جست‌وجوی استاد و پژوهشگر

Andrea Vaughanمشاهده پروفایل

استادیار مهمان

• Literacy Education
• Youth Writing Development
• Curriculum Design
• +۴ مورد دیگر

Andrea Vaughan is a Visiting Assistant Professor in the College of Education at the University of Illinois at Chicago and Interim Director of the Center for Literacy (CFL). Her work bridges research, teaching, and community engagement to advance equitable literacy practices. Dr. Vaughan focuses on youth writing development, curriculum innovation, and out-of-school literacies, emphasizing how informal writing practices can inform inclusive classroom strategies. She leads CFL’s initiatives in research, partnerships, and programming aimed at improving literacy opportunities for Chicago families. Her research employs qualitative methods to study writing in schools, community spaces, and informal settings. Key themes include disciplinary literacy development through after-school poetry programs, spatial justice pedagogies on Chicago’s South Side, and culturally sustaining approaches to teaching grammar and literature. Recent publications explore embodied writing experiences, caregiver engagement, and youth voice in urban contexts. Dr. Vaughan teaches graduate courses on literacy pedagogy, disciplinary literacies, and community-based learning at UIC. Her work consistently bridges theory and practice, advocating for curricula that honor students’ lived experiences and cultural backgrounds. The Center for Literacy, under her leadership, operates as a vital community engagement hub for the College of Education, fostering collaborative projects with schools and organizations across Chicago.

Andrew Dell'Antonioمشاهده پروفایل

استاد آموزشی

• Early Modern Europe
• Musicology
• Reception History
• +۵ مورد دیگر

Andrew Dell’Antonio is a Distinguished Teaching Professor and Head of the Musicology/Ethnomusicology Division at the Butler School of Music in the University of Texas at Austin’s College of Fine Arts . His research focuses on early modern European music, particularly seventeenth-century Italy, with emphasis on musical historiography, reception history, and disability studies. His work integrates personal neurodivergent experience into advocacy for Universal Design for Learning (UDL) and equity in music education. He has authored/co-authored influential works like Listening as Spiritual Practice in Early Modern Italy and co-edited the Music and Social Justice series for University of Michigan Press. Education : PhD in Music, University of California, Berkeley MA in Music, University of California, Berkeley BA in Music, Yale University Research Interests : Early modern Italy and its colonies Music’s role in disability studies and anti-racist pedagogy Reception history and listening practices Critical digital pedagogy Awards : UT Regents’ Outstanding Teaching Award (2009) Phi Beta Kappa Teaching Award Mellon Fellow at Harvard-Villa I Tatti (Florence) Teaching & Advocacy : Advocates for UDL and intersectional equity, previously serving as Associate Dean for Undergraduate Studies (2012–2020). Develops courses on music history, critical pedagogy, and Baroque studies.

Travis N Thurstonمشاهده پروفایل

پژوهشگر

• Scholarship of Teaching and Learning
• Instructional Design
• Digital Badges
• +۴ مورد دیگر

Travis N Thurston, PhD, is the founding director of the Center for Empowering Teaching Excellence at Utah State University. His work focuses on digital-age teaching innovation, instructional design, and autonomy-supportive learning environments. He teaches graduate courses in curriculum development, technology integration, and classroom management. PhD in Curriculum and Instruction - Instructional Leadership, Utah State University (2020) MET in Educational Technology & Online Teaching, Boise State University (2012) BA in History Teaching and Coaching, Utah State University (2009) Dr. Thurston’s research centers on the Scholarship of Teaching and Learning (SoTL), emphasizing gamification, generative AI, Universal Design for Learning (UDL), and digital badges. His publications explore strategies to humanize online education, enhance student engagement, and document teaching excellence through emerging technologies. His recent articles address the integration of AI in pedagogy, fostering creativity via #DigitalPowerups, flipped classroom models, and resilience in teaching during disruptions. While no formal awards are listed, his leadership in faculty development and open-access publishing demonstrates significant academic influence.

