Prof. Dr. Dorothee Wieser serves as Professor of Didactics of German Literature at Humboldt University of Berlin's Faculty of Languages and Literature, Institute of German Literature since October 2024, following her professorship at TU Dresden (2014-2024) and visiting professorship at HU Berlin (2011-2014). Her academic journey includes First State Examination in German and Biology (1994-2000) from Jena, Urbino and Göttingen; Second State Examination (2001-2003); and doctorate from TU Berlin (2007). Wieser's research centers on German Didactics with emphasis on knowledge transfer in literature classes, literary understanding processes, and discursive practices. Her work explores metaphor comprehension in literary contexts, narrative mediation as threshold concepts, and digital media integration in German instruction, extending to inclusive education frameworks and interdisciplinary extracurricular learning. Current projects include NarraTeach (narrative mediation in literature teaching) and DFG Network 'i-Functions of Linguistic Signs' (2025-2028), building upon completed DFG/BMBF-funded initiatives like LiMet (metaphor understanding) and TUD-Sylber (teacher training). Academic service includes IQB consultancy since 2011, editorial board membership for Forum Literacy Research since 2015, and Didaktik Deutsch editorial team participation since 2016. She supervises research assistants Dr. Stefan Born and Dr. Antonia Wenzel while teaching summer 2025 courses including 'Introduction to German Didactics' and 'Literary Understanding in Task Construction'.
Scott B. Rae is Professor of Christian Ethics at Talbot School of Theology, Biola University in La Mirada, California. Holding a PhD from the University of Southern California, he has established himself as a leading scholar in Christian ethics with a particular focus on bioethics, reproductive technologies, and moral philosophy. His academic career spans several decades with significant contributions to both academic and public discourse on ethical issues. Rae's research interests center on Christian ethical frameworks applied to contemporary moral dilemmas. His work bridges theological principles with practical ethical decision-making across various domains including medical ethics, business practices, and family structures. He has developed a distinctive approach that integrates biblical scholarship with philosophical analysis to address complex modern ethical challenges, particularly in areas of reproductive technologies and end-of-life care. His publications reveal a consistent trajectory examining ethical issues through a Christian worldview lens while engaging seriously with secular ethical frameworks. Over his career, Rae has moved from foundational ethical theory to increasingly specific applications in medicine, business, and family ethics. His work demonstrates particular expertise in reproductive ethics, where he has been an influential voice in discussions about surrogacy, IVF, and embryonic research from a Christian perspective. Rae's scholarship has been widely recognized, with his book 'Moral Choices: An Introduction to Ethics' becoming a standard textbook in Christian ethics courses. His work has been praised for its comprehensive analysis of complex social issues and its careful integration of theological and philosophical perspectives. As an educator, Rae has developed significant teaching resources including audio lectures that extend his ethical framework to broader audiences. His approach emphasizes practical application of ethical principles to everyday decision-making while maintaining theological integrity.
Tom Francart is a Professor at the Department of Neuroscience, Faculty of Medicine, KU Leuven. He leads research in auditory attention, EEG decoding, and speech processing, with affiliations to iSi Health, LBI (KU Leuven Brain Institute), and Leuven.AI. His research focuses on: Neural decoding of auditory attention using EEG Objective measures for aphasia and hearing impairment Brain-computer interfaces for hearing aids Audiovisual integration in speech perception Machine learning applications in auditory neuroscience Recent publications analyze neural tracking of speech in aphasia, transformer-based EEG decoding, and audiovisual context integration. He supervises projects on cochlear implants, attention decoding algorithms, and post-stroke recovery.
