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Hannah ParkView profile

Associate Professor

• embodied pedagogy
• dance and diversity education
• curriculum development
• +3 more

Hannah Park, Ph.D., is an Associate Professor of Dance and Assistant Chair of the Arts & Languages Department at Iona University. She directs the Iona University Dance Ensemble and teaches both theoretical and studio-based dance courses. Her interdisciplinary work bridges dance education, somatic practices, and community engagement, with particular focus on underserved populations. Education: Ph.D., Dance Education, Temple University Graduate Certificate, Women’s Studies, Temple University MFA, Dance Performance and Choreography, New York University BFA, Dance, State University of New York, Purchase Diploma, Contemporary Dance, University of North Carolina School of the Arts Certifications: Laban/Bartinieff Movement Analysis, BodyMind Dancing™, Yoga Teacher (200 hours) Research interests center on embodied pedagogy as a tool for social transformation. Key areas include: somatics in creative processes, diversity-focused curriculum design, dance as social entrepreneurship, and community-based interventions. Her work emphasizes accessibility and interdisciplinary approaches, connecting movement practice with education theory and social justice advocacy. Professional Recognition: Dr. Park has received multiple honors for her contributions: Gabelli Teaching Fellowship (2024) Academic Award from Korean Society of Dance (2022) Hynes Faculty Fellowship (2019) Four travel grants supporting international conference presentations (2017-2019) Leadership & Service: She holds board positions in international dance organizations (Korean Society for Dance Studies, Dance and Media Research Center) and serves on Iona University committees including Faculty Senate, Honors Council, and Arts Council. Her choreographic work with the Iona Dance Ensemble (2015-2024) explores themes of community resilience and environmental awareness.

• Inclusive Pedagogy
• Diversity Research
• Migration Research
• +13 more

Hans Karl Peterlini is a full Professor and Vice Dean at the Faculty of Cultural and Educational Sciences, University of Klagenfurt. He is affiliated with the Department of General Educational Science and Diversity-Conscious Education, where he leads research and academic initiatives in inclusive and diversity-aware education. His roles include Deputy Chairman of the Faculty Conference and Member of the Doctoral Advisory Board. University: University of Klagenfurt School: Faculty of Cultural and Educational Sciences Department: Department of General Educational Science and Diversity-Conscious Education Position: Professor, Vice Dean His research interests span inclusive pedagogy, diversity, migration, multilingualism, phenomenology, peace education, and political education. He emphasizes lived experience in educational settings, particularly in South Tyrol and Italy, using phenomenological vignettes to explore inclusion. His work critically examines the tension between policy and practice in inclusive schooling. The recent publications reflect a consistent focus on inclusive education, teacher competencies, and phenomenological approaches. Themes include the normalization of difference, the care of slowness in learning, and the challenges of implementing inclusion in diverse societal contexts. His scholarship bridges theory and practice, often drawing on empirical classroom observations and comparative international models. Hans Karl Peterlini has contributed to national education reports and edited volumes on special education. He is actively involved in academic leadership, editorial work, and research networks such as the 'Phenomenological Vignettes and Anecdote Research' group. While no formal scientific awards are listed, his editorial and vice-dean roles indicate significant institutional recognition. He has advised students such as J. Donlic and E. Jaksche-Hoffman and has been involved in research projects related to inclusion, migration, and teacher training. His work supports the 2030 Agenda and Sustainable Development Goals, particularly in promoting equitable and transformative education. He leads ongoing research on inclusion in Italian and South Tyrolean schools, contributing to policy and pedagogical development. He is associated with the research cluster 'Educational Research' and participates in lectures and events focused on peace, inclusion, and educational reform. His homepage is hosted at http://www.kreidekreis.com/ , and his institutional contact is HansKarl.Peterlini@aau.at.

