University of North Carolina at Chapel HillUnited States
Sandra Evarrs, Ph.D., N.C.S.P., L.P., is a Clinical Associate Professor and Program Director of School Psychology at the UNC School of Education, affiliated with the Human Development and Family Science (HDFS) department. She holds expertise in psychological assessment, neurodevelopmental disorders, school crisis intervention, and special education advocacy. With over 25 years in education and psychology, her work focuses on children with special needs, disability advocacy, and ethical practice. Dr. Evarrs earned her Ph.D. (2003) and M.Ed. (1999) in School Psychology from Loyola University Chicago, and a B.S. (1996) in Elementary Education from DePaul University. Her career spans teaching, school psychology, and administration, including roles as a developmental disability specialist and special education administrator in Chicago. At UNC since 2004, she coordinates clinical externships for school psychology doctoral students, teaches courses on child development and psychological assessments, and leads crisis intervention trainings via the NASP PREPaRE model. Her research addresses autism, neurodevelopmental disorders, and inclusive education strategies.
Dr. Dmitri Roussinov is a Senior Lecturer (Associate Professor) in Computer & Information Sciences at the University of Strathclyde, part of the Faculty of Science. His research focuses on Natural Language Processing (including large language models), medical informatics, security informatics, information retrieval, information systems, and human-computer interaction. He holds a Ph.D. in Artificial Intelligence from the University of Arizona and a Master’s in Economics from Indiana University. Prior to Strathclyde, he was an Assistant Professor at Arizona State University’s W.P. Carey School of Business and worked in the software industry. Dr. Roussinov has led projects such as the KTP collaboration with Rico Developments Ltd (2021–2023) to develop a multi-lingual algorithm for recipe creation, and a project applying deep neural networks to clinical text analysis (2019–2020). He has served on the program committees of major conferences like the ACM SIGIR and ECIR, and contributed to innovation voucher projects. His recent work explores large language models, Arabic content analysis, regulatory compliance via NLP, and clinical event prediction using attention-based transformers. Dr. Roussinov is affiliated with the SICSA and Strathclyde iSchool, and welcomes PhD inquiries in his research areas.
Genesis D. Arizmendi, PhD, CCC-SLP, is an Assistant Professor at the University of Arizona with joint appointments in Speech, Language, and Hearing Sciences and Cognitive Science . She directs the Bilingualism and the Brain in Education and Language (BABEL) Lab , focusing on mitigating educational disparities in Spanish-English speaking communities through interdisciplinary research. Her work integrates implementation science to address systemic challenges in bilingual child development, academic achievement, and language policy. Education & Training: PhD in Speech-Language Pathology Postdoctoral training in Educational Psychology (University of New Mexico) Postdoctoral work in Special Education (University of Texas at Austin) Research Interests: Dr. Arizmendi examines how policy and social contexts shape bilingual development and educational outcomes. Her studies investigate the intersection of cognition, language, and academic performance in bilingual children with diverse learning profiles, including those with developmental language disorder or math difficulties. Key themes include working memory systems, cross-language influence, and culturally sustainable instructional practices. Advising & Advocacy: As a clinician-scientist, she emphasizes community-centered science to drive equitable policies. Her lab collaborates with schools and healthcare systems to develop interventions targeting multilingual learners' academic and cognitive needs. Labs/Teams: Director of the BABEL Lab, which bridges research, education, and clinical practice to empower bilingual communities.
