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Ann ChildsView profile

Associate Professor

• Science Education
• Teacher Education
• Educational Policy
• +3 more

Ann Childs is an Associate Professor of Science Education at the University of Oxford and a Fellow of Lady Margaret Hall. She holds a PhD in Chemistry from the University of Birmingham and has 11 years of secondary science teaching experience in the UK and West Africa, including roles as Head of Chemistry and Head of Science. Since 1995, her work has focused on science teacher education, with expertise in classroom pedagogy, bilingual science instruction, and policy analysis. Her research spans topics like effective explanations in science classrooms, teacher education in multilingual contexts, and sustainable development in education. Her academic contributions include co-editing Classroom-Based Interventions Across Subject Areas (2018) and authoring chapters on international science pedagogy and teacher educator knowledge bases. Recent articles explore classroom interaction dynamics in EMI settings, teacher training innovations, and policy challenges in initial teacher education. Childs collaborates with institutions globally, including studies in Bhutan and Scotland, addressing teacher quality and professional development. Her advising includes doctoral student Qian Liu, focusing on secondary science education methodologies. Research trends highlight intersections between language, pedagogy, and policy, with a focus on equitable and effective teaching practices. Though no formal awards are listed, her extensive publications reflect sustained scholarly impact in science education and teacher training.

Talinn PhillipsView profile

Associate Professor

• Second language writing
• Graduate student writing
• Lifespan writing research
• +11 more

Talinn Phillips is Associate Professor of English and Director of the Graduate Writing and Research Center at Ohio University's College of Arts and Sciences. Her work spans writing studies, second language writing, graduate education, and writing program administration. She is deeply committed to supporting multilingual and graduate writers through research, pedagogy, and institutional leadership. Education: Ph.D., English (Rhetoric and Composition), Ohio University, 2008 M.A., TESOL & Applied Linguistics, Ohio University, 2002 B.S.W., Social Work, Kentucky Christian College, 1999 Her research focuses on second language writing, graduate student writing, lifespan writing research, genre studies, writing for publication, and writing centers. She examines how writers develop across their lifetimes, particularly graduate students and multilingual writers navigating disciplinary discourse communities. Her work emphasizes holistic support that integrates disciplinary knowledge, research methodology, and language development. The 15 most recent publications reveal a consistent trajectory in writing studies, with a strong emphasis on graduate and multilingual writers. Her scholarship spans books, book chapters, journal articles, and educational films. Key themes include longitudinal writing research, writing program administration, disciplinary writing support, and pedagogical strategies for global classrooms. Her recent works like Improvisations: Methods & Methodologies in Lifespan Writing Research (2024) and Supporting the Growth of Graduate Writers (2022) demonstrate innovative approaches to understanding and supporting academic writers. Talinn Phillips has been instrumental in developing the Graduate Writing and Research Center at Ohio University, which provides integrated support for graduate students' writing and research needs. Her leadership in this area reflects her commitment to addressing unmet needs in graduate education, particularly for multilingual writers who require discipline-specific and holistic support. She has advised on or led initiatives related to writing program administration, tutor training, and curriculum design. Her work with graduate writing groups, dissertation boot camps, and discipline-specific workshops has helped shape institutional support structures for graduate writers. Her research on writing center practices has informed the development of more effective services for multilingual graduate writers. Her teaching portfolio includes courses in developmental writing for non-native speakers, writing and rhetoric, women and writing, professional writing, genre studies, rhetorical theories, research methods, and writing for publication. This diverse teaching background reflects her broad expertise in writing studies and her commitment to supporting writers at all levels.

• Early Childhood Education
• Multicultural Education
• Teacher Preparation
• +6 more

