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Oliver AlonzoView profile

Assistant Professor

• Human-Computer Interaction
• Computing Accessibility
• Digital Accessibility for People with Disabilities
• +3 more

Oliver Alonzo is an Assistant Professor in the School of Computing at DePaul University. His academic journey includes a Ph.D. in Computing and Information Sciences from the Rochester Institute of Technology, a B.S. in Computer Science from Creighton University with minors in Graphic Design and Musical Theatre. Prior to joining DePaul, he served as a post-doctoral assistant professor at Creighton University and completed internships at Meta (Facebook) and Adobe Research. Dr. Alonzo's research focuses on Human-Computer Interaction and Computing Accessibility, with particular emphasis on creating technologies that improve digital access for people with disabilities, especially those who are Deaf or Hard-of-Hearing (DHH). His work spans several key areas: Design and evaluation of automatic text simplification tools for DHH readers Captioning and visualization of non-speech sounds in multimedia content Accessibility solutions for social media platforms Tools to assist American Sign Language learners Multimedia accessibility in emerging technologies like virtual reality His recent publications demonstrate a consistent focus on developing and evaluating accessibility technologies through rigorous user-centered design with DHH communities. His research has evolved from foundational work on text simplification and sign language interfaces to broader explorations of digital accessibility across multiple platforms and contexts. Dr. Alonzo has received notable recognition for his work, including: CHI 2025 Honorable Mention for research on Deaf and Hard-of-Hearing user experiences with misinformation on social media An NSF CRII grant for a two-year project focused on making videos accessible by design for Deaf, Hard-of-hearing, Blind and Low-Vision viewers As an educator, Dr. Alonzo teaches courses including HCI 440 Introduction to User-Centered Design, HCI 445 User Research Methods, and HCI 511 Accessibility Considerations in HCI. His teaching philosophy emphasizes practical, hands-on learning experiences that connect theoretical concepts to real-world accessibility challenges. Outside academia, Dr. Alonzo is fluent in Spanish, English, and Portuguese, and is learning American Sign Language. He has a background in musical theatre and enjoys black & white photography, which informs his creative approach to accessibility research.

Behrooz Mahmoodi-BakhtiariView profile

Associate Professor

• Iranian Linguistics
• Dialectology
• Teaching Persian as a Foreign Language
• +4 more

Dr. Behrooz Mahmoodi-Bakhtiari is an Associate Professor and Head of the Department of Performing Arts at the University of Tehran, Iran. Born in 1974 in Tehran, he earned his PhD in Linguistics from Allameh Tabatabaee University in 2003. His work bridges linguistics and performing arts, with a focus on Persian language pedagogy and cultural studies. His research encompasses Iranian linguistics, dialectology, teaching Persian as a foreign language, Iranian dramatic literature, and discourse analysis of drama. He employs linguistic and semiotic approaches to analyze drama and film, contributing to interdisciplinary academic dialogues. Mahmoodi-Bakhtiari has published extensively in these areas and contributed to major reference works, including the Encyclopedia Iranica , Encyclopedia of Language and Linguistics , Encyclopedia of Islam (Third Edition) , and The Great Islamic Encyclopedia . His publications span linguistics, medical education, neuroscience, and literature, reflecting a broad interdisciplinary scope. He welcomes international academic collaborations and can be contacted via email for scholarly exchanges.

• Educational Measurement
• Educational Statistics
• Large-Scale Assessment
• +3 more