Crystal Williamsمشاهده پروفایل

استادیار

• Early Childhood Special Education
• Family-Centered Early Intervention
• Natural Learning Environments
• +۳ مورد دیگر

Crystal Williams is an Assistant Professor in the Special Education department at the University of Illinois, Urbana-Champaign. Her work focuses on early intervention practices for children with significant support needs, emphasizing family roles in developmental outcomes and natural environment implementation. Previously, she worked as a developmental therapist and Infant/Toddler Specialist at Champaign County Head Start. Education: Master’s in Early Childhood Special Education (University of Illinois, 2019) Research Interests: Family-centered early intervention Bagless approach in natural environments Caregiver coaching frameworks Inclusive practices for students with extensive support needs Transition planning policy analysis Publications: Recent studies examine Part C early intervention systems, caregiver coaching during the pandemic, and material use tensions in EI sessions 2024 work on inclusive collaboration strategies and transition planning 2023 research on natural environment inclusion practices 2020 foundational paper on bagless intervention approaches

Sergio Sayagoمشاهده پروفایل

مدرس

• Human-Computer Interaction
• Ageing and Technology
• Accessibility
• +۳ مورد دیگر

Sergio Sayago is a Lecturer in Human-Computer Interaction within the Polytechnic School of the Universitat de Lleida (Spain), based at the Campus Universitari Igualada-UdL . With a PhD in Computer Science and HCI from Universitat Pompeu Fabra (2009, cum laude), he has held research and teaching roles at institutions including the University of Dundee, UC3M, and Universitat de Barcelona. Research Interests : HCI and ageing populations Age-inclusive interface design Gender-inclusive digital solutions Ethnographic and participant observational methods Cultural contexts in technology Digital empowerment of vulnerable groups Article Trends : Recent work focuses on age-inclusive design (conversational AI, generative tools), gender-inclusive platforms (Colombian employment portals), and cultural frameworks in HCI . His studies span qualitative analyses of older adults' technology use, accessibility heuristics for cognitive diversity, and sociotechnical challenges in ethical research. Academic Leadership : He serves as Associate Editor for Interacting with Computers and the International Journal of Human-Computer Studies , and is a CHI program committee member . He has coordinated the Bachelor’s in Computer Engineering at Igualada and organized Spain’s 1st Summer School for PhD Students in HCI .

Sunah Choمشاهده پروفایل

مدرس

• Educational Technology
• Online Learning
• Blended Learning
• +۶ مورد دیگر

Dr. Sunah Cho serves as a Faculty Liaison at the University of British Columbia's Centre for Teaching, Learning and Technology (CTLT), where she strengthens strategic partnerships with the Sauder School of Business and supports pedagogical innovation across face-to-face, blended, and online learning environments. As an instructor in UBC's Master of Educational Technology (MET) program, she teaches ETEC 500 and ETEC 512 courses while leveraging her expertise in educational consulting, learning design, and project management to enhance teaching practices institution-wide. Her research focuses on student engagement, personalized learning, universal design for learning (UDL), social network analysis, learning analytics, and online assessment design. She is deeply committed to advancing the Scholarship of Teaching and Learning (SoTL), with particular emphasis on creating flexible curricula and adaptable technologies that foster inclusive educational experiences. Her work consistently bridges theoretical frameworks with practical applications in higher education settings. Dr. Cho's publication record reveals strong thematic continuity across educational technology domains, with recent work examining video analytics, co-creation models in teaching, faculty liaison effectiveness, and innovative assessment strategies. Her research spans both synchronous and asynchronous learning environments, addressing critical challenges in online engagement, instructor presence, and technology-mediated language acquisition. Through her CTLT role, Dr. Cho conducts comprehensive needs analyses, manages pedagogical projects from conception to evaluation, and collaborates with faculty across disciplines to integrate technology into curricula. Her service-oriented approach directly supports UBC's strategic vision for flexible learning while contributing to the MET program's educational mission.