Majida Mehana is a Lecturer in the School of Education within the Faculty of Humanities, Arts, Social Sciences and Education at the University of New England, Australia. She brings extensive international experience, having taught and conducted research in Lebanon, Oman, Qatar, the United Arab Emirates, the United States, and Australia. Her educational background includes a Ph.D. in Curriculum & Instruction from The Pennsylvania State University, an M.A. in Educational Theory and Practice from The Ohio State University, and a B.A. in Human Development–Early Childhood Education from the Lebanese American University. She has focused her career on improving early childhood education systems globally. Dr. Mehana's research centers on early childhood education in multicultural contexts, teacher preparation programs, and comparative educational practices. Her work emphasizes inclusion, bilingual education, and the development of equitable learning environments. She investigates how curricula and policies can better support children from diverse cultural and linguistic backgrounds. Her publications and conference presentations reflect a strong commitment to inclusive and effective early childhood education. Themes across her work include teacher development, language acquisition, inclusion strategies, and educational reform in both Western and Middle Eastern contexts. She has contributed to international handbooks and peer-reviewed journals, highlighting cross-cultural challenges and innovations. Member, Australian Research Alliance for Children and Youth Member, Association of Graduates in Early Childhood Studies Dr. Mehana has supervised students and led research on early interventions, bilingual education, and inclusion. Though no specific grants are mentioned, her extensive publication and presentation record suggests active research engagement. She has contributed to national and international dialogues on early childhood policy and practice. She is involved in academic communities and has presented at major conferences including the Australian Sociological Association, Early Childhood Australia, and the World Federation of Associations for Teacher Education. Her work bridges policy, research, and classroom practice in early childhood education.

• Graphic Design
• Typography
• Letterpress
• +2 more

Claire Lewis serves as Director of Graphics and Illustration Programmes and Senior Lecturer in Graphic Design at Middlesex University's School of Design. With over 15 years of teaching experience at institutions including London College of Communication and University of Westminster, she specializes in student-centered pedagogy emphasizing personalized learning and critical thinking in design education. Her educational background includes an MA, BA (Hons), PGCE, and Senior Fellowship of the Higher Education Academy (SFHEA). While specific degree institutions aren't detailed, these qualifications underpin her teaching excellence across undergraduate programmes. Research Interests: Lewis's scholarly work centers on typography and letterpress traditions while expanding into multicultural visual communication. Her investigations explore how historical printing techniques intersect with contemporary design challenges, particularly examining cultural identity formation through visual language in diverse societies like Malaysia. This dual focus bridges archival craft preservation with innovative cross-cultural applications. Publication Trends: Her recent outputs reveal a distinct trajectory from historical typographic analysis (2016's Shakespeare study) toward cross-cultural visual systems research (2015 Malaysia collaboration). These works demonstrate consistent methodology examining visual components within specific cultural frameworks, highlighting design's role in both preserving heritage and navigating multicultural contexts. Scientific Awards: No scientific awards or honors were documented in the provided materials. Advising and Professional Activities: As Programme Director, Lewis oversees curriculum development and student progression across Graphics/Illustration programmes. She currently teaches first-year modules including Communication Skills (GDN1004), Creative Workshops (GDN1005), and Innovative Projects (GDN1006), focusing on smoothing the transition to higher education. Her mentorship approach prioritizes creative exploration within structured skill development, though formal graduate student advising isn't specified. Labs and Teams: The documentation contains no references to dedicated research laboratories, design studios, or collaborative research teams under her leadership.

• Software Engineering
• Gender Equality
• Inclusive Technology
• +6 more

Letizia Jaccheri is a Professor at the Department of Computer Science , part of the Faculty of Information Technology and Electrical Engineering at the Norwegian University of Science and Technology (NTNU). Her work focuses on Software Engineering for Society with a strong emphasis on inclusion, gender equality, and social impact through technology. She leads the research group Software for a Better Society and serves as Action Chair for the COST Action EUGAIN CA19122. Her research spans multiple domains including: Inclusive software solutions for people with intellectual disabilities Gender stereotype detection in digital storytelling Blockchain sustainability applications Exergaming frameworks for outdoor activities Recent publications highlight trends in: AI's role in gender equality Digital tools for cybersecurity education Startup innovation in public organizations Child-centered software design methodologies Key scientific recognitions include: ACM Distinguished Speaker (2018–) Dame of the Order of Merit of the Italian Republic Active in: Project leadership (Horizon, Erasmus+, NFR initiatives) Academic conference organization (ICSE, womENcourage) STEM gender diversity advocacy (founding Trondheim ACM Women in Computing Chapter) She maintains an active blog and participates in public outreach through podcasts and industry collaborations.