Fabiana FazziView profile

Research Fellow

• Content and Language Integrated Learning (CLIL)
• Museum Education
• Language Teaching Methodologies
• +3 more

Fabiana Fazzi is a Research Fellow at the Department of Comparative Linguistic and Cultural Studies, Ca' Foscari University of Venice. Her work focuses on integrating language education with museum and digital pedagogies. She holds a PhD in Educational Linguistics (cum laude) and has extensive experience in teacher training and curriculum development. Education: PhD in Educational Linguistics (Ca' Foscari University of Venice, 2019) Master in Science of Language (Ca' Foscari University of Venice, 2014) Master in Applied Linguistics (University of London, 2011) Research Interests: Content and Language Integrated Learning (CLIL), museum-based education, digital tools in language teaching, multilingual education, and pedagogical frameworks for informal learning environments. Publications: Her work explores transformative language learning beyond classrooms, digital storytelling, and CLIL methodologies. Recent studies include projects on museum education and the integration of social reading platforms in EFL classrooms. Awards: PhD Cum Laude in Educational Linguistics 110/110 Cum Laude in Science of Language Merit in Applied Linguistics Advising & Grants: Coordinator of the MILE research group and various teacher training programs. Her work emphasizes bridging formal and informal learning spaces through innovative pedagogical approaches. Labs/Teams: Research Institute for Social Innovation, Research Centre of Educational Linguistics (CREL).

• Internationalisation of the Curriculum
• Higher Education
• Student Mobility
• +6 more

Monika Foster is an Associate Professor at the Business School of Edinburgh Napier University, actively contributing to research in higher education, internationalisation of the curriculum, and student mobility. She has published extensively in journals and books, and has presented at numerous conferences on topics related to intercultural learning and pedagogical innovation. Internationalisation of the Curriculum Student Mobility and Cross-Cultural Learning Higher Education Pedagogy Curriculum Design and Development Adult Learning and Participation Cultural Diversity in Education Her research focuses on enhancing the student experience through internationalisation, with a particular emphasis on understanding student perceptions of cultural learning across different contexts, such as between China and the UK. She explores how mobility programs impact cross-cultural competencies and how resources can support curriculum internationalisation. Her work often employs qualitative and mixed-methods approaches to investigate student and academic perspectives. The articles reflect a strong trend in international education research, focusing on student mobility, intercultural awareness, and curriculum development. Her publications span journals and edited volumes, emphasizing practical applications in higher education settings, particularly in business and applied academic practice. Monika Foster has supervised several doctoral students, including Rosemary Allford, Dr Stephen Taylor, and Dr Lesley McLean, serving as Director of Studies or second supervisor. She led a research project funded by the ENU Development Trust on the integration of Spanish-speaking students into the UK academic environment, demonstrating her engagement with international student support and cross-cultural adaptation. She has contributed to the academic community through editorial roles, such as co-editing the book "Innovations in Learning and Teaching", and serving as co-editor for journal special issues. Her collaborations with colleagues like Christine Penman and Sarah Sholl highlight her role in a research-active team focused on pedagogical innovation.

• Inclusive Education
• Teacher Education
• Mental Health in Adolescents
• +12 more

