جستجوی استاد راهنمای دانشگاهی

• Health Informatics
• Data Science
• Artificial Intelligence in Healthcare
• +۷ مورد دیگر

Audrey Naledi Masizana is a Senior Lecturer in the Department of Computer Science at the University of Botswana, where she has served as Head of Department. She is currently an International Scholar with the Center for Global Health, engaged in data science training and research in healthcare. Her work is closely aligned with global health initiatives, particularly through collaborations with CHOP, the Botswana-UPenn Partnership, and the Ministry of Health in Botswana. Her research interests lie at the intersection of computer science and global health, with a strong focus on Health Informatics , Data Science , and Digital Health Solutions . She has pioneered projects in mobile health (mHealth) , healthcare data interoperability , IoT-based monitoring , and AI-driven decision support systems for HIV/AIDS care. Her leadership in the Microsoft Digital Inclusion projects and the establishment of the e-Health Research Unit in 2012 underscores her commitment to leveraging technology for public health impact. The analysis of her recent publications reveals a consistent trajectory in applying computational methods—such as clustering, simulation, and natural language processing—to real-world health challenges, especially in resource-limited settings. Her work emphasizes data usability , accessibility , and interoperability across healthcare systems in Botswana. She has not been awarded any scientific awards mentioned in the text. Audrey Naledi Masizana has led and co-led multiple research projects, including as Principal Investigator on a CHOP-collaborated study evaluating healthcare data flow in Botswana. She has not received any grants explicitly mentioned, but her project leadership indicates secured funding. She mentors students and researchers through her role in the e-Health Research Unit and her academic position, though specific advisees are not listed. She is actively involved in the e-Health Research Unit at the University of Botswana, which fosters collaboration with NGOs and government agencies. Her team works on themes including data warehousing, mining, IoT, and interoperability, aiming to improve clinical decision-making and healthcare delivery through digital innovation.

André Borrmannمشاهده پروفایل

استاد

• Artificial Intelligence
• Building Information Modeling & Processing
• Digital Twinning
• +۷ مورد دیگر

Prof. Dr.-Ing. André Borrmann is an academic leader at the Technical University of Munich (TUM) , where he has headed the Chair of Computing in Civil and Building Engineering since 2011 (formerly Computational Modeling and Simulation). He serves as Director of the TUM Georg Nemetschek Institute - AI for the Built World since 2025 and Spokesperson for the Leonhard Obermeyer Center since 2013. Research Interests Artificial Intelligence in Civil Engineering Digital Twinning Building Information Modeling (BIM) Pedestrian Dynamics Knowledge Representation Construction Simulation His work focuses on AI application across the built environment lifecycle - from generative design to maintenance prediction - with significant contributions to BIM standardization and buildingSMART International IFC extensions. He co-authored the German Ministry of Transport BIM Roadmap and led the BIM4INFRA2020 project. Awards include the 2024 Konrad Zuse Medal and multiple best paper awards at international conferences.

Catherine Faronمشاهده پروفایل

استاد

• Artificial Intelligence
• Knowledge Management
• Semantic Web
• +۸ مورد دیگر

Catherine Faron is a Full Professor at Université Côte d'Azur , affiliated with the I3S laboratory and Inria center . She serves as vice-head of the Wimmics joint research team and leads the Artificial Intelligence and Data Engineering (IAID) program at Polytech Nice Sophia engineer school. Habilitation à diriger les recherches (HDR) in Computer Science, UCA (2017) PhD in Computer Science, Univ. Paris 6 (1997) Her research focuses on Artificial Intelligence , particularly in Knowledge Representation and Reasoning (KRR) and Semantic Web technologies. She develops hybrid intelligent systems combining KRR with machine learning for knowledge extraction, integration, and exploitation across education, health, and digital humanities. Recent publications highlight her work on: 2025 : Knowledge graphs for historical zoological data 2024 : Semantic annotation frameworks in agronomy 2023 : Agricultural data mapping and medical record enrichment 2022 : Visual exploration of big linked data Scientific recognitions include: 2023: Best Paper Award, ESWC 2017: Scientific Excellence Award, UCA 2016: Best Demo Award, ISWC 2015: Best Paper Award, IC 2008: Best PhD Paper Award, ECPPM She has supervised 19 PhD/Master's students and leads/has led projects like D2KAB , DEKALOG , and ZOOMATHIA , with partnerships across academic and industrial institutions.