Gerard de MeloView profile

Professor

• Artificial Intelligence
• Large Language Models
• Natural Language Processing
• +9 more

Gerard de Melo is a Professor and Chair of Artificial Intelligence and Intelligent Systems at the Hasso Plattner Institute (University of Potsdam, Germany). He also serves as a member of the Cognitive Sciences Research Focus and ELLIS Unit Potsdam . Research Interests: AI and Machine Learning Natural Language Processing Cross-modal AI (vision-language models, knowledge graphs) Societal and philosophical aspects of AI Medical Informatics Recommendation Systems Graph Neural Networks Recent Article Trends: His work spans generative AI (Vector Grimoire), medical LLM evaluation (CliMedBench), distributed training (Efficient Parallelization), and social media analysis (WallStreetBets) with a focus on multimodal systems and ethical AI . Scientific Recognition: Rutgers CSGSS Best Professor Award (Teaching, Advising) Best Paper Awards: NeurIPS Workshop, CIKM, EACL LANTERN IEEE TCSE Distinguished Paper Award First Runner-Up ACM WebSci Advising & Grants: Mentored students like Rohan Sawahn (Better World Award) and Maximilian Schall (IEEE TCSE Award). Secured major funding including German BMBF Grant for AI Service Center Berlin-Brandenburg and DARPA SocialSim Program support.

Jason J. JungView profile

Professor

• Computer Science
• Knowledge Engineering
• Social Media Analysis
• +3 more

Jason J. Jung is a Professor in the Department of Computer Engineering at Chung-Ang University, Seoul, Korea. His academic work focuses on knowledge engineering , social media analytics , and data mining within the Knowledge Engineering Laboratory. Research Interests : Computer Science, Social Knowledge, Data Modeling, Sentiment Analysis Projects : IoT-based cultural systems, real-time social event detection, transmedia storytelling models The 15 most recent publications (2014-2018) demonstrate expertise in social network analysis , multimodal data processing , and context-aware systems applied to urban services, cultural tourism, and digital storytelling. Key trends include real-time analytics , trust modeling , and collaborative frameworks for O2O services. Professional activities include editorial contributions, invited talks, and patent developments. Students at all levels (PhD/MSc/BSc) conduct research under his supervision at the Knowledge Engineering Laboratory. Personal interests include travel, film, painting, literature, and music.

• Art Education
• Environmental Education
• Cultural Diversity in Education
• +3 more

Maia Morel is a Professor in the Department of Visual Arts at the Université de Sherbrooke, specializing in art education, environmental education, and cultural diversity. Her work bridges artistic practices with societal challenges, including climate change, digital pollution, and intercultural dialogue. She has held leadership roles in international research teams like the Réseau International Éducation et Diversité and coordinates projects such as the Chaire de recherche sur l'éducation en plein air. PhD in Arts, Université de Paris I (Panthéon-Sorbonne) Doctorate in Pedagogy, Academy of Pedagogical Sciences of the USSR Graduate Diploma in Art History, Université de Paris I Research interests span art education with a focus on eco-education , cultural diversity , artistic mediation , and teacher training . She explores how art can address climate change, digital sustainability, and social cohesion, often through international collaborations. Key publications include critiques of ecological art (2024), studies on artistic mediation (2025), and analyses of cultural diversity in teacher training (2023). Her work emphasizes interdisciplinary approaches , multimodal learning , and pedagogical innovation across Quebec, Moldova, and Cuba. Médaille de l'AQESAP (2022) Prix de reconnaissance en enseignement universitaire (2015) Bourses from FRQSC, MEQ, and international Francophonie agencies Grants include leadership in the Chaire de recherche sur l'éducation en plein air (2022-2027) and co-researcher roles in projects like Développement des compétences langagières par les arts (2025-2026). She has advised on curriculum development and cultural mediation initiatives in Quebec and Moldova. Dr. Morel collaborates with international networks such as the Réseau International Éducation et Diversité (France/Switzerland) and the Conseil International d'Études Francophones (CIEF). She organizes conferences like the annual Éduquer par l'art colloquium and co-founded the GRIHEE research group in Moldova.

