جست‌وجوی استاد و پژوهشگر

Moira Deanمشاهده پروفایل

استاد

• Consumer Psychology
• Food Security
• Food Safety
• +۸ مورد دیگر

Moira Dean is a Professor at Queen's University Belfast, affiliated with the School of Biological Sciences and the Institute for Global Food Security. Her research focuses on consumer psychology, food security, and food safety, addressing topics such as food fraud, risk perceptions, and sustainable living. She has coordinated the Honours project module (BIO3302) for the Food Quality, Safety and Nutrition Degree. Her work is funded by organizations including the Food Standards Agency, Safefood, and the European Union. Research Interests: Her expertise spans consumer food choice, food labeling, cooking skills, and supply chain management. She explores how cultural, social, and psychological factors influence food behaviors, with a focus on improving dietary habits and food safety practices. Recent studies include interventions targeting children's food knowledge and the impact of social media on cooking practices. Key Projects: She leads projects like 'PROTECT' (addressing endocrine disruptors) and 'Delivering an Effective, Resilient and Sustainable EU-China Food Safety Partnership'. These projects emphasize cross-sector collaboration and policy development. Scientific Awards: She has received the 3rd Prize Poster Presentation at AACTING (2024), PI recognition for the 'Good Days Bad Days' Safefood project (2010), and was shortlisted for the 2021 Vice-Chancellor’s Research Prize for Project Daire. Advisory Roles: She contributes to initiatives like the SENSEWELL Advisory Committee and the Food Integrity 2021 workshop. Her work bridges academic research with practical applications in industry and policy. Labs/Teams: Active within the Institute for Global Food Security, she collaborates with interdisciplinary teams to address global food challenges, including antimicrobial resistance and sustainable protein alternatives.

Tiffani Appsمشاهده پروفایل

مدرس ارشد

• Digital Literacy
• Educational Technology (Ed Tech)
• Children's Digital Rights
• +۴ مورد دیگر

Tiffani Apps is a Senior Lecturer in the School of Education at the University of Wollongong, Australia. She holds dual roles as Co-Head of Postgraduate Studies and Associate Academic Program Director for Digital Technologies for Learning. With a Doctor of Philosophy (D.Phil.) and Bachelor of Education (Hons) from the University of Wollongong, Tiffani specializes in children’s digital practices, digital rights, and educational technology integration. Her research critically examines how digital systems impact children, parents, and educators, focusing on issues like social media governance in schools, data privacy, and STEM education. Tiffani has secured $840k in competitive funding and contributes to high-impact collaborations, including the ARC Centre of Excellence for the Digital Child ($68M+ funding) and CABAH. She has over 29 national/international collaborators and advises governmental bodies like UNESCO and the NSW Parliament. Tiffani teaches educational technologies and research methods across undergraduate and postgraduate programs. She actively supervises PhD candidates exploring cyber safety education, AI literacy, and self-regulated learning in digital environments. Her work bridges theory and practice, advocating for equitable digital education policies and pedagogical innovation.

• Knowledge Representation
• Spatial and Temporal Cognition
• Multimodal Interaction
• +۳ مورد دیگر

Prof. Christopher Habel is a Professor in the Department of Computer Science at the University of Hamburg, leading the WSV work area. His research focuses on spatial and temporal cognition, multimodal interaction, and accessibility technologies. He holds the formal title of Head of Department WSV and is affiliated with the Faculty of Mathematics, Computer Science and Natural Sciences. Habel's work bridges cognitive science, artificial intelligence, and human-computer interaction with an emphasis on assistive technologies for visually impaired individuals. Key research projects include the CINACS International Research Training Group, exploring auditory-haptic access to spatial graphics, and the development of multimodal comprehension systems integrating text, graphics, and tactile feedback. His contributions span theoretical frameworks in cognitive linguistics and practical implementations of verbal assistance systems for tactile maps and haptic graph exploration. Over 30 years of academic activity is reflected in his extensive publication record (1984–2015), with recent work emphasizing cross-linguistic studies, event recognition in virtual environments, and the design of multimodal interfaces for cognitive robotics. His research integrates computational models with empirical studies on human perception and language processing.

