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Sarah O'SheaView profile

Professor

• Educational Equity
• Higher Education Access
• Sociology of Education
• +3 more

Professor Sarah O’Shea holds dual roles as Honorary Professorial Fellow in the School of Education at the University of Wollongong and Distinguished Professor & Dean of Graduate Research at Charles Sturt University. Her research focuses on educational equity, higher education access, and sociological analyses of student transitions. She has secured over $3.8M in research grants exploring equity in higher education and led the National Centre for Student Equity in Higher Education, managing budgets exceeding $6M. Recognized for teaching excellence, she received a 2012 Australian Award for University Teaching and a Churchill Fellowship (2018). Her work bridges academic research with policy influence, addressing systemic barriers faced by underrepresented student groups. Leadership roles include: Dean, Graduate Research (Charles Sturt University) Director, National Centre for Student Equity in Higher Education Member, Australian Research Council College of Experts Key research interests include: Educational inclusion & equity First-in-family student experiences Cultural capital theory Online learning accessibility Gendered challenges in higher education Her publications (128+ since 2013) emphasize: Student transitions to university Family dynamics in educational decisions Policy impacts on equity Professional recognitions include: UOW Women of Impact (2016) Principal Fellow of the Higher Education Academy (UK) Australian Learning and Teaching Fellow Led interdisciplinary teams across government, community, and institutional stakeholders to advance equity initiatives. Current projects include international collaborations on student belonging in post-pandemic universities.

• Spanish linguistics
• Portuguese linguistics
• Contextualized culture in language teaching
• +3 more

Dr. Julia Emilia Bussade serves as an Instructional Assistant Professor of Modern Languages and Director of Portuguese and Basic Spanish Programs at the University of Mississippi's Department of Modern Languages, within the College of Liberal Arts. She has been teaching since 1996, with expertise in Spanish and Portuguese linguistics, language education, and cultural studies. Education: B.A. in Portuguese and English (1987), Faculdade de Filosofia de Itaperuna, Brazil M.A. in English (1990), Pontifícia Universidade Católica de Minas Gerais, Brazil Ph.D. in Education (2010), University of Mississippi Research Interests: Dr. Bussade focuses on integrating technology in language teaching, contextualized cultural pedagogy, distance learning methodologies, and legal translation/interpretation practices. Her dissertation explored faculty attitudes toward technology use in Spanish and Portuguese instruction at the University of Mississippi. No specific articles or awards are listed in the provided text. She teaches courses such as Portuguese for Romance Language Speakers, Business Portuguese, Brazilian Culture & Civilization, and Special Topics in Portuguese.

• Second Language Acquisition
• Chinese Language Pedagogy
• Educational Technology
• +3 more

Dr. Neal Szu-Yen Liang serves as Associate Professor of Instruction in the Department of Modern Languages within the College of Liberal Arts at The University of Texas at Arlington (UTA). He has held progressively senior roles since joining UTA in 2010, including Senior Lecturer (2010-2013), Assistant Professor (2013-2024), and current Associate Professor (2024-present). He previously taught at Northern Arizona University (2009-2010) and Brookhaven College (2006-2007). Developed UTA's Chinese minor and Critical Language and International Studies (CLIS)-Chinese major (2013) Pioneered online Chinese tutoring with international partners in Taiwan/China Created faculty-led study abroad programs in China/Taiwan since 2017 Serves as AP Chinese Question Leader for Educational Testing Service (2024-present) His research focuses on second language acquisition of Chinese classifiers, technology-enhanced language pedagogy, and ancient Chinese philosophy. He has secured significant grants including a $100,000 STARTALK program and $50,000 funding from Taiwan's Ministry of Education. His innovative distance learning work earned the 2015 US Distance Learning Association's Best Practices Award. Dr. Liang's publications examine classifier acquisition patterns and computational linguistics. His teaching spans all Mandarin levels, business Chinese, translation, and cultural studies. He actively advises student organizations including the Chinese Culture and Language Association. Best Practices Award for Distance Learning (2015) Outstanding Teaching Award (2014) University Scholar (2009) AP Chinese Table Leader (2014-2024) He directs study abroad programs, serves on UTA's Undergraduate Assembly, and chairs committees for program development. His community engagement includes Plano Parks Board membership and Asian Lunar New Year event coordination. He presents regularly at conferences on Chinese pedagogy and technology integration.

