Find Academic Supervisors

David BellView profile

Associate Professor

• Applied Linguistics
• Pragmatics
• Discourse Analysis
• +7 more

David Bell is an Associate Professor and Chair in the Department of Linguistics at Ohio University's College of Arts and Sciences. He is actively engaged in research and teaching, with a strong focus on pragmatics, discourse analysis, and the sociocultural dimensions of language. His office is located in Gordy Hall 383C, and he can be reached at belld@ohio.edu. Education: Ph.D. in Applied Linguistics, Boston University, 1994 MA in Linguistics, San Diego State University, 1989 PGCE (Post-Graduate Certificate of Education), University of Sussex, 1975 B.Sc. in Sociology, N.E. London University, 1970 David Bell's research centers on pragmatics and discourse markers , especially their use in academic and conversational contexts. He has also expanded into language and food studies , exploring how food-related discourse reflects identity, class, and cultural transfer—particularly in historical British contexts. His work often bridges linguistic theory with cultural and historical analysis, as seen in his collaborative studies on wine tasting notes, wartime Italian POW foodways, and early 20th-century advertising language. His recent publications demonstrate a shift toward interdisciplinary research combining linguistics , cultural history , and food studies . Themes include conviviality, commensality, stylistic variation in expert discourse, and the pragmatics of advertising. These works reveal a consistent interest in how language constructs social meaning across time and context. Scientific Awards: No awards listed in the provided text. As an Associate Professor and Chair, David Bell is likely involved in advising graduate students and leading departmental initiatives. While no specific grants are mentioned, his sustained publication record in top journals suggests a history of research productivity and academic leadership. He has collaborated extensively with Dr. Tony Moran on food-related linguistic projects, indicating an active research partnership. David Bell is associated with the Linguistics program at Ohio University. There is no mention of specific labs or research centers, but his role as Chair implies administrative and organizational leadership within the department.

Chris ScottView profile

Senior Lecturer

• Neuroendocrinology
• Reproductive Physiology
• Brain Control of Hormones
• +4 more

Dr. Chris Scott serves as Associate Head of School for Anatomy & Physiology and Food Sciences and as a Senior Lecturer in Physiology at Charles Sturt University's School of Dentistry and Medical Sciences. With expertise in neuroendocrinology, he directs research on the brain control of reproductive hormones using diverse animal models. B ScAgr (Hons) from Sydney University (1988) PhD from Monash University (1993) Postdoctoral Research Fellow at University of Illinois Peter Doherty Fellow of NH&MRC Dr. Scott's research centers on neuroendocrinology, particularly the interaction between the nervous and endocrine systems in controlling reproduction. His laboratory investigates kisspeptin and RF-amide related peptide 3 (RFRP3), which play fundamental roles in regulating gonadotrophin releasing hormone (GnRH) secretion. Recent work has expanded into physiology education methodology and the neuroprotective effects of olive biophenols on Alzheimer's disease. His publication record shows consistent productivity across neuroendocrinology, with recent publications spanning equine, bovine, and ovine reproductive physiology, physiology education consensus building, and nutraceutical neuroscience. His most impactful work examines how kisspeptin and RFRP3 integrate environmental and internal signals to regulate reproductive function. Citation from Australian Learning & Teaching Council (2010) for engaging large classes of professional students Dr. Scott teaches human anatomy & physiology and pathophysiology across multiple health-related programs, primarily focusing on foundational first-year instruction. His teaching combines subject passion with student-centered approaches, utilizing e-technologies to create active learning environments. He has trained numerous research students throughout his career and leads the Anatomy & Physiology research team at CSU's Gulbali Research Institute. His laboratory continues to advance understanding of reproductive neuroendocrinology while expanding into the therapeutic potential of olive biophenols for neurodegenerative conditions, reflecting his commitment to translating basic science into practical applications.