Janieta Bartzمشاهده پروفایل

استاد

• Disability Studies
• Inclusive Education
• Universal Design for Learning
• +۳ مورد دیگر

Janieta Bartz is a Professor of Disability Studies at Hochschule Düsseldorf since 2022. Previously, she held positions at the Technical University of Dortmund and the International University Erfurt. Her work bridges Education for the Disabled , Inclusive Pedagogy , and Religious Education , with a focus on Universal Design for Learning (UDL) and Resilience/Vulnerability in social contexts. Research Highlights: Inclusive education systems and barrier-free university didactics Intersectionality and ableism in social work Religion, values, and cultural diversity in pedagogy Digital participation and resilience during the pandemic Projects include collaborations with the Technical University Dortmund on inclusive teacher training (DoProfiL, BMBF-funded), research on worldview diversity in education, and initiatives like the Disability Pride Day at HSD. She has authored/co-authored over 20 publications and delivered international keynotes on topics such as "Social Distancing and Resilience" and "Inclusive Teacher Education" .

Catherine Manlyمشاهده پروفایل

استادیار

• Higher Education
• Data Analytics
• Universal Design for Learning
• +۷ مورد دیگر

Catherine Manly is an Assistant Professor of Higher Education-Data Analytics at the Peter Sammartino School of Education , Fairleigh Dickinson University. Her work bridges data analytics with equitable educational design to address systemic gaps in higher education. Education: BA from Amherst College, MBA in Technology Management from University of Phoenix Online, PhD from University of Massachusetts Amherst. Her research focuses on how flexible educational design and delivery can better serve marginalized students, particularly those with disabilities. She uses quasi-experimental methods on large datasets to evaluate practices like universal design for learning (UDL), online education, and STEM support systems. Key themes include: Socioeconomic disparities in educational access and completion Impact of the pandemic on student outcomes Data-driven strategies for student success Reproducibility in learning analytics Financial planning for higher education equity Her publications span journals such as Research in Higher Education , Journal of Learning Analytics , and Review of Higher Education . She has collaborated with the City University of New York’s Excellence Through Education Research Group and participated in leadership programs like the NSF-funded LASER Institute.

• Inclusion
• Special Educational Needs
• Special Education Policies
• +۶ مورد دیگر

Miriam Colum is a Senior Lecturer in Education and Head of the Department of Inclusion, Religious Education and Student Life at Marino Institute of Education (MIE), Dublin. She directs the TOBAR project supporting Traveller communities in teacher education, serves as Editor of REACH Journal of Inclusive Education in Ireland, and convenes the MIE UDL Network. Her work bridges academic research, policy advocacy, and practical teacher training. Her educational qualifications include: PhD in Education, University of Galway (2023) MA in Special Educational Needs, National University of Ireland Postgraduate Diploma in Special Educational Needs, NUI Higher Diploma in Primary Education, MIE/Trinity College Dublin Master of Philosophy in History of European Painting, Trinity College Dublin Diploma in Journalism, UCD/Academy of Journalism BA in English & History Teaching, National University of Ireland Colum's research employs Foucauldian theory to examine power dynamics in school leadership, particularly regarding inclusion of children with emotional-behavioral difficulties and Traveller students. She investigates distributed leadership models, SENCO roles, and systemic barriers in special education policy. Her work combines qualitative methodologies with practical frameworks for teachers, emphasizing student voice and cultural representation. Current projects focus on co-designing curricula with children and expanding diversity in teacher education pipelines. Recent publications (2023-2025) reveal three dominant trends: (1) Advancing Traveller representation through TOBAR's mentorship model, (2) Innovating inclusive curriculum development via child consultation methods, and (3) Reimagining school leadership through distributed approaches. Her work increasingly integrates international perspectives, evidenced by Erasmus+ collaborations and cross-national leadership studies. Her scientific recognition includes: Teaching Hero Award from National Forum for Teaching Enhancement and Union of Students in Ireland (2021) AHEAD UDL Badge for Universal Design for Learning implementation (2022) Colum supervises Master's dissertations in inclusive education and leads major funded projects: TOBAR (HEA-funded, €290,035 for Phase 1; ongoing Phase 2), Supporting Inclusion and Diversity in Teaching (SIDiT, Erasmus+, €48,000), and Child's Voice (NCCA, €29,000). Her grants consistently target practical tools for educators, policy reform, and community partnerships with Traveller organizations. She actively shapes inclusion through the TOBAR project team (supporting Traveller student teachers), MIE UDL Network (promoting accessible pedagogy), and REACH Journal editorial board. Her committee work with NCSE Consultative Forum and ESAI Inclusion SIG drives national policy on special education and diversity.

