Find Academic Supervisors

• Sociolinguistics
• Language awareness
• Teaching French as a Foreign and Second Language
• +5 more

Chantal Dompmartin is a Lecturer in Linguistics and Language Teaching at the University of Toulouse Jean Jaurès (UT2J), where she works in the Department of French as a Foreign Language Studies (Defle). She is a permanent member of the CLLE-ERSS laboratory (Cognition, Languages, Language, Ergonomics) and an associate member of the LIDILEM Laboratory. Her academic career spans over two decades, with publications dating from 2003 to the present, demonstrating sustained scholarly activity. In 2023, she successfully completed her HDR (Habilitation à diriger des recherches), a significant academic qualification in the French system that enables her to supervise doctoral candidates. Dr. Dompmartin's research focuses on sociolinguistics, language awareness, and teaching French as a Foreign and Second Language, with particular emphasis on multilingual language practices, representations, and writing workshops in FLE contexts. Her work explores how creative writing can serve as a tool for linguistic and cultural appropriation, especially for students navigating new linguistic environments. She investigates how translinguistic bridges, stylistic progression, and experiential writing can support learners in developing security between their 'here' and 'elsewhere' linguistically and culturally. Her research often addresses the experiences of multilingual students, including those who are exiled or displaced, examining how writing workshops can facilitate their linguistic and cultural adaptation. An analysis of her recent publications reveals a consistent trajectory focused on plurilingualism and creative pedagogical approaches. Her work increasingly emphasizes sensitive and experiential approaches to language teaching, with writing workshops serving as central methodology. She explores how multilingual resources can be mobilized in educational settings to support language learning and cultural adaptation, particularly for students in displacement situations. Her research demonstrates a movement from theoretical considerations of multilingual practices toward practical applications in classroom settings, with growing attention to teacher training and implementation of plurilingual approaches in diverse educational contexts. Dr. Dompmartin actively collaborates with researchers across institutions, including notable collaborations with Nathalie Thamin, Charlotte Lamy de La Chapelle, and members of the CLLE and LIDILEM laboratories. Her work bridges theoretical sociolinguistics with practical language teaching applications, contributing significantly to the field of plurilingual education. She participates in national and international conferences, presenting her research on sensitive approaches in plurilingualism teaching and multilingual writing workshops, demonstrating her active engagement with the scholarly community.

James D. ReichView profile

Associate Professor

• Religious Studies
• Philosophy of Religion
• Indian Philosophy
• +13 more

James D. Reich is an Associate Professor in the Department of Philosophy and Religious Studies at Pace University, part of the Dyson College of Arts and Sciences. His academic work bridges religious studies, philosophy, and literature, with a focus on pre-modern South Asia, particularly medieval Kashmir. He has previously taught at NYU, Barnard College, The New School, and Harvard University. PhD, Harvard University, 2016 MTS, Harvard Divinity School, 2009 BA, Vassar College, 2005 Reich’s research centers on the intersections of aesthetics, theology, and literary theory in Sanskrit intellectual traditions. He has a particular interest in how poetry communicates emotion, the role of language and expertise, and the philosophical underpinnings of religious practice. His work also extends to contemporary religious life, especially within diasporic Hindu communities in New York. He is currently researching the history of gemstones and gemstone experts in South Asia, as well as the representation of song and singing in Sanskrit literature. His recent publications include articles in Indo-Iranian Journal , Journal of Indian Philosophy , and Journal of the American Oriental Society , as well as public essays in Boston Review and The Revealer . His 2021 book, To Savor the Meaning: The Theology of Literary Emotions in Medieval Kashmir (Oxford University Press), is a major scholarly contribution that examines the theological dimensions of literary aesthetics through the works of Anandavardhana, Abhinavagupta, and Mahimabhatta. The articles and essays reflect a consistent engagement with themes of emotion, transmission of knowledge, divine play, and the cultural significance of literary and religious forms across historical and contemporary settings. Reich is also an active translator of Sanskrit texts, including selections from Buddhabhaṭṭa’s gemological manual and Subandhu’s Vāsavadattā . His translations appear in journals such as Circumference and Caesura . He has co-authored ethnographic research on Guyanese Hindu communities in Queens, NY, exploring themes of double diaspora, identity, and intergenerational continuity. This work reflects his commitment to public scholarship and interdisciplinary inquiry. Reich teaches courses such as Indian Philosophy, Eastern Religious Thought, Buddhism, and senior seminars in philosophy and religious studies. He has supervised independent studies on topics like Buddhist art on the Silk Road and offers private Sanskrit instruction in New York City.