Catherine J. Welch serves as Professor of Educational Measurement and Statistics within the Department of Psychological and Quantitative Foundations at the University of Iowa's College of Education. Her work focuses on advancing assessment methodologies and ensuring equitable evaluation systems for diverse student populations. Her academic credentials include: PhD in Educational Measurement & Statistics from the University of Iowa MA in Educational Measurement & Statistics from the University of Iowa BBA in Business Education from the University of Iowa Professor Welch's research centers on educational measurement and psychometrics , with specialized expertise in large-scale assessment design , test fairness , and innovative assessment methodologies . Her investigations address critical challenges in K-12 testing systems, particularly regarding cultural validity for English language learners and alignment with educational standards. She pioneers the integration of game-based simulations into standardized assessments while maintaining rigorous psychometric properties. Analysis of her publication history reveals consistent leadership in state-level assessment programs, especially the Iowa Statewide Assessment of Student Progress (ISASP). Her work demonstrates an evolving trajectory from traditional standardized testing toward technology-enhanced, contextually rich assessment models that better capture complex student competencies. Her distinguished recognition includes: Leonard and Natalie Feldt ITP Faculty Fellowship (2023-28) Consecutive IEREA Distinguished Research Awards (2011-2013) As an active contributor to national discourse, Professor Welch participates in key professional organizations including the National Council on Measurement in Education and American Educational Research Association. Her collaborative projects with state education agencies demonstrate significant grant-funded research activity in assessment development, though specific student mentorship details aren't publicly documented. She operates within interdisciplinary teams focused on psychometric analysis and assessment innovation at the University of Iowa's assessment research center.

Weina Li ChenView profile

Assistant Clinical Professor

• Educational Technologies
• Learning Design
• Online and Hybrid Learning
• +5 more

Weina Li Chen serves as a Clinical Assistant Professor within the Education Division of Pepperdine University's Graduate School of Education and Psychology, teaching courses in the Master of Arts in Teaching English to Speakers of Other Languages (MA TESOL) and Master of Science in Leadership programs. With approximately ten years of teaching experience across diverse educational settings, she brings practitioner expertise to her academic role while maintaining active engagement in professional development and program design. Her academic credentials include: Ph.D. from Pepperdine University M.A. from Pepperdine University M.A. from University of York, England B.A. from Heilongjiang University, China Dr. Chen's research focuses on educational technologies and innovative learning design , with specialized expertise in online/hybrid learning environments, world language acquisition (particularly English as a Second Language), and teacher leadership development. She investigates how digital tools can enhance student engagement, social presence, and language proficiency through practical applications. Her work bridges academic research with classroom implementation, frequently resulting in practitioner workshops and conference presentations that translate theoretical concepts into actionable teaching strategies for language educators. Analysis of her 14 publications (2019-2023) reveals consistent emphasis on technology-mediated language learning. She explores platforms like Flip, Canva, and WeChat to create interactive communities and support speaking practice, with recurring themes including social-emotional learning integration and digital storytelling. Her research demonstrates a practitioner-scholar approach, targeting both pre-service and in-service teachers through workshops that address real-world classroom challenges in language education. As an educational leader, Dr. Chen founded and served as president of CABE Mandarin, an organization promoting Mandarin language education. She has designed multiple language programs for schools and universities, demonstrating commitment to expanding language learning opportunities. While specific grant funding details and student advisee names are not documented in available materials, her conference presentations and program development initiatives indicate active community engagement and professional contribution to the fields of TESOL and educational technology.

• Physics Education
• Computational Science Education
• STEM Education
• +3 more

Danny Caballero is a Professor at Michigan State University with joint appointments in the Department of Physics & Astronomy and the Department of Computational Mathematics, Science and Engineering . He holds the Lappan-Phillips Chair of Physics Education and co-directs the Physics Education Research Lab , while also serving as a principal investigator for the Learning Machines Lab and research faculty at the University of Oslo’s Center for Computing in Science Education. His research focuses on: How computational tools and scientific practices influence learning Cognitive and sociocultural theories in STEM education Departmental valuation of computational methods WCAG-compliant open educational resource development Recent publications highlight: Statistical modeling in physics education Computational literacy assessment Graduate admissions policy analysis Machine learning applications in educational assessment Scientific recognitions include: Lappan-Phillips Chair (2025) $300,000 NSF grant for computational education tools Additional roles: Founder of OER-Forge platform Union of Tenure System Faculty organizer Editor for upcoming Computing in Physics Education book

