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Christopher HlasView profile

Professor

• Mathematics Education
• Teaching through Problem Solving
• Student Motivation in Mathematics
• +7 more

Dr. Christopher S. Hlas is a Professor of Mathematics Education at the University of Wisconsin-Eau Claire within the College of Arts and Sciences Department of Mathematics. With a doctorate from the University of Iowa, he specializes in mathematics pedagogy, technology integration, and cross-disciplinary connections between math and foreign languages. Ph.D. in Mathematics Education (University of Iowa, 2005) B.S. in Mathematics and Computer Science (University of Iowa, 2001) His research focuses on teaching through problem solving , student motivation , and technology-enhanced mathematics instruction . He has developed innovative formative assessment probes and conducted extensive studies on homework design, flow theory, and creativity in K-12 education through grants like the ESEA Title II Mathematics and Science Partnerships. His work spans curriculum development, professional development for teachers, and mathematical modeling. Recent publications highlight his exploration of creativity assessment in language education and the application of game mechanics to classroom engagement. He serves as an AP Calculus Reader and Table Leader, while maintaining active roles in the Wisconsin Mathematics Council and National Council of Teachers of Mathematics. Bilingual education initiatives GeoGebra integration in geometry instruction Formative assessment frameworks Game-based learning strategies Scientific Awards CARE Award (2015) ACTFL Research Priority Grant (2010) Multiple teaching scholarships UWEC student-nominated award (2007) Outstanding teaching assistant recognition (2004) Mentoring over a dozen student research projects and securing more than $4 million in federal and state grant funding, Dr. Hlas has supervised numerous collaborative research initiatives. He maintains open-source educational tools like interactive Pascal's Triangle and rational functions resources at math.hlasnet.com while serving on multiple university committees and grant review panels.

Catherine BovillView profile

Professor

• Co-created Curriculum
• Student-Staff Partnership
• Higher Education Pedagogy
• +3 more

Catherine Bovill serves as Personal Chair of Student Engagement in Higher Education at the University of Edinburgh's Institute for Academic Development (IAD). As a member of the Learning and Teaching Team, she leads the Programme Design and Teaching Enhancement Team, which provides comprehensive support for designing programs and courses, enhancing teaching approaches, and administering the Principal's Teaching Award Scheme. Professor Bovill actively contributes to the University's strategic educational initiatives as a member of the Learning and Teaching Strategy Implementation sub-stream, Senate Quality Assurance Committee, Student Lifecycle Management Group, and Bristol Case Working Group. Her leadership extends to organizing the University's annual Learning and Teaching Conference and managing the influential Teaching Matters blog. Professor Bovill's research program centers on co-created curriculum and student-staff partnership in learning and teaching, establishing her as a globally recognized authority with nearly 100 keynote presentations across 15 countries. Her scholarship examines how students and staff can collaboratively design curriculum, assessment, and teaching approaches to create more democratic, inclusive, and effective educational experiences. She has developed influential frameworks for understanding different types and levels of co-creation in higher education settings, with particular attention to power dynamics, identity, and equity considerations within partnership models. Her work bridges theoretical foundations with practical implementation strategies, making significant contributions to transformative educational practices. Analysis of Professor Bovill's recent publications reveals an evolving research trajectory with increasing focus on practical applications of student-staff partnership, particularly in assessment design and implementation. Her scholarship consistently demonstrates attention to identity, power dynamics, and equity considerations within partnership frameworks. The pandemic period expanded her research into online and hybrid learning environments, examining how co-creation principles can be maintained during remote education. Her work increasingly addresses intersectional aspects of partnership, recognizing diverse student experiences and backgrounds, while maintaining her signature emphasis on practical tools and frameworks that educators can implement in their teaching contexts. National Teaching Fellow Principal Fellow of the Higher Education Academy Fellow of the Staff and Educational Development Association Member of the Society for Research in Higher Education Member of UK National Teaching Excellence Awards Panel Visiting Fellow at the University of Bergen, Norway Professor Bovill plays a significant role in academic development through her teaching on the PGCAP programme and mentoring staff undertaking the Edinburgh Teaching Award, the University's CPD framework for Advance HE recognition. She assesses colleagues seeking Advance HE recognition as part of this scheme, directly influencing teaching excellence across the institution. Her strategic leadership in educational development extends to supporting implementation of the University's Learning and Teaching Strategy and enabling colleagues to develop and enhance their teaching practice and expertise through various workshops and networks. Within the Institute for Academic Development, Professor Bovill leads the Programme Design and Teaching Enhancement Team, which serves as a central hub for educational innovation at the University of Edinburgh. This team not only provides direct support to academic staff but also organizes major institutional initiatives like the annual Learning and Teaching Conference. Her work connects with broader educational communities through her editorial roles, including previously serving as Associate Editor (Europe) of the International Journal for Academic Development and currently as a Review Board member for Higher Education.