Meghan Darling-White is an Associate Professor in the Department of Speech, Language, and Hearing Sciences at the University of Arizona, serving as Director of Graduate Studies and Director of the NIH-funded Communication Participation and Adaptive Listening Support (P.A.L.S.) Lab. Her research focuses on applying precision medicine approaches to develop participation-centered interventions for individuals with motor speech disorders, particularly adolescents with neurodevelopmental conditions. Key areas include speech production analysis (acoustic, kinematic, perceptual), speech breathing mechanics, and interdisciplinary rehabilitation frameworks. Dr. Darling-White holds a Certificate of Clinical Competence from the American Speech-Language-Hearing Association and Arizona licensure. She teaches courses such as SLHS 575: Neuromotor Speech Disorders and oversees graduate training programs. Her work integrates quantitative data (e.g., respiratory measurements) with qualitative interview methodologies to address real-world communication challenges. Research emphases include Parkinson’s disease speech biomarkers, speech motor control in cerebral palsy, and longitudinal changes in speech physiology. She has pioneered frameworks for shared decision-making in intervention design and advocates for client-driven rehabilitation outcomes. The P.A.L.S. Lab collaborates on adaptive technologies to enhance communication participation in clinical populations. Key contributions include studies on sentence length effects in neurodevelopmental disorders, respiratory calibration methods, and the impact of loud speech cues in Down syndrome. Her scholarship bridges clinical practice with cutting-edge measurement techniques, aiming to improve speech-language pathology interventions through evidence-based practices.
Dr. Irene Reppa is a Senior Lecturer in the Department of Psychology at Swansea University , with a D.Phil. from Bangor University. She previously served as a Research Officer at Bangor before joining Swansea in 2003. Her research spans four core areas: Object Recognition (focusing on shape and surface properties), Object-Based Attention and Memory (inhibitory mechanisms), Perception and Action (information extraction guiding behavior), and Aesthetic Appeal (impact on performance and cognition). Her work has received funding from Unilever SR-Research Ltd. Economic and Social Research Council (ESRC) Leverhulme Trust Wales Institute for Cognitive Neuroscience Engineering and Physical Sciences Research Council (EPSRC) She is affiliated with the Awen Institute at Swansea University and supervises PhD students in object perception, aesthetics, and mindfulness. Her teaching includes modules on cognition, aesthetics, and independent research projects.
Dr. Alice Butler is a Research Fellow at the University of St Andrews’ School of Geography and Sustainable Development, specializing in community resilience and social coherence through the Connecting Generations project. She joined the institution in September 2024 after completing her PhD at the University of Leeds, which focused on place-based stigma using Toxteth, Liverpool as a case study. Her research integrates critical human geography and discourse analysis to explore perceptions of place, online/offline communities, and territorial stigma. She has expertise in qualitative methods, including critical discourse analysis and archival research. Dr. Butler’s academic journey includes a PhD from the University of Leeds (2020) and prior work examining perceptions of place, critical heritage, and spatial denigration. Her current projects investigate how communities navigate resilience amid societal changes, with a focus on intergenerational dynamics and social cohesion. Her research interests span place-based stigma, media representation of marginalized spaces, and the intersection of cultural heritage with identity. Key themes in her work include the linguistic construction of stigma, temporal dimensions of place perception, and the role of material culture in commemoration. Her recent publications analyze topics such as lockdown effects on online communities, the ideological framing of 'wokeness,' and the historical stigmatization of urban areas. Her work often bridges theoretical frameworks with empirical studies of marginalized communities. Dr. Butler collaborates on interdisciplinary projects, including the Connecting Generations initiative, which seeks to foster resilience through intergenerational dialogue and community research. She has contributed to policy discussions on social exclusion and urban development, emphasizing participatory approaches to understanding spatial injustice.
Dr. Serge Sharoff is a Professor of Language Technology at the University of Leeds' School of Languages, Cultures and Societies. His research focuses on natural language processing (NLP), machine translation, corpus linguistics, and digital humanities, with emphasis on web corpus curation and cross-lingual language adaptation. He leads projects like the Leeds Russian Centre and the PALODIEM initiative, exploring translation quality, multilingual NLP, and comparable corpora. Sharoff has supervised PhD students in language technology and teaches courses on computational linguistics, machine translation, and corpus methods for translators. Education: PhD in Computational Linguistics from Moscow Lomonosov State University (1997) Postdoctoral Work: Russian Research Institute for Artificial Intelligence (1997–2000); Humboldt Fellowship at University of Bielefeld (2001–2002) Research interests include genre classification, multilingual models for lesser-resourced languages, and leveraging non-parallel texts for translation. His work has produced large-scale corpora for Arabic, Chinese, Russian, and other languages, with applications in healthcare and social discourse analysis. Sharoff co-founded the BUCC workshop series on comparable corpora and collaborates internationally on projects like the iDEM initiative. Recent articles highlight contributions to syntax-aware machine translation, adversarial text classification, and computational analysis of fiction genres. He actively seeks PhD candidates in language technology, emphasizing practical applications in translation and computational linguistics.
