جستجوی استاد راهنمای دانشگاهی

Giovanni Dalmassoمشاهده پروفایل

دانشیار

• Computational Biology
• Developmental Biology
• Biomedical Image Analysis
• +۴ مورد دیگر

Giovanni Dalmasso is an Associate Professor in the Department of Mathematics and Data Analytics at the IQS School of Engineering, Ramon Llull University. His research focuses on computational modeling of biological systems, including morphogenesis, cellular homeostasis, and biomedical image analysis. He specializes in developing tools for 3D/4D visualization of developmental processes and agent-based models of cellular dynamics. Key research areas include: 3D/4D reconstruction of embryonic development (e.g., limb bud morphogenesis) Biological shape correspondence algorithms (μMatch) Systems biology approaches to mitochondrial function and stress responses Mathematical modeling of calcium signaling dynamics His work contributes to UN Sustainable Development Goals related to innovation and infrastructure through advances in bioimaging and computational tools. Collaborations span institutions globally, including projects with the University of Edinburgh and University Pompeu Fabra. He has developed open-source software like LimbLab and veda for scientific visualization. Research outputs emphasize interdisciplinary methods combining engineering, mathematics, and biology to address fundamental questions in developmental biology and cellular systems. Current efforts focus on integrating moral decision frameworks into AI agents through contractualist models.

John Nesbitمشاهده پروفایل

استاد

• Educational Psychology
• Learning Sciences
• Multimedia Learning
• +۳ مورد دیگر

Dr. John Nesbit is a Professor in the Faculty of Education at Simon Fraser University, specializing in educational psychology and learning sciences. His research focuses on self-regulated learning with multimedia resources, cognitive tools, log analysis, and argumentation. He has contributed to understanding how cognitive tools like concept maps and argument visualization enhance learning processes. Nesbit’s work often involves empirical studies on instructional efficacy and meta-analytic reviews of educational interventions. His research highlights include examining the impact of animated concept maps, verbal redundancy in multimedia environments, and the role of achievement goals in self-regulated learning. Nesbit has published extensively in top journals like the Journal of Educational Psychology and Metacognition and Learning , with a focus on bridging theory and practical educational design. His recent studies explore inquiry-based learning with simulations and the application of learning analytics to track student strategies. Nesbit has presented at major conferences such as the American Educational Research Association and contributed chapters to handbooks on educational data mining and metacognition. He advises graduate students in educational technology and learning sciences, though specific student names are not listed here. His work emphasizes evidence-based approaches to improving educational practices through cognitive and technological innovations.

• Heuristic search
• Program synthesis
• Deep learning for sound

Vadim Bulitko is a Professor in the Faculty of Science at the University of Alberta, affiliated with the Department of Computing Science. He holds a Ph.D. in Computer Science from the University of Illinois at Urbana-Champaign. Research Interests: His work spans heuristic search, program synthesis, and deep learning applications for sound. Recent projects focus on AI-driven puzzle generation, pathfinding in dynamic game environments, and neural network classification. Publications: His 15 most recent articles explore AI advancements in puzzle design, video-game navigation, and bioacoustic classification, emphasizing heuristic optimization and explainable AI techniques.

Judith Ellen Fanمشاهده پروفایل

استادیار

• Cognitive Science
• Artificial Intelligence
• Data Visualization
• +۵ مورد دیگر

Judith Ellen Fan is a Courtesy Assistant Professor at Stanford University, holding primary appointment in the Department of Psychology and courtesy appointments in the Graduate School of Education and the Department of Computer Science. She directs the Cognitive Tools Lab, focusing on how humans use physical representations to learn, communicate, and solve problems through interdisciplinary approaches combining cognitive science, computational neuroscience, and AI. Her research interests span cognitive tool development, data visualization literacy, educational technology, and developmental psychology. Key areas include understanding how drawing and sketching shape memory and conceptual representation, evaluating machine comprehension of visual and physical concepts, and designing human-centered AI systems. Recent work emphasizes benchmarking human and machine abilities in physical dynamics understanding (Physion++), evaluating data visualization literacy (CHART-6), and analyzing large-scale drawing datasets (THINGS-drawings). These projects bridge cognitive science with AI to advance both fields through shared benchmarking frameworks. Judith has received funding for projects on cognitive tool development and human-AI collaboration. Her lab collaborates across disciplines, emphasizing empirical studies with human participants and algorithmic benchmarking. Notable datasets include the 1,854-concept THINGS-drawings collection and Physion++ physical prediction benchmarks.