• Immigration Studies
• Educational Leadership
• Language Pedagogy
• +3 more

Stephanie M. Madison, Ph.D., is a Visiting Lecturer in the Department of Languages at Clemson University's College of Arts and Humanities. She specializes in Spanish language education and has contributed to research on immigrant detention literacies, HyFlex pedagogy, and sociopolitical impacts on education. Her work bridges education theory with real-world challenges, including teacher recruitment and retention in rural settings. Research Interests: Immigration policy and detention center communications Teacher leadership and school-university partnerships Hybrid learning strategies for language education Sociopolitical dynamics in classroom environments Notable works include analyses of immigrant detention narratives and studies on the impact of leadership in educational partnerships. She received the NFMLTA/MLJ Award in 2021, recognizing her contributions to language teaching methodologies. Teaching: She currently instructs SPANISH 1020 at Clemson University.

Kotsiantis SotirisView profile

Associate Professor

• Artificial Intelligence
• Computational Intelligence
• Machine Learning
• +2 more

Kotsiantis Sotiris is an Associate Professor in the Department of Mathematics at the University of Patras, Greece, specializing in Computational Mathematics and Informatics. His academic roles include teaching undergraduate and postgraduate courses such as Data Science, Programming with Python, and Machine Learning. He holds a Ph.D., M.Sc., and B.Sc. in Mathematics from the University of Patras. His research focuses on Artificial Intelligence, Machine Learning, Data Mining, and Data Science. Notable contributions include advancements in sentiment analysis, outlier detection, graph attention networks, and predictive analytics for education and urban systems. He actively publishes in top-tier journals and conferences, emphasizing interpretable AI and ensemble learning techniques. Teaching responsibilities span computational statistics, numerical analysis, and data science methodologies. His work bridges theoretical machine learning with practical applications in smart cities, financial forecasting, and educational technology. He collaborates widely, evidenced by over 180 publications and co-authorships with experts in computer science and data analytics.

Rae SonnenmeierView profile

Associate Clinical Professor

• Autism Spectrum Disorders
• Augmentative Communication
• Early Intervention
• +2 more

Rae Sonnenmeier is Clinical Associate Professor and Director of Clinical Education at UNH's Department of Communication Sciences & Disorders, with adjunct appointment in Pediatrics at Geisel School of Medicine. She holds a PhD from SUNY Buffalo and received the 2012 Early Education and Intervention Network Award for leadership. Clinical Focus: Specializes in family-centered care for: Early childhood speech-language disorders Augmentative/alternative communication (AAC) Autism spectrum interventions Gender-affirming voice training Research Contributions: Publications examine inclusive education models, online learning impacts during COVID-19, and interdisciplinary leadership development. Recent work (2022-2023) addresses mental well-being in virtual instruction and socio-cultural aspects of land use. Leadership: Coordinates clinical programs and externships as Director of Clinical Education. Served as NH-ME LEND Interdisciplinary Training Director (1999-2009) and contributes to state autism councils. Mentors graduate researchers studying AAC efficacy and autism interventions. Awards & Recognition: Early Education and Intervention Network Recognition Award (2012) Tindle-Shupe Clinical Excellence Award (1984)

Sophia D’AgostinoView profile

Assistant Professor

• Early Childhood Inclusion
• Naturalistic Developmental Behavioral Interventions (NDBI)
• Telehealth Training for Educators
• +3 more

Sophia D’Agostino is an Assistant Professor of Special Education at Utah State University (USU), affiliated with the Emma Eccles Jones College of Education and Human Services. She holds a PhD in Human Development and Family Studies from Michigan State University (2019) and has extensive experience as an early childhood special education teacher, consultant, and researcher. Her research focuses on improving inclusion for young children with disabilities through naturalistic developmental behavioral interventions (NDBIs) and telehealth training. Key interests include teacher preparation, social validity of interventions, and enhancing inclusive preschool practices. She has published widely on topics like NDBI implementation, telehealth coaching, and early childhood education equity. Dr. D’Agostino has secured grants totaling over $50,000 for projects on compassionate care in early intervention and teacher preparation. Her teaching focuses on early childhood special education courses, and she actively contributes to professional organizations like the Division for Autism and Developmental Disabilities (DADD) and the International Association for Behavior Analysis (ABAI). Her work emphasizes bridging research and practice through evidence-based strategies, particularly leveraging technology to improve accessibility and quality of early childhood services for children with disabilities.