Mary K. Requaمشاهده پروفایل

دانشیار

• early literacy
• teacher preparation
• family engagement
• +۲ مورد دیگر

Mary K. Requa is an Associate Professor and Mild Moderate Support Needs Program Coordinator in the Department of Special Education at San Francisco State University, teaching courses on understanding, assessing, and instructing individuals with mild/moderate support needs for successful learning outcomes across age groups. Education: PhD in Special Education, University of California, Berkeley and San Francisco State University, 2017 Educational Therapy, University of California, Berkeley, 2005 California Elementary Multiple Subject Teaching Credential, California State University, Los Angeles, 1978 B.A. in Liberal Studies, Loyola Marymount University, 1977 Research Interests: Dr. Requa's work centers on early literacy development , teacher preparation frameworks , family-school partnerships , and evidence-based instructional strategies for exceptional learners. Her research bridges theoretical foundations with classroom applications, emphasizing practical interventions for diverse educational settings. Publication Trends: Her recent scholarship demonstrates consistent focus on vocabulary acquisition in early childhood ('Big Words for Little People'), teacher credentialing barriers (RICA), and cross-disciplinary collaboration between special/general education. Publications reveal methodological diversity spanning qualitative classroom studies, parent-coaching interventions, and assessment innovations. Scientific Awards: Sujata Krishna Fellowship for Research in Early Childhood Development (2015-2016) Graduate School of Education Fellowship Award (2015-2016) Dyslexia Award from UC Berkeley Graduate School of Education (2012-2015) Grants and Advising: Current projects include an NSF-funded AI platform for neurodiverse engineering students (2024) and culturally responsive lesson design research (2023 Dean's Award). Previously secured funding includes CEEDAR Center grants (2018-2019) and Presidential Professional Development support (2019-2020). Her advising integrates research mentorship with pre-service teacher development through structured field experiences.

Daniel Kwasnitschkaمشاهده پروفایل

استادیار

• Digitalization in Manufacturing
• Behavioral Effects of Technology
• Workforce Productivity
• +۳ مورد دیگر

Daniel Kwasnitschka is an Assistant Professor of Management Science at the Darla Moore School of Business, University of South Carolina. His research focuses on the behavioral implications of digitalization in manufacturing, leveraging technologies like wearables, IoT, AI, and virtual reality. He holds a Ph.D. from ETH Zurich (2024) and degrees from Karlsruhe Institute of Technology (B.Sc. 2017, M.Sc. 2020). Education: Ph.D. in Management Science, ETH Zurich, Switzerland, 2024 M.Sc. in Industrial Engineering and Management, Karlsruhe Institute of Technology, Germany, 2020 B.Sc. in Industrial Engineering and Management, Karlsruhe Institute of Technology, Germany, 2017 Research Interests: Kwasnitschka investigates how new technologies influence worker behavior and operational KPIs in manufacturing. His work bridges academic theory with industrial practice, collaborating with companies like Mercedes, Audi, and BMW. Key themes include wearable technology adoption, AI-driven teaching methods, and feedback mechanisms in smart manufacturing environments. Research Trends in Articles: His publications emphasize experimental approaches to digitalization challenges, exploring topics like smartwatch-based task assignment, AI-generated educational content, and immersive VR training. These studies highlight the dual focus on technological implementation and human behavioral outcomes in industrial settings. Advising & Grants: No specific grants or advisees are listed. His collaborations primarily involve field experiments with industry partners. Labs/Teams: Engaged with manufacturing innovation teams and digital technology adoption initiatives at the Darla Moore School of Business.