Max Evansمشاهده پروفایل

دانشیار

• Information & Knowledge Management
• Knowledge Sharing
• Trust in Organizations
• +۴ مورد دیگر

Max Evans is an Associate Professor in Information and Knowledge Management at McGill University's School of Information Studies, also serving as Graduate Program Director and Academic Practicum Coordinator. He holds a PhD from the University of Toronto with a focus on trust and knowledge sharing in organizational settings. His research emphasizes emotional intelligence, knowledge continuity management, and trust dynamics in knowledge transfer. Evans co-founded the Knowah Knowledge Sharing Research Group and is a Full Member of the International Association for Knowledge Management (IAKM). His educational background includes multiple degrees in Information Studies and Knowledge Media Design from the University of Toronto, alongside a BS in Marketing from Northern Illinois University. He has supervised numerous graduate students and led significant grants such as the AGE-WELL Networks and SSHRC projects on knowledge continuity. Evans' research spans experimental studies on tacit knowledge measurement, generational differences in ICT preferences, and emotional intelligence training programs. He has published extensively in journals like Knowledge and Process Management and Journal of Information and Knowledge Management , and his work bridges theoretical frameworks with practical organizational applications. Key contributions include developing the Knowledge Management Cycle (KMC) model and advancing methodologies for visual metaphors in knowledge representation. His interdisciplinary approach integrates cognitive science, organizational behavior, and information systems to address challenges in knowledge transfer and workforce continuity.

Damian Coxمشاهده پروفایل

دانشیار

• Ethics
• Ethical Theory
• Philosophy of Film
• +۷ مورد دیگر

Dr. Damian Cox serves as an Honorary Associate Professor within the Philosophy discipline of the School of Historical and Philosophical Inquiry at the University of Queensland's Faculty of Humanities, Arts and Social Sciences. His academic profile reflects a sustained commitment to philosophical inquiry with particular emphasis on ethical theory and its applications across multiple domains. Dr. Cox completed his BA(hons) at the Australian National University followed by a PhD at the University of Melbourne, establishing the foundation for his diverse scholarly contributions. His educational trajectory has enabled him to bridge theoretical philosophy with practical ethical concerns in contemporary society. His research program centers on Ethics, particularly ethical theory, with specific investigations into the moral and philosophical psychological character of integrity, critiques of utilitarianism and agent-based virtue ethics, and the limits of moral obligation. Complementing this theoretical work, Dr. Cox has developed significant expertise in the philosophy of film, treating cinema as a serious philosophical resource for exploring ethical questions. His research examines how films can serve as vehicles for ethical exploration, with particular attention to representations of racism, character judgment, and moral decision-making in cinematic contexts. An analysis of Dr. Cox's publication record reveals a consistent pattern of applying philosophical rigor to contemporary issues through multiple lenses. His work demonstrates increasing integration of film analysis with ethical theory, creating a distinctive approach to philosophical inquiry that remains grounded in traditional ethical questions while engaging with popular culture. The progression from theoretical ethics to applied film philosophy represents a coherent intellectual trajectory rather than a fragmented research agenda. Available for PhD supervision Principal Advisor for two 2005 doctoral projects Collaborative research with scholars including Michael Levine and Marguerite La Caze Though no dedicated laboratory or research center is mentioned, Dr. Cox's extensive collaborative work suggests active participation in research networks focused on ethics and philosophical inquiry. His supervision history and ongoing publication record indicate continued scholarly engagement and capacity to mentor advanced philosophical research across diverse topics.