Bettina KrausView profile

Professor

• Architectural Design
• Transformation of Existing Structures
• Building in Existing Contexts
• +6 more

Professor Bettina Kraus is a prominent architect and academic currently serving as Professor of Design in the Department of Architecture at the State Academy of Fine Arts Stuttgart, where she also chairs the Department of Architecture and serves as a Member of the Senate. Her academic career spans multiple prestigious institutions including TU Berlin, BTU Cottbus, and UdK Berlin, alongside an active architectural practice in Berlin. Her research and teaching focus on the elasticity of existing structures and their potential to adapt to changing programmatic or climatic conditions. Kraus explores how the morphology of architectural types and objects is influenced by context, function, and construction. Her methodology involves transformation strategies based on associative thinking and constructive action, integrating existing and new structures while questioning traditional notions of beauty and perfection. This approach allows her to reinterpret existing structures for contemporary and future requirements while reflecting local cultural identity. Kraus's architectural work demonstrates a consistent focus on transformation, adaptive reuse, and the integration of historical and contemporary elements. Her recent projects include residential buildings in Berlin (Lindenstraße 34-35, Brunnenstraße 19), cultural spaces, and urban interventions that have received numerous awards including the Berlin Architecture Prize (2023) and the Iconic Architecture Award (2019). Berlin Architecture Prize, Award 2023 (Lindenstraße 34.5) Berlin Architecture Prize, Prize 2023 (Malplaquetstraße 19) Iconic Architecture Award, Winner 2019 (Spreestudios) German Design Award 2014 (Medienhaus Schwäbischer Verlag) Architecture Prize Amsterdam, Prize 2010 (4 Towers Osdorp) As an educator, Professor Kraus has mentored numerous award-winning students including Theresa Weigand (ABK Stuttgart), Tom Seeger, and Ralf Hinrichs. Her academic research centers on two key parameters: Program and Typology (examining the Nolli Plan as a typological archive), and Difference and Interface (exploring material properties and surface experiments). Her work has been published extensively in architectural journals and as book chapters, with her most recent publication 'False Friends' currently in progress. Professor Kraus maintains an active architectural practice (Kraus Fischnaller Architects Partnership) in Berlin while contributing to the Board of the Berlin Architecture Prize since 2025.

James CragunView profile

Lecturer

• Political Psychology
• Quantitative Methods
• Political Behavior
• +4 more

James Cragun is a lecturer and researcher in Political Science at Stony Brook University, specializing in political psychology, quantitative methods, and the intersection of religious faith with political behavior. He earned his Ph.D. in 2020, with a dissertation on individual differences in selective exposure to political information. His research combines computational models and empirical analysis to explore how cognitive biases and religious conviction shape information-seeking behaviors and decision-making. Education: B.S. in Psychology (University of Oregon, 2013), M.A. (Stony Brook, 2015), Ph.D. in Political Science (Stony Brook, 2020). Teaching: Instructed courses like POL 201: Statistical Methods in Political Science and POL 348: Political Beliefs and Judgment , emphasizing critical thinking, causal inference, and statistical literacy. Designed interactive teaching tools for quantitative concepts. Research: Investigates how rigid religious faith amplifies selective exposure to attitude-congruent political information, using experiments and agent-based models to study cooperative behavior and methodological innovations like interactive control variables. Scientific Awards 2018 Departmental Teaching Award, Stony Brook University. His work bridges political psychology, behavioral economics, and computational modeling, with a focus on understanding irrationality in political judgment and the role of religious cognition in information processing. Current projects include modeling vaccine anticipation effects on compliance.