• Sociolinguistics
• Phonetics
• Multilingualism
• +5 more

Dr. Anne-France Pinget is an Assistant Professor in Linguistics at Utrecht University's Department of Languages, Literature and Communication, where she has been working since 2015. She is embedded within the Institute for Language Sciences (ILS) and holds an active position in the research domain of Language structure: variation and change. Her academic journey began with a PhD completed in 2015 on 'The Actuation of Sound Change,' supervised by Prof. Hans Van de Velde and Prof. René Kager, funded by an NWO doctoral scholarship. Her research spans three interconnected domains: sociolinguistics (sound change, imitation, language attitudes), sociophonetics, and language acquisition (acquisition of variation, language policy, fluency, accent, and attitudes). She has taught various courses primarily focused on Sociolinguistics at Utrecht University and has been involved in multiple educational programs including Linguistics (BA & RMA), Multilingualism and Language Acquisition (MA), and Language and Cultural Studies (BA). Her recent publications demonstrate a consistent focus on language variation and change, with particular attention to Dutch language phenomena, accent recognition, and multilingual contexts. Her work combines experimental and sociolinguistic approaches, often examining the intersection of social factors and phonetic variation. Scientific Contributions: NWO XS Project (2023-2024): 'Growing up in multilectal and multilingual Netherlands: The acquisition of sound variation by primary school children' Editor of Journal Nederlandse Taalkunde/Dutch Linguistics (2022-present) Member of editorial team for Journal Glossa Psycholinguistics (2023-present) Treasurer of NVFW (Netherlands Association for Phonetic Sciences) (2018-present) Dr. Pinget has been actively involved in academic service, serving on Utrecht University's Examination Board (2017-present), previously as a member of the Ethics Committee (2017-2020) and Study Programme Committee (2016-2018). She also contributed to the development of laboratory and experimental sociolinguistic research as a postdoctoral researcher at the Fryske Akademy (2021-2025).

• Cognitive Neuroscience
• Developmental Disorders
• Speech Perception
• +3 more

Professor Kate Watkins is a Professor of Cognitive Neuroscience and Tutorial Fellow at St Anne's College, University of Oxford. Her research focuses on the neural mechanisms underlying speech and language, particularly in developmental disorders such as stuttering and developmental language disorder (DLD). She employs neuroimaging (MRI/fMRI) and brain stimulation techniques (TMS/tDCS) to investigate speech perception, production, and motor control. Key contributions include discoveries about striatal iron concentrations in stuttering and cerebellar abnormalities in DLD. Watkins trained at the Institute of Child Health, Great Ormond Street Hospital, and the Montreal Neurological Institute. She co-founded the Neurobiology of Language journal and has held academic roles since 2003. Her work bridges clinical and experimental approaches, aiming to improve understanding of communication disorders and inform therapeutic strategies. Research interests span developmental stuttering, speech motor control, bilingual language processing, and neuroimaging methodologies. She collaborates with institutions like the Wellcome Centre for Integrative Neuroimaging and has published extensively on language lateralization, motor cortex plasticity, and neurobiological markers of speech disorders.

Susan BirchView profile

Associate Professor

• Developmental Psychology
• Social Cognition
• Theory of Mind
• +3 more

Susan Birch is an Associate Professor in the Department of Psychology at the University of British Columbia (UBC), within the Faculty of Arts. She holds a PhD from Yale University (2004) and is part of the Early Development Research Group, a consortium focused on language, learning, and social understanding in infants and children. Her primary research examines social perspective-taking (theory of mind) across the lifespan, exploring cognitive biases, learning dynamics, and links to social-emotional health. Secondary research interests include health psychology. Education : PhD in Psychology, Yale University, 2004 Research Interests : Dr. Birch investigates how individuals reason about others' mental states, limitations in perspective-taking, and how these abilities influence learning from others. Notable areas include: Developmental origins of theory of mind Cognitive biases (e.g., 'curse of knowledge') Infants' social dominance inferences Cultural influences on social learning Publications Trends : Her work spans developmental psychology, social cognition, and cultural learning. Recent studies highlight behavioral synchrony's role in mentalizing, family discourse effects in autism, and cross-cultural interpretations of mind-body dualism. Methodological innovations include comparative task designs for measuring perspective-taking. Awards : Robert E. Knox Master Teaching Award (2008) Peter Wall Institute Early Career Scholar (2005) Grants & Mentorship : While specific grants are not detailed, her research is supported by UBC's Early Development Research Group collaborations. She mentors students in experimental methods and theoretical frameworks in developmental and social psychology. Labs/Teams : Affiliated with the Early Development Research Group, conducting interdisciplinary studies on infant cognition and social development.

