جست‌وجوی استاد و پژوهشگر

Autar Kawمشاهده پروفایل

استاد

• Engineering Education Research
• Adaptive Learning
• Flipped Learning
• +۱۲ مورد دیگر

Autar Kaw is a Professor of Mechanical Engineering at the University of South Florida's College of Engineering. He is nationally recognized for excellence in undergraduate education and engineering pedagogy, having received the 2012 U.S. Professor of the Year Award. His work bridges mechanical engineering and transformative educational practices, with a strong emphasis on accessibility, equity, and innovation in learning. Education: B.E. (Honors) in Mechanical Engineering, Birla Institute of Technology and Science (BITS), India, 1981 M.S. in Engineering Mechanics, Clemson University, 1984 Ph.D. in Engineering Mechanics, Clemson University, 1987 Professor Kaw’s research and teaching focus on engineering education , adaptive learning , flipped classrooms , and open educational resources . He champions Universal Design for Learning (UDL), integrating multiple platforms, assessment methods, and engagement strategies to support diverse learners. His work extends to mechanical engineering topics such as fracture mechanics , composite materials , and bascule bridge design . He emphasizes evidence-based pedagogy and student-centered learning. The recent articles highlight his focus on innovative assessment and metacognitive strategies in engineering education. Trends show a consistent effort to enhance student motivation, cognitive engagement, and equitable learning outcomes through structured, repeatable, and inclusive teaching practices. Scientific Awards: 2012 U.S. Professor of the Year 2011 ASEE National Teaching Award 2004 ASME Curriculum Innovation Award 1991 SAE Ralph-Teetor Award 2025 ASEE Mechanical Engineering Division Best Paper Award Semi-Finalist, Robert Foster Cherry Award (2024) Professor Kaw has led numerous funded research projects, primarily through the National Science Foundation, focusing on adaptive learning and open courseware. He has advised or mentored multiple students, though specific names are not listed. His leadership in the Numerical Methods open courseware project has impacted over a million learners annually. He actively contributes to educational discourse through op-eds and media appearances. He leads the development of the Numerical Methods Guy initiative, including a blog, YouTube lectures, and open-access course materials. This team-based effort involves national collaborators in refining and assessing online learning tools. His work continues to evolve with AI integration, adaptive platforms, and equitable classroom preparation strategies.

Jennifer Renée Kilpatrickمشاهده پروفایل

استادیار

• Deaf Education
• Literacy Studies
• Universal Design for Learning (UDL)
• +۳ مورد دیگر

Jennifer Renée Kilpatrick is an Assistant Professor of Deaf Education at the University of North Florida , where she has served since 2015. Her work bridges theory and practice through partnerships with K-12 programs serving Deaf/Hard of Hearing (DHH) students across Florida. Education: PhD in Literacy Studies, University of Tennessee (2015) MEd in Elementary Education, University of North Florida (2011) MS in Education of the Deaf/Hard of Hearing, University of Tennessee (2008) BS in Special Education, Liberty University (2003) Research Focus: Her scholarship emphasizes Universal Design for Learning , deaf education teacher preparation , and literacy instruction for DHH students. She employs functional grammar approaches and integrates digital tools to enhance writing pedagogy. Key Contributions: Recent publications analyze trends in DHH teacher training and UDL implementation during the pandemic. Her work spans empirical studies, curriculum innovation, and international collaborations in Haiti. Professional Engagement: Kilpatrick actively contributes to editorial and committee work, including the Teacher Education Council and Journal of Deaf Studies and Deaf Education review board. Personal: Known as Dr. K or KP to students, she balances her academic pursuits with outdoor activities like hiking and running.

