جست‌وجوی استاد و پژوهشگر

• Prevention and Correction of Deviant Behaviour
• Intercultural Education
• Bulgarian Language and Literature Teaching Methodology
• +۵ مورد دیگر

Daniel Polihronov is Assistant Professor at Sofia University "St. Kliment Ohridski", Faculty of Education, Department of Theory of Education. He lectures across bachelor’s and master’s programmes in preventive pedagogy, resocialisation, and social work with children and deviant youth. Education: PhD (field inferred: Pedagogy/Social Education) Research Interests: Dr Polihronov focuses on prevention and correction of deviant behaviour , intercultural education , and the use of literature as a tool for social-pedagogical intervention . His work spans psychoactive-substance prevention programmes, literacy development in multicultural settings, and penitentiary pedagogy. Across 2020-2024 he has led or participated in multiple projects funded by the Bulgarian state budget, the EU Operational Programme “Science and Education for Smart Growth”, and the European Economic Area Financial Mechanism. These projects address substance-use prevention, educational inclusion of vulnerable groups, and professional training for social-work practitioners. Publications & Trends: His recent scholarship (2019-2024) reveals a strong trajectory exploring how children’s and adolescent literature can foster moral judgement, intercultural dialogue, and prevention of delinquency. Parallel strands investigate the impact of pandemic conditions on substance use and the design of evidence-based school programmes. Research Leadership & Grants: Project manager: “Social and Pedagogical Aspects of the Problem of the Use of Psychoactive Substances” (2021-2022, state budget) Principal investigator: “Formation of socio-pedagogical and legal concepts among students…” (2022, NP “Young Scientists”) Key expert: BG05M2ОP001-2.011-0001 “Support for Success” – early-warning toolkit for at-risk students Partner: BGLD-2.002-0001-C01 “Capacity building for educational and social inclusion…” (EEA Grants 2021-2022) Languages: English, Russian Contact: d.polihronov@fp.uni-sofia.bg | Phone: (+359 2) 9308 568

• Intercultural Education
• Teacher Education
• Sustainability Education
• +۷ مورد دیگر

Dr. John Buchanan is an Associate Professor at the University of Technology Sydney within the Faculty of Design and Society. With extensive experience in education and teacher education, he currently teaches sociology and environmental education, as well as English as an Additional Language in the Bachelor of Education program at UTS. He serves as President of the Primary Human Society and its Environment Teachers Association (PHSIETA) and has an active research profile with numerous publications and funded research projects. His research interests focus on intercultural education, particularly examining the constructs students and teachers have of themselves, of each other, and of educational institutions. He investigates how these variables impact educational outcomes, with special attention to Australian teachers' and students' perspectives on intercultural studies. More broadly, his scholarly work encompasses sociology and social justice, studies of religion, literacy, Aboriginal education, and local history. Analysis of his recent publications reveals a consistent focus on teacher education reform, particularly around Teaching Performance Assessments (TPAs) in the Australian context. His work also demonstrates significant contributions to sustainability education, examining the policy-practice gap in implementing sustainability initiatives in schools. His research on career change teachers and rural teacher recruitment addresses critical workforce challenges in education. Dr. Buchanan has secured multiple research grants from organizations including the NSW Department of Education, Australian Institute for Teaching and School Leadership, and World Vision Australia. His funded projects have examined teacher preparedness, rural teacher recruitment, global citizenship education, and sustainability education implementation. As an educator, he supervises pre-service teachers and has developed innovative approaches to professional learning groups that help pre-service teachers become researchers. His teaching philosophy emphasizes critical thinking, understanding difference, and developing narrative imagination in future educators.