• Biomedical Image Analysis
• Computational Neuroscience
• Biomedical Informatics
• +4 more

Tianming Liu serves as a Distinguished Research Professor in the School of Computing at the University of Georgia, with courtesy faculty appointments in the Department of Epidemiology and Biostatistics at the College of Public Health and the Institute of Bioinformatics. His academic career at UGA spans from Assistant Professor (2008-2013) to Associate Professor (2013-2015) to full Professor (2015-present), culminating in his recognition as a Distinguished Research Professor in 2017. He also serves as Graduate Program Faculty in the School of Computing. Education: Ph.D. in Computer Engineering, Shanghai Jiaotong University, China (2002) Master of Science in Computer Science, Northwestern Polytechnical University, China (1999) Bachelor of Arts in Computer Science, Northwestern Polytechnical University, China (1998) Dr. Liu's research focuses on the intersection of computer science and neuroscience, with particular expertise in biomedical image analysis, computational neuroscience, and biomedical informatics. His work centers on cortical architecture imaging and discovery, developing advanced computational methods for analyzing brain structure and function. His research spans multiple disciplines including neurosciences, cognitive sciences, biomedical engineering, and clinical sciences, with applications in understanding Alzheimer's disease progression, brain connectomics, and neural architecture. Analysis of Dr. Liu's recent publications reveals a strong trajectory in applying deep learning techniques to neuroimaging data. His work increasingly focuses on developing sophisticated neural network architectures specifically designed for brain connectome analysis, with particular attention to spatiotemporal dynamics and hierarchical organization of brain networks. Recent publications demonstrate his leadership in applying neural architecture search methods to optimize brain network analysis pipelines, with applications spanning from Alzheimer's disease research to fundamental neuroscience questions about cortical folding patterns. Scientific Recognition: Distinguished Research Professor at the University of Georgia (2017) Dr. Liu has secured substantial research funding through multiple competitive grants from NIH and NSF, demonstrating the significance and impact of his work. His most notable projects include the NIH R01 grant "Developing an Individualized Deep Connectome Framework for ADRD Analysis," the NIH R01 grant "Mapping Trajectories of Alzheimer's Progression via Personalized Brain Anchor-nodes," and the NSF CRCNS grant "Exploring the Mechanism of 3-Hinge Gyral Formation and its Role in Brain Networks." These projects highlight his leadership in applying computational methods to address critical challenges in neuroscience and medicine, particularly in the domain of Alzheimer's Disease and Related Dementias (ADRD). Dr. Liu collaborates extensively across disciplines, working with researchers at institutions including University of Virginia, Emory University, UNC Chapel Hill, and UT Arlington. His work has contributed to the development of BiomedGPT, an open-source visual-language foundation model for biomedical applications, demonstrating his commitment to creating accessible tools for the broader research community.

• Child and Adolescent Psychiatry
• Mental Health Disparities
• Cross-cultural measurement of psychiatric disorders
• +3 more

Dr. Cristiane Duarte is a Professor in the Division of Child and Adolescent Psychiatry at Columbia University - New York State Psychiatric Institute. She holds the prestigious title of Ruane Professor for the Implementation of Science for Child and Adolescent Mental Health. Dr. Duarte also serves as Co-Director of the NewYork-Presbyterian Youth Anxiety Center in Washington Heights. Dr. Duarte's educational background includes a PhD and MPH, though specific institutions aren't mentioned in the available text. Her academic journey has led her to become a prominent figure in child and adolescent mental health research. Her research focuses on innovative population-based studies examining the development of mental disorders in children, adolescents, and young adults. Through state-of-the-art sampling, recruitment, and culturally appropriate assessment methodologies, she generates knowledge relevant to diverse, often underserved and understudied populations. She is particularly known as the leader of the Boricua Youth Study, the only multi-national source of information about how mental disorders develop from childhood to young adulthood in Puerto Ricans. Dr. Duarte's publication record shows a strong trajectory of research from early work on child mental health in Latin America and post-9/11 trauma effects to more recent large-scale studies on prenatal influences, child development, and health disparities. Her work spans multiple disciplines including psychiatry, epidemiology, public health, and developmental psychology. Her research has received significant support from the Brain and Behavior Research Foundation, the Robert Wood Johnson Foundation, and multiple institutes of the National Institutes of Health including NIDA, NIMH, NIAAA, and NICHD. Dr. Duarte is a key member of international collaborations in global mental health, particularly focused on improving child mental health services and implementing interventions in low-resource settings. Her work bridges cross-cultural measurement of psychiatric disorders with addressing mental health disparities across diverse populations.