• Teacher Education
• Curriculum Innovation
• Virtual and Augmented Reality in Education
• +۷ مورد دیگر

Rachel Farrell is an Assistant Professor and Associate Dean for Undergraduate Studies at University College Dublin, School of Education, where she leads the Professional Master of Education (PME) programme and drives innovation in teacher education and digital pedagogy. Her work bridges research, policy, and practice across national and international contexts. Educational Background: BSc(Econ), University of London HDipEd, Maynooth University MA, University College Dublin PhD, University College Dublin Research Interests: Rachel specializes in virtual and augmented reality (XR), AI and cybersecurity education, sustainability in teaching, inclusive pedagogy, and technology-enhanced learning. Her research emphasizes equity, digital resilience, and transformative educational models. She draws on theoretical frameworks such as adaptive expertise and constructionism to explore how immersive technologies can reshape teaching and learning. Recent Research Trends: Her recent publications (2020–2024) reflect a strong focus on the integration of XR and AI in initial teacher education, digital transformation in schools, and crisis-driven pedagogical innovation. Her work often involves cross-border collaborations and emphasizes democratic, student-centered, and partnership-based models of learning. Scientific Awards & Recognition: National Digital Awards 2024/25 Finalist – Digital Trailblazer UCD Impact Case Study Runner Up 2024 Teaching and Academic Development Fellowship 2023 UCD College of Social Sciences and Law Teaching Excellence Award 2022 University Teaching Excellence Award 2022 UCD Values in Action Award 2022 John Coolahan Award for Best Seed Funding Report 2021 UCD Impact Case Study Runner Up 2021 Advising, Grants & Leadership: Rachel leads multiple externally funded projects, including initiatives with Science Foundation Ireland, Irish Aid, Erasmus+, and the Department of Foreign Affairs. She is the founder of the UCD Centre for Cyber Resilience Education (CyberWise) and advisor to the Department of the Environment, Climate and Communications on cybersecurity education. She also serves on key committees and professional networks such as the Ubuntu Network, VIRTUE Network, and ADAPT Centre, demonstrating strong leadership in educational innovation and policy. Labs and Teams: She leads the CyberWise initiative and collaborates with the ADAPT Centre and SchooVR (where she is Director of Education). She is active in international research networks including ANGEL and the VIRTUE Network, focusing on global education, sustainability, and immersive technologies.

Emma O'Brienمشاهده پروفایل

دانشیار

• Digital Education
• Digital Transformation
• Educational Leadership
• +۷ مورد دیگر

Dr. Emma O'Brien is an Associate Professor at Mary Immaculate College, serving as Director of Taught Postgraduate Studies in Education. She coordinates the Masters of Education, Graduate Cert/Diploma, and MEd in Digital Leadership in Education, while leading the Erasmus+ IDEAL Futures project. PhD in Digital Education (2005) Masters in Computing in Education (2003) Her research spans 20 years in digital learning, evolving from workplace learning to digital transformation, educational leadership, and AI pedagogy. Key projects include: IDEAL Future (2023-2026): Digital leadership frameworks Problem-Based Learning in Digital Spaces (2020-2022) ICT-supported collaboration in SME innovation (2017-2018) Recent publications address hybrid pedagogies, inclusive digital education, and knowledge sustainability during the pandemic. She supervises doctoral students in areas including: Assistive technology in inclusivity Learning analytics for literacy support Digital motivation in narrative writing Activities include external examining at University of Copenhagen (2019-2023) and chairing the FACILITATE network (2019-2022). Media engagements include discussions on university-SME collaboration (2017) and campus open days (2023).

Gail Frostمشاهده پروفایل

دانشیار

• Concussion Management
• Experiential Learning
• Sports Medicine
• +۳ مورد دیگر

Dr. Gail Frost is a retired Associate Professor in the Department of Kinesiology at Brock University. Her research focuses on concussion education, student reintegration post-concussion, and experiential learning methodologies. She holds a PhD and has been recognized as an award-winning educator committed to innovative pedagogical strategies. Education: PhD in Kinesiology (details not specified) Her research interests include developing effective concussion education programs, understanding barriers to student return-to-learn processes, and applying problem-based learning to enhance practical understanding of anatomy, injury prevention, and therapeutic exercise. Her publications emphasize evidence-based strategies for post-concussion academic support and universal design for learning principles. Notable work includes frameworks for educators supporting students recovering from concussion and pilot programs for children with cerebral palsy. Awards: Mentioned as an award-winning educator (specific awards unspecified) Dr. Frost has advised no listed students but collaborates with institutions on concussion education initiatives. No grants are explicitly mentioned, though her work reflects applied research funding priorities. Her educational contributions span functional anatomy, sports injury care, and therapeutic exercise prescription through experiential learning modules.