Steve Szigetiمشاهده پروفایل

دانشیار

• Game Design
• Design Thinking
• Pedagogy
• +۶ مورد دیگر

Steve Szigeti is an Associate Professor in the Teaching Stream and Program Director for Communication, Culture, Information & Technology (CCT) at the Institute for Communication, Culture, Information & Technology (ICCIT), University of Toronto Mississauga. He holds a Ph.D. and Master of Information from the University of Toronto’s Faculty of Information, an MA in English from Concordia University, and a BA in English Literature and History from the University of Toronto. His research focuses on game design, design thinking, pedagogy, human-computer interaction, data visualization, and academic integrity . He integrates innovative teaching practices with digital design, particularly through educational games and inclusive pedagogical frameworks. The recent publications reflect a strong interdisciplinary trend combining education, ethics, and technology . His work explores academic integrity through student attitudes, develops inclusive design pedagogy, and applies HCI principles to media analytics and labor education via gamification. Scientific Awards: UTM Teaching Excellence Award for Junior Faculty 2021-22 As a teaching-stream professor and program director, Steve Szigeti is deeply involved in curriculum development and instructional innovation. He teaches courses such as Business Research Methods, Principles in Game Design, Project Management, and UX and Board Game Design. While no formal students are listed, his mentoring role is evident through capstone projects and internship supervision. He leads initiatives in digital pedagogy and academic integrity, contributing to educational reform and inclusive design practices. He is associated with the Open Design Collaboratory and contributes to research on digital equity and ethical technology use in education.

Katja Schwarzمشاهده پروفایل

دانشیار

• Autism History
• Disability Studies
• Inclusive Pedagogy
• +۴ مورد دیگر

Katja Schwarz serves as Associate Professor in the Department of Intellectual Development at the University of Education Ludwigsburg's School of Education. She holds the civil service rank of Academic Councillor in pedagogy and didactics, focusing on intellectual development. Her office is located at Reuteallee 46, 71634 Ludwigsburg (Room 8,018), with contact via +49 7141 140-2105 or katja.schwarz@ph-ludwigsburg.de. She maintains active appointments by email arrangement and participates in institutional governance as a Member of the Faculty Council. Her research centers on Autism History , Disability Studies , and Inclusive Pedagogy , with specific expertise in supportive communication, post-school support systems, and social-legal classification frameworks (ICF, SGB IX/BTHG). Current investigations examine autism representation in film, psychiatric museum curation, and international acceptance models. Her methodological approach integrates historical analysis with participatory research involving autistic individuals. Recent publications reveal strong thematic concentration on autism historiography and representation, with increasing focus on museum-based educational approaches and cross-cultural perspectives. Her 2020-2025 output demonstrates systematic exploration of autism classification systems, film portrayals, and practical support service implementation across Baden-Württemberg. Member of autismus Deutschland eV Federal Association for the Promotion of People with Autism Member of the scientific advisory board of the Psychiatry Museum Emmendingen Collaboration with Prof. Santoshi Halder on international autism research She supervises extensive student research, particularly through university seminars involving museum excursions and autism film analysis. Her projects frequently translate academic work into practical resources for autism therapy centers, with multiple unpublished implementation concepts for family relief services and preventative care systems across Baden-Württemberg.

Daniel J Simonsمشاهده پروفایل

استاد

• Visual Cognition
• Attention
• Perception
• +۱۰ مورد دیگر

Daniel J. Simons is a Professor of Psychology at the University of Illinois at Urbana-Champaign , with affiliations in the Charles H. Sandage Department of Advertising and the Center for Social and Behavioral Science . He received his B.A. from Carleton College and Ph.D. from Cornell University , following five years at Harvard University. Research focuses on visual cognition , attention , perception , and metacognition Key discoveries in change blindness and inattentional blindness Develops real-world applications of cognitive research to driving, media, and medical fields His recent publications explore visual cognition through diverse lenses including magic , film editing , and medical diagnostics . Scientific recognition includes: Ig Nobel Award (2004) for intuitive deception research Early Career Award (2003) from American Psychological Association Fellow of Association for Psychological Science and Psychonomic Society As founding editor-in-chief of Advances in Methods and Practices in Psychological Science , he championed open science initiatives. His Visual Cognition Laboratory pioneers research on awareness limits and their real-world implications . Teaching interests span statistics , research practices , and cognitive science for broad audiences.