Serap Keles is a Professor at the Faculty of Arts and Education, University of Stavanger (UIS), Norway. She is actively engaged in research and academic dissemination, with a strong focus on inclusive education, teacher education, mental health among adolescents, and the well-being of refugee and minority youth. Her work bridges psychology and education, emphasizing evidence-based practices and systemic interventions. Her research interests include: Inclusive Education and Special Educational Needs Teacher Education and Professional Development Mental Health Interventions for Adolescents Acculturation, Resilience, and Well-being of Unaccompanied Refugee Youth Systematic Reviews and Meta-Analyses in Education Cyberbullying and School-Based Prevention Discrimination, Racism, and Prejudice in Educational Settings Use of AI (e.g., ChatGPT) in Higher Education Her recent publications demonstrate a consistent trend toward high-impact, methodologically rigorous studies, particularly systematic reviews, meta-analyses, and randomized controlled trials. These works often explore psychological and educational interventions, with a strong emphasis on equity, inclusion, and evidence-based practice. Her collaborations span multiple institutions and disciplines, reflecting an interdisciplinary approach to complex social and educational challenges. Serap Keles has not been awarded any scientific prizes or fellowships that are mentioned in the provided text. She actively mentors and collaborates on research projects, though specific names of advisees or students are not listed. She is involved in grant-funded research, particularly in areas related to youth mental health, inclusion, and educational interventions, as evidenced by her participation in multiple large-scale studies and conference presentations. Her role in organizing workshops and symposia indicates leadership in methodological training and knowledge dissemination. Serap Keles is a key contributor to the Knowledge Centre for Education at UIS. She collaborates with research teams focused on educational psychology, mental health, and inclusion. Her work is often conducted within interdisciplinary research groups involving psychologists, educators, and public health researchers, particularly in projects related to refugee integration and adolescent well-being.

• Language Education
• Multilingualism
• Italian as a Second Language
• +4 more

Greta Zanoni is an Associate Professor at the University of Bologna's Department of Interpretation and Translation, specializing in Modern Language Teaching (GLOT-01/B). Her research focuses on language education in multilingual contexts, with emphasis on pragmatic competence development, Italian L2 pedagogy, and plurilingual approaches. She actively contributes to international research initiatives like H2020 NEW ABC and ALPHABETICA projects, which promote inclusive education through multilingual strategies. Education: PhD in Translation, Interpreting and Intercultural Studies, University of Bologna (2017) Degree in Conference Interpreting, University of Bologna (2003) Research Focus: Dr. Zanoni investigates language mediation frameworks, pragmatics instruction in L1/L2 contexts, and technology-enhanced language learning. Her work emphasizes community-based learning models and teacher development in multilingual classrooms, particularly through projects examining internationalization at home (IaH) strategies. Awards: Unanimous National Scientific Qualification for Associate Professor (2020) Academic Service: Regularly presents at major linguistics conferences including AILA, AIPI, and SLI, addressing topics like plurilingual curriculum design and pragmatic awareness development. Coordinates Italian L2 courses and mentors educators in implementing multilingual pedagogies.

• Literacy Education
• Multicultural Education
• Teacher Preparation
• +4 more

Emily Binks-Cantrell, Ph.D., is a Clinical Professor in the Department of TEACHING, LEARNING & CULTURE at Texas A&M University. She holds leadership roles as Co-Chair of the Advanced Literacy Studies Program, Director of the Reading Specialist program, and Director of the Lohman Learning Community. Her research focuses on teacher knowledge of evidence-based literacy instruction. She has served as an Associate Editor for The Reading League Journal and on the Editorial Boards of Annals of Dyslexia and Education Sciences . Dr. Cantrell earned her Ph.D., M.Ed., and B.S. from Texas A&M University. Her teaching portfolio includes courses such as Foundations of Literacy Instruction and Reading Diagnosis . She has extensive experience as a classroom teacher, reading specialist, and mentor for new educators. Her international collaborations include roles at the University of Hull in England and as a founding board member of the Center for Effective Reading Instruction. Her research emphasizes teacher preparedness in reading science, particularly in high-need schools. She has led or co-investigated federal grants totaling over $7.5 million, focusing on professional development and literacy interventions. Her work bridges research and practice, advocating for systemic improvements in teacher training to address student diversity. Dr. Cantrell’s publications address topics like spelling’s role in literacy, teacher knowledge gaps, and dyslexia interventions. She actively promotes coding literacy for young children and uses biometric technology to enhance literacy treatments. Her academic service includes roles on school boards and editorial leadership in literacy journals.

