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Jennifer VanDerHeide is an Associate Professor in the Department of Teacher Education at Michigan State University (MSU). She holds a Ph.D. from The Ohio State University and specializes in English Education, focusing on writing development, dialogic pedagogy, and argumentative literacy instruction. Her research emphasizes how classroom interactions shape student writing skills, particularly in secondary education contexts. VanDerHeide’s work critiques deficit-oriented views of adolescent writers and advocates for dialogic practices that empower students through collaborative argumentation. She has pioneered frameworks like 'dialogic literary argumentation' and 'listening arguments,' which reframe writing as a socially responsive practice. Her scholarship bridges theory and practice, with a strong emphasis on preparing future teachers to implement effective writing instruction. Recent research trends include examining virtual classroom dynamics, preservice teacher development through community literacy projects, and the role of historical and intertemporal discourse in argumentative writing. Her work appears in leading educational journals, emphasizing practical applications for K-12 educators. She maintains an active research website at http://jvheide.msu.domains/ .

• Student Writing Development
• Classroom Interaction and Learning
• Dialogic Practices in Education
• +3 more

Samba Camara is a Teaching Assistant Professor in the Department of African, African American, and Diaspora Studies at the University of North Carolina at Chapel Hill. He holds a Ph.D. in Interdisciplinary Arts from Ohio University, M.A. degrees in African Studies (Ohio University) and English & African American Studies (Université Cheikh Anta Diop de Dakar), and a B.A. in English from the same university in Dakar. His research focuses on African literature, global Black popular cultures, decolonial studies, and the cultural digitization of endangered manuscripts. Camara is currently working on a monograph exploring Islam and ethical personhood in Senegalese popular music, co-editing a volume on African languages and modernity, and completing a British Library-funded digitization project preserving Pulaar Islamic manuscripts from Senegal and Mali. His publications span music ethnography, film criticism, and postcolonial theory, with recent emphasis on intersections between Islam, gender, and cultural production. He teaches courses on African film, literature, Wolof language, and Islamic Africa's cultural dynamics. Camara’s Fulbright experience drives his commitment to international educational partnerships and curricula globalization. Key Projects: Digitization of Pulaar manuscripts, co-editing African Languages, Literatures, and Modernity Grants: British Library funding for cultural preservation Awards: Former Fulbright Scholar His work bridges academic rigor with community engagement, emphasizing decolonial methodologies and cultural preservation.

• African Literature
• Global Black Popular Cultures
• Decolonial Studies
• +5 more

David Lewkowich is an Associate Professor in the Department of Secondary Education at the University of Alberta's Faculty of Education. His research focuses on reading experiences, literary theory, young adult literature, comics, psychoanalytic theory, and the emotional dimensions of education. He teaches courses such as EDSE 327 and 328, which explore Alberta's English Language Arts curriculum and pedagogical strategies for secondary education. His work often intersects with cultural studies, teacher identity, and adolescent memory. Dr. Lewkowich holds a PhD, MA, BEd, and BA. His publications analyze the representation of teachers in comics, the emotional underpinnings of education, and the intersections between literature, psychology, and pedagogy. He emphasizes creative remembering in teacher education and the role of graphic novels in exploring educational anxieties and identities. His courses integrate immersive literacy practices and address cultural and linguistic diversity. Notable research themes include the unconscious effects of reading, transferences in teacher education, and the use of visual media like Instagram to foster adolescent literacy. He advocates for pedagogies that embrace ambiguity and emotional complexity in educational settings.

• Reading Experience
• Literary Theory
• Young Adult Literature
• +7 more

William Kruger is an Assistant Teaching Professor in the Department of English at Arizona State University (ASU). He holds a PhD in Linguistics & Applied Linguistics and specializes in historical linguistics, phonology, syntax, and morphology with a focus on Germanic languages. His research explores topics such as prosodic influences on syntactic structures, diachronic phonological processes in Old and Early Middle English, and morphological ambiguity in Old English dialects. Key contributions include studies on null complementizer distribution, verbal prefixation in Old Northumbrian, and the role of type frequency in phonological generalizations. Kruger’s work appears in journals like Glossa , Canadian Journal of Linguistics , and Journal of Historical Linguistics . He maintains an active academic profile with 73 followers and collaborations with scholars such as Robert Mailhammer and Alexander K Makiyama. His research integrates theoretical linguistics with empirical analysis of historical language data. No specific grants or awards are listed, though his extensive publication record reflects sustained academic engagement.