Eleanor Lawson is a Lecturer in the Department of Speech And Language Therapy at the University of Strathclyde, affiliated with the School of Psychological Sciences and Health. Her research focuses on articulatory phonetics, ultrasound tongue imaging, and sound change processes, with particular attention to Scottish English speech development. She leads projects like BletherNet, exploring neural networks for analyzing tongue shapes in disordered speech, and collaborates on instrumental techniques for speech therapy applications. Research Interests: Ultrasound Tongue Imaging Phonetic teaching methodologies Sound Change dynamics STAR framework applications Her recent work includes a scoping review on lingual variability in children and contributions to the Oxford Handbook of Speech Development. She actively engages in knowledge exchange through workshops and conferences, addressing topics like accent perception and clinical intervention strategies. Current projects (2023–2025) involve collaborations with researchers in Cardiff and interdisciplinary teams analyzing consonant production and neural network applications in speech therapy.
Kelly Bridges, Ph.D., CCC-SLP, is a Clinical Associate Professor and Director of Distance Education in the Department of Communicative Sciences and Disorders at New York University’s Steinhardt School. She specializes in integrating clinical practice and research into teaching, focusing on neuroanatomy, adult neurogenic communication disorders, and dysphagia. Her research explores pragmatic communication in psychiatric and neurodegenerative disorders, including studies on formulaic language in Alzheimer’s, Parkinson’s, and treatment-resistant depression using deep brain stimulation. Dr. Bridges chairs the Department’s Global Committee and serves on Steinhardt’s Dean’s Global Advisory Committee, emphasizing international engagement in speech-language pathology education. She mentors early career professionals in majority-world countries and contributes to the International Association for Communication Sciences and Disorders (IALP) Education Committee. She teaches courses like The Talking Brain: Typical and Disordered Communication , introducing students to neurology’s role in communication disorders and rehabilitation. Her publications span neurolinguistics, clinical case studies, and bilingual child development. Notable work includes investigating formulaic language in neurological conditions and sibling influences on language acquisition in multilingual households. She collaborates with the Brain and Behavior Laboratory, advancing understanding of speech and language mechanisms in health and disease.
Maria Vânia Silva Nunes is an Associate Professor at the Faculty of Health Sciences and Nursing, Portuguese Catholic University, and a researcher at the Center for Interdisciplinary Research in Health (CIIS). She holds a PhD in Biomedical Sciences (Neurosciences) and is a specialist in Neuropsychology and Psychogerontology. She has coordinated the Master's program in Neuropsychology and currently co-coordinates the Master's in Cognitive and Behavioral Neurosciences. Her educational background includes a PhD in Biomedical Sciences (Neurosciences) from the Faculty of Medicine of the University of Lisbon, a master's degree in Neuroscience, and a bachelor's degree in Psychology from the Faculty of Psychology and Educational Sciences of the same university. Her research centers on Aging and dementias, Cognitive Reserve and Dementia Prevention, Stimulation in Dementia, and Rehabilitation of Acquired Brain Injury. Her fingerprint highlights key areas such as Working Memory, Quality of Life, Functional Magnetic Resonance Imaging, Acquired Brain Injury, Brain Injury, Cognitive Decline, Sensation of Hearing, and Cognitive Disorders. She has contributed extensively through publications, book chapters, and educational materials. Her recent publications (2022–2025) reflect a strong trend in dementia risk assessment (e.g., CAIDE and EEG), interventions for aging populations (leisure training, human development), and palliative care needs in elderly residential settings. Her work combines clinical neuropsychology with public health and educational innovation, demonstrating a multidisciplinary approach to cognitive aging and neurorehabilitation. She has supervised dozens of master’s dissertations and three completed doctoral theses, playing a key role in mentoring the next generation of researchers. She has also been involved in numerous academic activities, including serving on examination juries and organizing advanced training programs in aging. She is actively involved in research projects such as DemenPrev (as Principal Investigator) and AQUI_LGP (as Co-Principal Investigator), and has organized academic events like the 'Formação Avançada em Envelhecimento' in 2025. She was formerly the national coordinator for the Elderly and Dependent area of the Portuguese Red Cross, highlighting her commitment to applied and community-oriented research.