David R. JarrawayView profile

Professor

• Modern American Poetry
• Modern American Fiction
• Classic American Film
• +3 more

David R. Jarraway serves as Professor of American Literature & Culture within the Department of English at the University of Ottawa's Faculty of Arts, currently on sabbatical for the 2018 Winter Session. His academic profile centers on modern American literary traditions with interdisciplinary connections to film studies and queer theory. His educational qualifications include: Ph.D. in English and American Literature from Brown University (1990) M.A. in English Language and Literature from University of Toronto (1977) B.Ed. from Lakehead University (1972) B.A. (Hons) from Lakehead University (1971) Professor Jarraway's research spans Modern American Poetry, Modern American Fiction, Classic American Film, Gender Studies, Queer Theory, and Literary Theory. He is renowned for contextualizing Wallace Stevens within unconventional frameworks including gay literature, Hollywood film noir (examining Hitchcock and Wilder), and Harlem Renaissance fiction. His theoretical approach integrates Deleuzian philosophy to analyze dissident subjectivity and the deconstruction of self-presence in American writing, revealing how identity operates within spatialized difference. Publication trends demonstrate consistent engagement with American literary modernism through evolving theoretical lenses. His work progresses from close textual analysis of Stevens toward broader cultural intersections with cinema and African-American literature, increasingly employing Deleuze-Guattari frameworks alongside psychoanalytic and gender theories. This trajectory highlights persistent themes of subjective displacement, authorial identity, and the destabilization of narrative presence across poetic and cinematic forms. Scientific Awards: No scientific awards documented in source materials Advising and Grants: Source materials indicate extensive graduate course instruction including specialized seminars on Deleuze and film noir, but provide no details regarding supervised students or research funding. His teaching history reflects deep engagement with theoretical frameworks through courses like "Lady Sings Deleuze" and "American Psycho," suggesting mentorship in critical theory applications despite absent explicit supervision records.

• Academic Writing
• English for Research and Publication Purposes (ERPP)
• L2 Writing Task Design
• +5 more

Associate Professor Lisa McGrath specializes in academic writing and English for Research and Publication Purposes (ERPP) at Sheffield Hallam University. She holds a PhD from Stockholm University and leads initiatives such as the SIoE 'Writing (better) for international publication' course and doctoral writing workshops. Her research focuses on genre pedagogy, L2 writing task design, and metacognition in academic contexts. She collaborates with institutions like Chalmers University and serves on editorial boards for journals including Journal of English for Academic Purposes . McGrath is Deputy Director of the White Rose Doctoral Training Partnership and editor of the Sheffield Institute of Education blog. Education: PhD in Education from Stockholm University Her teaching spans MA Education, MA TESOL, and EdD programs, covering topics like research project design and English for Specific Purposes. Current research projects include multi-genre pedagogy and disciplinary grading criteria analysis with Prof. Raffaella Negretti and Dr. Helen Donaghue. McGrath also supervises doctoral students in areas such as disability studies, BAME belonging, and TESOL. Recent publications emphasize embedding writing development in early-career lecturers' practices and innovating L2 writing task design. She actively engages in professional networks like BALEAP and delivers international training on academic writing for publication.

Tiffany KinneyView profile

Associate Professor

• Rhetoric and Composition
• Feminist Rhetoric
• Marginalized Rhetorics
• +7 more

