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Carole CouperView profile

Associate Professor

• International Business
• SME Internationalisation
• Institutional Distance
• +6 more

Carole Couper is an Associate Professor in Strategy and International Business at the Birmingham Business School, University of Birmingham, UK. She joined the university on 1st August 2022, bringing extensive industry and academic experience in international business, SME internationalisation, and cross-cultural research. She previously served as a Lecturer in Executive and Professional Education at Sheffield University Management School. Education: PhD in Management, Adam Smith Business School, University of Glasgow (2016) MSc Management Research (2011) Licence in Chinese Studies (BA equivalent), France (1989) Her research focuses on SME internationalisation between institutionally distant markets, particularly the UK and China, qualitative research methods in cross-national contexts, and trust-building in international partnerships. She explores how small firms navigate institutional differences and develop international networks. Her recent publications emphasize bilingual and dialogical approaches to qualitative research, reflecting her fluency in English, French, and Mandarin Chinese. Her work has appeared in leading journals such as the Journal of International Business Studies , Asia-Pacific Journal of Management , and Management & Organization Review . The trend in her publications shows a strong focus on methodological innovation in international business research, especially in multilingual and cross-institutional settings. Scientific Awards and Recognition: 2016 Adam Smith Business School Alumni Prize for PhD Excellence Excellent Reviewer Award, Journal of International Business Studies (2021) Excellent Reviewer Award, Family Business Review (2015, 2014) Carole is an active member of the academic community, serving on the Steering Committee of the Research Methods Special Interest Group (RM SIG) and the Executive Education Working Group (EEWG) within the British Academy of Management (BAM). She is also a Fellow of Advance HE and has been invited to join the Review Boards of the Journal of International Business Studies and Management and Organization Review . She supervises PhD students in areas including SME internationalisation, cooperative strategies, institutional distance, and novel research methodologies. She has contributed to policy research, including a briefing for the Conference Board of Canada on Canadian SMEs in emerging markets. She teaches on Executive MBA and MSc International Business programmes, drawing on her industry experience in international sales and marketing with companies such as Diageo and Scottish & Newcastle. She has lived and worked in Belgium, Hong Kong, and Taiwan, enriching her cross-cultural expertise.

Adrian PasquarellaView profile

Associate Professor

• Literacy Education
• Multilingual Learners (MLLs)
• Cross-Language Transfer
• +7 more

Adrian Pasquarella is an Associate Professor in the School of Education at the University of Delaware, specializing in literacy education with a focus on Multilingual Learners (MLLs). He leads the Multicultural Education and Literacy Development (MELD) laboratory, exploring language and literacy acquisition in linguistically diverse populations. His work emphasizes cross-language transfer, reading comprehension, and evidence-based programs to improve outcomes for MLLs globally. Education: PhD in Developmental Psychology and Education from the Ontario Institute for Studies in Education (University of Toronto, 2014); M.A. and B.A. in Psychology from Wilfrid Laurier University (Waterloo, Canada). Research Interests : Pasquarella’s research delves into universal and language-specific aspects of literacy development, particularly among bilingual/multilingual students. Key areas include morphological awareness, vocabulary acquisition, and the impact of cultural factors on second-language learning. He evaluates interventions like dual-language immersion programs and mobile literacy tools (e.g., the Early Learning Library App). Grant Contributions : Co-Principal Investigator for the $2.6M Project DELITE (U.S. Department of Education, 2022–2027), Principal Investigator for the NSF-funded Learning Library toolkit ($20K semi-finalist, 2024), and Co-Investigator for the Targeted Reading Intervention ($3.3M, IES grant, 2016–2021). Awards : Recipient of the 2015 Dean’s Research Award, College of Education and Human Development, University of Delaware. Labs & Teams : Directs the MELD Lab, collaborating on initiatives such as cross-language literacy interventions and mobile education technology. His work bridges theory and practice, influencing teacher training and policy for diverse student populations.