• Media Studies
• Digital Cultures
• Television Studies
• +۳ مورد دیگر

Dr. Daniela Wentz is a researcher at Leuphana University of Lüneburg, where she serves as Scientific Project Manager for the ongoing research initiative 'Making Sense(s). The Mediality of the Near Senses' (active since June 2019). Her academic work bridges media theory, digital cultures, and sensory studies, with particular emphasis on television seriality and postdigital criticism. Wentz's research explores: The transformation of criticism in digital environments Narrative structures in television series (e.g., Stranger Things , Lost ) Diagrammatic reasoning in visual media Sensory mediation and perceptual technologies Post-9/11 cultural representations Media archaeology and historical transitions in broadcasting Her scholarly output demonstrates strong engagement with media theory and visual semiotics, particularly through analyses of television seriality and cinematic epistemology. Recent work (2019-2023) shows increased focus on postdigital critique and sensory media. Wentz frequently collaborates on edited volumes and special journal issues, notably co-editing Kritik postdigital (2023) and Filmische Moderne: 60 Fragmente (2019). She maintains active research partnerships with scholars including Lorenz Engell, Jens Schröter, and Katharina Niemeyer.

Kartic Subrمشاهده پروفایل

مدرس ارشد

• Computer Graphics
• Monte Carlo Rendering
• Physics-based Simulation
• +۱۳ مورد دیگر

Kartic Subr is a Senior Lecturer (equivalent to Associate Professor) in the School of Informatics at the University of Edinburgh, where he conducts research at the intersection of computer graphics, machine learning, and robotics. He is affiliated with the Institute of Perception, Action and Behaviour and leads an active research group in physics-aware simulation and AI for scientific discovery. His research interests span Computer Graphics , Monte Carlo Rendering , Physics-based Simulation , Machine Learning , Robotics , and Computational Biology . He has made significant contributions to rendering theory, light transport analysis, BRDF modeling, and simulation of fluids and fractures. Recently, his group has applied deep learning to protein design, achieving notable success in international competitions. The recent publications reflect a strong trend toward interdisciplinary research, combining computer graphics with AI and biology. Key themes include explainable AI for physics-aware interfaces (e.g., CueTip), neural rendering (NeRF), protein design with CNNs, and reward learning in robotics. His group regularly publishes in top venues such as SIGGRAPH, NeurIPS, and IEEE RA-L. Royal Society University Research Fellowship (2014–2024) Lead, GCRF Impact Accelerator (2019) Lead, EPSRC First Grant (2017) Royal Society Challenge Grant (2016) Royal Society Newton International Fellow (2010) Marie-Curie Visitor (2006) Best Paper Honorable Mention, I3D 2012 Best Paper, I3D 2011 Kartic Subr actively supervises PhD students and postdocs, including Leonardo Castorina, Zhiyuan Zhang, and Kevin Denamganaï. Former students have gone on to positions at DeepMind, University of Edinburgh, and industry. He has secured multiple grants, including from the Royal Society and EPSRC. His research group collaborates across disciplines, particularly with biological sciences on protein design. He leads projects on approximate physics for robotics, protein design via deep learning, and interactive rendering systems. The group has developed frameworks like TIMED for de novo protein design and tools for explainable physics-aware assistants.

• Mathematics Education
• Students with Special Needs
• Learning Difficulties
• +۴ مورد دیگر

