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William Ennis is an Associate Professor in the Arts and Humanities school at Gallaudet University. He holds a B.A. in History from Gallaudet University and both an M.A. and Ph.D. in History from the University of Iowa. His teaching portfolio includes American History surveys, specialized courses on Deaf community history, and research methods in history. Ennis' research focuses on Deaf history with particular attention to eugenics, Civil War experiences of deaf individuals, archival practices, and the intersection of disability and social policy. He has served in leadership roles including Chair of the Faculty Senate (2018-2020), Committee Member for Presidential Search (2015), and Coordinator for institutional programs (2016-2017). His scholarly contributions include groundbreaking work on eugenics' impact on Deaf communities and transnational sign language loyalty networks. Ennis actively participates in professional organizations like the American Historical Association and Deaf History International. Though no lab affiliations are explicitly listed, his collaborative projects involve archival partnerships and oral history initiatives in the Mid-Atlantic region. Ennis has advised numerous independent studies and maintains an active speaking schedule at academic conferences focusing on Deaf history and historiography.

• Deaf History
• American History
• Eugenics
• +5 more

Liv T. Davila is an Associate Professor at the University of Illinois at Urbana-Champaign, with appointments across the College of Education, Center for Global Studies, and European Union Center. Her research focuses on language learning, identity formation, and equity for immigrant and refugee students, particularly in K-12 settings. Education: PhD in Education (University of North Carolina at Chapel Hill), MEd in TESL (University of North Carolina at Charlotte), MA in Comparative Education (University of Minnesota), BA in Anthropology/French (Grinnell College) Her work employs qualitative methods, including ethnography and discourse analysis, to examine multilingual learners’ experiences, teacher education practices, and global migration’s impact on schools. She has received the Outstanding Graduate Teaching Award (2020) and led research on language access during the pandemic. Recent publications highlight co-teaching dynamics, refugee youth resilience, and translanguaging in preschools. She advocates for pedagogies that affirm students’ identities through home languages and multicultural approaches. Scientific Awards: Outstanding Graduate Teaching Award, College of Education (2020)

• Multilingualism and identity
• Immigrant and refugee education
• Language and literacy development
• +7 more

Mario A. Svirsky is the Noel L. Cohen Professor of Hearing Science and Professor of Neuroscience at NYU Grossman School of Medicine. He leads the Laboratory for Translational Auditory Research, focusing on auditory neural prostheses like cochlear implants and their impact on speech perception and neuroplasticity. His work bridges clinical care and scientific discovery, addressing how the brain adapts to sensory deprivation and degraded auditory input. Education: PhD in Biomedical Engineering from Tulane University (1988). Postdoctoral training at MIT and prior academic appointments at Indiana University and Purdue University before joining NYU in 2005. Research: Explores cochlear implant performance optimization, speech perception in hearing-impaired individuals, and neuroplasticity mechanisms. Collaborates with the Froemke Lab on animal models of cochlear implantation. Active in developing computational models and signal processing techniques to improve implant efficacy. Funding: Principal investigator on multiple NIH grants (e.g., R01 DC016839, R01 DC016834) and industry partnerships. His lab’s work has advanced clinical management strategies for cochlear implant users, including those with contralateral hearing aids. Labs/Teams: Directs the Laboratory for Translational Auditory Research, collaborating with multidisciplinary teams including engineers, neuroscientists, and clinical audiologists. Mentors postdocs, audiologists, and medical students in auditory research.

• Auditory Neuroscience
• Cochlear Implants
• Speech Perception
• +3 more

Marjorie Harness Goodwin is a Distinguished Research Professor in the Department of Anthropology at the University of California, Los Angeles (UCLA). Her research focuses on linguistic anthropology, particularly the embodied practices of human interaction in social, familial, and workplace contexts. She explores how language, touch, and environment shape social dynamics, morality, and cultural integration. Education: Ph.D., University of Pennsylvania (1978) Ph.D. Honoris Causa, Uppsala University (2014) Research Interests: Ethnography of communication Embodied interaction and touch Conversation analysis Language and gender Family and workplace ethnography Children's social organization Publications: Dr. Goodwin’s work includes monographs like *The Hidden Life of Girls* (2006) and *Embodied Family Choreography* (2018), alongside influential articles on haptic sociality and interactional analysis. Recent research emphasizes touch as a modality of care and social coordination, with interdisciplinary impact in anthropology, sociology, and healthcare. Awards: Ph.D. Honoris Causa, Uppsala University (2014) Advising & Grants: She has mentored numerous graduate students across Anthropology, Applied Linguistics, and Education. Her research has been presented globally, including the New York Academy of Sciences Distinguished Lecture Series (2022) and the Vectors Conference (2023). Labs & Teams: Her work is supported by UCLA’s Social Sciences Division and collaborations with interdisciplinary groups like the Colab Anthropology Lab (linked via her personal and lab websites).

