Heiko Girnth is an Adjunct Professor at the Research Center Deutscher Sprachatlas (DSA) under the Department of German Studies and Arts at Philipps-University Marburg. His research spans multiple domains including Variational Linguistics , Dialectology , Political Communication , Grammaticalization , and Text Linguistics . Research Focus: Political discourse analysis, grammaticalization processes in German dialects, multimodal communication in political talk shows, and geolinguistic mapping of language variation. Key Publications: Authored and co-authored works on political rhetoric, dialectological studies, and text typology, including books on language in politics and edited volumes on political talk shows. Teaching: Offers courses like 'Sagen und Meinen' (Seminar) and 'Textlinguistik' (Lecture) at Philipps-University Marburg. Collaboration: Active in interdisciplinary projects, notably the Mittelrheinischer Sprachatlas (MRhSA), focusing on morphological and phonological dialect variation. Labs/Teams: Affiliated with the Research Center Deutscher Sprachatlas , contributing to linguistic mapping and dialectological research.
Prof. Dr. Alexander Mehler is a full professor of Computational Humanities and Text Technology at the Goethe University Frankfurt , where he leads the Text Technology Lab (TTLab) . He has held leadership roles in multiple academic societies including the German Society for Computational Linguistics & Language Technology and the German Society of Semiotics , and is a founding member of the German Society for Network Research (DGNet) . His research focuses on quantitative analysis of textual units in spoken/written communication, linguistic network modeling , and 4D text technologies integrating Virtual/Augmented Reality. Current projects include ENTAILab (DFG-funded infrastructure for social sciences), FACES (VR-based survey research), and C08/B05 modules in the Critical Online Reasoning (COR) framework. He has supervised numerous PhD candidates in areas spanning multilingual NLP , 3D scene generation from text , stemma analysis tools , and network-theoretic approaches to language classification . His lab's work intersects with machine learning , cognitive modeling , and digital humanities infrastructure . As principal investigator, he leads projects funded by DFG (SPP 2431, SFB 1629, FID 326061700) and LOEWE programs , with recent developments in mimodockerized NLP pipelines and VR-based learning systems . Key collaborations include ACM Conference on Hypertext and KONVENS NLP conferences . His methodological expertise spans multimodal data analysis , neural active learning , and cross-linguistic computational models . He has developed open-source infrastructures for digital humanities research and educational analytics , including the TextImager platform .
Dr. Sven Strobel is a researcher at the German National Library of Science and Technology (TIB), affiliated with Leibniz Universität Hannover. Since 2013, he has served as Product Owner for the TIB AV-Portal, a scientific video platform, and founded the "Agility in Libraries" Community of Practice to promote agile methodologies within library environments. His work bridges library science and digital technology development. His educational background includes: Linguistics and History studies at the University of Stuttgart Doctorate in Linguistics through an international graduate program Dr. Strobel's research focuses on digital video platform development for academic content, with specialization in agile project management methodologies adapted for library settings. His technical expertise spans software engineering for library applications, AI integration (particularly speech recognition), and knowledge management systems . He investigates process optimization within information institutions and the adaptation of Scrum frameworks to academic library contexts, emphasizing user-centered design and iterative development approaches. His publication history reveals an evolutionary trajectory of the TIB AV-Portal from basic video repository to sophisticated platform incorporating mobile access, data sovereignty features, AI-powered enhancements, and multilingual support. The publications demonstrate consistent focus on technical reliability, user experience optimization, and the practical application of agile development principles to meet researchers' evolving needs across disciplines. Dr. Strobel has established significant collaborative networks: Founder of the "Agility in Libraries" Community of Practice Regular contributor to international workshops on scientific video platforms Active participant in the TPDL (Time-Based Media and Persistent Digital Objects) community Key developer in TIB's Non-Textual Materials research group His laboratory work centers on advancing the technical capabilities of video-based scholarly communication infrastructure while ensuring alignment with academic workflows. This includes developing features for diverse research communities who utilize video for knowledge dissemination, from lectures and presentations to research data visualizations and experimental documentation, with particular attention to accessibility and long-term preservation.