• Reading Acquisition
• Reading Comprehension
• Educational Technology
• +3 more

William Rupley is a Professor in the Department of Teaching, Learning and Culture at Texas A&M University's College of Education and Human Development. He specializes in reading acquisition, comprehension, and teacher effectiveness, with a focus on integrating technology in education. His research spans over 125 publications and $3 million in grants, addressing topics like reading fluency, vocabulary instruction, and STEM literacy. Education: Ph.D., University of Illinois (1975) M.S., St. Francis College (1970) B.S., Indiana University (1968) Research Interests: Reading comprehension strategies Technology-enhanced learning Teacher professional development Content-area literacy (science/math) Assessment and evaluation His work bridges theory and practice, emphasizing evidence-based methods to improve K-12 instruction. Awards: 2013 A. B. Herr Award for distinguished service in reading CEHD Research Achievement Award Regents Scholar (2001, 2014) Grants & Leadership: PI of $1.5M IES grant on expository text instruction Co-PI on climate forecast education projects Editor-in-Chief of Reading Psychology

Niklas KühlView profile

Professor

• Human-Centered Artificial Intelligence
• Explainable AI (XAI)
• Fairness in AI
• +12 more

Niklas Kühl is a W3 Professor and Chairholder of Business Information Systems and Human-Centered Artificial Intelligence at the University of Bayreuth. He also serves as Director at the FIM Research Institute for Information Management and holds a Senior Expert role in Artificial Intelligence at IBM. His work bridges academia and industry, with affiliations at Fraunhofer FIT and extensive international collaborations including with Carnegie Mellon University, MIT-IBM Watson AI Lab, and the University of Warwick. His research lies at the intersection of machine learning and human factors, focusing on the development of socio-technical information systems. Key interests include explainable AI, fairness in algorithmic decisions, human-AI collaboration, trust calibration, and the application of AI in sustainability, healthcare, and digital business. He emphasizes data-centric AI and robust, scalable AI products, with a strong focus on ethical and societal implications. The 15 most recent publications highlight a consistent trend toward human-centered AI, with a focus on explainability, fairness, and appropriate reliance in human-AI teams. There is growing emphasis on generative AI, multi-agent systems, and AI applications in healthcare and sustainability. Publications span top venues in AI (AAAI, CHI), information systems (ECIS, ICIS, HICSS), and ethics (FAccT), reflecting interdisciplinary impact. Best Paper Awards (multiple) Summa Cum Laude, PhD, Karlsruhe Institute of Technology Niklas Kühl has advised numerous researchers and students, many of whom appear as co-authors in his publications, though specific advisees are not listed. He has led significant research projects in human-AI collaboration, inter-organizational analytics, and AI for sustainability, often funded by public and industrial partners. His work at IBM and Fraunhofer demonstrates strong industry engagement. He leads the Applied AI in Services Lab (formerly at KIT) and is deeply involved in the FIM Research Institute, contributing to digital transformation in business and society. His collaborations span global institutions, and he actively promotes digital education through initiatives like Education for Refugees, which he co-founded.

• Applied Linguistics
• Second Language Acquisition
• Language Awareness
• +7 more

Taina Pitkänen is a University Instructor and Doctoral Researcher in the Language Studies programme at Tampere University. Her work bridges applied linguistics and healthcare, focusing on the language use and integration of second-language-speaking medical professionals, particularly migrant doctors in Finland. Her research interests include language awareness, second language proficiency in professional contexts, reflective practice among medical practitioners, and the sociolinguistic integration of foreign-trained doctors into healthcare teams. She investigates how linguistic competence influences participation, legitimacy, and clinical effectiveness in multilingual medical environments. Her recent publications and conference presentations reveal a strong trend in using empirical and cognitive methods—such as the think-aloud method—to analyze listening comprehension and conversational interpretation in medical settings. Her work often explores interdisciplinary themes, connecting linguistics with medical education, professional identity, and social inclusion. She has been actively involved in academic service, including editing the AFinLA Yearbook, organizing symposia, and presenting at national and international conferences. Her research contributes to UN Sustainable Development Goals, particularly Quality Education (SDG 4) and Reduced Inequalities (SDG 10), by promoting equitable access and participation for migrant professionals in healthcare. Taina Pitkänen has not received any publicly listed scientific awards, but her editorial and organizational roles demonstrate leadership in the Finnish applied linguistics community. She has not advised any named students in the provided materials. Her research is supported through collaborative projects and institutional affiliations rather than individual grants. She is part of a multidisciplinary research network focused on language and culture, contributing to a plural research environment at Tampere University. Her recent doctoral thesis marks a significant milestone in her academic career, consolidating years of research on spoken language comprehension among L2-speaking doctors.