• Ethnography of communication
• Embodied human interaction
• Conversation analysis
• +5 more

Liang-Yuan 'Leo' Wu is a Researcher at the University of Michigan's Computer Science and Engineering department, working with Prof. Dhruv 'DJ' Jain in the Soundability Lab at the AI Laboratory. He recently completed his Master's degree in Computer Science & Engineering at the University of Michigan. His educational background includes: Master of Science in Computer Science & Engineering, University of Michigan (2022-Present) University of Edinburgh (2021) Bachelor's degree, National Taiwan University (2017-2021) Wu's research centers on human-centered AI solutions for auditory accessibility, with deep collaboration with the Deaf and Hard of Hearing (DHH) community. He develops technologies that leverage multimodal AI and large language models to interpret soundscapes, generate personalized audio descriptions, and enhance captioning systems—particularly in challenging environments like clinical settings where communication accuracy is critical. His work bridges technical innovation with real-world user needs through mixed-methods UX research. His publication trajectory reveals a strategic focus on applying cutting-edge AI models to solve accessibility gaps in sound interpretation and captioning, with increasing emphasis on healthcare applications and community-driven design principles. This represents a significant shift toward context-aware, deployable accessibility tools rather than theoretical frameworks. Wu's research impact is recognized through: BEST POSTER AWARD at ASSETS 2024 for CARTGPT Google Academic Research Award for 'Audio Scene Understanding' proposal While not yet mentoring formal advisees, Wu secures competitive research funding through awards like Google's Academic Research Award and actively collaborates with interdisciplinary teams across HCI, AI, and accessibility domains. His work in the Soundability Lab emphasizes community co-creation with DHH individuals to ensure technologies address authentic user needs rather than theoretical scenarios. The Soundability Lab serves as Wu's primary research environment, focusing on making sound universally accessible through AI-driven innovation. The lab maintains direct partnerships with the DHH community throughout the research lifecycle—from problem identification to solution validation—ensuring technologies are both technically robust and socially impactful.

• Human-Computer Interaction
• Artificial Intelligence
• Sound Accessibility
• +7 more

Dr. Ashwini Joshi is an Associate Professor and Ph.D. Program Director in the Department of Communication Sciences and Disorders at the University of Houston's College of Liberal Arts and Social Sciences. She directs the Joshi Voice Lab, which focuses on developing evidence-based assessments and treatments for voice disorders. Her research has been consistently funded by prestigious sources including the National Institutes of Health. Dr. Joshi's primary research interests center around voice and voice disorders, with specific emphasis on identifying low-cost assessment tools for voice disorders and developing evidence-based protocols for rehabilitation after vocal fold surgery for benign lesions. Her work bridges clinical practice with scientific investigation to improve voice assessment and treatment methodologies. Her recent publications demonstrate a strong trend toward investigating voice rest protocols after phonomicrosurgery, cultural considerations in voice assessment, and the development of accessible diagnostic tools. These studies frequently incorporate interdisciplinary approaches, examining connections between personality traits and voice rest adherence, cultural factors in voice evaluation, and technological solutions for voice measurement. International Student Award, American Speech-Language-Hearing Foundation (2009) Dr. Joshi serves as Principal Investigator on multiple significant research grants, including a NIH/NIDCD-funded project on Voice Rest Adherence after Phonomicrosurgery (2020-2023). She has successfully mentored numerous graduate students who have co-authored publications with her, particularly in the areas of cultural voice assessment and voice rest protocols. Her lab has established partnerships with Houston Methodist Hospital's Department of Otolaryngology. The Joshi Voice Lab, part of the Department of Communication Sciences and Disorders, is dedicated to advancing voice disorders research through developing low-cost, valid diagnostic tools and evidence-based post-surgical rehabilitation techniques for benign vocal fold lesions. The lab's current research is funded by the National Institute on Deafness and other Communication Disorders at the NIH, with the ultimate goal of improving quality of life for individuals with voice disorders.