Tiffany Kinney is an Associate Professor of English and Department Head for Languages, Literature and Mass Communication at Colorado Mesa University. She holds a PhD in Rhetoric and Composition from the University of Utah and teaches courses in professional and technical writing, composition, science writing, and rhetorical theory. PhD, Rhetoric and Composition: University of Utah MA, English: University of Oregon BS, English: Westminster College Her research focuses on marginalized rhetorics , particularly how local histories challenge dominant narratives, and on interdisciplinary strategies for teaching writing in the sciences through digital curriculum development. She emphasizes critical awareness of power in discourse and trains students to navigate and adapt genre conventions across media forms—from essays to podcasts to digital exhibits. Her recent publications span feminist rhetoric, body studies, and writing pedagogy, with contributions to journals such as Praxis: A Writing Center Journal and The Interdisciplinary Journal of Body Weight and Society , as well as edited collections on feminist rhetorical history. Her work reflects a strong commitment to interdisciplinary collaboration and inclusive communication practices. Dr. Kinney actively mentors writing groups and contributes to curriculum innovation, particularly in science writing education, though no formal advisees are listed. She collaborates across institutions to improve writing instruction and has developed tools for graduate writing support. She is involved in research teams focused on writing pedagogy and digital learning environments, contributing to the development of innovative teaching resources that bridge disciplines and media.

• Asian American Studies
• Creative Writing
• Fiction
• +3 more

Wenwen Mao serves as an Assistant Professor of English and Creative Writing at Baruch College, City University of New York, within the Weissman School of Arts and Sciences. Her dual role as an acclaimed author and educator positions her at the forefront of contemporary literary studies, particularly in Asian American creative writing. Additionally, she holds the position of Poetry Editor for The Believer Magazine, extending her influence across academic and literary spheres. Her academic credentials include: M.F.A. in Creative Writing - Poetry from Cornell University B.A. in Creative Writing from Carnegie Mellon University Mao's creative and scholarly work centers on Asian American Studies, with emphases on poetry and fiction. Her research explores identity, history, and myth through innovative literary forms, blending speculative elements with historical narratives as seen in her short story collection Ninetails and poetry collections like Oculus and The Kingdom of Surfaces . This body of work consistently challenges genre boundaries while amplifying underrepresented perspectives in American literature, with recurring themes of diaspora, cultural memory, and feminist reinterpretations of folklore. Her publications reveal an evolution from poetry exploring visual culture toward speculative fiction and historical narratives. The 2024 collection Ninetails reimagines East Asian folklore through science fiction lenses, while non-fiction works like her New York Times piece on Shanghai demonstrate engagement with diasporic literary landscapes. This trajectory shows increasing sophistication in merging academic rigor with creative experimentation across multiple genres. Mao's contributions have been recognized with prestigious honors including: National Endowment for the Arts fellowship (2021) Two Pushcart Prizes Cullman Fellowship at the New York Public Library (2016) Finalist for the 2023 Maya Angelou Book Prize Finalist for the Los Angeles Times Book Prize Winner of the 2012 Kinereth Gensler Award She has secured significant grant support including the NEA fellowship and competitive residencies at the New York Public Library, George Washington University, and the Black Mountain Institute. While specific graduate student mentorship details aren't provided in available sources, her extensive teaching at NYU, Cornell, and Sarah Lawrence College demonstrates deep commitment to nurturing emerging writers through undergraduate instruction and editorial guidance at The Believer Magazine. Her service includes shaping literary discourse through editorial decisions and public intellectual contributions. Professional development has been supported through affiliations with major literary institutions including the New York Public Library's Cullman Center and the Black Mountain Institute. These fellowships provided collaborative environments for her creative work, though she does not currently lead a formal research lab. Her ongoing projects continue to bridge academic scholarship with public-facing literary production through editorial work and cross-institutional collaborations.

• Educational Technology
• Early Childhood Education
• Primary Education
• +5 more

Grace Oakley is an Associate Professor at The University of Western Australia's Graduate School of Education, specializing in language and literacy education across Early Childhood and Primary years, with a strong focus on integrating ICTs and innovative teaching practices. She holds a BA(Hons), GradDipEd, MEd, and PhD from Edith Cowan University. Her research interests include mobile technologies for literacy learning, blended learning, and the application of augmented/virtual reality (XR) in education. She has led numerous grants and projects, including initiatives in Cambodia, Japan, and China, focusing on technology-enhanced teacher professional development and cross-cultural educational exchanges. Key roles include Deputy Dean of the Graduate School of Education (2020–present), Course Coordinator for Master of Teaching Primary (2009–2020), and leadership in curriculum committees and academic governance. She has received multiple awards for teaching excellence, including the AAUT Citation (2025) and ALEA Special Services Award (2024). Her work aligns with UN Sustainable Development Goals, particularly in quality education (SDG 4) and partnerships for the goals (SDG 17). She actively engages in international collaborations, keynote presentations, and policy advising to advance educational innovation globally.