Tibor Pinter is an Associate Professor at the Department of Hungarian Linguistics within the Faculty of Humanities and Social Sciences at Károli Gáspár University of the Reformed Church in Hungary. He also holds a position as research associate at Eötvös Loránd University, Faculty of Teacher and Kindergarten Education. His academic journey includes a PhD in linguistics from ELTE (2009) with a dissertation on the linguistic situation of Dunaszerdahely, and an MA in Hungarian language and literature – Slovak language and literature from Comenius University, Bratislava (2002). Dr. Pinter's research interests center around corpus linguistics, translation studies (particularly Bible translation), sociolinguistics, bilingualism, language pedagogy, and language technology. His work demonstrates a strong interdisciplinary approach, bridging linguistic theory with practical applications in education and digital humanities. He has contributed significantly to the development of language resources, including the Termini Hungarian-Hungarian Dictionary and Database. His recent scholarly output shows a clear focus on Bible translation studies, with numerous publications analyzing canonical Hungarian Bible translations from linguistic, functionalist, and technological perspectives. He has also made substantial contributions to lexicography, particularly regarding Hungarian varieties spoken in the Carpathian Basin. His work increasingly incorporates digital methodologies and language technology applications, reflecting his interest in educational technology in higher education. Among his notable achievements are the Szabó T. Attila Award (2024), the Szenczi Molnár Albert Senior Scholarship (2023), and the Dean's Recognition from ELTE Faculty of Humanities (2018). Dr. Pinter actively participates in multiple research groups including the Termini Research Network – Hungarian-Hungarian Dictionary and Database (2021–), Educational Informatics in Higher Education (2019–2021), United Bible Reading Research Group (2021–2024), and Historical and Theological Examination of Protestant Fundamentalism (2022–2024). He has served in various institutional roles including as a member of the KRE Repository Organizing Committee, alternate member of the KRE Senate, and head of the Faculty Quality Assurance Committee. His linguistic expertise includes Slovak (C1), English (C1), Czech (B2), and German (B1), reflecting his focus on multilingualism and cross-border linguistic communities.
Prof. Dr. Lars Burghardt is a Professor of Educational Sciences with a focus on Childhood at the Department of Social Work, Faculty of Economics and Social Sciences, Hamburg University of Applied Sciences since October 2024. Previously, he served as an acting Professor of Early Childhood Education at Rhineland-Palatinate University of Technology Kaiserslautern-Landau (2023-2024) and as an Akademischer Rat auf Zeit at Otto-Friedrich University Bamberg (2019-2024). His educational background includes a Doctorate in Education from Otto-Friedrich University Bamberg (2019), a Master of Arts in Educational Science with a focus on Early Childhood and Family Education (2013), and a Bachelor of Arts in Educational Science with a focus on Childhood & Adolescence from Johann Wolfgang Goethe University Frankfurt am Main (2011). Dr. Burghardt's research focuses on gender representations and diversity in picture books, quality development in early childhood education institutions, use of early childhood care facilities, promoting sector-specific competencies in childcare, and analyzing effects of early childhood care. His work bridges theoretical educational science with practical applications in early childhood settings. His recent publications demonstrate a strong focus on gender diversity in children's literature, early childhood education quality assessment, and the impact of early childcare on child development. His research employs both qualitative and quantitative methodologies, often in collaborative projects with national and international research teams. Dr. Burghardt is an active member of several professional organizations including the German Society for Educational Science (DGfE), the European Association for Research on Learning and Instruction (EARLI), and the Society for Empirical Educational Research (GEBF). He regularly presents his research at national and international conferences and has been invited to speak on topics related to gender diversity in early childhood education.