Steven Luke is an Associate Professor in the Department of Psychology within the College of Life Sciences at Brigham Young University. His research focuses on reading and language comprehension, utilizing eye-tracking, MRI, and EEG technologies to study cognitive processes across diverse populations including children, second language learners, and clinical groups. Dr. Luke's research interests encompass reading, language development, word and sentence comprehension, scene perception, and visual search. He investigates how visual and linguistic information is integrated during reading, and how this process varies across individuals and populations. His work often employs eye-tracking as a primary methodology, but also incorporates neuroimaging to uncover the neural underpinnings of these cognitive activities. His recent publications (2019-2024) reveal a strong emphasis on reading disorders (particularly dyslexia), second language acquisition, and the role of social factors in physiological stress responses. Methodologically, his work bridges cognitive psychology, neuroscience, and clinical applications through the use of eye-tracking and neuroimaging. He directs the Eye Tracking Lab at BYU, which serves as a hub for innovative research on eye movements in cognitive tasks.
Dr. Joanna Atkinson is an Honorary Senior Research Fellow at the Division of Psychology & Language Sciences at University College London (UCL), specializing in deafness, cognition, language, and clinical psychology. She is also an Honorary Clinical Psychologist at the National Hospital of Neurology and Neurosurgery, UCL Hospitals NHS Foundation Trust, working at the Dementia Research Centre. Her educational background includes: Doctorate in Clinical Psychology from the University of Bristol (2005) Master of Science from the University of Bristol (1998) Bachelor of Science from the University of Bristol (1997) Post Doctoral Qualification from the Institute of Psychiatry (2008) Dr. Atkinson's research focuses on the intersection of deafness, cognition, and language, examining how language experience impacts cognitive development in deaf individuals with particular attention to British Sign Language users. She has developed specialized neuropsychological assessments for deaf populations, including tools for detecting cognitive impairment and dementia in BSL users. Her work bridges clinical psychology, cognitive neuroscience, linguistics, and education, with applications in healthcare services for deaf individuals with neurological conditions. Her recent publications demonstrate expertise in developing cognitive and language assessments for deaf sign language users, studying language disorders in deaf children, and creating appropriate dementia services. Dr. Atkinson has received several professional recognitions: Best Keynote Speaker European Congress on Mental Health and Deafness Best Poster Presentation Neurocom, Institute of Cognitive Neuroscience Commendation for Best Poster Presentation World Congress on Mental Health and Deafness Ede Ravenscroft Award for Academic Excellence University of Bristol She has been actively involved in public engagement, including launching online portal tests for clinical assessment of cognitive decline in deaf BSL users and participating in events like 'Whisperings Within' hosted by Claudia Hammond of BBC Radio 4. Dr. Atkinson has contributed to policy development through her work with Action on Hearing Loss and the NHS Highly Specialist Commissioning Group for Mental Health and Deafness.
Susan Nittrouer is Professor in the Department of Speech, Language, and Hearing Sciences at the University of Florida, where she heads the Speech Development Laboratory. She has held faculty positions at Utah State University and the Ohio State University prior to her current appointment. Dr. Nittrouer received her PhD in 1985 from the City University of New York in Speech and Hearing Science, following a Master's degree in deaf education from Smith College where she taught for five years. Her academic journey began with a Bachelor's degree from West Chester University. Her research focuses on how children learn language and what goes wrong when they encounter challenges, with special interest in children with hearing loss and dyslexia. Dr. Nittrouer aims to develop more effective intervention strategies for children facing language-learning difficulties. Her work spans multiple areas including language development, speech production, phonological processing, and the effects of hearing loss on cognitive and linguistic abilities. Dr. Nittrouer's recent publications demonstrate her continued focus on understanding the relationship between auditory processing, speech perception, and language development in children with hearing challenges. Her work increasingly incorporates sophisticated methods like electromagnetic articulography to examine speech motor control and coordination. Alumna of the Year 2023 from Graduate Center of the City University of New York Honors of the Association 2023 from American Speech, Language, and Hearing Association Dr. Nittrouer has been actively mentoring students through various courses including Fundamentals of Hearing, Special Clinical, and Public Health and Health Professions Senior Honors Thesis. She has received multiple research grants, most notably from the National Institutes of Health (NIDCD), including the current "Poverty-Related Risk Factors for Auditory and Language Deficits in Children" project where she serves as Principal Investigator. She leads the Speech Development Laboratory at the University of Florida, which focuses on understanding language acquisition processes in typically developing children and those with hearing challenges.