• Hebrew Bible
• Wisdom Literature
• Instruction Transmission
• +4 more

Jacqueline Vayntrub is an Associate Professor of Hebrew Bible at Yale Divinity School (Yale University). Her research focuses on ancient literary cultures, particularly the Hebrew Bible's genres, ancient Near Eastern literary production, and the reception history of biblical scholarship. She co-chairs the Philology in Hebrew Studies program unit at the Society of Biblical Literature and chairs the Hebrew Bible, History, and Archaeology unit. Education: PhD (2015) and MA (2009) in Near Eastern Languages and Civilizations from the University of Chicago; MA (2006) in Bible and its World from the Hebrew University of Jerusalem; BA (2003) in Near Eastern Languages and Cultures from UCLA. Research emphasizes recovering ancient literary values through textual analysis and examining their modern reinterpretations. Her first book, Beyond Orality: Biblical Poetry on its Own Terms (2019), critiques modern assumptions about biblical poetry's origins. Ongoing projects include Reframing Biblical Poetry (Yale U.P., 2024) and Seeking Eternity: Transmission and Mortal Anxiety in Biblical Literature , exploring themes of legacy and mortality in ancient texts. Awards include a 2019–2020 fellowship at the Katz Center for Advanced Judaic Studies (UPenn). She has authored over 20 peer-reviewed articles in journals like Harvard Theological Review and Catholic Bible Quarterly , and serves as an editor for Brill's Studies in Cultural Contexts of the Bible . Her teaching and scholarship bridge ancient philology with contemporary critical theory, addressing questions of authorship, oral/written traditions, and intertextuality. Active in international collaborations like the Renewed Philology working group, she also directs a project on ancient writings about death with Matthew Suriano for SBL's Writings of the Ancient World series.

• Cooperative Learning
• Formative Assessment
• Critical Thinking
• +7 more

Helena Santos Silva is an Associate Professor at the Department of Education and Psychology, School of Education and Psychology, University of Trás-os-Montes e Alto Douro (UTAD), Portugal. She is also an integrated researcher at the Center for Educational Research and Intervention (CIIE) at the University of Porto. Her academic work spans teaching methodologies, teacher development, and educational innovation. PhD in Education, Teaching of Biology and Geology, UTAD (2001) Her research focuses on cooperative learning , formative assessment , critical and creative thinking , and communities of practice . She emphasizes student autonomy, peer observation, and feedback mechanisms in learning. She has led and participated in significant projects such as FCT’s 'Critical Thinking in Network in Higher Education,' Erasmus+ 'Crithinkedu,' and the OECD initiative on fostering creativity and critical thinking. The analysis of her recent publications reveals a strong trend in evaluating cooperative learning strategies, validating assessment tools, and promoting critical thinking across educational levels, particularly in higher and secondary education. Her interdisciplinary approach integrates psychology, pedagogy, and technology. Scientific awards include: Two pedagogical innovation awards She has co-authored 10 educational books and numerous peer-reviewed articles. She has been involved in national and international projects, serving on scientific and organizing committees of key conferences. She supervises educators and conducts training in cooperative learning and formative assessment. She is a founding member of webPACT and Crithinknet, promoting critical thinking practices in Portugal. She is actively involved in research teams and labs such as LabDERE and CIIE, contributing to digital experimentation and educational intervention. Her work continues to influence teacher training and curriculum development in Portugal and across Europe.