Patricia Marchand is a faculty member at the University of Sherbrooke's Faculty of Education, specializing in mathematics education and special needs education. She teaches graduate courses in school adaptation and mathematics education, and conducts research on learning difficulties, spatial reasoning, and teaching methodologies for students with special needs. Her work bridges theory and practice in educational settings, with particular focus on developing effective interventions for students experiencing mathematical learning challenges. Education Doctorate in Education (2005) - Université de Montréal Master's in Mathematics (1998) - Université du Québec à Montréal Bachelor's in Teaching Mathematics and Computer Science for Secondary School (1995) - Université du Québec à Montréal Research Interests Dr. Marchand's research focuses on mathematics education for students with learning difficulties, particularly in the areas of spatial reasoning, geometry teaching, and preventive support systems. She investigates how to develop mathematical understanding in primary school students, with special attention to fraction concepts, geometric constructions, and volume understanding. Her work emphasizes the integration of spatial reasoning across mathematics and science education, and she explores collaborative approaches between teachers, orthopedagogues, and mathematics didacticians to support students at risk of academic failure. Research Trends Her recent publications demonstrate a strong focus on spatial reasoning development in elementary mathematics education, with particular attention to geometry concepts. She has developed preventive support systems for students with learning difficulties, examining how to articulate pedagogical and orthopedagogical practices in mathematics. Her work increasingly incorporates interdisciplinary approaches, connecting mathematics with other subjects like science and language arts to create more comprehensive learning experiences for students at risk. The analysis of teaching sequences that promote spatial reasoning has become a central theme in her recent scholarship. Research Funding Dr. Marchand has secured significant research funding as principal investigator and co-researcher on multiple projects: Principal Investigator: "Comment développer le raisonnement spatial en classe de 6e année dans un contexte interdisciplinaire mathématiques et astronomie?" (SSHRC, $88,364, 2021-2026) Principal Investigator: "Transmettre le plaisir d'apprendre à lire et soutenir les élèves à risque de vivre des difficultés scolaires dès la maternelle" (TD Bank and University of Sherbrooke Foundation, $500,000, 2017-2022) Co-researcher: "Le centre RBC d'expertise universitaire en santé mentale destiné aux enfants, adolescents et adolescentes, et aux jeunes adultes" (Royal Bank of Canada, $1,000,000, 2016-2021) Multiple projects with the Quebec Ministry of Education focused on supporting students with learning difficulties in mathematics classrooms Teaching and Supervision Dr. Marchand teaches graduate courses in mathematics education, school adaptation, and special education at the University of Sherbrooke. Her regular courses include "Didactique de la géométrie et de la mesure" (Geometry and Measurement Teaching), "Intervention en mathématiques" (Mathematics Intervention), and "Potentiel mathématique de l'apprenant" (Student's Mathematical Potential). She provides clinical supervision for students in school adaptation programs, with particular attention to mathematics teaching for students with special needs, and has developed specialized training approaches using role-playing as a teaching methodology for prospective mathematics educators.

Gwen Inesonمشاهده پروفایل

دانشیار

• Mathematics Education
• Primary Teacher Education
• Mathematical Subject Knowledge
• +۳ مورد دیگر

Dr. Gwen Ineson is a Reader in Education at Brunel University's College of Business, Arts and Social Sciences, where she has been employed since 2005. Currently serving as Deputy Head of the Education Department, she leads the mathematics programme on the primary PGCE course. With over ten years of primary school teaching experience in North London, she bridges practical classroom knowledge with academic research in mathematics education. Education: BA in Education (Mathematics) from Warwick University MA in Education from University of London's Institute of Education Doctorate in Education from Brunel University Dr. Ineson's research primarily focuses on the mathematical subject knowledge of primary school teachers, particularly examining how teachers develop mental mathematics skills necessary for effective instruction. Her work explores children's mathematical development, with special attention to number sense and mathematical reasoning. She investigates how mathematical talk in classrooms can enhance learning and how teacher education programs can better prepare educators to foster mathematical understanding in young learners. Analysis of Dr. Ineson's recent publications reveals consistent focus on mathematical reasoning, teacher knowledge development, and classroom discourse. Her work increasingly examines how pre-service teachers develop mathematical awareness and how video-based training materials influence teaching approaches. The research shows progression from studying mental mathematics competence to exploring deeper cognitive processes in teacher development. Professional Recognition: Professional Development Accredited Lead for the National Centre for Excellence in Teaching Mathematics (NCETM) BSRLM (British Society for Research in Learning Mathematics) executive committee member (Treasurer) Dr. Ineson actively supervises numerous doctoral students working on diverse aspects of mathematics education. Her current supervisees include Alan Edmiston researching classroom talk, Mariam Khokar examining 'mastery' mathematics teaching in army schools, and Suleyman Kalay exploring effective teaching for gifted students. She has successfully guided multiple PhD and EdD candidates to completion, with research spanning lesson study implementation, technology integration in primary mathematics, and children's number sense development. Her supervision portfolio reflects her commitment to advancing both theoretical understanding and practical applications in mathematics education. As a member of Brunel's STEM Education (STEME) research group, Dr. Ineson collaborates with colleagues including Dr. Sunita Babbar, Dr. Deborah Jones, and an extensive co-author network featuring Dr. Tracy Rowland, Dr. Jennifer Alderton, and others. These collaborations have produced significant research on teacher development, mathematical reasoning, and classroom discourse.