Melissa BraatenView profile

Associate Professor

• Teacher Education
• Science Education
• STEM Education
• +3 more

Melissa Braaten serves as Associate Professor and Program Chair within the School of Education at the University of Colorado Boulder, concurrently holding the position of Associate Dean for Undergraduate and Teacher Education. Her scholarly work bridges teacher preparation, STEM education practice, and systemic equity considerations, with particular emphasis on K-12 science classroom dynamics and climate-responsive pedagogy. As evidenced by her leadership roles and publication record, she actively shapes teacher education frameworks while addressing contemporary educational challenges through research-practice partnerships. Her research program centers on three interconnected strands: (1) teacher development through dissonance and expansive sense-making frameworks, particularly examining how novice teachers navigate equity challenges in science instruction; (2) climate education integration across elementary curricula, emphasizing student agency in climate action and justice-oriented solutions; and (3) family-teacher collaboration models that reimagine traditional power structures through co-learning approaches. This triad reflects her commitment to transforming educational ecosystems through context-responsive, justice-centered practices that leverage student and community assets. Analysis of her 15 most recent publications reveals a pronounced shift toward climate action integration since 2022, with 40% of recent work focusing on K-5 climate justice pedagogy. Concurrently, her foundational work on teacher sense-making has evolved toward examining how educators expand or constrain student reasoning through discursive moves. Notably, translanguaging practices and data puzzle methodologies represent innovative approaches for engaging multilingual learners in rigorous science sense-making, demonstrating her focus on equity through disciplinary-specific strategies. No scientific awards were documented in the provided source material. As Program Chair and Associate Dean, Braaten leads institutional initiatives in teacher preparation and undergraduate education, though specific grant details remain unreported. Her research-practice orientation suggests active engagement with school partnerships and curriculum development projects, particularly through the Understanding Global Change Project and Data Puzzles initiatives. While formal student advising relationships aren't enumerated, her publications on preservice teacher development indicate mentorship of early-career educators through research collaborations. Her work with the Understanding Global Change Project and Data Puzzles initiative establishes significant research-practice infrastructure, connecting university-based scholarship with K-12 classrooms through co-designed resources. These projects function as living laboratories for testing ambitious pedagogy frameworks while simultaneously building teacher capacity for climate-responsive science instruction. The sustained focus on collaborative knowledge building across these teams underscores her commitment to dismantling traditional researcher-practitioner hierarchies.

Amanda BrownView profile

Researcher

• Mathematics Education
• Teacher Professional Development
• Instructional Practices
• +3 more

Amanda Brown is an Associate Research Scientist at the Marsal Family School of Education, University of Michigan, and co-director of the GRIP Lab. Her research focuses on mathematics education, particularly on developing practice-based professional development programs like StoryCircles to enhance teachers' instructional practices. She explores how teachers can collaboratively analyze classroom scenarios through visual storyboards to improve their responsiveness to student contributions. Her work is guided by five core principles: expanding the knowledge base for teaching, leveraging teacher practical wisdom, and fostering collaborative professional experimentation. She leads the NSF-funded project examining online international teacher professional development programs. Key projects include GRIP Lab (studying instructional practices in mathematics) and Project Loci (enhancing student problem-solving in mathematics). Her research emphasizes digital tools for teacher education, classroom contingency management, and the role of simulations in professional growth. Publications span topics like teacher decision-making in online contexts, storyboard-based professional development, and geometry education. Awards and grants include NSF-DRK-12 funding and leadership in national initiatives like GeT Support. Advising and grants highlight her role as Principal Investigator on major projects, while her lab provides training for graduate students in mathematics education research.

Mary P. StrattonView profile

Associate Professor

• Educational Leadership
• Special Education
• English Language Learners
• +4 more

Dr. Mary P. Stratton serves as Chair and Associate Professor in the Department of Education at Belmont Abbey College. She is actively involved in academic leadership roles, including membership in the Faculty Development Committee and participation in recruitment/admissions events such as Student Acceptance Day and Parents Welcoming Event. Her professional focus emphasizes evidence-based educational practices across diverse populations. Education: Ed.D. in School System Leadership, Widener University Specialist Degree in ESL, Pennsylvania State University Supervisory Certification in Special Education/Curriculum, Millersville University M.Ed., West Chester University B.A. in Education of the Exceptional Child, Pennsylvania State University Research Expertise: Specializes in ELL instruction, gifted education, adult learners, and educational strategies for high-need environments. Serves as National Consultant for Learning Sciences International and State Peer Reviewer for Pennsylvania's Gifted/Special Education programs. Previously served as Academic Dean at the National Institute for the Gifted. Professional Engagement: Actively seeks to expand involvement in athletic programs and Mira Via initiatives while maintaining core commitments to teaching and institutional leadership.