• Voice Disorders
• Speech Science
• Voice Rehabilitation
• +4 more

Dr. Jami Fisher serves as Senior Lecturer and Director of the American Sign Language (ASL) Program at the University of Pennsylvania's Department of Linguistics. Affiliated with the College of Arts & Sciences, their work focuses on documenting Philadelphia-area ASL variation, global deaf community collaborations (especially with Italian communities), and integrating sign language studies into broader linguistic curricula. Education includes an Ed.D. in Higher Education from UPenn (2014), M.S.Ed. (2002) and B.A. in Linguistics (1997). Their pedagogical innovations emphasize Academically Based Community Service (ABCS) partnerships with local organizations like the Pennsylvania School for the Deaf and Deaf-Hearing Communication Centre. Research interests bridge sociolinguistics and community engagement, analyzing the linguistic landscape's visual representation of sign languages and exploring how signed languages reflect cultural values. They co-lead the ASL/Deaf Studies minor program, integrating interdisciplinary coursework with field-based capstone projects. Program leadership includes developing UPenn's longest-running Ivy League ASL program, offering advanced courses in Deaf History, Culture, and Linguistics. Collaborative projects emphasize mutually beneficial partnerships with Deaf communities to ensure culturally responsive research and education.

• American Sign Language (ASL) documentation
• Linguistic landscape analysis
• Deaf community partnerships
• +3 more

Lianna Pizzo is an Associate Professor in the Department of Curriculum & Instruction at the University of Massachusetts Boston, within the College of Education and Human Development. Her work bridges early childhood education, bilingualism, and deaf education, with a focus on culturally and linguistically responsive practices. PhD in Curriculum and Instruction, Boston College PsyS in School Psychology, Gallaudet University MA in Developmental Psychology, Gallaudet University Her research centers on linguistically responsive education for bilingual and multilingual d/Deaf and hard of hearing children, particularly American Sign Language (ASL)-English bilingual learners and deaf multilingual learners (DMLs). She investigates ASL vocabulary instruction, culturally responsive assessment, and the integration of home languages in early education. Her scholarship emphasizes equity, family engagement, and teacher preparation in inclusive settings. The analysis of her recent publications reveals a consistent focus on language development, assessment fidelity, and educational equity for dual language learners and DMLs. Her work connects spoken language bilingualism with ASL-English bilingualism, advocating for holistic, family-centered, and culturally sustaining educational models. She frequently publishes in journals related to deaf education, early childhood, and bilingualism, and presents at major educational research conferences. Dr. Pizzo has secured multiple research grants as a Co-Principal Investigator, including projects funded by the U.S. Department of Education and the University of Massachusetts Boston. Her sponsored research focuses on early intervention assessment, teacher quality, and instructional leadership in early care and education. She teaches a range of undergraduate and graduate courses in early childhood education, including language development, assessment, family engagement, and curriculum design. Her book, Fidelity of Implementation in Assessment of Infants and Toddlers (Springer, 2018), co-authored with Angela Stone-MacDonald, reflects her expertise in assessment practices. She is actively involved in school-university partnerships and professional development initiatives aimed at improving outcomes for young children and their families.

• Early Childhood Education
• Deaf Education
• Bilingual Education
• +12 more

Jennifer Renée Kilpatrick is an Assistant Professor of Deaf Education at the University of North Florida , where she has served since 2015. Her work bridges theory and practice through partnerships with K-12 programs serving Deaf/Hard of Hearing (DHH) students across Florida. Education: PhD in Literacy Studies, University of Tennessee (2015) MEd in Elementary Education, University of North Florida (2011) MS in Education of the Deaf/Hard of Hearing, University of Tennessee (2008) BS in Special Education, Liberty University (2003) Research Focus: Her scholarship emphasizes Universal Design for Learning , deaf education teacher preparation , and literacy instruction for DHH students. She employs functional grammar approaches and integrates digital tools to enhance writing pedagogy. Key Contributions: Recent publications analyze trends in DHH teacher training and UDL implementation during the pandemic. Her work spans empirical studies, curriculum innovation, and international collaborations in Haiti. Professional Engagement: Kilpatrick actively contributes to editorial and committee work, including the Teacher Education Council and Journal of Deaf Studies and Deaf Education review board. Personal: Known as Dr. K or KP to students, she balances her academic pursuits with outdoor activities like hiking and running.