• Algorithms
• Theoretical Computer Science
• Graph Layout Problems
• +8 more

Jordi Petit Silvestre is a professor in the Department of Computer Sciences at the Barcelona School of Informatics (FIB), Universitat Politècnica de Catalunya (UPC). He is a member of the ALBCOM research group, focusing on algorithms, bioinformatics, complexity, and formal methods. His work bridges theoretical computer science with practical applications in algorithm engineering, VLSI design, and computer science education. His research interests include algorithms , graph layout problems , parallel computing , data structures , and computer science education . He has made significant contributions to the design and analysis of efficient algorithms, particularly in graph layout optimization and cache-conscious data structures. His work extends to electronic design automation, with publications on macro placement, routing, and physical design for integrated circuits. The recent publications highlight a dual focus: (1) algorithmic and physical design for VLSI, involving macro placement, routing, and system-level optimization; and (2) innovations in computer science education, particularly through the Jutge.org platform, continuous assessment, MOOCs, and feedback mechanisms in online judges. This reflects a career deeply engaged in both theoretical research and educational technology. Jordi Petit has participated in numerous competitive and non-competitive R&D+i projects, often in collaboration with other leading researchers at UPC. He has contributed to educational innovation projects aimed at transforming programming education and curriculum design in computer science degrees. He is actively involved in the development and deployment of Jutge.org , an educational programming judge that supports automated assessment and learning in programming courses. His work in this area includes improving feedback, integrating formal verification, and analyzing course evolution through metrics like pass rates and workload.

Susan J. BehrensView profile

Professor

• Linguistics
• Sociolinguistics
• Psycholinguistics
• +7 more

Susan J. Behrens is Professor of Communication Sciences and Disorders with a joint appointment in Psychology at Marymount Manhattan College. She serves as Chair of the Department of Communication Sciences and Disorders and Director of the Center for Teaching Innovation and Excellence (C-TIE). Her academic work bridges linguistics, education, and pedagogy, with a focus on language in academic settings. B.A., Queens College of the City University of New York M.A., Brown University Ph.D., Brown University Her research centers on academic language use, metalinguistic awareness, linguistic tolerance, and the role of linguistics in teaching. She has conducted research at Memorial Sloan-Kettering Cancer Center and Cambridge University. Her work emphasizes conversational analysis in educational contexts and the integration of linguistic knowledge into pedagogy. Her recent publications span linguistics, education, and cultural commentary, with a strong focus on language in higher education, pandemic discourse, and writing assessment. She has authored influential textbooks and produced a documentary on language, The Three Rs . Review of A Women’s History of the Beatles (2022) Pandemic Language: A Battle for Control over More than the Virus (2021) Teaching Remotely in a Topsy-Turvy World (2020) Spelling counts: The educational gatekeeping role of grading rubrics (2019) Understanding Language Use in the Classroom (2018, 2014) She has received no explicitly mentioned awards, but her sustained scholarly output and leadership roles reflect significant academic contributions. She advises no named students but contributes to faculty development through C-TIE. She has been a free-lance contributor to The New York Times in Education and summer instructor at Columbia University. She leads the Center for Teaching Innovation and Excellence, promoting teaching excellence and linguistically informed pedagogy across the college. Her work continues to influence how language is understood and taught in academic environments.