Felix Süttmann is an applied statistician affiliated with Georg-August-University Göttingen and works at the German Institute for Economic Research (DIW Berlin) since 2022. He focuses on survey methodology, including nonresponse modeling, mixed-mode effects, and complex weighting, while also engaging with Bayesian statistics and machine learning applications. Doctoral candidate at Berlin Graduate School of Social Sciences Previously worked as a sampling statistician at the International Association for the Evaluation of Educational Achievement (IEA) for TALIS Research interests span natural language processing, Bayesian modeling, and sustainability, with a strong emphasis on methodological rigor in survey research and econometrics. His work at DIW involves improving nonresponse adjustment factors using ML tools and developing stand-alone weights for refugee samples. Recent publications address sampling techniques in SOEP, nonresponse correction, and weighting methodologies for migration studies, alongside his 2020 work on deep learning for NLP. His methodological contributions include copula-based Bayesian hierarchical models for sample selection. Lectures and presentations cover topics like nationwide household sampling, survey mode preferences, and record linkage weighting adjustments at conferences such as the European Survey Research Association (ESRA) and the Society for Longitudinal and Life Course Studies (SLLS).
Lieven Vandelanotte is an Associate Professor of English Linguistics at the University of Namur and a Research Fellow in Linguistics at KU Leuven. He currently holds the Francqui Research Professor title (2023-2026) and leads the English Unit and Department of Germanic Languages and Literatures at UNamur. Education: PhD in Language and Literature: Germanic Languages, KU Leuven (2005) MA in Language and Literature: Germanic Languages (English and Dutch), KU Leuven (2000) His research focuses on speech and thought representation , viewpoint and multimodality , (inter)subjectivity , and cognitive-linguistic text analysis . He explores patterns in multimodal communication (e.g., memes), grammaticalization processes, and functional approaches to discourse. His research trends emphasize multimodal discourse analysis , cognitive-functional linguistics , and corpus-based studies , particularly in digital contexts like internet memes and online stance expression. Scientific Awards: Francqui Research Professor (2023-2026) He has co-edited 10 books and journal special issues, served as editor for English Text Construction (2010-2019), and supervised six formal advisees (PhD/Master’s level) as per institutional records. Administrative roles include Vice-Dean of Arts at UNamur (2009-2013) and leadership in the NaLTT research institute (since 2024).
Mareike Kholin is a Researcher at the German Institute for Adult Education , specializing in the intersection of adult literacy, digital education, and human-technology interaction. Her career spans roles at the University of Bonn (2013–2019) and freelance lecturing at Fresenius University of Applied Sciences (2018–2019). She holds a doctorate in Psychology from the University of Bonn (2018) and complements her academic work with systemic coaching certifications. Education : PhD in Psychology (2018), Master of Science in Psychology (2013) from the University of Bonn. Her research focuses on digital tools for teachers , personality assessment in professional contexts, and social skills in performance evaluation . She leads projects like KANSAS, a search engine for authentic language-learning texts, and AI2TEACH, aiming to enhance digital literacy in adult education. Her recent publications emphasize personalized learning strategies, emotional intelligence, and the role of dark personality traits in leadership success. Kholin’s work has been recognized with the Award for Innovation in Adult Education . She actively develops open educational resources (OER) and evaluates digital tools to bridge standardization and differentiation in adult literacy instruction. Scientific Awards : Award for Innovation in Adult Education. She collaborates on systemic coaching initiatives and contributes to policy discussions on literacy and globalization’s impact on labor values. Her empirical studies explore how self- and peer-assessments predict workplace performance, integrating psychological frameworks with educational technology.