Chelsey M. Bahlmann Bollingerمشاهده پروفایل

استاد

• Literacy Education
• Technology Integration
• Writing Instruction in Elementary Schools
• +۴ مورد دیگر

Chelsey M. Bahlmann Bollinger is a Professor in the Department of Early, Elementary, and Reading Education at James Madison University. Her work bridges literacy education, technology integration, and professional development for K-12 educators. She teaches undergraduate and graduate courses including LED 300, LED 350, and the LED MEd program. Education : Bachelor’s in Elementary Education (UNC Greensboro), Master’s in Language and Literacy Education (UNC Wilmington), Doctorate in Language and Literacy Education (University of Georgia). Bahlmann Bollinger’s research focuses on qualitative studies of technology integration in literacy instruction, preservice teacher training, and culturally responsive pedagogy. Her work employs cultural historical activity theory to analyze contradictions in educational practices and design innovative solutions. Recent studies emphasize online learning equity, universal design for learning (UDL), and play-based writing instruction in early childhood classrooms. Her 15 most recent publications (2019-2024) highlight trends in virtual field experiences, emergency remote teaching during the pandemic, and systemic barriers to literacy instruction. These works span keywords like Literacy Education, Educational Technology, and Qualitative Research, with subfields including Digital Pedagogy, Teacher Professional Development, and Inclusive Instructional Design.

Cindy Yorkمشاهده پروفایل

دانشیار

• Instructional Design
• Educational Technology
• Online Learning and Teaching
• +۱۱ مورد دیگر

Cindy York is an Associate Professor in the Department of Educational Technology, Research and Assessment at Northern Illinois University’s College of Education. Her work bridges educational technology, instructional design, and teacher education, with a strong focus on online and active learning environments. Her research interests include expert/novice differences in instructional design , online teaching and learning , technology integration in K-12 education , teacher education , and mathematics education . She is particularly known for her development and research on TACTivities —tactile, hands-on learning activities that enhance engagement, communication, and collaboration in both face-to-face and online settings. Her recent publications span topics such as virtual reality in library education , adaptive assessments in mathematics , mobile-assisted language learning , and AI in teacher education . These works reflect a consistent commitment to inclusive, active, and technology-enhanced pedagogies, often grounded in qualitative and mixed-methods research. She has received recognition through publications in high-impact journals such as Computers & Education , Language Learning & Technology , and Performance Improvement Quarterly . Cindy York advises doctoral students and teaches a range of graduate courses including Doctoral Research , Seminars in Instructional Technology , and Instructional Design I . She has also co-authored the third edition of Planning for Interactive Distance Education and contributed to multiple book chapters on online learning and teacher education. Her collaborative work often involves partnerships with scholars in mathematics education and instructional technology. She is actively involved in research outreach, including projects related to distance education, user experience, and learning analytics. Her lab and team focus on designing and evaluating innovative learning technologies and pedagogical strategies that support diverse learners.

Alisa Lowreyمشاهده پروفایل

استاد

• Special Education
• Universal Design for Learning
• Intellectual Disabilities
• +۴ مورد دیگر

Dr. Alisa Lowrey is a Professor in Special Education at the University of Southern Mississippi. She earned her Ph.D. from the University of Illinois (2003) and a Master of Education (MED) from Northwestern State University of Louisiana (1999). Ph.D. in Special Education, University of Illinois (2003) MED in Special Education, Northwestern State University of Louisiana (1999) Her research focuses on Universal Design for Learning (UDL) , Autism Spectrum Disorders , and improving educational outcomes for students with intellectual and developmental disabilities . A key theme in her work is the application of UDL frameworks to create inclusive classrooms and address gaps in life skills training for severely disabled students. From 2011 to 2019, her publications examine curricular shifts, UDL implementation tools, and national policy goals. These works highlight the urgency of adapting educational practices to meet diverse needs through evidence-based methods and student-centered approaches. Professional Affiliations : Council for Exceptional Children, American Association for Intellectual and Developmental Disabilities, Division on Autism and Developmental Disabilities, UDL Implementation and Research Network Dr. Lowrey teaches courses like SPE 600: Single Subject Research in Educational Settings , SPE 655: Children and Youth with Autism Spectrum Disorders , and SPE 442: Transition/Life Skills: Students with Disabilities . Her expertise spans curriculum development, inclusive education, and UDL frameworks.