Emi Sauzier-Uchida is a Professor at Waseda University's School of Political Science and Economics, specializing in interdisciplinary research at the intersection of linguistics, political science, and education. Her academic appointments include faculty positions in both the undergraduate School of Political Science and Economics and the Graduate School of Political Science, with additional affiliation at the Global Education Center. Her educational background includes a Master's Degree in Modern Japanese Studies with Distinction from Oxford University, a PhD in Applied Linguistics from the University of Essex, an MA in Applied Linguistics, and a Diploma in TEFL, all from Essex. Her research spans multiple domains including political discourse analysis, applied linguistics, foreign language education, and postcolonial studies with particular focus on Japan and Mauritius. Her scholarly work demonstrates consistent engagement with how language shapes political understanding and educational practices. Her publications reveal evolving research trajectories from early work on Japanese learners' processing of English loanwords to contemporary analyses of Japanese prime ministers' speeches through discourse analysis frameworks. Her studies consistently examine the relationship between language, power, and identity across different sociopolitical contexts. Professor Sauzier-Uchida has led multiple significant research projects funded by the Japan Society for the Promotion of Science, including investigations into cognitive frame formation in Japanese prime ministerial speeches and language policy in postcolonial Mauritius. Her work on the coexistence of English and Creole in Mauritius represents substantial cross-cultural research examining language attitudes across different demographic groups. Principal Investigator: Cognitive frame formation and transformation in postwar Japanese prime ministerial speeches (2019-2022) Principal Investigator: Analyzing the Process of Standardizing and Introducing Kreol to School Education in Mauritius (2013-2016) Principal Investigator: Research on the Use of English and Creole in Postcolonial Mauritius (2009-2010) Her teaching portfolio includes advanced courses in political discourse analysis, sociolinguistics, and English language instruction focused on political science and economics content. She has developed specialized curricula for preparing Japanese students for English-medium instruction in global academic contexts, reflecting her commitment to addressing practical challenges in international education.
Diana L. Schwinge serves as Associate Professor and Chair in the Ruth S. Ammon College of Education and Health Sciences at Adelphi University, specializing in bilingual education, TESOL, and educational linguistics through research and leadership. Her academic background includes: Ph.D. in Educational Linguistics, University of Pennsylvania (2003) MA in Teaching English to Speakers of Other Languages (TESOL), Teachers College, Columbia University (1998) BA in International Relations, Tufts University (1992) Dr. Schwinge investigates bilingual learning environments, biliteracy development, and teacher preparation, with focus on how students forge cross-linguistic connections through hybrid literacy practices like fractured fairy tales. Her work examines policy implementation challenges faced by bilingual educators navigating federal, state, and local mandates. Publication analysis (2000-2011) shows evolution from foundational biliteracy frameworks toward action research methodologies and creative pedagogical strategies for reflective teaching. Recent work emphasizes intertextual connections using folk narratives in multilingual classrooms. Professional service includes Peace Corps Master's International Program Coordination and Fulbright application reviewing for Thailand, reflecting leadership in international education despite no listed scientific awards.