Catherine Caldwell-Harrisمشاهده پروفایل

دانشیار

• Language Processing
• Second Language Acquisition
• Emotional Aspects of Language
• +۵ مورد دیگر

Catherine Caldwell-Harris is an Associate Professor in the Department of Psychological & Brain Sciences at Boston University. She holds a PhD from UC San Diego (1991), studying under Elizabeth Bates, Jeffrey Elman, and others. Her research integrates cognitive psychology, linguistics, and neuroscience, focusing on language processing, emotion, and bilingualism. Key contributions include documenting heightened emotional reactivity in native vs. second languages and pioneering work on repetition blindness in visual cognition. Her research interests encompass second language acquisition, emotional language processing, and autism spectrum disorders. Notable projects include cross-cultural studies on Russian, Mandarin, and Spanish bilinguals, and investigations into the Personality-Culture Clash hypothesis regarding mental health and cultural values alignment. She collaborates internationally, notably with German colleagues on consciousness studies using repetition blindness paradigms. Publications span over three decades, addressing topics like neurodivergent language strategies, affective neuroscience, and bilingual ethical decision-making. Her work bridges theoretical models (e.g., emergentist accounts of language learning) with empirical findings in psycholinguistics and cognitive science. She maintains active involvement in deaf education research, exploring ASL's role in supporting English literacy among deaf children.

• Political Philosophy
• AI Ethics
• Argumentation Theory
• +۵ مورد دیگر

Dr. Michael Hoffmann is the H. Bruce McEver Professor in Engineering and the Liberal Arts and a Professor of Philosophy at Georgia Tech's Jimmy and Rosalynn Carter School of Public Policy. He directs the Reflect! Lab, co-leads ETHICx (Ethics, Technology, and Human Interaction Center), and oversees the VIP Digital Deliberation initiative. His research spans political philosophy (designing democratic institutions), AI ethics (user-centric design for human well-being), and interdisciplinary methods for deliberation/consensus-building. He holds a Dr. phil. habil. from TU Dresden (2003) and a PhD from LMU Munich. Key contributions include developing collaborative software tools like AGORA-net for argument visualization, analyzing framing in conflicts, and applying semiotic theory to interdisciplinary collaboration. Awards include the 2024 McEver Professorship and 2011 Gold Star Award for Research Excellence. His work emphasizes wicked problem-solving, reflective reasoning, and digital tools for public deliberation. Education: Dr. phil. habil., Philosophy (TU Dresden, 2003); PhD, Philosophy (LMU Munich) Labs/Initiatives: Reflect! Lab, ETHICx, VIP Digital Deliberation Tools Developed: Argument mapping software, Navicons collaboration system His publications explore topics like climate ethics, logical argument mapping, and cognitive conditions for diagrammatic reasoning. He bridges philosophy, engineering, and liberal arts through innovative interdisciplinary frameworks.

• History Education
• Historical Injustice
• Social Studies
• +۳ مورد دیگر

James Miles, PhD, is an Assistant Professor in the Department of Elementary Education at the University of Alberta's Faculty of Education. His work focuses on history education, historical injustice, and curriculum reform. He teaches courses like EDEL 335 on social studies pedagogy and has been active in curriculum development initiatives addressing social and political pressures in Canadian education. His research explores topics such as reconciliation pedagogy, the use of digital media in classrooms, and decolonizing historical narratives. Dr. Miles holds a PhD and has conducted extensive research on difficult historical memory, including studies on Indigenous residential schools, historical bus tours, and museum pedagogies. His publications address themes like teleological history education, presentism critiques, and the ethical implications of teaching contentious historical topics. Recent works include co-authored books on historical justice and peer-reviewed articles in journals like History Education Research Journal and Memory Studies . His teaching emphasizes practical strategies for elementary educators, focusing on how social studies curricula can engage students with complex historical issues. Courses he teaches combine theoretical frameworks with hands-on planning for diverse classroom environments. Miles has also explored innovative teaching tools like YouTube videos and interdisciplinary approaches influenced by avant-garde movements such as Fluxus.