• Educational Psychology
• Inclusive Education
• Disability Studies
• +۳ مورد دیگر

Denyse Hayward is a Professor in the Department of Educational Psychology at the University of Alberta’s Faculty of Education. Her research focuses on inclusive education, disability perceptions, and assessment protocols for vulnerable populations, particularly Deaf and hard-of-hearing students. She holds grants from SSHRC and Alberta Education, collaborating with institutions like MacEwan University and the Edmonton Public School Board. Courses taught include EDPY 301 (Inclusive Education) and EDU 595 (Special Topics in Educational Theory). Her work addresses fatigue measurement for D/HH students, teacher perceptions of disabilities, and bridging theory-practice gaps in teacher education. Key projects include the Fatigue in Educational Contexts Survey (FEC) and studies on preservice teachers’ attitudes. She has published extensively on narrative comprehension, phonological awareness, and blended learning pedagogies. Research highlights include partnerships with Alberta Education to enhance teacher education programs and development of assessment tools like the Sound Access Parent Outcomes Instrument (SAPOI). Her contributions span over two decades, combining clinical background in speech-language pathology with academic research.

Xiaokang Sunمشاهده پروفایل

پژوهشگر

• Inclusive Education
• Teacher Training
• Education for Sustainable Development
• +۳ مورد دیگر

Xiaokang Sun is a Researcher at the Institute for Special Education, Faculty of Philosophy, Leibniz University Hannover. He focuses on multi-professional cooperation in inclusive schools and governance analysis of Education for Sustainable Development (BNE) implementation. Education: PhD in Educational Sciences (2017), Philipps University Marburg Degree in Education with minors in Psychology and Sociology (2008), Philipps University Marburg His research centers on inclusive science teaching, teacher collaboration, and sustainable development education. He has led projects like GeLernt , which models professional competencies for pre-service teachers in inclusive settings. Recent publications analyze cooperative strategies between special education and mainstream teacher trainees, with a focus on biology, chemistry, and physics education. His work employs qualitative content analysis and governance theory frameworks. Scientific Awards: DAAD Prize for Foreign Students (2006) Doctoral Funding from German Academic Scholarship Foundation (2013–2017) He has been actively involved in teacher training symposia and has contributed to translating educational research into practice, including translating the book Qualitative Evaluation into Chinese (2017).

Allison McDonaldمشاهده پروفایل

استاد

• Biochemistry
• Bioenergetics
• Mitochondrial Research
• +۷ مورد دیگر

Allison McDonald is a Professor in the Department of Biology at Wilfrid Laurier University's Faculty of Science. Her research spans biochemical processes in plants and animals, focusing on mitochondrial and chloroplast bioenergetics, alternative oxidase pathways, and comparative physiology. She is a vocal advocate for science communication, women in STEM, and disabled scientists. Her academic background includes a PhD in Cell and Systems Biology from the University of Toronto Scarborough (2007) and an MSc in Biology from Queen’s University (2000). Her research lab investigates electron transport systems in photosynthesis and respiration, with applications in environmental science and metabolic diversity. The trends in her publications revolve around mitochondrial alternative oxidase, niclosamide toxicity, and metabolic flexibility across species. She employs techniques like gene expression analysis, enzyme characterization, and stress response assays. Notably, she emphasizes inclusive teaching practices and equity in academic settings. Allison also supervises undergraduate thesis students and contributes to graduate/postdoctoral professional development. She actively addresses systemic issues in academia, including conference accessibility and safety for women and disabled individuals, which she discusses in her blog posts and teaching materials.