Daryl M. Gordon is a Professor at Adelphi University's Ruth S. Ammon College of Education and Health Sciences, specializing in TESOL (Teaching English to Speakers of Other Languages) and bilingual education. Her office is located in Harvey Hall 220, and she can be contacted at dgordon@adelphi.edu or by phone at 516.877.4393. Education: Ph.D., University of Pennsylvania (2004) M.S.Ed., University of Pennsylvania (1996) B.A., Bryn Mawr College (1986) Research Interests: Professor Gordon's scholarly work centers on the complex intersections of language, culture, and education, with particular focus on immigrant and refugee populations. Her research examines gendered second language socialization, the impact of trauma on language learning among refugees, naturalization education and national belonging, and content-based instruction for English Language Learners, especially in science contexts. She critically analyzes how language ideologies shape educational experiences and how programs can better serve linguistically diverse communities, often taking a critical perspective on citizenship education and national identity formation. Publication Trends: Professor Gordon's publications reveal a consistent scholarly trajectory focused on language learning in immigrant and refugee contexts, with particular attention to Southeast Asian communities, especially Laotian Americans. Her work spans sociolinguistics, educational anthropology, and teacher education, demonstrating how language learning intersects with gender, trauma, and national identity. Over time, her research has evolved from examining gendered language socialization to exploring the impact of trauma on language learning among refugees, and more recently analyzing citizenship education processes. Many publications involve interdisciplinary collaborations, particularly with health professions colleagues, reflecting her commitment to addressing the holistic needs of immigrant communities through comprehensive educational approaches. Scientific Awards: Research Release Awards (Fall 2010 and Spring 2012) International Faculty Development Grant to Amman, Jordan (Summer 2010) U.S. Department of Education Foreign Language Area Studies Fellow for Lao language study Grants and Professional Activities: Professor Gordon has secured significant external funding including an $816,016 New York State Education Department grant as Co-Principal Investigator for the Graduate Clinically Rich Teacher Preparation Pilot Program (2011-2014), a $478,000 grant for the New York City Preschool Bilingual/ESL Technical Assistance Center (2011-2015), and participation in a $1.2 million Corporation for National and Community Service grant engaging students from 18 universities in service learning with immigrants and refugees. She also contributed to a $600,000 MetLife Foundation grant focused on health literacy for immigrants. Professionally, she serves as a reviewer for prestigious journals including Anthropology & Education Quarterly and Applied Linguistics, participates in the U.S. Student Fulbright National Screening Committee, and is an active member of several professional organizations including the American Association for Applied Linguistics and the American Anthropological Association. University Service: Professor Gordon serves on the Fulbright Campus Committee, Internal Faculty Grants Committee, as Faculty Advocate in the Office of Student Conduct and Community Standards, and on the Faculty Senate Academic Standards Committee. She also volunteers as an ESL teacher at the Central American Resource Center (CARECEN NY), extending her professional expertise to community service.
Cori Anderson is an Associate Professor in the Department of Russian & East European Languages within the School of Arts and Sciences at Rutgers, The State University of New Jersey. She serves as Language Coordinator for the Russian Program and teaches a comprehensive range of Russian language courses from elementary through advanced levels, including specialized courses on Russian culture, history, and film. Dr. Anderson's research spans foreign language pedagogy, second language acquisition, technology integration in language teaching, and Baltic and Slavic morphosyntax. Her scholarly work bridges theoretical linguistics with practical classroom applications, emphasizing authentic language learning experiences and innovative teaching methodologies. Her publication trajectory shows a clear evolution from theoretical linguistic research on Baltic languages (particularly Lithuanian) toward increasingly applied research focused on Russian language pedagogy. Recent works highlight innovative approaches including flipped classroom models, internet writing projects, and current events integration in language instruction. Rutgers University School of Arts and Sciences Humanities Plus Pedagogical Initiative Grant (2023-2024) Award for Distinguished Contributions to Undergraduate Education (2021) Junior Research on European Union "Structural Measures Grant" to the Lithuanian Research Council (2013-2015) Department of Education Fulbright-Hays Fellowship for ACTR Russian Language Teacher Summer Program in Moscow (2009) Charles Townsend Graduate Student Prize in Slavic, Princeton University (2008) Fulbright Scholarship, Lithuania (2007-2008) Dr. Anderson has secured significant grant funding supporting her research and teaching innovation, including the Rutgers Humanities Plus Pedagogical Initiative Grant and European Union research funding. Her international research experience through Fulbright programs in Lithuania and Moscow has profoundly informed her scholarship on Baltic and Slavic languages and their pedagogy. As Language Coordinator, Dr. Anderson oversees curriculum development and placement testing, maintaining regular office hours both in-person and via Zoom to support students and address placement questions. Her comprehensive teaching portfolio spans all levels of Russian language instruction and specialized content courses.