Nicki Flinn-CulverView profile

Associate Professor

• Dance Education
• Kinesthetic Learning
• K–12 Arts Assessments
• +1 more

Nicki Flinn-Culver is an Associate Professor of Dance at Hope College, where she has served since 2009. She specializes in K–12 dance education and pedagogy, focusing on brain-based kinesthetic learning in academic environments. As director of Hope’s Strike Time Dance Company , she leads educational outreach initiatives delivering ~40 annual performances for children. Education : M.A. in the Art of Teaching (Mary Grove College, 2002), B.A. in Dance Education, Language Arts and Kinesiology (Hope College, 1997) Her recent work involves developing K–12 arts assessments for the State of Michigan. Publications include contributions to the MAEIA (Michigan Arts Education Instruction and Assessment) project , emphasizing dance curriculum standards. Scientific Awards : Patrons of the Arts Grant (2015) Jacob Nyenhuis Faculty Grant (2013–15) Dance Educator of the Year (2006) Teacher of the Year (2002) She also contributes to community engagement through the Strike Time Dance Company and coaches the Holland High School girls golf team .

Chrystalla MouzaView profile

Professor

• Computational Thinking
• Educational Technology
• Teacher Education
• +5 more

Chrystalla Mouza serves as Dean of the College of Education and Professor in the Department of Curriculum and Instruction at the University of Illinois, Urbana-Champaign, holding the Edward William and Jane Marr Gutgsell Professorship. Her leadership extends across educational technology, teacher preparation, and computational thinking initiatives that bridge research and practice in K-16 settings. Mouza's research focuses on computational thinking development, equitable computer science education, and technology integration in teacher preparation. She has established herself as a leading voice in educational technology through numerous publications, grant-funded projects, and leadership roles in national initiatives. Her work particularly emphasizes broadening participation in computing and developing effective professional development models for educators. Analysis of her recent publications reveals a strong focus on computational thinking across disciplines, with particular attention to music-computing integration, physical computing environments, and culturally responsive approaches to computer science education. Her research consistently addresses equity issues in computing education while exploring innovative pedagogical approaches that engage diverse learners. National Technology Leadership Summit organizer and contributor Editor of Contemporary Issues in Technology and Teacher Education Principal investigator on NSF-funded computing education projects Mouza actively mentors future educators and researchers while leading one of the nation's premier Colleges of Education. Her work connects university-based research with practical applications in K-12 classrooms through numerous school-university partnerships that support teacher development and student learning.

Karla J. MöllerView profile

Associate Professor

• Cultural Diversity in Education
• Language and Literacy
• Reading Instruction
• +5 more

Karla J. Möller is an Associate Professor in Curriculum and Instruction at the University of Illinois at Urbana-Champaign's College of Education. She also serves as Associate Dean for Graduate Programs. Her work focuses on cultural diversity, literacy education, and social justice, particularly through literature-based instruction in K-12 classrooms. Research emphasizes availability and selection of culturally diverse texts Explores pedagogical approaches to literature discussions Advocates for equitable access to quality educational materials Key contributions include studies on LGBTQ-inclusive literature, graphic nonfiction integration, and critical literacy frameworks. She has extensively reviewed children's literature for educational use and collaborated on numerous publications with literacy experts.

• Discourse Acquisition
• Development of Written Language Use
• Classroom Communication
• +4 more

Prof. Dr. Sören Ohlhus is a Professor of Linguistics and Language Didactics at the University of Hildesheim , specifically within the Institute for German Language and Literature . His academic career spans institutions including TU Dortmund University, University of Hamburg, and Bielefeld University, reflecting a deep engagement with discourse studies and educational linguistics. Current position: Professor (since 2021) Prior roles: Junior Professor (2017–2021), Acting Professor (2014–2015), Temporary Academic Councillor (2012–2017) Ohlhus's research focuses on discourse acquisition , development of written language use , and multimodal communication in educational settings. His work examines how interactive learning processes shape narrative and argumentative competence, particularly in primary and secondary schools. He has led and contributed to interdisciplinary projects like 'Writing between Languages and Cultures' and 'The Role of Family Support in Discourse and Writing Skills', funded by the Volkswagen Foundation and Federal Ministry of Education and Research. His 15 most recent publications explore themes across oral and written narrative structures, classroom discourse, and semiotic resource integration. Notably, his 2019 work on perspectivity in learning processes and 2017 studies on multimodal resources in arithmetic education highlight his interdisciplinary approach. He has also co-edited special issues on classroom interaction and published monographs on topics like narrative as a process and knowledge generation in practice fields. Ohlhus has collaborated extensively, co-authoring with scholars such as Uta Quasthoff, Friederike Kern, and Miriam Morek. His projects often bridge theoretical linguistics with practical educational applications, emphasizing the role of interactive contexts in textual competence development.