Louise Bøttcherمشاهده پروفایل

دانشیار

• Educational Psychology
• Disability Research
• Special Education
• +۶ مورد دیگر

Louise Bøttcher is an Associate Professor at the Danish Institute of Education (DPU), specializing in Educational Psychology at the Emdrup campus. She focuses on social and educational frameworks for children and young people with disabilities, particularly cerebral palsy , communicative disabilities , and neurodevelopmental disorders like ADHD and autism spectrum disorders . Bevica Fellow (2023-2024) and Universal Design Hub Alumni network member Collaborates with the University of Copenhagen's Psychology Department and Aarhus University's Center for Children's Literature and Media Research partnerships with Elsassfonden Her current research explores inclusive higher education through multiple student pathways. She teaches master's modules in educational psychology, including theoretical perspectives and testing methodologies. Scientific Awards: Bevica Fellowship (2023) Textbook Award (2008) Swedish Disability Foundation Research Award (2009) Recent publications emphasize disability inclusion , communication technologies , and family dynamics in educational contexts. She has led projects like SMECT (2016-2018) and CPOP (2012-2014) and is currently principal investigator for the ongoing Inclusion in Higher Education project (2024-2027).

Laura Morelloمشاهده پروفایل

استادیار

• Psychometric Instrument Development
• Scale Validation
• 21st-Century Skills
• +۳ مورد دیگر

Laura Morello is an Assistant Professor in the Educational Leadership Doctoral Program at the School of Education, University of Bridgeport. Her work focuses on psychometric instrument development, scale validation, and advancing 21st-century skills through frameworks like Universal Design for Learning (UDL). Education: Doctor of Educational Leadership, University of Bridgeport (2024) Sixth Year Educational Leadership, Central Connecticut State University (2019) Master of Arts in Curriculum and Instruction, University of Connecticut (2006) Bachelor of Science in Elementary Education, University of Connecticut (2005) Laura’s research centers on creating and validating the Skills Self-Efficacy Scale for Adolescents (SSES-A), which measures competencies like problem-solving and critical thinking. She is currently expanding this work to adults and investigating UDL implementation in higher education. Her publications reflect a strong emphasis on educational measurement and accessibility. Laura teaches courses including Program Evaluation, International Education, and Grant Writing. She previously contributed to the Council for the Accreditation of Educator Preparation (CAEP) team, developing expertise in data analytics and program accreditation, and serves on the University IRB Committee for ethical research oversight.

Lori Erbrederis Meyerمشاهده پروفایل

دانشیار

• Special Education
• Early Childhood Education
• University-Community Partnerships
• +۴ مورد دیگر

Lori Erbrederis Meyer is an Associate Professor of Special Education at the University of Vermont’s College of Education and Social Services. Her research centers on young children’s physical development, disparities in developmental screening, and equitable early childhood policies co-created with diverse families and communities. Dr. Meyer’s work addresses structural barriers for marginalized children through interdisciplinary collaboration. She teaches courses such as Assessment in EI/ECSE, Curriculum in EI/ECSE, and Birth–Age 6 Early Childhood Practices, emphasizing inclusive education frameworks. Ph.D. in Special Education from the University of Illinois, Urbana-Champaign Her recent publications focus on physical activity in preschoolers, inclusive teacher preparation, and strategies for supporting children with disabilities. Themes include universal design, remote learning, and community engagement. Dr. Meyer has received prestigious honors, including the Outstanding Doctoral Student Medalist from the University of Illinois Education Alumni Association and the J. David Sexton Doctoral Student Award from the Division for Early Childhood.

Kevin Van Winkleمشاهده پروفایل

استاد

• Technical Communication
• Data Visualization
• Pedagogy
• +۳ مورد دیگر

Kevin Van Winkle is a Professor in the College of Science, Technology, Engineering, and Mathematics at Colorado State University Pueblo. His work focuses on technical communication, data visualization, and pedagogical innovation. He has been actively publishing since 2010, addressing issues such as faculty morale, process improvement, and visual rhetoric. University: Colorado State University Pueblo School: College of Science, Technology, Engineering, and Mathematics Academic Rank: Professor Research Interests include: Visual euphemism in technical communication Universal Design for Learning in rhetoric instruction Faculty experience optimization Historical data visualization analysis Article Trends show a consistent focus on: 2025: Critical analysis of visual communication 2024: Institutional process improvement 2023: Collaborative administrative systems 2022: Faculty satisfaction metrics 2017: Historical data representation