Katarína LabudováView profile

Associate Professor

• Margaret Atwood Studies
• Canadian Literature
• Speculative Fiction
• +7 more

Katarína Labudová serves as an Associate Professor at the Department of English Language and Literature within the Faculty of Arts and Letters at Catholic University in Ružomberok, Slovakia. She holds the additional role of Erasmus+ Department Coordinator, facilitating international academic exchanges. Dr. Labudová earned her PhD in Comparative Literatures in 2011 and maintains regular office hours for student consultations on Tuesdays from 10:30-12:00 by appointment. Her research interests center on Margaret Atwood's literary works, particularly examining food motifs within speculative fiction across Atwood's major dystopian narratives. Labudová has extended her scholarly focus to include Angela Carter's writings, fairy tale adaptations, biblical myth reconstructions, and the intersection of narrative theory with cultural studies. Her methodological approach combines feminist criticism, comparative literature analysis, and cultural anthropology perspectives to explore how literature reflects and critiques social power structures. Labudová's publication record reveals a consistent trajectory of scholarly engagement with Atwood's works from 2010-2022, culminating in her 2022 monograph Food in Margaret Atwood's Speculative Fiction and textbook Studying Margaret Atwood: Shifting the Boundaries of Genres . Her articles demonstrate increasing specialization in food symbolism within dystopian literature, with particular attention to how dietary restrictions function as mechanisms of patriarchal control. Recent work has expanded to analyze Slovak and Romani folk narrative traditions alongside contemporary literary adaptations. As an educator, Dr. Labudová teaches courses on British and Canadian literature, bringing her research expertise directly into the classroom. Her academic work bridges literary analysis with cultural critique, examining how narrative forms both reflect and challenge societal norms regarding gender, power, and environmental sustainability. Her contributions to Margaret Atwood scholarship have established her as a significant voice in contemporary Canadian literary studies within Central European academia.

Dario InternulloView profile

Researcher

• Medieval History
• Paleography
• Papyrology
• +7 more

Dario Internullo is a researcher in Medieval History at Università degli Studi Roma Tre and a member of the Humanities Faculty at the University of Bamberg, working under the ERC Starting Grant 'ACO'. His research focuses on paleography, papyrology, and medieval documentary culture, particularly papyrus documents from Ravenna and the materiality of medieval administrative texts. His educational background includes a Laurea (2006–2009), Laurea Magistrale (2009–2011), and PhD in History (2011–2015), all from Roma Tre University. He has held postdoctoral positions at the University of Naples Federico II and Roma Tre. Internullo's research interests lie at the intersection of material culture, archival practices, and intellectual history. He investigates how medieval chanceries used writing, citation, and documentary forms to construct authority and memory. His work on Latin papyri in the early medieval West challenges assumptions about the decline of papyrus use after antiquity. He also studies educational institutions, elite patronage, and urban identity in medieval Rome. His recent publications reveal a strong trend in analyzing the materiality and structure of medieval documents, especially papyri and archival records. He frequently explores the continuity between late antique and medieval documentary practices, emphasizing the persistence of papyrus in ecclesiastical and civic administration. His thematic focus includes scribal culture, rhetorical practices, and the transmission of classical knowledge. PhD scholarship, Università degli Studi Roma Tre (2011–2015) Mobility grant for research in Paris (2017) Abilitazione Scientifica Nazionale (ASN) for Associate Professor in Medieval History (2019) Internullo has collaborated with international scholars and institutions, including the University of Basel and the University of Bamberg. He has co-edited special journal issues and published extensively on paleography and medieval documentation. While no direct advising or grant leadership is mentioned, his participation in ERC-funded projects indicates active involvement in large-scale collaborative research. He has not established a formal lab but contributes to digital and editorial projects in papyrology and medieval studies.

• French Literature
• Bulgarian Literature
• Literary Theory
• +3 more

Krasimir Hristakiev is a Senior Lecturer at the Department of Romance Languages within the University of Veliko Tarnovo. His academic career spans over two decades, focusing on literature and theater studies with a particular emphasis on French and Bulgarian cultural intersections. Primary Affiliations: University of Veliko Tarnovo (Department of Romance Languages) Research Themes: French literature (Molière, Rabelais), Bulgarian literary theory, theater and visual studies, intertextuality, and philosophical discourse. His publications analyze the dialogue between classical and modern literary forms, with recurring themes of madness, labor, and cultural identity. Notable works include studies on Giuseppe Tornatore's cinema, Bakhtinian theory in Bulgarian contexts, and the adaptation of Molière's plays in regional festivals. Recent articles explore the blurring lines between theater and digital media , focusing on structural differences and audience engagement in virtual performances. His bibliography reflects a deep engagement with philological rigor and comparative cultural analysis. Key trends in his work include the reception of French classics in Bulgaria, stylistic evolution in literature, and the metaphorical representation of labor and death in contemporary narratives. He contributes regularly to journals like Visual Studies and Proglas .

