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Ahmet AtayView profile

Professor

• Transnational communication
• Digital media studies
• Cultural identity and globalization
• +5 more

Prof. Ahmet Atay holds the rank of Professor of Communication Studies at the College of Wooster, serving as Program Chair of Global Media & Digital Studies and liaison to the Digital Visual Storytelling Pathway. His academic journey includes degrees from Marmara University (B.A., 1998), Ohio University (M.A., 2001), University of Northern Iowa (M.A., 2003), and Southern Illinois University (Ph.D., 2009). His research focuses on transnational communication, digital media's societal impact, cultural identity formation in global contexts, and queer diasporic experiences. He actively explores media representation of gender/sexuality, critical pedagogy, and autoethnography as research methodologies. Notable projects include editing works on millennial media ecology, intercultural communication pedagogy, and transnational queer cinema. Teaching responsibilities include courses on intercultural communication, mediated gender studies, and digital storytelling for social justice. He has held leadership roles in professional organizations like the National Communication Association and Central States Communication Association. Prof. Atay's recent publications emphasize digital ethnography, decolonizing communication studies, and queer pedagogy innovations. His work bridges theoretical frameworks with practical educational applications, addressing contemporary issues like diversity in academia and media's role in shaping cultural narratives.

• Linguistics
• Cognitive Linguistics
• Discourse Analysis
• +4 more

Prof. Dr. Sakibe Nalan BÜYÜKKANTARCIOĞLU is a Professor at Çankaya University, Faculty of Arts and Sciences, Department of Translation and Interpreting Studies (English). She previously served as Professor (2007–2019), Associate Professor (2000–2007), and Assistant Professor (1997–2000) at Hacettepe University, Department of English Linguistics. PhD in English Linguistics (Hacettepe University, 1991) MA in English Language Teaching (Middle East Technical University, 1985) BA in English Teaching (Istanbul University, 1978) Her research spans Linguistics, Cognitive Linguistics, Discourse Analysis, Psycholinguistics, Sociolinguistics, Translation Studies , with a focus on figurative language, interjections, political discourse, and endangered languages. She received the European Language Award (2011) and has supervised numerous PhD and MA theses, including work on Turkish idioms, gender representation, and language awareness. A prolific editor and conference participant, she has contributed to interdisciplinary projects and publications on Turkish sociolinguistics.

Tijana GajićView profile

Researcher

• Language Education
• Digital Learning Tools
• Foreign Language Acquisition
• +4 more

Tijana Gajić is a researcher at Singidunum University in Belgrade, Serbia. She holds a Ph.D. in Philology (2020), an MA in English Language and Literature (2009), and a BA in the same field (2007) from the University of Belgrade. Her work focuses on the intersection of language education, digital tools, and critical pedagogy. Doctoral Studies: Philology , University of Belgrade (2017-2020) Master Studies: English Language and Literature , University of Belgrade (2008-2009) Bachelor Studies: English Language and Literature , University of Belgrade (2003-2007) Dr. Gajić’s research explores the impact of digital technologies on language acquisition, critical thinking development, and the sociopolitical dimensions of English language learning. She has published extensively on mobile applications like Duolingo, HelloTalk, and WordUp, analyzing their efficacy in modern pedagogy. Her recent publications (2024-2025) examine digital tools’ influence on language education, critical pedagogy in Serbian classrooms, and AI-driven language learning innovations. Earlier works (2020-2016) established her expertise in tandem learning, vocabulary enhancement via apps, and affective factors in language acquisition. Notable collaborations include partnerships with researchers like N. Maenza , A. Gagić , and J. Nikolić . While no specific grants or awards are mentioned, her involvement in conferences such as Sinteza and ELTA Serbia underscores her active role in advancing language education. Her 2022 book, Nastava stranih jezika i razvoj kritičkog mišljenja u eri neoliberalizma , synthesizes her critical pedagogy framework. Current projects likely continue her focus on digital transformation in language teaching.