Prof. Dr. Birgit Stark is Professor of Communication Science with a focus on media convergence at the Institute of Journalism, Johannes Gutenberg University Mainz. She has held this position since 2011 and has served in various leadership roles including Director of the Mainz Media Institute (2018-2020), spokesperson for the research focus on Media Convergence (2014-2019), and Managing Director of the Institute of Journalism (2013-2015). Since March 2023, she has served as an expert of the ZDF Television Council on quality measurement. Her educational background includes: PhD (2005) from University of Hohenheim on "Television in digital media environments. An empirical analysis of viewer behavior" Social sciences studies (1988-1995) at Friedrich-Alexander University of Erlangen-Nuremberg with focus on law, social policy, empirical social research and communication science Prof. Stark's research focuses on media change & media convergence, usage and reception research, media systems/structures, methods of market and communication research, and comparative media research . Her work examines how digital transformation affects media landscapes, audience behavior, and democratic processes. She investigates the role of intermediaries in opinion formation, media diversity, and the challenges of maintaining quality journalism in the digital age. Her research combines theoretical frameworks with empirical methods to understand complex media dynamics. Her recent publications reveal a strong focus on media diversity, opinion power, and algorithmic curation in digital environments. Stark's work consistently examines how information intermediaries shape public discourse and democratic processes. She investigates the tension between personalized content delivery and the need for diverse information exposure, with particular attention to the regulatory implications of platform power. Her interdisciplinary approach bridges communication science, political science, and media policy studies. Prof. Stark is an active member of numerous professional organizations: International Communication Association (ICA) International Association for Media and Communication Research (IAMCR) European Communication Research and Education Association (ECREA) German Society for Journalism and Communication Studies (DGPuK) Austrian Society for Communication Studies (ÖGK) Network of Media Structures She leads several significant research projects including "Media Performance and Democracy," "Measuring opinion power and diversity," and "Audience fragmentation by information intermediaries." Her work has influenced media policy discussions, particularly regarding platform regulation and media diversity. She has supervised numerous dissertations on topics including algorithms, media convergence, and communication cohesion. Prof. Stark directs the research group focused on Media Convergence and collaborates with the Mainz Media Institute. Her team examines the evolving media ecosystem through both theoretical and empirical lenses, with particular attention to the intersection of technology, society, and democratic processes. The group maintains strong connections with media practitioners and policy makers to ensure research relevance to real-world challenges.
Erika Raniolo is a Contract Professor of Glottology and Linguistics at the University of Catania 's Special Teaching Structure of Ragusa. She holds a permanent position as Tenured French Language Teacher (AA24) at the G. Curcio Higher Education Institute in Ispica since the 2024/2025 academic year. Her academic journey includes a PhD in Literary, Philological-Linguistic, and Historical-Philosophical Studies (University of Palermo, 2021) and advanced degrees in European and Non-European Languages (Catania, 2013) and Comparative Studies (Catania, 2011). Education: PhD in Literary, Philological-Linguistic, and Historical-Philosophical Studies (2021, University of Palermo) Master's in European and Non-European Languages and Cultures (2013, University of Catania) Bachelor's in Comparative Studies (2011, University of Catania) Research Interests center on poetic translation between sign and spoken languages, onomastics in signed languages, labializations in LIS, and teaching vocal languages to deaf individuals. She explores multimodal communication and sensory linguistic competence through comparative analysis of LIS (Italian Sign Language) and LSF (French Sign Language). Publications demonstrate expertise in: translating poetry through embodied perspectives; tactile sign language (LISt) for deafblind education; name signs in LIS; labialization studies; medical communication between deaf and hearing people; and pandemic-era sign language translation. Her work spans journal articles, book chapters, and a monograph on sign language poetry. Key Conferences: 2024: Accessibility and Cultural Heritage (Catania) 2023: Alterity in Poetry (Catania); Vertical Curriculum in English (Torino) 2022: LIS/LSF Comparative Study (Palermo); Tactile LIS (Catania) Professional Contributions include a Research Grant (2022/2023) on LIS/LSF in Sicilian cultural heritage, teaching LIS and French at the University of Catania for 5 consecutive academic years, and collaborative work with institutions like CNRS Paris, Université d'Ottawa, and BAICR Cultura della Relazione. She serves as a certified LIS interpreter (ANIMU #293) and holds advanced language certifications in French (C2), English (C1), German (B1), and Spanish (B1).
