Operational Research and Applied Statistics from the University of Glasgow. Her research focuses on developing secure, transparent AI systems using blockchain for auditing, cryptographic security, and decision-making improvements in underserved communities. Key areas include XAI for loan underwriting automation, human-AI collaboration in financial decision noise reduction, and blockchain frameworks for legal compliance. Swati has contributed to industry projects like the UKRI-funded AI Smart Claim insurance toolkit with Kennedys Law and AXA Insurance. Her work emphasizes ethical AI deployment, federated learning for agricultural risk analysis, and optimal strategies for banking API innovations. Teaching modules: Introduction to Programming (Python), LawTech, Regulation and Ethics Professional roles: Advisor at OpenTrellis and Kennedys Law, conference reviewer for GECCO and AI conferences

Joseph Krajcikمشاهده پروفایل

استاد

• Science Education
• Project-Based Learning
• STEM Education
• +۳ مورد دیگر

Joseph Krajcik is the Lappan-Phillips Professor of Science Education at Michigan State University (MSU), where he also directs the CREATE for STEM Institute. He holds a Ph.D. from the University of Iowa. His research focuses on improving science education through project-based learning (PBL), curriculum design, and the integration of artificial intelligence (AI) into STEM instruction. Krajcik has authored over 100 manuscripts, books, and curriculum materials, emphasizing coherence between standards, teaching practices, and student learning outcomes. He has received significant recognition, including election to the National Academy of Education (2020), the McGraw Prize in Pre-K-12 Education (2020), and the ISDDE Prize for Excellence in Education Design (2021). His work bridges theory and practice, collaborating with teachers to develop and test innovative learning environments. Recent efforts explore AI’s role in assessment, equity, and instructional decision-making, while maintaining a strong focus on PBL’s efficacy in K-12 settings. Krajcik’s international collaborations include guest professorships at Beijing Normal University (China), Ewha Woman’s University (South Korea), and the Weizmann Institute of Science (Israel). His research spans science engagement, systems thinking, computational modeling, and culturally relevant pedagogy, particularly in underserved urban classrooms.