Emma TrentmanView profile

Associate Professor

• Applied Linguistics
• Language Learning
• Multilingualism
• +5 more

Emma Trentman is an Associate Professor of Arabic at the University of New Mexico (UNM) and Director of the Language Learning Center. Her research focuses on Applied Linguistics, particularly on language learning during study abroad programs, virtual exchange, and the impact of language ideologies on multilingual approaches. Research Interests: Multilingualism, Language Ideologies, Study Abroad Programs, Intercultural Communication, Arabic Language Education, and Curriculum Development. Key Publications: Co-editor of Language Learning in Study Abroad: The Multilingual Turn (2021), with works featured in The Modern Language Journal , Foreign Language Annals , and Critical Multilingualism Studies . Teaching: Offers Arabic language courses and the Languages Capstone class, integrating critical perspectives into language pedagogy. Editorial Work: Co-editor for Critical Multilingualism Studies Journal , advocating for plurilingual practices in education. Publications: Explores topics such as translanguaging, sociolinguistic competence, and decolonizing language learning frameworks across diverse contexts (Egypt, Tanzania, China). Advocacy: Engages in critical discussions on equity, identity, and sociocultural dimensions in language education.

• Youth and Journalism
• Audience Studies
• Critical Literacies
• +3 more

Maria José Lisboa Brites de Azeredo is an Associate Professor with Habilitation at Lusófona University, Portugal. She serves as Vice-President of the Centre for Research in Applied Communication, Culture and New Technologies (CICANT) and coordinates the Media Literacy and Civic Cultures Lab (MeLCi Lab). She holds leadership roles in the Portuguese Association for Communication (SOPCOM) and the European Communication Research and Education Association (ECREA). Her academic career spans over two decades, including roles at institutions like Universidade Lusófona do Porto and Universidade Nova de Lisboa. Her education includes a PhD and Habilitation in Communication Sciences from Universidade Nova de Lisboa. She has completed specialized courses in digital education, intercultural dialogue, and pedagogical training from institutions like the University of Edinburgh and the Knight Center for Journalism in the Americas. Brites’ research focuses on youth journalism, audience studies, digital citizenship, and participatory methodologies. She has led projects such as the YouNDigital study (PTDC/COM-OUT/0243/2021) and the SMaRT-EU initiative. Her work has been recognized with awards including the Research Prize (2017, 2020, 2023) and the Gold Medal of Academic Value (2019). She coordinates the Master's Degree in Media and Information Literacy and Digital Citizenship at Lusófona University and has trained educators through initiatives like the Media in Action (MIA) project. Her publications span peer-reviewed journals, edited books, and conference proceedings addressing media literacy, generational media practices, and civic engagement.

• Discourse Analysis
• Climate Change Communication
• English Language Teaching
• +7 more

Oleksandr Kapranov is an Associate Professor of English at NLA University College's Teacher Education program. His work intersects discourse analysis, climate change communication, and English language teaching (ELT), with a focus on sustainable development education and intercultural communication. Research areas include political speeches (e.g., Keir Starmer, Rishi Sunak), corporate disclosures (Bank of England, Vedanta Resources), and media framing (Greenpeace branches, King Charles III). Key pedagogical interests: digital competence, beginner EFL training, and discourse markers in academic writing. His recent publications analyze climate change discourse through syntactic structures, metonymy, modality, and evidentiality, emphasizing institutional and political narratives. While no formal awards are listed, his work spans interdisciplinary collaborations with NGOs, governments, and universities.

José Eduardo Villalobos GrailletView profile

Assistant Professor

• Spanish Film Studies
• Spanish Medieval Literature
• Latin American and Caribbean Studies
• +5 more

José Eduardo Villalobos Graillet is an Assistant Professor of Spanish at Idaho State University , specializing in Modern Peninsular Literature and Culture with a focus on visual culture (film and television) . He previously held a position as Spanish Instructor at Wilfrid Laurier University in the Department of Languages and Literatures. Research Areas : Spanish Film Studies, Spanish Medieval Literature, Latin American and Caribbean Studies, Teaching Spanish as a Foreign Language, Visual Culture, and Critical Pedagogy. His scholarly work examines film and television adaptations of 'La Celestina' , analyzing censorship dynamics across Francoist Spain, the Democratic Transition, and contemporary Spain. He also contributes to Spanish pedagogy , developing technological tools like Lang-8 for written expression and culturally immersive teaching units on topics such as winter festivals and Caribbean music. His publications span both critical academic analysis and methodological innovations for language instruction. Key Themes in Publications : Adaptation fidelity, political censorship, intercultural pedagogy, and the role of digital platforms in language learning.