Sonia Liboria Maria AlessandraView profile

Adjunct Professor

• Spanish Language Teaching
• Teacher Training
• ICT in Education
• +3 more

Sonia Liboria Maria Alessandra is an Adjunct Professor at the Department of Humanities, University of Catania, and teaches at the Special Teaching Structure in Ragusa. She holds a degree in Modern Foreign Languages and Literatures (University of Catania, 1991) and Modern Literatures (University of Catania, 1997), the latter earning her the Leonardo Sciascia degree prize. Graduate of University of Catania (1991, 1997) Collaborates with Instituto Cervantes as DELE examiner Peer reviewer for Cuadernos de Lingüística Hispánica Her research focuses span: Spanish as a second language instruction ICT integration in pedagogy Intercultural communication frameworks Translation theory and practice Literary text analysis Language assessment methodologies Recent publications emphasize gamification in language classrooms, cinematic intercultural competence, and fashion terminology acquisition. Scientific awards include the prestigious Leonardo Sciascia degree prize. She conducts seminars on: Spanish language education ICT application in linguistics Translation of literary works Intercultural mediation

Colleen Rost-BanikView profile

Lecturer

• Sociology of Education
• Social Justice
• Racial Injustice
• +7 more

Colleen Rost-Banik is a Lecturer in the Department of Sociology at the University of Hawaiʻi at Mānoa, within the College of Arts, Languages & Letters. Her work sits at the intersection of sociology and education, focusing on how higher education functions as both a site of struggle and a potential tool for liberation. Her educational background includes a PhD in Education from the University of Minnesota, Twin Cities (2019), an MA in Sociology from the University of Hawaiʻi at Mānoa (2015), a Master of Theological Studies from Harvard Divinity School (1999), and a BA in Religious Studies and Psychology from DePaul University (1996). Her research centers on the socialization of individuals into movements for racial and economic justice, examining how such processes shape inclusion, exclusion, and democratic engagement. She is particularly interested in how education can challenge or reinforce systems of control and inequality. The available publications are not listed in the text, so no trends can be derived from specific articles. No scientific awards were mentioned in the provided text. She actively mentors students through community-engaged pedagogy, incorporating civic learning into her courses such as SOC 100, SOC 180, SOC 300, SOC 352, and SOC 362. She works closely with students in programs like Mālama I Nā Ahupua‘a, facilitating experiential learning in loʻi kalo (taro patches), and guiding them in legislative advocacy. She also advises on community-based research and social justice initiatives, though no formal advisees are listed. Colleen co-leads the scholar collective Hawai‘i Scholars for Education and Social Justice, which uses research to foster public dialogue on education policy in Hawai‘i. Additionally, she facilitates a creative writing program for incarcerated women, emphasizing transformative education and community engagement.

• Digital Literacy
• Teacher Education
• Information and Communication Technology (ICT) in Education
• +3 more

Tonje Hilde Giæver is a Professor at Oslo Metropolitan University, Faculty of Education and International Studies, Department of Primary and Secondary Teacher Education. Her work focuses on digital literacy, teacher education, and the integration of information and communication technology (ICT) in educational settings. She leads projects like ENHANCE (strengthening teacher education for digital competence) and TEFF Academy (addressing teacher training amid school challenges). Her research spans wearable technologies, virtual learning environments, and ethical considerations in digital education. Giæver has co-authored numerous scientific publications, including studies on virtual collaboration, digital media in classrooms, and cyberethics. Her work emphasizes cross-disciplinary approaches and systemic strategies to address digital exclusion. Key projects include DiCTE (Developing ICT in Teacher Education) and ongoing studies on AI and digital citizenship in Norwegian schools. Her research collaborations extend to international institutions like the University of Malta and George Mason University. She contributes to academic dissemination through conferences and workshops, focusing on digitalization in education and teacher training.