Emma FinchView profile

Research Fellow

• Stroke Rehabilitation
• Speech-Language Pathology
• Neurological Communication Disorders
• +3 more

Dr. Emma Finch is an Honorary Senior Research Fellow at The University of Queensland's School of Health and Rehabilitation Sciences. Her work focuses on neurological communication disorders, particularly stroke rehabilitation, aphasia treatment, and dysphagia management. She has contributed to over 100 peer-reviewed publications since 2005, with recent emphasis on telehealth applications, minor stroke recovery, and interdisciplinary clinical practices. Education: PhD in Speech-Language Pathology, The University of Queensland (2007) Research Interests: Her research addresses communication impairments post-stroke, aphasia therapy innovations, and improving healthcare access for neurologically impaired patients. She co-developed the Be Clear speech treatment for dysarthria and pioneered telehealth interventions for aphasia education. Articles Trends: Recent work emphasizes post-stroke recovery pathways, telepractice efficacy, and clinical protocol development for swallowing disorders. Her studies often integrate multidisciplinary perspectives and patient-centered outcomes. Awards: No specific awards listed, though her extensive publication record reflects peer recognition. Grants & Advising: Lead investigator on grants exploring minor stroke aftercare (SUN trial) and aphasia communication partner training. No explicit student advisees listed, but collaborates with postgraduate researchers in stroke rehabilitation. Labs/Teams: Participates in the International Collaboration of Aphasia Trialists (CATs) and the Brisbane Evidence-Based Language Test development team.

• Speech and Language Processing
• Neuroscience of Communication
• Brain Imaging Techniques
• +5 more

Dr. Michel Belyk is a Senior Lecturer in Psychology at Edge Hill University, affiliated with the Psychology Health Research Institute. He holds a PhD in Psychology, Neuroscience & Behaviour from McMaster University (2015) and completed postdoctoral fellowships at the University of Maastricht, University of Toronto, and University College London. His research focuses on the neurobiology of voice production, integrating brain imaging, neurostimulation, and audio analysis to explore speech, singing, and emotional expression. Key areas include stammering neurobiology, vocal imitation, and applications of real-time MRI. As Local Network Lead for the UK Reproducibility Network, he promotes open research practices. His work bridges neuroscience with clinical advocacy, emphasizing collaborations with stammering communities. Education: PhD Psychology, Neuroscience & Behaviour, McMaster University (2015) Postdoctoral Fellowships: University of Maastricht (Netherlands), University of Toronto (Canada), University College London (UK) Research Interests: Neural control of voice production Stuttering neurobiology and community advocacy Real-time MRI for vocal tract analysis Applications of brain imaging in vocal disorders Psychology of deception detection via speech Professional Engagement: Local Network Lead, UK Reproducibility Network (UKRN) Speaker for The British Voice Association and Voice Study Centre Advocate for open research methodologies

Steve AmendumView profile

Professor

• Early Reading Intervention
• Literacy Development for Multilingual Learners
• Evidence-Based Classroom Instruction
• +5 more

Dr. Steve Amendum is a Professor and Director of the School of Education at the University of Delaware. He specializes in literacy education, focusing on early reading intervention, multilingual learners, and teacher professional development. He holds a Ph.D. in Literacy Education from the University of North Carolina at Chapel Hill (2008), an M.Ed. in Reading Education (1996), and a B.A. in Psychology (1994). His research emphasizes evidence-based practices to improve literacy outcomes for multilingual learners, particularly through collaborative teacher training programs. Current projects involve scaling professional development programs to enhance ESL and classroom teacher collaboration, leveraging cultural wealth to support Latino learners. Dr. Amendum leads IES-funded grants totaling over $6.8M, including studies on online professional development systems and early reading interventions for K-2 multilingual students. He has published in top journals like Reading Research Quarterly and American Educational Research Journal . Recent awards include the CEHD Dean’s Research Award (2018) and Early Career Achievement Award (2015). His work bridges research and practice, focusing on equity and scalable solutions for high-need student populations.

David CokerView profile

Professor

• Writing Instruction
• Early Writing Assessment
• Writing Development
• +3 more

Dr. David Coker is a Professor in the School of Education at the University of Delaware, specializing in writing instruction and early literacy development. He has held academic roles since 2004, progressing from Assistant to Professor. His work focuses on enhancing writing outcomes for low-income students, with research areas including early writing assessment, writing development, and effective instructional strategies. Dr. Coker earned his Ed.D. and Ed.M. in Language and Literacy from Harvard University (2004, 1999), and a B.A. in English from Johns Hopkins University (1993). He has secured significant grants, including a $1.5M IES grant for studying first-grade writing instruction and a Delaware Title II Grant. His research emphasizes the interplay between classroom practices and student outcomes, particularly for ELLs and at-risk populations. Notable contributions include developing classroom observation systems for writing instruction and analyzing noncognitive factors in academic achievement among juvenile delinquents. Grants: IES Exploration Grant (2011–2015) State of Delaware Title II Grant (2009) Awards: Dean’s Research Award (2014) Nominated for Excellence in Teaching (2005) Dr. Coker’s work bridges theory and practice, influencing both academic discourse and classroom strategies to improve literacy outcomes for diverse student populations.