Professor Eva Verena Schmid holds the Chair of Music Education at the Institute for Music Research within the Faculty of Philosophy at Julius Maximilian University of Würzburg since August 2021. She also serves as Managing Director of the Institute for Music Research since April 2023. Previously, she worked at the Institute for Music Education at Ludwig Maximilian University of Munich as research assistant, academic councilor, and senior academic councilor (2012-2015, 2018-2021), and held a visiting professorship at the University of Bremen (2015-2018). Her educational background includes: School music and German studies at the Stuttgart State University of Music and Performing Arts and University of Stuttgart Doctorate from Berlin University of the Arts (2008) with thesis "Oratorio and Music Festival: On the History of the Oratorio in Germany in the First Half of the 19th Century" Doctoral project funded by the German Research Foundation (DFG) Professor Schmid's research focuses on creative listening and its role in legitimizing music education, particularly examining how creative listening functions in adult education and the broader music education sector. Her work also explores teacher professionalization and the history of the oratorio in the first half of the 19th century. She is particularly interested in how aesthetic experiences can be articulated and how creative listening can bridge various educational domains. Her research often takes an interdisciplinary and inclusive approach, connecting music education with broader social and cultural contexts. Analysis of Professor Schmid's recent publications reveals a strong focus on creative listening as both a theoretical framework and practical approach in music education. Her work consistently addresses the legitimacy of music education through creative engagement, with increasing attention to inclusive practices, cross-cultural perspectives, and the integration of diverse musical traditions. There's a clear trajectory from historical musicological research toward contemporary music pedagogy, showing how historical understanding informs current educational practices. Her publications demonstrate a commitment to making music education relevant, accessible, and meaningful for diverse learners. Professor Schmid is actively involved in project work including the current "Counterpoint workshop on the topic of (Creative) Listening" in cooperation with the Schola Cantorum Basiliensis. Previous projects have included "BlickHör_._Raum" exploring creative perception of image, music, and space, and inclusive initiatives like making Mussorgsky's "Pictures at an Exhibition" accessible through multiple sensory modalities including sign language. She has organized symposia on interdisciplinary and inclusive music education, demonstrating her commitment to collaborative and innovative approaches in the field. Her international engagement is significant, with presentations at numerous conferences worldwide including in Brazil, Switzerland, Lithuania, Finland, Ireland, and Italy. This global perspective enriches her work in music education, allowing her to incorporate diverse viewpoints and practices into her research and teaching.
Dr. Sacha Davis is a Lecturer in History at the University of Newcastle, Australia, where he has been teaching since 2008. He is affiliated with the School of Humanities, Creative Industries and Social Sciences, specializing in European history with a focus on German communities in Central and Eastern Europe and the historical persecution of Roma communities. Dr. Davis received his PhD in History from the University of New South Wales following additional studies in Sydney and Cluj-Napoca, Romania. His academic journey includes teaching positions at the University of Sydney, Macquarie University, and Australian Catholic University, as well as being a visiting researcher at the University of Turku. Dr. Davis's research spans two primary interconnected strands: German diaspora communities in Eastern Europe and historical representations of Roma. His work on Transylvanian Saxons examines how these communities negotiated their identity between German nationalism and local contexts, while his Romani studies investigate how negative stereotypes developed over centuries and continue to shape contemporary discrimination. He has made significant contributions to understanding how travel writing, ethnography, and state policies reinforced anti-Romani attitudes, particularly through analyses of costume descriptions, civilizing missions, and child removal policies that parallel Australia's Stolen Generations. His recent publications reveal sophisticated interdisciplinary approaches, blending visual history, cultural studies, and linguistic analysis. The research shows consistent thematic development from early work on Transylvanian Saxons to more recent examinations of Romani history and German heritage language maintenance in Australia, demonstrating how historical processes continue to shape present-day realities for minority communities. Dr. Davis has successfully supervised multiple PhD students to completion and currently oversees nine doctoral candidates working on diverse historical topics. His research has been supported by grants from the Australian Linguistic Society, including projects on German as a heritage language in Newcastle and the Hunter Valley, totaling over $14,000 in funding since 2017. He collaborates extensively with Dr. Jaime Hunt on German diaspora studies in Australia.