Allison W. ParsonsView profile

Associate Professor

• Early Literacy Development
• Vocabulary Instruction
• Academic Language Development
• +5 more

Dr. Allison W. Parsons is an Associate Professor at George Mason University's School of Education, serving as Director of the Elizabeth G. Sturtevant, PhD, Center for Literacy. She holds a PhD from the University of Virginia. Her research focuses on effective literacy teacher practices, including literacy coaching, adaptive teaching, and culturally relevant pedagogy. She explores how classroom culture influences student learning in early grades, particularly in vocabulary and academic language development. Her work employs design-based research and qualitative methodologies like video analysis and surveys. Recent projects include studying literacy coaching development, early childhood literacy instruction variability, and students' engagement with fiction/nonfiction texts. She collaborates with colleagues on longitudinal professional development studies and teacher adaptability. Dr. Parsons teaches courses such as Literacy Teaching and Learning in Diverse Classrooms, Research Methods in Literacy, and Literacy Coaching Leadership. Her publications span topics like print-rich classrooms, design-based research in engineering education, and reading motivation scales. She advises no formally listed students but mentors through professional development initiatives. She is actively involved in educational policy and teacher preparation programs.

Annie-Claude DEMAGNYView profile

Researcher

• Psycholinguistics
• Language Typology
• Second Language Acquisition
• +5 more

Annie-Claude Demagny is a CNRS Research Officer and Lecturer at the University of Paris 8's UFR Language Sciences. She leads the CAUSEMOTYP project studying caused motion events across Indo-European and Dravidian languages. Her roles include membership in the SFL Lab board, EUR ArTec academic board, and co-founding the RéAL2 network. Roles: Researcher (CNRS UMR 7023 SFL Lab), Lecturer (Paris 8) Education: PhD in Psycholinguistics (2013, Paris 8) Key Projects: CAUSEMOTYP (2024-2026), Tamil L3 Acquisition studies Research focuses on language typology, spatial/temporal expression, and second language acquisition. She explores how typological distance influences learner production and cognitive processes. Recent work addresses motion events in Tamil, French L2, and cross-linguistic comparisons with English, Italian, and Spanish. Teaching includes M1-M2 courses on space/time acquisition and L3 French for Tamil speakers. She trains researchers in CLAN software and corpus analysis. Grants include CNRS mobility funding for India-based Tamil speaker studies and collaborations with Cambridge, Sorbonne, and Toulouse researchers. Labs/Teams: Formal Structures of Language Lab (UMR 7023), Acquisition & Psycholinguistics Team.

Inmaculada Morales JonesView profile

Adjunct Professor

• Spanish Language Acquisition
• Bilingual Education
• Cross-cultural Communication

Inmaculada Morales Jones is an Adjunct Professor at George Mason University's Spanish department, teaching foundational Spanish courses including SPAN 101-202 and online/distance learning formats. With over 15 years of teaching experience across multiple institutions, she combines academic instruction with community engagement. Education: Bachelor's and Master's in Foreign Language & Literature, Universidad Complutense de Madrid (1991) Complementary roles include: Freelance Interpreter for Fairfax County Public Schools Volunteer mentor/tutor in K-12 schools across multiple states and countries

Karen ForgetteView profile

Lecturer

• Writing Pedagogy
• Rhetoric
• Educational Communication
• +3 more

Karen Forgette is a Lecturer and Assistant Chair in the Department of Writing and Rhetoric at the University of Mississippi. She has taught first-year writing since 2005 and previously instructed writing, literature, and speech at high schools and community colleges in Ohio, New York, and North Carolina. Her freelance work focuses on education, corporate communications, and family life. Education: M.A. and Graduate Teaching Certification from the University of North Carolina at Chapel Hill, and B.A. from Geneva College. Research interests include writing pedagogy, collaborative learning, and interdisciplinary approaches to composition. Her publications emphasize technology integration in writing instruction, audience adaptation in scientific communication, and curriculum design for first-year students. Her co-authored guide Conferences Without Professors (2010), funded by a University of Mississippi grant, supports incoming students’ transition to college writing. She has also contributed to online course development for Grantham University/Pearson Publishing. Advising and grants: Led development of the FASTrack program’s writing guide. Collaborated on the College of Liberal Arts’ online resource What’s My Major?