Stephanie N. Del TufoView profile

Assistant Professor

• Neurocognitive basis of learning
• Language and literacy development
• Developmental and aging neuroscience
• +3 more

Stephanie N. Del Tufo is an Assistant Professor in the School of Education and the Interdisciplinary Neuroscience Graduate Program at the University of Delaware. Her research focuses on the neurocognitive basis of learning, language, and literacy across the lifespan, with a particular emphasis on addressing educational equity through individualized approaches. She leads the Developmental and Aging Neuroscience Laboratory, investigating how biological and contextual factors (e.g., socioeconomic status) influence learning outcomes in children, adults, and aging populations. Education: Ph.D., Psychological Sciences, University of Connecticut (2016) M.A., Psychology, University of Connecticut (2015) B.A., Neuroscience and Chemistry, Smith College (2008) Research Interests: Del Tufo’s work bridges neuroscience and education, exploring how neurocognitive mechanisms underpin learning differences. Key areas include: The role of declarative memory in math skills Neural networks supporting multilingual reading Impact of socioeconomic factors on literacy and numeracy Developmental trajectories in neurofibromatosis type 1 Asset-based approaches for adoptees’ academic success Her studies utilize advanced neuroimaging (e.g., MRI, fMRI) and longitudinal designs to dissect these processes. Grants & Awards: PI: NIH/NICHD Grant (2021–2023) on the neurobiology of reading compensation Spencer Foundation Grant (2021–2023) on racial equity and time-series methods Co-I: NIH/NICHD Grant (2019–2028) on executive function and academic achievement Recipient of the Isabelle Y. Liberman Award (2016) and David Zeaman Memorial Award (2016) Labs & Collaborations: Her Developmental and Aging Neuroscience Laboratory employs interdisciplinary methods, collaborating with institutions like Vanderbilt Brain Institute and MIT. Current projects include VR-based navigation studies for neurofibromatosis and explorations of heritage language learners’ math skills.

• Second Language Acquisition
• Language Testing
• Study Abroad and Experiential Learning
• +7 more

Dan Dewey is a Professor and current Department Chair in the Department of Linguistics & English Language at Brigham Young University’s College of Humanities. He holds a PhD in Second Language Acquisition from Carnegie Mellon University and has been actively contributing to research and teaching in applied linguistics and language education. PhD, Second Language Acquisition, Carnegie Mellon University M.A., Language Acquisition (Japanese), Brigham Young University B.A., Japanese, Brigham Young University His research centers on informal second language acquisition, particularly in study-abroad and immersion contexts. He investigates the interplay of cognitive, emotional, social, and neurological factors in language learning, with a strong focus on motivation, anxiety, self-regulation, and social networks. He has increasingly incorporated neurolinguistic methods, including functional near-infrared spectroscopy (fNIRS), to examine brain responses during language use. His teaching interests include second language acquisition, pragmatics, neurolinguistics, and language teaching methodology. His recent publications reflect a strong trend in affective and social dimensions of SLA, including positive psychology interventions, mental contrasting, and social network development. He frequently publishes on language testing, self-assessment validity, and comparative studies across learning contexts such as study abroad, domestic immersion, and foreign language housing. Dan Dewey has not been explicitly awarded scientific prizes in the provided text, but his extensive publication record and leadership role indicate scholarly recognition. He collaborates with the BYU English Language Center and the Center for Language Studies, advising students and contributing to research on language teaching and assessment. He has been involved in projects examining TESOL job market demands and technology integration in language instruction. His work supports both theoretical understanding and practical applications in language education. He is actively involved in research teams utilizing fNIRS and conducting longitudinal studies on language learners abroad. His lab collaborations focus on social interaction, cognitive load, and emotional dynamics in multilingual environments.

• Clinical Neuropsychology
• Clinical Health Psychology
• Neuropsychological Assessment
• +12 more