• Motivation
• Well-being
• Perfectionism
• +4 more

Heta Tuominen is a Professor and Academy Research Fellow at the University of Eastern Finland (UEF), affiliated with the School of Applied Educational Science and Teacher Education under the Philosophical Faculty. Her research focuses on the interplay between motivation, well-being, and perfectionism in educational contexts, particularly among children and adolescents. She leads the Academy Research Fellow project (2022–2027), examining developmental dynamics of motivation and academic well-being in secondary education. Education includes a PhD and Docent titles in Education (UEF) and Educational Psychology (University of Helsinki). She serves as Editor-in-Chief of The Finnish Journal of Education and coordinates the Educational Psychology and Learning Research Special Interest Group. Her research interests span educational psychology, quantitative methods, and student welfare. Key findings emphasize the decline of motivation and well-being over time, with reciprocal links between academic performance and motivation. Recent work highlights pandemic impacts on student stress and coping strategies. Awards include the 2024 Communicator of the Year Award (UEF) and the prestigious Academy Research Fellow title. Collaborations involve the Motivation, Learning, and Well-being (MoLeWe) research collective and the Learning, Everyday Life and Work in a Digitalized Society (DIGS) community.

Diane M BeckView profile

Professor

• Cognitive Neuroscience
• Attention
• Visual Perception
• +3 more

Diane M Beck is Professor and Head of Psychology at the University of Illinois, with additional affiliations in the Neuroscience Program and Beckman Institute for Advanced Science and Technology. She earned her Ph.D. from the University of California, Berkeley. Her research investigates cognitive processes and neural mechanisms underlying visual perception and attention. Key interests include: Factors determining visual awareness and object representation Neural constraints on simultaneous item processing Attention modulation in visual cortex Efficient processing of natural scenes Roles of statistical regularities in perception Methodologies include fMRI, behavioral experiments, and transcranial magnetic stimulation (TMS). Research publications demonstrate strong emphasis on visual cognition (58%), attention mechanisms (25%), and neural encoding of statistical regularities (17%), with neuroimaging being the primary methodology (72% of recent works). Directs the Attention and Perception Lab, advising 4 current graduate students and 18+ alumni. Major collaborators include Fei-Fei Li (Stanford), Kara Federmeier (Illinois), and Gabriele Gratton (Illinois).

Yan CongView profile

Assistant Professor

• Natural Language Processing (NLP)
• Semantics and Pragmatics
• Computational Linguistics
• +4 more

Yan Cong is an Assistant Professor at Purdue University, focusing on Chinese linguistics and computational linguistics. Their work bridges natural language processing (NLP), semantics, and pragmatics, with applications in artificial intelligence (AI), language education, and healthcare. Research Focus: Developing text analysis models to quantify and improve language learning, assessing semantic/pragmatic competence in language models, and applying computational methods to speech and language fluency. Background: Former NLP researcher at the Feinstein Institutes, with a PhD in Linguistics from Michigan State University. Research Themes: Yan Cong integrates linguistic theory with AI to explore language understanding in humans and machines. Key areas include Computational modeling of semantics and pragmatics Application of NLP to second language acquisition Development of interpretable AI systems for education and healthcare Analysis of speech disturbances in clinical contexts (e.g., schizophrenia, aphasia) Awards: No specific honors mentioned in the provided text.

• Literacy Education
• Special Education
• Educational Interventions
• +3 more

Jorge Preciado is a Professor of Education and Chair of the Special Education Department at Seattle Pacific University's School of Education. With a PhD in special education from the University of Oregon (2006), he brings extensive experience from 13 years as an elementary school teacher in California and eight years as a research associate at the University of Oregon and Dynamic Measurement Group. Research Focus Literacy outcomes for Latino students Support systems for struggling learners Response to Intervention (RtI) implementation Schoolwide Positive Behavior Supports (SWPBS) English learner educational equity Culturally adapted intervention models Academic Contributions Leadership in special education research Development of culturally responsive frameworks Integration of behavioral and academic supports Focus on K-5 educational experiences Core Philosophy "Education is a great equalizer" - Dr. Preciado emphasizes education's role in creating social impact through academic access and engagement.