• Deaf Education
• Literacy Studies
• Universal Design for Learning (UDL)
• +3 more

Angela Yoffe serves as Artist Faculty in Collaborative Piano at the Chicago College of Performing Arts, Roosevelt University. She founded the institution's Collaborative Piano Class program and developed the Creative Learning Program, establishing partnerships with organizations including the International Center on Deafness and the Arts and Lurie Children’s Hospital. Yoffe concurrently acts as Executive Director of The Music Makers, producing Chicago's annual North Shore Chamber Music Festival and managing the Arkady Fomin Scholarship Fund that supports emerging artists. Her educational background includes piano performance training in the Soviet Union and Israel, advanced studies with Joaquín Achúcarro and Jonathan Feldman in the United States, and serving as assistant to Dorothy DeLay at The Juilliard School. This foundation informs her approach to music pedagogy and performance. Research interests focus on collaborative piano techniques, chamber music interpretation, interdisciplinary arts education, music festival production, and therapeutic applications of music. Her creative scholarship manifests through international performances, critically acclaimed recordings, and community engagement initiatives that bridge academic and public spheres. Through The Music Makers organization, she has provided career development support to over 25 young artists internationally. The Arkady Fomin Scholarship Fund offers comprehensive mentorship alongside financial assistance, reflecting her commitment to nurturing emerging talent. Yoffe directs the Collaborative Piano Class at Roosevelt University and leads The Music Makers' international operations. Her creative teams produce the North Shore Chamber Music Festival, Music Makers Israel, and interdisciplinary educational programs connecting academic training with community needs.

• Chamber Music
• Piano Performance
• Music Education
• +2 more

Timothy D. Dye is a Professor at the University of Rochester School of Medicine and Dentistry with joint appointments in the Department of Obstetrics and Gynecology and Department of Health Humanities and Bioethics. As a medical anthropologist and social epidemiologist, he leads an extensive research program focused on applied public health in global and marginalized communities. Education includes: J.D. from Syracuse University College of Law (2024) M.A. in Documentary Film and History from Syracuse University (2013) Ph.D. in Anthropology from University at Buffalo (1993) M.S. in Epidemiology from University at Buffalo (1990) M.P.A. and M.A. in International Relations from Syracuse University (1987) B.A. in International Relations from Syracuse University (1985) His research integrates qualitative, quantitative, and community-based approaches to address health priorities through ecological frameworks. Primary focus areas include: 1) Global health systems in Latin America/Caribbean and Deaf communities, 2) Social determinants of perinatal outcomes, 3) Health technology for community action, and 4) Ethical community-researcher partnerships emphasizing co-creation of knowledge. Recent publications demonstrate strong thematic focus on health equity, community engagement methodologies, and innovative applications of technology in public health. Work consistently addresses structural barriers in healthcare systems while developing culturally responsive interventions. Publication trends reveal extensive work in maternal/child health, health disparities research, and global health implementation science. Significant scientific recognition includes: University of Rochester Faculty Diversity Award Two Fulbright Specialist awards Elected Fellow of four prestigious scholarly societies Antarctic Service Medal MEDICC Scholar recognition Directs the Dye Lab, which manages multiple NIH/CDC-funded global health initiatives including maternal health technology projects in Latin America (MundoComm), HIV rapid treatment programs (NY State AIDS Institute), and deaf health research. The lab emphasizes community-driven research with partners in over 30 countries. Current grants explore genetic research participation barriers, health impacts of language deprivation, and legal frameworks for biospecimen research. Leads interdisciplinary teams across the Global Network, Diálogo Social Científico, and Translational Biomedical Science PhD program. The lab operates through collaborative partnerships with communities, prioritizing local knowledge and self-determination in research design.

• Applied Public Health
• Social Determinants of Health
• Global Health
• +7 more

Kelly Norris Martin is Professor and Dean of the College of Liberal Arts at Rochester Institute of Technology (RIT). She holds a BA from John Carroll University, and MS and PhD degrees from North Carolina State University. Her research explores visual communication, rhetoric, and digital media, with significant projects examining communication competence in STEM workplaces and pedagogical strategies for deaf/hard-of-hearing students. Her interdisciplinary research bridges communication studies, education, and technology, focusing on visual methodologies, workplace communication dynamics, and equity in higher education. Recent work investigates communication socialization in technical fields and problem-solving transferability in STEM education. Martin's scholarly output demonstrates consistent focus on visual rhetoric applications in professional contexts. Her 15 most recent publications (2015-2023) predominantly address: communication pedagogy in STEM (60%), workplace socialization (20%), visual methodology (13%), and political communication (7%). Longitudinal trends reveal increasing emphasis on equity and employability in technical education. As co-PI on two NSF-funded projects ( Exploring Multiple Postsecondary Opportunities through Workforce and Education Research and accessibility initiatives), she examines workforce readiness skills and inclusive pedagogical resources. Her leadership extends to developing curricular frameworks that integrate communication competencies across disciplines.