Julie A. Suhr is a Professor and Director of Clinical Training in the Department of Psychology at Ohio University’s College of Arts and Sciences. She holds a Ph.D. in Clinical Psychology from the University of Iowa and completed a postdoctoral fellowship in Clinical Neuropsychology at the University of Iowa College of Medicine. Her research integrates clinical psychology and neuroscience, focusing on the psychological influences on neuropsychological performance. Education: Postdoctoral Fellow (Clinical Neuropsychology), Department of Neurology, University of Iowa College of Medicine (1994–1997) Ph.D. (1994) in Clinical Psychology, University of Iowa Predoctoral Internship in Clinical Neuropsychology, Brown University (1993–1994) M.A. (Clinical Psychology), University of Iowa (1990) B.A. (Psychology, German), Luther College (1988) Dr. Suhr’s research emphasizes the impact of non-neurological psychological factors—such as malingering, anxiety, depression, and personality—on neuropsychological test performance. Her work spans diverse populations, including individuals with dementia, ADHD, chronic pain, and substance use. A major focus is on aging-related cognitive changes, dementia worry, and driving safety. She employs neuroimaging techniques like Near Infrared Spectroscopy to study cerebral oxygenation during executive tasks. She has led community-based cognitive screening programs since 1997, contributing to early dementia detection research. Her recent publications highlight trends in validity assessment, malingering in ADHD, pandemic-related mental health, and the psychological underpinnings of cognitive complaints. She has authored influential consensus statements on performance validity and has extensively studied illness identity in neuropsychological conditions. Scientific Awards and Recognition: No formal awards listed, but extensive national and international invited talks and workshops reflect high professional esteem. Dr. Suhr has chaired over 25 Ph.D. dissertations and mentors current graduate students including Claire Alexander, Kaley Angers, Taylor Lambertus, Grace Lee, Kendra Pizzonia, and Olivia Revels-Strother. She has secured multiple NIH and institutional grants, particularly in aging, ADHD, and cognitive validity. She is actively involved in clinical training and professional development, presenting on topics such as gender disparities in academia and ethical issues in peer review. She also conducts outreach through the Ohio University Collaborative on Aging and local Alzheimer’s Association events. Laboratories and Research Teams: Her lab conducts research on cognitive screening, executive functioning, and validity assessment. Collaborates with Dr. Brian Clarke at OMNI and Dr. France on health factors like hypertension and stress. Utilizes neuroimaging (NIRS) and psychophysiological methods in aging and ADHD research.

• Corpus Linguistics
• Phraseology
• Second Language Acquisition
• +3 more

Dr. Ute Römer-Barron is a prominent researcher in corpus linguistics with over 20 years of contributions to language teaching, academic writing, and phraseological analysis. She serves as General Editor for the Studies in Corpus Linguistics book series and has co-edited multiple volumes on corpus-driven methodologies. Specializes in verb-argument constructions (VACs) and formulaic sequences Investigates second language acquisition through computational corpus analysis Develops pedagogical frameworks for corpus-based English teaching Her work spans academic writing in English as a lingua franca (2020), L2 development patterns (2019), and psycholinguistic studies of construction learning (2014). Recent research (2024) examines modal verb constructions in L2 learners.

• Neural Machine Translation
• Computational Linguistics
• Natural Language Processing
• +6 more

Antonio Toral is a leading researcher at the University of Groningen, focusing on Neural Machine Translation (NMT) , human evaluation , and parallel corpus curation . His work spans low-resource language modeling, lexical diversity enhancement, and multilingual figurative language detection. Affiliations: University of Groningen, MaCoCu Project, CREAMT Consortium Key projects: MaCoCu (Massive collection of under-resourced language data) CREAMT (Creativity in literary translation) Research interests include: Improving NMT naturalness and lexical richness Document-level evaluation of machine translations Character-level modeling and downsampling techniques Reproducibility challenges in human NLP evaluation Cross-lingual formality transfer without parallel data His recent articles (2021–2025) demonstrate expertise in: Reinforcement learning for naturalness preservation Statistical analysis of translationese effects Dependency-based reordering models Pivot translation for Catalan→Chinese Domain-specific corpus creation for EU Digital Service Infrastructures

• Cognitive Psychology
• Educational Psychology
• Neuroscience
• +3 more

Dr. Otto Loberg is a Senior Lecturer in Psychology at Bournemouth University, specializing in cognitive processes related to reading, attention, and neural mechanisms in children. His work spans interdisciplinary areas of neuroscience , developmental psychology , and educational research , with a focus on understanding how eye movements , brain potentials , and cognitive abilities interact during reading tasks. Key Research Themes: Neural correlates of reading and attentional processes in children Eye movement dynamics in natural reading contexts Impact of dyslexia and attentional deficits on cognitive performance Technological applications (e.g., machine learning) in educational diagnostics Publications highlight collaborations with researchers across Finland and the UK, utilizing ERP analysis , eye-tracking , and computational models to explore reading efficiency and brain responses to linguistic stimuli. Despite no explicit mention of awards or student advisement, his work remains influential in educational neuroscience and cognitive development domains.