• Linguistics
• Historical Linguistics
• Phonology
• +3 more

Dr. Vaibhav Singh is a Visiting Research Fellow at the University of Reading, specializing in typographic history, printing, and publishing with a focus on Indian language scripts and their sociopolitical contexts. His current project, 'Merchants of alphabets: networks of typographic design and technology in Indian language publishing, 1900–1950,' examines how typographic design influenced linguistic diversity in Indian publishing pre-independence. He holds a PhD in typographic design from the University of Reading, alongside qualifications in book history, English literature, and visual communication. His research explores transnational networks in design and technology, emphasizing how creative and commercial collaborations across geographies shaped multilingual publishing. Key themes include technological modernity, nationalism, and the interplay between design practices and social structures. Singh has exhibited widely, including works on global newspaper design, non-Latin type transitions, and historical print artifacts. Publications span technical journals like Hiut: Typography Journal and edited volumes such as Non-Latin scripts: from metal to digital type . His work bridges material culture, technological history, and cultural studies, with a focus on understudied areas like colonial typography and pre-digital publishing workflows.

• Typographic History
• Printing and Publishing
• Textual Communication Design
• +3 more

Lera Boroditsky is an Associate Professor of Cognitive Science at the University of California, San Diego (UCSD) and Editor in Chief of Frontiers in Cultural Psychology. She previously held faculty positions at MIT and Stanford University. Her research focuses on the interplay between language, thought, and perception, particularly how linguistic structures shape cognitive processes such as time perception, spatial reasoning, and causal reasoning. She investigates cross-linguistic differences in mental representations, including how speakers of languages like English, Mandarin, and Indonesian conceptualize time and events differently. Her work bridges cognitive psychology, linguistics, and neuroscience, emphasizing the 'experiential basis of meaning.' Notable contributions include demonstrating that grammatical structures (e.g., gender distinctions in nouns) influence object conceptualization and that spatial metaphors for time (e.g., 'the future is ahead') affect behavior and decision-making. She has also explored how metaphor framing influences societal issues like immigration policy and healthcare attitudes. Awards: Searle Scholar, McDonnell Scholar, NSF Career Award, APA Distinguished Scientist Lecturer Research Highlights: Language and Time Perception, Metaphor and Cognition, Cross-linguistic Cognition Boroditsky’s grants include funding from the McDonnell Foundation and NSF, supporting projects on cultural psychology and cognitive modeling. She advises on experimental and theoretical research in cognitive science, though specific student names are not listed here. Her lab explores topics like embodied cognition and the neural correlates of linguistic relativity.

• Cognitive Science
• Linguistics
• Psychology
• +3 more

Dr. Ali Malik is a Lecturer in Criminal Justice at the University of Leeds' School of Law, part of the Faculty of Social Sciences. He joined in May 2023, previously serving as Assistant Professor in Criminology and Policing at Northumbria University (2019-2023), where he led policing degree programs. His professional background includes roles as Associate Inspector at HM Inspectorate of Constabulary in Scotland (2017-2021). He holds a PhD in Criminology from the University of Edinburgh (2013-2017), focusing on police governance post-2013 reforms in Scotland. Malik's research examines police governance efficacy, particularly in ensuring community-responsive policing. His interdisciplinary work bridges epistocracy (knowledge-based governance) with democratic policing, public administration, and accountability. His monograph The Politics of Police Governance: Scottish Police Reform, Localism, and Epistocracy (2024) introduces a novel framework synthesizing these concepts. He engages in policy advocacy, contributing to Scottish Parliament scrutiny and producing research briefings for the Scottish Institute for Policing Research. Current research focuses on climate change impacts on policing, exploring how local governance actors address climate vulnerabilities and community resilience. As a Michael Beverley Innovation Fellow (2023-24), he collaborates with HMICS, the College of Policing, and international scholars. Recent projects include a study on English as an Additional Language (EAL) in police recruitment assessments, influencing policy changes, and a thematic inspection of Police Scotland’s training with HMICS. Malik’s work spans academic and applied domains, with publications in criminology, policing, and public health. He is a Fellow of the Higher Education Academy and active in professional networks like the European Society of Criminology. He advises on postgraduate research and contributes to policy dialogues through media outlets including BBC and The Economist.