Prof. Dr. Thorsten Weyer is a leading academic at the Technical University of Central Hesse , serving as Head of the Institute for Programming Languages and their Application (IPA) and contributing to multiple academic governance bodies including the Permanent Commission of Inquiry for Good Scientific Practice and the Competence Center for Information Technology (KITE). He teaches computer science and software engineering, with a focus on model-based engineering of cyber-physical systems.
Nina Autenrieth serves as an Academic Researcher and Doctoral Candidate at Schwäbisch Gmünd University of Education's Center for Media Education. She works on the BMBF-funded LeadCom project as associated project lead for "Digital School Development in Primary Schools" and develops Flux.Base within the Profun.Dig university development project. Her research focuses on Educational Leadership and Participatory School Development Processes , with particular emphasis on media education and digital transformation in primary schools. Her work explores virtual learning environments, digital competency frameworks, and innovative teacher training approaches through projects like Flux.Werkstatt and SkillsLab Diklusion. Autenrieth's publication portfolio demonstrates consistent output in educational technology and leadership, with 10 recent publications addressing digital school development, virtual learning spaces, and teacher training. Her work shows strong alignment with practical applications in primary education settings, particularly through her development of online training modules for Digital Leaders. As an active member of the GMK (Society for Media Education and Communication Culture) and DGfE (German Society for Educational Science), she contributes to academic discourse through numerous workshops and conference presentations. Her teaching portfolio includes courses on digital media in education across multiple semesters, demonstrating her commitment to practical implementation of digital pedagogy. Her doctoral research on "Digital School Development in Primary Schools: Research-Guided Development of an Online Training Module for Digital Leaders" represents a significant contribution to understanding leadership requirements in educational digital transformation processes.
Joshua Landy is the Andrew B. Hammond Professor of French Language, Literature and Civilization and Professor of Comparative Literature at Stanford University, with courtesy appointments in English and Philosophy. He co-directs Stanford's Literature and Philosophy Initiative and co-hosts the nationally syndicated radio show Philosophy Talk . From 2013 to 2019, he directed Stanford's Structured Liberal Education program. His educational background includes: Ph.D. in Comparative Literature, Princeton University (1997) M.A., Cambridge University (1991) B.A. in French & German, Churchill College, Cambridge (1988) Landy's research focuses on the intersection of philosophy and literature, emphasizing cognitive literary theory, French literary studies (particularly Proust), and film theory. He investigates how fiction trains mental capacities, engages with self-deception and depth in narrative, and explores literature's philosophical dimensions. His work bridges aesthetics, epistemology, and literary criticism, arguing for literature's role in shaping cognitive and ethical frameworks. His recent publications reveal a trajectory from Proust studies to broader inquiries into fiction's cognitive and ethical functions. Key themes include narrative depth, mental training through literature, deception in memoirs, and philosophical interpretations of film. His articles consistently examine how formal literary properties engage readers' cognitive faculties and ethical reasoning. Scientific awards include: Walter J. Gores Award for Teaching Excellence (1999) Dean's Award for Distinguished Teaching (2001) Eleanor Loring Ritch University Fellow in Undergraduate Education (2024) As co-director of the Literature and Philosophy Initiative and former director of Structured Liberal Education, Landy has shaped interdisciplinary curricula and mentored numerous students through innovative teaching programs. His nationally syndicated radio work extends his educational impact beyond Stanford. Landy co-directs Stanford's Literature and Philosophy Initiative, which houses major tracks in Philosophy and Literature. He is a central figure in Philosophy Talk and frequently collaborates with scholars across disciplines through guest hosting and public intellectual engagement.