Young Yun KimView profile

Professor

• Intercultural Communication
• Cross-Cultural Adaptation
• Interethnic Communication
• +3 more

Dr. Young Yun Kim is a Professor in the Department of Communication at the University of Oklahoma's Dodge Family College of Arts and Sciences, where she has developed nationally recognized Intercultural Communication graduate programs since joining in 1988. Her academic journey spans continents, beginning in Seoul, Korea, and continuing through significant scholarly institutions in the United States. B.A.: Seoul National University, Seoul, Korea M.A.: University of Hawaii (East-West Center Communication Institute) Ph.D.: Northwestern University, Evanston, Illinois Dr. Kim's research pioneers the theoretical foundations of cross-cultural adaptation and interethnic communication. Her Integrative Communication Theory of Cross-Cultural Adaptation positions communication as the central mechanism for achieving internal equilibrium in new cultural environments, while her Contextual Theory of Interethnic Communication examines associative and dissociative behaviors across ethnic boundaries. Her work uniquely bridges personal transformation with systemic cultural dynamics, emphasizing how intercultural experiences foster expanded human understanding. Analysis of her recent publications reveals consistent theoretical refinement with increasing focus on identity transformation, synchrony in communication, and the emergence of intercultural personhood beyond traditional cultural boundaries. Her scholarship demonstrates remarkable continuity in core themes while progressively incorporating globalization's impact on individual and collective identity formation. Scientific Awards Fellow of the International Communication Association (2002) Top Scholar Award for Lifetime Achievement, Intercultural Communication Division, International Communication Association (2006) Dr. Kim has directed numerous doctoral theses and collaborated on significant cross-cultural research projects examining adaptation patterns among diverse populations including Korean and Indonesian expatriates, Hispanic youth, international students, and refugees. Her research funding includes a two-year study of Indochinese refugees (1978-1980) sponsored by the U.S. Department of Health and Human Services, reflecting sustained external validation of her methodological rigor and theoretical significance. As a foundational leader in intercultural scholarship, Dr. Kim serves on 11 editorial boards including Journal of Communication and Human Communication Research, and has held executive positions in the International Communication Association and International Academy for Intercultural Research, culminating in her presidency (2013-2015) of the latter organization.

• Mathematics Education Curriculum
• Mathematics Teacher Education
• Algebra Teaching and Learning
• +3 more

Jill Newton is a Professor in the Department of Curriculum and Instruction at Purdue University’s College of Education. Her work focuses on mathematics education curriculum development, teacher training, and equity in education, with additional contributions to international and study abroad programs. Ph.D. in Curriculum, Teaching, and Educational Policy (Mathematics Education), Michigan State University (2008) M.A. in International Education, George Washington University (1995) B.S. in Mathematics and Secondary Teaching Certification, Michigan State University (1987) Newton’s research spans algebra teaching, curriculum coherence, and social justice in education. She has led national studies on mathematics teacher preparation and explored how teachers use curricular resources post-COVID. Her work also emphasizes international education, including virtual communities of practice for global social justice. Recent publications highlight her focus on algebraic reasoning, curricular alignment, and equity. She has co-authored studies on elementary teachers’ curriculum use, preservice teacher development, and virtual intercultural collaborations. Terry L. Wood Mathematics Teacher Educator Award (2024-25) Book of Great Teachers Inductee (2023) Outstanding Leadership in Globalization Award (2022-23) Charles B. Murphy Outstanding Undergraduate Teaching Award (2017) Newton has coordinated undergraduate research at Purdue since 2018 and has taught mathematics education courses since 2004. Her teaching experience spans secondary schools in Venezuela, Tanzania, Bulgaria, and Papua New Guinea, enriching her global perspective.