Hélène KnoerrView profile

Professor

• French as a Second Language
• Bilingualism and Multilingualism
• Second Language Teaching
• +4 more

Hélène Knoerr is a Professor at the University of Ottawa's Official Languages and Bilingualism Institute (OLBI), where she has worked for over two decades. She specializes in postsecondary French immersion education, focusing on pronunciation teaching, multimedia language learning, and pedagogical strategies for academic listening skills. Her teaching includes courses like FLS2500 Apprendre à apprendre and FLS2581 Cours d'encadrement linguistique (immersion). Research Interests: Experiential Education, Environmental Education, Place-based Learning, Civics Education, Youth Engagement and Activism, Environmental and Social Change Education Education: Doctorate in Experimental Phonetics and Language Didactics from Université d'Aix-en-Provence Knoerr's publications primarily address French immersion programs in higher education, language policy implementation, and technology-enhanced language pedagogy. Her work explores strategic transfers between language and content courses, podcast-based learning tools, and institutional bilingualism frameworks. She has co-edited multiple volumes analyzing immersion program genesis and resource allocation. Though no specific awards are mentioned, Knoerr actively contributes to OLBI through teaching, research, and program development. She maintains office hours on Mondays and Wednesdays for student consultations.

Joseph G. PonterottoView profile

Professor

• Acculturation
• Immigration
• Multicultural counseling and education
• +3 more

Joseph G. Ponterotto is a Professor in the Counseling Psychology department at Fordham University's Graduate School of Education. A licensed psychologist and mental health counselor in New York State, he coordinates the mental health counseling master's degree program and maintains an office at 113 West 60th Street, Room 1016D. His contact email is ponterotto@fordham.edu with office hours Mondays and Wednesdays 3-4 p.m. and Tuesdays by appointment. Dr. Ponterotto's research focuses on critical areas in multicultural psychology including: Acculturation and Immigration processes Multicultural counseling and education frameworks Psychobiographical analysis techniques Qualitative and Quantitative research methodologies Racism and prejudice reduction strategies His teaching emphasizes experiential learning through highly interactive, demonstration-based courses in multicultural counseling, psychological assessment, career counseling, and research methods. He actively collaborates with graduate students on research projects while maintaining a strong scholarly output. With over 100 peer-reviewed publications, Dr. Ponterotto's work demonstrates consistent leadership in multicultural counseling literature, particularly through multiple editions of the Handbook of Multicultural Counseling and groundbreaking psychobiographical studies. His publications show increasing focus on practical applications of multicultural competencies across counseling, assessment, and educational contexts. No scientific awards are listed in the provided materials. Dr. Ponterotto coordinates Fordham's mental health counseling master's program and mentors both master's and doctoral students through research collaborations. While specific grant information isn't provided, his extensive publication record indicates sustained research activity. He previously served as associate editor of the Journal of Counseling Psychology, demonstrating professional leadership in the field. Research occurs within the Counseling Psychology department framework through student collaboration teams rather than dedicated laboratories.

• Teacher Education
• Curriculum Integration
• Social-Emotional Learning
• +5 more

Rachel Turner is an Assistant Professor in the School of Teacher Education & Leadership at Utah State University's Emma Eccles Jones College of Education and Human Services. Her research focuses on interdisciplinary teaching methods, social-emotional learning in early literacy, and curriculum integration strategies for elementary education. Key research themes include fostering civic engagement through children's literature, developing classroom management skills via Habits of Mind frameworks, and bridging language arts with social studies standards to address controversial issues. Her recent work explores municipal nature education centers' role in place-based learning and culturally responsive teaching models. Publications highlight trends in curriculum design, teacher training, and educational technology. While she emphasizes practical applications in pre-service teacher education, none of the available data lists specific scientific awards, student advisees, or institutional affiliations beyond her primary appointment.