• Cognitive Psychology
• Cognitive Modeling
• Information Processing
• +۶ مورد دیگر

Professor Ami Eidels is a Professor in the School of Psychological Sciences at the University of Newcastle, Australia. She specializes in cognitive psychology with a focus on information processing models, cognitive workload, and human-machine interaction. Her research bridges theoretical cognitive science with applied settings, particularly in defense and industry contexts. Professor Eidels completed her PhD in Cognitive Psychology at Tel Aviv University under the supervision of Professor Daniel Algom. She then pursued post-doctoral training in Mathematical Psychology at Indiana University with Professor James Townsend before joining the faculty at the University of Newcastle. Her research program centers on understanding how humans process and combine information from multiple sources, with particular emphasis on how cognitive workload affects processing efficiency and system capacity. Professor Eidels and her team conduct laboratory experiments, develop cognitive models, and apply systems factorial technology to analyze human performance. A significant portion of her recent work focuses on human-human and human-bot team performance, examining how collaboration and competition affect cognitive efficiency in team settings. Her approach integrates cognitive modeling with machine learning techniques to scale up traditional laboratory findings to more complex, real-world scenarios. Analysis of Professor Eidels' recent publications reveals a strong focus on cognitive workload measurement and human-machine interaction. Her work demonstrates consistent application of systems factorial technology across diverse domains including visual search, numeral recognition, team performance, and interface design. A notable trend is the expansion of cognitive modeling approaches to examine team dynamics, particularly how humans interact with AI systems. Her research increasingly addresses practical applications in areas such as aviation safety, user interface design, and cognitive assessment in neurodevelopmental conditions. Professor Eidels actively supervises students and collaborates with researchers across disciplines. Her work with defense and industry partners indicates applied research with real-world implications for system design and human performance optimization. While specific grant details are not provided in the available information, her extensive publication record and collaborative projects suggest significant research funding support. Her laboratory work encompasses both traditional cognitive experiments and innovative applications of cognitive science to practical problems. The integration of cognitive modeling with real-world applications represents a distinctive feature of her research program, allowing theoretical insights to inform practical solutions for human performance challenges.

Joey Huangمشاهده پروفایل

استادیار

• Computational Thinking
• Educational Technology
• STEM Learning
• +۶ مورد دیگر

Dr. Joey Huang is an Assistant Professor of Learning, Design, & Technology in the Department of Teacher Education and Learning Sciences at North Carolina State University's College of Education. She is affiliated with the Digital Transformation of Education cluster through the Chancellor's Faculty Excellence Program. Her work bridges educational psychology and computing to create innovative learning environments that promote equity and collaboration in STEM education. Dr. Huang's research focuses on computational thinking, educational technology design, and broadening participation in STEM among underrepresented groups. She explores how hands-on, interdisciplinary activities—such as fiber crafts, robotics, and creative coding—can deepen students' understanding of computational concepts. Through NSF-funded projects like ReCrafting Computer Science, she integrates tangible crafts with computational thinking to create more inclusive pathways into computer science education. Her methodological approach combines both qualitative and quantitative methods to investigate collaborative learning, identity formation, and equity in technology-rich educational contexts. Dr. Huang's publication record shows a clear trajectory toward creating personalized, interactive learning experiences for K-12 and undergraduate students. Her recent work emphasizes virtual and augmented reality learning environments, gender-inclusive maker education, and AI-enhanced educational technologies. She has made significant contributions to understanding how learners co-design with AI in STEAM contexts and how interdisciplinary collaboration serves as a core skill in modern education. ACM CHI Honorable Mention AERA's Best Student Paper Best Paper Nomination for CSCL 2024 NSF CAREER Award recipient Dr. Huang has advised numerous research projects and collaborated extensively with colleagues across disciplines. Her work with the Friday Institute and Belk Center demonstrates her commitment to translating research into practical educational applications. She actively participates in professional development initiatives to help K-12 teachers integrate digital technologies into their classrooms, supporting NC State's mission of preparing educators for 21st-century classrooms.