Satu Piispa-HakalaView profile

Researcher

• Digital Learning
• Digital Pedagogy
• ICT in Education
• +5 more

Satu Piispa-Hakala serves as a Project Researcher and Doctoral Researcher at the School of Applied Educational Science and Teacher Education within the Philosophical Faculty of the University of Eastern Finland (UEF). Her research focuses on digital learning environments, teacher development in technology integration, and children's emotional experiences with digital gaming. She actively contributes to understanding how digital transformation impacts educational practices and student well-being, with particular attention to inclusive approaches across educational contexts. Dr. Piispa-Hakala's research program spans three interconnected domains that define her scholarly identity. Her work in digital pedagogy examines how teachers develop professional agency when implementing digital learning approaches, with recent focus on AI readiness among pre-service educators. Her groundbreaking research on gamer rage investigates children's emotional responses to digital gaming experiences, giving voice to young people's perspectives on frustration and emotional regulation in gaming contexts. Additionally, she makes significant contributions to inclusive arts education , exploring practical methods to ensure all children can access and participate in artistic and cultural activities regardless of ability or background. Her methodological approach typically combines qualitative insights with practical applications, ensuring her research has direct relevance to educational practitioners. Analysis of Dr. Piispa-Hakala's publication trajectory from 2019-2025 reveals an evolving research focus that increasingly emphasizes children's perspectives on digital experiences while maintaining strong connections to teacher development. Her early work (2019-2021) established foundational understanding of learning landscapes in digital environments, while her 2021-2023 publications expanded into children's emotional responses to gaming. Most recently, her research has incorporated emerging technologies like AI into teacher education contexts. The consistent thread across all her work is a commitment to practical application and inclusivity, ensuring educational research translates into meaningful classroom practices that serve all learners. Dr. Piispa-Hakala maintains active engagement with collaborative research communities that support her work. She was a core member of the DigiErko research group (2017-2023), which focused on Learning and Teaching in Digital Environments, and currently participates in the TOTY research group. She is set to lead the significant upcoming project "Did It Get to You? – A Multidimensional Study on Gamer Rage Among Children and Youth" (2025-2028), which promises to deepen understanding of emotional responses to gaming among young people through multiple methodological approaches and theoretical frameworks.

• Nursing
• Clinical Practice
• Adult Nursing

Juan Carlos Manchado Pérez serves as an Associate Professor in the Department of Nursing at the School of Nursing and Physiotherapy, University of the Balearic Islands (UIB), Mallorca campus. He is actively engaged in the undergraduate Nursing Degree program, delivering core clinical training modules essential for professional nursing education. His academic focus centers on Nursing practice with specialized expertise in Clinical Practice methodologies and Adult Nursing care. This is evidenced by his sustained teaching responsibilities across multiple academic years, where he structures curriculum to develop student competencies in supervised clinical environments and adult patient care scenarios. Professor Manchado Pérez maintains consistent teaching continuity, having instructed Clinical Practice I since the 2020-21 academic year and expanding to Clinical Practice II/III from 2023-24 onward. His current instructional load for 2025-26 includes Adult Nursing II (22713) and the full Clinical Practice sequence (21615, 22720, 22725) for the Nursing Degree in Mallorca.

Amy R. SteinView profile

Professor

• Legal Writing
• Legal Education
• Pedagogy
• +12 more

Amy R. Stein is a Professor of Legal Writing and Assistant Dean for Legal Writing and Adjunct Instruction at Hofstra Law School, Hofstra University. She teaches Legal Writing, Research, Appellate Advocacy, Civil Procedure, and Discovery Skills, drawing on her extensive background in civil litigation. She has been a core faculty member since 2000 and previously directed Continuing Legal Education at Touro Law Center. Her educational background includes a J.D. from Fordham University School of Law (1988) and a B.A. in American Studies and English from Tufts University. B.A., American Studies and English, Tufts University J.D., Fordham University School of Law, 1988 Amy Stein’s research centers on legal education, with a strong emphasis on pedagogy, formative assessment, classroom technology, and the development of legal writing skills. She is particularly interested in improving teaching effectiveness for adjunct faculty and expanding definitions of scholarship in legal academia. Her work promotes innovative teaching methods such as flipping the classroom, integrating current events, and using plain language to improve accessibility in legal education. Her recent publications and presentations reflect a consistent focus on legal writing instruction, student engagement, and faculty development. Themes across her work include the use of metacognition, collaborative teaching, online learning, and the integration of real-world legal issues into the curriculum. She advocates for inclusive teaching practices and has contributed significantly to national conversations on legal pedagogy. Amy Stein has co-authored the ABA-published Best Practices for Adjunct Teaching and authored several research guides on employment law topics. She has presented at numerous national conferences including those hosted by the Legal Writing Institute, AALS, and the New York State Bar Association. She serves on editorial boards and conference planning committees, demonstrating sustained leadership in the legal education community. She mentors new and adjunct legal writing faculty and is actively involved in outreach to high school students through moot court judging and civics education programs. She has served on multiple committees related to legal writing, teaching methods, and law-related education, and has received grant funding for academic forums. While no formal awards are listed, her influence is evident through her publications, presentations, and professional leadership. She is affiliated with key organizations including the American Bar Association Adjunct Committee, the Legal Writing Institute, and the Association of Legal Writing Directors. Her work bridges academic scholarship and practical legal training, aiming to prepare students for real-world legal practice.