Weina Li ChenView profile

Assistant Clinical Professor

• Educational Technologies
• Learning Design
• Online and Hybrid Learning
• +5 more

Weina Li Chen serves as a Clinical Assistant Professor within the Education Division of Pepperdine University's Graduate School of Education and Psychology, teaching courses in the Master of Arts in Teaching English to Speakers of Other Languages (MA TESOL) and Master of Science in Leadership programs. With approximately ten years of teaching experience across diverse educational settings, she brings practitioner expertise to her academic role while maintaining active engagement in professional development and program design. Her academic credentials include: Ph.D. from Pepperdine University M.A. from Pepperdine University M.A. from University of York, England B.A. from Heilongjiang University, China Dr. Chen's research focuses on educational technologies and innovative learning design , with specialized expertise in online/hybrid learning environments, world language acquisition (particularly English as a Second Language), and teacher leadership development. She investigates how digital tools can enhance student engagement, social presence, and language proficiency through practical applications. Her work bridges academic research with classroom implementation, frequently resulting in practitioner workshops and conference presentations that translate theoretical concepts into actionable teaching strategies for language educators. Analysis of her 14 publications (2019-2023) reveals consistent emphasis on technology-mediated language learning. She explores platforms like Flip, Canva, and WeChat to create interactive communities and support speaking practice, with recurring themes including social-emotional learning integration and digital storytelling. Her research demonstrates a practitioner-scholar approach, targeting both pre-service and in-service teachers through workshops that address real-world classroom challenges in language education. As an educational leader, Dr. Chen founded and served as president of CABE Mandarin, an organization promoting Mandarin language education. She has designed multiple language programs for schools and universities, demonstrating commitment to expanding language learning opportunities. While specific grant funding details and student advisee names are not documented in available materials, her conference presentations and program development initiatives indicate active community engagement and professional contribution to the fields of TESOL and educational technology.

• Vocational Education and Training
• Further and Adult Education
• Practice-Focused Research
• +7 more

Margaret Gregson is a distinguished Professor at the University of Sunderland's Faculty of Education and Society, specializing in vocational education, further education, and adult learning. Her extensive publication record spanning over two decades demonstrates deep engagement with critical issues in educational policy, practice-focused research, and pedagogical innovation within vocational contexts. She serves as a leading authority in the field, with her work frequently cited and implemented in educational settings across the UK and internationally. Dr. Gregson's research expertise centers on practice-focused research methodologies , where she champions the integration of practitioner knowledge to enhance educational outcomes. Her scholarship critically examines educational policy implementation , particularly the translation of national policies into effective local practices within the further education sector. She has made groundbreaking contributions to understanding critical thinking development in adult learners through creative approaches, such as her research on poetry groups in art colleges. Her work consistently addresses widening participation in education, exploring innovative pathways to make educational opportunities accessible to non-traditional students. Additionally, she has pioneered research in arts-based educational research as a methodology for understanding pedagogical practice, and has led important debates about restoring practical and productive knowledge to vocational education curricula. Analysis of her recent publications reveals several significant scholarly trends. Her work demonstrates an increasing focus on reimagining educational evaluation through more equitable lenses, as evidenced by her 2023 publication 'On the Same Side.' She has intensified her examination of practical knowledge in vocational education, culminating in her influential 2024 article 'DEEPER THAN REASON.' Her research consistently bridges theoretical frameworks with practical application, with numerous publications addressing implementation strategies for research findings in real-world educational settings. The collaborative nature of her scholarship is noteworthy, with frequent co-authorship with colleagues including Daniel Gregson, Patricia Spedding, and Lawrence Nixon. Her work maintains a strong commitment to social justice in education while upholding rigorous academic standards and practical relevance. Dr. Gregson has made substantial contributions to teacher education through her editorial work on multiple editions of 'Reflective Teaching in Further, Adult and Vocational Education,' which has become a standard reference text in the field. Her research has significantly informed educational practice across the UK further education sector, particularly through her critical examinations of policy implementation and quality improvement approaches. Her collaborative projects, including work with the Department for Children, Schools and Families and the Institute of Education at University College London, demonstrate her impact on national educational policy and practice.

• International Relations
• Constructivist Theory
• International Organisations and Global Governance
• +8 more