Felix Gerloffمشاهده پروفایل

پژوهشگر

• Sound Studies
• Digital Cultures
• Media Theory
• +۸ مورد دیگر

Felix Gerloff is a junior researcher at the Institute of Experimental Design and Media Cultures (Academy of Art and Design, University of Applied Sciences and Arts Northwestern Switzerland), specializing in programming as a cultural technique and computational thinking in human-machine collaborations. He is also a PhD candidate at Humboldt-University Berlin , where he earned his Masters in Cultural History and Theory in 2013. At the Max Planck Institute for the History of Science (MPIWG), he works as a visiting predoctoral fellow in the 'Epistemes of Modern Acoustics' group, focusing on the history of the decibel with Sebastian Schwesinger. Education: Magister Artium (MA), Cultural History & Theory, Humboldt-University Berlin (2013) PhD candidate, Humboldt-University Berlin Gerloff’s research bridges Sound Studies , Digital Cultures , and Media Theory , examining how sound functions as an epistemic tool in urban environments and software engineering. His work on the decibel explores intersections between auditory media, scientific instrumentation, and transnational knowledge exchange. He co-organizes the KlangDenken (Sonic Thinking) colloquium in Berlin since 2011. His publications analyze sonic reasoning , noise as a figure of thought , and creative coding in projects like Sonic Pi. He contributes to academic initiatives such as continent. and the Impact proceedings, emphasizing interdisciplinary and experimental research methods.

• Hispanic Literature
• Latin American Literature
• Cultural Magazines
• +۷ مورد دیگر

Hanno Ehrlicher is Professor of Romance Philology (Literature) at the Eberhard Karls University of Tübingen, where he holds the Chair of Romance Philology with a focus on Iberoromance studies. Previously, he served as Professor of Romance Literature at the University of Augsburg. His academic work spans Hispanic and Latin American literature across historical periods, with particular expertise in cultural magazines, avant-garde movements, and digital humanities methodologies. Professor Ehrlicher's research interests include: Hispanic and Latin American literature from the Spanish Golden Age to contemporary works Cultural magazines and periodicals as sites of transnational exchange and community building Exile literature and post-exile aesthetic configurations Avant-garde movements in Hispanic contexts Digital humanities approaches to literary studies Comics and graphic novels in Hispanic and French contexts Narrative theory, particularly regarding picaresque literature Ehrlicher's recent publications reveal a strong methodological shift toward quantitative and network-based approaches to studying cultural magazines. His work examines how literary and cultural periodicals function both as networks and as media for constructing imagined communities across national borders. He has published extensively on transnational literary networks, particularly during the Modernism and Avant-garde periods (1891-1936), with increasing attention to digital humanities methodologies for analyzing these networks. Professor Ehrlicher serves on the editorial boards of several academic journals including Helix, Políticas de memoria, and the Romanesque Journal of Literary History. He has been involved in significant research projects, including a DFG-funded research group 'TransEXIL' on post-revolutionary Mexico (2023-2027), where he leads a subproject on mythical thinking and transnational community building through cultural magazines. This project includes funding for a postdoc position held by Dr. Claudia Cedeño Báez. As an academic advisor, Ehrlicher has supervised numerous doctoral and habilitation theses on diverse topics within Hispanic literature and culture. His students' work spans from Golden Age studies to contemporary comics and exile literature. His most recent supervisees include Dr. Romana Radlwimmer (Habilitation on 'Lavapiés liegt am Meer. Historische Poetik eines Madrider Stadtviertels') and Claudia Liliana Cedeño Báez (PhD on 'Desafiando la norma. Textos teórico-programáticos de mujeres en las revistas culturales de las vanguardias hispánicas').