• Police governance and accountability
• Epistocracy and democratic policing
• Police reform
• +3 more

Matthew Riley is Professor of Music at the University of Birmingham. He holds a BA in Mathematics from the University of Oxford (St Catherine's College) and a PhD in Music from Royal Holloway, University of London. His work focuses on analysis and interpretation of Western art music from the Classical to early 20th-century eras, with special interest in British composers like Edward Elgar and cultural nationalism in music. He chairs the Editorial Board of *Music Analysis* and teaches undergraduate and postgraduate courses on music analysis, compositional history, and nationalism in music. Research highlights include *The Viennese Minor-Key Symphony in the Age of Haydn and Mozart* (2014), awarded the Emerson Prize, and *Nation and Classical Music: From Handel to Copland* (2016), co-authored with Anthony D. Smith. His current monograph *English Diatonic Music 1887–1955* explores British compositional traditions through schemata analysis. He supervises PhD projects on figures like Tchaikovsky, Tippett, and Elgar, reflecting his expertise in both historical and analytical approaches. Education: LRSM Piano Performance (1995) BA Mathematics, St Catherine's College, Oxford (1996) MMus Royal Holloway, University of London (1997) PhD Royal Holloway, University of London (2000) Awards: Emerson Prize (2014), translated works in Spanish (e.g., *Nacionalismo y música clásica*). Teaching includes modules on Classical period history, Romantic piano music, and nationalism in music. He pioneered the MA Music program at Birmingham and contributes to postgraduate research supervision. His work bridges musicological rigor with historical context, emphasizing compositional techniques and cultural narratives.

• Western Art Music Analysis
• Cultural Nationalism in Music
• British Music (20th Century)
• +3 more

Chenjuan Ma is an Assistant Professor at NYU Rory Meyers College of Nursing, where she conducts health services research focused on optimizing nursing care, patient safety, and outcomes, particularly in home healthcare and among vulnerable populations such as persons with dementia and racial/ethnic minorities. She holds a PhD from the University of Pennsylvania and degrees in nursing from Xi'an Jiaotong University, China. Education: PhD, University of Pennsylvania (2012) MSN, Xi'an Jiaotong University, China (2008) BSN, Xi'an Jiaotong University, China (2005) Her research integrates theories and methodologies from nursing, sociology, medicine, statistics, and data science, with expertise in large datasets and quantitative analysis. She is currently leading a National Institute on Aging-funded project on racial and ethnic disparities in home health care for individuals with Alzheimer’s Disease and Related Dementias. Her work spans health policy, nursing workforce dynamics, care quality, and health equity. Her recent publications (2020–2025) reflect a strong trend in home health care quality, disparities in access and outcomes, geriatric care, mental health, and innovative models like internet-based nursing services. She frequently employs advanced statistical methods and large national datasets to address critical gaps in healthcare delivery and equity. Scientific Awards: Vivian G. Prins Global Scholar, NYU (2021) New Investigator Award, AcademyHealth (2020) Vivian G. Prins Global Scholar, NYU (2020) Columbia University Scholarship (2019) NYU CTSI Fellowship (2018) President Gutmann Leadership Award (2011) ThinkSwiss Award (2011) Rising Star, STTI (2011) She is actively mentoring PhD students and has contributed to policy-relevant research on nurse work environment, staffing, and patient outcomes. Her collaborations span multiple institutions and disciplines, reflecting her interdisciplinary approach. She is a member of AcademyHealth, American Nurses Association, Eastern Nursing Research Society, and Sigma Theta Tau. Her research has significant implications for improving care delivery models, reducing disparities, and shaping health policy, particularly in long-term and home-based care settings.

• Health Services Research
• Home Care
• Nursing Workforce
• +12 more

Kathryn Moncrief is the Paris Fletcher Distinguished Professor of Humanities and Head of the Department of Humanities and Arts at Worcester Polytechnic Institute (WPI). She holds a Ph.D. in English (Shakespeare in Performance) from the University of Iowa (2000), an M.A. in English/Theatre Arts and Dance from the University of Nebraska (1991), and a B.A. in English and Psychology from Doane College (1989, summa cum laude). Previously, she served as Professor and Chair of English at Washington College, where she received the Alumni Association Award for Distinguished Teaching (2011). Her research focuses on Shakespeare, early modern literature and performance, dramaturgy, and gender studies. She co-edits the Shakespeare Life and Times section of the Internet Shakespeare Editions and has authored/co-authored books such as Shakespeare Expressed (2013), Performing Pedagogy in Early Modern England (2011), and Performing Maternity in Early Modern England (2007). Her recent articles explore themes like audience responses to Shakespearean performance, memory in Hamlet, and gendered pedagogy in Renaissance drama. Moncrief’s awards include the 2001 Voice of Youth Advocates Nonfiction Honor List for Competitive Figure Skating for Girls . She is actively involved in professional organizations such as the Shakespeare Association of America and the Modern Language Association. Her work bridges scholarship and practice, including directing and dramaturgy roles in theatre productions like Twelfth Night and The Winter’s Tale .