Cortney BenjaminView profile

Assistant Professor

• Spanish Language
• Hispanic Literature
• Cultural Studies
• +8 more

Cortney Benjamin is an Assistant Professor in the Department of Social Science within the College of Arts & Human Sciences at the University of Wisconsin-Stout, where she teaches Spanish language, literature, and culture courses and advises the Applied Foreign Languages and Spanish Minors. Her research focuses on women's travel literature, particularly cultural and historical narratives of journeys across the Atlantic and Mediterranean. She is deeply committed to promoting the transformative value of study abroad and has recently explored the use of AI and digital technologies to create immersive cultural learning experiences for students without physical travel. Her research interests include Spanish language, Hispanic literature, cultural studies, gender and sexuality studies, and innovative pedagogical methods in language education. By integrating personal experiences of living and studying abroad, she emphasizes the importance of intercultural competence and linguistic fluency in professional and personal development. While no recent publications are listed in the provided text, her work suggests a strong interdisciplinary focus on literature, gender, and technology-enhanced cultural education. She is actively involved in student advising and curriculum development, supporting students in aligning their language skills with broader academic and career goals. Though specific grants or funded projects are not mentioned, her work with AI and cultural immersion implies engagement with educational innovation initiatives. There is no indication of formal lab or research team affiliations, though her pedagogical projects likely involve collaboration with instructional technology units or language learning centers at UW-Stout.

• Literacy
• Early Childhood Education
• Educational Psychology
• +9 more

Marie-France Morin is a Professor at the Faculty of Education, Université de Sherbrooke , specializing in literacy development, learning disabilities, and educational interventions. She holds a PhD in Psychopedagogy (2002) and a Master’s in Psychopédagogie (1998) from Université Laval. Research Focus: Literacy, graphomotor skills, orthography, educational technology, and preventive strategies for at-risk learners. Awards: Mérite Estrien 2010 Best Thesis in Educational Sciences in Québec (2004) Excellence Doctoral Thesis Award (2003) Grants & Projects: Led/Co-led 22+ grants, including FRQSC-ANR France-Québec Project NumEc (2016-2023), BMO-funded literacy research (2017-2023), and TD Bank initiatives (2017-2023). International Collaborations: Co-founder of the International Symposium on Educational Literacy (SILE), with events in Canada, France, Portugal, Chile, and the Czech Republic. Recent Publications: 15+ articles on orthographic development, handwriting in dyslexia, tablet-based writing, and pedagogical practices (2022-2007).

Christina IsabelliView profile

Professor

• Second language acquisition
• Spanish applied linguistics
• Sociolinguistics
• +7 more

Christina Isabelli is Professor of Spanish in the Department of Modern Languages and Literature at Gonzaga University, where she also serves as Associate Provost for Global Engagement. She leads the Center for Global Engagement, overseeing international student services, study abroad programs, and the English Language Center. Her academic background includes a Ph.D. in Ibero-Romance Philology and Linguistics from the University of Texas at Austin, an M.A. in Spanish Literature and Linguistics from the University of Iowa, and a B.A. in Spanish and Mathematics from Illinois State University. Ph.D., University of Texas at Austin – Ibero-Romance Philology and Linguistics M.A., University of Iowa – Spanish Literature and Linguistics B.A., Illinois State University – Spanish and Mathematics Her research centers on second language acquisition, particularly in study abroad and domestic immersion environments. She investigates how social networks, motivation, and extended interaction with native speakers influence linguistic accuracy and oral communication skills. Her work bridges applied linguistics, sociolinguistics, and foreign language teaching methodology, with a strong focus on international education and language program articulation. The recent publications of Dr. Isabelli reflect a consistent trajectory in second language acquisition research, emphasizing comparative learning contexts (study abroad vs. domestic), linguistic accuracy (gender agreement, article usage), and program design. Her work integrates qualitative ethnographic methods with quantitative analysis, often drawing on social network logs and learner diaries. She has contributed significantly to understanding how structured immersion and social integration enhance language development. Dr. Isabelli serves as a Program Reviewer for CAEP/ACTFL, evaluating foreign language teacher certification programs nationwide. She has also contributed to state-level advocacy through the Washington Office of Superintendent of Public Instruction and served on the AAUSC Board of Directors. She has advised numerous language programs through ALD-MLA consulting and has led initiatives such as the College in the High School program at Gonzaga. She has held visiting professorships at Middlebury’s Summer School of Spanish, IES Abroad Madrid, and Universidad Internacional in Mexico. She previously chaired the Department of Hispanic Studies at Illinois Wesleyan University and founded the Language School for Kids there. Her leadership extends to organizing national workshops on language program coordination and assessment.