Rune Johan KrumsvikView profile

Professor

• Artificial Intelligence
• Digital Learning
• ICT in Education
• +8 more

Rune Johan Krumsvik is a Professor of Education at the University of Bergen (UiB) and Professor II at Volda University College. He founded the Digital Learning Communities (DLC) research group (2007) and the Western Norway Graduate School of Educational Research II (WNGER II). His affiliations include editorial roles at the Nordic Journal of Digital Literacy (Editor-in-Chief) and Frontiers in Pediatrics (Associate Editor). Professor, Department of Education, UiB (2010–) Professor II, Volda University College (2003–) Honorary Research Fellow, University of Bristol His research spans artificial intelligence , doctoral education , ICT in schools , formative assessment , and classroom management in technology-dense environments. He explores connections between AI, social media, mental health, and digital competence, with recent work focusing on large language models (LLMs) in education and healthcare. Scientific publications show a focus on AI applications ( 76 peer-reviewed articles , h-index 31). Key trends include: EdTech implementation in Norwegian primary/secondary schools AI in formative/summative assessment Digital competence frameworks Classroom technology management Teacher education digital skills Mental health impacts of screen time Scientific awards: Teaching Award , UiB Faculty of Psychology (2012) Excellent Teaching Practitioner accreditation (2020) Supervision includes: Main supervisor for 12 PhD candidates (11 completed) Co-supervisor for 6 PhD candidates Supervisor for 14 master’s and 12 bachelor’s students He leads the Digital Learning Communities Artificial Intelligence Centre (DLCAIC), focusing on AI research in education/healthcare, societal impacts of AI, and digital competence development.

Margaret FloressView profile

Professor

• Behavioral Education
• Teacher Training
• School Psychology
• +6 more

Margaret Floress is a Professor at Eastern Illinois University , actively contributing to the Department of Psychology . As the Psychology Program Coordinator , she leads research initiatives focused on behavioral education , teacher training , and classroom management . Education Ph.D., Indiana State University (2007) M.A., Indiana State University (2004) B.S., Central Michigan University (2003) Her research emphasizes low-cost behavior management strategies to improve teacher retention and student outcomes. Key areas include praise delivery systems , preschool interventions , and applied behavioral analysis . She mentors students in hands-on research activities like data collection and academic writing. Recent publications focus on behavioral education trends , classroom observation tools , and technology integration for special education applications. Her work addresses teacher-student dynamics , social-emotional learning , and behavioral intervention systems . Contact: mfloress@eiu.edu | Office: 1437 Physical Sciences

• Sociocultural perspectives on curriculum and assessment
• Formative assessment in education
• Psychology of learning
• +4 more

Niamh Dennehy is a Lecturer in Education and PME Deputy Director at the School of Education, University College Cork (UCC). A former post-primary teacher of English, Irish, and LCVP (1996-2015), she specializes in sociocultural perspectives on curriculum, assessment, and learning, with particular focus on formative assessment, assessment literacy, and Irish immersion education. She contributes to PME, BSc.Ed, M.Ed., and PhD programs while leading research-led reforms in university assessment policies. Education: PhD in Education (2018), UCC Master's Degree in Education (2015), UCC B.A. (Hons) English and Applied Psychology (1994), UCC Higher Diploma in Education (1996), UCC Higher Diploma in Computer Science (1995), UCC B.A. (Modular) Gaeilge (1999), UCD Research Trends: Recent publications (2023-2022) emphasize assessment literacy, formative assessment strategies, English teaching innovation, and cross-border teacher education partnerships. Key themes include rubric design, digital badge initiatives, collaborative assessment practices, and policy implementation in Irish immersion contexts. Scientific Awards: Scotens Seed Funding (2021) John Coolahan Teaching Council Research Support Framework Award (2019) UCC College Research Support Fund (2018) NUI Dr Mary L. Thornton Scholarship (2017) UCC School of Education M.Ed. Scholarship (2013) Professional Contributions: Actively involved in initiatives like the Teaching Council of Ireland, SCOTENS cross-border collaborations, and assessment policy reforms. She leads modules in English pedagogy, psychology of education, and curriculum design, while collaborating with institutions in Ireland and Northern Ireland.