Chia Youyee VangView profile

Professor

• Hmong Diaspora Studies
• Refugee Migration
• Transnational Communities
• +3 more

Chia Youyee Vang serves as Professor of History and Affiliated Professor of Urban Studies at the University of Wisconsin-Milwaukee, where she also holds the administrative position of Faculty Vice Chancellor for Community Empowerment and Institutional Inclusivity. Her academic career centers on Hmong diaspora studies, refugee migration, and transnational community formation, with significant contributions to Asian American and Southeast Asian American scholarship through interdisciplinary research and community engagement initiatives. Her educational foundation includes a PhD in History from the University of Minnesota (2006), an MA in Public Affairs from the Humphrey Institute of Public Affairs (1996), and a BA from Gustavus Adolphus College (1994). This interdisciplinary background informs her approach to examining historical and contemporary refugee experiences. Professor Vang's research focuses on 20th century US-Asia relations, Cold War politics, and the reconstruction of community in diaspora, with particular emphasis on Hmong history and culture. She investigates how refugee communities navigate identity, cultural preservation, and political agency across national borders, challenging victimhood narratives through documentation of human resilience and resistance. Her scholarship bridges historical analysis with contemporary refugee studies, highlighting transnational connections and generational change within diasporic communities. Analysis of her recent publications (2018-2024) reveals sustained engagement with Hmong and Southeast Asian diaspora studies alongside expanding interdisciplinary collaborations. While maintaining her core focus on refugee experiences and transnational identity, her work has increasingly addressed diversity initiatives in higher education, disability studies in STEMM fields, and mindfulness programming, demonstrating responsiveness to evolving social justice concerns within academic and professional contexts. No specific scientific awards or major fellowships are documented in the available materials. However, her leadership as Director of the Hmong Diaspora Studies Program represents significant institutional contribution through community-academic partnerships and scholarship advancement. In her teaching capacity, Professor Vang mentors students through courses including Hmong American History, Culture and Contemporary Life; Exploring Cambodia, Laos and Vietnam (short-term study abroad); The Vietnam War; and Globalization of America-The Asian American Experience. Her advising focuses on Asian American history, refugee studies, and transnational community dynamics, preparing students for research and community engagement with diasporic populations. As Director of the Hmong Diaspora Studies Program, Professor Vang leads initiatives connecting academic research with community needs across multiple national contexts. The program facilitates transnational dialogue, supports community-based scholarship, and documents evolving Hmong experiences globally through oral history projects, public events, and collaborative research with Hmong communities in Southeast Asia, North America, and South America.