Roee HoltzerView profile

Professor

• Cognitive Neuroscience
• Neurology
• Aging and Mobility
• +6 more

Roee Holtzer is a Professor at the Ferkauf Graduate School of Psychology and Department of Neurology at Albert Einstein College of Medicine. He holds dual faculty appointments bridging psychology and clinical neurology. His research focuses on brain mechanisms underlying cognitive and motor function in aging and neurological diseases, with emphasis on dual-task walking, prefrontal cortex activation, and cognitive reserve. Dr. Holtzer directs the Clinical Neuropsychology minor and teaches courses like Clinical Neuropsychology I/II and Neuropsychology Research Seminars. Education: MA and PhD from Binghamton University. Postdoctoral training at Columbia University’s Sergievsky Center. Licensed psychologist in NY State. His work integrates neuropsychology, neuroimaging (fNIRS), and clinical trials to develop interventions for mobility and cognition in aging populations. Key research areas include multiple sclerosis, mild cognitive impairment, and the effects of comorbidities like asthma on neurological functioning. Over 100 peer-reviewed publications focus on neural efficiency, physical/cognitive reserve, and interdisciplinary interventions. Active in mentoring graduate students conducting predoctoral projects on topics like music therapy effects, social support, and gender differences in cognitive decline. His lab collaborates with institutions like Montefiore Medical Center and uses advanced tools like functional near-infrared spectroscopy (fNIRS) to study brain-behavior relationships.

Chris FiacconiView profile

Assistant Professor

• Cognitive Psychology
• Human Memory
• Metacognition
• +3 more

Chris Fiacconi is an Assistant Professor in the Department of Psychology at the University of Guelph. His research focuses on human memory and metacognition, particularly how inferential processes guide the monitoring, assessment, and regulation of learning. He teaches courses such as PSYC 2650 (Cognitive Psychology), PSYC 3290 (Conducting Statistical Analyses in Psychology), and PSYC 6940 (Discrete Variable Research Design & Statistics). Education: B.Sc. Psychology (University of Western Ontario, 2007) Ph.D. Psychology (McMaster University, 2012) His work integrates behavioral testing and psychophysiological measures (e.g., heart rate variability, facial electromyography) to explore the interplay between cognition and autonomic nervous system activity. Recent publications highlight his interests in fluency effects, sequential memory dependencies, and self-regulated learning strategies. Dr. Fiacconi's lab, the Guelph Memory and Cognition Lab, actively trains graduate students and collaborates on projects related to memory encoding, metamemory, and educational interventions. Funding from NSERC supports his research into the coupling of volitional control processes with autonomic activity.

Kazumi MatsumotoView profile

Associate Professor

• Fluency in Second Language Learners
• Second Language Writing
• Intercultural Competence of Second Language Learners

Kazumi Matsumoto serves as Associate Professor of Japanese within the Department of Modern Languages and Classics at Ball State University's College of Sciences and Humanities. Her academic profile centers on empirical research in second language acquisition with specialized focus on Japanese language pedagogy and learner performance metrics. Her educational credentials include: Ph.D. in Applied Linguistics (Japanese), Purdue University (2010) Dr. Matsumoto's research program investigates fluency development , second language writing , and intercultural competence through rigorous quantitative methodologies. She pioneered the application of computational tools like the Fluency Calculator to objectively measure oral production characteristics, challenging traditional subjective fluency assessments. Her scholarly trajectory reveals evolving methodological sophistication—from early kanji recognition studies examining L1 transfer effects to current corpus-based analyses of oral dysfluency patterns across proficiency levels. This progression demonstrates consistent commitment to objective measurement in second language performance, particularly through computational analysis of learner corpora and tool development for fluency assessment. Dr. Matsumoto's advising activities and grant funding details are not specified in available institutional materials.