Stephanie Lunnمشاهده پروفایل

استادیار

• Computing Education
• Engineering Education
• Human-Computer Interaction
• +۶ مورد دیگر

Stephanie J. Lunn is an Assistant Professor at Florida International University (FIU), holding appointments in the School of Universal Computing, Construction, and Engineering Education and the Knight Foundation School of Computing and Information Sciences (KFSCIS). She leads research in computing and engineering education, human-computer interaction, data science, and AI ethics. Her work addresses academia-industry gaps, technical interview equity, and ethical AI integration in curricula. Education Background: Dr. Lunn earned her Ph.D. and M.S. in Computer Science (FIU), alongside neuroscience degrees from the University of Miami. She completed a postdoctoral fellowship in Biomedical Engineering at Georgia Tech. Research Focus: Her work spans computing education policy, AI ethics syllabus design, diversity in tech hiring, and virtual training tools for educators. Recent studies investigate technical interview disparities and micro-internship programs for undergraduates. Awards: No awards explicitly listed in provided materials. Advising & Grants: Active in developing industry partnerships and NSF-funded projects on STEM workforce preparation. Collaborates with the STEM Transformation Institute to advance equitable computing education. Labs/Teams: Affiliated with FIU's Rubics lab and collaborates across interdisciplinary teams at the KFSCIS and STEM Transformation Institute.

Shuling Yangمشاهده پروفایل

استادیار

• Multicultural Education
• Literacy Studies
• Teacher Education
• +۵ مورد دیگر

Dr. Shuling Yang is an Assistant Professor in the Department of Education at the University of Maryland, Baltimore County (UMBC). Her work bridges multicultural education, literacy studies, and teacher education through innovative research and pedagogical practices. She holds a Ph.D. from the University of Nebraska-Lincoln and has received prestigious awards including NCTE’s 2023 ELATE Research Award and the AERA Division C Equity Grant. Dr. Yang’s research emphasizes family literacy, AI integration in education, and racial literacies. She explores how culturally sustaining pedagogies can empower marginalized communities, particularly through studies of Asian American immigrant experiences and bilingual education. Her work often employs ethnographic methods and critical frameworks to examine identity negotiation in educational contexts. Her publications span journals like Bilingual Research Journal and Journal of Digital Learning in Teacher Education , addressing topics ranging from generative AI in lesson planning to the role of Mandopop lyrics in biliteracy development. She has held leadership roles including Chair of the Awards & Grants Committee at the International Literacy Association (2022-2024). Awards: 2024 Early Career Reviewer Award (Bilingual Research Journal), NCTE ELATE Award, and multiple grant recognitions. Grants: AERA Equity Grant, NCTE Research Foundation Grant, and others supporting literacy innovation. Professional Engagement: Editorial board member of Reading Horizons Journal and Journal of Literacy and Urban Schools . Dr. Yang’s teaching spans undergraduate and graduate literacy courses, emphasizing critical reflection and culturally responsive practices. Her recent work highlights AI’s transformative potential in teacher education while addressing equity concerns in technology adoption.

Mark Samudreمشاهده پروفایل

استادیار

• Behavioral Supports
• Teacher Training
• Special Education
• +۳ مورد دیگر

Mark Samudre is an Assistant Professor of Special Education at the University of Kentucky, affiliated with the Department of Early Childhood, Special Education, and Counselor Education within the College of Education. He previously served as faculty at the University of South Carolina (2019-2023) and completed his doctoral studies at the University of Kentucky (2015-2019). His primary research focuses on training and coaching frameworks to enhance teacher implementation of behavioral supports, particularly targeting general education teachers. Dr. Samudre teaches courses in classroom management, applied behavior analysis, co-teaching, and instructional strategies for students with high-incidence disabilities. His research emphasizes resource-efficient coaching interventions and professional development frameworks to improve fidelity of behavioral interventions. Notable areas include targeted behavioral supports, multitiered systems of support, and evidence-based practices for inclusive education. Recent Trends in Publications: His work spans meta-analyses of teacher training effectiveness, explorations of implementation drivers for behavioral supports, and innovations in video-based interventions for students with disabilities. Recent studies investigate group contingency designs, peer coaching efficacy, and virtual instruction strategies. Dr. Samudre has no listed scientific awards but maintains an active research agenda focused on bridging gaps between training frameworks and classroom implementation. His work addresses practical challenges in special education through rigorous empirical studies and evidence-based methodologies.