Susan Park is a Professor of Global Governance in International Relations at the University of Sydney. Her research focuses on international organizations, global governance, and their roles in renewable energy transition and environmental accountability. She has held visiting scholar positions at prestigious institutions including the London School of Economics, Oxford University, and the Technical University of Munich. Her work is funded by governments in Australia, Canada, Britain, and Germany. Senior Research Fellow and Research Lead, Earth Systems Governance Affiliated Faculty, Munk School’s Environmental Governance Lab (University of Toronto) External Associate, Centre for the Study of Globalisation and Regionalisation (Warwick University) Her research spans International Relations , Constructivist theory , Global Environmental Politics , and Accountability mechanisms in development banks. She examines how international institutions adapt to environmental challenges and renewable energy governance. From 2023–2025, she leads two Australian Research Council Discovery Grants on Global Governance, Eco-Justice and Global Governing Gaps for Solar Energy . Her publications include books on The Good Hegemon (Oxford University Press) and Environmental Recourse at the Multilateral Development Banks (Cambridge University Press). 2022 Vice Chancellor’s Award for outstanding research Editorial Board: Earth Systems Governance Journal Lead Editor: Global Environmental Politics She supervises current PhD students including Hugh Tuckfield, FEI Su, and Ana-Maria Ulloa, and has previously supervised Marcel Kaba and Helena Varkkey. Park is affiliated with the Sydney Environment Institute, China Studies Centre, and The Net Zero Institute. She is a Hans Fischer Senior Fellow (2019–2023) at the Technical University of Munich.

François GouletteView profile

Professor

• 3D Point Cloud Processing
• LiDAR Perception
• Autonomous Systems
• +7 more

François Goulette is a Professor and Deputy Director of the Computer Science and Systems Engineering Unit (U2IS) at ENSTA Paris, part of Institut Polytechnique de Paris. His research focuses on 3D point cloud processing, LiDAR perception, and autonomous systems within the Robotics Center (CAOR). His primary research interests lie in 3D point cloud processing , LiDAR perception , and autonomous systems . His work spans fundamental algorithm development to practical applications in autonomous driving, cultural heritage digitization, and robotics. He has made significant contributions to domain generalization of LiDAR perception, semantic segmentation of 3D point clouds, and point cloud registration techniques. The analysis of his recent publications reveals a strong focus on domain generalization for LiDAR perception systems, with multiple papers addressing challenges in 3D semantic segmentation across different environments. His work combines multi-scale architectures , unsupervised learning , and dataset creation to advance the state-of-the-art in autonomous systems perception. The research spans both theoretical algorithm development and practical applications in urban environments. François Goulette leads research activities within the Robotics Center (CAOR) at ENSTA Paris. His team develops advanced techniques for 3D environment understanding, with applications in autonomous vehicles, cultural heritage preservation, and industrial robotics. The research combines computer vision, machine learning, and robotics to solve challenging problems in 3D perception and scene understanding.

Donald H. TaylorView profile

Professor

• Health Policy
• Elder Care
• Racial Inequality
• +7 more

Donald H. Taylor is a Professor at Duke University with dual appointments in the Sanford School of Public Policy and the Department of Family Medicine and Community Health. He serves as the Director of the Social Science Research Institute and is an Executive Core Faculty Member at the Duke-Margolis Institute for Health Policy. Additionally, he holds affiliations as an Associate of the Duke Initiative for Science & Society and an Affiliate of the Duke Global Health Institute. Dr. Taylor's educational background includes: Ph.D. in Public Health, Health Policy and Management from the University of North Carolina, Chapel Hill (1995) M.P.P. from the University of North Carolina, Chapel Hill (1992) B.S. from the University of North Carolina, Chapel Hill (1990) As a leading health policy scholar, Dr. Taylor's research has evolved through several key phases. Initially focusing on rural health and identification of underserved areas, his work expanded to examine the economics of smoking and cessation. For the past two decades, his primary focus has been on elderly care systems and their impacts on individuals, families, public programs, and inter-generational wealth. More recently, he has delved into archival research methods to illuminate the role of race in American history, and is exploring how visual art and fiction might effectively challenge cultural acceptance of various forms of inequality. His extensive publication record shows consistent focus on Medicare, Medicaid, palliative care, and end-of-life care. A significant portion of his recent work examines racial disparities in healthcare, the economics of nursing and palliative care, and the impact of policy changes on vulnerable populations including the elderly and homeless. His research often employs sophisticated economic analyses to evaluate healthcare interventions and policy changes, with particular attention to how policies affect different demographic groups. Dr. Taylor has held significant leadership roles including serving as Chair of the Academic Council (2017-2019) and Director of the Social Science Research Institute since 2019. His grant portfolio demonstrates sustained funding for projects examining palliative care, Medicare/Medicaid policy, and health disparities, with current projects spanning from 2018 to 2025. His ongoing research initiatives focus on community-based palliative care models, racial inequality in healthcare, and innovative approaches to making health policy more effective and equitable. Through his work with the Duke-Margolis Institute for Health Policy, he continues to influence health policy at both state and national levels, particularly regarding Medicare reform, Medicaid expansion in North Carolina, and addressing systemic racial disparities in healthcare delivery.