• Philosophy Education
• Moral Psychology
• Philosophy of Mind
• +۳ مورد دیگر

Dr. Gregor Hochstetter serves as a Lecturer in Subject Didactics for Philosophy/Ethics at the University of Tübingen , within the Department of Philosophy under the Faculty of Humanities. His research focuses on moral psychology, philosophy education, digitalization in teaching, and sustainability in learning environments. He contributes to advancing pedagogical approaches in ethics and philosophy through innovative methodologies, including digital tools and sustainable architectural designs for educational spaces. Key publications include explorations of moral reasoning in education, creativity in philosophy teaching, and embodied cognition studies. Hochstetter has also reviewed significant works in philosophy of mind and cognitive science. His work bridges theoretical philosophy with practical educational challenges, emphasizing interdisciplinary approaches. While no specific grants or advising roles are detailed here, his academic output reflects a commitment to both scholarly research and impactful educational practices. The University of Tübingen’s Department of Philosophy provides a robust academic environment for his contributions to philosophical pedagogy and ethics.

• Developmental Psychology
• Cultural Psychology
• Moral Development
• +۳ مورد دیگر

Dr. Erin Robbins is a Lecturer in Developmental Psychology at the School of Psychology and Neuroscience, University of St Andrews. Her research focuses on cultural influences on child development, particularly in areas like moral reasoning, fairness, ownership, and cross-cultural comparisons. She currently supervises PhD student Jasmine Rodriguez. Her work emphasizes cross-cultural studies, examining how cultural contexts shape children’s understanding of morality, social behavior, and equity. Notable contributions include analyzing variations in moral evaluation across eight cultures and investigating fairness perceptions in Tibetan children. Robbins frequently collaborates across disciplines, integrating psychological theories with anthropological perspectives. Publications span topics such as racial bias in early childhood, ownership reasoning, and the development of cooperative behavior. Her research is disseminated in journals like Cognition , Frontiers in Psychology , and Journal of Cross-Cultural Psychology . She co-authored the 2024 book Colonised Minds: Narratives That Shape Psychology , critiquing colonial influences on psychological frameworks. Robbins’ advising includes mentoring Jasmine Rodriguez, and her research has been featured in interdisciplinary platforms like the Routledge Handbook of Philosophy of the Social Mind . Her work bridges developmental and cultural psychology, offering insights into universal vs. culturally specific aspects of human development.

Michael Burkeمشاهده پروفایل

مدرس ارشد

• Robotics
• Computer Vision
• Machine Learning
• +۳ مورد دیگر

Dr. Michael Burke is a Senior Lecturer and Deputy Graduate School Coordinator at the Department of Electrical and Computer Systems Engineering, Monash University. He specializes in robotics, focusing on probabilistic machine learning and computer vision for autonomous systems. His roles include research supervision, curriculum development, and fostering graduate culture. Education: PhD in Statistical Signal Processing, University of Cambridge (2012–2016) MSc in Electronic Engineering, Stellenbosch University (2009–2011) BEng in Electronic Engineering, University of Pretoria (2005–2008) Research Interests: Robot learning and control Probabilistic machine learning for robotics Interpretable robotics systems and hybrid control architectures Robot perception and visuomotor control His work bridges robotics with machine learning to develop safe, adaptive autonomous systems for applications like surgical robotics and field robotics. Awards and Recognition: Best Paper Award at AMDO 2014 Runner-Up for Best Paper at CoRL 2019 Advising & Grants: Supervising over 20 PhD and Master’s students in robotics and related fields Principal Investigator for ARC-funded projects on robotic pharmaceutical formulation and human-robot interaction (2024–2027) Labs and Teams: Past leadership of the Mobile Intelligent Autonomous Systems group at CSIR, South Africa (2009–2018) Current collaborations with researchers at the University of Edinburgh and University of Melbourne