Lia Litosseliti is a Senior Lecturer in the Department of Language and Communication Science at City St George's, University of London, within the School of Health Sciences. She has been a faculty member since 2003 and has held significant leadership roles, including Associate Dean International (2018–2021). She holds a PhD in Linguistics from Lancaster University and is a Senior Fellow of the Higher Education Academy. Her educational background includes: PhD in Linguistics , Lancaster University, UK (1999) MA in Language Studies , Lancaster University, UK (1994) BA Hons in English Language & Literature , University of Athens, Greece (1993) Lia Litosseliti's research centers on gender and language , discourse analysis , and research methodologies . She investigates how gender identities are discursively constructed, particularly in professional and educational contexts. Her work extends to postfeminism, transgender language, and gendered professions such as speech and language therapy. She has pioneered methodological scholarship, especially on focus groups, and is the editor of the Research Methods in Linguistics series (Bloomsbury). Her research often involves interdisciplinary and international collaboration, including projects on African linguistic contexts and AI in healthcare. Her recent publications reflect a growing engagement with applied and health-related discourse, including feminist critical analysis of maternity policies and cultural competence in therapy. The articles show a strong trend toward qualitative, discourse-based methodologies applied to gender, identity, and professional practice. She has received notable recognition, including: Dean’s Excellence in Internationalisation Award (2019) Shortlisted for BAAL Book Prize (2007) Shortlisted for IGALA Book Prize (2008) Lia supervises PhD students on topics such as transgender identity, postfeminism in media, and European identity during crises. She has served as an external examiner at institutions including Trinity College Dublin and King’s College London. Her grant involvement includes the Research Sustainability Fund at City University London and the EU-funded SCALE project on argumentation. She leads initiatives in educational development and internationalization, and has contributed to curriculum design and academic practice. She is actively involved in professional communities, having served as President of the International Gender and Language Association (IGALA) and as Associate Editor of the journal Gender and Language . She also contributes to editorial boards and peer reviews for major publishers and funding bodies globally.
Dr. Damian Milton is a Senior Lecturer in Intellectual and Developmental Disabilities at the Tizard Centre, School of Social Policy, Sociology, and Social Research (SSPSSR), University of Kent. He joined the institution in 2017 and works part-time, balancing his academic role with consultancy for the National Autistic Society. He has been actively teaching in autism and learning disabilities since 2000. His research is centered on participatory and critical autism studies, with a strong emphasis on the inclusion of autistic people in research. He chairs the Participatory Autism Research Collective (PARC) and has led numerous projects with the Autism Education Trust and Transform Autism Education (TAE). His supervisory interests include autism in social and cultural contexts, the autistic voice, qualitative research, empathy, and educational mentoring. Dr. Milton’s recent publications reflect a consistent focus on co-design, autistic flow, the double empathy problem, sensory needs, and critiques of intervention paradigms. His work spans psychology, sociology, education, and cognitive science, advocating for non-pathologizing, neurodiversity-affirming approaches. He is a member of the editorial boards for Autism , Disability and Society , and Autonomy: The Critical Interdisciplinary Journal of Autism Research . He is also a Fellow of the Higher Education Academy and a member of the British Sociological Association and British Psychological Society. Dr. Milton is an active public speaker and has presented at numerous international conferences on autism, participatory research, and neurodiversity. He has no listed scientific awards, but his influence is evident through his extensive publications and leadership in the field.