Brian Curtisمشاهده پروفایل

دانشیار

• Painting
• Drawing
• Art Education
• +۶ مورد دیگر

Brian Curtis is an Associate Professor of Painting at the University of Miami's College of Arts and Sciences, where he serves as Coordinator of Undergraduate Drawing and both Undergraduate Painting and Graduate Painting programs. With a career spanning over three decades at the University, Curtis has established himself as a dedicated educator and practicing artist specializing in representational painting and perceptual drawing. His research interests focus on the intersection of traditional art practices with contemporary challenges, particularly exploring perceptual drawing, sacred geometry, and the relationship between art and technology. Curtis has developed a critical perspective on postmodern approaches to art education, advocating for the continued importance of perceptual skills in artistic development while engaging thoughtfully with digital technologies. Curtis's scholarly work reveals consistent themes examining the cognitive and perceptual foundations of artistic practice. His publications, particularly the widely adopted Drawing from Observation textbook (now in its second edition), demonstrate his commitment to foundational art education. His more recent work delves into neuroscience perspectives on artistic perception, the impact of digital technologies on creative processes, and philosophical examinations of art's purpose in contemporary society. Nominated for Foundations in Art Theory and Education (F.A.T.E.) Master Educator Award (2015, 2011) Dean's Research Leave (2012) Dean's Excellence in Teaching Award (1999) Multiple Merit Awards from national exhibitions (1986-2012) Max Orovitz Summer Research Grants (1987, 1989, 1998) As an educator, Curtis has secured numerous grants supporting technological integration in art education, including funding for computer labs and digital equipment. His extensive exhibition record, with solo shows from 1979 to 2017, demonstrates his active engagement with the artistic community. Curtis has also curated exhibitions and organized professional conferences, contributing significantly to the field beyond his teaching and creative work.

Kevan Lammمشاهده پروفایل

دانشیار

• Science Communication
• Leadership Development
• Environmental Education
• +۳ مورد دیگر

Kevan Lamm is an Associate Professor in the Agricultural Leadership, Education & Communication department at the University of Georgia's College of Agricultural & Environmental Sciences. His work focuses on science communication, leadership development, and community engagement in agricultural and environmental contexts. He collaborates with the Lamm Science Communication Lab, which has produced over 260 peer-reviewed publications. Ph.D. in Leadership Development and Evaluation, University of Florida (2015) M.S. in Leadership Development and Evaluation, University of Florida (2013) B.S. in Mechanical Engineering, Colorado State University (2000) His research explores how educational initiatives and science communication strategies can influence decisions about critical global issues like water quality, plastic use, and climate change. The Lamm Lab investigates topics such as: Community gardens as climate adaptation tools Grower perceptions of water contaminants Trust-building in food science communication Leadership capacity development in food systems Behavioral drivers of water conservation Systems thinking in Generation Z consumers Recent publications analyze: Climate-smart adaptations in community gardens YouTube frame analysis for pork production narratives Intrinsic motivation in water conservation Geographic audience segmentation for policy communication Art-science integration in agricultural education He advises students like Olivia Erskine, whose master's research examined community garden resilience to climate impacts. The lab collaborates with institutions including USDA ARS, Clemson University, and the African Research Network.

Davide Paviaمشاهده پروفایل

پژوهشگر

• Geographic Information Systems
• Spatial Analysis
• Environmental Geography
• +۴ مورد دیگر