Hassan Karimiمشاهده پروفایل

استاد

• Geoinformatics
• Machine Learning
• Location-Based Services
• +۵ مورد دیگر

Hassan Karimi is a Professor at the University of Pittsburgh's School of Computing and Information, Department of Informatics and Networked Systems. His research focuses on Geoinformatics, Machine Learning, Location-Based Services, and Navigation Applications, with expertise in Mobile Computing and Distributed/Parallel Computing. He holds a Ph.D. in Geomatics Engineering from the University of Calgary, along with an MS in Computer Science from the University of Calgary and a BS in Computer Science from the University of New Brunswick. His research interests encompass computational geometry, geospatial data science, and smart city technologies. Notable contributions include methodologies for obstacle detection for visually impaired navigation, collaborative wayfinding systems, and spatiotemporal activity prediction. He leads the Geoinformatics Laboratory, which explores geospatial data science, mobile computing, and navigation systems. Key publications include works on geospatial data science techniques, navigation systems, and machine learning applications. His lab develops technologies for autonomous vehicles, environmental monitoring, and precision agriculture. He is the author of several books, including *Geospatial Data Science Techniques and Applications* (Taylor & Francis, 2018) and *Big Data: Techniques and Technologies in Geoinformatics* (Taylor & Francis, 2014). His work bridges theoretical research and practical applications, addressing challenges in smart cities, environmental sustainability, and health informatics. The Geoinformatics Lab collaborates on projects such as sensor networks, spatial data mining, and geovisualization.

Angela E.B. Stewartمشاهده پروفایل

استادیار

• Computing Education
• Equity
• Culturally-Responsive Technology
• +۳ مورد دیگر

Dr. Angela E.B. Stewart is an Assistant Professor in the Department of Informatics and Networked Systems at the University of Pittsburgh's School of Computing and Information, with a joint appointment in the Learning Research and Development Center. She holds a PhD in Computer Science from the University of Colorado Boulder (2020) and a Bachelor of Software Engineering from Auburn University (2015). Her research focuses on computing education equity, culturally-responsive technology, and social computing. She designs technologies to support marginalized groups, particularly Black girls in transformative AI design, applying culturally-responsive frameworks to foster agency in education. Dr. Stewart's work bridges learning sciences, AI, and human-computer interaction. She analyzes multimodal data (e.g., speech, gaze, collaboration patterns) to understand student social/cognitive states in STEM learning. Notable contributions include the CPSCoach feedback system for collaborative problem-solving and the Black Girls' Computing Classroom initiative. She emphasizes equitable design in CHI and AI ethics education, advocating for allyship in tech spaces. Education: PhD in Computer Science, University of Colorado Boulder (2020) Bachelor of Software Engineering, Auburn University (2015) Publications highlight her focus on collaborative learning analytics, culturally-responsive computing, and ethical AI education. She was honored as a 2021-2022 Emerging Scholar by the International Society of the Learning Sciences. Current projects explore participatory AI design with marginalized voices and scalable equity frameworks in social computing education.

Rebecca Moosavianمشاهده پروفایل

دانشیار

• Privacy Law
• Free Expression
• Intellectual Property Law
• +۸ مورد دیگر

Rebecca Moosavian is an Associate Professor in Law at the University of Leeds' School of Law, part of the Faculty of Social Sciences. She specializes in media law, intellectual property law, and constitutional law, with a focus on privacy rights, free expression, and legal critiques of governmental actions such as the Iraq War and pandemic measures. Her research integrates critical legal theories to analyze law's role in shaping knowledge and power dynamics. Education includes an LL.B (Hons), Legal Practice Certificate, Postgraduate Certificate in Academic Practice, and MPhil. Professional memberships include the Society of Legal Scholars and Socio-Legal Scholars Association, where she serves on the executive board of the latter. Research interests center on Article 8 (privacy) and Article 10 (free expression) conflicts, particularly in misuse of private information cases involving photography and image rights. She also examines constitutional issues such as executive power in wartime and pandemic governance, employing proportionality analysis and critiques of legal language's idiosyncrasies. Recent articles focus on privacy vs free speech tensions, pandemic proportionality, and SLAPP litigation. While no awards are listed, her work engages deeply with public interest law, gender politics, and legal reform. She supervises postgraduate researcher Christopher Robinson and leads the LLB (Graduate Programme). Affiliated with the Centre for Business Law and Practice and Centre for Law and Social Justice, her scholarship bridges legal theory and societal impact.