Maj Schian NielsenView profile

Researcher

• Multilingualism
• Language Education
• Crosslinguistic Awareness
• +3 more

Maj Schian Nielsen is a Senior Research Librarian at the University Library of the University of Agder. Her work focuses on multilingualism, crosslinguistic awareness, and German language pedagogy. She is affiliated with the research groups 'Media and Communication Studies' and 'Multilingualism in Society and Education (MUSE).' University of Agder Research Groups: Media and Communication Studies, MUSE Her research explores how multilingual awareness can enhance grammar instruction in German third-language (L3) teacher education programs across Denmark and Norway. Recent publications analyze curriculum structures, educational materials, and the integration of generative AI tools like ChatGPT in multilingual education contexts. Scientific output trends reveal a focus on: Cross-linguistic pedagogy L3 German acquisition Grammar teaching methodologies AI applications in language learning Teacher training for multilingual classrooms Systemic Functional Linguistics (SFL) frameworks She has not been publicly recognized with scientific awards listed in the available data.

• English Language Teacher Education (ELTE)
• Teacher Development
• Reflective Practice
• +5 more

Steve Mann is a Professor in Applied Linguistics at the University of Warwick, where he has been affiliated since 2007. His work focuses on English Language Teacher Education (ELTE), teacher development, and qualitative research methodologies. He holds a PGCE from the University of Warwick (1984) and has extensive experience in ELT across Hong Kong, Japan, and Europe. Mann’s research group investigates reflective practice, teacher beliefs, mentoring, and technology integration in education. Notable contributions include co-editing the Routledge Handbook of English Language Teacher Education (2019) and pioneering studies on video-based teacher reflection. He has supervised numerous PhD students exploring aspects of teacher development, though he is currently not accepting new PhD candidates. Education: PGCE, University of Warwick (1984) Pre-service teaching in English and Drama in England (1980s) British Council Teaching Scheme in Hong Kong (1980s) Research Interests: Teacher education, reflective practice, qualitative interview methodologies, and the role of technology in professional development. His work emphasizes bridging theory and practice in ELT, particularly through collaborative dialogue and action research. Grants & Projects: Supporting Sustainable English Teacher Professional Development in Yunnan Province (British Council, 2022–2023) China Course Research: Postgraduate Curriculum Design (2019–2022) Video in Language Teacher Education (British Council, 2016–2018) Labs/Teams: Leads a research group focused on teacher development, mentoring, and blended learning strategies. Collaborates with institutions like the British Council on global teacher education initiatives.

Jessica Ostrow MichelView profile

Lecturer

• Sustainability Education
• Environmental Justice
• Higher Education Pedagogy
• +3 more

Jessica Ostrow Michel is a Lecturer and Postdoctoral Research Fellow at the University of Michigan's School for Environment and Sustainability (SEAS), collaborating with Dr. Michaela Zint on the project Innovative Pedagogies for Cultivating Leadership Amidst the Climate Change Crisis . Her research focuses on sustainability and environmental justice education in higher education contexts. Doctor of Education , Teachers College, Columbia University Master of Education , Teachers College, Columbia University Master of Arts , Higher and Postsecondary Education, Teachers College, Columbia University Bachelor of Arts , Interpersonal/Intercultural Communication and Spanish, SUNY New Paltz Micel’s research explores interdisciplinary pedagogies, curriculum integration, and leadership development in sustainability education. She investigates how institutional frameworks and student engagement influence environmental literacy and justice outcomes, with publications in Sustainability Science , Sustainability , and Environmental Education Research . Her recent publications include analyses of sustainability leadership competencies, curriculum mapping, and student learning outcomes. Collaborative work spans institutions like Teachers College, Columbia University, and SUNY New Paltz, addressing systemic integration of sustainability practices in graduate and undergraduate programs. Michel’s work bridges educational theory with climate action strategies, emphasizing the role of higher education in fostering environmentally conscious leadership and equity-centered pedagogies.