Sally Shepleyمشاهده پروفایل

دانشیار

• Special Education
• Autism
• Teacher Education
• +۳ مورد دیگر

Dr. Sally Shepley is an Associate Professor in Special Education at the University of Kentucky (UK) and Director of the Applied Behavior Analysis (ABA) program. She holds a Ph.D. from the University of Georgia and has extensive clinical experience in behavior analysis for individuals with autism spectrum disorder and intellectual disabilities. Her research focuses on leveraging mobile technologies to enhance independence and transition readiness for adolescents and adults with moderate to severe disabilities. She employs single-case experimental designs to evaluate the efficacy of video activity schedules, self-instructional strategies, and technology-mediated interventions. Education: Bachelor of Science in Special Education, University of Georgia Master of Education in Special Education, University of Georgia Doctorate in Special Education, University of Georgia Research Interests: Dr. Shepley investigates how mobile technologies like smartphones and tablets can support skill generalization, problem-solving, and life independence for individuals with disabilities. Her work emphasizes practical applications of behavior analytic strategies in educational and clinical settings, particularly targeting vocational readiness, self-management, and family-centered interventions. Advising & Grants: As ABA program director, she oversees training for future behavior analysts. Her grants and collaborations focus on developing scalable interventions for severe problem behaviors, with a recent emphasis on family-centered service models for children with autism and intellectual disabilities. Labs & Teams: She leads the ABA program at UK, fostering innovation in behavior analytic practices through interdisciplinary collaboration. Her research lab develops technology-based tools for independent living and transition planning.

Steven Alvarezمشاهده پروفایل

استادیار

• Literacy Studies
• Composition and Rhetoric
• Ethnography
• +۴ مورد دیگر

Steven Alvarez is an Assistant Professor of English at St. John's College of Liberal Arts and Sciences, St. John's University, where he coordinates the first-year writing program. He holds a PhD and MPhil from The Graduate Center of the City University of New York (2012, 2009) and a BA from the University of Arizona (2003). His research focuses on literacy studies, bilingual education, and the experiences of Mexican immigrant communities. He teaches courses in autobiographical writing, ethnographic methods, and 'taco literacy,' exploring Mexican immigrant foodways. His work emphasizes translanguaging practices and community-based literacy initiatives. Alvarez is the author of two academic books: Brokering Tareas: Mexican Immigrant Families Translanguaging Homework Literacies (2017) and Community Literacies en Confianza (2017), as well as three poetry collections, including the award-winning The Codex Mojaodicus (2016). His research has been published in journals like Community Literacy Journal , Equity & Excellence in Education , and Language Arts . Alvarez’s work bridges creative writing and academic scholarship, often centering marginalized voices. He collaborates with bilingual communities in Kentucky and New York, advocating for culturally responsive pedagogies. His recent work examines translingual literacies, emergent bilingual learners, and the role of libraries in immigrant integration. Honors include the 2016 Fence Modern Poets Prize. He actively engages in public scholarship, such as his 'taco literacy' courses, which use food as a lens for cultural analysis.