Dr Duncan Carmichael is a Lecturer at Edinburgh Napier University's School of Applied Sciences, specializing in cognitive neuroscience and synaesthesia research. He joined in 2019 after postdoctoral roles at the University of Sussex and University of Edinburgh, where he completed his PhD in 2015. His research focuses on synaesthesia's effects on child development, cognitive styles, and applied neuroscience in education. Notable projects include investigating sensory analysis for whisky flavor perception and developing smell retraining programs. He supervises doctoral research in synaesthesia, low-alcohol beverage development, and psychosocial youth development. Carmichael's work spans interdisciplinary collaborations with institutions like the Scotch Whisky Research Institute and the British Academy. Education: PhD in Cognitive Neuroscience (University of Edinburgh, 2015), Postdoctoral Research (University of Sussex & Edinburgh). Research Interests: Synaesthesia mechanisms, neurodivergent cognition, sensory perception, educational policy for neurodiverse learners.
Prof. Dr. Jutta Hartmann is a faculty member at Bielefeld University, affiliated with the Faculty of Linguistics and Literary Studies and the Department of General Linguistics. She serves as Co-spokesperson of the Collaborative Research Center (SFB) 1646: Linguistic Creativity in Communication , leading projects in both Area A (Linguistic Creativity and the Sign) and Area B (Linguistic Creativity and Interpretation). She is also associated with the Center for Uncertainty Studies (CeUS) and the interdisciplinary focus area Processes of Innovation and Creativity (PINC). Additionally, she holds roles as an additional board member, member of the Commission for Teaching and Student Affairs (LeKo), and member of the Academic Advisory Board. Her research centers on linguistic creativity, discourse structures, and meaning construction, particularly focusing on interrogative forms, implicit meaning, and incongruence in communication. Her work is deeply embedded in theoretical and applied linguistics, with connections to computational and clinical applications. She contributes to interdisciplinary research on uncertainty, innovation, and socio-technical communication. Prof. Hartmann is actively involved in teaching, responsible for multiple modules including Introduction to Linguistics , Linguistics Basis 1 , Grammar Theory , and advanced profile modules in general linguistics at both undergraduate and graduate levels. She has no listed scientific awards in the provided information. Prof. Hartmann advises no students listed in the available data. She is involved in significant research grants through her leadership in SFB 1646 and participation in interdisciplinary research centers. She is a key member of research teams in the SFB 1646, particularly in projects A01, A03, and B03, and contributes to the academic governance of her faculty through committee memberships. She is affiliated with the Center for Uncertainty Studies (CeUS) and the Collaborative Research Center 1646, both of which foster interdisciplinary collaboration across departments and institutions.
Tim Wharton is a Principal Lecturer at the University of Brighton's School of Humanities and Social Science, specializing in pragmatics, non-verbal communication, and relevance theory. His research bridges linguistics, cognitive science, and emotion studies. He leads projects like the Leverhulme-funded 'Searching for Relevance' and collaborates internationally on interdisciplinary work. Active in academic networks, he co-edits journals and supervises PhD students exploring areas from metaphor to communication access. Notable publications include Pragmatics and Non-Verbal Communication (2009) and Pragmatics and Emotion (2023). His work emphasizes cross-disciplinary collaboration to advance pragmatic theory. Education: No explicit qualifications listed, but his publications suggest advanced training in linguistics and cognitive science. Grants: Leverhulme Research Project Grant (2025), Marie Sklodowska Curie Fellowship (2018–2020). Labs/Teams: Co-leads the Relevance and Emotion Special Interest Group; affiliated with the Swiss Centre for Affective Sciences and University of Oslo.