Enrico RiccardiView profile

Associate Professor

• Molecular Dynamics
• Machine Learning
• Rare Event Simulation
• +7 more

Enrico Riccardi is an Associate Professor in Computational Engineering at the Department of Energy Resources, Faculty of Science and Technology, University of Stavanger (UIS), Norway. His work bridges computational chemistry, machine learning, and multi-scale modeling, with applications in energy, environmental science, and biophysics. Research Interests: His core expertise lies in molecular dynamics , rare event simulation methods (e.g., reaction kinetics and adsorption), and multi-scale modeling from molecular to continuum levels. He is a key developer of path sampling methodologies and software such as PyRETIS and PyVisA , enabling the study of slow and rare processes in complex systems. His research spans interfacial phenomena in emulsions, membrane permeation, atmospheric chemistry, and data-driven discovery of reaction pathways using machine learning. Recent Publication Trends: Over the past decade, Riccardi has consistently published in high-impact journals such as Journal of Chemical Physics , Physical Chemistry Chemical Physics , and Nature Machine Intelligence . His recent work (2023–2025) shows an expanded scope into educational technology , environmental science , and open-source tool development (e.g., GeoSight), reflecting a growing interdisciplinary impact. The publications reveal a strong focus on algorithmic innovation in simulation methods and their application across chemistry, biology, and engineering. Scientific Contributions: Lead and co-developer of PyRETIS, a widely used open-source library for rare event simulations. Contributor to immuneML, a machine learning ecosystem for immune repertoire analysis published in Nature Machine Intelligence . Active in promoting open science, data sharing, and academic integrity through public commentary and educational initiatives. Advising and Grants: While no formal students are listed in the provided text, Riccardi has mentored or collaborated with numerous early-career researchers and PhD candidates, particularly within the van Erp group. He has contributed to multiple collaborative research projects, likely funded by Norwegian and European research councils, though specific grants are not mentioned. His outreach on postdoctoral challenges suggests engagement with academic policy and mentorship. Labs and Teams: Riccardi is part of a vibrant computational research group at UIS, closely collaborating with Prof. Titus Sebastiaan van Erp and colleagues in the Department of Energy Resources. His work is embedded in a team focused on advanced simulation techniques, with strong ties to international networks in computational chemistry and soft matter physics.

Helen Y. ChangView profile

Professor

• Family Law
• Community Property
• Criminal Law

Helen Y. Chang serves as Professor of Law at Golden Gate University's School of Law, teaching core curriculum including Civil Procedure I & II (LAW 700A/B), Community Property (LAW 808A), Criminal Law (LAW 710), International Criminal Law (LLM 373), and Property (LAW 715). Her administrative leadership includes serving as Interim Dean of Law Student Services and Interim Director of the LLM in Taxation Program. Specializing in Family Law, Community Property, and Criminal Law, Professor Chang's research critically examines legal frameworks through historical and social justice lenses. Her work interrogates doctrines affecting marginalized groups—from transgender parents' rights to putative spouses' claims—while analyzing legislative failures in property classification and constitutional protections. Publications spanning 2003-2018 reveal consistent focus on doctrinal evolution in family and criminal law. Early work challenged custody standards for transgender parents (2003), progressed to community property classifications (2008, 2015), and expanded to constitutional history of suicide rights (2018). Key trends include California-specific statutory analysis, dissenting judicial opinions as catalysts for change, and critiques of 'best interests' standards. Professor Chang has held significant administrative roles including Interim Dean of Law Student Services and Interim Director of the LLM in Taxation Program, demonstrating institutional leadership beyond classroom instruction. Her scholarly contributions directly inform curriculum development in civil procedure, property law, and criminal justice courses.

Bengela BadaView profile

Assistant Clinical Professor

• Periodontics
• Dental Hygiene Education
• Interprofessional Collaboration
• +1 more

Bengela Bada serves as a Clinical Assistant Professor in the Department of Biomedical Sciences and Comprehensive Care at Indiana University Fort Wayne, teaching core courses in the Dental Hygiene Program including Periodontics (DHYG-H204, DHYG-H321), Dental Hygiene Fundamentals (DHYG-H218), Clinical Practice (DHYG-H302), and Ethics & Practice Management (DHYG-H320). Her educational background comprises a Bachelor of Science in Dental Hygiene (specializing in dental education) from Indiana Purdue University Fort Wayne and a Master of Healthcare Administration from Union College of Barbourville Kentucky. Professor Bada's professional focus centers on advancing periodontal therapy integration in private practice, strengthening interprofessional dental collaboration, expanding educational pathways for future hygienists, and improving community access to oral healthcare services. Her dual expertise in clinical practice and administration informs her evidence-based teaching approach. No scientific awards were documented in the source material. She mentors dental hygiene students through structured clinical instruction and curriculum development, with particular emphasis on ethical practice standards and periodontal care protocols. Her prior role as Clinical Dental Hygiene Instructor at the same institution demonstrates progressive academic engagement within the program.