Davide Pavia is a Researcher in Geography (SSD: GEOG-01/A) at Sapienza University of Rome's Department of Modern Literature and Culture. He teaches Environmental Regeneration and Geotechnologies for Ecological Transition to Geographical Sciences students, Human Geography to Linguistic and Intercultural Mediation students, and Fundamentals of Geography to Historical-Artistic Studies students. He earned his PhD in Geographical Studies from Sapienza University of Rome within the Documentary, Linguistic and Literary Sciences program. His academic qualifications include Associate Professor eligibility for SSD GEOG-01/A. His research centers on Geographic Information Systems (GIS) applications for spatial analysis of geographical phenomena, with expertise in environmental regeneration, cultural heritage documentation, public health interventions, and urban planning. He holds an Esri Associate certification for ArcGIS for Desktop and develops geospatial models for ecological transition, disease spread analysis, and submerged heritage rediscovery, emphasizing interdisciplinary approaches that bridge social and environmental sciences. Analysis of his 15 most recent publications (2023-2025) reveals a strong focus on practical GIS applications addressing societal challenges: optimizing defibrillator networks for cardiac emergencies, modeling pandemic dynamics, creating urban vegetation geodatabases, and promoting sustainable tourism through cultural heritage mapping. His work consistently demonstrates how geospatial technologies can transform theoretical geography into actionable solutions for urban resilience and ecological transition. His scientific recognition includes: Esri Young Scholars Award (2018) He has led significant research initiatives including projects on environmental risk management using GIS, 3D urban modeling for geospatial analysis, and the "Return to the House on the Hill" study investigating coronavirus-era migration patterns and cultural heritage preservation. As Scientific Director of university-funded projects, he has secured grants for applied geospatial research with societal impact. He contributes to academic discourse as Assistant Editor for the Scopus-indexed journal J-READING (Journal of Research and Didactics in Geography) and develops GIS laboratories for active digital citizenship education, fostering practical geospatial skills among students and community members.

• Collaborative Learning
• Uncertainty Management in STEM
• Feedback Mechanisms
• +۱۲ مورد دیگر

Chandan Dasgupta is an Assistant Professor in the Educational Technology department at Indian Institute of Technology Bombay. He holds a Ph.D. in Learning Sciences from the University of Illinois at Chicago and a Master’s in Human-Computer Interaction from Georgia Institute of Technology. His research focuses on collaborative learning, uncertainty management in STEM, and distributed creativity in makerspaces. Education: Ph.D. in Learning Sciences, University of Illinois at Chicago M.S. in Human-Computer Interaction, Georgia Institute of Technology Dasgupta designs technology-enhanced environments for STEM education, emphasizing embodied learning, inquiry-based pedagogy, and artificial intelligence integration. His recent work explores AR/VR applications for spatial reasoning and critical action curricula in engineering education. Analysis of his 88 research outputs reveals trends in collaborative learning technologies (19 publications in 2023-2025), uncertainty management frameworks (13 papers), and makerspace creativity (7 studies). Key technologies include augmented reality (GeoSolvAR, MathReality), virtual reality conversational agents, and adaptive learning systems. Dasgupta actively contributes to EdTech policy discussions in India, advocating for contextualized solutions aligned with UN Sustainable Development Goals. His collaborations span institutions in the USA (Purdue, Georgia Tech) and India (IIT Bombay, Tulna partnership).

• Virtual Reality
• Spatial Ability
• Product Design
• +۸ مورد دیگر

Kristi Bartlett is an Assistant Professor in Product Design at the University of Kentucky, specializing in virtual reality, spatial ability assessment, and equity in design education. Her work bridges technology and pedagogy through projects like the OVPR Curate Program and UNITE Research Priority Area initiatives. Doctor of Philosophy, Purdue University (2023) Master of Science, University of Houston (2019) Research interests focus on: Virtual reality applications in design education Equity and inclusion in design disciplines Critical analysis of spatial skills assessment tools Generative AI ethics in creative processes Interdisciplinary medical device development Collaborative virtual learning environments Recent publications analyze AI-generated design renders, mental rotation assessment in VR, and gender dynamics in industrial design. Her projects examine immersive technologies, historically excluded student experiences, and sustainability integration in engineering curricula. Current grants include: Comparing Physical and Virtual Reality Product Models (2025-2026, UK OVPR) Mixed Reality in Product Design Education (2024-2025, UK IRC) Equity in Healthcare Design (2024-2025, UK UNITE) Historically Excluded Students in Design (2024-2025, UK UNITE)

LAU Chingمشاهده پروفایل

مدرس

• Popular Culture
• History
• Civil Education
• +۳ مورد دیگر

Mr. LAU Ching is a Lecturer at the Department of Japanese Studies , The Chinese University of Hong Kong. His academic work bridges the intersections of Popular Culture , History , and Civil Education , focusing on how cultural artifacts like comics and media shape historical understanding and national identity.