• Music Education
• Intercultural Education
• Inclusive Education
• +۳ مورد دیگر

Javier González Martín is a Professor in the Department of Education at the University of Almería, specializing in Music Education. He serves as Secretary of the Department and teaches courses such as Didactics and Musical Perception and Music as a Teaching Medium for Personal and Social Development . His research focuses on intercultural education, inclusive practices, and innovative pedagogical methods in music education. Research Interests: Dr. González Martín explores music's role in fostering intercultural understanding through storytelling and songs. He investigates inclusive education strategies for learners with disabilities, pandemic-era school dynamics, and historical aspects of music education in marginalized communities. His work bridges cultural identity construction, sustainable development education, and psychoeducational interventions for musicians. Teaching & Professional Service: He coordinates the Trabajo Fin de Grado (Final Degree Project) for Primary Education students and advises on World Music and Social Integration. His office is located in the Central Building (Room 031), with tutoring via email as per university regulations. Publications Overview: His recent work (2020–2024) emphasizes music's role in hospital education contexts, intercultural pedagogy using folktales, and adapting teaching methods during crises. He also studies historical figures like Manuel Borguñó and explores flamenco's cultural significance in education.

Debi Hanuscinمشاهده پروفایل

استاد

• Elementary Science Education
• Inclusive Education
• Science Teacher Education
• +۳ مورد دیگر

Dr. Debi Hanuscin is a Professor at Western Washington University, jointly appointed in Elementary Education and the Science, Math, & Technology Education (SMATE) Program within the College of Science and Engineering. She previously served as an elementary teacher and informal science educator before joining academia. Prior to Western, she spent 13 years at the University of Missouri. Her research focuses on inclusive science education practices, supported by National Science Foundation grants. She has authored over 50 articles and co-authored the book Universal Design for Learning Science , emphasizing accessible elementary science instruction. Office hours are held in MH 315B or SMATE 220, with virtual/Zoom options available. Education Background: Ph.D. in Education (specific field not specified) Former elementary teacher and informal science educator Research Interests: Dr. Hanuscin’s work centers on equitable science education strategies for K-12 students. Her UDL framework integrates accessible instructional methods to engage diverse learners. She collaborates with classroom teachers to translate research into practical classroom applications. Grants & Awards: NSF-funded research projects have supported her work. No specific awards are listed, though her publications and book reflect scholarly impact. Advising & Collaborations: Advises students in Elementary Education and SMATE programs. Collaborates with peers like Dr. Delinda van Garderen on teacher training initiatives. Labs/Teams: Engaged with the SMATE program, which focuses on STEM teacher development and curriculum innovation.

Glendalí Rodríguezمشاهده پروفایل

استاد

• Universal Design for Learning
• Building Information Management
• Assessment of Student Learning
• +۵ مورد دیگر

Glendalí Rodríguez is the Provost and Vice Chancellor for Academic Affairs at the University of Wisconsin-Stout, where she joined the community in August 2005. Her extensive career at UW-Stout includes roles as faculty (from assistant to full professor), instructor of program and general education courses (both on-campus and online), student organization advisor, governance representative, department chair, and associate provost. She actively fosters student success through her leadership and expertise. Education: Master of Architecture from Georgia Institute of Technology B.A. in Architecture Concentration from Yale University Professional Landlord Workshop (PLW) in Civil Engineering and Architecture Human Subjects Training Certification from UW-Stout Dr. Rodríguez specializes in architecture, sustainability, and Building Information Modeling (BIM). Her research focuses on Universal Design for Learning (UDL), assessment of student learning, and strategic planning. She has integrated sustainability and design principles into both teaching and institutional planning, contributing to UW-Stout's academic and administrative development. As a Wisconsin Registered Architect and certified by the National Council of Architectural Registration Boards (NCARB), she bridges professional practice with academic leadership. Her prior roles in advising organizations like Latinos Unidos and Sigma Lambda Chi Honor Society highlight her commitment to student engagement and diversity.