• Cloud Computing
• Grid Computing
• Health Informatics
• +5 more

David Levine serves as an Associate Professor in the Computer Science and Engineering Department within the College of Engineering at The University of Texas at Arlington. His academic career spans decades with continuous teaching and research contributions, evidenced by his ongoing course instruction through Fall 2025 and active grant leadership. Levine's research spans cloud and grid computing, health informatics, bioinformatics, pervasive computing, and secure programming. His work integrates computational techniques with practical applications in healthcare (Smart Hospital for Elderly Care), high-energy physics (Fermilab collaborations), and accessibility infrastructure. He has pioneered curriculum development in emerging fields including Cloud Computing, Secure Programming, Mobile Computing, and Data Mining, with courses consistently reaching maximum enrollment capacity and establishing distance learning records within the engineering college. His publication portfolio demonstrates significant interdisciplinary impact across IEEE Supercomputing, health informatics, genetics, and pervasive computing. Recent work focuses on spatial data visualization for public health (2022), hardware simulation platforms (2017), and scalable notification frameworks for healthcare systems (2011). His research has secured over $5 million in funding from NSF, NIH, DoE, and industry partners including Luminant Power. Computer Science Department Teaching Award recipient Student teams won ATT University Challenge, Nokia Symbian Challenge, and Department of Energy Challenge ($200k+ total) Levine has mentored 4 PhD students as co-supervisor, chaired 6 Master's theses, and advised numerous undergraduate researchers. His laboratory work focuses on grid computing applications for high-energy physics and bioinformatics, with current projects including the GAANN Doctoral Fellowships in IoT and Smart Hospital infrastructure development. He serves as NTT Hiring Committee Chair and Faculty Senate Chair, demonstrating significant institutional leadership.

Phu VuView profile

Professor

• Play/Game-Based Learning
• Technology-Enhanced Learning
• Learning and Teaching Analytics
• +3 more

Phu Vu is a Professor in the Department of Teacher Education at the University of Nebraska at Kearney (UNK), where he has been a faculty member since 2013. His research focuses on Play/Game-Based Learning, Technology-Enhanced Learning, and Learning and Teaching Analytics. He holds a Ph.D. (2013) and M.A. (2010) from Southern Illinois University, and a B.A. (2001) from Quy Nhon University. Dr. Vu's work explores innovative pedagogical strategies, including the integration of technology in classrooms and the development of effective learning analytics. Recent studies investigate the impact of kindness instruction, ability grouping in math education, and virtual field experiences in teacher training. His research spans K-12 and higher education contexts, emphasizing practical applications such as ELL student support, teacher recruitment practices, and pandemic-era instructional adaptations. Notable contributions include examining structured writing strategies in history classrooms, the role of non-English conversation tables for international students, and the evaluation of gifted program outcomes in Vietnam. His work frequently bridges theory and practice, offering actionable insights for educators and administrators. Dr. Vu has no listed scientific awards but maintains an active publication record across education technology, curriculum design, and teacher education. His research consistently addresses contemporary challenges in educational equity, technology integration, and student engagement.

• Educational Technology
• Learning Sciences
• Teacher Training
• +3 more

Robert A.P. REUTER is an Assistant Professor at the University of Luxembourg's Faculty of Humanities, Education and Social Sciences, within the Department of Education and Social Work. His research focuses on Educational Technology, Learning Sciences, and pedagogical innovation, aiming to bridge theoretical frameworks with practical classroom applications. He emphasizes technology integration in teacher training, strategic use of ICT, and fostering scientific literacy among educators and students. Key areas of expertise include AI in education, STEAM equity, and active learning strategies for wellbeing. He has conducted extensive surveys on technology adoption among Luxembourgish educators and pioneered initiatives like the PIAF project for computational thinking in schools. His work also explores global reactions to emerging technologies like ChatGPT and their implications for education. REUTER has collaborated on cross-border projects such as TellYourTown (mobile learning) and FAVICUE (family violence curricula analysis). He actively contributes to developing blended learning environments and reflective teaching practices, leveraging digital portfolios like Mahara in higher education contexts. Spoken languages include French, Luxembourgish, German, and English, reflecting his multilingual research and teaching environment at the University of Luxembourg.

Paul RauwolfView profile

Lecturer

• Environmental Psychology
• Decision-Making Under Uncertainty
• Behavioural Economics
• +3 more

Dr. Paul Rauwolf is a Lecturer at Bangor University's School of Psychology and Sport Science, specializing in decision-making under uncertainty and sustainable behavior. His research bridges psychology, economics, and computer science, using experimental and computational methods. PhD in Computer Science, University of Bath (2016) Postdoctoral researcher, University of Oxford (Mathematics Institute) and Bangor University (Psychology) Research focuses on environmental psychology, sustainable practices, and combating misinformation through behavioral economics. Recent work examines psychological distress and impulsivity's impact on cooperative resource management and political news accuracy. Teaches Advanced Research Methods (PRP-4014) for MSc programs, emphasizing statistical rigor and reproducibility. Supervises MSc/BSc projects on sustainability learning dynamics and social factors influencing resource management. Current projects explore individual-environment interactions in sustainability, funded through self-supported schemes. Collaborations span cognitive science, bilingualism, and AI ethics, reflecting interdisciplinary expertise.