Merethe Frøylandمشاهده پروفایل

استاد

• Science Didactics
• Geodidactics
• Fieldwork Pedagogy
• +۶ مورد دیگر

Merethe Frøyland is a Professor at the Science Center (Naturfagsenteret) within the Faculty of Mathematics and Natural Sciences (MN-fakultetet) at the University of Oslo (UiO). With a background in geology and a PhD in science education, she specializes in science didactics , geodidactics , and informal learning environments . Her work focuses on integrating other learning arenas (e.g., fieldwork, museums) into science teaching and improving teacher education through continuing professional development programs.

• Geography Didactics
• Phenomenological-hermeneutic lifeworld theory
• Spatial theory
• +۸ مورد دیگر

Mirka Dickel is a Professor and Chair holder of Geography Didactics at the Geographical Institute of the Friedrich-Schiller-Universität Jena since October 1, 2011. Prior to this position, she served as Professor of Educational Science specializing in Geography Didactics at the University of Hamburg (2008-2011) and as Academic Councilor for Geography Didactics at the University of Mainz (2006-2008). Her academic career spans over two decades with significant contributions to geography education, teacher training, and didactic methodology. Dr. Dickel completed her teaching qualification for secondary schools (SII/I) in German, English, and Geography at the University of Münster. She earned her doctorate in 'Didactics of Geography' from the Chemisch-Geowissenschaftlichen Fakultät at the University of Jena in 2004 under Prof. Dr. Tilman Rhode-Jüchtern. Before her university career, she worked for ten years as a teacher of German and Geography at the Goethe-Gymnasium in Stolberg (near Aachen). Her research focuses on geography didactics with an emphasis on phenomenological-hermeneutic lifeworld theory and socially theoretically informed spatial theory. She explores geographical thinking, representation and mediation methods, history of geography education, space theories, socialized human-nature relationships, democracy education, judgment practices in geography education, and the ecology of classroom time. Her work bridges theoretical frameworks with practical classroom applications, emphasizing ethical and aesthetic dimensions of geography teaching. Dr. Dickel's recent publications demonstrate a growing interest in virtuality, visualization, embodiment, and the intersection of geography with other disciplines such as philosophy, ethics, and visual arts. Her work increasingly examines digital media in geography education, intersectionality through comic art, and the temporal dimensions of teaching and learning processes. She has developed a distinctive approach that combines phenomenological inquiry with pedagogical practice, creating innovative frameworks for geography education that emphasize critical reflection and ethical engagement. As an active contributor to academic governance, Dr. Dickel has served as Director of the Geographical Institute (2019-2022), Chair of the Teacher Examination Committee (2011-2023), and leader of the Doktorandenkolleg 'Bildung-Forschung-Dialog' since 2019. She has coordinated several significant projects including the BMBF-funded 'Kompetenzzentren für digitales und digital gestütztes Unterrichten' (2023-2025) and the 'Qualitätsoffensive Lehrerbildung' (PROFJL) initiatives. Dr. Dickel is deeply involved in teacher education through her supervision, coaching, and workshop offerings focused on conflict resolution, team dynamics, and perfectionism in educational contexts. She leads numerous excursions that serve as living laboratories for her research on spatial awareness and human-environment relationships, including recent trips along the Saale River, to Hamburg, Vienna, and various international locations.