Amy M. Deveauمشاهده پروفایل

استاد

• Organic Chemistry
• Medicinal Chemistry
• Therapeutic Molecules
• +۵ مورد دیگر

Amy M. Deveau is a Professor of Chemistry and Director of the School of Molecular and Physical Sciences at the University of New England's College of Arts and Sciences. Her research focuses on discovering organic small molecules with therapeutic potential in pain/addiction treatment, anti-infective agents targeting pathogens, and marine natural products from Gulf of Maine seaweeds. She is committed to integrating green chemistry principles into teaching and research. Dr. Deveau is a leader in STEM education innovation, emphasizing active learning and undergraduate research experiences. She serves as Chemistry Councilor for the Council on Undergraduate Research (CUR) and previously chaired CUR's Chemistry Division (2020-2022). Her work also addresses improving diversity in STEM through mentorship and advocacy for minoritized students and faculty. Her laboratory emphasizes practical applications of organic synthesis, including antimicrobial research, opioid receptor ligand design, and sustainable chemical processes. Key areas include developing marine-derived compounds for medical use and advancing eco-friendly reaction methods. Dr. Deveau's teaching spans organic chemistry, medicinal chemistry, and general chemistry, with a focus on experiential learning through lab courses and electives. Research trends in her publications highlight marine natural products (e.g., Saccharina latissima, Ulva lactuca) as antimicrobial sources, green chemistry innovations (aqueous Suzuki couplings), and opioid receptor pharmacology. Her work bridges basic research with translational applications in healthcare and environmental sustainability. Advising and grants: While specific grant details are not listed, her roles in CUR and institutional initiatives suggest involvement in educational and research funding. Mentorship is central to her work, particularly supporting underrepresented groups in STEM. Labs/Teams: Her lab operates within UNE’s Center for Excellence in the Neurosciences, collaborating on projects that integrate chemistry with neuroscience and environmental science.

Stephen Quintanaمشاهده پروفایل

استاد

• Ethnic-Racial Identity Development
• Developmental Psychology
• Counseling Psychology
• +۶ مورد دیگر

Stephen Quintana is a Professor in the School of Education at the University of Wisconsin–Madison, specializing in Counseling Psychology. Formerly an Associate Professor at the University of Texas at Austin and a Ford Foundation Postdoctoral Fellow, his career spans over three decades. He holds a Ph.D. in Counseling Psychology from the University of Notre Dame (1989) and completed a predoctoral internship at Penn State University. Quintana’s research focuses on ethnic-racial identity development in youth, particularly among marginalized groups like African American and Mexican American communities. He has pioneered studies on bi/multiracial Black youth experiences, Latino immigrant identity narratives, and the role of cultural competence in educational and clinical settings. His work integrates developmental, social, and clinical psychology to address systemic inequities. Key contributions include conceptualizing lifespan ethnic-racial identity models and analyzing peer/policy impacts on identity formation. Quintana serves as Associate Editor for Child Development and Journal of Counseling Psychology , and led the Wisconsin Partnership Grant with Centro Hispano. Awards include the Gimbel Child and Family Scholar designation and multiple AWARD recognitions. Education: PhD Counseling Psychology (Notre Dame, 1989), MA Psychology (Notre Dame, 1986), BA Psychology (Carleton College, 1983) Research Labs/Teams: Collaborates with Centro Hispano on community-based projects and leads UW-Madison’s multicultural education initiatives Grants: Wisconsin Partnership Grant, Ford Foundation Fellowship Quintana’s presentations at APA conventions highlight his commitment to teacher multicultural training and addressing educational disparities through psychological frameworks. His work bridges academic research with practical applications to empower marginalized youth through culturally responsive interventions.

Pa Herمشاهده پروفایل

استادیار بالینی

• Counseling Psychology
• Mental Health of Underrepresented Students
• Southeast Asian American Mental Health
• +۳ مورد دیگر

