Michael Young

About

Michael Young is an Associate Professor and Associate Dean for Community Engagement in the Department of Mathematical Sciences at Carnegie Mellon University, located in the Mellon College of Science. He holds both a Master of Science and a Ph.D. from Carnegie Mellon University. His professional address is at Wean Hall or the Mellon Institute, with contact details including a phone number and email. The provided information emphasizes his academic role and administrative responsibilities within the university's Mathematical Sciences department, but does not include specific details about his research focus, background, or key contributions.

Research topics

• Computer Science
• Sociology
• Psychology
• Artificial Intelligence
• Pedagogy
• Political Science
• Epistemology
• Audiology
• Acoustics
• Human–computer interaction

Selected publications

• On a conjecture of TxGraffiti: Relating zero forcing and vertex covers in graphs

  Discrete Applied Mathematics · 2024-08-22 · 4 citations

  articleSenior author
  PublisherDOI

• The Future of Building Science Education with the U.S. Department of Energy Solar Decathlon

  2024-02-06 · 2 citations

  articleOpen accessSenior author

  in 7 years to be the next generation

  PublisherOA PDFDOI

• Sapere Aude – Dare to Be Wise: Michael E. Young

  Health Behavior Research · 2025-02-07

  articleOpen access1st authorCorresponding

  Sapere Aude – Dare to Be Wise is a unique editorial conversational interview-type feature. It is an attempt to deep dive into an Academy members’ background, formative experience, and education – specifically, to extract factors that contributed to their development and evolution as a professional, as well as their success as a prominent researcher in the health behavior arena. Every Academy member selected has a different story to tell and numerous models for success will emerge from this explo…

  PublisherDOI

• Afterword: Bridging divides in educational theory?

  2024-01-10

  book-chapter1st authorCorresponding

  The collection of papers in this Special Issue takes an innovative approach to one of the most contentious issues concerning the future of the education of teachers. Should we continue to rely on the universities and the knowledge produced by specialist research and scholarship? Education would thus follow in the steps of engineering, medicine and other professions. Or should we accept, as David Labaree (1998) suggests, that teaching relies on a ‘lesser form of knowledge’ (often referred to misl…

  PublisherDOI

• « Ma définition du curriculum a toujours été de commencer par poser la question suivante : qu’est-ce qui compte en tant que connaissance ? »

  Diversité · 2024-04-09

  articleOpen access1st authorCorresponding

  Philippe Vitale : Pouvez-vous revenir brièvement sur votre entrée dans le domaine du curriculum ?Michael Young : J’ai d’abord étudié les sciences naturelles à l’université de Cambridge et je suis devenu professeur de sciences dans l’enseignement secondaire. Le soir, j’étudiais pour obtenir un diplôme en sociologie et, cinq ans plus tard, j’ai validé une licence à l’université de Londres. Alors en poste, j’ai pris une année sabbatique pour étudier à plein temps afin de passer ma maîtrise en s...

  PublisherOA PDFDOI

Frequent coauthors

• Daniel Burkey

  27 shared

• Johan Muller

  University of Cape Town

  25 shared

• Scott Streiner

  University of Pittsburgh

  25 shared

• Richard Cimino

  New Jersey Institute of Technology

  21 shared

• Ken Spours

  Capital Normal University

  18 shared

• Marylyn M. McEwen

  University of Arizona

  17 shared

• Judith A. Effken

  17 shared

• Deborah Vincent

  17 shared

Education

• M.S.

  Carnegie Mellon University

• Ph.D.

  Carnegie Mellon University

Similar researchers at Carnegie Mellon University

• Alan Friezeh-74
• David Kinderlehrerh-45
• Irene Fonsecah-42