Amanda Payne serves as a Visiting Assistant Professor of Linguistics within the Linguistics Program at Bryn Mawr College, a member institution of the Tri-College Consortium (which includes Haverford College and Swarthmore College). Her office is located in Old Library, room 240. She holds a Ph.D. in Linguistics from the University of Delaware, Newark, DE. Dr. Payne's research spans a comprehensive range of linguistic subfields: Syntax, Semantics, and Pragmatics as foundational theoretical areas Sociolinguistics examining language in social contexts Mathematical/Computational Linguistics for formal modeling Lexicography and Corpus Linguistics for empirical language analysis Typology and Experimental Linguistics for cross-linguistic comparison Specialized applications in Language in Media, Language & Gender, and Language & Health
Kate Lerseth serves as Professor of Teacher Education, Teacher Education Department Chair, and Associate Dean of General Education and Assessment at Simpson College. Her administrative leadership spans faculty development, departmental oversight, and institutional assessment from her office in Dunn Library 125. Her academic credentials include: Ph.D. in Curriculum and Instruction with emphasis in Literacy Education (Iowa State University, 2013) M.A. in General Elementary Education (Viterbo University, 2006) B.S. in Curriculum and Instruction (Iowa State University, 2002) Dr. Lerseth's research integrates literacy education with technological frameworks, specializing in TPACK implementation for vocabulary and science instruction. Her work examines professional identity formation in pre-service teachers through longitudinal conference presentations, bridging classroom practice with theoretical models. She emphasizes practical applications for elementary educators through state and national conference engagements. Analysis of her 12 publications (2008-2015) reveals an evolving trajectory from foundational science writing and vocabulary strategies toward sophisticated technology integration models. The TPACK framework dominates her recent work, demonstrating consistent focus on enhancing teacher preparation through digital pedagogy while maintaining core literacy principles. Her service includes significant student organization leadership: Advisor of the Year: Best Buddies (2014) Advisor of the Year: Best Buddies (2016) As Best Buddies advisor, she mentors students in creating inclusive communities for individuals with intellectual disabilities. Her administrative roles indicate deep institutional involvement in faculty development and curriculum assessment, though specific grant funding isn't documented in available materials. Collaborative research with faculty like Sharon Jensen and Susan Hughes demonstrates cross-disciplinary teamwork focused on practical educational technology solutions for Iowa classrooms.
Lise Abrams serves as the Peter W. Stanley Professor of Linguistics and Cognitive Science and Chair of the Linguistics and Cognitive Science Department at Pomona College, where she has held faculty positions since 2018 after 20 years at the University of Florida. Her interdisciplinary work bridges psychology, linguistics, and cognitive science with a focus on lifespan language processing. Education: Ph.D., University of California, Los Angeles M.A., University of California, Los Angeles B.A., Pomona College (Psychology & Mathematics) Abrams investigates language-memory interactions across adulthood, specializing in word retrieval mechanisms, tip-of-the-tongue phenomena, and emotional influences on speech production. Her research examines how cognitive aging, bilingualism, and non-cognitive factors like anxiety affect communication, with particular attention to real-world challenges like proper name recall and taboo word interference. This work integrates experimental psychology with linguistic theory to explain everyday communication breakdowns. Her recent publications (2023-2025) reveal evolving trends toward emotional language processing in aging populations, examining laughter's anxiety-reducing effects, taboo word interactions, and cross-linguistic tip-of-the-tongue resolution. Abrams consistently explores how arousal and valence modulate age-related differences in speech production, connecting laboratory findings to practical communication challenges in older adults. Scientific Recognition: Fellow of Association for Psychological Science (2019) Marquis Lifetime Achievement Award (2019) Four society fellowships (APA, Gerontological Society, Psychonomic Society) Sigma Xi Young Investigator Award (2007) National mentorship awards from APA and Women in Cognitive Science Abrams has secured significant funding including National Institute on Aging grants for aging-language research and mentored numerous students through University of Florida's Academy of Distinguished Teaching Scholars. Her leadership extends to coordinating Pomona's Cognitive Science Section and collaborating with international consortia like Cam-CAN. As Principal Investigator of the Pomona College Cognitive Aging Lab, she directs research on speech production mechanisms using behavioral paradigms including picture-word interference and tip-of-the-tongue induction. Her team actively investigates cross-linguistic differences through Mandarin Chinese studies and examines emotional language processing in aging populations.