• Shakespeare Studies
• Early Modern English Literature
• Performance Studies
• +3 more

Dr. Amanda Claudia Wager is a faculty member at Vancouver Island University (VIU), affiliated with the Faculty of Education and the Department of Teacher Education. She has previously held research and teaching roles at Lesley University (Cambridge, MA) and the University of British Columbia (Vancouver, BC). Her work is deeply rooted in community-engaged, arts-based, and culturally responsive scholarship, with a focus on equity, inclusion, and social justice in education. Her research interests span Culturally Responsive Pedagogy , Indigenous Language Revitalization , Youth-Led Public Art , Restorative Justice in Higher Education , and Family and Community Engagement in bilingual education. She frequently employs participatory methodologies such as research-based theatre, digital storytelling, and critical ethnography. Her recent projects reflect a strong commitment to interdisciplinary, socially transformative research. These include youth-led Hul'qumi'num language reclamation through digital art, community-based literacy with street-involved youth, and national EDI symposia that foster institutional change. Funded by SSHRC, the U.S. Department of Education, and various foundations, her work consistently centers marginalized voices and promotes capacity building. Dr. Wager has received scholarly recognition through fellowships such as the Russell Fellowship and Junior Faculty Fellowship at Lesley University. Her grants and collaborations demonstrate sustained leadership in research innovation and mentorship. Research-Based Theatre and Ethnodrama Youth Language Revitalization Initiatives Equity, Diversity, and Inclusion (EDI) Strategy Development Arts-Integrated Literacy Programs Restorative Justice in Academic Institutions Community-Engaged Teacher Education She has mentored graduate students and collaborated with Indigenous communities, educators, and youth across Canada and the U.S. Her work bridges academia and community action, emphasizing ethical research practices and transformative knowledge mobilization.

• Culturally Responsive Pedagogy
• Arts-Based Education
• Youth-Led Research
• +12 more

Sarah Bourse is a Lecturer in English Linguistics at the Center for Anglophone Studies (CAS), University of Toulouse II Jean Jaurès, where she teaches English linguistics, phonology, syntax, semantics, pragmatics, and translation. She is actively involved in research on discourse analysis, argumentation, and natural language processing. Aggregation in Linguistics (2011) Doctorate in Linguistics, University of Toulouse Jean Jaurès (2017) Qualified in academic sections 7 and 11 (2018) Her research focuses on the linguistic mechanisms of argumentation, particularly in political and crisis discourse. She investigates how language constructs meaning through connectives, metaphors, and loaded words, often combining qualitative discourse analysis with computational methods. Her work spans discourse analysis, semantics, pragmatics, corpus linguistics, and natural language processing , with recent emphasis on the metaphorical framing in public health communication during the pandemic. She explores how linguistic choices shape public perception and ideological positioning. Her publications reveal a strong trend in analyzing argumentative strategies in political discourse , especially in American politics, including the 'war on drugs' metaphor and emotional appeals in drug policy debates. She frequently collaborates with scholars such as Blandine Pennec, Patrick Saint-Dizier, and Marie Garnier, bridging linguistics with cognitive science and computational models. Her work appears in journals like Anglophonia and Lexis , and in conference proceedings related to semantic processing and argumentation. Scientific Responsibilities and Service: Elected representative of doctoral students at the Research Commission of the University of Toulouse II Jean Jaurès (2014–2016) Elected representative at the ALLPH@ Doctoral School (2012–2014) Elected representative at the CAS Laboratory (2012–2014) Member of the reading committee of the journal Anglophonia Co-organizer of multiple academic events including conferences and seminars on argumentation and crisis discourse Sarah Bourse has secured editorial and collaborative roles in significant academic projects, such as co-editing special issues and books on argumentation and enunciative duplicity. While no direct mention of grants is found, her involvement in conferences and publications suggests active research funding. She has not advised any students listed in the public record. She contributes to the academic community through organizing seminars and participating in editorial boards, demonstrating leadership in her field.