Michael J. KramerView profile

Associate Professor

• Modern US History
• Cultural History
• Intellectual History
• +6 more

Michael J. Kramer is an Associate Professor of History at SUNY Brockport, specializing in Modern US History, Cultural History, and Digital Humanities. His work bridges traditional historical inquiry with innovative digital methodologies, including digital editing and speculative digital humanities tactics. PhD & MA in History from the University of North Carolina, Chapel Hill BA in History from Columbia University Research interests include the intersection of folk music revival and cultural democracy, sensory history approaches, and the role of technology in historical interpretation. He actively engages in public history projects such as the Fannie Barrier Williams Project and SUNY HistoryLab, connecting historical inquiry to civic education. Current projects explore the 1976 US Bicentennial celebrations, computational approaches to folk music ballads, and affective theories of social change. His upcoming publications span topics from the Berkeley Folk Music Festival to the selected writings of Theodore Roszak.

Christine SchreyerView profile

Associate Professor

• Linguistic Anthropology
• Indigenous Language Revitalization
• Ethnolinguistics
• +5 more

Christine Schreyer is an Associate Professor in the Department of Anthropology at the University of British Columbia Okanagan. She serves as Program Coordinator for Anthropology and Director of the Institute for Community Engaged Research (ICER). Her research focuses on linguistic anthropology, Indigenous language revitalization, and the intersection of created language communities with endangered language preservation. PhD in Anthropology from the University of Alberta MA in Anthropology from the University of Western Ontario Her research program examines language ideologies in Indigenous and minority speech communities, with fieldwork in Canada and Papua New Guinea. Key projects include analyzing Taku River Tlingit First Nation's digital mapping initiatives for language stewardship and studying Kala language literacy development in PNG. She also explores created language communities (e.g., Na'vi speakers from Avatar ) to inform real-world language revitalization strategies. Recent publications highlight interdisciplinary approaches to documenting linguistic and environmental knowledge, constructed languages' sociocultural impacts, and lexicography toolkits for community-driven language projects. While no scientific awards are explicitly listed, her work bridges academic research with community engagement through projects like the Kala Biŋatuwã alphabet development. Email: christine.schreyer@ubc.ca Office: ART 368C, Phone: 250.807.9314

Avner OfrathView profile

Researcher

• Modern and Contemporary History
• Middle East and North Africa
• Colonial History
• +5 more

Dr. Avner Ofrath is a Researcher in Modern and Contemporary History at the University of Bremen , specializing in citizenship and public spheres in the Middle East and North Africa. His work bridges colonial history, Mediterranean studies, and urban dynamics. Academic Rank: Researcher Department: Department of Social Sciences Research Focus: He explores the colonial origins of French citizenship in Algeria, resistance to political terminology by local populations, and the dissolution of Mediterranean urban spaces as political arenas in Jerusalem under late Ottoman and British colonial rule. His work integrates multilingual sources (French, Arabic, Judeo-Arabic) and transnational perspectives. Articles & Trends: His publications analyze legal exclusion in colonial contexts, postcolonial Mediterranean identities, and ethical challenges in archival research. Notably, he connects historical migration patterns to modern urban conflicts and critiques Eurocentrism in global history. Grants: Funded by the Mellon Foundation Gerda Henkel Stiftung Society for the Study of French History His work emphasizes interdisciplinary methodologies and decolonial historical frameworks.

Kerrie ReadingView profile

Senior Lecturer

• Site-Specific Theatre
• Community Theatre
• Devised Theatre
• +3 more

Kerrie Reading is a Senior Lecturer in Drama at Bath Spa University's Bath School of Music and Performing Arts. She joined the institution in 2022, following a 15-year freelance career as a theatre practitioner and prior academic roles at Cardiff Metropolitan University. Education : PhD (2017), MPhil (2013), and MDrama (2007) from Aberystwyth University, University of Birmingham, and University of Kent respectively. Kerrie's research explores the body as a site of performance , with a focus on trauma and somatic practices . Her work bridges site-specific performance , community theatre , and archival studies . Key themes include: Oral histories and archives Applied theatre in urban spaces Devised theatre methodologies Embodied knowledge in performance Post-COVID community engagement Historical efficacy of performance spaces Her recent publications examine grassroots theatre adaptation, performative archives, and site-specific practices. Current projects emphasize trauma-informed somatic techniques and rural futures through performance. Awards : Fellow of Advance HE (FHEA). Professional Memberships : Advance HE.