Victoria Mateu is an Associate Professor of Hispanic Linguistics at the University of California, Los Angeles (UCLA), Department of Spanish and Portuguese, where she joined in 2019 after completing her Ph.D. in Linguistics at UCLA and serving as Lecturer in Linguistics and Lab Manager of the UCLA Language Lab. Her educational background includes: Ph.D. in Linguistics, University of California Los Angeles (2016) M.A. in Linguistics, University of California Los Angeles (2013) B.A. in English Philology, Universidad de Granada, Spain (2011) Dr. Mateu's research employs experimental methodologies to investigate language representation across populations, with core focus on Spanish acquisition in children and adults. Her work examines morphosyntactic constraints, crosslinguistic differences between Spanish/English, language processing mechanisms, and word segmentation in monolingual/bilingual infants. She explores how developmental paths reveal underlying grammatical structures through both naturalistic and experimental paradigms. Recent publications demonstrate strong trends in intervention effects across syntactic domains (passives, sluicing, wh-questions) with expanding cross-linguistic scope (Mandarin, Italian) and methodological innovation through large-scale collaborations. Her work bridges theoretical syntax with developmental psycholinguistics, emphasizing experimental rigor in child language research. Her scientific recognition includes: UCLA Social Impact Collaborative Seed Grant ($50,000) for ‘A community-centered approach to supporting dual language learning’ Dr. Mateu actively mentors graduate students as evidenced by co-authored publications with emerging scholars. Her current grant-funded project with Megha Sundara and Laurel Perkins develops community-centered approaches to dual language support, reflecting commitment to applied linguistic research. She serves as course instructor for advanced syntax and language acquisition seminars. As former Lab Manager of the UCLA Language Lab and current contributor to the international ManyBabies Consortium, she participates in large-scale initiatives addressing methodological challenges in infant research through multi-lab collaborations.
James Magnuson is a Professor in the Department of Psychological Sciences at the University of Connecticut, where he leads the Computational Cognitive Neuroscience of Language Lab (CCNLL). He serves as Principal Investigator for multiple NSF-funded initiatives, including the Neurobiology of Language graduate training program and the Science of Learning and Art of Communication research training program, and co-directs the Cognitive Science Shared Electrophysiology Resource Lab (CSSERL). His research investigates the neurobiological and psychological foundations of language processing, development, and disorders using computational modeling, eye-tracking, and neuroimaging techniques. Key interests include neural-network models of spoken word recognition (e.g., EARSHOT and TISK frameworks), real-time language processing across the lifespan, prosody in Specific Language Impairment, phonological competition dynamics, and cross-modal integration of linguistic information. Educational background includes a Ph.D. in Brain & Cognitive Sciences from the University of Rochester (2001). Current teaching responsibilities include undergraduate Cognitive Psychology (PSYC 2501) and graduate seminars on language plasticity and time-course methodologies (EEG, eye-tracking). Magnuson actively advises doctoral students in projects spanning computational modeling of speech recognition, neural bases of language processing, and individual differences in language acquisition. He has secured significant NSF funding for interdisciplinary training programs bridging cognitive science, neuroscience, and genetics.