Katja Fiehlerمشاهده پروفایل

استاد

• Experimental Psychology
• Perception & Action
• Sensorimotor Integration
• +۴ مورد دیگر

Prof. Dr. Katja Fiehler holds the W3 Professorship for Experimental Psychology ("Perception & Action") at Giessen University since March 2020. She previously served as W2 Professor (2016-2020) and Heisenberg-Professor (2011-2016) at the same institution. Her research focuses on sensorimotor integration, tactile perception, and spatial cognition in naturalistic environments, particularly through virtual reality applications. Current roles: Speaker of Cluster Project "The Adaptive Mind" Leadership: Speaker of DFG IRTG-1901 "The Brain in Action" Member of directorate: DFG SFB/TRR-135 "Cardinal mechanisms of perception" Directorate member: Bender Institute for Neuroimaging (BION) Katja's research spans tactile suppression during action, spatial memory coding, and multimodal perception. Her team investigates how sensorimotor predictions modulate sensory processing, how aging affects motor-sensory integration, and the neural basis of allocentric/egocentric spatial representations. Recent publications show strong focus on virtual reality experiments, sensorimotor recalibration, and inter-effector coordination. Key themes include tactile perception modulation by movement demands, spatial cognition in naturalistic environments, and cross-modal metacognition. She leads the "Team Perception and Action" at Giessen University, which includes researchers like Dr. Belkis Ezgi Arikan, Dr. Tom Nissens, and Dr. Meaghan McManus. Her lab develops tools like vexptoolbox for VR-based human behavior studies.

William Bulkoمشاهده پروفایل

دانشیار

• Artificial Intelligence
• Expert Systems
• Programming Languages
• +۲ مورد دیگر

William Bulko is an Associate Professor in the Department of Computer Science at the University of Texas at Austin. His work bridges Artificial Intelligence, Programming Languages, and Computer Science Education, with a focus on mobile development and pervasive computing. Ph.D. in Computer Sciences (UT Austin, specialization in Artificial Intelligence) B.S. in Mathematics (University of Texas at El Paso, Summa Cum Laude) Research spans interdisciplinary projects, such as integrating Computer Science with Journalism, and technical innovations in: Network Security (ARP Cache diagnostics) Hardware Authentication (electromagnetic profiling patents) Object-Oriented Systems (access control, operator overloading) Diagrammatic Reasoning (physics problem-solving, visual languages) His publications highlight expertise in AI, software engineering, and educational technology, with recent patents on computing desktop management and device security. Bulko serves on the Review Board of Applied Intelligence and as Faculty Advisor for the UT CS Roadshow. Scientific Recognition : 1988 MCC Award for Excellence in Computer Science nominee Teaching roles include CS 371L: Mobile Programming for iOS and CS 329E: Elements of Web/Mobile Computing . He has also led summer programs on Python and iOS development.

Goran Glavašمشاهده پروفایل

استاد

• Computational Semantics
• Multilingual Representation Learning
• Low-Resource NLP
• +۲ مورد دیگر

Goran Glavaš is a Professor at the University of Würzburg's Faculty of Mathematics & Computer Science, holding the Chair for Natural Language Processing (Computer Science XII) and affiliated with the Center for Artificial Intelligence and Data Science (CAIDAS). His research focuses on computational semantics, multilingual/low-resource representation learning, and democratizing language technologies through fairness and sustainability. Former Assistant Professor at University of Mannheim (2017-2021) Interim Associate Professor at LMU Munich (2021-2022) Doctorate in 2014 at University of Zagreb under Jan Šnajder Recent research trends emphasize cross-lingual learning, multilingual knowledge integration, and ethical AI frameworks. His group contributes to robust multilingual models, vision-language systems, and sustainable NLP applications in social sciences. Outstanding Paper Award at ACL 2024 (IRCoder) Outstanding Paper Award at EACL 2024 (Kardeş-NLU) Extensive publications in EMNLP, ACL, NAACL, EACL, and TACL Advises a team of researchers at the University of Würzburg's NLP Chair, including Benedikt Ebing, Gregor Geigle, and Fabian David Schmidt. Leads the WüNLP group within CAIDAS, focusing on democratizing language technologies.