Pa Her is a Clinical Assistant Professor of Counseling Psychology and Director of the Counseling Psychology Training Clinic at the University of Wisconsin-Madison's School of Education. Her research and clinical work focus on supporting underrepresented college students and advancing mental health equity within Southeast Asian American communities. Education: PhD in Counseling Psychology, University of Wisconsin-Madison (2020) MA in Counseling, University of Wisconsin-Madison (2011) BS in Human Development and Family Studies, University of Wisconsin-Madison (2008) Research Interests: Dr. Her investigates educational/vocational development of low-income, first-generation, and students of color using mixed methods. Her work examines Hmong parental support systems, Southeast Asian American mental health, and trauma-informed care in predominantly white institutions. She integrates cultural identity frameworks with clinical practice to address systemic barriers in higher education. Publication Trends: Her 2016-2022 publications reveal consistent focus on culturally grounded interventions for Southeast Asian students, with increasing emphasis on community-based mental health programming. Key themes include psychosociocultural educational models, student distress predictors, and internship experiences through student-centered lenses. Scientific Awards: WAEOPP TRIO Achievers (2025) APA Outstanding Early Career Professional Supervisor/Trainer (2023) AAPA Post-Doctoral Leadership Fellow (2020) Advising and Grants: While specific advising records aren't detailed, her clinical directorship implies oversight of trainees. Grant activity isn't explicitly mentioned, though her AAPA fellowship suggests competitive funding acquisition. Labs and Teams: As Director of the Counseling Psychology Training Clinic, she leads clinical training operations providing mental health services to students while supervising doctoral trainees in evidence-based therapeutic practices.

Patrick Keeganمشاهده پروفایل

دانشیار

• Culturally Relevant Citizenship Education
• Elementary Social Studies Education
• Emotion and Civic Education
• +۵ مورد دیگر

Patrick Keegan serves as Associate Professor of Education and Program Coordinator in the School of Education and Counseling at Purdue University Northwest, bringing practical K-12 teaching experience to his academic role. His work focuses on preparing educators for racially, ethnically, and linguistically diverse classrooms through courses in elementary social studies methods and multicultural education. Keegan's educational foundation includes: Ph.D. in Social Studies Education from Teachers College, Columbia University Ed.M. from Harvard University M.Ed. from Antioch New England University B.A. from Wesleyan University His research centers on youth civic engagement among marginalized populations, with pioneering work on critical affective civic literacy and transnational belonging . Keegan examines how emotions shape political participation, particularly among migrant youth, and develops frameworks for integrating social emotional learning into social studies pedagogy. His scholarship bridges theory and practice, addressing teacher preparation for hyper-diverse learning environments. Analysis of Keegan's 2021-2024 publications reveals escalating focus on polarization's impact on Generation Z teachers , visual counternarratives in civic education , and transcultural belonging in divided societies . His recent work connects children's literature to historical resistance narratives while examining state-level social emotional learning standards through an affective citizenship lens. No scientific awards or fellowships were documented in the provided materials. As Program Coordinator, Keegan oversees teacher preparation initiatives and previously directed NYU's teacher residency program in Albany. His advising extends to supporting immigrant youth through tutoring and research, though specific grant funding details remain unreported. Current work involves guiding preservice teachers through K-12 field experiences during e-learning transitions.

Kirsten K. Davisمشاهده پروفایل

استاد

• Legal Communication
• Legal Ethics
• Generative Artificial Intelligence in Legal Education
• +۳ مورد دیگر

Kirsten K. Davis is a Professor of Law at Stetson University College of Law , where she serves as the Director of Online Legal Education Strategies and Faculty Fellow for Generative Artificial Intelligence and Higher Education (appointed 2024). She holds a J.D. from The Ohio State University Moritz College of Law (summa cum laude, Order of the Coif) and a PhD in Human Communication from Arizona State University's Hugh Downs School of Human Communication. Native Ohio farm kid Former federal judicial clerk and Jones Day attorney Research Focus : Intersection of legal communication and legal ethics Pioneering research on generative AI's impact on legal writing and education Founded Stetson's Institute for the Advancement of Legal Communication Leader of 400+ law professors studying AI's legal implications Classical rhetoric applications in modern legal practice Scientific Awards : Stetson Dean's Award for Extraordinary Service Stetson Award for Teaching Excellence Homer and Dolly Hand Award in Faculty Research 2021 Stetson Board of Trustees Innovation Award Inaugural AALS Technology Mentorship Award (2024) ABA Women of Legal Tech (2024) Professional Service : Former chair of AALS Annual Meeting Program Committee Current co-chair of AALS Section on Technology, Law, and Legal Education Co-chair of Legal Writing Institute's AI Committee Member of Florida Bar Standing Committees on Professionalism and Technology