• Visual Communication
• Rhetoric
• Digital Media
• +3 more

Nicole Landi is a Professor and Director of Developmental Psychology in the Department of Psychological Sciences at the University of Connecticut. She holds a Ph.D. in Cognitive Psychology from the University of Pittsburgh (2005). Her research utilizes cognitive neuroscience approaches (ERP, MRI, neuroimaging genetics) to study reading and language development, focusing on disorders like dyslexia and specific reading comprehension disability. Education: Ph.D., Cognitive Psychology, University of Pittsburgh, 2005 Dr. Landi's research investigates neural mechanisms underlying reading disorders through collaborations with schools like AIM Academy and The Windward School. Her work examines predictors of intervention response and includes projects on neurochemistry, genetics, and technology-based interventions such as the HBN-EDUCATE program with the Child Mind Institute. Analysis of her recent publications (2022-2025) reveals consistent themes: neural correlates of reading ability, socioeconomic impacts on literacy, intervention effectiveness during COVID-19, and specialized populations (autism, cochlear implant users). Methodologies predominantly feature fMRI, ERP, and DTI to explore brain-behavior relationships across development. Scientific Awards: James McKeen Cattell Sabbatical Fellowship (2020-2021) Dr. Landi advises multiple graduate and undergraduate students, including recipients of the Isabelle Y. Liberman Award (Meaghan Perdue), Goldwater Scholarship (Katie Mahaffy), and Holster Scholar (Katie Hooker). Her lab secures funding for research projects through partnerships and fellowships, including international collaborations on imaging genetics. The LandiLab operates within the Bousfield Psychology Building, collaborating with the Yale Child Study Center, Language Sciences Consortium, and community schools. These partnerships enable translational research through in-school laboratories and longitudinal studies of reading intervention outcomes.

• Reading Development
• Language Development
• Developmental Cognitive Neuroscience
• +4 more

Sara Kay Gengler is a Lecturer in the American Sign Language/English Interpreting Program at the University of Wisconsin-Milwaukee's School of Education. An educational and community interpreter, she holds National Interpreter Certification (NIC) and founded Collaborative Communications to advance interpreting services. Her work focuses on interpreter training, accessibility advocacy, and improving services for Deaf communities in Wisconsin. As current president of the Wisconsin Registry of Interpreters for the Deaf (WisRID), Gengler prioritizes scholarship programs, professional development for interpreters, and expanding service access in underrepresented regions. Her teaching incorporates practical training in educational settings and community interpreting scenarios. Gengler completed both her interpreter training (2019) and Executive MBA (2022) at UWM, bringing administrative insights to curriculum development. She maintains active partnerships with Deaf organizations across Northeast Wisconsin to align program objectives with community needs.

• American Sign Language
• Educational interpreting
• Deaf community engagement
• +1 more

Dana Mukamel is a Professor of Medicine at the University of California, Irvine, with an affiliation in the Department of Population Health & Disease Prevention within the School of Public Health. Her research focuses on healthcare policy, geriatrics, mental health, and chronic disease management, particularly advanced chronic kidney disease (CKD) and cancer care. She explores topics such as Medicare Part D cost disparities, nursing home staffing and quality, digital mental health interventions, and rural-urban healthcare gaps. Dana's recent publications highlight trends in digital health adoption during the pandemic, staffing instability in nursing homes, and CKD treatment outcomes. Her work often intersects with health equity, examining disparities in rural and minority populations, and innovates through technology-driven care coordination models for seniors. She contributes to policy evaluations, including the Medicare Prescription Payment Plan, Certificate of Need regulations, and Medicaid waiver programs. Her projects frequently involve multi-site collaborations and stakeholder engagement, especially with peer perspectives in mental health interventions and county-level healthcare systems.

• Healthcare Policy
• Geriatrics
• Mental Health
• +4 more