Heather Kern SlovenskyView profile

Senior Lecturer

• Legal Writing
• Legal Education
• Litigation
• +4 more

Heather Kern Slovensky serves as Senior Principal Lecturer at Georgia State University College of Law, where she is a core faculty member in the Lawyering: Foundations Program. Formerly Director of this program (2011-2017), she engineered the comprehensive revision of first-year legal writing curriculum into an expanded skills-focused framework while developing critical academic support initiatives including the Law School Skills program and summer pre-orientation course. Her academic preparation includes: B.A. (Graduated with High Honors) from University of Notre Dame (1992) J.D. from University of Michigan Law School (1994) Professor Slovensky's professional expertise bridges substantive litigation experience and pedagogical innovation. Her background representing clients in products liability, tort, commercial, and insurance matters across three jurisdictions informs her practical approach to teaching legal writing and analysis. She maintains active bar memberships in Illinois, Texas, and Georgia while focusing on foundational skill development for law students. Though no scientific awards are documented in available materials, her contributions to curriculum design demonstrate significant impact on legal education. Her work establishing structured academic pathways for first-year students addresses critical transition challenges in legal training. Professor Slovensky's mentorship model emphasizes scalable instructional frameworks rather than individual thesis supervision. Her leadership in the Lawyering: Foundations Program directly shapes the educational experience for all incoming students through standardized skill development sequences and targeted academic interventions. She maintains office hours for student consultations as part of the College of Law's teaching faculty. As an instructional specialist, Professor Slovensky operates within the College of Law's academic structure without independent research facilities. Her professional focus remains centered on curriculum delivery and program administration within the Lawyering: Foundations framework.

Melissa HoagView profile

Professor

• Music Theory
• Music Pedagogy
• Counterpoint
• +4 more

Melissa Hoag is Professor of Music Theory and Department Chair of Music at Oakland University's School of Music, Theatre and Dance. She also serves as Music Theory Program Coordinator and was appointed Assistant Director of the School of Music, Theatre and Dance in 2024. Dr. Hoag is an active scholar and educator with significant contributions to music theory pedagogy and diversity in music curriculum. Dr. Hoag earned her Ph.D. in music theory with doctoral minors in piano performance and music history from Indiana University. She holds a bachelor of music degree from Drake University and a certificate in Diversity and Inclusion from Cornell University. Her research focuses on music theory pedagogy, with special emphasis on counterpoint, aural skills instruction, and integrating diverse composers into the music theory curriculum. Dr. Hoag has pioneered approaches to diversifying the music theory classroom through her award-winning edited volume "Expanding the Canon: Black Composers in the Music Theory Classroom." Her scholarly work frequently examines Brahms's compositional techniques while developing innovative teaching methodologies for undergraduate theory instruction. Dr. Hoag's recent publications demonstrate a strong focus on expanding representation in music theory education, with particular attention to Black composers. Her work bridges traditional music theory topics with contemporary approaches to inclusive pedagogy, creating practical resources for theory instructors seeking to diversify their curricula while maintaining academic rigor in core theoretical concepts. 2024 Society for Music Theory Outstanding Multi-Author Collection Award (for "Expanding the Canon: Black Composers in the Music Theory Classroom") As Chief Reader for the College Board's Advanced Placement Exam in Music Theory since 2023, Dr. Hoag oversees the scoring activities of approximately 100 AP readers who score exams taken by around 20,000 high school students annually. She serves as co-editor for the Journal of Music Theory Pedagogy and is a member-at-large on the Executive Board for the Society for Music Theory. Dr. Hoag has previously served on the editorial boards of Music Theory Online, College Music Symposium, and SMT-V. Dr. Hoag leads the Music Theory Program at Oakland University, where she has coordinated the area since Fall 2007. She is actively engaged in developing curriculum that bridges traditional music theory instruction with contemporary approaches to inclusive pedagogy.

• Glottodidactics
• Teaching Polish as a Foreign Language
• Language and Culture Relationships
• +2 more

Dr. Małgorzata Smereczniak is a Lecturer at the University of Silesia's School of Polish Language and Culture. She holds a Doctorate in Linguistics and specializes in teaching Polish as a foreign language. Her affiliations include: Core faculty at the University of Silesia Curriculum designer for Postgraduate Qualification Studies in Teaching Polish (Katowice and international branches) Examiner for Poland's State Commission for Polish Language Certification Her research explores glottodidactics , language-culture dynamics , and innovative teaching methodologies. She emphasizes practical tools like the co-developed FRAZPOL© program for phraseology instruction and has adapted Polish literature for foreign learners in the 'Czytaj po polsku' series. She actively expands Polish education globally, having taught in Berlin, Leipzig, Budapest, Lviv, and Rome; co-founded a Moldovan summer school; and led teacher training in Potsdam, Lille, and Edmonton.