Brenda DouglassView profile

Assistant Professor

• Competency-Based Education
• DNP Education
• Evidence-Based Practice
• +6 more

Dr. Brenda Douglass (DNP, APRN, FNP-C, CDCES, CNE, CTTS) is an Assistant Professor and Associate Director of the DNP-AP Program – Project Focus at Johns Hopkins University School of Nursing. Her work bridges clinical expertise in endocrinology, primary care, and chronic disease management with leadership in competency-based education (CBE) and nursing policy. Research Focus: Competency-Based Education in DNP programs Evidence-based practice and healthcare transformation Leadership development and professional identity in advanced nursing Chronic disease management, diabetes care, and aging Innovation in nursing education and technology Scientific Contributions: She has published extensively on DNP curriculum redesign, interprofessional education, and primary care workforce challenges. Her work emphasizes systems thinking, academic-practice partnerships, and quality improvement. Awards & Honors: Maryland Higher Education Commission Academic Nurse Educator Certification Award (2024) New Nursing Faculty Fellowship (2023) Sigma Theta Tau International Honor Society inductee (2006, 2011) Teaching Excellence Awards at Drexel University (2018, 2021, 2023) Mentorship & Leadership: Dr. Douglass serves as a mentor for DNP students and faculty, leads national committees on nursing education, and has developed initiatives to strengthen academic-practice partnerships.

Susan RobertsonView profile

Professor

• Sociology of Education
• Globalization and Education
• Education Governance
• +4 more

Susan Robertson holds the Chair in Sociology of Education at the Faculty of Education, University of Cambridge, where she serves as Director of the Doctoral Programme and Editor-in-Chief of Globalisation, Societies and Education . She joined Cambridge in 2016 after academic appointments at the University of Auckland and University of Bristol, bringing over three decades of international expertise in critical education studies. Her educational foundation includes doctoral research in Sociology/Policy at the University of Calgary (1990), preceded by professional experience in the Research Division of Western Australia's Ministry of Education. This trajectory established her cross-sectoral perspective on education systems and policy implementation. Robertson's research critically examines state-education relationships through governance frameworks that determine educational equity and outcomes. She investigates how global and regional actors mediate the social contract between states and citizens, with particular focus on geopolitical shifts, OECD influence, and neoliberal transformations in higher education. Her work bridges sociology, political economy, and decolonial perspectives to address social justice imperatives in education. Analysis of her 2024-2026 publications reveals sustained engagement with higher education geopolitics, digital transformation challenges, and global governance mechanisms. Key thematic clusters include critiques of OECD-driven policy frameworks, analyses of ordinal citizenship in education systems, and examinations of how digitalization reshapes university missions while exacerbating existing inequalities. As Director of the Doctoral Programme, Robertson oversees comprehensive PhD training while convening the Culture, Politics and Global Justice research cluster that fosters interdisciplinary collaboration on transnational education challenges. Her service on the ESRC funding council positions her at the nexus of research strategy and resource allocation in UK social sciences. The Culture, Politics and Global Justice cluster under her leadership functions as a dynamic hub for critical scholarship, hosting regular seminars and collaborative projects that connect Cambridge researchers with global partners to address emergent issues in education governance and social transformation.

• Second Language Acquisition
• Multilingualism
• Bilingual Education
• +3 more

Lourdes Ortega is a Professor in the Department of Linguistics at Georgetown University and serves as Faculty Director of Georgetown’s Initiative for Multilingual Studies. Her work focuses on multilingualism beyond childhood, equitable language education, and decolonial epistemologies. She mentors students at undergraduate, master’s, and doctoral levels. Former positions include roles at University of Hawai‘i at Mānoa (2004-2012), Northern Arizona University (2002-2004), and Georgia State University (2000-2002). Education: Ph.D. and M.A. from University of Hawai‘i at Mānoa. Her research investigates how multilingualism develops in non-native contexts, advocating for social justice and equity in language education. Key contributions include her award-winning 2000 meta-analysis in Language Learning , the textbook Understanding Second Language Acquisition (2009), and co-editing The Cambridge Handbook of Bilingualism (2019). Recent work addresses under-studied languages like Arabic and Urdu in U.S. K-12 education, emphasizing decolonial and Indigenous frameworks. She has published extensively in top journals such as Applied Linguistics , Studies in Second Language Acquisition , and World Englishes . Awards: Gerald M. Mara Faculty Mentoring Award (2016, 2020), Pimsleur Award (2001), and 2023 recognition as a top 2% cited researcher. She advises 22 doctoral students and has secured grants supporting multilingual education research. Leads Georgetown’s Initiative for Multilingual Studies, co-chairs the Harmonious Bilingualism Network (HaBilNet), and edits Language Learning . Served as President of the American Association for Applied Linguistics (2023-2024). Her work bridges theory and practice, prioritizing cura personalis (care for the individual) in mentoring and advocating for multilingual well-being.