• English Linguistics
• Discourse Analysis
• Argumentation
• +9 more

John Ford is a Lecturer at the Institut national universitaire Champollion, affiliated with the Center for Anglophone Studies (CAS), where he teaches medieval English literature, American literature, and English philology. His academic work bridges the medieval and modern, with a focus on textual analysis, oral-formulaic traditions, and cultural memory. Education: Doctorate (2001), University of Glasgow: 'From Poetry to Poetry: Remaniement and Medieval Techniques of French-to-English Translation of Verse Romance', supervised by Prof. Jeremy J. Smith. Research Interests: Dr. Ford’s research spans medieval English literature, particularly 14th-century verse romances, oral traditions, and formulaicity. He also explores American literature, especially Harper Lee’s works, and the use of medieval allusions in contemporary political discourse like Brexit. His interdisciplinary approach integrates philology, cognitive theory, and cultural studies. Publication Trends: His recent work shows a strong focus on textual criticism, manuscript studies, and the intersection of orality and literacy in medieval texts. He frequently analyzes themes of chivalry, national identity, and historical mythmaking, linking medieval narratives to modern interpretations. Scientific Awards: No awards are mentioned in the provided text. Advising and Grants: There is no explicit information about students or grant funding in the provided materials. However, his editorial and collaborative work, such as co-editing special journal issues, suggests active academic mentorship and research leadership. Labs and Teams: He is a core member of the Center for Anglophone Studies (CAS), participating in seminars and research axes such as 'Destabilization and resistance' and 'Crises and reconfigurations'. He collaborates with scholars internationally, including Sarali Gintsburg and Asier Barandiaran Amarika, on projects exploring transitional texts and oral traditions.

• Medieval English Literature
• Old and Middle English Philology
• Verse Romances
• +12 more

Dr Thomas Rist is a Senior Lecturer in the School of Language, Literature, Music and Visual Culture at the University of Aberdeen. He holds a BA and PhD, with academic training at The Shakespeare Institute, University of Birmingham. He has previously taught at Peterhouse, Cambridge, and the University of Tampere in Finland, before joining Aberdeen. His current role involves teaching and research in early modern English literature, with a focus on Shakespeare and Renaissance drama. His research centers on the interplay between literature, religion, and politics in the early modern period, particularly how themes of memory, commemoration, grief, and the cult of the dead are dramatized. He is deeply engaged in memory studies, hauntology, and the literary representation of the Virgin Mary and devotional practices. His work spans poetry, drama, and critical theory, with recent publications exploring Catholicism in literature and cognitive phenomena like confirmation bias within the humanities. His recent publications reveal a sustained scholarly trajectory in post-Reformation literary culture, devotional expression, and the emotional and theological dimensions of drama. He frequently publishes on Shakespearean catharsis, revenge tragedy, and the memorial arts, often drawing interdisciplinary connections between theology, philosophy, and literary form. His editorial work, such as on The Spanish Tragedy: A Critical Reader , demonstrates his leadership in the field. Dr Rist has authored and edited several books, including Revenge Tragedy and the Drama of Commemoration in Reforming England (2008) and The Arts of Remembrance in Early Modern England (2013, 2016). His articles appear in journals such as Shakespeare Survey , Early Modern Literary Studies , and Cahiers Elisabethains . He is currently active in publishing, with a 2025 monograph on Catholicism in literature. He welcomes research students interested in related areas. While no specific awards are listed, his consistent scholarly output and editorial roles indicate recognition in his field. He is not part-time, not retired, and remains an active faculty member.

• Renaissance Literature
• Shakespeare Studies
• Early Modern Drama
• +14 more

María Magdalena Flores Quesada is a full-time lecturer and researcher at the University of Málaga's Department of English, French and German Philology. She holds a PhD in English Literature (2022) with outstanding cum laude , focusing on ethics and vulnerability in contemporary British fiction. Her academic roles include interim substitute teaching and participation in national/international conference organizing committees. Her research explores ethical dimensions of mother-daughter relationships, vulnerability representations, and gender dynamics in modern British literature. Key projects include collaboration on the Gender and Spiritism in Andalusia (2019–2021) and Orientation: A Dynamic Perspective on Contemporary Fiction (2018–2021). She is a member of the Contemporary Literature in Europe research group (HUM-858) and serves on ASYRAS's governing board since 2019. Publications span peer-reviewed articles in Oceánide , Études britanniques contemporaines , and ES Review , with thematic focus on vulnerability in works like Eleanor Oliphant Is Not That Fine and Hot Milk . Her work bridges literary analysis with pedagogical innovations, including pandemic-era digital education strategies. Awarded the 2018 Catalina Montes Award for literary research excellence, she actively contributes to academic governance through conference organization and editorial work. Ongoing research emphasizes ethical encounters in transnational narratives and postmodern literary ethics.

• Ethics in contemporary British literature
• Vulnerability in literature
• Mother-daughter relationships in literature
• +3 more