• Artificial Intelligence
• Explainable AI
• Computational Argumentation
• +۳ مورد دیگر

Antonio Rago is a Researcher in the Department of Computing at Imperial College London. He specializes in Explainable Artificial Intelligence (XAI) with a focus on computational argumentation frameworks and their integration with data-driven AI systems. His work bridges symbolic AI and machine learning to enhance transparency and societal benefit in AI applications. Education: PhD in Computing (2019) from Imperial College London, supervised by Prof. Francesca Toni and Dr. Marco Aurisicchio, with an MEng in Automotive Engineering from Loughborough University (2012). Research: Explores explainable AI through argumentation semantics, counterfactual reasoning, and hybrid symbolic-statistical methods. Application domains include e-learning, Formula One race strategy, healthcare, and mechanical engineering. Workshops: Organizer of international workshops like Arg&App 2025 and ArgXAI-25, and co-organizer of previous events at KR, ECAI, and COMMA conferences. Publications: Active in top AI venues (KR, IJCAI, AAAI, AAMAS) with over 25 publications since 2016, emphasizing argumentation-based explanations and robust AI systems. Industry Experience: Former Race Strategy Engineer at Mercedes AMG Petronas F1 Team (2012-2014) and Project Manager at Green Lifting Ltd. (2014-2017).

Bruno Shahمشاهده پروفایل

استادیار

• Theological Anthropology
• Eschatology
• Aesthetics
• +۳ مورد دیگر

Bruno Shah is an Assistant Professor in Theology at Providence College. He holds a Ph.D. from the University of Notre Dame (2019), an S.T.L. from the Pontifical Faculty of the Immaculate Conception (2010), and an M.A. from Fordham University (2000). His scholarly work spans theological anthropology, eschatology, aesthetics, and the integration of philosophical traditions into sacred theology. Shah explores interdisciplinary intersections of theology with cultural analysis, literary criticism, and media studies, emphasizing embodiment, modernity, and speculative frameworks. Recent publications analyze theological challenges in modern methodology, Dante's eschatological imagery, and the role of film in reimagining religious ethics. His research often engages Catholic intellectual traditions while addressing contemporary theological questions.

Matthew Flisfederمشاهده پروفایل

دانشیار

• Critical Theory
• Cultural Studies
• Rhetoric and Ideology
• +۷ مورد دیگر

Matthew Flisfeder is an Associate Professor in the Cultural Studies program at the University of Winnipeg, where he teaches critical theory, rhetoric, and digital culture. His research interrogates the intersections of ideology, media, and contemporary capitalism through frameworks derived from Lacanian psychoanalysis and Hegelian dialectics. His academic credentials include: PhD (2010) from the Joint Graduate Programme in Communication and Culture (Toronto Metropolitan University and York University) MA (2005) from the same program Honours BA (2003) in Fine Arts Cultural Studies and Communication Studies (York University) Flisfeder's scholarship centers on critical analyses of digital culture, particularly the ideological operations of social media platforms and algorithmic systems. He develops concepts like 'algorithmic desire' and the 'hysterical sublime' to critique posthumanist and new materialist theories, arguing for renewed dialectical humanism to address climate crisis and AI-driven displacement of agency. His work frequently engages Slavoj Žižek's theories while examining populist rhetoric, antisemitism, and cyberpunk aesthetics in contemporary media. His publication trajectory reveals three dominant trends: (1) Systematic application of Žižekian/Lacanian frameworks to digital culture since 2017; (2) Increasing focus on the 'hysterical sublime' as a critical tool against posthumanism (2021-2025); (3) Expansion into antisemitism studies and Jewish question analyses within socialist theory (2023-2024). This evolution demonstrates his commitment to adapting critical theory for emergent capitalist contradictions in the Capitalocene era. Flisfeder is the author of four major monographs: Algorithmic Desire: Toward a New Structuralist Theory of Social Media (2021), Postmodern Theory and Blade Runner (2017), The Symbolic, the Sublime, and Slavoj Žižek’s Theory of Film (2012), and co-editor of Žižek and Media Studies: A Reader (2014). His current project 'The Hysterical Sublime' extends this work through dialectical humanism to confront anthropogenic climate change and technological displacement of human agency.