Jennifer Phuongمشاهده پروفایل

استادیار مهمان

• Disability Studies in Education
• Critical Pedagogy
• Applied Linguistics
• +۳ مورد دیگر

Jennifer Phuong is a Visiting Assistant Professor in the Department of Educational Studies at Swarthmore College. Her research focuses on disability, race, and language in U.S. education, employing interdisciplinary frameworks from applied linguistics, disability studies, and critical pedagogies. She draws on her background as a high school special education teacher in Brooklyn and her experience growing up in a linguistically minoritized refugee household. Her work explores equitable and inclusive schooling structures, particularly for emergent multilingual learners with disabilities. Phuong’s research methods include ethnography and discourse analysis, emphasizing qualitative approaches to understand teacher collaboration and pedagogical practices. She advocates for abolitionist frameworks in education, challenging ableism and racism in institutional policies. Her publications appear in TESOL Quarterly , Language & Communication , and Journal of Diversity in Higher Education . Her recent work examines raciolinguistic ideologies, translanguaging, and Universal Design for Learning (UDL) to support marginalized students. She critiques monoglossic language norms and advocates for intersectional approaches to language education. Phuong’s scholarship bridges theory and practice, aiming to transform educational systems through anti-oppressive pedagogy and inclusive frameworks.

Christina Alevrasمشاهده پروفایل

استادیار

• Biology Education
• Neuroscience
• Instructional Design
• +۳ مورد دیگر

Christina Alevras, Ed.D., is an Assistant Professor of Biology at the University of Saint Joseph (USJ) since 2004. She specializes in Biology education and Neuroscience, with a focus on instructional design to enhance learner experiences. Dr. Alevras holds a Doctorate in Education with a specialization in Adult Learning from Capella University, alongside M.S. and B.S. in Neuroscience from the University of Connecticut. Education: Ed.D., Specialization in Adult Education, Capella University M.S. Neuroscience, University of Connecticut B.S. Neuroscience, University of Connecticut Her research emphasizes improving teaching methodologies in science education, particularly through interactive resources like co-authored textbooks and lab manuals. She actively contributes to USJ’s Mercy Mission through service roles and interdisciplinary collaborations. Publications include groundbreaking educational materials such as Biology: An Interactive Tour and a lab manual for anatomy/physiology courses, reflecting her commitment to innovative pedagogy. Awards: UDL Teaching Fellow In addition to teaching, Dr. Alevras mentors students across various biology disciplines and supports USJ’s academic programs through curriculum development and interprofessional initiatives.

Rachel Figardمشاهده پروفایل

استادیار

• Engineering Education
• Disability Studies
• Equity and Inclusion in STEM
• +۳ مورد دیگر

Dr. Rachel Figard is an Assistant Professor in the Engineering Education Transformations Institute (EETI) and the School of Environmental, Civil, Agricultural, and Mechanical Engineering at the University of Georgia. Her research focuses on systemic inequities in engineering education, particularly the experiences of disabled students and the implementation of anti-ableism practices. She explores topics like universal design for learning (UDL), disability policies, and intersectional identities in STEM. Institution Affiliations: University of Georgia Roles: Assistant Professor in EETI & ECAM School Her research interests include: Disability equity in engineering education Inclusive curriculum design Policy reform for accessibility Intersectionality of gender and disability Recent publications emphasize analyzing disability-related institutional policies, virtual learning accessibility post-pandemic, and the lived experiences of disabled students. She advocates for proactive design practices that go beyond compliance to foster inclusivity. No scientific awards or grants are explicitly listed in the provided text. She is actively involved in faculty development workshops and curriculum transformation initiatives to address systemic inequities in engineering programs.